Compare and Contrast Two Shopping Centres

Nguyen Le Thi Phuc 24/3/2013 A shopping plan Last week, I thought of a plan to go to the shopping centre with my friend who is going to visit Singapore. Both my friend and I like shopping, I wanted to take her to go shopping. But I could not make up my mind that where we would go. I had ever come to Thomson Plaza and Lucky Plaza that all of them were very nice. Then I compared the location, structure and goods of two centres that I could finally come to my decision to go Lucky Plaza.First, I considered about their location. Thomson Plaza is a shopping centre located in urban areas, in the heart of private and public residential estates at Upper Thomson Road. However, Lucky Plaza is situated in the midst of Singapore’s premier shopping district and located along the Orchard road. So both Thomson Plaza and Lucky Plaza are easy to move by any transportation. Lucky Plaza is closer the MRT Station but farer my home than Thomson Plaza.Besides, Lucky Plaza had been identified as one of the most accessible landmarks for the tourists. Second, I thought of their structures. While Thomson Plaza’s logo is an orange – gray leaf, Lucky Plaza’s logo looks like double â€Å"S† with yellow color. The appearance of Thomson Plaza looks nice and specially, and Lucky Plaza does too. Thomson Plaza has 3 floors and a basement carpark. In contrast, Lucky Plaza has 6 floors, 1 basement and a large parking lot. So there are many shops in Lucky Plaza more than Thomson Plaza.From their structures, they both buy the diverse variety of goods with many different brands. They serve quality goods, good services and sometimes they have some goods on sale with low price. Specially, Lucky Plaza has many kinds of foods, Photo studio, Bossini, Levi’s, Bata shops that we like most. On the orther hand, Thomson Plaza doesn’t have those shops. In conclusion, after taking everything into consideration, I think I made the right decision. We will have a sho pping trip in Lucky Plaza with our favourite shops.

The Alchemist Summary Part One

Mabel Medina July 1, 2012 English 513 Kelly Understand The Alchemist Summary In â€Å"Part One† of The Alchemist by Paulo Coelho, is so far about a boy named Santiago starting out his quest in the search of his Personal Legend. Santiago is a shepherd who likes to travel and enjoys being around his sheep. Although he travels all over, there was a certain village the shepherd boy enjoyed going to sell his sheep’s wool because he liked the merchant’s daughter.The author describes Santiago recall why he decided to become a shepherd and how his father helped him by giving him three gold coins to buy his flock of sheep. The boy was happy being a shepherd; he had his sheep, a jacket and book. One day, Santiago went to a Gypsy where he tells her about a recurrent dream he has had about finding treasure in the Egyptian pyramids. The Gypsy does not give him a lot of information about his dream, but does tell him that if he finds the treasure, to give her one-tenth.Later on that day, the boy is reading his book, when an old man came by him and tried to start a conversation. When the old man finally got the boy’s attention, he tells him he is the King of Salem, and how he can find the hidden treasure, but wants one-tenth of his sheep in return. The old man also tells the boy to not give up and to go forth and search for the treasure before it is too late and he gives up. The next day, Santiago met up with the old man and gives him one-tenth of his sheep.In return, the old man gave the boy advice that would be helpful throughout his journey, and two rocks, Urim and Thummim (one black meaning yes, and the other white, meaning no), to help him read omens better. Santiago began his journey and went to Africa. While in Africa, as the author describes, the boy feels insecure because of the language barrier, but quickly entrusts in a boy who speaks the same language as he and invites him along his journey. The two boys go into the plaza, and Santiagoâ €™s new friend is suddenly out of sight, with all of his money, and he later realizes that his â€Å"friend† has robbed him.The following day, the boy observes a candy seller, and as he is doing so, he realizes that he needs to have patience on his journey. A crystal merchant notices Santiago in the plaza and watches him. Santiago offers to clean his glass windows in exchange for food. As Santiago was working, two customers went in the shop, and the crystal merchant offers him a job, taking the customers as a good omen. The boy accepts, telling him that he will work for him until he has enough money to buy some sheep.

Historical Report on Race

They were sold into slavery where they were considered property, had o rights, past down to the next generation, and etc. (Schaefer p. 177). Slaves had to follow many different codes and it shows how badly African Americans have suffered over the years. Slaves were controlled by fear and intimidation. When slaves did not follow the codes they were punished in many different ways. For example: whipped, beaten, imprisoned, hung, or etc. On top of that women also had to deal with rape and there was nothing they could do about it.In 1865 slavery was dismissed throughout the United States (Schaefer p. 180). Since then African Americans have experienced many other hardships. For example: discrimination, segregation, hatred, racism, and etc. It has not by any means been an easy going ride for African Americans. There have been many different political, social, and cultural issues or concerns throughout America's history, because of the color of their skin. There has been discrimination towa rds African Americans and has hindered them from performing the best that they can.There was laws created to help support oppression of African Americans. As time went by laws were passed to help Stop discrimination with the help of African Americans standing up against the discrimination that they were dealing with. For example: â€Å"in 1 955, a black seamstress Rosa Parks refused to give up her seat to a white man on a Montgomery, Alabama, city bus† (History 2014). This brought around a citywide boycott that helped put a stop to segregation. There are many organizations that have come about to help voice ways of preventing discrimination.For example: in 1942, James Farmer organized an organization called Congress of Racial Equality (CORE). Core was created and to help end discriminatory policies through direct-action projects (Congress of Racial Equality 2014). These organizations helped start the beginning of the end of coordination, segregation, slavery, De cure segregat ion, and etc. Legislation meant to constrain race with prejudicial boundaries that enacted. For example: Jim Crow Laws or De cure segregation. Jim Crow laws were created to separate the whites and blacks.They were set in place to supposedly treat blacks as separates but equal (Schaefer p. 180). It separated the whites and blacks in many different ways. Blacks were not allowed to eat in the same restaurant, use the same bathrooms, stay in the same hotels, or go to the same schools. While they were enslaved there were slave codes that they had to follow. For example: they were not allowed to gamble, they had curfews, they could not own property, they could not marry, they could not have a weapon, or etc. (Schaefer p. 177).The united States made it very difficult for African Americans to become who they are in today's society. African Americans fought legislation in many different ways. They boycotted, ran away, or etc. , just to get away from the laws or to try and end the rules. Alth ough African Americans were beaten or arrested they still continued to stand their grounds to get what they deserved. The government also put into place a restrictive covenant. Racially restrictive covenants played a major role in contributing to residential segregation† (Ramose 1995). This covenant helped keep blacks from living in white neighborhoods.African Americans fought the system to overturn the covenant and to be able to live where ever they wanted. In 1963 President Lincoln put Emancipation Proclamation into effect. â€Å"Emancipation Proclamation freed all people that were held as slaves, but only was meant for the states that were involved in the Confederacy† (Schaefer p. 180). The thirteenth amendment stopped slavery all together, in every state. There have been many laws created to help stop discrimination wrought the United Stated. Not only for African Americans but also for other minorities. Historical Report on Race Krista Hanna Eth/125 Mr. Lew 18 February 2013 Historical Report on Race *I am writing as a Native American, a letter to my friend of a different culture. Dear Molly, I am writing in response to the letter you sent me, to answer questions and expand your knowledge about the Native American culture. First off let me start by saying that life wasn’t always grand for me. As a Native American, we learned to adopt our own way of live. We lived off reservations, and lived a more traditional way of life.A life that we thought was best for us and our kids to grow up in. We produced our own food, shelter and weapons and provided for ourselves in the most natural way possible. It wasn’t always easy though, and others seen more value out of our land and resources than us. I was forced off my land and had to adapt to the new peoples way of life. That in which they called a white society; this society created many acts in my life time in order to weaken our society such as those of t he Allotment Act and the Reorganization Act (Schaefer, p. 47, 2012). People of my cultural lived on reservations, we had learned to separate ourselves and adopt our own way of life and government. Native Americans had created their own nation and it caused and has caused a lot of tension between us and the U. S. culture. As a Native American, we were all about live the traditional way of life. There was value to our land and the resources that we used and the white people wanted and did take it from us.It seemed as if we were constantly at war with the white people so that we could protect what we thought was rightfully ours. They had created an act known as the Indian Removal Act, which was passed in 1830 (Schaefer, p. 150, 2012). This opened more land for settlement and allowed people to come in and take over our reservations (Schaefer, p. 150, 2012). In 1946, Congress had created the Indian Claims Commission (Schaefer, p. 150, 2012). This was a good thing for us, or so we thought . It meant that finally our voice was going to be heard.There were three members apart of the commission, and they were given a five year deadline, but there kept getting extension after extension, until; in 1978 the whole thing was abolished (Schaefer p. 155, 2012). At times, it seemed as if maybe the government was trying to help us, that or they were trying to use us. In 1952, the BIA began programs, so that they could relocate young Native Americans to Urban areas and by 1962 they had created what was called the Employment Assistance program; also known as the EAP (Schaefer, p 157, 2012).Basically there primary goal was to relocate us by offering us better jobs opportunities that, that of the reservation could not offer. But this plan had soon backfired on them. By 1965, one-fourth to one third of the people in the EAP had returned home to their reservations (Schaefer p. 157, 2012). Today, most of our land has been taken from us and no longer exist. Native Americans themselves a re not being treated as badly as we were back then, but it’s the culture and our name that continues to be insulted. Schools have such a thing as mascots, and they create names for them.They use those such as the â€Å"Braves† or â€Å"Redskins. † Those names have a meaning to the Native American culture, it tends to bring up the past for us, and though there intentions may not be that of insulting us, some of us don’t like it too much. It hasn’t always been easy for us, and at times I wanted to give up. But everything seems to turn out for the better. I’ve learned that every culture and person has their own way of living and when someone sees a greater value of that person’s living then they have to have it.Things don’t always have to be that way; people can come up with their own greater value of living. Remember, you don’t always have to have someone else’s greater value to have a greater value of your own. Mak e an even better living for yourself than trying to take someone else’s. I hope you learned well from this letter and I wish you the best. Your Friend! Resources: Schaefer, R. T. (2012). Racial and Ethnic Groups (13th ed. ). Retrieved from The University of Phoenix eBook Collection database. Historical Report on Race Krista Hanna Eth/125 Mr. Lew 18 February 2013 Historical Report on Race *I am writing as a Native American, a letter to my friend of a different culture. Dear Molly, I am writing in response to the letter you sent me, to answer questions and expand your knowledge about the Native American culture. First off let me start by saying that life wasn’t always grand for me. As a Native American, we learned to adopt our own way of live. We lived off reservations, and lived a more traditional way of life.A life that we thought was best for us and our kids to grow up in. We produced our own food, shelter and weapons and provided for ourselves in the most natural way possible. It wasn’t always easy though, and others seen more value out of our land and resources than us. I was forced off my land and had to adapt to the new peoples way of life. That in which they called a white society; this society created many acts in my life time in order to weaken our society such as those of t he Allotment Act and the Reorganization Act (Schaefer, p. 47, 2012). People of my cultural lived on reservations, we had learned to separate ourselves and adopt our own way of life and government. Native Americans had created their own nation and it caused and has caused a lot of tension between us and the U. S. culture. As a Native American, we were all about live the traditional way of life. There was value to our land and the resources that we used and the white people wanted and did take it from us.It seemed as if we were constantly at war with the white people so that we could protect what we thought was rightfully ours. They had created an act known as the Indian Removal Act, which was passed in 1830 (Schaefer, p. 150, 2012). This opened more land for settlement and allowed people to come in and take over our reservations (Schaefer, p. 150, 2012). In 1946, Congress had created the Indian Claims Commission (Schaefer, p. 150, 2012). This was a good thing for us, or so we thought . It meant that finally our voice was going to be heard.There were three members apart of the commission, and they were given a five year deadline, but there kept getting extension after extension, until; in 1978 the whole thing was abolished (Schaefer p. 155, 2012). At times, it seemed as if maybe the government was trying to help us, that or they were trying to use us. In 1952, the BIA began programs, so that they could relocate young Native Americans to Urban areas and by 1962 they had created what was called the Employment Assistance program; also known as the EAP (Schaefer, p 157, 2012).Basically there primary goal was to relocate us by offering us better jobs opportunities that, that of the reservation could not offer. But this plan had soon backfired on them. By 1965, one-fourth to one third of the people in the EAP had returned home to their reservations (Schaefer p. 157, 2012). Today, most of our land has been taken from us and no longer exist. Native Americans themselves a re not being treated as badly as we were back then, but it’s the culture and our name that continues to be insulted. Schools have such a thing as mascots, and they create names for them.They use those such as the â€Å"Braves† or â€Å"Redskins. † Those names have a meaning to the Native American culture, it tends to bring up the past for us, and though there intentions may not be that of insulting us, some of us don’t like it too much. It hasn’t always been easy for us, and at times I wanted to give up. But everything seems to turn out for the better. I’ve learned that every culture and person has their own way of living and when someone sees a greater value of that person’s living then they have to have it.Things don’t always have to be that way; people can come up with their own greater value of living. Remember, you don’t always have to have someone else’s greater value to have a greater value of your own. Mak e an even better living for yourself than trying to take someone else’s. I hope you learned well from this letter and I wish you the best. Your Friend! Resources: Schaefer, R. T. (2012). Racial and Ethnic Groups (13th ed. ). Retrieved from The University of Phoenix eBook Collection database. Historical Report on Race Krista Hanna Eth/125 Mr. Lew 18 February 2013 Historical Report on Race *I am writing as a Native American, a letter to my friend of a different culture. Dear Molly, I am writing in response to the letter you sent me, to answer questions and expand your knowledge about the Native American culture. First off let me start by saying that life wasn’t always grand for me. As a Native American, we learned to adopt our own way of live. We lived off reservations, and lived a more traditional way of life.A life that we thought was best for us and our kids to grow up in. We produced our own food, shelter and weapons and provided for ourselves in the most natural way possible. It wasn’t always easy though, and others seen more value out of our land and resources than us. I was forced off my land and had to adapt to the new peoples way of life. That in which they called a white society; this society created many acts in my life time in order to weaken our society such as those of t he Allotment Act and the Reorganization Act (Schaefer, p. 47, 2012). People of my cultural lived on reservations, we had learned to separate ourselves and adopt our own way of life and government. Native Americans had created their own nation and it caused and has caused a lot of tension between us and the U. S. culture. As a Native American, we were all about live the traditional way of life. There was value to our land and the resources that we used and the white people wanted and did take it from us.It seemed as if we were constantly at war with the white people so that we could protect what we thought was rightfully ours. They had created an act known as the Indian Removal Act, which was passed in 1830 (Schaefer, p. 150, 2012). This opened more land for settlement and allowed people to come in and take over our reservations (Schaefer, p. 150, 2012). In 1946, Congress had created the Indian Claims Commission (Schaefer, p. 150, 2012). This was a good thing for us, or so we thought . It meant that finally our voice was going to be heard.There were three members apart of the commission, and they were given a five year deadline, but there kept getting extension after extension, until; in 1978 the whole thing was abolished (Schaefer p. 155, 2012). At times, it seemed as if maybe the government was trying to help us, that or they were trying to use us. In 1952, the BIA began programs, so that they could relocate young Native Americans to Urban areas and by 1962 they had created what was called the Employment Assistance program; also known as the EAP (Schaefer, p 157, 2012).Basically there primary goal was to relocate us by offering us better jobs opportunities that, that of the reservation could not offer. But this plan had soon backfired on them. By 1965, one-fourth to one third of the people in the EAP had returned home to their reservations (Schaefer p. 157, 2012). Today, most of our land has been taken from us and no longer exist. Native Americans themselves a re not being treated as badly as we were back then, but it’s the culture and our name that continues to be insulted. Schools have such a thing as mascots, and they create names for them.They use those such as the â€Å"Braves† or â€Å"Redskins. † Those names have a meaning to the Native American culture, it tends to bring up the past for us, and though there intentions may not be that of insulting us, some of us don’t like it too much. It hasn’t always been easy for us, and at times I wanted to give up. But everything seems to turn out for the better. I’ve learned that every culture and person has their own way of living and when someone sees a greater value of that person’s living then they have to have it.Things don’t always have to be that way; people can come up with their own greater value of living. Remember, you don’t always have to have someone else’s greater value to have a greater value of your own. Mak e an even better living for yourself than trying to take someone else’s. I hope you learned well from this letter and I wish you the best. Your Friend! Resources: Schaefer, R. T. (2012). Racial and Ethnic Groups (13th ed. ). Retrieved from The University of Phoenix eBook Collection database.

The Impact of Cross Border Mergers between the Other Countries and the Dissertation

The Impact of Cross Border Mergers between the Other Countries and the UK - Dissertation Example For instance, when the Daimler-Benz and Chrysler merged, both the companies stopped to exist and in their place DaimlerChrysler was formed. Cross border mergers are those mergers where the involved companies are set up in different countries. They comprise of a growing percentage of all the mergers. The cross border mergers are of two kinds, viz., the inward cross border mergers and the outward cross border mergers. In the inward cross border merger, the entire or parts of domestic companies are put up for sale to overseas investors, which result in inward movement of capital. In the case of an outward cross border merger, the domestic companies purchase the entire or segments of foreign companies resulting in outward flow of capital (Organisation for Economic Co-operation and Development. Economic Analysis and Statistics Division, 2003). Cross-border mergers are a very significant occurrence in the global economy. They encompass greater than 50% of all the foreign direct investment taking place in the world (Gugler & Et. Al., 2003). Companies engage in cross border merger activities for various motives, such as intensification of their market position, growing their business, getting hold of the other company’s complementary resources, and to improve their efficiency by global business reorganization among others. During the period from 1995-2001, the United Kingdom was the second target nation after the United States for cross border inward mergers. During the same period, the United Kingdom was leading acquiring country, with most number of outward overseas mergers (Organisation for Economic Co-operation and Development. Economic Analysis and Statistics Division, 2003). Cross Border Mergers continued to contribute for a major percentage of annual global foreign direct investment flows till 2007. The overseas mergers were the chief mode of foreign direct investment entry to other countries, and consequently the primary reason for the boom in the global foreign direct investment market during the phase from 2003 to 2007. However, during 2008, due to the impact of the global financial crisis, the number of cross border mergers as well as acquisitions plunged. The decline in the overall cross border mergers has had a considerable effect on the Foreign Direct Investment flows. This was because, the flow of Foreign Direct Investment are strongly interrelated with the worth of the overall overseas merger transactions. There was a major reduction in the cross border merger activities in both the manufacturing as well as the services sector from 2008 to 2009. There was also an apparent relative swing towards the non-financial services, such as the food, beverages sector, during the same period. An impressive rise in the investments in agriculture and other associated activities through cross bo rder mergers was recorded during 2007-2008 (Burksaitiene, 2010). The research objective of this study is to analyze the impacts of the 2008 financial crisis that led to a global economic depression on the field of cross border mergers as an important investment method in the United Kingdom. The study also explores the major expansion opportunities and also the difficulties relating to the cross border mergers in the United Kingdom. The study also discusses the cross border mergers in details, including the advantages of investing through

Strategic Investment Decision Making Case Study

Strategic Investment Decision Making - Case Study Example This paper addresses a critical question "Should TAM Airlines buy Airplanes of the Model: Fokker F-100 or the Airbus A-320" The research is carried out in the form of a case study where drawing information from different search engines such as Google and previous research we compared the two aircraft. Drawing from prior studies the evidence suggests that Airbus 320 represents a better option for TAM Airline considering, it flight capacity, its flexibilities, and its technological advancement attached to the changing time. Airbus 320 offers the management an opportunity for a long term suppliers relationship management. The difference is attributed to differences in the level market systems that characterized both economies. Fokker F100 is characterized by a Short route for regional flight limited to 3111km where as Airbus 320 is a long route flight. The features and flexibilities offered by airbus gave us grounds to recommend it to TAM Airline Adler (2000) suggests that strategic investment decision making involves the process of identifying, evaluating, and selecting projects that are likely to have a big impact on a company's competitive advantage. Strategic investment decisions influence what the company is doing, that is, the set of products and services as well as their attributes that it offers to customers. These decisions also influence where the company offers these products and services and how it offers them. (Adler, 2000). It is therefore very essential to ensure that the right decision is made as regards the products and services on offer, where such products are offered and how they are offered. Investment decision making involves the elements of a classic cost-benefit analysis. (Adler, 2000). According to Akalu and Turner (2001, 2002) finding a reliable method of investment appraisal is not only a matter of concern for company management. Investment appraisal has now become a matter of concern to both share holders and investors. (Turner, 2001, 2002). Customer satisfaction lies at the heart of all modern thinking on quality and business management. Customers and suppliers are important stakeholders. "Stakeholders are those individual or groups who depend on the organisation to fulfill their own goals and on whom, in turn, the organization depends" (JSW: 2005:179). TAM Airlines now faces a critical purchase / Suppliers management decision to discontinue with it much heralded Fokker F-100 and go in for the Airbus -320. Thus, the central theme in this paper is to find out which of the two airplanes represent a better investment or purchase decision for TAM Airlines. 1.1Problem Statement and Research Questions The supplier selection process must be an integral part of an effective

Titian - Venus and Adonis Painting Essay Example | Topics and Well Written Essays - 750 words

Titian - Venus and Adonis Painting - Essay Example The essay "Titian - Venus and Adonis Painting" discovers the Titian - Venus and Adonis Painting. Before delving into the dynamics of gender roles the prose will examine the various technique and elements that the artist incorporated in the painting. Titian’s Venus and Adonis is an oil painting that represents the Greek myth of the goddess Venus and her young lover Adonis. It shows young Adonis reluctantly leaving the beautiful goddess to go hunting with his dogs, as Venus tries to dissuade him. Being a deity Venus has foreseen the demise of Adonis after getting attacked by a wild boar. Titian has used the painting to narrate the myth by using the right combination of colors and shades in order to add substance, grace and charm to the painting. The artist has taken heavy inspiration from western technique of painting and incorporated a strong classical mythology theme to it that further enhanced the quality of the painting making it seem very realistic and alive. The posture he has given to the main characters in his painting is very graceful and uses aristocratic colors and hues to show flexibility in the piece of art and symbolize the divine presence and involvement in the scenario. According to the myth, Adonis a mortal man eventually dies on his hunt after being attacked by a wild boar as predicted by Venus. The painting shows only the back of Venus and her arms wrapped around Adonis’s body. The background of the painting shows, Adonis’s dogs who ready to go hunting with him.

My walk with catholism Research Paper Example | Topics and Well Written Essays - 750 words

My walk with catholism - Research Paper Example The aims of this essay are two-fold: to observe and to participate in an unfamiliar spiritual tradition that is different from one’s own.  I was reared in a conservative southern Baptist church. For the purpose of this paper, my attendance to a Catholic church is hereby detailed and shared. Introduction to the Catholic Church The rich historical background of the Catholic Church has led scholars and theologians to pinpoint its origins from the time of the twelve apostles of Jesus Christ nearly 2,000 years ago (Aguilar, 2007). People who are strongly devoted to the Catholic faith contend that Jesus Christ is the ultimate founder and supreme head of Roman Catholics. Upon the demise of Christ, one of the apostles, Peter, was reported to be designated as the first Pope, or temporal head of the increasing number of faithful devotees of the Catholic Church. Since then, it has been averred that the mission of this faith is to spread the faith across the world. According to Pope Ben edict XVI, the Catholic Church’s mission is summarized â€Å"as a threefold responsibility to proclaim the word of God, celebrate the sacraments, and exercise the ministry of charity† (Benedict XVI 2005). ... St. Martin of Tours Catholic Church is reported to have been established in the year 1853 and â€Å"named for the patron of the Bishop, Martin John Spalding† (St. Martin: Parish History, 2011, par. 1). I made four visits to this church on following dates: 21st March (Monday), 23rd March (Wednesday), 27th March (Sunday ) and my last visit was on the 30th of March (Wednesday). On first three visits, I attended Masses; while on my last visit, I conducted an interview. B. Social Issues Endorsed by the Place of Worship The St. Martin of Tours Catholic Church actively endorses participation in social issues being a multicultural Catholic church. The population living nearby in the vicinity is African American and this community is a working class and mainly poor. This church remains opens 24/7 and is open to everyone. The place of worship’s governing staff and leaders believe in supporting minorities as well as their rights. One of the main issues addressed by the parish is t he issue of racial equality, specifically black and Indian minorities living particularly in Kentucky, and in the USA, in general. The reason they address this issue is consistent with the Catholic’s mission of proclaiming the word of God to all mankind. Further, the parish aims to gather funds and donations in order to support various charitable endeavors. One of the communities supported through financial contributions is the Catholic American Indian communities on reservations, in inner cities and in rural areas. Parishioners are encouraged to give voluntary gifts, either in kind or in cash, to support evangelization programs of African Americans. From among the currently ongoing programs include Preaches in their own Archdiocese through the work of

What is the main purpose of the miracle stories in the New Testament Essay

What is the main purpose of the miracle stories in the New Testament Can we take them seriously in the post modern era - Essay Example Miracle is a sign God use to point at Himself or at His existence. Through miracles God portrays, the universal fact that the whole universe is made by Him. He has order the universe to act in a certain order and according to certain laws, therefore He has the authority to change these whenever He wants The miracle is not always mean to break or violate the natural law. Everything has been made by God, He controls it and has been maintaining it since the first day of its creation but one day He will destroy it. The day will be â€Å"the day of judgment†. In the New Testament Jesus Christ performed many miracles. He performed His first miracle when He changed water into wine. He healed many people. The brought the dead to life. This was all done to build the faith of the Christian in the Supreme Authority. Being a Christian whenever you read the bible, you see miracles happening on every other page. Whether it is water changing into wine, sick ones is healed, the sea divides into two parts. There are number of miraculous activities which are performed by God himself, or by God’s will. All these events which we read only make our faith firm as a mountain. It makes us believe that Almighty God has unlimited power over every other thing. He controls all that happens and even the things that you think are impossible to happen. All the powers are in the hands of God, He can bring the dead to life. The purpose of all the miracles is to tell the human being that God has control of creation because he is the only one who has created us. It tells us that if God has the control over such miraculous thing, so just imagine what he can do with our lives. Nothing difficult for Him to control He can change our lives within the blink of an eye. He wants us to believe in the miracles and know that they can happen in our lives too. The miracles occur to make us believe in the bible. It makes us believe that there is a life after death and the way to that eternal life, is

Apply the four P's model of innovation to case studies or companies Assignment

Apply the four P's model of innovation to case studies or companies you are familiar with and critically evaluate the above st - Assignment Example ....................................................................................7 Process.........................................................................................8 Evaluation of the Quote by Gary Hamel............................................10 Conclusion...............................................................................................12 References...............................................................................................13    Apple Inc.: A Study in Innovation Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Four Ps of innovation is defined in his paper as product, process, position and paradigm (Mobbs, 2010). Innovation, in general, consists of common words that might include the word â€Å"new,† â€Å"introduction,† â€Å"markets† and â€Å"process,† and is marked by a willingness to take some risks and celebrate the failures. Innovation also can be incremental or radical. Incremental means that something existing is made better. Radical means that the company is doing something completely different (Mitchell, 2010). Incremental innovation could be extremely beneficial to an industry   - for instance, in the television industry, the advent of flat screens and high definition has radically transformed that industry, for the better (Phi, 2012). Perhaps no company has exemplified the principles of innovation better than Apple, Inc. Its i-Tunes and i-Pod radically changed the music industry, then its i-Phone and i-Pad did the same for the computing and cell phone industries. They have led the way in developing products that could be considered radical, not just a â€Å"tweak† on a product that has already been in place. In the process, they have become one of the most, if not the most, exciting company to watch. Although there are some that might say that Apple has peaked, the company does not buy into this, and innovation continues to be their cornerstone. This paper will examine the company, then examine how the four Ps of innovation apply to it. Apple, Inc. History   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Chapman et al. (2012), Apple began its life in 1976, the brain child of Steve Jobs and Stephen Wozniak. The two men were high school mates, as well as former collaborators. Wozniak had been working on combining computers with video monitors, with an idea towards making computers accessible to the masses and user-friendly. Wozniak was working at Hewlett-Packard at that time, and brought his ideas to HP. HP, however, did not think that personal computers had a future, so rejected Wozniak's ideas. Jobs, however, saw the future, and decided that he was the right partner for Wozniak to begin selling computers. Their first computer was known as Apple 1, and was built in the garage of Jobs' parents. This computer was only intended for hobbyists, as it didn't have an exterior casing, and only was a circuit board. The name of the company was Apple, because Jobs had a job in an orchard while he sought enlightenment, and neither man could think of a better name. The Apple II soon followed, and the duo was able to expand after finding new partners for their expansion plans (Chapman et al., 2012).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Apple II was a hit, according to Chapman et al. (2012), as it was the first computer that had a sleek plastic casing and color graphics. The annual sales for the fledgling company was $10 million in 1977, and thousands of employees were added. By 1980, the company was public, and its stock increased, on the first day of trading, from $22 to $29.

Equine Exercise Physiology, Fitness and Training Assignment

Equine Exercise Physiology, Fitness and Training - Assignment Example The pulse rates are highly depended on the level of stress experienced at a particular time. In this case, the heart pumps more than 1.5 litres of blood per beat. When responding to a race the horse increases its red blood cell count up to 65 per cent with more than half of it being stored in the spleen. These red blood cells lack nucleus and contains a component of haemoglobin protein that is responsible for transporting oxygen. The combination of the respiratory and cardiovascular system encourage a sustainable oxygen consumption potential .Thus, the horse’s heart has the ability to control the thickness of the blood that is redirected from internal organs to muscles that keep it in motion. The supply of oxygen to muscles facilitates the production of energy in the muscles. When running two or more furlongs, a horse derives more than half of its energy percentage anaerobically as it involves the heart rate of above 150 beats per minute. This involves volatile amounts of power characterized by very fast galloping, short sprints and acceleration. Anaerobic respiration in this case involves the breaking down of glycogen at the absence of oxygen (Hodgson, McKeever and McGowan 2013, p.20). The muscle cells of an over worked horse would contain a variety of fast-twitch muscle fibre types depending on its speed, pace and duration of exercise. These muscles will include the Type II A or B fibres. Type II A allows the muscles to contract fast and contain glycolytic fibres that propel the horse to more speed and endurance. The second type B contains low fast contracting oxidative fibres. The biopsy of endurance horses would reveal slow-twitch fibres (Type I fibres) that have the ability to contract slowly as they maintain posture and exercise at low levels of fatigue resistant (Hodgson et al. 2013, p.12). During endurance training, the heart rate of horses is maintained at 150 bpm, thus reducing the production of

Analysis from InfoPlease Essay Example for Free

Analysis from InfoPlease Essay I am going to present to you through out this paper the history of the Iraq War and the many opposing views as to why the war should of never been, you will find many quotes and facts. Analysis from InfoPlease â€Å"The Second Persian Gulf War,. also known as the Iraq War, Mar. –Apr. , 2003, was a largely U. S. -British invasion of Iraq. In many ways the final, delayed campaign of the First Persian Gulf War, it arose in part because the Iraqi government failed to cooperate fully with UN weapons inspections in the years following the first conflict. † (Infoplease) â€Å"The election of George W. Bush to the U. S. presidency returned to government many officials from his fathers administration who had favored removing Saddam Hussein from power in the first war. After the Sept. 11, 2001, attacks on the World Trade Center and Pentagon, the United States moved toward a doctrine of first-strike, pre-emptive war to eliminate threats to national security. As early as Oct. , 2001, U. S. Defense Secretary Rumsfeld publicly suggested that military action against Iraq was possible, and in November President Bush asked Rumsfeld to undertake a war-plan review. In Jan. , 2002, President Bush accused Iraq. along with North Korea and Iran, as being part of â€Å"an axis of evil,† and with the Taliban forced from power in Afghanistan in early 2002, the administrations attention turned to Iraq. † (Infoplease) â€Å"Accusing Iraq of failing to abide by the terms of the 1991 cease-fire (by developing and possessing weapons of mass destruction and by refusing to cooperate with UN weapons inspections) and of supporting terrorism, the president and other officials suggested that the â€Å"war on terrorism† might be expanded to include Iraq and became more forceful in their denunciations of Iraq for resisting UN arms inspections, called for â€Å"regime change† in Iraq, and leaked news of 2 military planning for war. President Bush also called on the United Nations to act forcefully against Iraq or risk becoming â€Å"irrelevant. † As a result, Iraq announced in Sept. , 2002, that UN inspectors could return, but Iraqi slowness to agree on inspection terms and U. S. insistence on stricter conditions for Iraqi compliance stalled the inspectors return. † (Infoplease) â€Å"In October, Congress approved the use of force against Iraq, and in November the Security Council passed a resolution offering Iraq a â€Å"final opportunity† to cooperate on arms inspections. A strict inspections timetable was established, and active Iraqi compliance insisted on. Inspections resumed in late November. A December declaration by Iraq that it had no weapons of mass destruction was generally regarded as incomplete and uninformative, but by Jan. , 2003, UN inspectors had found no evidence of forbidden weapons programs. However, they also indicated that Iraq was not actively cooperating with their efforts to determine if previously known or suspected weapons had been destroyed and weapons programs had been ended. Despite much international opposition, including increasingly rancorous objections from France, Germany, and Russia, the United States and Britain continued their military buildup in areas near Iraq, insisting that Iraq was hiding weapons of mass destruction. Turkey, which the allies hoped to use as a base for a northern front in Iraq, refused to allow use of its territory, but most Anglo-American forces were in place in Kuwait and other locations by March. After failing to win the explicit UN Security Council approval desired by Britain (because Britons were otherwise largely opposed to war), President Bush issued an ultimatum to Iraqi president Hussein on Mar. 17, and two days later the war began with an airstrike against Hussein and the Iraqi leadership. Ground forces (almost exclusively Anglo-American and significantly smaller than the large international force assembled in the first war) began invading the following day, surging primarily toward Baghdad, the southern oil fields, and port facilities; a northern front was opened by Kurdish and airborne Anglo-American forces late in March. † (Infoplease) 3 â€Å"By mid-April, 2003, Husseins army and government had collapsed, he himself had disappeared, and the allies were largely in control of the major Iraqi cities. The allies gradually turned their attention to the rebuilding of Iraq and the establishment of a new Iraqi government, but progress toward that end was hampered by lawlessness, especially in Baghdad, where widespread looting initially had been tolerated by U. S. forces. † (Infoplease) â€Å"On May 1, President Bush declared victory in the war against Iraq. No weapons of mass destruction, however, were found, leading to charges that U. S. and British leaders had exaggerated the Iraqi biological and chemical threat in order to justify the war. Hussein was captured in Dec. , 2003. Subsequently, much of the intelligence used to justify the war was criticized as faulty by U. S. and British investigative bodies, and the U. S. -led occupation forces struggled into 2005 with Islamic insurgencies that military and civilian planners had failed to foresee. † (Infoplease)

A Message to Garcia. story Review Essay Example for Free

A Message to Garcia. story Review Essay Through hostile territory Rowan traveled by foot, within three weeks he delivered the letter to Garcia. In this story it was clear that he couldn’t express the things Rowan did to deliver this message, it was something incredible and not anything to boast about freely. The point the tried to make was that Rowan was given a task in which he asked no questions, he just did as he was told. The writer gave his opinion of what this meant to him. He said men don’t need to be book smart nor have a lot of knowledge on this subject but rather some courage, loyalty and trust. These things with some concentration are what it means to â€Å"carry a message†. I believe he’s saying it takes a man with no fear or hesitation to get the job done. At this point in the story General Garcia is now dead. The writer states this isn’t where it stops, there are many other Garcias.. Meaning story’s like this one. He says no man will succeed by being foolish or only working half hearted, he believes you will get out of the situation what you put in to it and if you don’t have heart for what your trying to accomplish.. your not going to be successful. Elbert Hubbard the writer of this story puts another example in to perspective for the audience to think about. He talks about six clerks, he puts one to the test. He has asks the clerk to look in the encyclopedia and make a short memorandum explaining life of Corregio. He goes on to explain, the clerk most likely will not know what he is talking about and the clerk will end up asking all sorts of questions trying to get more information on this subject. When the clerk runs out of questions he will resort to another clerk and task him to help complete this mission, but all in the end the clerk will come back to him stating there is no such man named Corregio. The point the trys to make is that by asking the clerk to do this for him rather than do it himself is stupid. He says â€Å"if men will not act for themselves, what will they do when the benefit of their effort is for all? † Hes basically saying that a lazy man who has no independence and takes no responsibility in a situation is a selfish person. In this story Elbert Hubbard makes the point that a man doesn’t need to know how to spell or puncuate, or he may not have a good memory or grammar. A man may be great at one thing and horrible at another. It doesn’t matter those small things, what matters is if a man has the courage, responsibility, loyalty, pride and determination. A unique mindset of someone who could be given any random task and any given time and ask no questions. Without hesitation, completing the task with a full heart and a focused mindset†¦ this is what it means to â€Å"carry a message to Garcia† I like this story a lot because it relates to a lot of real life situations now. This story states a strong and bold message about morals and having self pride in what you do on a daily basis.

The Fashion Of The Renaissance Cultural Studies Essay

The Fashion Of The Renaissance Cultural Studies Essay The Renaissance Era was a period in time in which the mood and values of the 16th century were conveyed through the fashion. The expression of the period of time was filled with innovation and creativity itself and this was manifested throughout the fashion trends and styles of the era. Society was broken up into three major categories; peasants, middle class and nobles. Fashion that was displayed in the Renaissance Age was shaped by the impacts of Queen Elizabeth and Christopher Columbus, these influences aided to the significant difference of the style of clothing worn by upper and lower class society. Clothing differentiated social classes during the Renaissance. Renaissance is a French word defined meaning rebirth. It refers particularly to the renewed interest in classical learning, which means the writing of ancient Greece and Rome (Main 193). This rebirth was also seen in fashion with the sudden change in trends and style of the Renaissance era. Indeed, the fashion referring to the mode of dress for theà ¢Ã¢â€š ¬Ã‚ ¦adopted into society for the time being is recorded in the Oxford English dictionary for the first time in 1568 (Jones 1 ). It continued to embody the rapid shifting of the style of clothes through periods of time and as reflected through the renaissance. The innovative force of fashion was associated with both the dissolution of the body politic and the exorbitance of the states subject (Jones 1). Which translates to todays clothes worn by modern society being a direct reflection of ones own state and belief. This can reflect something of a persons religion, favorite genre of music, sexual orientation, etc. Fashion extended it semantic field to include the sense of mere form or presence (Jones 1). Fashion was used to highlight characteristics of the renaissance as well as conditions of the time which were used to shape the way people of different social classes dressed. The fashion of the Renaissance can be described as one which was quite flamboyant. Consisting of rich fabrics: wallet, taffeta, gold brocade and fur. The elite were known for wearing the finest silk stockings and cock platform shoes (Main 206). Woman as well as men were both known for wearing undergarments which changed the silhouette of a normal persons body. Women wore corsets which cause a sudden excruciating slenderness to the waist and men used pasteboards stuffed with horse hair to achieve a peasecod belly (Main 208). During the Renaissance the fact that men wore underpants and women didnt was hidden under the long tunics worn by both, which shortened over time. Underpants emerged and were refined into elegant, visible individual leg coverings, while womens garments developed into even longer and fuller skirts (Hollander 132). Shoulder pads in those days were exaggerated as well stretched linens neck ruffs were used in the place of our small stifles. The garments as well as fab rics used to create the definite image of supremacy, proved to be problematic for people of low social class how could not afford the special garment, and fabrics. This barrier resulted in people of different social classes dressing differently. Queen Elizabeth, herself had a lot of control of these barriers. Elizabeth was the ideal model of the admired styles and fashions of the Renaissance era. She inspired the way people of the time dressed. The one thing that wasnt expected was the degree in which Queen Elizabeth influenced fashion. Queen Elizabeth was obsessed with trends in fashion, her power allowed for her to spread the obsession with the outward appearance through the kingdom (Boucher 14). Queen Elizabeths had a rare skillfulness in advantage of any situation presented before her (Boucher 17). She realized early that manifestation of rich cloths and fashionable attire would help attain authority and respect of the materialistic people she governed. Wealth and power was not the only thing Queen Elizabeth achieved with her wardrobe. Her fondness for foreign dresses resulted in tremendous impact on the English fashion trends and styles of the time (Leed 13). The citizens of Elizabeths rule tried to replicate her style to the best their ability (Boucher 15). The upper class women were able to reproduce her outfits to the T enabling them to set further trends for the social class. Not only were the elite able to duplicate queen Elizabeths fashions but it also provoked them to take advantage of other up an coming fashions for over seas which influences like Christopher Columbus exposed to England. The Renaissance era revealed citizens desire for exploration of fashion trends over seas. As discussed in, A Survey of Historic Costume, It was an era that dedicated itself to the search of new markets and raw materials, with the goal of new exotic modes of dress in mind. Columbuss findings created an ram pant excitement in Englands fashion world. If an item was new, it was valuable and wanted by many (Tortora Eubank 130). For example, Spanish fashion was indentified as different by the English markets, which resulted in a huge spread of Spanish costume through Europe. Although Columbus was no the supplier of the direct discovery of the sea route to transport silk, he is recognized for his the immerse growth of relations with Spain (Boucher 131). But because of the co st of importing, the foreign styles were styles that belonged to the wealthy in England and it help determines the upper nobles from just the nobles (Jones 63). These new discoveries gave elites sense of superiority over other elites, which in turn created more divisions in social clusters. Eventually the Renaissance age began to see not only change in structure of fashion but in society and social clusters. The population of the cities consists of nobility, clergy, and townspeople from merchants to the poor laborers (Sider 2). The possibility of an individual moving up in social rankings or to become accepted in another group with a differing social status was almost unheard of. Even during the Renaissance, members of the clergy were locked into different social classes, ranging from wealthy landholding bishops to priests with poor rural parishes (Sider 2). As economic development began to flourish in the city new social classes began to for m such as the bankers and wealthy merchants. As economic advances expanded more jobs became available which in result drew more people to the cities to employ new upcoming labor jobs (Sider 4). The upper class dictated fashion, and the middle class copied details of elite style as budgetary and sumptuary laws permit (Sider 3). This was then followed with the lower class rankings. The organizations of wealth and fashion differences were greater than ever. The Sumptuary Laws clearly show that fashion was a sign of wealth and was strictly prescribed for the various classes of society, by a ruling court (Patrick 556). This can be viewed a way of publically making it known who is who in society, and can be quite offensive to the less fortunate. In 1634, a General Court issued a sumptuary law that prohibited the purchase or wearing of clothing embroidered with gold thread or embellished with lace (Mays 383). Only the elite citizens of the community were deemed permissible to wear, this group was also prohibited to wear things like long wigs or bulking sleeves because they were seen as being unfashionable and tasteless by the rich. This is just one example of fashion restrictions set by the government to purposely segregate social classes in society. Clothing then like present day was a sign of a persons social rank and as well as bracket wealth. However it was even bigger symbol of status in the Renaissance (Norris 34). The fashions for the affluent were intended with the purpose of spending masses of their funds on their garments and outfits, it was not uncommon to see them literally wearing their wealth (Norris 34). Clothes of the elite were marked by specific things that anybody could look spot rich or poor. The more elaborate tailoring and craftsmanship, the more expensive the clothing which helped to establish a reputation of wealth to the owner (Norris 34). The elite were also know for were more elegant fabrics such as heavy cotton which was know for being a excessively taxed import good. Clothing had so much value that when hard time came clothes could be pawned for large amounts of money (Norris 34). Kings and queens were known for pawning their own clothes. An average outfit of a girl from lower-class consisted of a lon g-sleeved kirtle worn with ample skirts and a rectangular apron and a headdress (Jones 4). The difference between how people acquired clothing as well as what exactly they wore were strong indications of what social cluster they belonged to . Fashion is a way in which people express their feelings and moods. But fashion can also reflect what wants to be seen and the ideals and values of a society. Fashion reflected these ideals and values through the use of foreign fabrics, accessories, and decoration, which was the result of Christopher Columbus, and Queen Elizabeth I influence. During the 16th century, Fashion made the upper class, for your wealth was determined by what you could afford to wear. Clothing became a strict, definite reflection of the morals, status and values of the time which ultimately provided Great Britain with a way to institute differentiae between different social classes. It was a time much different from today, but still, the society of the Renaissance era expressed many materialistic values that were captured so well through the use of fashion.

Modernist Literature Essay -- Modernist Literature Essays

Modernism emerged at the beginning of the twentieth century, following World War I and flowing through the â€Å"roaring twenties.† Materialism, crime, depression, and change filled this era. Reflecting the revolutionary time period, modernism itself was a revolution of style. Musicians, artists, and writers broke away from traditional, conventional techniques to create new, rebellious art. Modernism, in other words, was a change in how artists represented the world in their works. Passionate, sporadic jazz music—referred to as â€Å"jungle music†Ã¢â‚¬â€danced through the music scene. Painters such as Pablo Picasso and Wassily Kandinsky stroked over the paintings of impressionist, representationalist artists, such as Hilaire-Germain-Edgar Degas. Poets like T.S. Eliot, e.e. cummings, Wallace Stevens, and William Carlos Williams broke the rules of conventional poetry. Lastly, Ernest Hemingway and F. Scott Fitzgerald replaced the plot-driven novels of the n ineteenth century with their works: The Sun Also Rises and The Great Gatsby. New was in, and new meant new ways of looking at and experiencing literature, poetry, and other forms of art. Modernists realized that there was more than just understanding a work, declaring that one could also enjoy art. Therefore, pleasure became extremely important. Pleasure filled the streets, with people unlawfully drinking alcohol, engaging in sexual relationships, and benefiting from the current prosperity; pleasure filled the arts. With pleasure came a preoccupation with perspective as well. A person’s perspective determines whether or not he or she enjoys art and really life itself. For the first time, therefore, pleasure and perspective were the main focus and interest of artists, thus formi... ...this new art. However, the mind did not suffer from its new flesh. The style of modernist writers is actually deceivingly simple. Although the sentences and words of modernist works seem uncomplicated and plain, the emotion and underlying problems are still very complex. Hemingway’s The Sun Also Rises, for instance, is about more than drunk people. However, realizing that the reader may struggle to comprehend his difficult ideas, Hemingway, as well as the other modernist writers, added these revolutionary components—such as symbolism and leaner sentences—to allow the reader to enjoy the art. One can communicate with and take pleasure in another being without fully understanding or delving into his complicated mind. One can enjoy art’s flesh without completely grasping its mind. Art as this full being was a new, modern idea that caused a revolution of style.

Analysis of Alfred, Lord Tennyson’s Epic Poem Ulysses Essay -- Epic Poe

Alfred, Lord Tennyson’s epic poem "Ulysses" is composed as a dramatic monologue, consisting of four stanzas each of which frankly discuss the speakers current situation and yearning for adventure. The use of iambic pentameter provides a sense of fluidity to the speaker’s voice. The speaker reveals himself to be the protagonist of the poem with the opening line â€Å"It little profits that an idle king† (1). The use of the word â€Å"idle† offers the first clue as to one of the main themes of the poem. Tennyson much like the protagonist of his poem feels the need to move on, in life. The period in which the poem was wrote, many sociable changes where occurring in Victorian England, the effects of the industrial revolution where being felt far and wide and there was, the idea that society needed to work together in order to establish conformity. Ulysses is feeling emotionally empty throughout the poem, without his mariner friends and adventures similar to times gone by, a similar situation that Tennyson had found himself in. â€Å"Ulysses† was written after the death of his close friend, soul mate and confidante Arthur Henry Hallam. This was one of many poems composed by Tennyson, upon Hallam’s death the most notable being â€Å"Memorandum† (1833-1850). Tennyson himself commented how the series of poems were a direct comparison to how he felt after the loss of his dear friend. The poem was published in the book Poems by Alfred Tennyson (1842). Mythological characters appear to play an important role within Tennyson’s poetry, from English folk law characters such as King Arthur that featured in â€Å"Morte D’Arthur and other Idyllis† to the Greek mariner and adventurer Ulysses. The character of Ulysses has featured in many great epic poems, ... ...hesterton. Tennyson. London: Hodder & Stoughton, 1906. PDF. Gray, Erik. "Tennyson’s Rapture: Transformation in the Victorian Dramatic Monologue." Victorian Studies 50.3 (2008): 541-42. Project MUSE. Web. 21 Feb. 2015. . Nohrnberg, James. "Eight Reflections of Tennyson’s â€Å"Ulysses†." Victorian Poetry 47.1 (2009): 101-50. Project MUSE. Web. 21 Feb. 2015. . Robbins, Tony. "Tennyson's "Ulysses": The Significance of the Homeric and Dantesque Backgrounds." Victorian Poetry Autumn 11.3 (1979): 177-93. JSTOR. Web. 21 Feb. 2015. . Skidmore, Joel. "The Odyssey - Background - Detailed Version." Greek Mythology. 1997. Web. 20 Feb. 2015. .

Narcissism as Liberation and Deep Play: Notes on a Balinese Cockfight E

Comparing Susan Douglas' Narcissism as Liberation and Clifford Greetz's Deep Play: Notes on a Balinese Cockfight The method used by Susan Douglas in her essay â€Å"Narcissism as Liberation† to describe the way a particular event to practice might have a deeper meaning seems to differ somewhat with that used by Clifford Greetz in â€Å"Deep Play: Notes on a Balinese Cockfight†. In the former, the author concentrates on the method which would be best described as â€Å"direct approach†. In her explanations of the themes behind different advertising practices and their implied meanings she makes it sound as though the ones responsible for the advertisements infuse these subliminal messages on purpose into the context. She describes the play on women’s feelings to cow them into thinking that they are never the ideal and should always be working to perfect their bodies (using the advertiser’s products) is an intentional subliminal message that is infused into every commercial advertisement is done because that method seems to be effective. She stresses that the media and corporations have shaped...

SPARTACUS Project

Please be advised that you have been selected to join the SPARTACUS Project beginning June 1, 2011. This project requires complete confidentiality due to the sensitivity of its workers. The current company has selected to outsource our company to manage their labor functions. There are 300 skilled labor workers currently employed. We would like to keep all 300 on board, have them join our company, and continue doing their current job roles. Our team will be evaluating the current process and work instructions on the floor to understand the job functions, to ensure the LEAN process and identify any opportunities for improvement. During this evaluation we will be communicating with the workers. Since they are not aware of the change in management, it is our goal to make them feel at ease with our presence, answer any questions as honestly as possible, try to eliminate any uncertainty that they may have, and establish somewhat of a relationship with them. We will have 30 days of evaluation prior to taking over the complete process. On the 25th day the company will announce the outsourcing of management of their labor and advise the workers the option to join our company with the same pay, benefits and seniority. If they do not choose to remain they will be offered a severance package based on the length of time with the company. Again our goal is to retain as many of the skilled workers as possible. This company has a very low attrition rate and workers are loyal with 5, 10, and 15 years of service. On this project you will experience different attitudes, emotions, and personalities, you are to establish a relationship with the worker and motivate them not only to stay on board but to energize them with change. This is a difficult task; however keep in mind our reading in Chapter 6 of the Organizational Behavior textbook regarding Abraham Maslow’s hierarchy of needs. These needs are: 1. Physiological: Includes hunger, thirst, shelter, sex, and other bodily needs 2. Safety: Includes security and protection from physical and emotional harm 3. Social: Includes affection, belongingness, acceptance, and friendship 4. Esteem: Includes internal esteem factors such as self-respect, autonomy, and achievement; and xternal esteem factors such as status, recognition, and attention 5. Self-actualization: The drive to become what one is capable of becoming; includes growth, achieving one’s potential, and self-fulfillment As a team we need to recognize that these skilled workers have these needs and as the new company we need to cater to them. When you are out on the floor inquire what the worker would like to see change. Many workers are waiting on an opportunity to be heard and have never received a chance to voice it until now. Also praise the loyalty, dedication, and morale that you see on the floor, let them tell you about their time here with the company and their families, what they have accomplished and achieved both personally and career wise. Take notes of what they said, acknowledge them by name, and ask them how they are doing when you see them. We have 25 days to fulfilling these needs. In those 30 days we know that we will not retain everyone. Workers may leave as it is an opportunity to change careers, a chance for early retirement, leave the job force, or for many other reasons. You have been chosen to be part of this team as your personality, motivation, and leadership play a large part in this project; to retain as many skilled workers as possible. Your personality characteristics contain or scored high positively in the Big Five factors mentioned in Chapter 4 of the Organizational Behavior textbook. The Big Five factors are: 1. Extraversion: This dimension captures one’s comfort level with relationships. Extraverts tend to be gregarious, assertive, and sociable. Introverts tend to be reserved, timid, and quiet. 2. Agreeableness: This dimension refers to an individual’s propensity to defer to others. Highly agreeable people are cooperative, warm, and trusting. People who score low on agreeableness are cold, disagreeable, and antagonistic. 3. Conscientiousness: This dimension is a measure of reliability. A highly conscientious person is responsible, organized, dependable, and persistent. Those who score low on this dimension are easily distracted, disorganized, and unreliable. 4. Emotional stability (often labeled by its converse, neuroticism): This dimension taps a person’s ability to withstand stress. People with positive emotional stability tend to be calm, self-confident, and secure. Those with high negative scores tend to be nervous, anxious, depressed, and insecure. 5. Openness to experience: The final dimension addresses one’s range of interests and fascination with novelty. Extremely open people are creative, curious, and artistically sensitive. Those at the other end of the openness category are conventional and find comfort in the familiar. Think of yourself as Spartacus leading himself and others from gladiator slavery with mere kitchen tools. History books state that Spartacus was able to influence 200 slaves to fight, only 80 of them got away in the first fight. You are utilizing the skills that you have learned to influence and motivate the skilled workers of this company to stay on board and let us manage them. You will face both acceptance and resistance. Resistance will come from workers who do not adapt to change well, and those that feel insecurity. Focus on them, take that challenge that you can influence them to accept, grow, and prosper with the change. Please feel free to discuss any questions, concerns, or ideas that you may with me at any time. My door is always open and your insight is always valuable. Remember you are an important asset in making this project a success. Reference Robbins, S. P. & Judge, T. A. (2007). Organizational behavior (12th ed.). Retrieved from https://ecampus.phoenix.edu/content/eBookLibrary2/content/eReader.aspx

The Characteristics and Nature of Organisations

THE CHARACTERISTICS AND NATURE OF ORGANISATIONS LEARNING OBJECTIVES: on completion of this topic you will have: Developed understanding of the nature and characteristics of organisations Identified generic organisational features An understanding of the different types of organisations An understanding of the role of the organisation as a ‘goals-led, open system’ An appreciation of environmental impacts on organisations Developed understanding of the process of organising Be able to distinguish between ‘formal’ and ‘informal’ organisation IntroductionOrganisations, or more simply, organised activities, are a central feature of every aspect of life. Indeed, it is extremely difficult – if not impossible! – to conceive of any activity which does not involve the input of one or more organisations at some or other stage. Think for a moment – most of us, for example, were born in hospitals, live in a family or other social unit, a ttend or have attended educational institutions, and have found, or seek, employment with an organisation. Small wonder, then, that the study of organisations has attracted so much attention over the years!Every organisation differs – in terms of nature, purpose, size, goals and objectives, membership – and so on (the list is almost endless! ). However, a number of core features and characteristics of organisational life can be identified. These form the focus for the discussions within this chapter. Organisations also form the context for all management activity – in fact, it could be argued that one of the main reasons why we need managers is the fact that we engage in so much organised activity. So an understanding of the nature, type and purpose of organisations is an essential prerequisite in order to manage effectively and efficiently.

Carrie Chapter Ten

She put the dress on for the first time on the morning of May 27, in her room. She had bought a special brassiere to go with it, which gave her breasts the proper uplift (not that they actually needed it) but left their top halves uncovered. Wearing it gave her a weird, dreamy feeling that was half shame and half defiant excitement. The dress itself was nearly floor-length. The skirt was loose, but the waist was snug, the material rich and unfamiliar against her skin, which was used only to cotton and wool. The hang of it seemed to be right – or would be, with the new shoes. She slipped them on, adjusted the neckline, and went to the window. She could see only a maddening ghost image of herself, but everything seemed to be right. Maybe later she could†¦ The door swung open behind her with only a soft snick of the latch, and Carrie turned to look at her mother. She was dressed for work, wearing her white sweater and holding her black pocketbook in one hand. In the other she was holding Daddy Ralph's Bible. They looked at each other. Hardly conscious of it, Carrie felt her back straighten until she stood straight in the patch of early spring sunshine that fell through the window. ‘Red,' Momma murmured. ‘I might have known it would be red.' Carrie said nothing. ‘I can see your dirtypillows. Everyone will. They'll be looking at your body. The Book says-‘ ‘Those are my breasts, Momma. Every woman has them.' ‘Take of that dress,' Momma said. ‘No.' ‘Take it of, Carrie. We'll go down and bum it in the incinerator together, and then pray for forgiveness. We'll do penance.' Her eyes began to sparkle with the strange disconnected zeal that came over her at events which she considered to be tests of faith. ‘I'll stay home from work and you'll stay home from school. We'll pray. We'll ask for a sign. We'll get us down on our knees and ask for the Pentecostal Fire.' ‘No, Momma.' Her mother reached up and pinched her own face. It left a red mark. She looked to Carrie for reaction, saw none, hooked her right hand into claws and ripped it across her own cheek, bringing thin blood. She whined and rocked back on her heels. Her eyes glowed with exultation. ‘Stop hurting yourself, Momma. That's not going to make me stop either.' Momma screamed. She made her right hand a fist and struck herself in the mouth, bringing blood. She dabbled her fingers in it, looked at it dreamily, and daubed a spot on the cover of the Bible. ‘Washed in the Blood of the Lamb,' she whispered. ‘Many times. Many times he and-‘ ‘Go away, Momma.' She looked up at Carrie, her eyes glowing. There was a terrifying expression of righteous anger graven on her face. ‘The Lord is not mocked,' she whispered. ‘Be sure your sin will find you out. Burn it, Carrie! Cast that devil's red from you and burn it! Burn it! Burn it!' The door slammed open by itself. ‘Go away, Momma.' Momma smiled. Her bloody mouth made the smile grotesque, twisted. ‘As Jezebel fell from the tower, let it be with you,' she said. ‘And the dogs came and licked up the blood. It's in the Bible! It's-‘ Her feet began to slip along the floor and she looked down at them, bewildered. The wood might have turned to ice. ‘Stop that!' She screamed. She was in the hall now. She caught the doorjamb and held on for a moment; then her fingers were torn loose, seemingly by nothing. ‘I love you, Momma,' Carrie said steadily. ‘I'm sorry.' She envisioned the door swinging shut, and the door did just that, as if moved by a light breeze. Carefully, so as not to hurt her, she disengaged the mental hands she had pushed her mother with. A moment later, Margaret was pounding on the door. Carrie held it shut, her lips trembling. ‘There's going to be a judgment!' Margaret White raved. ‘I wash my hands of it! I tried!' ‘Pilate said that,' Carrie murmured. Her mother went away. A minute later Carrie saw her go down the walk and cross the street on her way to work. ‘Momma,' she said softly, and put her forehead on the glass. From The Shadow Exploded (p. 129): Before turning to a more detailed analysis of Prom Night itself, it might be well to sum up what we know of Carrie White the person. We know that Carrie was the victim of her mother's religious mania. We know that she possessed a latent telekinetic talent, commonly referred to as TK. We know that this led ‘wild talent' is really a hereditary trait, produced by a gene that is usually recessive, if present at all. We suspect that the TK ability may be glandular in nature. We know that Carrie produced at least one demonstration of her ability as a small girl when she was put into an extreme situation of guilt and stress. We know that a second extreme situation of guilt and stress arose from a shower-room hazing incident. It has been theorized (especially by W.G. Throneberry and Julia Givens, Berkeley) that resurgence of the TK ability at this point was caused by both psychological factors (i.e. the reaction of the other girls and Carrie herself to their first menstrual period) and physiological factors (i.e., the advent of puberty). And finally, we know that on Prom Night, a third sum situation arose, causing the terrible events which we now must begin to discuss. We will begin with †¦ (i am not nervous not a bit nervous) Tommy had called earlier with her corsage, and now she was pinning it to the shoulder of her gown herself. There was no momma, of course, to do it for her and make sure it was in the right place, Momma had locked herself in the chapel and had been in there for the last two hours, praying hysterically. Her voice rose and fen in frightening, incoherent cycles. (I'm sorry momma but I can't be sorry) When she had it fixed to her satisfaction, she dropped her hands and stood quietly for a moment with her eyes closed. There was no full-length mirror in the house. (vanity vanity all is vanity) but she thought she was all. right. She had to be. She- She opened her eyes again. The Black Forest cuckoo clock, bought with Green Stamps, said seven-ten. (he'll be here in twenty minutes) Would he? Maybe it was all just an elaborate joke, the final crusher, the ultimate punch line. To leave her sitting here half the night in her crushed-velvet prom gown with its princess waistline, juliet sleeves and simple straight skirt – and her tea roses pinned to her left shoulder. From the other room, on the rise now; ‘. . . in hallowed earth! We know thou bring'st the Eye That Watcheth, the hideous three-lobbed eye, and the sound of black trumpets. We most heartily repent-‘ Carrie did not think anyone could understand the brute courage it had taken to reconcile herself to this, to leave herself open to whatever fearsome possibilities the night might realize. Being stood up could hardly be the worst of them. In fact, in a kind of sneaking, wishful way she thought it might be for the best if (no stop that) Of course it would be easier to stay here with Momma. Safer. She knew what They thought of Momma. Well, maybe Momma was a fanatic, a freak, but at least she was predictable, the house was predictable. She never came home to laughing, shrieking girls who threw things. And if he didn't come, if she drew back and gave up? High school would be over in a month. Then what? A creeping. subterranean existence in this house, supported by Momma, watching game shows and soap operas all day on television at Mrs Garrison's house when she had Carrie In To Visit (Mrs Garrison was eighty-six), walking down to the Centre to get a malted after supper at the Kelly Fruit when it was deserted, getting fatter, losing hope, losing even the power to think? No. Oh dear God, please no. (please let it be a happy ending) ‘-protect us from he with the split foot who waits in the alleys and in the parking lots of roadhouses, O Saviour-‘ Seven twenty-five. Restlessly, without thinking she began to lift objects with her mind and put them back down, the way a nervous woman awaiting someone in a restaurant will fold and unfold her napkin. She could dangle half a dozen objects in air at one time, and not a sign of tiredness or headache. She kept waiting for the power to abate, but it remained at high water with no sign of waning. The other night on her way home from school, she had rolled a parked car (oh please god let it not be a joke) twenty feet down the main street curb with no strain at all. The courthouse idlers had stared at it as if their eyes would pop out, and of course she stared too, but she was smiling inside. The cuckoo popped out of the clock and spoke once. Seven-thirty. She had grown a little wary of the terrific strain using the power seemed to put on her heart and lungs and internal thermostat. she suspected it would be all too possible for her heart to literally burst with the strain. It was like being in another's body and forcing her to run and run and run. You would not pay the cost yourself; the other body would. She was beginning to realize that her power was perhaps not so different from the powers of Indian fakirs, who stroll across hot coals, run needles into their eyes, or blithely bury themselves for periods up to six weeks. Mind over matter in any form is a terrific drain on the body's resources. Seven thirty-two. (he's not coming) (don't think about it a watched pot doesn't boil hell Come) (no he won't he's out laughing at you with his friends and after a little bit they'll drive by in one of their fast noisy cars laughing and hooting and yelling) Miserably, she began lifting the sewing machine up and down, swinging it in widening arcs throught the air. ‘-and protect us also from rebellious daughters imbued with the willfulness of the Wicked One-‘ ‘Shut up!' Carrie screamed suddenly. There was startled silence for a moment, and then the babbling chant began again. Seven thirty-three. Not coming (then i'll wreck the house) The thought came to her naturally and cleanly. First the sewing machine, driven through the living room wall. The couch through a window. Tables, chairs, books and tracts all flying, the plumbing ripped loose and still spurting, like arteries ripped free of flesh. The roof itself, if that were within her power, shingles exploding upward into the night like startled pigeons Lights splashed gaudily across the window. Other cars had gone by, making her heart leap a little, but this one was going much more slowly. (O) She ran to the window, unable to restrain herself, and it was him, Tommy, just climbing out of his car, and even under the street light he was handsome and alive and almost †¦ crackling. The odd word made her want to giggle. Momma had stopped praying. She grabbed her fight silken wrap from where it had lain across the back of her chair and put it around her bare shoulders. She bit her lip, touched her hair, and would have sold her soul for a mirror. The buzzer in the hall made its harsh cry. She made herself wait, controlling the twitch in her hands, for the second buzz Then she went slowly, with silken swish. She opened the door and he was there, nearly blinding in white dinner jacket and dark dress pants. They looked at each other, and neither said a word. She felt that her heart would break if he uttered so much as the wrong sound, and if he laughed she would die. She felt -actually, physically-her whole miserable life narrow to a point that might be an end or the beginning of a widening beam. Finally, helpless, she said: ‘Do you like me?' He said: ‘You're beautiful.' She was. From The Shadow Exploded (p. 131): While those going to the Ewen Spring Ball were gathering at the high school or just leaving pre-Prom buffets, Christine Hargensen and William Nolan had met in a room above a local town-limits tavern called The Cavalier. We know that they had been meeting there for some time; that is in the records of the White Commission. What we don't know is whether their plans were complete and irrevocable or if they went ahead almost on whim †¦ ‘Is it time yet?' She asked him in the darkness. He looked at his watch. ‘No.' Faintly, through the board floor, came the thump of the juke playing She's Got To Be a Saint, by Ray Price. The Cavalier, Chris reflected, hadn't changed their records since the first time she'd been there with a forged ID two years ago. Of course then she'd been down in the taprooms, not on one of Sam, Deveaux's ‘specials.' Billy's cigarette winked fitfully in the dark, like the eye of an uneasy demon. She watched it introspectively. She hadn't let him sleep with her until last Monday, when he had promised that he and his greaser friends would help her pull the string on Carrie White if she actually dared to go to the Prom with Tommy Ross. But they had been here before, and had had some pretty hot necking going on – what she thought of as Scotch love and what he would call, in his unfailing ability to pinpoint the vulgar the – dry humps. She had meant to make him wait until he had actually done something, (but of course he did he got the blood) but it had all begun to slip out of her hands, and it made heir uneasy. If she had not given in willingly on Monday, he would have taken her, by force. Billy had not been her first lover, but he was the first she could not dance and dandle at her whim. Before him her boys had been clever marionettes with clear, pimple-free faces and parents with connections and country-club memberships. They drove their own VWs or Javelins or Dodge Chargers. They went to UMass or Boston College. They wore fraternity windbreakers in the fall and muscle-shirts with bright stripes in the summer. They smoked marijuana a great deal and talked about the funny things that happened to them when they were wrecked. They began by treating her with patronizing good fellowship (all high school girls, no matter how good-looking, were Bush League) and always ended up trotting after her with panting, doglike lust. If they trotted long enough and spent enough in the Process she usually let them go to bed with her. Quite often she lay passively beneath them, not helping or hindering, until it was over. Later, she achieved her own solitary climax while viewing the inc ident as a single closed loop of memory. She had met Billy Nolan following a drug bust at a Cambridge apartment. Four students, including Chris's date for the evening had been busted for possession. Chris and the other girls were charged with being present there. Her father took care of it with quiet efficiency, and asked her if she knew what would happen to his image and his practice if his daughter was taken up on a drug charge. She told him that she doubted if anything could hurt either one, and he took her car away.

Children In Early Modern Europe DBQ

Children DBQIn early modern Europe, various assumptions were made about children and how to raise them. Some families went with detachment, tender love, or cruelty. All of these assumptions, more or less, affected child-rearing practices.In the 1550s in Florence, Italy, Benvenuto Cellini describes a time where he visited his natural, born in wedlock, son. â€Å"..when I wanted to leave he refused to let me go.. breaking into a storm of crying and screaming† â€Å"I detached myself from my little boy and left him crying his eyes out† (Document 4) Because the childhood mortality rate was so high, men and women would teach themselves to not get themselves so attached to their children, because they would pass away at the cause of some sort of ailment or lack of good health.In 1693, in London, a famous philosopher by the name of John Locke wrote an essay/book called, â€Å"Some Thoughts Concerning Education†. In it, he writes, â€Å"..I do not intend any other but s uch as suited to the child’s capacity and apprehension† â€Å"..they must be treated as rational creatures.. Make them sensible by the mildness of your carriage and composure† When Locke write this he means that if you show your child no emotion, your manner will teach them that everything you do is necessary for their well-being, and thus, teaching them that nothing will be handed to them in life. (Document 11)In Amsterdam, in 1762, the philosopher Jean-Jacques Rousseau informs us in his writing, â€Å"Emile†, about the negativities of indulgence. â€Å"An excess of rigor and an excess of indulgence are both to be avoided. If by too much care you spare them every kind of discomfort† Rousseau is telling us that by protecting the children from every sort of misery in the world, you are not preparing them for the harsh life in early modern Europe. (Document 12)Although most preferred the detachment method when it came to children, some cherished their children and showered them in tender love. Margaret Cavendish, Duchess of Newcastle, writes in a letter about her mother’s way of raising her. â€Å"We were bred tenderly, for my mother naturally did strive to please and delight her children, not to cross and torment them..† By  this, she believes that cruelty and detachment to children is not healthy for their upbringing, that love is the right, more civilized way up bettering your child’s well-being. (Document 9)The families that do lose their children at a young age, some don’t grieve while other do so and more. Martin Luther, a Protestant reformer, wrote a letter to a friend on the death of his thirteen year old daughter, Magdalene, in Wittenberg, Germany, 1542. â€Å"The force of our natural love is so great that we are unable to refrain from crying and grieving in our hearts and experiencing death ourselves† Luther and his wife loved and cherished their daughter so greatly they were willin g to give up their own lives to let their â€Å"obedient and respectful† daughter, Magdalene, live on. (Document 2)Some upper class families whose children do live on, raise their children with the utmost care, the best education, and so forth. Christoph Scheurl, a Nuremburg jurist and diplomat, wrote annual notes to himself about his son Georg’s growth and progress, in Nuremburg, Germany, 1538. â€Å"He likes to learn, delights in it. He is now learning Donat and can already cite it from memory† â€Å"He knows where everything he puts between his teeth comes from† Christoph has raised his soon-to-be 6 years old son to appreciate what’s given to him, by showing him that the food that he eats is given to him by his father’s hard earned money. Christoph has also taught his son Donat, which is the Latin grammar of Donatus which is not something a lower class child would learn let alone read. (Document 1)Some of the population of early modern Eu rope would turn to cruelty when it came to raising their children. They viewed the young as nothing but insignificant beings. For example, King Henry IV wrote a letter to Madame de Montglat, the governess to his six year old son, Louis, in Paris, 1607. â€Å"I have a complaint to make: you do not send word that you have whipped my son. I wish and command you to whip him every time he is obstinate or misbehaves† King Henry IV makes this request to the governess because he wants his son to understand that doing a wrong will bring him consequences. Henry thinks he knows best because he was whipped as a child as well. (Document 8)The Domostroi, a Russian manual on household management written in Moscow, in the 1550s states that, â€Å"A man who loves his son will whip him often.. He who disciplines his son will find a profit in him† This document is stating that a man who whips his son, and one who gives him a good education, will make his son turn into a well-disciplined, understanding, humble man. Having a son like this, well give that father bragging rights among his friends. (Document 3)Jean Benedict, a Franciscan preacher, moralist, and professor of theology, writes A Summary of Sins, in Lyon, France, 1584. In this he writes, â€Å"It must be noted that the command of the father obligates the child to obey under pain of mortal sin† In this document, Benedict states that the feeling of performing sin should be enough pain and cruelty to makes the child feel his wrongdoings and repent his sins. (Document 7) In conclusion, in early modern Europe, various assumptions were made about children and how to raise them. Some families went with detachment, tender love, or cruelty. All of these assumptions, more or less, affected child-rearing practices.

Animals Intentional Literary Effects In Miss Julie

Animals Intentional Literary Effects In Miss Julie In Miss Julie, Julie’s dog, Diana, serves as an embodiment of Julie’s fate. Diana gets into an affair with a pug of lower standing, the â€Å"gatekeeper’s pug†. Through the use of antitheses- purebred bitch and gatekeeper’s pug it foreshadows the future dualism- aristocrat and commoner where Julie transcends her social boundary by having a sexual affair with Jean. This parallelism follows that just as Diana faces severe consequences for her actions â€Å"that Miss Julie won’t allow†Ã‚   [ 2 ]   , Julie’s sexual folly has dire consequences. Julie in demanding Christine prepares â€Å"some filthy muck†Ã‚   [ 3 ]   for an immediate abortion conjures ideas of death, termination and annihilation engendering in readers an ominous, apocalyptic mood which foreshadows Julie’s termination of her own life. Coupled with the sensual engagement with the use of an olfactory imagery in â€Å"the [abortion potion] smellâ€⠄¢s infernal†Ã‚   [ 4 ]   , it has overtones of fiendish punishment creating an image of hell, invoking in audience the wrathful punishment for follies such as these, heightening the foreboding sinister horizon ahead. After Julie’s sexual folly later on in the play, audiences are once again reminded â€Å"She, who all but had poor Diana shot for running after the gatekeeper’s pug!†Ã‚   [ 5 ]   , provoking heightened apprehension of Julie’s punishment as has been prescribed to Diana. Miss Julie then â€Å"enters in travelling clothes with a small birdcage.†Ã‚   [ 6 ]   By engaging audience with a visual image, it explicitly shows Julie is trapped just like the bird in a small birdcage. The bird’s confinement in this tiny cage is symbolic of Miss Julie being trapped by the consequences of her action for which there is no absolving. This parallels Julie’s anguish at recognizing her actions are unforgivable and would not be pa rdoned. Eventually, Jean snatches the bird from Julie, â€Å"takes it to the chopping block and picks up the kitchen axe†Ã‚   [ 7 ]   . This act of snatching the bird from Julie is symbolic of Jean taking control of Julie and Julie losing control over her own being. The killing of the greenfinch foreshadows Julie’s eventual suicide. Like the Finch who dies at the hands of Jean, Julie’s eventual suicide death is dictated by Jean and is emblematic of patriarchal society. Preceding this, arising from her aristocracy, Julie asserts dominance over Jean who belongs to the working-class. Contrastingly, this very act of snatching the bird and Jean â€Å"bringing down the axe† signifies the reversal of roles on grounds of the more dominant sex regardless of economic position.   [ 8 ]   Jean’s act, true to social Darwinism, clearly show that it is the male that defines the female, it is he on whom she will hinge her existence into, her existence is lar gely defined by how he allows [or not] it to be.   [ 9 ]   Like the Greenfinch, Julie succumbs to her own ruin, analogous to female sensibility succumbing to the male, phallic, patriarchal order, reaffirming man’s control over human affairs.   [ 10 ]    Similarly, like the death of the greenfinch which cannot survive outside, and who is saved through Jean’s brutality, Julie’s death is an escape. Julie’s eventual suicide dictated by Jean is the fulfillment of the sado-masochistic ritual where the victim desires her fatal end, the consummation of her masochistic fantasy.   [ 11 ]

Pay for Performance Research Paper Example | Topics and Well Written Essays - 500 words

Pay for Performance - Research Paper Example Therefore, effectiveness of pay for performance can be measured with surveys aims at findings about employee satisfaction and motivation levels (Gomez-Mejia, 2010). Furthermore, their on job performances and achievement of their goals may also help in knowing that whether or not certain pay for performance program is effective. Lastly, financial numbers and ratios, such as revenues, sales, expenses, profitability, operating income, profit margins, return on investment and others remain as major tool to measure their effectiveness. If any pay for performance plan is motivating employees but not adding to the financial success of the company then it is better for the company to revisit the plan and the processes (Schuler & Jackson, 2007). There are many advantages of pay for performance programs for the employees and that is why many companies opt for it. First, by paying employees for their efforts and performances, employers motivate them to improve their performances in order to ear n more (Gerhart & Rynes, 2003). Despite the fact that money is not the only motivator, it is biggest motivator, which means that employees are highly likely to work harder and bring more profits to the company to earn more.

'It is impossible to discern from the approach of the judiciary to Essay

'It is impossible to discern from the approach of the judiciary to either the question of the incidence of the burden of proof - Essay Example CJS is accountable for apprehending the criminals, penalising them for their offences, executing the orders of the court like custodial punishment, collecting fines imposed by courts, supervising the community and to rehabilitate them for stopping future crimes2. CJS evaluates its operation by employing the following five indicators namely a) bringing crimes to justice b) enhancing the awareness and confidence of the public c) satisfying the victims by sentencing the criminals d) to redress the disproportionality among various races and e) recovery of stolen assets or properties3. As per recent research study carried over by academics at Birmingham University reveals that crime rates will tend to decline when there are tougher prison sentences and further there is a direct link between levels of policing activity and crime reduction . Hence, the study strongly suggests that UK government should desist from downsizing its police personnel, mainly on the grounds of cost cutting. The ab ove study found that prison imprisonment was especially successful in minimising the property crime by repeat and serious offenders in UK. It also found that if sentence is increased to 16.4 months from that of 15.4 months, it is likely to minimise the burglaries in the succeeding year by 4800 out of annual aggregate of 962,700. The report finds that there is unambiguous evidence that more effective and sustained policing will definitely minimise the crime rates in UK4. Burden of proof in criminal cases Under English criminal law , the most renowned cannon is that the accused will be treated as innocent until the prosecution proves the guilty of offence of an accused by beyond realistic doubt. Though the English law assumes an accused as an innocent, but it yet requires upon the prosecution to produce adequate evidence so that the court can declare the accused as an offender. The famous maxim as held in Hobson5 that one innocent man should not be punished even if ten guilty men coul d escape from the punishment. Earlier, in Woolmington v DPP, where defendant W claimed that he killed her wife accidentally. In that case, the court was of the view that defendant had the onus of proving any defence it which wanted to forward. However, the same was turned down by the House of Lords, and it held that, the prosecution had the onus of establishing all the components of crime except in some extraordinary cases, and it did not acknowledge any defences forwarded by the accused6. Thus, the â€Å"golden thread â€Å" rule which inflicts the whole legal onus on the prosecution, and the maxim that the Crown must establish its case beyond any satisfactory doubt was held in very old case namely 7White8. Thus, in Woolmington case9, the House of Lord set precedent by pronouncing that the prosecution assumes the whole onus in criminal cases. It is claimed that by placing the whole burden of proof on prosecution, it helps to minimise the wrongful convictions by police. It also de notes the severity of criminal convictions and thereby increases the moral convictions among the police. Thus, under English law, the prosecution is responsible for any of defences put forth by an accused like alibi, provocation, self-defence or duress. In Ashley v Chief Constable of Sussex Police,10 in criminal proceedings, the onus of negativing self-defence lies upon the prosec