An Ethical View Essay

Moral and ethical viewpoints are often shaped and molded by your society; learning to respect others, tolerance, my family, church, co-workers, past and present life experiences has influenced my moral and ethical viewpoints. Knowing right from wrong and how to treat others has been the †¦Ã¢â‚¬ ¦.in this process. I. Influences on My Moral and Ethical Development A. My family/environment (Moral development) 1. Tolerance 2. Forgiveness and being honest B. Ethical development (Church/work) 1. topic/idea for paper 2. topic/idea for paper II. Experiences that Contributed to My Personal and Professional Development A. Life and Death 1. Marriage at an early age 2. Life experiences/lessons (murder of my spouse, single parent, setbacks,) B. Professional Development 1. School/instructors 2. Co-workers 3. past employment experiences This paper will display a brief synopsis of the elements that has influenced my moral and ethical development as well as, discuss counseling issues and the ethical codes used to resolve the issues, and I will explain how I have changed because of my work in this class. I developed a true sense of right and wrong at an early age, as a kid I was very adventurous and would do things just to see how far my parents, grandparents, or aunts/ uncles would allow me to go before chastisement came into play. I remember one incident as if it was yesterday, when I was seven I would watch one of my eldest aunts obtain a cigarette from the package (Virginia Slims), her lighter, light her cigarette, and began to smoke it; she would make smoke rings for me. One day I decided that I would mimic my aunt’s actions and smoke a cigarette, my grandmother caught me smoking the cigarette. She did not spank me as I thought that would have been a fair form of disciplinary resolution for my actions, she wanted me to know just how unhealthy smoking cigarettes was for me so, she made me call my mother and father, aunts, uncles, and cousins and tell them what I had done. From that moment until now I have never touched another cigarette and that’s when the real less ons of what was right and wrong began. Being the eldest of five children born to a single parent mother I learned at an early age about charity and helping those in need; my mother taught me about sacrifice at an early age even though I did not understand it then I have a firm grasp on the concept of sacrifice in my adult life. Growing up in my grandparentsgrandparents’ home I did not understand what beingthe definition of poverty or what being poor really meant because my grandparents were always so eager to feed everyone in the community, it wasn’t until my mother decided that she did not want to live under my grandparents roof and abide by their rules was when the knowledge of poverty settled in; my grandparents were very active in their Christian faith, they believed that God blessed you so, you should be a blessing to others and they always welcomed the needy into their home to share our meals on a consistent basis. My family being my environment has taught me the basics about morals and values; Kohlber g’s Moral Development stages Stage 1 = infancy—the child’s only sense of right and wrong is what feels good or bad; Stage 2 = toddler years—the child learns â€Å"right† and â€Å"wrong† from what she or he is told by others; Stage 3 = preschool years—the child begins to internalize family values as his or her own, and begins to perceive the consequences of his or her behavior; Stage 4 = ages 7-10 years—the child begins to question the infallibility of parents, teachers, and other adults, and develops a strong sense of â€Å"should† and â€Å"should not† Stage 5 = preteen and teenage years—peers, rather than adults, become of ultimate importance to the child, who begins to try on different values systems to see which fits best; teens also become more aware of and concerned with the larger society, and begin to reason more abstractly about â€Å"right† and â€Å"wrong.† Read more: Moral Development – STAGES OF MORAL DEVELOPMENT – Lawrence Kohlberg, Mean Example, Morality, and Social – JRank Articles http://psychology.jrank.org/pages/431/Moral-Development.html#ixzz2R8sxnA1w III. Experiences that Contributed to My Personal and Professional Development C. Life and Death 1. Marriage at an early age 2. Life experiences/lessons (murder of my spouse, single parent, setbacks,) D. Professional Development 1. School/instructors 2. Co-workers 3. Pastpast employment experiences For this application, you were asked to develop an outline for the final project. There were four topics that you were to consider, including influences on your moral and ethical development; experiences that contributed to your personal and professional development; legal and ethical issues in counseling; and reflection. Nice job giving thought to these areas. Looks like you have some thoughts for your final project. Looking forward to a little more detail on your next submission and looking forward to reading your final project! In order to understand clearly where you are headed, you must also evaluate where you have been and what has influenced you along the way. It is important to reflect critically upon your own values (and sense of personal/professional ethics) and how you developed these perspectives in order to develop an ethical framework. To help accomplish this goal, the Final Project for this course is an Ethical Autobiography in which you will explore various elements of your life experiences that might influence your future ethical framework. As you reflect on your journey through this class, some of the course readings may have informed your Ethical Autobiography. You can also make use of outside resources, but much of the paper will be exploring what you bring to the profession and events that may have influenced your ethical lens. This reflective autobiography should have personal meaning to you and should help you understand what being an ethical practitioner means. In this sense, you are writing an intellectual and Ethical Autobiography, that is, who you are as virtue of what you believe, what you do, and what you have read. Think broadly—there are no wrong answers; you are exploring your own world Some examples of questions/issues that you can address: †¢ You may share how you developed a sense of right and wrong. †¢ Who/what influenced your moral and ethical development? †¢ What experiences contributed to your personal and professional beliefs? Are your personal and professional beliefs congruent? †¢ What is your idea of right and wrong? Are there absolutes or are there shades of gray? Do the same guidelines apply in all circumstances? †¢ What are some of your basic values that guide your work and your life? What experiences have potentially influenced your decision making? †¢ What aspects of your personality and work ethic are most compatible with the counseling field? Which aspects are the least compatible? †¢ Was there a time, in your personal or professional life, when you felt that your confidentiality was violated, that you were involved in a dual relationship in which you felt uncomfortable, or perhaps an issue resonated unexpectedly with you (e.g., transference)? Essential Elements (You m ust address the points outlined below in your Final Project.): †¢ Select four counseling issues, describe these issues, and explain potential ethical challenges for addressing these issues in your professional practice. †¢ Explain state or region laws or statutes that might apply to these ethical challenges. †¢ Reference specific codes of ethics that you ascribe to for your practice and how adhering to ethics and law present challenges for addressing these issues you selected. †¢ Explain why this Assignment is meaningful to you. †¢ Describe how adhering to ethics and law for professional counseling practice might influence social change. †¢ Finally, explain how you have changed because of your work in this class. Describe personal and ethical values you have reexamined because of your work in this course. You should present your Final Project as a 12- to 15-page (including cover page, abstract, and references—therefore, approximately 10–12 pages of text), double-spaced, APA-formatted paper. Papers can be longeriflonger if the purpose of the paper is served, but the quality ofideasof ideas and conciseness of the writing should justify the extra length. Also, please proofread yourpapersyour papers to make sure that grammar, punctuation, and other mistakes do not hinder thecommunicationthe communication of your ideas. This paper will display a brief synopsis of the elements that has influenced my moral and ethical development as well as, discuss counseling issues and the ethical codes us ed to resolve the issues, and I will explain how I have changed because of my work in this class. I developed a true sense of right and wrong at an early age, as a kid I was very adventurous and would do things just to see how far my parents, grandparents, or aunts/ uncles would allow me to go before chastisement came into play. I remember one incident as if it was yesterday, when I was seven I would watch one of my eldest aunts obtain a cigarette from the package (Virginia Slims), her lighter, light her cigarette, and began to smoke it; she would make smoke rings for me. One day I decided that I would mimic my aunt’s actions and smoke a cigarette, my grandmother caught me smoking the cigarette. She did not spank me as I thought that would have been a fair form of disciplinary resolution for my actions, she wanted me to know just how unhealthy smoking cigarettes was for me so, she made me call my mother and father, aunts, uncles, and cousins and tell them what I had done. From that moment until now I have never touched another cigarette and that’s when the real less ons of what was right and wrong began. Being the eldest of five children born to a single parent mother I learned at an early age about charity and helping those in need; my mother taught me about sacrifice at an early age even though I did not understand it then I have a firm grasp on the concept of sacrifice in my adult life. Growing up in my grandparents’ home I did not understand the definition of poverty or what being poor really meant because my grandparents were always so eager to feed everyone in the community, it wasn’t until my mother decided that she did not want to live under my grandparents roof and abide by their rules was when the knowledge of poverty settled in; my grandparents were very active in their Christian faith, they believed that God blessed you so, you should be a blessing to others and they always welcomed the needy into their home to share our meals on a consistent basis. My family being my environment has taught me the basics about morals and values; Kohlberg’s Moral Development stages Stage 1 = infancy—the child’s only sense of right and wrong is what feels good or bad; Stage 2 = toddler years—the child learns â€Å"right† and â€Å"wrong† from what she or he is told by others; Stage 3 = preschool years—the child begins to int ernalize family values as his or her own, and begins to perceive the consequences of his or her behavior; Stage 4 = ages 7-10 years—the child begins to question the infallibility of parents, teachers, and other adults, and develops a strong sense of â€Å"should† and â€Å"should not† Stage 5 = preteen and teenage years—peers, rather than adults, become of ultimate importance to the child, who begins to try on different values systems to see which fits best; teens also become more aware of and concerned with the larger society, and begin to reason more abstractly about â€Å"right† and â€Å"wrong.† Read more: Moral Development – STAGES OF MORAL DEVELOPMENT – Lawrence Kohlberg, Mean Example, Morality, and Social – JRank Articles http://psychology.jrank.org/pages/431/Moral-Development.html#ixzz2R8sxnA1w Counseling Issues Duty to ‘Warn and Protect’ not in Texas is one counseling issue that I am concerned about; what concerns me the most about this statue is According to the Texas Laws mental health counselors do not have a duty to warn nor protect third parties or intended victims once a client has made specific threats to harm the individual. This law was designed to protect mental health counselors from being responsible for notifying anyone of intended harm. â€Å"The statue classifies communications between a mental health professional(s) and their client(s) as confidential and prohibits mental-health professionals from disclosing them to the third party unless an exception applies.† (FN17)(Texas Supreme Court, 1999). The exceptions to the law are: â€Å"reporting child abuse or neglect, reporting HIV status to a spouse, medical personnel, or law enforcement, and report imminent danger to police officer if the client poses a threat to him/herself or others.† (The Family Code, section 261.101(a-c) (Texas Supreme Court, 1999). In the case Thapar v. Zezulka, rendered by the Texas Supreme Court in 1999, stipulated that mental health providers do not incur a duty to warn and protect (Dalrymple, 1999; Grinfeld, 1999; Texas Supreme Court, 1999). Specifically, the opinion written for a unanimous court by Justice Craig T. Enoch stated that, â€Å"we refrain from imposing on mental health professionals a duty to warn third parties of a patient’s threats† (FN1) (Texas Supreme Court, 199 9). By implementing several of the Ethical Decision Models (Rational Model, Collaborative Model, and Integrative Model), I believe a peaceful resolution can be accomplished when a counselor is faced with the ethical decision of whether to inform a third party that intended harm has been conveyed. Although the law in Texas states, â€Å"we as counselors are not obligated to warn nor protect a third party,† we can always defer to The Code of Ethics (2005) which states, â€Å"A.1.a. Primary Responsibility: The primary responsibility of counselors is to respect the dignity and to promote the welfare of clients. B.1.c. Respect for Confidentiality: Counselors do not share confidential information without client consent or without sound legal or ethical justification. B.2.a. Danger and Legal Requirements: The general requirement that counselors keep information confidential does not apply when disclosure is required to protect clients or identified others from serious harm.† (ACA Code of Ethics, 2005). Implementing an EDM, making reference to the ACA code of ethics, and consulting with a supervisor/colleagues will help the make a sound and ethical decision whether to warn or protect. Although the law in Texas states, â€Å"we as counselors are not obligated to warn nor protect a third party,† we can always defer to The Code of Ethics (2005) which states, â€Å"A.1.a. Primary Responsibility: The primary responsibility of counselors is to respect the dignity and to promote the welfare of clients. B.1.c. Respect for Confidentiality: Counselors do not share confidential information without client consent or without sound legal or ethical justification. B.2.a. Danger and Legal Requirements: The general requirement that counselors keep information confidential does not apply when disclosure is required to protect clients or identified others from serious harm.† (ACA Code of Ethics, 2005). Implementing an EDM, making reference to the ACA code of ethics, and consulting with a supervisor/colleagues will help the make a sound and ethical decision whether to warn or protect. Client confidentiality is another issue that I think would pose a problem for me as a counselor, upon reading the landmark case â€Å"United States of America, Plaintiff v. Robert Allen Romo (2005).† â€Å"This case arises out of a confession Romo made during a meeting with Donald LaPlante, the Program Director at the Dawson County Adult Correction and Detention Facility where Romo was incarcerated.   LaPlante is a licensed professional counselor whose job included providing inmates with psychological counseling and a host of other duties, ranging from arranging social events to providing classes and acting as a case manager.   Before the meeting that sparked the chain of events leading to Romo’s conviction, LaPlante had provided Romo with mental health treatment during voluntary counseling sessions.† (United States of America, Plaintiff v. Robert Allen Romo (2005) I realized that it does matter to clients if you discuss with them informed consent a nd confidentiality they can still file some sort of legal litigation against the counselor if they felt like the counselor violated any of their rights. Non-sexual relationship is one boundary issue I can foresee (providing counseling services to family members), pg 210. Counseling minors One ethical and legal challenge I think would be an issue for me is confidentiality; â€Å"knowing when and with whom to share the information the minor has shared in the counseling session.† Once you have built a rapport with the client you do not want to betray the trust of the client. The second issue would be parental rights and making sure the counselors has the client’s best interest at hand; when counseling minor clients it is best to make sure everything is explained on the first visit and that both the parent/legal guardian and client understands the details of the informed consent form. Since the laws vary from state to state, I know it would be beneficial for me as a counselor to use the following ACA Codes of Ethics to handle such issues: B.5.b.(Responsibility to Parents and Legal Guardians) states, â€Å" Counselors inform parents and legal guardians about the role of counselors and the confidential nature of the counseling relationship. Counselors are sensitive to the cultural diversity of families and respect the inherent rights and responsibilities of parents and guardians over the welfare of their children/charges according to the law. Counselors work to establish, as appropriate, collaborative relationships with parents/guardians to best serve the client.† (ACA Ethical Standards Casebook, 2006, p.35) B.5.c. (Release of Confidential Information) â€Å"When counseling minor clients counselors seek permission from an appropriate third party to disclose information. In such instances, counselors inform clients consistent with their level of understanding and take culturally appropriate measures to safeguard client confidentiality.† (ACA Ethical Standards Casebook, 2006, p.35)

Psychological Insights about Lord of the Flies Essay

Abstract Sigmund Freud’s personality structure is used throughout William Golding’s novel Lord of the Flies. Each character has the personality trait of Freud’s Id, Ego and Superego structure. Their personalities are challenged in the story due to the theme of a deserted tropical island. The 3 main characters minds are challenged the most in the story because Ralph and Jack are supposed to be leaders. Ralph only wants what is best for the boys and Jack only cares about hunting and surviving. Golding uses Freud’s personality theory to explain the personalities of the main characters. Ralph is the Ego, Jack is the Id, and Piggy is the Super-Ego. Williams Golding’s novel Lord of the Flies uses Sigmund Freud’s personality structural theory: Id, Ego and Superego. Each character in the book starts off with one personality, but then their mind is challenged when they crash into a deserted island. The boys have no parental authority and they realize it. At first they think life is going to be alright until most of them turn into a complete wild savage and they are no longer the well-behaved school boy they once were. Golding uses Freud’s personality theory to explain the personalities of the main characters. Ralph is the Ego, Jack is the Id, and Piggy is the Super-Ego. The Ego is supposed to be the balance between the Id and the Superego. Read more:  Simon quotes lord of the flies essay They understand that others have desires and needs and that being selfish can hurt us in the end. The Ego is the character who is supposed to be the better one out of everyone. Ralph is the ultimate Ego personality in Lord of the Flies. His conscience is balanced by Jack (Id) and Piggy (Superego). At the beginning, he does not know that he is the main key to survival, but soon to find out he really is. Ralph becomes a leader and wants to do well because of the influence of Piggy. When Ralph finds a conch shell and decides to use it as the main speaking tool on the island he shows a strong sense of Ego. â€Å"We can use this to call the others. Have a meeting. They’ll come when they hear us.† He beamed at Ralph. â€Å"That was what you meant, didn’t you? That’s why you got the conch out of the water?† (Page 16) Whoever was holding the conch was allowed to speak and no one should interrupt. Ralph has a big heart and thinks before he acts. He shoes his kindness by protecting Piggy and only wanting what is best for all the other boys. Freud’s Superego personality represents the conscience. It is developed through moral and ethical restraints placed on us by our caregivers. Piggy is definitely the Superego in Lord of the Flies. Piggy is the Superego because he is the only boy who can see danger ahead of them. He tries to show kindness to all the other boys, but in return all he is picked on. Piggy sticks by Ralph’s side through the entire book. â€Å"Piggy was†¦ so full of pride in his contribution to the good of society that he helped to fetch wood.† Piggy only wanted what was best for the boys and for them to work together. He was considered the more scientific person of the group. His glasses played an important role in the book because they started the signal fire for the boys to be rescued. Even though Piggy was whinny and complained a lot he always stuck by Ralph’s side and never gave up on the thought that they could be rescued. The biggest personality that plays apart in Lord of the Flies is the Id. The Id overcomes most of the boys and makes them change. An Id personality contains our primitive impulses. Jack shows the change to the Id personality the most in the story. He starts off as a well-behaved young boy and then ended up turning into a wild savage. Jack becomes obsessed with hunting and killing animals. â€Å"‘Kill the pig! Cut his throat! Kill the pig! Bash him in!’ (Chapter 7) His whole mindset is about being hunter and nothing else matters. Freud says that an Id personality can sometimes represented by a devil sitting on someone’s shoulder. The devil sitting on Jack’s shoulder is making him change completely. At the beginning, Jack never would have thought about killing one of his friends, but his wild mindset takes over him and his group and they kill their friend Simon. Jacks sidekick Roger is just like him. Roger ends up rolling a boulder off the side of a cliff and smashing Piggy’s brains out and killing him. Both Jack and Roger let the devil get the best of them and do not realize it until the very end when they are rescued. All of the characters have a define personality on the island. Some of them change and others stay the same. The animalistic urges of the Id really come out in Lord of the Flies. The primitive desires of the Id are the leading feature of one’s individuality. The characters that symbolize the animalistic urges of the Id are created in order to demonstrate the primitive unconscious part of the human mind. There is a portion of Id in each character, but Jack, Roger, and Ralph are the most excellent examples. The Beast is a big symbol in the story because all the boys think there is a real beast on the island; when truly the beast is inside the boys. The only character to realize this is Simon because when he imagines the Lord of the Flies (pig head) is talking to him it tells him that the boys fear the beast because it is truly inside of them. Simon never explains to them because the inner beast comes out when the boys kill Simon when he runs out of the forest. The symbol of the beast takes over most of the boys. The beast is a psychological symbol inside the boys minds. Lord of the flies just isn’t just based on a psychological insight, but also how human nature takes over. K.M. Parivelan’s critical article about William Golding’s Lord of the Flies talks about how the book shows a psychological approach about human-self and human nature. â€Å"The work characterizes Golding’s underlying theme ‘man produces evil as a bee produces honey’. In all his works the author has relentlessly pursued the objective of making man face ‘the sad fact of his own cruelty and lust’ and has upheld the conviction ‘man is a fallen being’. The fact that man is gripped by original sin and is in an inherently perilous state justifies evil and Psychological Insights its innate fusion with human existence.† Parivelan is saying that Golding shows in Lord of the Flies that the boys on the island show their inner evil through human-self and human nature. The nature of the island makes the boys become a person who they really are not. Death and the presences of destruction come out of most of the boys, while â€Å"Right from the beginning, Ralph is the only character who demonstrates his resolve for creating a democratic society. Initially, he is exultant due to the new freedom.† Evil really shows in Lord of the Flies through the power of human-self and human nature. Evil, hunting and killing is now the only thing the boys care about. A human beings personality can change at time and in extraordinary situations. It all comes back to a psychological mind change and a personality. No human being has the same personality their whole life. Human nature can make a human being change completely if they have never lived in that kind of environment before. Ralph tries to be the civilized one and make sure there are ground rules that boys follow so nothing bad would happen. In the end, Jack turns on Ralph and becomes an evil and has a killing mind set. Ralph just wants the boys to work together so he creates a way of speaking when they have meetings. â€Å"At the beginning, the conch becomes a really powerful symbol for law, order and civilization. As the boys are slowly descending into savagery, the conch loses its influence among them.† The civilization among the boys changes and they do not work together. At the end, two of the boys lose their lives due to the â€Å"evil† psychological mind change of most of the boys. Sigmund Freud’s theory plays a huge role throughout the whole story. Each character starts out with one personality and then it changes into another. The â€Å"beast† was not really on the island, but truly inside of the boys. It took over most of them. Jack and Roger become pure evil and only care about killing animals and even humans. In the end, the boys are rescued and reality strikes back into their heads. All of the boys start to weep and finally realize what they had become. The boys had lost two of their good friends because they had let the â€Å"beast† overcome them. The boys probably learned an important lesson about how a human mind can snap at any given moment. Psychological Insights Parivelan , K. M. (n.d.). critical analysis of the psychological insights in Lord of the Flies by William Golding . Retrieved from Meghdutam website: http://www.rbhs.w-cook.k12.il.us/Mancoff/lofcritan.htm Psychological Behavior in â€Å"Lord of the Flies†. (2006). Retrieved from BookRags, Inc. website: http://www.bookrags.com/essay-2005/6/16/202753/419

Information Privacy and Electronic Privacy Essay

Information Privacy and Electronic Privacy - Essay Example This type of privacy is however not limited to information stored in computer systems alone but in other electronic devices as well such as fax machines, mobile phones, telephones and even in emails. It pertains to any information that is transmitted or stored electronically in a digital manner. This paper is going to focus on differentiating the two kinds of privacy mentioned above. Even though they seem interrelated, they have their own differences including differences in legislative acts governing them as well as their sources and the potential privacy breaches as well as what measures can be taken to ensure the information remains private unless it is absolutely necessary for third parties to have such information (Eyob, 2009). Information privacy concerns information that is stored in records. This means that it covers only the information that the owner has provided about himself or herself depending on where it was needed for example in hospitals it is the medical records or in financial institutions it is the financial records about transactions among others. However, when it comes to electronic privacy, it is concerned with not only the stored personal information but the information in transit as well. This therefore means information one has just sent to another and even the recipient has yet to receive it but it is intercepted mid-way. Information privacy is mostly breached by individuals and private institutions seeking information that can be sold in industrial espionage or to taint the name of an individual. People seeking this kind of information therefore hire hackers and spies to go through the physical and electronic records in storage containing the information they need about the individual. In electronic privacy, the information is mainly sought by the government and law enforcement institutions in order to incriminate an individual. This is the reason they tap into conversations over the phone as well as

Film Theory Research Proposal Example | Topics and Well Written Essays - 1500 words

Film Theory - Research Proposal Example Bazin regards cinema as an idealistic phenomenon with technical features resting only in the background. As a humanist, he thrives on the view that the idea is precedent to the invention and is therefore superior to the technical means used in achieving it. In his book The Evolution of the language of Cinema,2 he asserts that the necessity for an idea towards technical means is one that requires new form or style. Bazin states that the cinema is much elevated as compared to photography because of its ability to record the event in time and posits that filmmakers must refrain from false subjective manipulation owing to the complexity of reality which the cinema characteristically pursues. There has been confusion in the domain of film theory concerning Bazin's writings, which can be traced down to the image being filmed and its life counterpart, in which he says that the photographic image is one that may be described as a kind of transfer. It is the object itself which is freed from the conditions of time and space governing it. There is a commonality in the photograph and the object itself whose sameness is pursued by a fashion of the fingerprint.3 (Referring to Andre Bazin's essay, "The Evolution of Film Language", analyze the ways in which William Wyler explores the moral and emotional conflicts experienced by... The film is considered a masterpiece of cinematic craftsmanship in which first-rate support actors gave life to their roles.4 Wyler's film shows details that depict Bazin's ideas in The Evolution of Film Language. Cinema as an idealistic phenomenon5 which Bazin explores in his essay is embodied in The Little Foxes with the film's portrayal of greed and avarice having the real message it wants to convey - that of the consequences of evil acts which men must avoid. As Bazin generally describes a film as a medium of duplicating reality, Wyler was able to successfully convey this duplication in real-life experiences of wealth and greed in the Hubbard and Giddens family, in which surefire downfall awaits people of extreme greed. Wyler explores the moral conflicts experienced by his heroine Regina Giddens with the use of depth-of-field photography through the captured emotions needed to surface from a villainous character. How other characters were portrayed, such as that of being kind (Ho race and Alexandra Giddens) reinforced the evilness of the heroine through implied comparison. The moral conflicts are tackled in the story with wealth and money as the groundwork of the exhibited behavior of the characters, whether acting upon it or away from its influences and corruption. Regina Giddens is in a situation which might be considered a maze in which she was to succumb to social norms of this time where a woman does not bring money with her when she gets married regardless of the family's wealth. Hence, she must rely financially on her husband. The social norms had placed her in a stringent situation totally not giving her a space to express her fondness for money. An attempt to put her daughter Alexandra in marriage to Leo, Alexandra's

International Marketing Essay Example | Topics and Well Written Essays - 3500 words - 4

International Marketing - Essay Example Because of the wrong interpretation of globalization, many organizations were failed in their attempts to market their products in international market. The best example is the writing equipment manufacturer Parker Pen Company which tried to market their pens all over the world using the same marketing strategies and failed in their attempt. â€Å"Globalization requires many internal modifications like changes in philosophy concerning local autonomy, concern for local operating results rather than corporate performance, local strategies designed for local rather than global competitors etc.† (Marketing across cultures, p.194, n.d) International Marketing strategies need to be tailor made not only for each country, but even for each states or regions based on the cultural, communal, political social and economical differences. In this paper the main focus is limited to the cultural aspects of international marketing alone. â€Å"Technology has been one of the single most powerful driving forces to internationalism† (Global agricultural marketing management) As technology and science advanced, the agricultural and industrial segments have developed immensely in many countries. Developing and developed countries have produced goods more than what they actually required and that forced them to explore international arenas for marketing their surplus products. International marketing has not been evolved over a night. It has gradually came into exist because of the immense technological developments. â€Å"Many global opportunities have arisen because of the clustering of market opportunities worldwide. Organizations have found that similar basic segments exist worldwide and, therefore, can be met with a global orientation† (Global agricultural marketing management) Countries like US though a prominent manufacturer of goods, not a main international marketing player like China because of imm ense domestic requirement of

Discuss how Recent Globalization Trends Have Affected the Aerospace Research Paper

Discuss how Recent Globalization Trends Have Affected the Aerospace Industry - Research Paper Example The aspect of globalization has affected every segment of the industry including the aviation and aerospace industry. The present study would analyze the effect of globalization on the business prospects of the aerospace industry. Effect of Globalization on Aerospace Industry The global aerospace industry consists of both airline companies that are engaged in the transportation of individuals from one point to another as well as the suppliers of aircrafts and parts such as Boeing and Airbus. The global defense and aerospace industry has been valued at 910 billion US dollars as of 2008 and the value is expected to grow by 6.17 percent on a year on year basis, The industry is a very globalised outlook with consumers including organizations as well as governments who are essentially looking towards best deals for their money (Wipro, â€Å"Aerospace Industry†). ... This has arguably increased the efficiency and profitability of the companies and has also generated greater transparencies in the functioning of these business organizations giving its win-win situation for all the stakeholders. On the other hand it has also augured the need for business organizations to generate greater organizational and operational aspects in order to remain afloat in the industry and maintain profitability and sustainability (AT Kearney, â€Å"Globalization†). Aerospace industry is highly capital intensive with huge amounts of capital required for establishment of the industry. The industry has largely been influenced by globalization as about 80 percent of the manufacture of an aircraft is done through outsourcing. Globalization has immensely benefited the aspect of outsourcing with free trade and lifting of trade barriers helping the organizations in a major way. The designing and manufacture of the aircrafts is essentially a highly collaborative and gl obal activity with suppliers and assemblers for any aircraft located across the globe. Companies like Boeing and Airbus can be rightly termed as assembling units in which they only assemble the original equipments and create the final design and product. Globalization has also led to large scale integration of the supply chain management activities of the players of the aerospace market. Globalization has also enabled high end parts and processes being outsourced to destinations like India and China (Wipro, â€Å"Trends in Outsourcing†). Globalization has also led to greater cross border deals that include both the civilian aircraft as well as the military aircrafts. In addition to

The Importance of Workforce Motivation within an Organization Research Paper - 6

The Importance of Workforce Motivation within an Organization - Research Paper Example The performance, productivity, competitive advantage, as well as the corporate social responsibility within a company, is all attributed to excellence in employee motivation. There are varieties of environmental types that are known to influence the ways in which motivation should be done. For Cadbury, it cannot be concluded that there is no motivation that takes place, but the paths utilized may not identify these major areas. These are inclusive of all external factors like economic, legal, technological, and social factors. The internal factors are leadership, structure, culture, processes, design of job, as well as the benefit factors. The personal factors are inclusive of experiences, aspirations, needs etc. The ways in which motivation is created within Kraft may be attributed to the concern driven towards the herein stated areas (Crouse 20). The motivation of organizational employees plays a pivotal role in the determination of success levels. The main goal of managers motivat ing employees is to reduce or completely eradicate employee turnover rates. The availability of inadequate employee motivational factors leads to the increment of employee turnover rates. The turnover rates that are high lead to the exhaustion of the organizational bodies, for instance, managers will tire training workers who end up working for other organizations. The enhancement of organizational competitive advantage is very crucial as enhanced by strategic employee motivation. Competitive advantage is sort via the utilization of competitive outsourcing strategies that are geared towards overcoming a volatile and competitive business environment. The satisfaction of employees acts as a driving force to the increment of their desire to perform activities related to the job. The retention of these employees makes the company go to higher heights, for instance, the Kraft Company that now supersedes the Cadbury Company. The value of the company gains a path for increment via employee satisfaction enhancement. The value is a rationale for the creation of company sustainability in a competitively volatile surrounding regardless of its size or other considerable factors (Crouse 21). Increased company performance is also attributed to the motivation of employees. Kraft has been recently in the overtaking business and has definitely overtaken Cadbury due to its emphasis on employee retention. The more the employees are retained within an organization, the greater the ultimate performance due to long periods of job acquaintances by the employees.

Reflection Paper Essay Example | Topics and Well Written Essays - 750 words - 1

Reflection Paper - Essay Example The role of management and leadership has now more than ever before become increasingly essential in the innate objectives of organizations and enterprises of profitability and survival within the domestic, regional and international markets. Most fundamental in this dawning is the distribution, management and role of human resource. As industries emerge elsewhere within the developing and less developed economies, there is a shift in top quality managerial and skilled labor to such regions creating shortages particularly in the already developed economies in America and Europe. This is especially because, during this transition, there has been a disproportionate increase in the number of excellent managers, workers and leaders with the number of enterprises and companies in need of these human resource skills. In this light, talent management which concerns the identification-and thereafter-deliberate steps towards empowering human resources within the organization so as to increase their capacity and competencies to meet current and future organizational growth focus and profitability concerns (Berger & Berger, 2010). James Autry talks about the need for leadership in business to be different from a mere managerial function. He argues that effective management is one that begins with self-awareness. Having been employed for thirty years and thereafter retiring to pursue his passion in writing and poetry, he has successfully within a decade transformed a print business that is worth in excess of five hundred million dollars. He is very critical of how most American companies have turned their backs on their employees in the be-guided pursuit of cost cutting measures or efficiencies. He is an example of how passion for work can intimate a career shift and which eventually leads to profitability. In his assessment of the work place, Autry is in stark contrast of the principle of separation of the work and home which is often than not a norm in most current busin ess organizations and institutions. He argues that the two items are inextricably connected; such that one influences and is affected by the other. However, I find resonance with his proposition that, leadership within organizations and, therefore, managers should be sensitive to the emotional needs of employees as identified by Abraham Maslow as a level within his hierarchy of human needs. The emotional state of the employee whether it relates to issues at work or home affects the performance of the given individual in both areas. That being the case, I find a point of departure where he attempts to erase the concept work-home balance; the two should be essentially same given that, the underlying concern is paying attention to values and living them. I find that the geographic and situational connotation creates a psychographic differentiation between home and the office such that it subsequently dictates norms, behaviors and actions suitable. I have also had the experience of work ing from home and regardless of how convenient it felt, certain aspects had to change when time to work arose and vice versa. For instance, I could not work within the comfort of the bedroom. The power of words is truly at its height in today’s society, especially, where legal solutions can be sought after for apparent misdeeds against other members within society. In organizations, the need for managers to exercise reasonable care in action or word is exceedingly critical in this regard. The mystery that surrounds

Capital Punishment Essay Example | Topics and Well Written Essays - 3750 words

Capital Punishment - Essay Example Japan and the United States are some of the developed countries that are still practicing capital punishment. In Africa, Congo’s executions were rising at an alarming rate by 2003. There needs to be a change since capital punishment adversely affects the families of the victim. Capital punishment is reprisal through meting out a death sentence to the offender. In the criminal justice systems of many countries, it is lawful to inflict death to lawbreakers, depending on the weight of the crime. It is an act of ensuring that individuals suffer for engaging in activities that are against the law. In the criminal justice systems of many countries, it is lawful to inflict death to lawbreakers, depending on the weight of the crime. In the United States, death penalty is usually held in reserve for first-degree murder crimes which in most cases are associated with horrific circumstances such as bombing and killing a large number of people. It was mostly used in the ancient times, although many countries still use capital punishment (Steven 2007; Katrina and Steve 2008). In a broader perspective, it can be argued that capital punishment involves taking the life of another person. In doing so, it should not be forgotten that the victim has certain responsibilities t hat he/she leaves behind after an execution. The most important of all are the family members left behind. Frustration and grief overcome them with a number of suicide cases being reported after a death sentence. People have had different views concerning capital punishment, with some viewing it as a deterrent to crime, while others find no accomplishment in it. This paper is a critical investigation of capital punishment. The history of capital punishment has been discussed and its application in today’s society. Several states where it is applied on lawbreakers have been highlighted as well as how it is applied. The paper presents a discussion on the system of capital punishment, and its

The Marketing Plan of Crocs Shoes Assignment Example | Topics and Well Written Essays - 750 words

The Marketing Plan of Crocs Shoes - Assignment Example The company is also planning to penetrate in the existing markets to increase its sales. Â  The company has been growing at a rapid pace since 2002. The company has expanded its operations to 125 countries (Cross b). With the increasing sales of the company, the company has been successful in increasing the market share. The sales and profitability of the company are presented in the figure below: Â  Recession influenced the sales of the company as the company had shown a significant increase in the revenues and profits from 2006 to 2007. However, from 2007 to 2009, the sales of the company declined. From 2009 and onwards, the sales and profitability of the company have been increasing. Â  The company offers casual footwear for people of all ages including women, men, and children. By now, the company has sold more than 200 million pairs of footwear (Cross a). Some of the major competitors of Crocs are; Deckers Outdoor Corp. and Steven Madden (Sharma). The following image presents the revenues of the three companies; Â  The company has been expanding its operations globally. To capitalize on the opportunities in the global market, the company has been using different strategies including joint venture and acquisition. For instance, the company acquired Jibbitz, Ocean Minded, Tidal Trade, Fury, and others to expand its operations. Â  It is important for Crocs to improve the brand awareness. It has been identified that the company is relatively new in the market and many potential customers do not recognize the offerings and quality of the products of the company. Â  Promotion would be crucial to the success of the company in the next few years. The company needs to increase the brand awareness and portray a better brand image in the eyes of the consumers. Therefore the role of promotion will be significant. Â  

In Memoriam (Tennyson) Essay Example for Free

In Memoriam (Tennyson) Essay The poem is not, nonetheless, merely a way to express personal grief. Even though the â€Å"I† of In Memoriam is at times totally linked with the poet. Tennyson, the poet himself alleged that it is recurrently proposed to symbolize how the human race expresses and communicates through him. The individual sorrow and uncertainty became a microcosm for the distress being beared by the men and women of the 19th century who had been moving away from faith in traditional religion, as the evolvements in science were getting on to the ending that as such there was no divine hand which existed to guide. The speaker actually gets troubled through the loss he has beared but he gradually consents to the notion that, regardless of the external signs of confusion, and disorder the world actually becoming a better place to live in; his friend Hallam enters in to be seen as a messenger of a superior reace which will show way to humankind to lead them to God. Tennyson shifts alternately from insensitive misery to self-awareness and gets too see that writing poetry is an antidote for pain. Poems 9 through 17 make up a cluster amalgamated by the poet’s thought on the arrival of Hallam’s body through the ship from Italy. A calmer anguish now encompasses his heart. This anguish due to grief gradually make the mind even firmer, but the more deeper the sorrows are than words keep closed within in his heart. He commences on not to display his emotions openly but as he should (Richard, 2004). As a consequence, In Memoriam portrays the chief Victorian clash of science and faith to be the true work of its era; Tennyson’s effort to settle any sort of doubts that are based on religion which take birth from his not public sorrow and the outcomes of pre-Darwinian theories which are associated to succession were cut down by thinkers of his time as a reasonable landmark. The cyclic modification in the turn from personal anguish and desolation to the bigger vision of the public and apprehension for wider, social problems that can be seen in this poem reveal Tennyson’s mounting reception of and settlement with the issues of his age. As the elegy gets to its ending, the poet becomes more strongly influenced. His love, even though was seen on their preceding earthly association, is â€Å"vaster passion† which is now that Hallam’s incidence is spiritual and subtle through God and nature. The elegy ends up with the self-assured statement of the poet which shows that the living are real and will supplementarily move humanity’s measures and of the faith in its real sense that will not be highlighted only after death. Form The poem is not, nonetheless, merely a way to express personal grief. Even though the â€Å"I† of In Memoriam is at times totally linked with the poet. Tennyson, the poet himself alleged that it is recurrently proposed to symbolize how the human race expresses and communicates through him. The individual sorrow and uncertainty became a microcosm for the distress being beared by the men and women of the 19th century who had been moving away from faith in traditional religion, as the evolvements in science were getting on to the ending that as such there was no divine hand which existed to guide. The speaker actually gets troubled through the loss he has beared but he gradually consents to the notion that, regardless of the external signs of confusion, and disorder the world actually becoming a better place to live in; his friend Hallam enters in to be seen as a messenger of a superior reace which will show way to humankind to lead them to God. As a consequence, In Memoriam portrays the chief Victorian clash of science and faith to be the true work of its era; Tennyson’s effort to settle any sort of doubts that are based on religion which take birth from his not public sorrow and the outcomes of pre-Darwinian theories which are associated to succession were cut down by thinkers of his time as a reasonable landmark. The cyclic modification in the turn from personal anguish and desolation to the bigger vision of the public and apprehension for wider, social problems that can be seen in this poem reveal Tennyson’s mounting reception of and settlement with the issues of his age (Matthew, 2002). Style Tennyson shifts alternately from insensitive misery to self-awareness and gets too see that writing poetry is an antidote for pain. Poems 9 through 17 make up a cluster amalgamated by the poet’s thought on the arrival of Hallam’s body through the ship from Italy. A calmer anguish now encompasses his heart. This anguish due to grief gradually make the mind even firmer, but the more deeper the sorrows are than words keep closed within in his heart. He commences on not to display his emotions openly but as he should. As the elegy gets to its ending, the poet becomes more strongly influenced. His love, even though was seen on their preceding earthly association, is â€Å"vaster passion† which is now that Hallam’s incidence is spiritual and subtle through God and nature. The elegy ends up with the self-assured statement of the poet which shows that the living are real and will supplementarily move humanity’s measures and of the faith in its real sense that will not be highlighted only after death. Because I Could Not Stop for Death Form The tone, or the emotional position of the speaker in this particular poem, is highly significant and the deception in â€Å"Because I could not stop for Death.† Although the theme is related to death, it is not a serious sad thing to talk over. In disagreement, Death is shown to be equal to a wooer in which emerges as fundamentally a fable, with abstractions constantly incarnate. overwhelmed by Death’s consideration and patience, the speaker responds by adding to her aside her work and free time (Vendler, 2004). One sees many of Dickinson’s typical devices at work: the tightly patterned form, based on an undefined subject, the riddle-like puzzle of defining that subject, the shifting of mood from apparent observation to horror, the grotesque images couched in emotionally distant language. All this delineates that experience, that confrontation with God, with nature, with the self, with one’s own mind which is the center of Dickinson’s best poetry. Whether her work looks inward or outward, the subject matter is a confrontation leading to awareness, and part of the terror is that for Dickinson there is never any mediating middle ground; she confronts herself in relation to an abyss beyond. There is no society, no community to make that experience palatable in any but the most grotesque sense of the word, the awful tasting of uncontrollable fear. The second third of the poem changes the proportions. Although the experience is not actually any of the four things she has mentioned above, it is like them all; but now death, the first, is given seven lines, night three, frost only two, and fire is squeezed out altogether. It is like death because she has, after all, seen figures arranged like her own; now her life is â€Å"shaven,/ And fitted to a frame.† It is like night when everything that â€Å"ticked† — again mechanical imagery for a natural phenomenon — has stopped, and like frosts, which in early autumn morns â€Å"Repeal the Beating Ground.† Her vocabulary startles once more: The ground beats with life, but the frost can void it; â€Å"repeal† suggests the law, but nature’s laws are here completely nullified. Finally, in the last stanza, the metaphor shifts completely, and the experience is compared to something new: drowning at sea. It is â€Å"stopless† but â€Å"cool†; the agony that so often marks Dickinson’s poetry may be appropriate to the persona, but nothing around her, neither people nor nature, seems to note it. Most important, there is neither chance nor means of rescue; there is no report of land. Any of these conditions would justify despair, but for the poet, this climatic experience is so chaotic that even despair is not justified, for there is no word of land to despair of reaching. Style Death is a mostly a concern of Dickinson’s poetry. Usually in order to make means of exploration, she will surely check that its objectification all the way through a persona who has already died. The truth is that life is short and death is long. Perhaps in this sobering truth one may find that Dickinson’s poem is as much about life about how one ought to redeem it from the banal as it is about death(Laurence, 2004). One sees many of Dickinson’s typical devices at work: the tightly patterned form, based on an undefined subject, the riddle-like puzzle of defining that subject, the shifting of mood from apparent observation to horror, the grotesque images couched in emotionally distant language. All this delineates that experience, that confrontation with God, with nature, with the self, with one’s own mind which is the center of Dickinson’s best poetry. Whether her work looks inward or outward, the subject matter is a confrontation leading to awareness, and part of the terror is that for Dickinson there is never any mediating middle ground; she confronts herself in relation to an abyss beyond. There is no society, no community to make that experience palatable in any but the most grotesque sense of the word, the awful tasting of uncontrollable fear. The second third of the poem changes the proportions. Although the experience is not actually any of the four things she has mentioned above, it is like them all; but now death, the first, is given seven lines, night three, frost only two, and fire is squeezed out altogether. It is like death because she has, after all, seen figures arranged like her own; now her life is â€Å"shaven,/ And fitted to a frame.† It is like night when everything that â€Å"ticked† — again mechanical imagery for a natural phenomenon — has stopped, and like frosts, which in early autumn morns â€Å"Repeal the Beating Ground.† Her vocabulary startles once more: The ground beats with life, but the frost can void it; â€Å"repeal† suggests the law, but nature’s laws are here completely nullified. Finally, in the last stanza, the metaphor shifts completely, and the experience is compared to something new: drowning at sea. It is â€Å"stopless† but â€Å"cool†; the agony that so often marks Dickinson’s poetry may be appropriate to the persona, but nothing around her, neither people nor nature, seems to note it. Most important, there is neither chance nor means of rescue; there is no report of land. Any of these conditions would justify despair, but for the poet, this climatic experience is so chaotic that even despair is not justified, for there is no word of land to despair of reaching. Content Death appears personified in this poem as a courtly beau who gently insists that the speaker put aside both â€Å"labor† and â€Å"leisure.† He arrives in his carriage, having stopped for her because she could not have stopped for him, and he even submits to a chaperone, â€Å"Immortality,† for the length of their outing together. It was not Death, for I stood up† Riddling becomes less straightforward, but no less central, in such a representative Dickinson poem as â€Å"It was not Death, for I stood up† (#510), in which many of her themes and techniques appear. The first third of the poem, two stanzas of the six, suggest what the â€Å"it† is not: death, night, frost, or fire. Each is presented in a couplet, but even in those pairs of lines, Dickinson manages to disconcert her reader. It is not death, for the persona is standing upright, the difference between life and death reduced to one of posture. Nor is it night, for the bells are chimin g noon — but Dickinson’s image for that fact is also unnatural. The bells are mouths, their clappers tongues, which are â€Å"Put out†; personification here does not have the effect of making the bells more human, but of making them grotesque, breaking down as it does the barriers between such normally discrete worlds as the mechanical and the human, a distinction that Dickinson often dissolves. Moreover, the notion of the bells sticking out their tongues suggests their contemptuous attitude toward man. In stanza two, it is not frost because hot winds are crawling on the persona’s flesh. The hackneyed phrase is reversed, so it is not coolness, but heat that makes flesh crawl, and not the flesh itself that crawls, but the winds upon it; nor is it fire, for the persona’s marble feet â€Å"Could keep a Chancel, cool.† Again, the persona is dehumanized, now grotesquely marble. While accomplishing this, Dickinson has also begun her inclusion of sense data, pervasive in the first part of the poem, so that the confrontation is not only intellectual and emotional but physical as well (Hood, 2000). The second third of the poem changes the proportions. Although the experience is not actually any of the four things she has mentioned above, it is like them all; but now death, the first, is given seven lines, night three, frost only two, and fire is squeezed out altogether. It is like death because she has, after all, seen figures arranged like her own; now her life is â€Å"shaven,/ And fitted to a frame.† It is like night when everything that â€Å"ticked† — again mechanical imagery for a natural phenomenon — has stopped, and like frosts, which in early autumn morns â€Å"Repeal the Beating Ground.† Her vocabulary startles once more: The ground beats with life, but the frost can void it; â€Å"repeal† suggests the law, but nature’s laws are here completely nullified. Finally, in the last stanza, the metaphor shifts completely, and the experience is compared to something new: drowning at sea. It is â€Å"stopless† but â€Å"cool†; the agony that so often marks Dickinson’s poetry may be appropriate to the persona, but nothing around her, neither people nor nature, seems to note it. Most important, there is neither chance nor means of rescue; there is no report of land. Any of these conditions would justify despair, but for the poet, this climatic experience is so chaotic that even despair is not justified, for there is no word of land to despair of reaching. Thus, one sees many of Dickinson’s typical devices at work: the tightly patterned form, based on an undefined subject, the riddle-like puzzle of defining that subject, the shifting of mood from apparent observation to horror, the grotesque images couched in emotionally distant language. All this delineates that experience, that confrontation with God, with nature, with the self, with one’s own mind which is the center of Dickinson’s best poetry. Whether her work looks inward or outward, the subject matter is a confrontation leading to awareness, and part of the terror is that for Dickinson there is never any mediating middle ground; she confronts herself in relation to an abyss beyond. There is no society, no community to make that experience palatable in any but the most grotesque sense of the word, the awful tasting of uncontrollable fear (Barton ,2008) Conclusion In this paper we have analysed two brilliant works of poetry, one In Memoriam by Tennyson as compared to Because I Could Not Stop for Death by Dickinson. We have analysed both the works in terms of their content, form and style and evaluate how they have been done by their respective writers. References Barton, A. (2008). Tennyson’s Name: Identity and Responsibility in the Poetry of Alfred, Lord Tennyson. Burlington, Vt.: Ashgate,. Hood, J. (2000). Divining Desire: Tennyson and the Poetics of Transcendence. Brookfield, Vt.: Ashgate, Laurence. M. (2004). W. Alfred Tennyson: The Critical Legacy. Rochester, N.Y.: Camden House, Matthew, C.( 2002). The Consolation of Otherness: The Male Love Elegy in Milton, Gray, and Tennyson. Jefferson, N.C.: McFarland,. Richard,B. (2004). Experience and Faith: The Late-Romantic Imagination of Emily Dickinson. New York: Palgrave Macmillan, Lundin, Roger. Emily Dickinson and the Art of Belief. Grand Rapids, Mich.: William B. Eerdmans, 2004. Vendler, H. (2004). Hennessey. Poets Thinking: Pope, Whitman, Dickinson, Yeats. Cambridge, Mass.: Harvard University Press.

The Minoans And Mycenaeans History Essay

The Minoans And Mycenaeans History Essay During the Bronze Age, the Mycenaeans and Minoans became two of the most powerful and culturally unique groups the world had ever seen. Because they resided so close to each other, they had an undeniable influence on each other and this resulted in the two groups sharing a lot of the same characteristics. Despite having a similar set of characteristics, both civilizations had several noticeable and distinct differences, most notably in the areas of architecture, arts, and languages. These differences can be understood best when examining the fact that Minoans were more trade and nature oriented, while the Mycenaeans focused more on war and strengthening their military. The Minoans and Mycenaean civilizations both resided in present-day Greece, while the Minoans based their civilization on the island of Crete, and the Mycenaeans on mainland Greece. The Minoans, who were known particularly for their extensive trade and dominance of the sea, existed from about 27th century B.C. to 14th century B.C. until the Mycenaeans defeated them and took over (Biers, 1980, 27). On the other hand, the Mycenaeans were more war and military oriented than the Minoans, as seen by their victory over the Minoans and their material culture, which will be looked at later. As far as language is concerned, Mycenaeans appeared to use a language called Linear B, which consisted of 87 different signs and several ideograms, or graphic symbols that represents an idea or concept. There has been a large amount of evidence found in the palaces of the Mycenaean civilization in the form of clay tablets. The Minoans used a system called Linear A, a mostly syllabic script that contains 75 signs and several ideograms; unfortunately, archaeologists still havent completely deciphered all of the symbols (Burkert, 1985, 20). We do know however, that Linear A tablets contained accounting transactions, which supports the idea that Minoans were more trade oriented (Biers, 1980, 26). Both civilizations were very complex and advanced with complex social hierarchies; this complexity is best seen by examining the archaeological remains of each civilizations architecture and different types of art pieces including paintings, sculptures, and pottery. Although the Minoan and Mycenaean styles of architecture were very similar, there were still several structural differences due to their trade and military backgrounds. Mycenaeans were especially talented at working with large blocks of stone (Biers, 1980, 67), a technique called megalithic architecture, which made it possible for Mycenaeans to construct enormous, heavily fortified walls that surrounded their palaces. This was in stark contrast to Minoan palaces as they probably felt that fortifications around palaces may have been superfluous due to their isolation location and strong navy. Minoans also used a post and lintel system, or in other words, verticals and horizontals (Biers, 1980, 29), as opposed to the Mycenaean megalithic structure. A distinct feature of the Mycenaean style of architecture is the relieving triangle above a lintel block, an architectural element best displayed on the Lion Gate at Mycenae (Preziosi and Hitchcock, 1999, 176). Both civilizations had palaces with intricate and detailed floor plans that covered a vast amount of land and had a central area upon which the rest of the palace would be built around. Typically, in Minoan palaces such as Knossos, the central area would be a large courtyard which was the focus of everyday life and served as the site for religious rituals and other ceremonial functions (Biers, 1980, 29). On the other hand, the central area of a Mycenaean palace was called a megaron. Typically, Mycenaean palaces such as Pylos, were highly decorated; this included the walls and the floor and even the hearth, which had spiral and flame patterns painted several times (Biers, 1980, 71). Another aspect of the Mycenaean culture that showed they had a military sense was their utilization of advanced hydraulic engineering. Not only did they have great fortification walls, but they had carefully maintained roads that served as an important network connector to their various major centers (Bier s, 1980, 74). While it is reasonable to conclude that both civilizations had impressive pieces of architectural work, the Mycenaeans tended to have a greater abundance of military architecture in its world. Based on an abundant amount of archaeological evidence, it is apparent that the Minoans were more interested in nature oriented art while Mycenaeans were more interested in warlike paintings. The Minoans loved to paint frescoes with bright, vibrant colors such as terra cotta red and used these colors to depict beautiful scenes of nature (Biers, 1980, 29). Minoan also liked to use a vivid red paint to paint the floor as a blanket of color and not just for frescoes (Hirsch, 1980, 453). There were also many enormous bull-vaulting scenes, present in Minoan palaces. In these paintings, the bulls were typically painted brown and white while the men were painted red and then women were painted white (Biers, 1980, 46). When examining Mycenaean art it is clear that they were strongly influenced by the Minoans because you can see several Minoan themes in their paintings and frescoes. An example of this is the procession fresco and the bull-vaulting scene (Biers, 1980, 80). Despite this obvious correlation, Mycenaean art usually had a lesser emphasis on nature, which was only used as a backdrop for scenes, and a greater emphasis on warlike scenes (Biers, 1980, 82). Both societies also made terra cotta figurines but Minoans features household goddesses with flaring skirts and raised hands (Biers, 1980, 55) while the Mycenaean figurines were larger in scale and were primarily categorized into three types: Phi, women with no arms, Psi, women whose arms made a crescent shape, and Tau (Biers, 1980, 89). While both cultures were masterful in painting sculptures and other forms of art, the Minoans concentrated more on being detailed and nature oriented while the Mycenaeans were more plain and focused more on warlike sculptures. Perhaps the archaeological find with the most abundant amount of evidence that backs up the idea that Minoans were more nature oriented than their counter part, the Mycenaeans, is pottery. Minoan pottery is considered to be far more decorative than that of the Mycenaeans and their pottery attained a very high standard in both fabric and decoration (Biers, 1980, 52). Since pottery was actually also used to determine chronology, Minoan pottery actually provided a foundation for dividing the different Minoan eras. Late Minoan IA style featured spirals with details added in white and floral motifs (Biers, 1980, 54), while Late Minoan IB style, the Marine style, featured several nature-like qualities such as the depictions of sea creatures, particularly octopus (Biers, 1980, 54). Unlike Minoan pottery, Mycenaean pottery was simple and dull in its decoration (Biers, 1980, 85). Mycenaean pottery was designed with a dull black-to-brown glaze while the Late Helladic IIIB pottery featured shap es such as a kylix, and the Late Helladic IIIC period featured simple linear patterns and warrior scenes (Biers, 1980, 85 and 86). The Mycenaeans and Minoans had very different tastes in pottery as the Mycenaeans went for a more simple, plain, and at times, warrior style, while the Minoans went for a more colorful, and nature like style. Like most material culture, the religion and burial practices of the Minoans and Mycenaeans shared many similarities and had many differences. Minoan religion featured several female goddesses, prompting Arthur Evans to claim that their religion was a Mother goddess-centered religion (Olsen, 1998, 382). Additionally, animals and the death and rebirth of vegetationà ¢Ã¢â€š ¬Ã‚ ¦serve as the basis of Minoan religion (Biers, 1980, 27). A big difference between Minoan and Mycenaean religious practices was that Mycenaean cult buildings were independent structures which avoided the Minoan practice of building multiple shrines within their settlement (Burkert, 1985, 89). Grave Circle A and Grave Circle B are two of the most significant shaft grave archaeological finds for pottery and metalwork that have ever taken place (Biers, 1980, 75). The typical burial method was internment in chamber tombs and, for the royal family, in tholos tombs (Biers, 1980, 76). It is quite evident that both civ ilizations did have particular burial practices and practiced religion, although in Mycenaean civilization burial practices took on a larger scale. There is no doubt that the similarities between the Minoans and Mycenaeans are extensive, mostly because of their close proximity that allowed the Minoans to influence the Mycenaeans so much. While they were very similar, they also had several fundamental differences, most notably the Minoans being more trade and nature oriented while the Mycenaeans were more warlike. These differences are best understood by analyzing the different archaeological, artistic, and language aspects because they tell a story about the development of two of the greatest ancient civilizations during the Bronze Age.

Theories of Dyslexia and Strategies for Intervention

Theories of Dyslexia and Strategies for Intervention Drawing on current research, module content and your own professional practice critically consider dyslexia as a syndrome incorporating a spectrum of difficulties. Consider the implications of your theoretical understanding for policy, practice and provision within your school. Over recent years there have been many different definitions of dyslexia. It seems that it is almost impossible to define a disability that affects individuals in so many different ways and to so many different degrees in one agreed definition. The republic of Ireland has adopted this definition for themselves which blatantly relates to the fact that this a disability which is part of a continuum of needs, Dyslexia is manifested in a continuum of specific learning  difficulties related to the acquisition of basic skills in reading,  spelling, writing and/or number, such difficulties being  unexpected in relation to an individuals other abilities. The Adult Dyslexia Association has this as part of their definition Every dyslexic person is different and should be treated as an individual. Many show talents actively sought by employers and the same factors that cause literacy difficulties may also be responsible for highlighting positive attributes such as problem solving which can tap resources which lead to more originality and  creativity. ( Schloss 1999) These definitions show the degree of individuality that is present amongst dyslexic learners. It also highlights the fact there are so many positive aspects to being dyslexic that are easily overlooked. The views held by these definitions are implicit , dyslexia encompasses a whole range of difficulties along a spectrum of need. Dyslexia is a very common disability. According to the British Dyslexia Association around 5 10% of the population are affected. Dyslexia impacts on a persons ability to read and wite, thus affecting all areas of education. The severity of dyslexia varies form person to person and ranges form mild to severe. There are many aspects of dyslexia and many other disorders that are co-morbid. According to the dyslexia Institute Dyslexia is, Not related to intelligence, race or social background. Dyslexia varies in severity and often occurs alongside other Specific Learning Difficulties such as Dyspraxia, Attention Deficit Disorder, resulting in variation in the degree and nature of individuals strengths and weaknesses. To have any success in helping these learners to develop their literacy skills we must take full cognisance of their individual manner of working, Reid (2001) states: Dyslexic children are first and foremost individuals and while they may share some common difficulties there are individual differences. Many of the issues facing dyslexic pupils can be adequately remediated with the correct environment and specific teaching strategies. Dyslexia is not something to be cured but if these strategies are applied with recognition of individual differences in learning styles they can be effective as by pass strategies. There is no one definitive intervention as each dyslexic learner is an individual and has an individual need. It is about observing and assessing the specific needs of a specific pupil and adapting an intervention that will address this particular need at this particular time. There are no two dyslexic persons with identical needs and dyslexia occurs across the range of learning abilities. Theory of Dyslexia In order to understand dyslexia fully and to consider the implications for policy and practice it is imperative that the causes of dyslexia are investigated. Frith (1995) views dyslexia as a causal model framework suggesting there are three levels of descriptions for better understanding dyslexia- biological, cognitive and behavioural. The biological description implies that dyslexia is hereditary, Gene markers for dyslexia have been found in chromosome 15 (Smith, Kimberling, Pennington and Lubs 1983 as cited in Reid, G 2001) If one parent is dyslexic there is a 50% chance that any of his/her children will inherit dyslexia Hull learning services This could have a major impact for recognising at risk dyslexics early on and putting measures in place to assist with learning difficulties or differences. Frith also suggests that dyslexia has a cognitive basis and suggests that there is something different in the way dyslexic students process information (quote Fawcett, 2001 regarding metacognition and automaticity). Many dyslexic people have difficulties with short term memory, working memory, metacognition and automaticity. Others have problems with phonological processing and cannot process sounds easily and have problems in a range of areas requiring language skill. Sequencing can also be an issue for some dyslexics. Frith believes there is interaction between these factors causing the behavoural issues of a dyslexic learner in terms of reading difficulties, spelling difficulties and often poor memory and organisational difficulties. Some dyslexia appears to manifest itself or have its root in visual difficulties. In my experience many dyslexic students are helped greatly by the use of coloured paper and coloured overlay to avoid visual stress. Tinted glasses can be useful too in avoiding glare, movement in the text, headaches and eye strain. Traditionally, there have been two main models of Dyslexia. One is that it is perceived to be a discrepancy model whereby a pupil appears to have a higher level of intelligence compared to their reading ability. Snowling, 2000 suggests that this may not hold true as many pupils may have a limited literacy experience at home and are therefore bound to have a lower than expected reading age. Conversly, A dyslexic child my have found their own coping strategies and so difficulties could be masked for a long time. A dyslexic child may come form a literacy rich background and the sheer emersion in this and hard work of parents may also compensate for the difficulties. This makes the diagnosis more difficult. Dyslexia has also been viewed as a deficit model whereby a pupil is lacking in literacy skills and because of this is unlikely to succeed. Many would disagree and will argue that there are a great deal of successful dyslexics who have found a way to compensate for their difficulties and use their differences in learning style to their advantage. Being dyslexic simply means a different way of learning and therefore as educators we may need to find a different way of teaching. Some positive attributes often associated with dyslexia is good visual, spatial and lateral thinking skills. The implications for these traditional views are that interventions currently taking place may not be any where near the solution for dyslexia difficulties. If we are to provide any kind of meaningful solution for these pupils we need to do a great deal more observation and analysis to uncover the specific difficulties. If we are ignoring strengths and concentrating on the weaknesses of these learners we are doing pupils an injustice and adding to the issues of self esteem and confidence. Therefore, there is a challenge for all teachers to actually understand dyslexia and meet the dyslexic learners need. These types of learners like any learner have their own individual needs and strengths. Nicholson and Fawcett In particular, if one can identify the underlying cause of a childs potential difficulties before they are manifested, it should be possible to give pro-active support, to the extend that the child will not fail to learn to read, and will not suffer the comitant emotional and educational devastation. Early Intervention If Dyslexia is caught early enough it may that there is less need for intervention. (Critical learning period) Many would argue that it is too late to help pupils beyond the age of 6 , according to bodien 2007 intervention at 6 80% successful, 9 40%, 10-12, 10%.. Research as shown that by this time parts of the brain have shut down. Early and accurate diagnosis will ensure the best possible intervention for a pupil with this difficulty. Drawing on my own experience as a secondary school teacher there are some dyslexic learners that no matter what is put in place still do not make adequate progress in the area of literacy. These pupils need to be given a means of coping in school without having to rely on reading and writing. Continually teaching the same method of reading for the 10th or consecutive year or longera in a row is clearly not working. Some of the dyslexic learners at my school who have made he most progress with literacy have despite all the schools effort found their own way of unlocking words and becoming better readers. The fault of the school lies in insisting all pupils lear n to read in the same manner. One particular severely dyslexic pupil I recall has become a fluent reader by devising his own syllable breaking rule which I find difficult to comprehend but has been a way of accessing materials previously incomprehensible. To have continued using phonics programme with this pupil would have been pointless and exasperating to this pupil. On the other hand this form of remediation has been extremely helpful to another pupil and has meant access to a range of learning opportunities. Certain areas of education have recently been heavily backing linguistic phonics as the solution to all literacy difficulties as we can see according to., Nicholson and Fawcett, It may also be true that appropriate treatment for a given child depends critically on the specific underlying cause(s) of their difficulties, rather than just the general reading symptoms displayed Fawcett, Nicholsonà ¢Ã¢â€š ¬Ã‚ ¦..200? P6 ( dyslexia, learning and the brain) There are many differences between dyslexic pupils both n the manner in which problems arise and in the severity of the problems. Enrolled at any school there are pupils with dyslexia ranging form mild to moderate to severe. Each of these pupils may be affected by their dyslexia in very different ways. Schools need to be able to provide opportunities for dyslexic learners to learn in their own style. A certain degree of flexibility needs to be applied to the way in which notes are taken and homework submitted. Dyslexic learners also need to have plenty of opportunities to work to their own strengths and have adequate support for their own specific areas of weakness. Specialist one to one teaching needs to be put In place also. This is particularly helpful in specifically showing a pupil survival and bypassing techniques so that the pupil can be as fully included in the curriculum as the other non-dyslexic learners within the organisation. Without support within an organisation dyslexic learners are at risk from a number of negative outcomes from being dyslexic. Some psychosocial factors may come into play to a greater or lesser extent depending on the individual. Thompson describes the daily public humiliation of dyslexic children at school and states failure is experienced every time dyslexics are asked to undertake any literacy, which happens many times at school. Thompson, p 214. The effects of this are far reaching and potentially disatrous for any student, causing daily stress, anxiety and can also be the victims of bullying by other students and indeed by teachers in their lack of understand and inappropriate labelling Thompson p216 In order to be fully included within the curriculum there are devices which could be vital to some dyslexic learners. The use of ICT has proven to be very effective in providing the kind of support necessary to access the curriculum. On the market nowadays are a variety of technical aids. Some pupils are greatly helped by the use of voice activated software and can produce work more in line with their academic ability when the need for written accuracy is removed. At the other end of the extreme from this is the use of hand held spell-checkers which can be an unobtrusive way of removing the problem of poor spelling. All of these devices have their downside also and require expert use and the acquisition of particular skills such as keyboarding. and practice by the dyslexic leaner and the compatibility with the kinds of work and arrangements in schools. Being diagnosed with dyslexia is a long and difficult process. There are so many factors in place. Certainly the intervention and amount of intervention varies from school to school and indeed even from pupil to pupil depending on parental pressure and even finance. It has been argued by Wise, Ring and Olsen (1999) as cited in Reid G 2001 that the actual type of phonological awareness training was less important than the need to actually embed the training within a well structured and balanced approach to reading. Many schools now in Northern Ireland are adopting the Linguistic Phonics approach to teaching reading and remediating reading. It could be argued that this is a useful beginning strategy for may people with literacy needs but for many dyslexic pupils it could add to the confusion and is not an adequate intervention for all dyslexic learners. Fawcett 2002, argues that difficulties often arise from confusion between cause, symptom and treatment and that grouping symptoms without understanding cause can lead to inappropriate treatment. Another important implication here is the fact that a dyslexic pupils needs will change over time and will schools be ready to change the intervention. If we are not constantly assessing these needs we could be seriously letting our pupils down. The implications for this are far reaching. The amount and quality of help is inequitable. As a practitioner I realise there are a great deal of areas within my organisation that need to be upturned, examined and seriously modified. There are some pupils in my school who receive specialist help from a dyslexic tutor. Someone who is qualified to get to the real heart of problems and devise a programme that will be meaningful to dyslexic children. There are others who fall below the threshold for this help and there interventions can be hit and miss at best. This has to be examined. Ofsted doc 2006 promotesà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. We are left with the question. How good will provision be if a specialist teacher is not available for all? The Department of Education is promoting the idea of a dyslexia friendly school. The emphasis being placed on every teacher to deal with Dyslexia and not the role specifically of a specialist teacher. The British Psychological Society came up with a definition in 1999 which has major implications for the manner in which we address dyslexia in schools, implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis for a staged process of assessment through teaching. The first major implication of this sometimes contested definition is that the ultimate responsibility for assessment lies within schools themselves. This places the responsibiity upon teachers to address these persistent and severe issues and provide the appropriate remediation. Every school should have procedures and structures in place to deal with the issue of dyslexia. A programme of assistance should be in place for all dyslexic learners to help overcome difficulties faced and in the long term to prevent the negative psycho-social aspects to this different approach to learning. To cover all aspects of difficulties the programmes should incorporate phonics, reading and spelling. It should be in line with the developmental stage of the learner and constantly reassessed and reviewed to ensure that it is effective. Above all it should be set up to provide dyslexic learners with a degree of success to compensate for thr low self esteem often experienced by trying to access materials and learners presnted in a manner that it is inaccessible to them. The Dyslexia Friendly School guidelines are a useful framework for Dealing with dyslexia. The success of the schools programme will be down to how individual teachers plan their lessons, how well the school is resourced and the quality of the teaching. The question remains will this be sufficient. The British Dyslexia association in its article states Dyslexia friendly schools are able to identify and respond to the unexpected difficulties that a dyslexic learner may encounter Intervention requires precision teaching, specialist intervention one to one. In reality we require materials that will support differentiation to facilitate access to the full curriculum. ( Reid, 2003). All dyslexic learners like any learner has unique needs, strengths and areas that need to be supported. Brooks ( 2000, p19 ) children should begin to perceive the world as a place where their strengths rather than their weaknesses are spotlighted. If this shift in perception occurs, then when they are expected to assume the tasks of adulthood, they will do so with increased comfort, confidence and success Cultural context and assessment Thompson p209 Stackhouse and wells continuum of needs Students with SpLDs will often present with significant and persistent difficulties despite appropriate learning opportunities even when additional educational provision has been made available. Dfes 2005

EVALUATING NORTH AMERICAN HEALTH SYSTEMS Essay -- essays research pape

INTRODUCTION   Ã‚  Ã‚  Ã‚  Ã‚  Compensating the affairs of economic efficiency with the demands of sociopolitical rights is a constant source of tension in Canada and the United States alike. In no other element is this tension more apparent than in the group of complex markets we call the health care system.   Ã‚  Ã‚  Ã‚  Ã‚  Canadians have been fortunate enough to receive a universal health care system for nearly forty years. This is a single-payer system funded by the governments, both provincial and federal, but at what costs? Is health care not unlike any other commodity, or is it the privilege of every citizen? Health care has elements of common economic behavior, however, there are also certain social values associated with it. It is this struggle of defining what health care is that causes such anxiety among economists. The Canadian health care system is slowly crippling the economy, and reforms must be devised to preserve the pride of Canada; our health care system itself.   Ã‚  Ã‚  Ã‚  Ã‚  The pluralistic health care scheme of the United States, as well, has serious socioeconomic implications, and American policy makers are looking toward the model of the Canadian system for answers. Both the United States and Canada must reform health care policy, but to what extent? Obviously these questions cannot necessarily yield clear, concise answers, however they will provide insight into analyzing the current and proposed systems of health care.   Ã‚  Ã‚  Ã‚  Ã‚  Certainly if Canada is to maintain a high standard of care it must adopt an economically efficient, revenue generating system. Moreover the United States must adopt the single-payer system of Canada while still retaining a strong revenue base. This paper will discuss the strengths and shortcomings of the Canadian health care system, and how health care is a sociopolitical enigma. Furthermore, how the single-payer system is the only realistic response to the growing inadequacies within the American socioeconomic status. CANADIAN HEALTH CARE STRUCTURE   Ã‚  Ã‚  Ã‚  Ã‚  Serving as a general background in its appraisal, it is necessary to outline the history and the ambient factors of the Canada health care that is so sought after by the United States. The Canadian health-insurance program, called Medicare, is administered by provincial ... ... and this tension is prevalent in the health care system. A basic economic concern is whether health care is like any other commodity. The health care industry can be analyzed with economic frames of reference: wealth, risk aversion, efficient transfers, and utility. However, there are certain symbolic elements of health care that cannot be easily measured. Cultures have fundamental beliefs that encompass the valuation of life and health. Bearing this in mind, it would only seem realistic that there is some sort of right to health care.   Ã‚  Ã‚  Ã‚  Ã‚  Nowhere in the American Constitution is it stated that an individual has the right to some basic set of health care services, however, there are certain undefined responsibilities the government has. It can be argued that the Declaration of Independence supports the right for each and every citizen to have the basic care needed to sustain life so as to exercise one’s liberty and to allow the pursuit of happiness. It has been argued that there is a common-law right to equal services, a right of equal access to basic services: such as drinking water. Furthermore this right extends to all citizens and is beyond the reac

SWAT analysis for Victoria Station Restaurants Essay -- essays researc

Victoria Station Strengths   Ã‚  Ã‚  Ã‚  Ã‚  Concept uniqueness- Concept based restaurants’ rely on dà ©cor and novelty themes, which are appealing enough to the customers to draw in business. For example: Hard Rock Cafà ©, Applebee’s, Rolling Rock Cafà ©, or Outback Steakhouse. The Victoria Station utilized the English depot paraphernalia to support the theme; gas lights, a red English telephone booth, and a London taxi.   Ã‚  Ã‚  Ã‚  Ã‚  Quality control- The beef was cut to specifications, used controlled- portion fillets/top sirloin butts, and a computerized checking system to verify that unapproved vendors would be brought to management’s attention should any items be purchased off of the approved purveyor list. Appearance, food preparation and service, beverage, atmosphere, equipment, safety, and inventory control were set in detail with complete job descriptions for all managers.   Ã‚  Ã‚  Ã‚  Ã‚  Financial control –detailed reports and daily inventories.   Ã‚  Ã‚  Ã‚  Ã‚  No advertising or paid promotion- they were successful in the beginning with just relying on word of mouth.   Ã‚  Ã‚  Ã‚  Ã‚  Promotions- one of the more profitable promo was the rib promotion. Weaknesses   Ã‚  Ã‚  Ã‚  Ã‚  Over expansion- Victoria Station went against it’s own policy bases on building in areas with population of 1million or more. Even with expansion with the hopes of creating more volume, Victoria Station was still unable to cover the fixed-cost percentages. They had roughly 100 restaurants in more than 50 markets. ()   Ã‚  Ã‚  Ã‚  Ã‚  Inflexible concept design- The boxcar, compared to traditional restaurants created high occupancy costs due to its expensive building and the maintenance. It also hindered the liquidation of assets to cover debts.   Ã‚  Ã‚  Ã‚  Ã‚  Limited menu- Did not leave any allowances for customer change, dietary developments, or market swings for beef industry. Poor reaction skills- When V.S. sales started to lessen their reaction was to raise prices which ended up going against the original concept of prime rib at a good price.   Ã‚  Ã‚  Ã‚  Ã‚  Identity crisis- When change was necessary they ended up only to created confusion for their market segment; is it casual, family, fine dining, steak/burger, etc.. Opportunities   Ã‚  Ã‚  &n... ... the mercy of the beef industry and their prices and a at the same time not relaying the prices to the customers, who’s tastes are changing as well. But overall, no these problems correspond with the initiation of this chain. 4) To save Victoria Station Restaurants, they should have either stuck to their business plan or at the point of decline in the life cycle, just cut their losses and start completely fresh, including the building. Otherwise, I would have moved away from concept- type marketing to a value based marketing system on service, quality, and cost. Bibliography 1) Lewis C. Robert. Cases in Hospitality Marketing & Management. John Wiley & Sons. New York. 1997. 2)  Ã‚  Ã‚  Ã‚  Ã‚  Martin, Richard. â€Å"Victoria Station Seeks Survival Options† Nation’s Restaurant News. Sept 10, 1984. 3)  Ã‚  Ã‚  Ã‚  Ã‚  Kochak, White Jacque. â€Å"Running out of Lives.† Restaurant business. July 20, 1987 v86 p104 4)  Ã‚  Ã‚  Ã‚  Ã‚  Strenk, Tom. â€Å"Bets on Bonkers† Restaurant Business. October 10, 1984 v83 p176 5)  Ã‚  Ã‚  Ã‚  Ã‚  Bernstein, Charles. â€Å"The Classic lesson: success breeds failure.† Nation’s Restaurant News. June 16, 1986

The Unbearable Lightness of Being - It is Better to Carry a Heavy Load

The Unbearable Lightness of Being - It is Better to Carry a Heavy Load "Is it better to carry a heavy load on your shoulders, or cope with the unbearable lightness of being?" Phillip Kaufman coupled brilliant film techniques with wonderful acting to put together the film The Unbearable Lightness of Being based off of Milan Kundera's novel of the same title. The film is set in Prague during the spring of 1968. At this time the Russians are still trying to exercise their communist control over Czechoslovakia, and Prague is a city filled with political uprisings and violent outbursts from the Czech people. Within the movie and the plot, Kaufman and Kundera want to help us answer the question, "is it better to carry a heavy load on your shoulders, or cope with the unbearable lightness of being?" The answer comes to us through watching the love triangle that is built around Sabina, Tereza, and Tomas. Sabina is our example of the individual who would rather cope with the unbearable lightness of being than deal with all of the maladies of everyday life. Tereza on the other hand fully accepts the world around her, whether it is pleasant or not. The movie uses the ir artwork, their concern for political issues, and their relationships with Thomas to contrast Sabina and Tereza. Sabina represents the individual who would rather ignore reality and cope with the wonderful delusion that replaces it. Her relationship with Tomas is the first example we are presented of Sabina's inclination to avoid the truth. In the beginning of the film Tomas is shown to be what we would call a player. The very first scene of the film is of him leaving his doctoral responsibilities to join one of his nurses in the doctors' quarters to have sex. It ... ...mas and choice to carry the burden was the better choice being as that Tomas chose to stay with her than with Sabina. In the end, when the couple is removed from the city and they live in their own little isolated world, we see the extent of their happiness. In the very last scene of the movie, Tomas and Tereza look at each other, and each confesses that they are completely happy. Their happiness is an affirmation that it is better to carry a heavy load on your shoulders than to cope with the unbearable lightness of being. All you have to do is hope that one day the load gets lighter as it did for Tomas and Tereza. Work Cited Kundera, Milan. The Unbearable Lightness of Being: A Lover's Story. Trans. Henry Michael Hiem. New York: Harper, 1984. Work Consulted Banerjee, Maria Nemcova. Terminal Paradox: The Novels of Milan Kundera. New York: Grove, 1990.