Essay about Culture Conflicts Native Americans versus The...

People had already been living in America long before the white man ever â€Å"discovered† it. These people were known as the Native Americans. Most of them had lived peacefully on the land, for hundreds of years until the early 1800s when white settlers began their move west. As these white settlers came upon the Native Americans, they brought with them unwavering beliefs that would end up causing great conflicts with the Native people, who had their own set of values. It was clear that the white man and the Native Americans could not live among each other peacefully for their values and culture were much too different. The Native Americans who occupied America before any white settlers ever reached the shores â€Å"covered the land as the†¦show more content†¦The white men and women could not understand these values, and felt very strongly that what they were doing was right. However, the Native Americans strongly regarded their way of live. In their culture, the o rder of nature was vastly important. It was understood that there was an order to which nature worked and that they were tied to the land of their ancestors. They could not comprehend how the whites could â€Å"wander far from the graves of [their] ancestors and seemingly without regret† (Chief Joseph 2). The white settlers came to America and immediately started to conquer the land, without feeling any shame. To the Native Americans, that was shocking, for they believed that â€Å"even the rocks, which seem to be dumb and dead...[had] memories of stirring events connected with the lives of [their] people† (Chief Joseph 3). They did not understand how someone could forget their ancestors, and fight nature in such a way that there is room for nobody but themselves. Although the values of nature and land caused conflict, they were not the only values that these two races butted heads about. Among other difference, there was that of religion, or in other words a higher po wer. The white man came to the Native Americans singing praise to their God, telling the Native people that they had a â€Å"common Heavenly Father† (Chief Seattle 1). The Native Americans however did not see it thisShow MoreRelatedThemes in Green Grass Running Water817 Words   |  4 PagesRunning Water is the conflict between Native American culture and White culture. King establishes this most potently in the fantastical back stories of the four old Native American men. In each story, a character from the Native American tradition interacts with a Biblical figure and then a character from White literature or film. Tellingly, each of the four old Native Americans eventually adopts a name from these White works. The four characters come from works by white writers for white audiences thatRead MoreEssay on American Identity956 Words   |  4 PagesAmerican Identity Works Cited Not Included American identity has been created by many events throughout the course of history. This country was founded on the clashing and mixing of many different cultures and lifestyles. One of the most important periods of time for this country was during the period of conflict between Americans and Native Americans over land rights. Americans had an idea of manifest destiny and that this land was theirs for the taking. The Americans were going to walk throughRead MoreThe Effects Of Americans On Indian Life1115 Words   |  5 PagesOne cannot examine U.S. history without looking at the interactions between Native Americans and Americans. From colonization to industrialization, conflicts between these groups have always been prevalent. Indians have been stripped of their land, heritage and status. Our guns, germ and culture have killed them. One can see this power struggle in many pieces of literature. Two being, â€Å"Crazy Horse: A Life†, a secondary source focusing on a Sioux warr ior Crazy Horse and the Plains peoples, and â€Å"IndianRead MoreRonald Takaki a Different Mirr936 Words   |  4 PagesAmerican identity has been created by many events throughout the course of history. This country was founded on the clashing and mixing of many different cultures and lifestyles. One of the most important periods of time for this country was during the period of conflict between Americans and Native Americans over land rights. Americans had an idea of manifest destiny and that this land was theirs for the taking. 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She is a member of the Turtle Mountain Band of Chippewa Indians and her writing on Native American literature is seen throughout the world. Through word decision, repetition, and symbolism bringing out her incredibly fierce tones, the author recalls the hurt and enduring impacts of Native American children being forced to attend Indian boarding schools. These schools emerged of a post-Civil War America in an effort to educate and also â⠂¬Å"civilize† the American IndianRead MoreCheyenne Indian Tribe Essay1677 Words   |  7 Pagesareas. No matter where the Cheyenne lived, they always kept their natural language, which was part of the Algonquin language family (Lewis). The Cheyenne tribe, like other tribes, had their own lifestyle, beliefs, and customs and also had conflicts with the whites. Even today, the Cheyenne Indians exist and are living well. The Cheyenne Indians had quite an interesting life and many different customs that even live on today. The daily life of a Cheyenne always began before the sun rose. Women andRead MoreTraditional Belief Of Interracial Marriage1674 Words   |  7 PagesTraditionally, people have believed that when a person marries outside of their race, they do so as a way to escape from their race, culture, or traditional beliefs. In contrast, popular culture theorizes that interracial marriages are motivated not by a desire to leave behind one’s heritage, but by love between two people who happen to be of different races. In this paper, I seek to analyze and compare these two perspectives, proposing a theory that combines the two by accounting for a person’s

Three Theories of Cognitive Development - 1674 Words

Three Theories of Cognitive Development The Swiss psychologist and philosopher Jean Piaget (1896-1980) is well-known for his work towards the cognitive sciences. Arguably one of his most important contributions involves his theory of cognitive development. In this theory, thinking progresses through four distinct stages between infancy and adulthood. Similar in scope to Piaget’s theory is Information Processing, in which human thinking is based on both mental hardware and mental software (Kail, Cavanaugh). A final theory on cognitive development was established by the Russian psychologist Lev Vygotsky (1896-1934). Vygotsky proposed that development is a collaborative effort between child and partner. While these three theories attempt†¦show more content†¦Also changing is the way an adolescent thinks about social matters. The future is beginning to be thought of in relation to what he or she can become. Information Processing In this view, human thinking is based on mental hardware (allows the mind to operate) and mental software (basis for performing particular tasks). There are several different aspects to this theory. Learning and cognitive development can happen through habituation, classical and operant conditioning, and imitation. Habituation is the diminished response to a stimulus as it becomes more familiar. Constantly responding to insignificant stimuli is wasteful, so habituation keeps infants from devoting too much energy to non-important events. In classical conditioning, a stimulus elicits a response that was originally produced by another stimulus. No new behaviors are learned, but an association is developed (Huitt, W. and Hummel, J). For example, a toddler may frown when he hears water running in the bathroom because he realizes that it is time for a bath. Operant conditioning emphasizes reward and punishment. This helps children form expectations about what will happen in their environment. Imitation is important in older children and adolescents. This process entails a â€Å"watch and learn† kind of approach. A boy can learn how to play basketball by watching aShow MoreRelatedExplain The Three Major Components Of Piaget s Cognitive Development Theory2899 Words   |  12 Pagesof this paper is to explain the three major components of Piaget’s Cognitive Development theory, learn in depth about the pre-operational stage, and consider the implications of Piaget’s theory for the classroom. Jean Piaget was a psychologist who was best known for studying the Theory of Cognitive Development in children and adolescents. The Theory of Cognitive Development is separated into three major components. The first component of Piaget’s Cognitive Theory is the concept of schema. The secondRead MoreUsing Three Habituation Technique For Evaluate A Piagetian Hypothesis From Piaget s Theory Of Cognitive Development1355 Words   |  6 PagesTarek Algabyali Psychology 102 Instructor: Bob Melera TA: Kseiina G. Using three Habituation Technique to Evaluate a Piagetian Hypothesis The purpose of this paper is to use the habituation technique in young infants to evaluate one hypothesis derived from Piaget’s theory of cognitive development. I will compare 5-months olds in a task that involves possible and impossible outcomes. Piaget’s theory specifies the cognitive competencies of children of this age. 1a. During the first few months ofRead MoreIdentifying the Components of Cognitivist Theories Used in, Kermit and the Keyboard.1488 Words   |  6 PagesLenora A. Mayne American Intercontinental University May 2013 EDU 622: Applying Learning Theories Identifying The Components of Cognitivist Theories used in, Kermit and The Keyboard. 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Even though Piaget’s theory seems quite reasonable and logical, under the light of recent speculation his theory hasRead MoreEssay Kermit and Cognition1476 Words   |  6 PagesUniversity Online Abstract Cognitive Information Processing (CIP), Cognitive Development and Interactional Development are theories of learning based upon the idea that learning is an internal process rather than merely something that can be observed like behaviorism. Here I examine the three theories as they relate to a scenario of a young man attempting to learn to play a keyboard. The objective is to show the similarities and differences in the three theories and how each can be applied toRead MoreChild Development Theories1560 Words   |  7 PagesChild Development: An Examination of Three Theories There are a lot of theories regarding child development. Three of these theories are Bioecological Theory, Social-Cognitive Theory and Information-Processing Theory. This paper will discuss these theories by comparing and contrasting them. The first theory is the Bioecological Theory developed by Urie Bronfenbrenner. This theory is based on the nature vs. nurture idea. Bronfenbrenner believed development of a child was determinedRead MoreLifespan Development : Cognitive, And Personal And Social Development1717 Words   |  7 PagesLifespan Development is the field of study that examines patterns, modes of growth, change, and stability in behavior that occur throughout the entire lifespan of an individual. There are so many things to keep in mind about Lifespan Psychology; 1. Lifespan Psychology is a scientific, developmental approach that focuses on human development. 2. Scientists who study the lifespan know that neither heredity nor environment alone can account for the full range of human development. 3. Development is a continuingRead MoreDiscuss Piagets theory of cognitive development1235 Words   |  5 Pagesï » ¿Discuss Piaget’s theory of Cognitive Development Cognitive Development can be defined as the development of thought processes. This includes thinking, concept understanding, problem solving, and decision making and remembering from childhood on to adulthood. There are two theories of Cognitive development that offer us two different ways of understanding it. The first is called Domain general. This theory states that one line of development determines all of the changes in a child’sRead MorePiaget And Vygotsky Theory Of Cognitive Development Essay826 Words   |  4 Pagesconcept of cognitive development and, highlight both Piaget and Vygotsky’s theory as it relates to cognitive development, and the significant differences between them. The term cognitive development refers to the process of growth and change in intellectual, mental abilities such as thinking, reasoning and understanding. It comprises of the acquisition and consolidation of knowledge. Infants draw on social-emotional, language, motor, and perceptual experience and abilities for cognitive development

Mental Illness in Sylvia Plaths The Bell Jar Plat Essay Example For Students

Mental Illness in Sylvia Plaths The Bell Jar Plat Essay h Bell Jar Essays Mental Illness in The Bell Jar Mental illness and madness is a theme often explored in literature and the range of texts exploring these is tremendously varied. Various factors can threaten a characters sanity, ranging from traumatic events which trigger a decline to pressure from more vast, impersonal sources. Generally speaking, writers have tried to show that most threats to sanity comprise a combination of long-term and short-term factors the burning of the library in Mervyn Peakes novel Titus Groan precipitated Lord Sepulchraves descent into madness, but a longer term problem can be discerned in the weight of tradition which caused him to worry that with him the line of Groan should perish. Such interplay between the acute and the chronic is, it would seem, a matter of agreement between authors who explored this issue. The manner in which characters respond to these threats is not. In some works the threatened character succeeds in becoming empowered they find a way to maintain themselves and emerge from the ordeal undefeated, if not unbowed. Esther Greenwood as portrayed in Sylvia Plaths autobiographical novel The Bell Jar is one such character, although the question always remains whether such a victory is a permanent solution. In many other works the only option for the characters is escape. This may be an escape from reality as described in Roald Dahls short story Georgy Porgy. It may be an escape from self-awareness as shown in Charlotte Perkins Gilmans novella The Yellow Wallpaper. The ultimate escape is self-destruction Sepulchraves death in Titus Groan and Sylvia Plaths real-life suicide in 1963 (barely three weeks after The Bell Jar was published) can both be seen as a last recourse when the pressures which threatened their sanity proved too all-pervasive and powerful to overcome. Esther Greenwoods initial response is to withdraw she tries to protect herself by severing her emotional connection both to the outside world and also, increasingly, herself. In various places Plath is describing scenes which would normally be repulsive and gruesome the language used, however, is clinical and cold and gives the reader the impression that the narrator is failing to respond emotionally to what she is observing. In describing medical specimens of preserved foetuses Greenwood says that The baby in the first bottle had a large white head bent over a tiny curled-up body the size of a frog. There is no comment made on this or similar descriptions that follow until the next paragraph when she confides that I was quite proud of the calm way I stared at all these gruesome things. This response is almost childish and flippant in tone and does not rest easy with the horrible sites that she was seeing (and Plath implicitly admits this with the worlds gruesome things) neverthel ess the tone of the comment emphasises the block that she is placing between herself and disturbing scenes. The very structure of the writing emphasises this the position of the comment at the start of the next paragraph creates a break in the flow of the writing and emphasises Plaths disjointed emotional state. Other episodes reiterate this. When Greenwood first sees Buddy Willard naked we would expect her to have either a passionate response or at least an emotional one given that they were in a serious relationship. Her comment is The only thing I could think of was turkey neck and turkey gizzards and I felt very impressed a reaction which could be due to other causes but in the context does suggest a lack of connection to the world and normal responses. .u4eb6f7b3d107c6d9edd9139a897ee4b9 , .u4eb6f7b3d107c6d9edd9139a897ee4b9 .postImageUrl , .u4eb6f7b3d107c6d9edd9139a897ee4b9 .centered-text-area { min-height: 80px; position: relative; } .u4eb6f7b3d107c6d9edd9139a897ee4b9 , .u4eb6f7b3d107c6d9edd9139a897ee4b9:hover , .u4eb6f7b3d107c6d9edd9139a897ee4b9:visited , .u4eb6f7b3d107c6d9edd9139a897ee4b9:active { border:0!important; } .u4eb6f7b3d107c6d9edd9139a897ee4b9 .clearfix:after { content: ""; display: table; clear: both; } .u4eb6f7b3d107c6d9edd9139a897ee4b9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4eb6f7b3d107c6d9edd9139a897ee4b9:active , .u4eb6f7b3d107c6d9edd9139a897ee4b9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4eb6f7b3d107c6d9edd9139a897ee4b9 .centered-text-area { width: 100%; position: relative ; } .u4eb6f7b3d107c6d9edd9139a897ee4b9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4eb6f7b3d107c6d9edd9139a897ee4b9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4eb6f7b3d107c6d9edd9139a897ee4b9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4eb6f7b3d107c6d9edd9139a897ee4b9:hover .ctaButton { background-color: #34495E!important; } .u4eb6f7b3d107c6d9edd9139a897ee4b9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4eb6f7b3d107c6d9edd9139a897ee4b9 .u4eb6f7b3d107c6d9edd9139a897ee4b9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4eb6f7b3d107c6d9edd9139a897ee4b9:after { content: ""; display: block; clear: both; } READ: Censorship Of The Net EssayAs the first part of the novel progresses we find that her engagement with the outside world is becoming more and more tenuous It was becoming more and more difficult for me to decide to do anything in these last few days. Simultaneously, though, the cutting off of her emotional side appears to be having internal repercussions. At the very start of the novel Greenwood says that she felt very still and very empty, the way that the eye of a tornado must feel, moving dully .

Organisation Behavior Aspect in Fc Bayern Munich Essay Example

Organisation Behavior Aspect in Fc Bayern Munich Essay One mall focus of our study by now was thereby the Interrelated links and relations teen Individuals, groups and society. This division can be used in all studies mentioned above and in many aspects of life, as we can divide family life, academically life and Job life into stages of individuals (ourselves), groups (family members/ fellow students/colleagues) and into the broader context of society. Until now, we saw the use of Organizational Behavior mainly In the explanation of the appearances of global companies such as KEA or Amazon. Com, companies started with an Idea to change either services, quality or products to be able to Join a globalizes race for customers. However, these changes have to be unique on the one hand or fulfilled perfectly on the other hand to build up successful companies like Angina Kampala of KEA or Jeff Bozos of Amazon. Com were able to do. The approach of our group with the subject matter of Organizational Behavior will be rather deferent from most of other papers you will receive and this will have following reasons: We chose to focus on the German football club FCC Brayer Munich and apply some of the concepts of organizational Behavior on the new appearance of this club. We think that leading a global company has to some extent similarities to eating an international football club, due to the fact that hierarchical structures (employees, Managers, Coos etc. Are given in both examples. Furthermore, global companies and international sport clubs have employees from different countries, which are an advantage and a challenge at the same time. Last but not least, the emotionally of profit Is Important, as It will lead In the companies example to the possibility to either buy better facilities, machinery or simply boost the value of its shares. The sport club will be able to buy better players, thereby increase its chance s o be more successful or built facilities like stadiums or training grounds. We will write a custom essay sample on Organisation Behavior Aspect in Fc Bayern Munich specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Organisation Behavior Aspect in Fc Bayern Munich specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Organisation Behavior Aspect in Fc Bayern Munich specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The selection of the team FCC Brayer Munich had special reasons, due to a rather bad performance two seasons ago, a null Investment took place Ana an International top team was established. This development is continuing during this season with the new coach Judger Clansman, a former German National Forward, who is introducing American ideas into the German sport. The paper will be divided as follows: After an introduction to the team FCC Brayer Munich and its staff, we will focus on the reasons for the changes which were decided by the teams executive road and the approach of Organizational Behavior aspects. Background Information about FCC Brayer Munich FCC Brayer Munich is located in the capital of Bavaria, Munich, one of Germanys sixteen federal states. The club won twenty-one national championships and fourteen German Football-Cup Finals, which makes it the most successful football team in national rankings. Next to the National titles, FCC Brayer is one of only four teams, which were able to win all BEEF club competitions (Beef-Cup, Champions League and Super-Cup). With roughly 140. 00 official members, the club is by far the arrest in Germany, only outranked by Benefice Lisbon, Manchester United, Arsenal London and FCC Barcelona worldwide. FCC Brayer Eunuchs football branch spin off 2002 from the other branches into the FCC Brayer Munich GAG and started its imposition from then onwards. The Football branch is divided into two teams, whereby we will focus on the main team, playing in Germanys first division, the so-called Bundestag and ignore the amateur-team with players below the age of 21 . The main team has twenty-one players, except of five all national players of their respective countries. Especially mentionable will be Luck Toni (Italian National), Franca Robbery (French National), Lucia (Brasilia National) and Lukas Paddocks, Bastion Eccentricities and Memorials Close (German Nationals). The whole team has a value of 254 MIM. Euros (roughly 381 billion Korean Won), which makes it the 9th most expensive team attending the I-Jeff Champions League 2008. Next to the value of the team, FCC Brayer has running costs, similar to normal companies, namely employees wages (although the wages of roughly 6 MIM. Euros for players like Close or Toni may be unlikely in the Job market for common employees) and among there, costs for the Lillian-Arena, the teams stadium, built for the FIFE World Championship 2006 in Germany. Fig. 1 FCC Brayer Eunuchs team for the season 2008/09 Fig 2. Lillian-Arena Nevertheless, FCC Brayer has a total assets amount of balance sheets according to 243,5 MIM. Euros, of which 29 MIM. Euros were profit before tax. Having introduced you to the team, its facilities and financial situation, we will focus in our second part on organizational Venerable approaches In professional football team. B Approaches in Sports ten amelioration AT a We want to start the second part with an explanation of the reasons for choosing our epic. Taking the relation between B and Management into account, we want to understand the reasons for developments in the above mentioned football club. A question we want to answer is thereby how the management used concepts and techniques to improve, e nhance or change employees behaviors. The changes are supposed to lead to a more effective work of the employees and could finally lead to benefits of single players (more wage, becoming national players etc. And the benefit of the whole organization by winning competitions and earning more profit due to enhanced success. As the season has started only three weeks ago, we will not be able to say to which extent the changes are successful or not. However, one focus will lay on the role of the management and its functions, namely the process of planning, organizing, leading, and controlling an organizations human, financial, material and other resources to increase its effectiveness (Do-Young Kim, Lecture At the beginning of our research stood the question if we can see the Notes). Am FCC Brayer Munich as an organization. Taking the following quote, namely that an organization is a collection of people who work together to achieve individual and organizational goals into account, we can say that also a sports team can be seen to an extent as organization. We would like to base this statement with following example: On the one hand, each player in the team has individual goals, so they try to achieve something for themselves, which can be either playing regularly, scoring goals, being so good that he is invited to his national team etc. On the other hand, the whole organization tries to accomplish goals; some of them could be winning championships, buying new players etc. According to these characteristics, we agreed as a group that a team is an organization. The question we asked our ourselves afterwards was to which extent we could analyze the role of the Management in Organizational Behavioral aspects and thereby see which efforts the clubs management made to achieve everyones goals. Due to this point we had a closer look at the process of planning, organizing, leading and controlling aspects of the club. The four functions of the management will thereby be explained from the beginning of the season. The planning aspect, where the decision of organizational goals takes place, was actually finished during the end of last season, when the management decided to offer Judger Clansman a Job as head coach. This was a break with former ideas as Clansman is an inexperienced, young coach, but has some new inputs to the sport due to influences from the USA. The Organizing stage was fulfilled with Clansman himself, when the executive board and the head coach bought some new players and employed an American coach to support Clansman. The new coaches then implemented the new players into the team and established their own rules and explained them to the team (among others, the players have to stay the whole day on ten clangorous Ana are not allowed to go none Tort lunch I Nils calicles was mace to form a team by simply letting the players also spend their free time together). Fig 3. The new coaches (Clansman and Vazquez centered) with their new players The next point in the functions of management is the leading aspect, where the leading and coordination of groups and individuals towards the organizations goals took place. This happened not only in FCC Brayer Munich, but happens in all football teams during the summer break, when new players or coaches are implemented and the goals for the upcoming season are determined. The last point, the controlling aspect however, can only be fulfilled after the season, when the season can be evaluated and actions can be undertaken regarding the improvement of performance. This improvement may be buying new players or in the worst case for the coach the firing of the old and hiring of a new coach. We furthermore emphasized the Managerial Skills, which can be divided into three steps. Nevertheless, the implementation of this concept on a football team might not be as clear as in an organization or company, where managers in different positions are giving specific input into the daily routine. We therefore introduced the Managerial Skills aspect on the Skills of the teams players. FCC Brayer Munich has therefore respectively players with technical skills, which is the lowest level. It includes specific football knowledge and techniques (shooting, passing, running etc. ), however also the lowest level is rather high, as the observed team is one of the best in Europe. In the next level we are observing leading players, with the ability to work with, understand, lead and control the behavior of other people and groups. We thereby want to mention players in the team, which have the mentioned qualities ND are able to lead own players in the team and understand the way of playing of different players (the German National players Eccentricities, Poodles and Alma for example). The last and most important skills for managers and players are the conceptual skills, which are the abilities to analyze and diagnose a situation and to distinguish cause and effect. Transfer this aspect from managers to professional football players, we are looking for players which have the ability to read the game and the opponents way of playing. With this ability, those few players can change their own teams tactics and thereby distinguish the cause for heir own weak play already during the game. Such ability have only some players, as it is the hardest to achieve and the way to get it is a mix of talent and experience on equal terms. Only three players in the team of FCC Brayer Munich may have conceptual skills, namely Lucia (captain of Brasilia National Team), Franca Robbery (French National player) and Luck Toni (Italian National player and World Champion 2006 with Italy). Having talked about the functions of management and players in FCC Brayer Munich, we are now going to cover the part of Challenges in Organizational Behavior, whereby our focus will lie on changing cultural environment and challenges of diversity. Lacking ten generalness AT ten canalling cultural environment Into account, one NAS to say that since the late sasss a break in professional football teams all over the world occurred. Due to the possibility to earn more money on the one hand and play against the best players in European club competitions, more and more players from non-European countries, especially South America, Joined European teams. In our example, FCC Brayer Munich has at its disposal in the season 2008/2009 fourteen reign players from eight different countries and only seven German players. These developments have undeniable advantages, as teams are now able to hire good foreign players, but there are also risks in this process. Players from different backgrounds might probably not be able to cope with the host countries culture, as a player from Korea for example with his cultural background, based on interdependence, group homogeneity and the sacrifice of the Individual over group, might face serious problems to integrate himself in a German team, where the culture is characterized by independence and privacy. Among others, Korean star layer Jung-Wan Ann. was not able to deal with the cultural differences during his time for German team MS Disturb and left the team after half a season. Fig 4. Jung-When Ann. in Disburse Jersey before he left the team for Swoon Blue Wings To prevent a situation where talented players fail only because of cultural differences, FCC Brayer Munich did not save any expenses to reduce cultural differences to a minimum. Among other changes, players have to spend, as already mentioned, their free time during the day together. Thereby any loneliness of foreign players can be prevented. Furthermore, as the team has Muslim, Buddhist and Christian players, the managers decided to establish praying rooms for each religious groups, where each player can pray and have a break. One aspect of cultural differences can be food. This aspect was nevertheless solved some time ago in professional football teams throughout Germany, as especially professional players need a specific diet with carbohydrates and vitamins. As the German food is rather heavy and contains lots of unhealthy fat, FCC Brayer Munich employed a French Chief, which is not only cooking for the players during the week, but is also Joining the team for games during the weekend. Thereby the managers an guarantee a healthy diet and minimize the risk of food poisoning etc. The food example makes quite clear, that during the change of social and cultural environment, also some aspects of ones own culture must be abolished and aspects of other cultures must be overtaken, when those are more in line with the organizations goals (e. G. Abolishing German food and taking French and Italian food, as it is more healthy). The last aspect we are focusing on is the aspect of Diversity Challenges. Taking the aspect of Fairness and Justice into account, namely equal employment opportunities, whereby educational and national aground should play no significant role, we can see that these aspects are given in FCC Brayer Munich during the actual season even more than ever before. Although Tort many years Torrent players are playing Tort ten team, never Detour a Torrent player was allowed to be the teams captain, as it was some kind of unwritten rule, that only a German may be the captain of Germanys most successful football team. Only new coach Clansman was finally ready to change that fact, by giving the player the role of captain, who might be the best person for the Job due to his qualities and characteristics and not because of his nationality. So, for the first time in the teams history, a non-German, namely Dutch National Player Mark van Boomed became captain of the team, bringing the fairness and Justice level within the team to a complete new level. Talking about the challenges, the question arise if organizations can benefit from different attitudes and perspectives of people with diverse backgrounds? In the world of sports this question can be answered with a yes. Although challenges are given (different cultures etc. ), the overall new achievement of a pool of new ideas and creativity is overwhelming. This becomes clear by looking to only at FCC Brayer Eunuchs best players, which are foreigners, but taking the World Cup 2002 in Korea and Japan into account. At this event the Korean National team has achieved a 4th place with their Dutch coach Gus Hidden, who mixed European discipline with Asian technique, leading to the best result of an Asian team in FIFE World Cups until now. Conclusion Summarizing our argumentation, we agreed on the fact that a sports team can also be seen due to some characteristics as an organization. As this precondition was given, the question was to which extent a division of management would be able in a ports team, where usually a rather low hierarchical structure exists. Nevertheless, the four functions of management can also be implemented to different stages during the season of a team and managerial skills. Although not assigned to managers, players performance could be explained with managerial skills. In the last part we talked about challenges for organizational behavior and mentioned the fact that, although challenges are given, facing those and employing foreigners for a team in any position (coaches, players etc. ) can lead to an improvement of a teams performance.

25 Synonyms for Delete

25 Synonyms for Delete 25 Synonyms for â€Å"Delete† 25 Synonyms for â€Å"Delete† By Mark Nichol The word delete did not loom large in the general vocabulary until the personal-computer revolution exposed us all to the keyboard key labeled with the word based on the Latin term delÄ“re, meaning â€Å"to wipe out† or â€Å"destroy.† Modern usage is not so vivid; the term is usually neutral in connotation. But many of its synonyms come with a more potent and portentous sense of removal. 1. Bowdlerize: This word, derived from the surname of an editor notorious for removing words and passages he considered vulgar, connotes puritanical pruning. 2. Censor: The connotation of this word, originally a Latin term for an official charged with approving literary works, is of removal of content considered subversive or dangerous to the stability of the state and society. 3. Efface: This term, from an Anglo-French word literally meaning â€Å"un-face,† refers to the physical act of removal, but in the context of content, it suggests removing content so as to eliminate it from memory. The verb also refers to wearing away or making inconspicuous. 4. Eradicate: The Latin progenitor of this word, eradicatus, literally means â€Å"pull up from roots,† but the contemporary sense is similar to that of efface. However, the idea is that the content is destroyed from the roots up rather than from the surface down. 5. Erase: The Latin predecessor, erasus, which means â€Å"to scratch or scrape,† refers to the removal of ink from parchment or paper or of incisions in clay by literally abrading the surface, which a modern rubber eraser does more gently. The sense, however, is of an action just as definitive. 6. Excise: Excise literally means â€Å"to cut out,† as if referring to an element lifted out from the whole. 7. Expunge: The literal translation of the Latin term expungere is â€Å"to dot out,† from when words were marked for deletion by making dots underneath them. An idiom employing this word, â€Å"expunge from the record,† indicates the modern sense of elimination from documentation. 8. Expurgate: The meaning of this word is clear from its central element it means â€Å"to purge,† to remove objectionable material. An unexpurgated version of a document retains the original content. 9. Launder: To launder language is to clean it by removing objectionable material. 10. Obliterate: The root of obliterate is disguised by the pronunciation of the first two consonants as a blend; its elements are ob and literate. The Latin term from which the word is derived, oblitteratus, literally means â€Å"against letters.† The sense of obliterate is of definitive destruction. 11. Omit: This word’s Latin forbear originally had the same prefix as obliterate. The other element, found in admit, remit, and submit, means â€Å"to let go or send.† Now, omit means â€Å"to leave out.† 12. Redact: Redact means â€Å"to select for removal.† It is also a synonym for edit, but the primary sense is of removing sensitive information in documents, usually by superimposing blocks of black marks over the text. 13. Repress: This is perhaps the most figurative of the synonyms for delete, in that it refers to preventing expression. 14. Silence: Though this word is normally associated with speaking and hearing, rather than writing and reading, it has a figurative connotation of removing the means of communication. 15. Suppress: Suppress differs only slightly in form and meaning from repress (â€Å"hold down,† as compared to â€Å"hold back†); the connotation is of authoritarian action to block publication. 16-25: Idiomatic expressions for delete include â€Å"black out,† â€Å"blot out,† â€Å"rub out,† and â€Å"wipe out.† Informal single-word synonyms are bleep, blip, clip, cut, and crop. (The first two derive from acoustic deletion but are sometimes applied to writing.) The most colorful of terms stems from the nearly obsolete tradition of using a brightly colored writing instrument to make deletions stand out on a page: red-pencil. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:How Many Tenses in English?Hang, Hung, Hanged50 Tips on How to Write Good

godot and repitition essays

godot and repitition essays Nothing to be done, is one of the many phrases that is repeated again and again throughout Samuel Becketts Waiting For Godot. Godot is an existentialist play that reads like somewhat of a language poem. That is to say, Beckett is not interested in the reader interpreting his words, but simply listening to the words and viewing the actions of his perfectly mismatched characters. Beckett uses the standard Vaudevillian style to present a play that savors of the human condition. He repeats phrases, ideas and actions that has his audience come away with many different ideas about who we are and how beautiful our human existence is even in our desperation. The structure of Waiting For Godot is determined by Becketts use of repetition. This is demonstrated in the progression of dialogue and action in each of the two acts in Godot. The first thing an audience may notice about Waiting For Godot is that they are immediately set up for a comedy. The first two characters to appear on stage are Vladimir and Estragon, dressed in bowler hats and boots. These characters lend themselves to the same body types as Abbot and Costello. Vladimir is usually cast as tall and thin and Estragon just the opposite. Each character is involved in a comedic action from the plays beginning. Estragon is struggling with a tightly fitting boot that he just cannot seem to take off his foot. Vladimir is moving around bowlegged because of a bladder problem. From this beat on the characters move through a what amounts to a comedy routine. A day in the life of two hapless companions on a country road with a single tree. Beckett accomplishes two things by using this style of comedy. Comedy routines have a beginning and an ending. For Godot the routine begins at the opening of the play and ends at the intermission. Once the rout ine is over, it cannot continue. The routine must be done again. This creates the second act. The sec...

Data Protection Regulation and control Essay Example | Topics and Well Written Essays - 500 words

Data Protection Regulation and control - Essay Example The universal declaration of human rights article12 states that: "there should be no interference with a person, family, home etc. or attacks upon their reputation" (Lloyd1998.58-60). The company has the duty of finding out the stipulated rules and regulation in the various legislative acts that address data protection. The law for example, requires the firm to get registered and get authorization from information commissioner (Carey, 1998.16-31). It is the responsibility of the company to develop policies and procedures that protect customer information using the knowledge so gained. The company then needs to institute the office of a data controller who is the person who, either alone or with others, directs the content and use of personal data (ILO, 1997.14-67). The company, through the office of the data controller has the responsibility of ensuring that personal information collected from client is relevant and secure and its uses in an appropriate manner (Hornberger, 2001.21-49). The company has a duty to keep updating themselves on amendments on data protection acts inorder to maintain relevant policies. It is thus their responsibility to keep in touch with the concerned regulatory bodies or any the media houses that highlight such changes or amendments. To improve this privacy and security, the company should prohibit the use of social security numbers or social insurance numbers as

Customizing the Body and Constructing Gender Essay

Customizing the Body and Constructing Gender - Essay Example In postmodern society, art has undergone several evolutions with one invention of the human body being used as one of the medium of expressing art. Body tattooing, body piercings, incisions like tongue splitting, elongation of body parts are just among the many ways the evolution of body modification evolution has undergone (Rose, 1993).Tattooing and body piercing are perceived as acts of pursuit of empowerment and self-expression. In countries, such as Australia and the U.S., different social groups that associate themselves with Homosexuality, Nerdism, Supremacists, Modern religions and atheists, use tattooing as a symbol of self-stigmatization and as a form of communicative or per formative expression (Rose, 1993). Medically body modification may include plastic surgery, circumcision, body amputation, body piercing, tattooing, and body parts elongations amongst others. According to Edelman, the modern society women may disregard the outlook of some parts of their bodies, and subsequently resort to plastic surgery (Edelman, 2000). The body parts that are commonly modified include the breasts, cheeks, lips, buttocks, thighs amongst others(Edelman, 2000).Some individuals resort to body amputations due to pain or medical implication such as cancer or viral infection, which cannot be treated unless the amputation is performed by a qualified doctor. Others pierce their bodies to cope with trauma or stress to act as therapeutic process, which subsequently helps the subjects in coping with the reaction of the body and mind (Edelman, 2000). Legally, body modification under the American State Laws, stipulates that it should only be done on an individual who is of legal age (18-years-old), of sane mind, voluntarily, and the individual should not be under any influence of intoxications such as alcohol, drugs (Edelman, 2000). Only a qualified physician should perform body modifications that culminate to extreme actions

Digital and Analog TV Essay Example for Free

Digital and Analog TV Essay On February 17, 2009, the Congress of the United States mandates the full shift to digital television transmission. The law is perceived to bring several benefits to the US viewing public. Broadcast frequency bands will be available mainly for public safety purposes, for example, police and fire department concerns. Remaining portions of the old TV broadcast spectrum can be offered for technologically advanced applications such as wireless broadband. The use of digital-capable television sets allows American viewers more choices of what programs to watch, since digital broadcasts can accommodate so much more programs (Federal Communications Commission, 2008). The law is not expected to be received openly by the television viewing public, 100 percent. Since it leaves them no choice but to convert millions of TV sets from analog to digital and give up the true fidelity that analog audio signals offer. This paper aims to point out the differences of digital and analog TV. By doing so, advantages and disadvantages of each can be compared and the individual viewer can make a better choice. Robert Silva (2008) lists differences between analog TV and Digital TV. He says these these differences lie mainly in the manner of transmitting broadcasts, signal content within a bandwidth in the broadcast spectrum, and the ability to broadcast in widescreen (169) format. Transmission Analog television transmission is based on and started after World War II with black and white broadcasts. It complied with the US analog TV standard known as NTSC. After several years, color broadcasting was introduced and accommodated under the NTSC system. The video is transmitted through the AM radio band while audio is transmitted through the FM band. The reception quality depends on the distance from the television station transmitters and obstacles in between. The farther away from the transmission station the TV reception is more prone to ghosting and other video disturbances. Although analog transmission can accommodate all the technicalities of high fidelity reception, the assigned bandwidth to a television channel restricts and limits broadcast quality. Digital TV is based on modern digital technology. It was designed for BW and color broadcasts as well as audio. It handles information in the same manner as computers: on (with a binary value of â€Å"1†) or off (with a binary value of â€Å"0†). Digital broadcasts allow viewers to see uniform reception quality regardless of the distance from the transmitter. Either the digital television receives the broadcast or the TV screen remains blank (it does not receive anything at all). Signal Content Digital TV broadcasts can accommodate complete video, audio, and other information signals within the same bandwidth. Furthermore, digital television can accommodate advances in technology like High Definition (HDTV) signals. In contrast, analog TV broadcast can only send limited traditional video signals. Format The development of wide screen format programming allows the broadcast of the 169 format. Today, widescreen LCD television are getting more popular; but still expensive. It offers the advantage of portraying on the TV screen wide footages of events without the camera lens distortion caused by distances. Furthermore, the widescreen image occupies the whole digital television screen. On the other hand, analog television sets will show widescreen images with portions on top and below blacked out. The widescreen format may not be important to the regular TV viewer. For millions of television watchers, the old analog screen is good enough. Conclusion Paul Wotel (2008) gives an objective assessment of the advantages and disadvantages of both digital and analog television. Some people may opt for the old traditional analog equipment such as phones while others prefer the cordless digital phones. If you want sound fidelity, he recommends the old phones. For more advanced applications, such as the PABX systems, he recommends a digital system. The same reasoning may be applied to television sets. However, the present situation requires new priorities which did not exist before. Today, there is much concern on security and priority is given to police and fire department communications. By requiring television stations to convert to digital transmission, most of the broadcast bandwidth can be assigned to security applications. The advantages of digital television allow the viewing public to benefit from the information age we find ourselves in. Digital television can also take advantage of the internet which has become part of the lives of many, particularly the young generation. Considering the continuing evolution in information and entertainment technology we just have to follow the trend out with old, in with the new.

Essay examples --

WHAT IS SCHIZOPHRENIA? Schizophrenia is a long-term mental disorder involving a breakdown in thought, emotion, and behavior. This brain disorder affects a person’s overall mental health state. Those suffering from schizophrenia experience one or more of the following symptoms: o Delusions, such as feeling that people are trying to hurt them o Hallucinations, such as hearing or seeing things that are not actually there o Bizarre behavior, such as talking to themselves or acting inappropriately o Disorganized speech, such as using disorderly speech patterns and sentence arrangements o â€Å"Negative† symptoms, such as lacking interest in personal hygiene, disinterest in social interactions, and lack of motivation Schizophrenia affects about 1 percent of the American population. Schizophrenia, although being common, does not affect one particular population over another. Cases of schizophrenia occur equally in both men and women, yet are more common in older teens and younger adults ranging from the ages of about 16-30. Schizophrenia will generally not be initially diagnosed in persons over the age of 45. The disorder is not more prevalent in any certain ethnicity. Schizophrenia usually does not affect children, except in rare cases. There is not an overwhelming amount of information about the etiology of schizophrenia, such as its specific biological/cellular causes. Mental health is a relatively young research field and much is still being learned concerning how the brain operates. Scientists do know, however, that schizophrenia is caused by certain chemical imbalances in the brain. Also, this specific brain disorder affects every inflicted person in a different manner, making it extremely difficult for scientists to fully und... ...he illness stop taking their medications. In this case, the individual is feeling more like normal and thus thinks they no longer need to take their prescribed medications. When this happens, symptoms will return, and will often lead to elevated suicide risks for the schizophrenic person. FOR MORE INFORMATION and HELP: o NAMI, National Alliance for the Mentally Ill (www.nami.org) o NAMI in the state of Ohio, 1-800-686-2646 o National Suicide Prevention Lifeline, 1-800-273-8255 o Schizophrenics Anonymous Support Group in Cincinnati, Ohio o Wednesday, 2:45-3:45 at 2340 Auburn Avenue Cincinnati, Ohio 45219 o Contact Chris Pedoto, 513-241-1411, for more information o Cincinnati psychiatric doctors specializing in treatment for schizophrenia o David L Fedders (MD), 513-723-0390 o Michael A Gureasko (MD), 513-281-8840 o Khan & Seth (MDs), 513-585-3690 or 513-585-3690

“Our Day out” by Willie Russell Essay

Our Day out by Willie Russell is an energetic and humorous play, about a school trip to Conwy castle. The ‘progress class’, a class for illiterate children, are on a trip to Wales where the liberal Mrs Kay and the strict Mr Briggs have completely different ideas about the day should be organised. Mrs Kay and Mr Briggs have two distinct personalities that clash frequently throughout the play and Willie Russell presents both in an interesting and comical way in his drama. Mrs Kay is a benevolent and fun teacher who treats the children as if they were her own. ‘She always reminds me of a mother hen rather than a teacher’. Mr Briggs says this and it sums up exactly what Mrs Kay is like and her attitude to the children. Her aim on the school trip is for everyone to have fun with the only rule being ‘†¦think of yourselves but also think of others’. She genuinely cares for the children and wants them to have an enjoyable day out to assuage the social injustice that they find themselves up against. Mr Briggs’ ideology of the children is contrary to Mrs Kay’s. Mr Briggs is a strict, intolerant and old-fashioned teacher who is has firm standards and is harsh towards the students. ‘Stop! Slater, walk†¦walk! You, boy†¦come here. Now stop. All of you†¦stop!’ Mr Briggs is shouting as the children get off the coach but Mrs Kay casually walks past and pours out some coffee. At the zoo, Mr Briggs lightens up a little and we get to see more of the soft and loving side that he conceals in favour of the harsh and angry one. He is enjoying himself when he explains about all of the different animal types to the children, and in the cafà © with Mrs Kay, he even offers to do a small presentation at school with some slides. ‘I didn’t think the kids who came to you would be too interested in animals’. He is pleasantly surprised with the interest of the children in a topic that he holds close to this heart. However, all the reader’s hopes of Mr Briggs turning ‘nice’ are dashed when the children attempt to steal the animals and he returns with vengeance back to the old Mr Briggs, and, with a ‘face of thunder’, shouts at the children  again. Mrs Kay understands that a lot of the children come from a deprived background and sympathises with their predicament. She shows this when she chooses to go on the side of the Progress Class when they attempt to steal some animals from the zoo. ‘Well I’d suggest that if you want the chaos to stop then you should stop seeing it as chaos†¦It’s too late for them. Most of them were rejects the day they were born†¦can’t we try and give them a good day out†¦Ã¢â‚¬â„¢ She realises that it was probably the closest that they would ever get to an animal and many were just over-excited at the prospect of having something that they would never have. Mr Briggs’ encounter with Carol Chandler is a defining moment of the play because when Carol is on the top of the cliff we can see that Mr Briggs does not know what it is like to be Carol and children like her in that situation. He is taken aback at the fact that Carol talks back at him which he is not use to. Carol doesn’t want to go back to school, she dreams of living in a ‘nice place’ and has really enjoyed the outing. Briggs thinks she is just being stubborn but what has Carol got to go back to in Liverpool? Briggs begins to see that she is a poor, innocent girl whom no one loves. After the incident with Carol, Mr Briggs changes, he sees the world from her perspective. He becomes more relaxed, insists on a visit to the fair and lets the children treat him like they do Mrs Kay. At the fair he starts to have fun with the children and most are astounded at his attitude change – ‘I didn’t know you was like that, sir. Y’ know, all right for a laugh an’ that’. However, as the coach nears Liverpool, reality returns, and Mr Briggs purposely destroys the photo film, which held evidence of his changed relationship with the Progress Class. It is plainly evident in the play, that Mr Briggs is the better teacher academically than Mrs Kay. The headmaster asked Mr Briggs to go along on the school trip ‘keep things in some sort of order’ and the headmaster describes Mrs Kay’s attitude to education as ‘one long game’. This epitomises Mrs Kay’s attitude to teaching as something that should be fun, entertaining and not too serious. Mrs Kay may be an incompetent teacher, but the question that needs to be asked is: Can the Progress Class be educated? Mrs Kay doesn’t seem to think so and is more interested in letting them have an enjoyable childhood than in expanding their knowledge. ‘Teach them? Teach them what? You’ll never teach them because nobody knows what to do with them†¦they haven’t got anything to aim for†¦Ã¢â‚¬â„¢ I think Willie Russell intends us to sympathise with Mr Briggs and with the children in the Progress Class, especially Carol Chandler. The children are from poor background and have no hope for the future. Carol Chandler’s school uniform ‘doubles as a street outfit and her Sunday best’. This shows just how poor the children are – their best clothes are their school uniform. Carol, who dreams of being in a ‘nice place’, is probably the child worst affected because she has no one to love and no one to love her. She comes from a rough neighbourhood because she says – ‘ That’s why we never have nothing nice round our way – ‘cos we’d just smash it up’. She took the guinea pig and was affectionate towards it because it was something that was her own and something that she could love. Also, the other children seem to ostracise her and the only person she seems to have a proper conversation with is Mrs Kay. Mr Briggs is an intelligent man trying to educate puerile students. All throughout the play he means well to the children and it is a real stab-in-the heart when Carol says ‘ I know you hate me. I’ve seen you goin’ home in your car, passin’ us on the street. And the way y’ look at us. You hate all the kids!’ When he tells off kids, they take it but after they just ignore him and carry on as normal. He is also the only teacher who doesn’t realise (until after the Carol Chandler incident) that the Progress Class are incapable of being educated. Our Day Out by Willie Russell is a funny and light-hearted play but with lots of hidden messages. Wille Russell presents the characteristics of Mr Briggs and Mrs Kay very interestingly and with good humour. We are left with a feeling of ambivalence at the end when Mr Briggs destroys the camera film.  Has he changed for good or was it just a one off?

Jung: Psychology and Religion Essay

Jung is accurate in his assessment that religion, to many, is a very personal thing. Despite the fact religious organization comprise of many millions of people, a religious experience in not exclusively a collective experience. To most people, religion remains a personal experience that is encoded and decoded in the psyche as well as the spirit. From this, derives the numerous interpretations of what should be an exclusive singular item: the bible. After all, if something is the word of God, then there should only be one religion that derives from it. The notion of taking bits and pieces from the bible, accepting what is acceptable, disregarding what are not acceptable or re-inventing variants of interpretation is absurd on a number of levels. Yet, this is commonplace when it comes to the numerous religions that exist. What occurs, essentially, is that a leader of a religion develops what he or she feels is the truth (often this notion of what is true is arrived at, at the exclusion of any other interpretation of truth) and presented to a collective whole that constitutes the remaining followers of that particular branch of religion. In speaking of religion, I must make it clear from the start what I mean by the term†¦Religion is a careful and scrupulous observation of†¦a dynamic effect†¦not caused by an act of will. (Jung 8) In other words, there is a great deal of assimilation involved with an individual’s being drawn into the world of organized and institutional religion. Since religion exists, oftentimes, as a large omnipresent shadow that envelopes people and, in short order, Jung: Psychology and Religion Pg 2 indoctrinates them. To that regard, there is no true act of will present in terms of the actual acceptance. Yes, there may appear to be an appearance of an act of will, a conscious decision, but the reality is that the true act of will designed to accept the tenants or lifestyle of a religion are in fact, manufactured by external forces. This is about as far from an actual act of will as possible, although it has the perception of being a legitimate, personal act of will. Jung outlines this in his assessment that many time people will cling to a religion as a means of escaping what is some sort of neurosis, also known as psychic forces that seek to harm or undermine the free will (thought) of an individual. Jung goes to show that people are subject to a wide variety of neurotic repressions of varying degrees of severity. While people accept these neurotic feelings as something that is part of them, they feel that the root of all neurosis come from an external source and therefore require another external source in order to alleviate the neurotic feelings that they may be experiencing. The existence of such cases does something to explain why people are afraid of becoming conscious of themselves. There really is something behind the screen. (one never knows) so people are content to consider the external factors outside their very consciousness (Jung 17) This is where the tragic irony of accepting religion as a substitute for therapy. In other words, people seem to be drawn to a source of knowledge in the form of a status quo conclusion. In order to reach the enlightenment they feel will alleviate all their Jung: Psychology and Religion Pg 3 problems in life, they become willing to accept an external force that will provide them with the security they seek. Many times, this security comes in the form of an organized religion, a commonly popular and safe method that they may be able to accept along with so many other people. This is not to say there is something inherently wrong with religion as much as it is an observation of the fact people will accept the role of organized religion as a means of providing the elements that are missing in their life as well as providing an established security from an external force. The notion of external force is highly important here. People have a tendency not to look inward for support. They are always looking for an external source and, many times, that external source is the world of organized religion. While religions have been the source of great good in the world, there is not the omnipresent solution to people’s problems. To a great degree, Jung’s criticism hedges on the fact that people have a tendency to overreach in their expectations of what religion can offer them. This is outlined extensively through Jung’s work in order to drive such a point home. This does not mean, however, that there will always be an open ended commitment to religion and faith in terms of organized religion’s ability to grasp a hold on the psyche of an individual nor does it mean the individual will forever hold on to the religious institution as a crutch. Protestantism, having pulled down so many walls carefully erected by the Church immediately began to experience the disintegrating and schismatic effect of individual revelation. As soon as the dogmatic fence was broken down and ritual lost its authority, nab had to face his inner experience without the protection and guidance of dogma and ritual. (Jung 21) Jung: Psychology and Religion Pg 4 To that regard, there will be an eventually fusion (on some people’s part) to where rational intellect may take over if religion is not able to overtake the deficiencies of institutional religion when it comes to saving people from neurosis or problems of the psyches. Of course, not everything is the proverbial â€Å"one hundred percent† and rational intellect does not automatically provide a cure for any deficiencies. To leave one form of bondage for another is not freedom. Jung contends this in his discourse on rationality. Jung addressed this problem as well and extrapolates on the limits of rationality in the following: It is a psychological rule that when an archetype has lost its metaphysical boundaries, it becomes identified with the conscious mind of the individual, which it influences and refashions in its own form. And since an archetype always possesses certain numinosity, the integration of the numen generally produces an inflation of the subject. (Jung 315) What Jung states here is significant in the manner in which he points out the fact that when what is metaphysical or supernatural loses its significance to its competition: rational reason.

Jerry Mathis Essays - Thomas Jefferson, American Slaves, Free Essays

Jerry Mathis Essays - Thomas Jefferson, American Slaves, Free Essays Jerry Mathis March 2018 American Presidents Prof. Steven Brady The Declaration of Hypocrisy During the 18th Century, the United States of America was in the process of gaining independence from Europe and establishing themselves as a strong country. Many new Americans saw a great opportunity to step up and contribute ideas that could turn America into a true international superpower. They decided to create a democracy, the government where the leader ideally represents the voices of many public citizens. One of these leaders was the third president and member of the original founding fathers, Thomas Jefferson. While most Americans view Thomas Jefferson as an upstanding, honorable, and accomplished man, he was plagued with the moral contradiction of having fathered children with one of his slaves, Sally Hemings, spurring a great deal of controversy. Jefferson preached equality, but owned slaves. He fought for individual rights, yet had intimate relationships with people who were his property. Jefferson's virtuous demeanor has been questioned when celebrating his legacy an d historians often argue how hypocritical he really was. However, by delving into Jefferson's relationships with his slaves and by looking at his plantation, Monticello, it is easy to tell that Jefferson did not see slaves as less of a person than others.Thomas Jefferson's parents are Peter Jefferson, a lawmaker in the Virginia House of Burgesses, and Jane Randolph. Growing up, Jefferson was taught discipline and self-perseverance. His father taught him how to read, write, and how to do a numerous amount of outdoor activities. However, he soon had to put his child behavior behind him and without warning take over being the man of the household. Peter Jefferson died in 1757, when Thomas was only 14 years old. Thomas Jefferson now had to take responsibility over his younger siblings. He inherited many of his father's belongings, and used these to his advantage. Unable to completely enjoy his youth, attended private schools and was provided with the best tutors where he studied several languages. Due to Jefferson's early onset maturity, education became his top priority. In 1760, Jefferson enrolled in the college of William and Mary, located in Williamsburg, Virginia.Thomas Jefferson used this education to gain influence within the Democratic-Republicans. He stood out as the party's leader, and used the publicity and high profile to rise in government rankings. Jefferson wrote the Declaration of Independence in 1776, which is what most historians study to grasp Jefferson's ideals. Jefferson writes about the fundamental goals of life, which he pulled from writer John Locke to be "life, liberty, and the pursuit of happiness." Jefferson made it clear that he believed the only point of government was to protect these ambitions, allowing all humans to pursue their happiness. Jefferson also speaks about the equality of men, saying, "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator." Jefferson knew that his ownership of slaves contradicted the very principles that he was trying to bestow upon the young nation. He refused to grant freedom to his own slaves because of their significances to his wealth, but overall, he repeatedly and overtly condemned slavery. Jefferson inherited land from his deceased father, and waited until 1770 to begin building his plantation in Charlottesville, called Monticello. Jefferson's personality was reflected in his home, that Francis Cogliano in his book "Thomas Jefferson: Reputation Legacy" described as "a working plantation, a family home, an informal innand not least a reflection of Jefferson's view of the world and how he wanted to be viewed by the world." (Cogliano, 108) This estate was more than 10,000 acres and housed over 180 slaves who cared for his estate while he was away. The way his home was decorated, with many mementos from Native Americans, showed his interest in other cultures. In 1772, Jefferson married Martha Skelton Jefferson and moved her into his home at Monticello. Martha came from a well-established family; John Wayles, her father, was a well-known lawyer. Wayles' daughter, and Martha's half-sister Sally Hemings became one of Jefferson's slaves. (Cogliano, 170) After Martha died in 1 782, Jefferson became intimately involved with Hemings. James Callender took the liberty to write about this controversy in the Richmond Recorder. Callender

The Basic Guide to Integers on ACT Math

The Basic Guide to Integers on ACT Math SAT / ACT Prep Online Guides and Tips "Let x and y be integers such that...", "If y is a positive integer, what is...?" If you've taken a practice test or a real ACT before, these types of questions may look familiar to you. You've likely come across several questions on the ACT that mention the word "integer." And if you don't know what that word means, they will be difficult problems for you to solve. Questions involving integers are common, so it's important to have a solid grasp of what integers are as you continue in your ACT math study. But what are "integers" and how do they fit into the larger ACT math picture? This article will be your guide to basic integers for the ACT, what they are, how they change, and how you'll see them used on the test. For the more advanced integer conceptsincluding absolute values, exponents, roots, and morelook to our advanced guide to ACT integers. What is an Integer? An integer is a whole number. This means an integer is any number that is NOT expressed with a decimal or a fraction. Integers include all negative whole numbers, all positive whole numbers, and zero. Examples of Integers: -32, -2, 0, 17, 2,035 NOT integers: Ï€, $2/3$, 0.478 Think of an integer as an object that cannot be divided into pieces. For example, you can't have half an egg in a basket. Positive and Negative Integers A number line is used to demonstrate how numbers relate to each other and to zero. All numbers to the right of zero are positive numbers. All numbers to the left of zero are negative numbers. Positive numbers get larger the farther they are from zero. 154 is larger than 12 because 154 is farther along the number line in a positive direction (to the right). Negative numbers get smaller the farther away they are from zero. -154 is SMALLER than -12 because -154 is a farther along the number line in a negative direction (to the left). And a positive number is always larger than any negative number. 1 is larger than -10,109 Because we don't have a reference for 0, we cannot say for sure whether A is positive or negative, which eliminates answers F, G, and K. We do know that any number to the left of another number will be less, so the answer must be H, A is less than B. The very opposite of a number line. Typical Integer Questions on the ACT Most ACT math integer questions are a combination of word problem and equation problem. The question will usually present you with an equation and tell you that you must use "integers" in place of a variable. You must know that an integer means a whole number (and that integers also include negative numbers and zero) to solve these problems. When x≠ 0, there are two possible integer values for x such that y=x(1+x). What is a possible value for y? (A) −30(B) −1(C) 0(D) 15(E) 20 (We'll walk through how to solve this problem in the next section.) Sometimes you’ll have to answer more abstract questions about how integers relate to one another when you add, subtract, multiply and divide them. You don't need to find a numerical answer for these types of questions, but you must instead identify whether certain equations will be even or odd, positive or negative. For these types of questions, you can either guess and check how integers change in relation to one another by plugging in your own numbers and solving, or you can memorize the rules for how integers interact. How you do it is completely up to you and depends on how you learn and/or like to solve math problems. For example, in the charts below, you'll see that: aâ€Å' positiveâ€Å' number * aâ€Å' positiveâ€Å' number = aâ€Å' positiveâ€Å' number, each and every time. If you forget this rule (or simply don't want to learn it in the first place), you can always try it by saying 2 * 3 = 6. Because you can always find these results by plugging in your own numbers, these rules are categorized as â€Å"good to know,† but not â€Å"necessary to know.† negative * negative = positive -2 * -3 = 6 positive * positive = positive 2 * 3 = 6 negative * positive = negative -2 * 3 = -6 Another way to think of this is, â€Å"When multiplying numbers, the result is always positive unless you’re multiplying a positive number and a negative number.† odd * odd = odd 3 * 5 = 15 even * even = even 2 * 4 = 8 odd * even = even 3 * 4 = 12 Another way to think of this is, â€Å"When multiplying numbers, the result is always even until multiplying an odd number and an odd number.† odd +/- odd = even 5 + 7 = 12 even +/- even = even 10 - 6 = 4 odd +/- even = odd 5 + 6 = 11 Another way to think of this is, â€Å"When adding or subtracting numbers, the result is always even unless adding or subtracting an odd number and an even number.† With these understandings in mind, let us look again at the above ACT math problem. Choice A is incorrect, because b is an even integer. And we know that an even number * an odd number = an even number. Choice B is incorrect because a is an odd integer. And we know that an odd number + an odd number = an even number. Choice C is incorrect because a is an odd integer and b is an even integer. An even number + an odd number = an odd number. And an odd number * an even number (in this case 2) = an even number. Choice D is correct. Twice b will be even, because an even number * an even number = an even number. And the final result will be odd because an odd number (a) + an even number (2b) = an odd number. Choice E is incorrect. Twice an odd number (a) will be an even number, because an even number * an odd number = an even number. And an even number + an even number = an even number. So your final answer is D, a + 2b. You can see how you could also solve this by double-checking these rules by using your own numbers. If you assign an odd number to a and an even number to b, you can test out each option in about the same amount of time it would take you to go through your rules like this. So for this question, you could have said a was 5 and b was 6. Then option D would have looked like this: 5 + 2(6) = 17 Again, because you can figure out these kinds of questions using real numbers, these rules are classified as "good to know," not "necessary to know." If you follow the right steps, solving an integer problem is often much easier than it appears. Steps to Solving an ACT Math Integer Problem #1: Identify if the problem is, in fact, an integer problem. If you must use integers to solve a problem, the ACT will explicitly use the word "integer" in the question so that you don't waste your time and effort looking for decimal or fraction solutions. For example, questions may begin with: "x is a positive integer such that...", "For all negative integers...", or "How many integers give the solution to...?" For any problem that doesn’t specify that the variables (or the solution) are â€Å"integers," your answer or the variables can be in decimals or fractions. So let's look again at the problem from earlier: When x ≠  0, there are two possible integer values for x such that y = x(1+x). What is a possible value for y? (A) −30(B) −1(C) 0(D) 15(E) 20 We are told that x ≠  0, so we know that our y cannot be 0. Why not? Because the only integer values that can give you y = 0 are x = 0 and x = −1 because 0(1+0) = 0 and (−1)(1+(−1)) = 0. BUT we were told that x ≠  0. So y can not equal 0 either, as the question told us that there were TWO integer values for x, neither of which is 0. This means we can cross off C from the answer choices. We can also cross off A and B. Why? Because there is no possible way to have x(1+x) equal a negative. Even when x is negative, we would distribute the problem to look like: y = (1x) + (x * x) We know that a negative * a positive = a negative, so 1x would be negative if x were negative. BUT a positive * a positive = a positive. And a negative * a negative = a positive. So x * x would be positive, whether x was positive or negative. And adding the original negative value for x will not be a large enough number to take away from the positive square and make the final answer a negative. For example, we already saw that: x =−1 makes our y zero. x =−2 gives us −2(1+−2) = y = 2. x =−3 gives us −3(1+−3) = y = 6, etc. So we are left with answer choices D and E. Now how could we get 15 with x(1+x)? We know x must not be very large to get y = 15, so let's test a few small numbers for x. If x = 2, then x(1+x) = 2(1+2) = 6. This means x = 2 is too small. If x = 3, then x(1+x) = 3(1+3) = 12. So x = 3 is too small. If x = 4, then x(1+x) = 4(1+4) = 20. This means there is no positive integer value that could give us 15. But we did manage to get y = 20, so answer choice E is looking pretty good! Now we can tell that if we kept going higher with x, the y value would keep getting larger (x = 5 would give us y = 30, etc.). This means we probably need a negative integer to give us our second value for x. So let's try to get y = 20 with a negative value for x this time. We already saw above that x = −2 gave us y = 2, and x = −3 gave us y = 6. So let's try some more negative values for x. If x = −4, then x(1+x) = −4(1+−4) = 12 If x = −5, then x(1+x) = −5(1+−5) = 20 We were able to get y = 20 with both x = 4 and x = −5 So our final answer is E, y = 20 #2: If the problem asks you to identify equations that are always true, test out multiple different kinds of integers. If the question asks you to identify whether certain equations or inequalities are true for ALL integers, the equation must work equally with 10 as with 0 and -5. A good rule of thumb is to try -1, 0, and 1 with variable questions like these. These numbers often have special properties that make or break conditions. I'll explain what that means with a practice example. If x is an integer, which of the following equations MUST be true? I. $x^3 ≠¥ (-x)^3$ II. ${x^3}/x ≠¥ {x^2}/x$ III. $x(x + 1) ≠¤ -x + x^3$ (A) I only(B) II only(C) III only(D) I and III only(E) I, II, and III For questions like these, we should test out our sample numbers, as it can get confusing to use our rules of integer behaviors with complex problems such as these. So for option I, let use our test numbers of -1, 0, and 1. $−1^3= (−1)(−1)(−1) = −1$ $(−−1)^3 = $1^3 = (1)(1)(1) = 1$ -1 is NOT greater than +1. This automatically eliminates option I. And by eliminating option I, we can eliminate answer choices A, D, and E right away. Now let's look at choice II with our same test numbers. ${(-1)^3}/{-1} = {(-1)(-1)(-1)}/{-1} = {-1}/{-1} = 1$ ${(-1)^2}/{-1} = {(-1)(-1)}/{-1} = 1/{-1} = -1$ 1 -1 This means that option II works so far when we use a negative number. So let's try it with our positive number, 1. ${1^3}/1 = {(1)(1)(1)}/1 = 1/1 = 1$ ${1^2}/1 = {(1)(1)}/1 = 1/1 = 1$ 1 = 1. So option II still works. Lastly, we should test if the equation still works with 0. ${0^3}/0 = 0$ $0^2/0 = 0$ Option II works for all answer choices, so our final answer is B, II only. Because we know that option I doesn't work, we have eliminated all other answer choices. But if you want to make absolutely sure you didn't make a mistake somewhere, you can test out option III as well. −1(−1+1) = 0 $−(−1)+(−1)^3 = 1+(−1)(−1)(−1) = 1+−1 = 0$ 0 = 0 The two are equal, which means that option III works so far. Now let's try it with 1. 1(1+1) = 2 $−1+1^3 = −1+(1)(1)(1) = −1+1 = 0$ 2 0 When we used a positive number, the equation was incorrect. This means that answer choice C is eliminated and our choice of B has been confirmed to be the only correct answer. #3: If the problem asks you to find the answer to long calculations, use your rules that you learned above or test it out with smaller numbers. a, b, c, d, e, f are odd integers such that a b c d e f. Which statement(s) must be true? I. abcdef is odd II. a + b + c + d + e + f is odd III. a(b + c + d + e + f) is odd (A) I only(B) II only(C) III only(D) I and III only(E) I, II, and III Now you can approach this problem in one of two ways: by using your number rules or by using your own numbers. First, let's use our number rules to test option I. We know that each letter represents an odd integer and that the product of an odd number and another odd number is an odd number. Because an odd * an odd will always be odd, we know that option I is true. This means we can also eliminate answer choices B and C. Now let's look at option II. We know that an odd number + an odd number = an even number. We also know that an even number + an even number = an even number. So if we split a + b + c + d + e + f into pairs of numbers, we'll have: (a + b) + (c + d) + (e + f) We know that each pair of numbers will have an even sum, so we're left with: an even number + an even number + an even number, which will give us an even final result. So option II is incorrect. This means we can eliminate answer choice E. Finally, let's look at option III. As we saw before, when we have six odd numbers (in other words, an even number of odd numbers), the sum will be even. Now, our parenthesis holds five (an odd number) of odd numbers, and an even number + an odd number = an odd number. So we know the number in the parenthesis will be odd. We also know that an odd number (a) * an odd number (the sum of b, c, d, e, f) = an odd number. So option III is correct. This means that our final answer is D, I and III only. The other way you could solve this problem would be to test out these rules with small numbers and extrapolate to find the larger answer. In other words, use small numbers in place of the variables. So for option I, if you didn't know an odd * an odd = an odd, you could replace a and b with the numbers 5 and 3. 5*3=15, so you know that an odd * an odd = an odd number, no matter how many times you multiply it. So option I is correct. For option II, again test it out with smaller numbers. 7+5=12, and 7+5+3=15. So you know that adding odd numbers an even number of times gets you an even answer and adding an odd number of times gets you an odd answer. There are six odd numbers, so the final answer must be even. Option II is incorrect. Taking what you learned by testing option II, you know that adding odd numbers an even number of times gets you an odd answer. And, taking what you learned from testing option I, you know that an odd number * an odd number = an odd number. This means your final answer must be odd, so option III is correct. This means the final answer is D, I and III only. Whoo! There are many ways to solve integer problems and whichever way works for you is perfect. The Take-Aways In order to solve both the basic and advanced ACT integer questions, you must first understand what an integer is. Only then can you build up your integer knowledge to the more advanced concepts. But simply knowing that an integer is a whole number (and that 0 and negative numbers are also integers), will allow you to solve some of the more basic questions about how to plug integers into equations and how integers relate to one another. For the more advanced integer concepts, including absolute values, exponents, etc., be sure to check out our advanced guide to ACT integers. What's Next? Now that you’ve learned about what integers are, you may want to check out the advanced guide to ACT integers where we will go through absolute values, prime numbers, and exponents (among other concepts). Make sure that you also have a solid understanding of all the ACT math concepts on the test as well as all the ACT formulas you'll need to know. Running out of time on ACT math? Check out our article on how to buy yourself those extra precious seconds and minutes and complete your ACT math problems before time’s up. Feeling overwhelmed? Start by figuring out your ideal score. Already have pretty good scores and looking to get a perfect 36? Check out our article on how to get a perfect score written by a 36 ACT-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Theories of Organizational Development Research Paper

Theories of Organizational Development - Research Paper Example Teamwork and team building must have a sense of purpose. No matter how small the team is, it is vital that the whole process is set out in a way that facilitates the realization of clear, concise and specific objectives that all members think are important to achieve (Stone, 2010). Teams should always be set out to conduct specific exercises or activities, such as coming up with solutions to low profitability in a business. Other specific tasks which team building can address include scouting for the right human resources for job vacancies and charting new territories for expansion. In summary, team building can be considered to be a waste of time if there are no clear objectives set for the whole process (Bride, 2011). All teams participating in team building should be made up of members who can contribute positively to the attainment of goals and objectives based on their degree of expertise or knowledge. For example, if a company wants to develop an expense budget for a financial year, the team assigned the task of coming up with that budget should be composed of people who are knowledgeable about budgeting (Stone, 2010). If one or two members of that team are blunt in the dynamics of budgeting, then the whole team will be pegged back in their endeavors. Any team building process must be laced with the spirit of cooperation. Without such a spirit the whole process might fail to realize set goals and objectives. All the participants should feel the need to work together in order to achieve specific objectives. The challenge here is that people have different personalities, and therefore those who are either highly opinionated or have strong personalities are likely to disagree with their colleagues (Callaghan & Voight, 2001). Despite this, successful team building tends to take all these factors into account by balancing the personalities in teams by giving everybody an equal chance to be heard and the opportunity to make a difference. This minimizes bickering while allowing a cooperative spirit to flourish.

Folio paper-cloud computing foe E-learning Assignment

Folio paper-cloud computing foe E-learning - Assignment Example In the recent day context, the concept of cloud computing has gained significant amount of interest due to the advantages that the companies are able to acquire by the utilisation of cloud computing. Certain recent survey reports state that in the global market, about 74 percent of the companies are utilising cloud computing services (Sharma, 2012). These companies include several hotel groups which utilise the cloud computing techniques to enhance their Customer Relationship Management (CRM) systems (Babcock, 2011). Apart from hotels, there are several other companies which utilise the cloud computing techniques for their business operations. A few of the major companies among them have been mentioned below: It is worth mentioning that Amazon has introduced the latest version of cloud computing application known as the EC2 cloud compute. The EC2 is a quite efficient in providing web services that enable the user to utilise the available resources effectively (PRLOG, 2011). Microsoft, which is one of the giant IT companies, has been providing certain cloud computing services to the business enterprises as well. These services, provided by Microsoft to the business enterprises give security to stored data of the enterprises (PRLOG, 2011). Another significant company that provides cloud computing services is Apple. The icloud services rendered by Apple to its customers provide facilities to the user to store files and documents which can be accessed quite easily (PRLOG, 2011). Several research groups have been formed by different companies for carrying out the research works on cloud computing. It is worth mentioning that Microsoft is one of the major companies which has formed a research group for cloud computing. The research group of Microsoft includes Sameh Elnikety, Allen Galler, Christian Geuer-Pollmann, Yuxiong He, Navendu Jain, Jim Larus, and Ravi Pandya. Apart from Microsoft, another significant research group has been developed by IEEE Computer

Deliberate and Emergent Strategies Essay Example | Topics and Well Written Essays - 250 words

Deliberate and Emergent Strategies - Essay Example he business, emergent strategies are formed with the inherent belief that things will change in an unexpected manner and therefore, any strategy formed is destined to fail. Comparing the two, emergent strategy is more realistic and conservative compared to the deliberate strategy, which is more optimistic and long-sighted. The fact that emergent strategy provides a relatively pessimistic view of realization of the plans does not mean that planning is inherently purposeless. Instead, emergent strategy encourages the parties involved in strategic planning to prioritize their efforts and focus upon achievement of the short-term goals rather than the long-term goals as the future is uncertain. Emergent strategies might help with a future planning process by identifying milestones in the near future, and working out ways to achieve them. The potential consequences of ignoring emergent strategies would be misuse and wastage of time, efforts, and resources. The strategic plans that took so much time and effort making might never realize and even worse, the short-term plans or intermediate milestones would not be

The writers presentation of conflict and power between men and women Essay Example for Free

The writers presentation of conflict and power between men and women Essay In Thomas Hardy’s â€Å"The Mayor of Casterbridge†, â€Å"Tess of the D’Urbervilles† and William Shakespeare’s â€Å"King Lear†, the writers portray the lives of women and men during their time. One could argue male characters are generally seen to be stronger and powerful than female characters in each of the texts. In â€Å"King Lear†, we are introduced to Lear’s three daughters, â€Å"the eldest† Goneril, â€Å"dearest† Regan and â€Å"more opulent† Cordelia. In the story, Lear is seen to break natural order by dividing the kingdom into three for each of his daughters. He orders them to â€Å"say doth love us most†, making Goneril speak first. Our reaction to Goneril’s speech is one of strong dislike, which is caused by her desire for power. The blend of power and femininity demonstrated in this speech from the Jacobean society is one of the main contributing factors to our disdain for Goneril. This is an idea which holds true today. It is interesting that for a male character this trait is not be so offensive. This is due to the gender differences and expectations in society. Similarly in the novel â€Å"The Mayor of Casterbridge†, we clearly see the treatment of women in Victorian society. The novel begins with Henchard auctioning off his wife to the highest bidder at Weydon Fair, â€Å"I’d sell mine this minute if anybody would buy her†, showing how in early nineteenth century England country women of this class, were viewed as nothing. They could be disposed of if their ‘owners’, namely their husbands or fathers, wished, â€Å"it has been done elsewhere†, illustrating just how common these auctions were. This is similar to â€Å"King Lear†, where Lear has the power to order his daughters to speak. Equally in the novel â€Å"Tess of the D’Urbervilles†, Hardy portrays the way in which men dominate women, presenting their greater control and power in society. Alec, for example, recognises how morally corrupt he is for seducing Tess for his own brief pleasure. This displays his power over her and his ability to take advantage of it. In reverse, Tess’ parents ask her to work in the D’Urbervilles and she refuses. When her mother asks why she replies, Id rather not tell you why, mother; indeed, I dont quite know why. This shows us how aware Tess is of the differences in gender. She tries to use her power, even though it does not do much good. â€Å"King Lear† is in the form of a play, where speech is a main aspect. Notably the daughters speeches to Lear, particularly those of Goneril and Regan, present authority and greed, â€Å"I am made of that self-mettle†¦Ã¢â‚¬  proving to Lear, Regan is â€Å"made† of gold or silver, as she begs Lear with her â€Å"highness’ love†. Proving to Lear she wants money and wealth, Cordelia on the other hand refuses, â€Å"Nothing, my lord.†, as well as mocking her sisters explaining how she loves her father â€Å"no more nor less†, presenting Cordelia to be a fair and reasonable character. Likewise in â€Å"The Mayor of Casterbridge†, Susan has no control over Henchard and his rash decision making, â€Å"dropping her eyes again, and saying nothing†¦Ã¢â‚¬ . The word â€Å"nothing† here is different to â€Å"King Lear†, as the meaning of nothing here means no hope or words to fight back. However in â€Å"King Lear†, the word â€Å"nothing† is used metaphorically as no money or no love. The word â€Å"nothing† is used in another sense in â€Å"Tess of the D’Urbervilles†, â€Å"look here; I won’t walk another inch with you if you say any jokes about him†, confirming Tess’ loyalty towards her father, she proves â€Å"nothing† in another meaning. Tess depicts how she will exclude herself from the group if they talk bad about her father, presenting female characters in the novel to be faithful and independent. â€Å"King Lear†, as a play, has no direct description of the settings and environment. Although we see the action taking place, we are also guided through the stage directions, â€Å"Sennet† meaning a ceremonial entrance as well as â€Å"one bearing a coronet†, presenting a formal mood to the act. We are also aware of the â€Å"attendants† who are involved in this large event. The female roles in this royal occasion are classified as the King’s daughters, giving them a higher status than other women in the time. Hardy begins the novel in the â€Å"late summer† with the â€Å"valleys and woods† and the â€Å"sight of several horses†. He displays how women have a connection to nature, â€Å"she becomes part and parcel of outdoor nature†, that men cannot share as they are more involved with business â€Å"than of the systematized religion taught their race at later date†. Hardy portrays how men are more linked with a â€Å"systematised† world and the development taking place in the Victorian time. Similarly, Hardy uses natural imagery in â€Å"Tess of the D’Urbervilles†, â€Å"a swallow†¦flew to and fro in quick curves above their heads†, presenting a strong symbolic image. Swallows were often the first to land on a ship that had been out to sea for long periods of time, which relates to the buyer of Henchard’s wife, Newson who was a sailor. Foreshadowing the future, Hardy relates the swallow to Susan. One of â€Å"King Lear’s† recurring themes focuses on sight, where Lear has a lack of insight, as we see â€Å"how full of changes his age is† suggesting he is too old and making bad decisions. Unlike the female characters such as Goneril and Regan where they have strong insight towards Lear’s actions, â€Å"he hath ever but slenderly known himself.†, this shows how generally male characters are have greater power over women however one could argue the female characters have a greater insight to the people and actions around them, such as Goneril and Regan recognising Lear’s doom. Similarly in â€Å"Tess of the D’Urbervilles†, Tess has a large amount of insight to the world around her, this may possibly be connected to the daughters of Lear. However, Tess’ misfortunes and fate create tragedy’s which eventually destroy her insight â€Å"Why it was that upon this beautiful feminine tissue†¦ been traced such a coarse pattern as it was doomed to receive†¦Ã¢â‚¬ . As Tess is raped, Hardy uses the word â€Å"doomed†, where one could suggest it is Tess’ â€Å"doom† or â€Å"fate† to be raped. The meaning of â€Å"doom† is slightly different to â€Å"King Lear† as we see Tess’ â€Å"doom† from the beginning whereas we see Lear’s by a gradual build up. Differently â€Å"The Mayor of Casterbridge†, the word â€Å"doomed† could be placed in another sense as one could say Henchard shares the same characteristics to Lear with his rash decision making and again his lack of insight, causing the village and the people who are around him to be â€Å"doomed†. However the female characters such as Susan can see clearer into Henchard’s wrong actions and goes with Newson the sailor, â€Å"I’ll try my luck elsewhere.† A justifiable opinion could be Susan’s â€Å"luck† is far from â€Å"doom† by going with Newson, as one visualises Henchard’s personality from the beginning of the novel. In â€Å"King Lear† one could argue Lear does not notice his own faults, â€Å"I am a man more sinned against than sinning† presenting Lear to self-pity himself as he displays himself to be the victim. However on the other hand Lear’s favouritism for Cordelia makes Goneril and Regan despise Lear â€Å"He always loved our sister most†¦Ã¢â‚¬  showing how Lear could possibly be â€Å"sinned against† by his daughters. This portrays how women who are more â€Å"opulent† have more chances of being liked. Similarly in â€Å"Tess of the D’Urbervilles†, â€Å"Tess was now carried along upon the wings of the hours, without the sense of a will.† As Hardy relates back to the theme of â€Å"time† in the novel, Tess has waits â€Å"passively† for the wedding to take place as it is not under her responsibility anymore. One could say Tess is â€Å"more sinned against† as Hardy uses another theme of fate and free will as a symbolism for Tess’ life. She uses her free will to choose or determine her own actions; however these actions she makes, seems like fate always brings her down. In comparison Henchard in â€Å"The Mayor of Casterbridge† could possibly be seen as â€Å"more sinned against† as well as â€Å"sinning†. Henchard had sold his wife displaying him â€Å"sinning†, however on the other hand one could possibly argue how it was not his fault as it was his fate and he cannot change his actions, making him â€Å"more sinned against†. This could create sympathy for Henchard although he has done wrong, where usually the sympathy is for the female characters. In â€Å"King Lear†, Shakespeare uses pathetic fallacy by using a storm in Act 3 to conclude Lear’s insightful decisions. The storm is presented as a microcosm of Lear’s madness, as he encourages the storm to continue he shouts â€Å"Blow winds and crack your cheeks!†. Lear personifies the wind as he asks the elements to destroy him, â€Å"his little world of man† as he sees no importance of man or nature after his death. This shows how the word â€Å"man† is the centre of importance and how the power of the storm is imagined to be originating from Lear, a male character. The â€Å"fretful elements† are metaphors for Goneril and Regan where Lear is contending with his family. Kent being disguised gives the knight â€Å"a ring† for Cordelia, being symbolic as the shape of a circle is seen with the â€Å"one bearing a coronet†. This could also be seen with Edmund using a dramatic device, holding a â€Å"letter†. This follows a theme of a cyclical story with the letter being passed around as well as the circular shape from the theme of fate and destiny. Likewise Hardy uses the Ring in â€Å"The Mayor of Casterbridge† to be a Roman amphitheatre, where he invites Susan to meet. Hardy uses this setting as there were ghosts of the past rumoured to be a wife and her husband, where a woman â€Å"murdered her husband was half-strangled and then burnt †¦ of ten thousand spectators.† The ghosts of the past were metaphors for Susan and Henchard, who both have the past haunting them. This shows how although the woman was seen to be powerful to be able to murder her own husband, men are still seen to be stronger as she was â€Å"half-strangled† and â€Å"burnt† for what she had done. In contrast â€Å"Tess of the D’Urbervilles† Hardy uses the past and compares it to the present â€Å"Phases of her childhood lurked in her aspect still.†, one could argue Hardy uses the past and the present similarly to Shakespeare and â€Å"Mayor of Casterbridge† as the circular shape is used not visually but literally. Hardy describes Tess as an image of femininity â€Å"As she walked along to-day, for all her bouncing handsome womanliness, you could sometimes see her twelfth year in her cheeks†¦Ã¢â‚¬  Similar to Lear with Cordelia’s looks being â€Å"opulent†, Hardy presents his female characters to be feminine and attractive. Hardy uses Tess’s appearance to be the only powerful aspect of her, similar to Cordelia in â€Å"King Lear†. The power which is usually seen in male characters could be seen as â€Å"defeated†, as in â€Å"King Lear†, Shakespeare uses hyperbole to make the event seem larger than it is as Lear tragically says to the storm â€Å"I stand your slave† where we see Lear as a â€Å"weak† and â€Å"poor† â€Å"old man†. Ironically Lear says â€Å"I will say nothing† which could suggest Lear thinking of Cordelia as well as continuing this theme of â€Å"nothing†. One could say Lear’s power has been destroyed from himself â€Å"sinning† and becoming â€Å"nothing†. Lear’s daughters had more power than Lear from Act 1 however it is seen clearer in Act 3. Similarly the idea of being a â€Å"slave† continues in â€Å"The Mayor or Casterbridge† where â€Å"His old feeling of supercilious pity for womankind in general was intensified†¦Ã¢â‚¬ . Henchard is seen to be a tall and strong, male figure, as he tends to feel more dominant and controlling over women. Since women are physically weaker, he feels a â€Å"pity† for â€Å"womankind† because of their weakness. This could possibly be argued how women were portrayed as â€Å"slaves† as men have the physical and stereotypical power to rule against them. In contrast Tess in â€Å"Tess of the D’Urbervilles† could be seen as a â€Å"slave† to her own family, as she goes to work in the D’Urberville household to collect money for her family at home, â€Å"she ought to make her way with en, if she plays her trump card aright. And if he dont marry her afore he will after.. Tess’ mother sends Tess away for work, however she realises Alec’s love for Tess and hopes for marriage. One could suggest her mother wants her to be married to Alec for the money which could present Tess to be a â€Å"slave† in another meaning. However she includes â€Å"if she plays her trump card aright.†, which is ironic for Tess as it seems as if she has no â€Å"trump† card in her pack. In â€Å"King Lear†, Shakespeare relates grown men to compare with â€Å"babes† â€Å"†¦to shake all cares and business from our age; conferring them on younger strengths, while we unburthen’d crawl toward death†. It seems as if Lear is ready to retire, as he adopts the â€Å"royal we† making the event seem important. Shakespeare has displayed Lear as a â€Å"weak†, â€Å"old man†, however he gives another mental image of Lear â€Å"crawling toward death† like a baby. One could argue old age is similar to being a baby as it leaves you â€Å"weak† and powerless. Goneril and Regan’s distaste to Lear humiliates him as they say â€Å"O, sir, you are old†¦Ã¢â‚¬  showing how they as female characters have greater power and order over Lear. The image of a baby in seen in â€Å"Tess of the D’Urbervilles†, however it is used in another sense. Tess’ baby could be seen as a symbolic feature for Tess’ bad luck which Tess could not control. The baby could symbolise innocence like Tess as she has done nothing wrong however she is still punished by society, for an act she could not control. This is ironic as a baby could suggest new beginning, purity and usually visualised with a mother figure. In comparison a baby is presented in â€Å"The Mayor of Casterbridge†, where Elizabeth-Jane is the step daughter of Henchard, as the previous baby died, â€Å"the little one too – the more the merrier!† The baby could symbolise the past and change, as when she died another baby was born – Elizabeth- Jane which could suggest a new beginning. Hardy used Elizabeth-Jane’s hair colour to foreshadow the future how she was not Henchard’s legitimate daughter. As Hardy’s novels were in the form of serialisation the theme of â€Å"foreshadowing† became present in most of his novels. Differently in â€Å"King Lear† there is no mother figure for Lear’s daughters. Goneril and Regan are seen to be violent female characters in the play; it raises the question would they be more feminine and caring if they had a mother to look out for them? Women are seen to be able to nurture and care for their children whereas one could say Lear caused his own downfall by failing to provide a mother figure. As Lear says â€Å"Come on, my boy. How dost my boy? Art cold?† this is the first time Lear is aware of the suffering of others, and acts like a â€Å"mother figure† to the fool, however it is the wrong time. Similarly the absent role of a mother figure is seen in â€Å"The Mayor of Casterbridge†, as Susan dies Elizabeth- Jane is left with Henchard. Elizabeth –Jane begins to like Farfrae as she believes he seemed to feel exactly as she felt about life, presenting how although she has no mother figure to look out for her, her strong insight helps her to continue her life. As Susan left Henchard a letter explaining how Elizabeth-Jane was not his daughter, it seems as if he â€Å"disowned† her by making her leave his house. The mother figure was seen to have a responsibility which Henchard as a male could not adapt to although Elizabeth-Jane was seen to be a step daughter to him. Differently Hardy uses the mother figure in â€Å"Tess of the D’Urbervilles† however she is not present too often. We see her control Tess unlike in â€Å"King Lear† and â€Å"The Mayor of Casterbridge† where there is a father figure with no sense of control. Tess is made to go to the D’Urberville’s house by her mother, where one could say Tess’ misfortunes began. She could represent time as although she is seen to be uneducated she still believes in â€Å"old superstitions†, â€Å"Between the mother, with her fast- perishing lumber of superstitions, folk-lore†¦Ã¢â‚¬  Mrs Durbeyfield could also represent pre-industrial England with the â€Å"folk-lore† at that time. Both writers discuss the theme of women, however they are portrayed differently. â€Å"King Lear† focuses on women gaining power and having control over the male characters. The female characters in â€Å"The Mayor of Casterbridge† again have different roles, although this is mainly because the novel is set in the Victorian period where women’s roles were to take care of their husbands and children. Lastly â€Å"Tess of the D’Urbervilles† displays how male characters have a strong control over women, and how this affects their overall lives.