Wednesday, December 25, 2019

Where the Girls Are Growing Up Female with the Mass...

Where the Girls Are: Growing Up Female with the Mass Media by Susan Douglas In Where the girls are: Growing Up Female With the Mass Media, Susan Douglas analyses the effects of mass media on women of the nineteen fifties, and more importantly on the teenage girls of the baby boom era. Douglas explains why women have been torn in conflicting directions and are still struggling today to identify themselves and their roles. Douglas recounts and dissects the ambiguous messages imprinted on the feminine psyche via the media. Douglas maintains that feminism is a direct result of the realization that mass media is a deliberate and calculated aggression against women. While the media seemingly begins to acknowledge the power of†¦show more content†¦They were born in great numbers and as a result became the most powerful group of consumers. Advertisers soon set the guidelines to what material commercial products every girl needed to obtain her status in society. Women’s role s on television gradually changed from perfect housewives to mystical genies and witches with power, but somehow they always subdued their power to please their men. In the background women were fighting for equal rights and equal pay, but the media portrayed these protests as isolated events and acts of extremists. The newscasts attempted to label feminists as women who protested against being exploited and â€Å"looked at† by exploiting themselves and secretly wanted men’s attention by these protests. Television did respond by developing a new â€Å"tougher† woman, but made her success dependent on her attractiveness and sexuality. The media’s simultaneous promotion and containment of the women’s movement left the young women of the seventies exposed to what Douglas refers to as social schizophrenia (9). Feminist were now rejecting cosmetics and other marketed ploys that contributed to the oppression of women, leaving industries that were pri marily focused on women’s â€Å"needs† struggling to address this while maintaining their market. Mass media encouraged and exploited commercial androgyny with unisex fashions and Madison Avenue promoted a new â€Å"natural look† that was anything but natural. This look promoted a Lolita image thatShow MoreRelated Barbie - A Complex American Icon Essay3507 Words   |  15 PagesAs a young girl, I was not very interested in playing with baby dolls. I preferred playing with my many stuffed animals or the only doll I did like—Barbie. With my animals, usually I was rescuing them from some horrible disaster such as a flood or a forest fire. I was their heroic savior and benevolent protector. But with Barbie this was decidedly not the case. Sometimes my Barbie did normal Barbie things, such as get dressed up for an exciting date with Ken or go shopping with her little sisterRead MoreEssay on Feminists, Stereotypes and Stereotyping in the Media1330 Words    |  6 PagesFeminists and Media Stereotypes      Ã‚   The media portrays feminists in unflattering ways. Largely because of the media portrayal, the word feminist usually evokes images of crass, butch, men-hating, very masculine women. Many women believe in the feminist doctrine, but they would never consider themselves as a feminist because they cannot relate to the images of crass, butch, men-hating, masculine women.   In fact, it has only been within the past year that Ive been able to accept the factRead MoreFeminism and Pop Culture Essay1352 Words   |  6 Pagespartially because of the growing interest in culture studies as an academic discipline, but it can also be explained by the fact that, there’s a whole lot more popular culture to watch. 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Monday, December 16, 2019

Jean Piaget s Development Of Intelligence Essay - 2027 Words

According to Miller (2016), Jean Piaget studied the development of intelligence in children and proposed a philosophy centered on four preset phases of mental growth. His theory of cognitive development is comprised of Sensorimotor Period (birth to about age 2), Preoperational Period (ages 2-7), Concrete Operations (ages 7-11) and Formal Operations (ages 11-15) (Robbins et al., 2012). Moreover, he determined that children cognitive development was learned through their interactions and object of their surround settings and their logic of thinking would differentiate from stage to stage towards adulthood. For this specific case study, stage three of Concrete Operations is only going to be used to analyze cognitive behavior. I examined how Piaget’s cognitive theory is shown in Julie’s case study. For example, during Concrete Operations, logic and objectivity increases and reasoning can be applied to obvious and tangible problems, but develop all possible outcomes (Robbins et al., 2012). This can be noticeable in Julie’s case study. For example, when Michael and Julie were making the transition into their new school, they became known for being very smart. She outshines in most subjects in school and is very artistic, including with music. This serves as evidence that she can manipulate thoughts about concrete processes to evaluate issues carefully and logically (Miller, 2016). Another aspect that we can relate between Julie and Jean Piaget’s Concrete Operations stage is theShow MoreRelatedInfluential Theorist And Child Development : Who Are Capable Of Inventing New Things? Essay1214 Words   |  5 PagesChevannes 1 Mrs. Slinger HPC 3OR September 17th, 2016 Influential Theorists In Child Development: Intellect, Jean Piaget (1896-1980) The goal of education is not to increase the amount of knowledge, but to create the possibilities for a child to invent and discover, to create men who are capable of inventing new things. 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Vygotsky and Piaget were developmental psychologists who had many of the same views and beliefs, but at the same time had opposing views. According to Jean Piaget â€Å"cognitive development was a repetitive reorganization of mental processes that derived from biological maturation in addition to environmental experiences’’ (McLeod, S. A. (2015). The childRead MoreJean Piaget s Theory Of Cognitive And Affective Development1693 Words   |  7 PagesCognitive Theory of Jean Piaget The Methodology and Cognitive Theory of Jean Piaget Timothy Carlton Southwest Tennessee Community College A Paper Presented In Partial Fulfillment Of The Requirements For Life Span Psychology 2130-L01 July 31, 2014 â€Æ' â€Æ' Abstract Jean Piaget’s theory of Cognitive and Affective Development is a result of an interdisciplinary approach to understanding mental processes and the behaviors presented by those processes. 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The start to hisRead MoreJean Piaget s Theory Of Psychology744 Words   |  3 PagesJustin Waite The Study of Jean Piaget 11/16/2015 Born on August 9, 1986 in Neuchatel, Switzerland, Jean Piaget was one of the most influential theorist in the field of early childhood development and psychology that ever existed. His input towards human intelligence is second to none. Piaget learned the value of hard work from his father who was a medieval history writer. His mother was also very intelligent. Although she was a very bright and energetic individual, she was also mentally

Sunday, December 8, 2019

Big Brothers Essay Research Paper Becoming a free essay sample

Large Brothers Essay, Research Paper Becoming a wise man can hold a enormous impact on the life of a child. Children need person to look up to that doesn? t needfully need be a portion of their immediate household. Sometimes they have no siblings, or possibly their siblings or parents are busy. Possibly they have no grandparents to make things with. These kids are the 1s that spend their afternoons in crowded after school plans where they may non acquire the attending the crave. This may take to isolation and oppositely over overactive kids starved for attending. In other instances, some kids who are non so fortunate as to be offered after-school plans are capable to the universe outside all on their ain. In excessively many instances, these are the kids that become statistics. These are the kids who turn to drugs or offense, be it out of fright, or merely to experience accepted. We will write a custom essay sample on Big Brothers Essay Research Paper Becoming a or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Accepted in the incorrect crowds still may soothe a alone kid. One of the most celebrated mentoring bureaus is a non-profit organisation called large brothers/ large sisters of America. A adult male who saw a immature male child sifting through the rubbish for nutrient created this constitution over 90 old ages ago. He took the male child place, fed him, and so met his destitute household. From that point on, he became a wise man to the small male child, and this inspired him to organize the organisation for other male childs, and in following old ages, a group of Christian adult females created a plan for small misss. The shortly united forces and became the large brothers and large sisters of America. In today? s society, there are a batch of things for a kid to confront each twenty-four hours. These things can include anything from illegal drugs to merely being harassed by the school bully. No affair how fiddling the obstruction, kids should non hold to populate in fright or experience as if they are entirely and have no 1 to speak to. This h appens in excessively many cases, and merely a simple friend could hold made all the difference. Though juvenile offenses are non on the rise, harmonizing to the National Center for Juvenile Justice, 18 % of all apprehensions in the US are youths under the age of 18. Most of these offenses include colza, robbery, and aggravated assault. Students ages 12? 18 were victims of an estimated 2.1 million in-school larcenies in 1996? 62 % of all offenses in school. Students ages 12? 18 were victims of an estimated 1.6 million larcenies off from school in 1996? 53 % of all offenses against pupils off from school. Even if offense International Relations and Security Network? T on the rise with school-aged kids, jobs do be. These are jobs that will non travel off by themselves and all the metal sensors and safety steps will non maintain childs safe outside of school. It is easy to state that the childs are misunderstoo d. Just a hearty alibi to the behaviours of troubled childs. It doesn? Ts have to be that manner. Directly quoted from the large brother/big sister web site is the undermentioned mission statement: Big Brothers Big Sisters of America have matched 1000000s of kids in demand with caring grownup wise mans since 1904. Research shows that kids with Big Brothers and Big Sisters are less likely to utilize drugs and intoxicant, skip school, and exhibit violent behaviour. Our plan provides positive mentoring relationships for immature people in 100s of communities in all 50 provinces When a kid spends clip with his or her wise man, at least one time a hebdomad, showed dramatic consequences as follows:46 per centum less likely to get down utilizing illegal drugs 27 per centum less likely to get down utilizing alcohol 5 3 per centum less likely to jump school, Kids become more confident of their public presentation in school assignment, less likely to hit person, and acquire along better with their households This organisation has been around for many decennaries, and has been successful at assisting the lives of childs in a violent universe. If everyone could give one or two hours a hebdomad to a less fortunate kid can assist make harmoniousness in the universe. If you teach kids good when they are immature, they are less likely to hold condemnable inherent aptitudes as they mature. Simple things like taking a kid to the menagerie, or the films, or even the library can do a kid feel of import. It doesn? Ts take much to assist a kid. Sometimes they may merely necessitate to speak to person that International Relations and Security Network? t related to them, and older friend, person with more life experience that wont judge them based on familial inherent aptitudes. Happier kids lead to an overall happier hereafter. All childs need is person to look up to. If they don? T, childs will go on to stop up as statistics, and things will neer alter. It is this simple, you don? Ts need to be rich, or you don? Ts have to drive a auto. All you need is an unfastened head and an unfastened bosom, to accept a kid who urgently needs you. If you have of all time needed a friend to speak to, or if you of all time did hold that particular person, I urge you to take a measure toward assisting another, because every bit good as it is to the kid. The wagess you will harvest mentally from cognizing you are doing the universe a brighter in a topographic point where its dark for a kid is unaccountable. Not merely that but it is fun. It is fun to run into and acquire to cognize another being. You can assist that kid larn about life, and they can besides assist you larn approximately life every bit good, by their point of views and their experiences. Again I urge you to pass a Sunday a hebdomad with a small male child or miss, make the difference they have been waiting for.

Sunday, December 1, 2019

Life After Death - Robert Frost And Emily Dickinson Essays

Life After Death - Robert Frost And Emily Dickinson Life After Death Robert Frost and Emily Dickinson are two Modern American Poets who consistently wrote about the theme of death. While there are some comparisons between the two poets, when it comes to death as a theme, their writing styles were quite different. Robert Frost's poem, ?Home Burial,? and Emily Dickinson's poems, ?I felt a Funeral in my Brain,? and ?I died for Beauty,? are three poems concerning death. While the theme is constant there are differences as well as similarities between the poets and their poems. The obvious comparison between the three poems is the theme of death. Both poets, in these works and many others, display a fascination with the death of themselves as well as the death of peers, and loved ones. Both Frost and Dickinson experienced a great deal of death throughout each of their lives. Frost's greatest loss was the death of his son, which is greatly depicted in his poem ?Home Burial.? Dickinson suffered the loss of many friends and family. She spent a lot of her time in her room looking out upon the headstones of these people. The only strong comparison between the poets, in terms of structure and technique, is that the meaning of their poems run much deeper then the specific words on a page. Even this can come as a contrast when looking at these three poems. ?Home Burial,? by Frost is a fairly straightforward poem, written in dialogue, with the writer working as the narrator. The poem is about a married couple dealing with the recent death of their son, who the husband had to bury in their own backyard. It is a considerably long poem, which doesn't require one to read between the lines. Where as ?I felt a Funeral in my Brain,? and ?I died for Beauty,? by Dickinson are considerably short poems, in which she seals as much as she reveals. Emily Dickinson's poetry was not that of any traditional style. She was criticized for capitalizing words in the middle of sentences, using inexact rhymes and only giving a partial understanding. She loved to use ellipses, in order to let the reader finish a thought. Many of these were actually eliminated in many of her first publications, which were never published until after her death. In the two poems, ?I felt a Funeral in my Brain,? and ?I died for Beauty? all of these characteristics are present, including her usual four line stanzas in the meter of traditional hymns. Written in first person, ?I felt a Funeral in my Brain? is about the thought of her own funeral. Imagining what is would be like in the coffin, where only the sense of sound is present. The last word of the poem is then-?, a classic example of an ellipse, where the reader is left to finish the poem on their own. ?I died for Beauty also ends with an ellipse. The poem is about two dead people, herself and another ma n, resting side by side, buried underground. Like ?Home Burial,? by Frost, this was written in dialogue with the writer as the narrator. One died for Beauty and one for truth. Although it seemed as though they died for an important cause, with time their names will be forgotten. Unlike Dickinson, Robert Frost wrote in a traditional style. ?Home Burial,? like many of his poems, was written in iambic pentameter, giving five beats per line. Using iambic pentameter gives the poem a monotone, rhythmic feel. Because the poem reads very rhythmically, the seriousness of the poem is exaggerated. This dramatically differs from the two poems by Dickinson. Emily Dickinson's poems, though just as serious, come across quite a bit lighter then ?Home Burial.? The structure of her poems gives a riddle-like effect. The difference in length between the poems changes the mood as well. In Frost's poem the thought of death is drawn out simply by the length of the poem, where as the abruptness of Dickinson's poems give a much lighter feel. Another difference between Robert Frost and Emily Dickinson's poems is the perspective taken by the poet. In ?Home Burial? there is mourning over the loss of a son.

Tuesday, November 26, 2019

Macbeth Quotes from William Shakespeares Famous Tragedy

'Macbeth' Quotes from William Shakespeare's Famous Tragedy Macbeth is one of William Shakespeares great tragedies. Theres murder, battles, supernatural portents, and all the other elements of a well-worked drama. Here are a few quotes from Macbeth. First Witch: When shall we three meet againIn thunder, lightning, or in rain?Second Witch: When the hurlyburlys done,When the battles lost and won.- William Shakespeare, Macbeth, 1.1Fair is foul, and foul is fair.- William Shakespeare, Macbeth, 1.1What bloody man is that?- William Shakespeare, Macbeth, 1.2Sleep shall neither night nor dayHang upon his pent-house lid.- William Shakespeare, Macbeth, 1.3Shall he dwindle, peak, and pine.- William Shakespeare, Macbeth, 1.3The weird sisters, hand in hand,Posters of the sea and land,Thus do go about, about.- William Shakespeare, Macbeth, 1.3What are theseSo witherd and so wild in their attire,That look not like the inhabitants o the earth,And yet are on t?- William Shakespeare, Macbeth, 1.3If you can look into the seeds of time,And say which grain will grow and which will not.- William Shakespeare, Macbeth, 1.3Stands not within the prospect of belief.- William Shakespeare, Macbeth, 1.3Say, from whenceYou owe this strange intelligence? or wh yUpon this blasted heath you stop our wayWith such prophetic greeting?- William Shakespeare, Macbeth, 1.3 Or have we eaten on the insane rootThat takes the reason prisoner?- William Shakespeare, Macbeth, 1.3What! can the devil speak true?- William Shakespeare, Macbeth, 1. 3Two truths are told,As happy prologues to the swelling actOf the imperial theme.- William Shakespeare, Macbeth, 1.3Present fearsAre less than horrible imaginings.- William Shakespeare, Macbeth, 1.3Nothing isBut what is not.- William Shakespeare, Macbeth, 1.3If chance will have me king, why, chance may crown me.- William Shakespeare, Macbeth, 1.3Come what come may,Time and the hour runs through the roughest day.- William Shakespeare, Macbeth, 1.3Nothing in his lifeBecame him like the leaving it; he diedAs one that had been studied in his deathTo throw away the dearest thing he owed,As t were a careless trifle.- William Shakespeare, Macbeth, 1.4Theres no artTo find the minds construction in the face.- William Shakespeare, Macbeth, 1.4More is thy due than more than all can pay.- William Shakespeare, Macbeth, 1.4 Yet do I fear thy nature;It is too full o the milk of human kindness.- William Shakespeare, Macbeth, 1.5What thou wouldst highly,That wouldst thou holily; wouldst not play false,And yet wouldst wrongly win.- William Shakespeare, Macbeth, 1.5Come, you spiritsThat tend on mortal thoughts! unsex me here,And fill me from the crown to the toe top fullOf direst cruelty; make thick my blood,Stop up the access and passage to remorse,That no compunctious visitings of natureShake my fell purpose.- William Shakespeare, Macbeth, 1.5Come to my womans breasts,And take my milk for gall, you murdering ministers.- William Shakespeare, Macbeth, 1.5Come, thick night,And pall thee in the dunnest smoke of hell,That my keen knife see not the wound it makes,Nor heaven peep through the blanket of the dark,To cry, Hold, hold!- William Shakespeare, Macbeth, 1.5Your face, my thane, is as a book where menMay read strange matters. To beguile the time,Look like the time; bear welcome in your eye,Your hand, your t ongue: look like the innocent flower,But be the serpent under t.- William Shakespeare, Macbeth, 1.5 This castle hath a pleasant seat; the airNimbly and sweetly recommends itselfUnto our gentle senses.- William Shakespeare, Macbeth, 1.6The heavens breathSmells wooingly here: no jutty, frieze,Buttress, nor coign of vantage, but this birdHath made his pendent bed and procreant cradle:Where they most breed and haunt, I have observed,The air is delicate.- William Shakespeare, Macbeth, 1.6If it were done when tis done, then twere wellIt were done quickly: if the assassinationCould trammel up the consequence, and catchWith his surcease success; that but this blowMight be the be-all and the end-all here,But here, upon this bank and shoal of time,Wed jump the life to come. But in these casesWe still have judgment here; that we but teachBloody instructions, which being taught, returnTo plague the inventor: this even-handed justiceCommends the ingredients of our poisoned chaliceTo our own lips.- William Shakespeare, Macbeth, 1.7Besides, this DuncanHath borne his faculties so meek, hath beenSo clear in his great office, that his virtuesWill plead like angels, trumpet-tongued, againstThe deep damnation of his taking-off;And pity, like a naked new-born babe,Striding the blast, or heavens cherubim, horsedUpon the sightless couriers of the air,Shall blow the horrid deed in every eye,That tears shall drown the wind. I have no spurTo prick the sides of my intent, but onlyVaulting ambition, which oerleaps itself,And falls on the other.- William Shakespeare, Macbeth, 1.7 I have boughtGolden opinions from all sorts of people.- William Shakespeare, Macbeth, 1.7Was the hope drunk,Wherein you dressd yourself? hath it slept since,And wakes it now, to look so green and paleAt what it did so freely? From this timeSuch I account thy love.- William Shakespeare, Macbeth, 1.7Letting I dare not wait upon I would,Like the poor cat i the adage.- William Shakespeare, Macbeth, 1.7I dare do all that may become a man;Who dares do more is none.- William Shakespeare, Macbeth, 1.7I have given suck, and knowHow tender tis to love the babe that milks me:I would, while it was smiling in my face,Have plucked my nipple from his boneless gums,And dashd the brains out, had I so sworn as youHave done to this.- William Shakespeare, Macbeth, 1.7Screw your courage to the sticking-place,And well not fail.- William Shakespeare, Macbeth, 1.7Bring forth men-children only;For thy undaunted mettle should composeNothing but males.- William Shakespeare, Macbeth, 1.7 Here are more quotes from Macbeth. 38. False face must hide what the false heart doth know.- William Shakespeare, Macbeth, 1.7 39. Theres husbandry in heaven;Their candles are all out.- William Shakespeare, Macbeth, 2.1 40. Is this a dagger which I see before me,The handle toward my hand? Come, let me clutch thee.I have thee not, and yet I see thee still.Art thou not, fatal vision, sensibleTo feeling as to sight? or art thou butA dagger of the mind, a false creation,Proceeding from the heat-oppressed brain?- William Shakespeare, Macbeth, 2.1 41. Now oer the one half-worldNature seems dead.- William Shakespeare, Macbeth, 2.1 42. Thou sure and firm-set earth,Hear not my steps, which way they walk, for fearThy very stones prate of my whereabout.  -William Shakespeare,  Macbeth, 2.1 43. The bell invites me.Hear it not, Duncan; for it is a knellThat summons thee to heaven or to hell.- William Shakespeare, Macbeth, 2.1 44. That which hath made them drunk hath made me bold,What hath quenched them hath given me fire.- William Shakespeare, Macbeth, 2.2 45. It was the owl that shrieked, the fatal bellman,Which gives the sternst good-night.- William Shakespeare, Macbeth, 2.2 47. The attempt and not the deedConfounds us.- William Shakespeare, Macbeth, 2.2 48. Had he not resembledMy father as he slept I had donet.- William Shakespeare, Macbeth, 2.2 49. Wherefore could I not pronounce Amen?I had most need of blessing, and AmenStuck in my throat.- William Shakespeare, Macbeth, 2.2 50. Methought I heard a voice cry, Sleep no more!Macbeth does murder sleep! the innocent sleep,Sleep that knits up the ravelled sleave of care,The death of each days life, sore labors bath,Balm of hurt minds, great natures second course,Chief nourisher in lifes feast.- William Shakespeare, Macbeth, 2.2 51. Glamis hath murdered sleep, and there CawdorShall sleep no more, Macbeth shall sleep no more!- William Shakespeare, Macbeth, 2.2 52. I am afraid to think what I have done;Look ont again I dare not.- William Shakespeare, Macbeth, 2.2 53. Infirm of purpose!- William Shakespeare, Macbeth, 2.2 54. Tis the eye of childhoodThat fears a painted devil.- William Shakespeare, Macbeth, 2.2 55. Will all great Neptunes ocean wash this bloodClean from my hand? No, this my hand will ratherThe multitudinous seas incarnadine,Making the green one red.- William Shakespeare, Macbeth, 2.2 56. A little water clears us of this deed.- William Shakespeare, Macbeth, 2.2 57. Heres a knocking, indeed! If a man were porter of hell-gate he should have old turning the key. Knock, knock, knock! Whos there, i the name of Beelzebub? Heres a farmer that hanged himself on the expectation of plenty.- William Shakespeare, Macbeth, 2.3 58. This place is too cold for hell. Ill devil-porter it no further: I had thought to have let in some of all professions, that go the primrose way to the everlasting bonfire.- William Shakespeare, Macbeth, 2.3 59. Porter: Drink, sir, is a great provoker of three things. Macduff: What three things does drink especially provoke?Porter: Marry, sir, nose-painting, sleep, and urine. Lechery, sir, it provokes, and unprovokes; it provokes the desire, but it takes away the performance.- William Shakespeare, Macbeth, 2.3 60. The labor we delight in physics pain.- William Shakespeare, Macbeth, 2.3 61. The night has been unruly: where we lay,Our chimneys were blown down; and, as they say,Lamentings heard i the air; strange screams of death,And prophesying with accents terribleOf dire combustion and confused eventsNew hatched to the woeful time. The obscure birdClamored the livelong night: some say the earthWas feverous and did shake.- William Shakespeare, Macbeth, 2.3 62. Tongue nor heartCannot conceive nor name thee!- William Shakespeare, Macbeth, 2.3 63. Confusion now hath made his masterpiece!Most sacrilegious murder hath broke opeThe Lords anointed temple, and stole thenceThe life o the building!- William Shakespeare, Macbeth, 2.3 64. Shake off this downy sleep, deaths counterfeit,And look on death itself! up, up, and seeThe great dooms image!- William Shakespeare, Macbeth, 2.3 65. Had I but lived an hour before this chance,I had lived a blessed time.- William Shakespeare, Macbeth, 2.3 66. Theres daggers in mens smiles.- William Shakespeare, Macbeth, 2.3 67. A falcon, towering in her pride of place,Was by a mousing owl hawked at and killed.- William Shakespeare, Macbeth, 2.4 68. Thriftless ambition, that wilt ravin upThine own lifes means!- William Shakespeare, Macbeth, 2.4 69. Thou hast it now: King, Cawdor, Glamis, all,As the weird women promised; and, I fear,Thou playdst most foully fort.- William Shakespeare, Macbeth, 3.1 70. I must become a borrower of the nightFor a dark hour or twain.- William Shakespeare, Macbeth, 3.1 71. Let every man be master of his timeTill seven at night.- William Shakespeare, Macbeth, 3.1 72. Upon my head they placed a fruitless crown,And put a barren sceptre in my gripe,Thence to be wrenchd with an unlineal hand,No son of mine succeeding.- William Shakespeare, Macbeth, 3.1 73. First Murderer: We are men, my liege.Macbeth: Ay, in the catalogue ye go for men,As hounds and greyhounds, mongrels, spaniels, curs,Shoughs, water-rugs, and demi-wolves are cliptAll by the name of dogs.- William Shakespeare, Macbeth, 3.1 74. Leave no rubs nor botches in the work.- William Shakespeare, Macbeth, 3.1 75. Lady Macbeth: Things without all remedyShould be without regard; whats done is done.Macbeth: We have scotched the snake, not killed it;Shell close and be herself, while our poor maliceRemains in danger of her former tooth.- William Shakespeare, Macbeth, 3.2 76. Duncan is in his grave;After lifes fitful fever he sleeps well:Treason has done his worst; nor steel, nor poison,Malice domestic, foreign levy, nothing,Can touch him further.- William Shakespeare, Macbeth, 3.2 Here are even more quotes from Macbeth, by William Shakespeare. 77. Ere the bat hath flownHis cloistered flight, ere, to black Hecates summonsThe shard-borne beetle with his drowsy humsHath rung nights yawning peal, there shall be doneA deed of dreadful note.- William Shakespeare, Macbeth, 3.2 78. Come, seeling night,Scarf up the tender eye of pitiful day,And with thy bloody and invisible handCancel and tear to pieces that great bondWhich keeps me pale! Light thickens, and the crowMakes wing to the rooky wood;Good things of day begin to droop and drowse,Whiles nights black agents to their preys do rouse.- William Shakespeare, Macbeth, 3.2 79. Cancel and tear to pieces that great bondWhich keeps me pale! Light thickens, and the crowMakes wing to the rooky wood;Good things of day begin to droop and drowse,Whiles nights black agents to their preys do rouse.- William Shakespeare, Macbeth, 3.2 80. Things bad begun make strong themselves by ill.- William Shakespeare, Macbeth, 3.2 81. The west yet glimmers with some streaks of day:Now spurs the lated traveller apaceTo gain the timely inn.- William Shakespeare, Macbeth, 3.3 82. But now I am cabined, cribbed, confined, bound inTo saucy doubts and fears.- William Shakespeare, Macbeth, 3.4 83. Now, good digestion wait on appetite,And health on both!- William Shakespeare, Macbeth, 3.4 84. Thou canst not say I did it; never shakeThy gory locks at me.- William Shakespeare, Macbeth, 3.4 85. What man dare, I dare:Approach thou like the rugged Russian bear,The armed rhinoceros, or the Hyrcan tiger,-Take any shape but that, and my firm nervesShall never tremble.- William Shakespeare, Macbeth, 3.4 86. Hence, horrible shadow!Unreal mockery, hence!- William Shakespeare, Macbeth, 3.4 87. Stand not upon the order of your going,But go at once.- William Shakespeare, Macbeth, 3.4 88. Blood will have blood.William Shakespeare, Macbeth, 3.4 89. I am in bloodStepped in so far that, should I wade no more,Returning were as tedious as go oer.- William Shakespeare, Macbeth, 3.4 90. You lack the season of all natures, sleep.- William Shakespeare, Macbeth, 3.4 91. Round about the cauldron go;In the poisoned entrails throw.Toad, that under cold stoneDays and nights hast thirty-oneSweltered venom sleeping got,Boil thou first i the charmed pot.Double, double toil and trouble;Fire burn, and cauldron bubble.- William Shakespeare, Macbeth, 4.1 92. Eye of newt and toe of frog,Wool of bat and tongue of dog.Adders fork, and blind-worms sting,Lizards leg, and howlets wing,For a charm of powerful trouble,Like a hell-broth boil and bubble.- William Shakespeare, Macbeth, 4.1 93. Liver of blaspheming Jew,Gall of goat, and slips of yewSlivered in the moons eclipse,Nose of Turk, and Tartars lips,Finger of birth-strangled babeDitch-delivered by a drab,Make the gruel thick and slab.- William Shakespeare, Macbeth, 4.1 94. By the pricking of my thumbs,Something wicked this way comes.- William Shakespeare, Macbeth, 4.1 95. How now, you secret, black, and midnight hags!- William Shakespeare, Macbeth, 4.1 96. A deed without a name.- William Shakespeare, Macbeth, 4.1 97. Be bloody, bold, and resolute; laugh to scornThe power of man, for none of woman bornShall harm Macbeth.- William Shakespeare, Macbeth, 4.1 98. Ill make assurance double sure,And take a bond of fate.- William Shakespeare, Macbeth, 4.1 99. Macbeth shall never vanquished be untilGreat Birnam wood to high Dunsinane hillShall come against him.- William Shakespeare, Macbeth, 4.1 100. The weird sisters.- William Shakespeare, Macbeth, 4.1. 101. When our actions do not,Our fears do make us traitors.- William Shakespeare, Macbeth, 4.2 102. He loves us not;He wants the natural touch.- William Shakespeare, Macbeth, 4.2 103. Son: And must they all be hanged that swear and lie?Lady Macduff: Every one.Son: Who must hang them?Lady Macduff: Why, the honest men.Son: Then the liars and swearers are fools, for there are liars and swearers enow to beat the honest men, and hang up them.- William Shakespeare, Macbeth, 4.2 104. Stands Scotland where it did?- William Shakespeare, Macbeth, 4.3 105. Give sorrow words: the grief that does not speakWhispers the oer-fraught heart and bids it break.- William Shakespeare, Macbeth, 4.3 106. What, all my pretty chickens and their damAt one fell swoop?- William Shakespeare, Macbeth, 4.3 107. Out, damned spot! out, I say!- William Shakespeare, Macbeth, 5.1 108. Fie, my lord, fie! a soldier, and afeard?- William Shakespeare, Macbeth, 5.1 109. Yet who would have thought the old man to have had so much blood in him?- William Shakespeare, Macbeth, 5.1 110. The Thane of Fife had a wife: where is she now?- William Shakespeare, Macbeth, 5.1 111. All the perfumes of Arabia will not sweeten this little hand.- William Shakespeare, Macbeth, 5.1 112. Whats done cannot be undone.- William Shakespeare, Macbeth, 5. 1 113. Foul whisperings are abroad. Unnatural deedsDo breed unnatural troubles; infected mindsTo their deaf pillows will discharge their secrets;More needs she the divine than the physician.- William Shakespeare, Macbeth, 5.1 114. Now does he feel his titleHang loose about him, like a giants robeUpon a dwarfish thief.- William Shakespeare, Macbeth, 5.2 115. Till Birnam wood remove to Dunsinane,I cannot taint with fear.- William Shakespeare, Macbeth, 5.3 116. The devil damn thee black, thou cream-faced loon!Where gottst thou that goose look?- William Shakespeare, Macbeth, 5.3 117. I have lived long enough: my way of lifeIs falln into the sere, the yellow leaf;And that which should accompany old age,As honor, love, obedience, troops of friends,I must not look to have; but in their steadCurses, not loud but deep, mouth-honor, breath,Which the poor heart would fain deny, and dare not.- William Shakespeare, Macbeth, 5.3 118. Canst thou not minister to a mind diseased,Pluck from the memory a rooted sorrow,Raze out the written troubles of the brain,And with some sweet oblivious antidoteCleanse the stuffed bosom of that perilous stuffWhich weighs upon the heart?- William Shakespeare, Macbeth, 5.3 119. The patientMust minister to himself.- William Shakespeare, Macbeth, 5.3 Here are even more quotes from Macbeth, by William Shakespeare. 120. Throw physic to the dogs: Ill none of it.- William Shakespeare, Macbeth, 5. 3 121. The cry is still, They come!- William Shakespeare, Macbeth, 5.5 122. I have almost forgot the taste of fears.The time has been my senses would have cooledTo hear a night-shriek, and my fell of hairWould at a dismal treatise rouse and stirAs life were int: I have supped full with horrors;Direness, familiar to my slaughterous thoughts,Cannot once start me.- William Shakespeare, Macbeth, 5.5 123. To-morrow, and to-morrow, and to-morrow,Creeps in this petty pace from day to dayTo the last syllable of recorded time,And all our yesterdays have lighted foolsThe way to dusty death. Out, out, brief candle!Lifes but a walking shadow, a poor playerThat struts and frets his hour upon the stageAnd then is heard no more: it is a taleTold by an idiot, full of sound and fury,Signifying nothing.- William Shakespeare, Macbeth, 5.5 124. I gin to be aweary of the sun,And wish the estate o the world were now undone.Ring the alarum-bell! Blow, wind! come, wrack!At least well die with harness on our back.- William Shakespeare, Macbeth, 5.5 125. Those clamorous harbingers of blood and death.- William Shakespeare, Macbeth, 5.6 126. I bear a charmed life.- William Shakespeare, Macbeth, 5. 8 127. Macduff was from his mothers wombUntimely ripped.- William Shakespeare, Macbeth, 5.7 128. Lay on, Macduff,And damned be him that first cries, Hold, enough!- William Shakespeare, Macbeth, 5.8

Friday, November 22, 2019

Definition and Examples of Anastrophe in Rhetoric

Definition and Examples of Anastrophe in Rhetoric Anastrophe is a  rhetorical term for the inversion of conventional word order. Adjective: anastrophic. Also known as  hyperbaton, transcensio, transgressio, and tresspasser. The term derives from Greek, meaning turning upside down. Anastrophe is most commonly used to emphasize one or more of the words that have been reversed. Richard Lanham notes that Quintilian would confine anastrophe to a transposition of two words only, a pattern Puttenham mocks with In my years lusty, many a deed doughty did I (A Handlist of Rhetorical Terms, 1991). Examples and Observations ofAnastrophe Ready are you? What know you of ready? For eight hundred years have I trained Jedi. My own counsel will I keep on who is to be trained. . . . This one a long time have I watched. . . . Never his mind on where he was. (Yoda in Star Wars: Episode V: The Empire Strikes Back, 1980)Sure I am of this, that you have only to endure to conquer. (Winston Churchill, address delivered at the Guildhall, London, September 14, 1914)Gracious she was. By gracious I mean full of graces. . . .Intelligent she was not. In fact, she veered in the opposite direction.(Max Shulman, The Many Loves of Dobie Gillis. Doubleday, 1951)Clear, placid Leman! thy contrasted lakeWith the wild world I dwelt in.(Lord Byron, Childe Harold)From the Land of Sky Blue Waters,From the land of pines lofty balsams,Comes the beer refreshing,Hamms the beer refreshing.(Jingle for Hamms Beer, with lyrics by Nelle Richmond Eberhart)Talent, Mr. Micawber has; capital, Mr. Micawber has not. (Charles Dickens, David Copperfield, 1848) Corie Bratter: Six days does not a week make.Paul Bratter: What does that mean?Corie Bratter: I dont know!(Jane Fonda and Robert Redford in Barefoot in the Park, 1967) Timestyle and New Yorker Style A ghastly ghoul prowled around a cemetery not far from Paris. Into family chapels went he, robbery of the dead intent upon. (Foreign News Notes, Time magazine, June 2, 1924)Backward ran sentences until reels the mind. . . . Where it all will end, knows God! (Wolcott Gibbs, from a parody of Time magazine. The New Yorker, 1936)Today almost forgotten is Timestyle, overheated method of newswriting by which, in Roaring Twenties, Turbulent Thirties, Time sought to put mark on language of Shakespeare, Milton. Featured in adjective-studded Timestyle were inverted syntax (verbs first, nouns later), capitalized compound epithets (Cinemactor Clark Gable, Radiorator H. V. Kaltenborn), astounding neologisms (rescued from Asiatic obscurity were Tycoon, Pundit Mogul, oft-used still by newshawks, newshens), sometime omission of definite, indefinite articles, ditto final ands in series except when replaced by ampersands. Utterly unlike Timestyle was New Yorker style. Relied latter heavily then, reli es it still on grammatical fanaticism, abhorrence of indirection, insistence on comma before final and in series. Short, snappy were Time’s paragraphs. Long, languid were The New Yorker’s. (Hendrik Hertzberg, Luce vs. Ross. The New Yorker, Feb. 21, 2000) Emphatic Word Order Anastrophe often is used to add emphasis. Consider a comic example. In a Dilbert cartoon strip published on March 5, 1998, the pointy-haired boss announces that he will begin using the chaos theory of management. Dilberts co-worker Wally replies, And this will be different how? Normally, we would place the interrogative  adverb how at the beginning of the sentence (as in How would this be different?). By deviating from the normal word order, Wally places extra emphasis on the question of difference. Wallys extra emphasis suggests that the new theory will not dramatically change the bosss behavior. (James Jasinski, Sourcebook of Rhetoric. Sage, 2001) Anastrophe in Films Anastrophe is an unusual arrangement, an inversion of what is logical or normal, in literature of the words of a sentence, in film of the image, in angle, in focus, and in lighting. It comprises all forms of technical distortion. It is clearly a figure to be used rarely, and it is not always certain if it has the effect intended. . . .[I]n the Ballad of a Soldier (Grigori Chukhrai), one of two signalmen is killed, and the other runs, pursued by a German tank. In a down air shot, the camera pans with tank and man, and at one point the scene turns, placing the ground up, the sky bottom right, the chase continuing. Is it the disoriented panic of the man fleeing wildly without plan, or the manic mind of the tank driver, pursuing one man, when he should be addressing himself to the destruction of companies, when, in fact, he could shoot? A bizarre act seems to call for an anastrophic treatment. (N. Roy Clifton, The Figure in Film. Associated University Presses, 1983)

Thursday, November 21, 2019

Marketing research Case Study Example | Topics and Well Written Essays - 2750 words

Marketing research - Case Study Example However, Alok (2009) is convinced that female shoppers are more likely to remain loyal to shops they have signed loyalty programs with. Nazia (2011) delved into the effect of income levels on shopping habits, supporting notions spread by Peter, Borle and Kadane (2003) that shoppers with higher income tend to be loyal to more shops than those with lower income. Yuping, Williams and Tam (2010) refuted this claim, noting that every individual signs up with a program based on how much they need the products offered by a store. Older buyers are shown in Rose (2013) as being less likely to make large purchases, due to their partial inability to earn at the same pace as the energetic younger cohorts. Seyhmus (2002), however, had a differing opinion, preceding Rose’s article with the assertion that age does not actually affect ability to shop (size of purchase) since there are many wealthy older persons. Based on these contradicting notes, this research poses the questions: The current research is based on a model depicting the consumer as more being more loyal based on their membership to loyalty programs. Therefore, the response (percentage of clothing budget spent at the store’s clothing category and amount of money spent at the store) are affected by the age, income, gender and membership to loyalty for the participants. The hypotheses developed in response to the research questions are: H4: There is no significant difference between amount spent at the clothing category and percentage of clothing budget spent on clothing at the store for participants signed to the loyalty program and those not signed. The sample comprised 202 participants who were all shoppers at the selected clothing store. 122(60.4%) were male while 80 (39.6%) were female shoppers. There were no shoppers below the age of 18 years. However, 184 (91.1%) were adults aged between 19 and 50 years while 18 (8.9%) were older persons aged above

Tuesday, November 19, 2019

Individual or Issue Related to Africana Studies Essay

Individual or Issue Related to Africana Studies - Essay Example Similar to the arts of all individuals in the world, African art illustrate thought, attitudes, and values which are a result of African experiences in the past. Therefore, the study of African art gives an avenue for learning about the history of Africa. Through the study of African Art, individuals can find answers to the questions which have been engrossing the continent for long. Nonetheless, it is not only African art that can assist people get information on the past of Africa. Other elements, for example, lifestyle and stage of African development can also assist people gain additional information on the status of Africa in the globe. As individuals search information on Africa and its past, they must also take into consideration how Western view of racial and race differences has had an impact on views of the African history (Said 8). This paper will look at the impact of slavery and the slave trade era on the development of Africa. The ideas of race and racial differences ha ve always assumed, black people are inferior compared to their white counterparts. This notion begun in Western regions as the people from these regions attempted to rationalize their enslavement of Africans and the consequent colonization of the African continent. Historians and other professional studying African issues have now established that views of racial inadequacy have led to the conviction that African people in the past existed in a condition of primitive barbarism (Said 11). In addition, these professionals have also recognized that a large number of European works on the past of Africa, for example, stories by 19thcentury travelers and missionaries are stained by the similar view points of African inadequacy. This recognition has made historian and other experts studying the past of Africa to search for different sources of information that is less or not inspired by European or foreign concern with racial disparity. These different resources comprise oral traditions f ound in Africa, works by Africans, the physical evidence unearthed by archeologists, African art, and structures and vocabularies of the African language. These different sources, unlike European or foreign sources, will assist individuals comprehend the history of Africa from the African point of view.

Sunday, November 17, 2019

Money Laundering Sources Essay Example for Free

Money Laundering Sources Essay 1.Drug traffic: it is considered as the most important financial source in the illegal business. The important money operation is related to drug dealings. 2.Bribery: it is one of the sources that lead to have illegal money. Most of the laws prohibited the bribery in its different ways and have imposed some punishments when bribery takes place. 3.Money embezzlements: the crime of embezzling money is one of the important crimes that is related to administrative corruption. People who get the embezzled money tend to put it in banks outside the country with the intention of bringing it back in an illegal way. 4.The illegal evading from paying taxes: it is also called â€Å"tax cheating† or â€Å"tax evading†. This means that one can evade or escape from paying the due taxes through practicing cheating and counterfeiting in the records and breaking the taxation rules and laws. The evading process is considered one of the sources that lead to gain huge amounts of money that will become later a target for the money laundering operations. 5.The crime of money: these are crimes that aim to gain huge amounts of money and the people that commit such crime work on hiding or concealing its sources so it can look as if it is legal. 6.The crimes of people with white collars: these crimes are done by people who have a high position socially and economically while practicing their businesses. 7.The crimes of the politicians: the money laundering operations is connected to the political corruption that is associated with the utilization of the power and authority to gain the huge amounts of money then, smuggle it outside to be laundered and bring it back in a legal way. There is also the method of buying the stocks and assets where the money launderers buy perceptible assets such as cars, boats, real estate, precious stones, drawings for famous artists, or buying cash instruments like banking checks, paying orders, traveler‘s checks, notes and many other means. The most favored technique for the money launderers is buying commercial notes, especially depositing certificates, for example instead of depositing cash money which in many cases can be detected if the amount is big, it is divided into the ways of buying the notes which could be easily bought in value ranges between 100 and 100,000 dollars. Some commercial activities that can be used for laundering money are : 1.Operations of the equivalent markets: in this type of plans, the launderers tend to replace the dirty dollars with other foreign currencies and sometimes, they switch it back to dollars again. 2.Illusive deals: counterfeiting operations is considered one of the popular activities used in laundering money. With the use of exaggerated prices, money launderers can establish illusive companies or work with their partners for finding illusive bills where the prices included in these bills are either exaggerated to an extent exceeding the amount paid actually, or that the commodity is never bought at all. 3.Insurance companies: there is another planning for cash brokers in the free commercial areas which appears in accepting cash liquidity from the drug dealers to buy life insurance documents and get back its value by the virtue of checks. 4.Off shore companies: the off shore companies are traditionally used by money launderers. For example, a money launderer can establish commercial business in Lebanon as a cover for opening a commercial account in a bank. Then, the money launderers travels to one of the countries that are refuges for free taxation with the help of a lawyer or local agents to establish an external company in the free area. The local agent can be the owner and the boss of that company where the name of the launderer isn‘t used in any of the external documents. After that, the illusive company pretends to do some commercial activities and then transfer the dirty money telegraphically from the commercial account in Lebanon to the account of the external company in the free area. This could be done through the counterfeited bills which are used to pretend that there are legal commercial dealings. As the dirty money is put in the Off Shore companies, it can be transferred telegraphically to any place in the world. Money laundering is not restricted to banks but in the banking field for example, the money launderers are used to collude with the employees of the banks administrations. This is often done by using methods of corruption to allow the passing of the special transaction related to transferring huge amounts to pass by without filling the application from or through splitting them into small amounts to avoid the procedures.

Thursday, November 14, 2019

Designing a Leaflet :: Leaflets Consumerism Essays

Designing a Leaflet Tasks: 1. Design Leaflet 2. Produce Pricing System 3. Create a website 4. Create a Labelling System Task 1: Analysis Design a leaflet containing the information of the content of the shop’s selling items, prices, opening and closing hours. Form of Output:  · Hand made leaflet on an A4 sized page, which will be photo copied many times and be posted off to companies, businesses, and near by houses. The leaflet will contain pictures of sandwiches and various drinks Information to be output:  · On the first page I will have the Lancre lunch box logo.  · Opening hours  · Closing hours  · Shop name  · Location  · Map with Location clearly labelled  · Pricing  · Vouchers giving a certain amount of cash off certain sandwiches, printed in each leaflet!  · Terms and conditions top using the vouchers. (In small print on the last page, not to waste space for other deals and advertisements.  · Information on different types of sandwiches, providing a different vegetarian alternative menu for vegetarian customers.  · Information on a large selection of meat sandwiches for the majority of customers who are meat eaters. Data for output:  · On the first page I will have the Lancre lunch box logo.  · Opening hours  · Closing hours  · Shop name  · Location  · Map with Location clearly labelled Desired outcomes: 1. Text must stand out 2. Details must stand out 3. Must be colourful 4. Must be easy to read 5. Information must be justified and look neat Task 1: Design: Leaflet I have designed 2 leaflets on paper. Shortly after I designed the first one, I surveyed the issues and problems that arose. I solved the problems and applied the changes to the second leaflet. I will be using Microsoft publisher to design the leaflet. This program will provide a solution because:  · It has a colour feature, which I will take full advantage of, to attract potential customers.  · It has the ability to show me my 3-page leaflet via a visual display unit (VDU).  · It is very user friendly in the way that it can easily interpret my desired outcomes. E.g. the leaflet feature used to create a leaflet.  · Will give me a good visualisation of the outcome!  · It is specially designed to create this type of outcome! (A leaflet)  · I can import colour graphic files! Why I have chosen the colours and effects that I have chosen for the leaflet: Front page:  · I will have an Ivy border due to the fact that it will create good contrast against the Lancre lunch box logo! It will also look very

Tuesday, November 12, 2019

Modern Irony Essay

Since the beginning of time, man has attempted to unravel the seemingly infinite mysteries of life. The English playwright Tom Stoppard has written plays that address the existence of â€Å"fate† (or a predestined outcome for every human being) and controlling one’s own destiny. His plays also deal with the many other uncertainties that arise during a normal person’s life; such as sex, how we know things, etc. (Tom Stoppard) Stoppard’s utilization of satire and drawn parallels mirror the image of life’s faults and intricacies. His plays serve to show people the humor and irony that life presents. During the time that Stoppard wrote his first play, Rosencrantz and Guildenstein, society was experiencing a social upheaval. The late sixties was a time of experimentation and existentialism. People were asking questions about their very existence in a way never before seen. In this climate, Stoppard saw the opportunity to begin writing plays that dealt with the issues of the time (Overview of Tom Stoppard). He took a whimsical spin though, on the method in which he delivered it. He embarked on the continuing journey of a great literary tradition, but diverged from its path by ridiculing it. His desire to write plays was not a spontaneous venture; during this era, many people wanted to express their thoughts and feelings, and plays were a common medium. Stoppard observed this and pondered if success and knowledge could be his as well. The general question being asked around this time was â€Å"Why are we here? † Man has always sought an answer to this question, but now more than ever was it expressed in literature and plays. Stoppard’s craft shows a propensity for humor, which offers a more light-hearted viewpoint of this previously serious and mundane subject. Stoppard asks the question of not only â€Å"Why are we here? † but also â€Å"How are we here? † as well. He explores the intricacies of life in an attempt to derive a meaning. His comical touch alleviates the heavy association of philosophy though. Whether or not his question is answered is secondary to the method in which we view it. In Stoppard’s eyes, it is more important â€Å"to live† rather than to comprehend â€Å"why we live. † This approach brought fanfare to Stoppard, as society saw his style as fresh; and a tangible device to which they could relate. Literary history has had a heavy impact on Stoppard’s method and conceptual presentation. He admits to being swooned by such masterpieces as Waiting for Godot by Samuel Beckett, and ‘The Love Song of J. Alfred Prufock† by T. S. Elliot. The ideas that he extracted from these artists and their works helped him divulge his own style to which he could further literature. A parallel may be drawn between Waiting for Godot and Stoppard’s â€Å"Rosencrantz and Guildenstein are Dead. † Both works feature two men, and their journey in existentialism. Beckett’s version has them waiting for a surreal character (Godot) that, in the end, never appears. The characters are portrayed as confused, and the play takes on an air of severe depression. The play is very much an appeal to the audience, as they too are overcome by this depression. The characters slowly fade away, emotionless and unexcitable. Stoppard’s â€Å"version† though has his characters embark on a journey; a fruitless journey, but a â€Å"goal† to meet none the less. Beckett disarms his audience, while Stoppard embraces them into his play; making the audience feel at home and comfortable. Stoppard diffuses the rather â€Å"heavy† atmosphere belied by Beckett with satire and a whimsical wit. For example, In â€Å"Rosencrantz and Guildenstein are Dead,† Stoppard portrays the idea of â€Å"death† as a game. He does this in an attempt to show the audience that it is not to be feared. He achieves this by his satirical depiction of the internal â€Å"play† within â€Å"Hamlet† by Shakespeare. The characters in the â€Å"play† perish, and then the actual characters die in the exact same manner. The audience can identify with death, as all humans are concerned with their own demise. They take away though, a much less serious approach in viewing it. The other author, Elliot, often depicted his characters as stumbling and indecisive. One of his most famous works, The Love Song of J. Alfred Prufrock, deals with a man who is enamored with the variables and uncertainties of approaching a woman that he admires. In the poem, Prufrock realizes that only he cares about his decision, and whether he chooses to pursue her or not, will not matter. He sees himself as part of his own world; in which he is the â€Å"sole occupant. † He, sadly, is only coherent enough in his â€Å"world† though to realize how much he is potentially missing by not being completely immersed in it. He cannot solve this problem though, and continues wandering and pondering till the end of time. Stoppard took away from Elliot a similar stance to character development. He portrays his characters as aware, but not completely in tune with their surroundings. The effect is one of dismay, but comical as well. Stoppard’s portrayal is more humorous in nature, displaying them as bungling and unresponsive. This is exemplified in his play, Rosencrantz and Guildenstein are Dead. His characters attempt to divulge the plan and their â€Å"purpose† as designated by the King (Claudius), but are unable to fully grasp its meaning. These literary greats do not contribute the fabulous humor that Stoppard has developed though. His humorous elements can best be equated to his passion for the â€Å"Theatre of the Absurd. † This type of theater came into popularity during the 1950s and 1960s; and was applied to plays that portrayed the human situation without purpose and with absurd plot elements. This form was a reemergence of an attempt towards awareness of man’s purpose in life; the sense of wonder that man has always had concerning how things work and why. In some respect, it was anti-theater, as it went against the basic premise of regular theater. It was illogical and usually had very little or no plot (Culik). Stoppard’s fascination with this art form had a profound impact on his own personal style. Sigmund Freud, a proponent of the Absurd, said, â€Å"In trying to burst the bounds of logic and language, the absurd theater is trying to shatter the enclosing walls of the human condition itself. â€Å"(Culik) This confirms the spatial concepts that the theater was attempting to portray, and Stoppard’s comedic element is based upon this illogical and removed nature. The play Rosencrantz and Guildenstein are Dead is a satirical look upon the much more staunch play Hamlet. It delves into the lives of two supporting characters named â€Å"Rosencrantz† and â€Å"Guildenstein. † The characters ‘ unimportance is exemplified in the play by their lack of understanding and baffling thought patterns. This play shows Stoppard’s portrayal of â€Å"artificiality of theater. † The performance is not about the actual play, but the context of the play; the idea of attending the performance. The characters appeal directly to the audience, instead of becoming immersed in its story and plot. The effect is comical, as the play begins with them merely spinning coins and making bizarre implications towards the audience. Rosencrantz has spun the coin and received â€Å"heads† nearly 85 times. His humorous portrayal of the â€Å"law of averages† is his â€Å"justification† for his luck. This is the play’s first look into why things happen. The characters are unable to come to a proper conclusion though; and the path that Rosencrantz begins upon (the law of averages) cannot be farther removed from the truth. The play continues with these hilarious situations, finally having the pair receive their mission from Claudius the King. The pair ponders why they have received the mission, and why they must complete it. Stoppard constantly asserts that a â€Å"play is being read. ;† instead of allowing the reader to delve into a story. He makes the reader think of Hamlet, and its tragic implications; and applies a humorous tone to it. In the end of the play, Rosencrantz and Guildenstein are supposedly murdered (the English king is instructed to execute them, but their actual deaths are not witnessed), but instead of a grand exit, they merely fade away. Stoppard shows through this that the characters had served only a menial and insignificant purpose. The reader is unable to sympathize with the characters’ demise, as the play is portrayed with a comical tone. This disservice to death with satire is both eye widening and thought provoking. A person is assaulted with the moral implications of death, instead of offering a deaf sympathy to the character’s grief. Stoppard’s ability to allow the playgoers to analyze what they feel is his greatest achievement in the work; not the story itself. Stoppard’s play Arcadia is another intelligent play that provokes the reader to appraise man’s life long debacles. In the play, the characters attempt to grasp the mysteries of sex, and a path towards knowledge that leads to an understanding of the future. The latter is portrayed as an equation developed by Thomasina, in an attempt to control her own destiny. Her professor, Septimus, also contributes to the equation by way of a lesson to his student, Thomasina. He explains to her that the loss of knowledge isn’t the end of the world; as it is rediscovered eventually in the future. This subject is an explanation of humanity’s technological progression and our knowledge. The play attempts to allow the reader to grasp the many unknown or misunderstood concepts in life. â€Å"Mysteries† such as sex can only be acquired through practice and progression of time. Stoppard appeals to the general public that things cannot be instantly understood; they must be studied and experimented with to fully grasp the full meaning. These mysteries will eventually be solved, but it shall take time and patience; nothing is instantaneous in life. Stoppard’s inclusion of Thomasina’s â€Å"equation† is both humorous and practical in its implication. Thomasina’s goal was to create an equation that could more or less tell the future. It is humorous to surmise that a simple equation can predict the future with numbers. The limitless variables and uncertainties in life will forever impede such an â€Å"advancement. † Stoppard attempts to explain that life itself is intangible; it can neither be predicted nor reduced to a simple equation. Stoppards’ plays contain many useful outlooks on how a person should view their life on earth. People are always concerned with the future and their own death (and when it will occur). Stoppard believes that man shouldn’t view life with such a critical eye; and instead should accept certain facts to be true. Man is powerless concerning the ability to control life. There are many uncertainties in life that are both humorous and infinitely escapable to the human mind. His plays show inept characters driven into the ground by their consumption of the â€Å"study of life. † Stoppard suggests through his characters’ comical adventures that life is for living, and the consequence of a life spent longing and pondering equates to a life disenfranchised of pulp and meaning. The â€Å"meaning† which man longs for cannot be quantified; it must be experienced to break the surface of significance. Works Cited Stoppard, Tom. Arcadia. Stoppard, Tom. Rosencrantz and Guildenstern Are Dead. â€Å"Tom Stoppard. † DISCovering Biography. Online Edition. Gale, 2003. Student Resource Center. Thomson Gale. 17 January 2005  http://galenet.galegroup.com/servlet/SRC

Saturday, November 9, 2019

Importance of Poetry Essay

â€Å"Poetry may make us from time to time a little more aware of the deeper, unnamed feelings which form the substratum of our being, to which we rarely penetrate; for our lives is mostly a constant evasion of ourselves. † ‘ T. S. Eliot. Poetry, just as in other literature contributes a major role in the development of many aspects of life. The utilization of poets and poetry can serve for many different positive purposes and effects on society. Thus, poetry is important to each of us. A person is constantly involved in thinking a variety of things. Through poetry, one can lend voice to one’s thoughts, feelings and beliefs. Often, poetry is the resultant of misunderstandings that a person often undergoes. The anger, frustration and agony are revealed through penning down the different expressions one feels at that moment. Poetry allows you to visualize things from the eyes of the writer, thus marking the importance of writing poetry. Ever Merrian sharing the same thought has said â€Å"Pick it up with your fingers and lick, the juice that may run down your chin† in his poem â€Å"How To Eat a Poem. † He compares a poem to a fruit and the emotions behind it as its juice. Poetry has been in existence since ages. Poems from the ancient historical eras give us a glimpse of the previous generations, right from depicting historical events to the primeval lifestyles. The thoughts and feelings of the oldies are depicted to us. What was considered beautiful, important or even profound, is clearly stated to us through those poems. Just as Maya Angelou has evidently expressed the same in her poem â€Å"I rise†, â€Å"You may write me down in history with your bitter, twisted lies, You may trod me in the very dirt but still, like dust, I’ll rise. † Therefore, poetry is an imperative section of literature that holds great importance in our lives, and cannot be eliminated or replaced. Succinctly, the importance of poetry is best revealed through a John Keats quote which states, â€Å"Poetry should†¦ should strike the reader as a wording of his own highest thoughts, and appear almost a remembrance. †

Thursday, November 7, 2019

Free Essays on Media Influence On Sexuality

â€Å"What you see is†¦(influence of media)† In the United States, the media has a great amount of influence over human sexuality. Whether it is presented by means of television shows, magazines, advertisements, news, or even radio, the result is still the same. These sources of information all shape individuals and their thoughts on sex and sexuality. They help to define for people who they should and should not be attracted to sexually, how they should look in order to be sexually appealing, and general social interactions towards a sexual partner. Often times, young children look to the media for guidance on what is socially acceptable and what is not. From this, the media helps to shape our attitudes on what we like and what we do not. Television shows cast attractive people in their lead roles. Young children see that their parents and peers find these people attractive and therefore learn what an attractive person is supposed to look like. The same principle applies to magazine ads, and news cast members. Even through radio programs, such as Howard Sterns, we can receive vivid descriptions of what makes men and women attractive, and what makes them repulsive. Though throughout our lives, our opinions may change many times, we look to the media to layout a blue print for what makes a member of the opposite sex more appealing than another. On the opposite side, the media also influences how we see ourselves. Most young women, including myself, look to magazines, popular television shows, and advertisements as a source for the latest and greatest in fashion. The negative effect this media influence has on us comes in the form of self-imaging. For many men and women, the bodies seen in the media are unachievable or unrealistic by the general population. For a woman to look like a runway model, she would have to be a minimum of 5’9, wear a size 9 shoe, weight a maximum of 112 pounds, have a maximum 32† bust lin... Free Essays on Media Influence On Sexuality Free Essays on Media Influence On Sexuality â€Å"What you see is†¦(influence of media)† In the United States, the media has a great amount of influence over human sexuality. Whether it is presented by means of television shows, magazines, advertisements, news, or even radio, the result is still the same. These sources of information all shape individuals and their thoughts on sex and sexuality. They help to define for people who they should and should not be attracted to sexually, how they should look in order to be sexually appealing, and general social interactions towards a sexual partner. Often times, young children look to the media for guidance on what is socially acceptable and what is not. From this, the media helps to shape our attitudes on what we like and what we do not. Television shows cast attractive people in their lead roles. Young children see that their parents and peers find these people attractive and therefore learn what an attractive person is supposed to look like. The same principle applies to magazine ads, and news cast members. Even through radio programs, such as Howard Sterns, we can receive vivid descriptions of what makes men and women attractive, and what makes them repulsive. Though throughout our lives, our opinions may change many times, we look to the media to layout a blue print for what makes a member of the opposite sex more appealing than another. On the opposite side, the media also influences how we see ourselves. Most young women, including myself, look to magazines, popular television shows, and advertisements as a source for the latest and greatest in fashion. The negative effect this media influence has on us comes in the form of self-imaging. For many men and women, the bodies seen in the media are unachievable or unrealistic by the general population. For a woman to look like a runway model, she would have to be a minimum of 5’9, wear a size 9 shoe, weight a maximum of 112 pounds, have a maximum 32† bust lin...

Tuesday, November 5, 2019

How to Be a Good Active Listener

How to Be a Good Active Listener Listening is a study skill most of us take for granted. Listening is automatic, isn’t it? We might think we’re listening, but active listening is something entirely different. Think of how much easier it would be to study for tests, to write papers, to participate in discussions, when you know you have really heard everything important that was said in the classroom, not only by your teacher but also by other students actively engaged in learning. It may sound silly, but active listening can be exhilarating. You might be surprised by how much you have missed in the past when your mind has gone off on errands like what to make for dinner or what your sister really meant when she said... You know what were talking about. It happens to everyone. Learn how to keep your mind from wandering with some tips here, plus a listening test at the end. Test your listening skills and then start practicing active listening in the classroom. It’s where your studying begins. Three Kinds of Listening There are three levels of listening: Half listeningPaying attention some; tuning out some.Focusing on your reaction.Commenting to others.Waiting for a chance to break in.Distracted by personal thoughts and what’s going on around you.Doodling or texting.Sound listeningHearing the words, but not the meaning behind them.Missing the significance of the message.Responding with logic only.Active listeningIgnoring distractions.Ignoring delivery quirks and focusing on the message.Making eye contact.Being aware of body language.Understanding the speaker’s ideas.Asking clarifying questions.Recognizing the speaker’s intent.Acknowledging the emotion involved.Responding appropriately.Remaining engaged even when taking notes. 3 Keys to Developing Active Listening Develop active listening by practicing these three skills: Keep an open mindFocus on the speaker’s ideas, not on the delivery.Give the speaker your full attention.Resist forming an opinion until you’ve heard the entire lecture.Don’t let the speaker’s quirks, mannerisms, speech patterns, personality, or appearance get in the way of listening to the message.Stay focused on the central ideas being communicated.Listen for the significance of the message.Ignore distractionsBe fully present.Make sure your phone is silenced or turned off. Everyone can hear a vibrating phone.Tune out any chatter around you, or politely tell the talkers that you’re having trouble listening.Better yet, sit up front.Face away from windows if you can to avoid outside distractions.Set aside all emotional issues you brought with you to the classroom.Know your own hot buttons and don’t allow yourself to respond emotionally to issues being presented.ParticipateMake eye contact with the speaker.Nod to show understanding.Ask clarifyin g questions.Maintain body language that shows you are interested.Avoid slouching in your chair and looking bored.Take notes, but continue to stay focused on the speaker, looking up often. Active listening will make studying later so much easier. By paying close attention to the significant ideas presented in the classroom, you’ll be able to remember the actual experience of learning the material when it comes time to retrieve it. The Power of Meditation If youre a person who has never considered learning to meditate, you might think about giving it a try. People who meditate take control of their thoughts. Just think of how powerful that can be in the classroom when your thoughts are wandering. Meditation also helps manage the stress of going back to school. Learn to meditate, and youll be able to pull those thoughts right back to the task at hand. The Listening Test Take this listening test and find out if youre a good listener.

Sunday, November 3, 2019

Comparison of Finkel and O'Brian Essay Example | Topics and Well Written Essays - 1000 words

Comparison of Finkel and O'Brian - Essay Example O’Brian in his book â€Å"How to Tell a War story† illustrates on events during a war and the art of telling those events. He paints on a vivid picture of war and the effects it has on people involved in it. This makes the story true and very realistic as it drives a point in today’s life because war has become a big part of life in the recent times. Considering the book wrote by Finkel, â€Å"The Good Soldiers,† he made art out of the crucial moments in history. His book is the most honest, agonizing, and vividly made accounts of the current war. It captures the horror nature of war. It actually reveals the fact about war and explains what happened in real life. According to the story Finkel tells about war, being a journalist who is supposed to report on facts, I truly think that he is actually telling the truth in his story. According to what he explains in the book, he witnessed and in reality interacted with the victims who were involved in the war, t he soldiers. He wrote the story from the stories he was told by the victims concerning what they experienced during the struggle. This shows clearly that Finkel did not make up the story as a fiction but was a fact that happened in reality.   O’Brian described that a true war story is never moral. He explained that a true war story does not instruct or even encourage virtues. ...   Ã‚  Finkel as a journalist witnessed the 2-16 battalion because he spent eight months with the solders who were involved in the war. The soldiers therefore told him what they experienced in the war struggles and how they lost some of their fellows and some being wounded. From these stories, Finkel managed to write the real experience of war expressing the pain, sorrow, death and destruction as they were experienced by the soldiers. This is also clear evidence that the story is very true.  Ã‚  Finkel described the horrible situation of war which ended in death and destruction. When he was writing the book, he got some stories and ideas from the soldiers who at first thought that he had ill motives with the book. His main idea was to use the book to write about the battalion experience of infantry soldiers and character in the lost moment during the Iraq war. He expresses all his opinions and feelings about war in the story. The story is really explains real; facts about war. Fin kel is very realistic in his story because during the events, he was present and witnessed the situation having coming into contact with the soldiers, â€Å"Here came the explosion. It came through the door†¦. It came through the good soldiers.† He made clear facts that the soldiers were wounded in the war. He further described war as hell due to the fact that decent men were sent to fights where they were wounded and killed creating a lot of fear and grief. â€Å"The battalion chaplain was in search of a quick business in soldiers wishing to unburden their grief, fear and desperation.† O’Brian in the chapter â€Å"How to Tell a War Story† also illustrates how young and innocent men are s-end in fights where they later suffer

Thursday, October 31, 2019

Three Religious Essay Example | Topics and Well Written Essays - 500 words

Three Religious - Essay Example In fact, there are fundamental differences in the interpretation and fundamental facts and beliefs of the three religious traditions which make the issue all the more complicated to resolve. To point out an example of the differences in the fundamental beliefs of these religions, the Christian tradition insists that Jesus Christ is the son of God whereas the Jews believe that the son of God is still to arrive. However, there have been convincing evidences in the history of the three religious traditions as well as their beliefs and practices which suggest that the Jews, Muslims and Christians all worship the same God. Thus, a clear understanding of the origin and history of the three religious traditions makes it obvious that Judaism, Christianity, and Islam have a common God in the God of Abraham, Ishmael, Isaac and Jacob. Although one may identify fundamental difference in the understanding of the nature of God in these religious traditions, they all believe ultimately in the same God. The God of Abraham, Ishmael, Isaac and Jacob in Judaism, which is historically the first to commence, is the same God of the Muslims and Christians. The similarity in their faith in God becomes palpable when one recognizes conspicuous resemblance in the history of Abraham in the three religions.

Tuesday, October 29, 2019

Rights of the Child and the Childcare Essay Example | Topics and Well Written Essays - 1000 words

Rights of the Child and the Childcare - Essay Example Being young human beings, children cannot and are not allowed to acquire certain rights that adult humans enjoy. Due to their premature and underdeveloped intellectual, emotional, social, and spiritual faculties, they are not permitted by laws to vote, to marry, to engage in sex, etc. that only fully developed humans are able to responsibly do. It is because of children's limited power that critics question the capacity of children to have rights. Advocates of the will and interest theory of rights argue that a right is protected choices that only those who are capable of exercising can enjoy (Archard). But, in response to will theorists, it is also due to children's limited power that spurred the need to give them a set of special set of rights distinguished from adults. The Universal Declaration of Human Rights proclaims that 'childhood is entitled to special care and assistance (Article 25).' This has entitled them to enjoy a new set of rights that the government of UN member countries should uphold and protect. This is what the United Nations Convention on the Rights of the Child contains. One of the primary violations of children's rights is child abuse. ... Children suffering from these may experience serious negative effects that would largely impair the growth of an abused child. Low self-esteem, depression and anxiety, injury, criminal and anti-social behavior, delinquency, or even death could from these. Protecting children from impaired development of their faculties provides them the need for a different set of rights that adults should respect.  

Sunday, October 27, 2019

Leadership and the current leadership approaches

Leadership and the current leadership approaches The literature review will start by a brief definition of leadership and current leadership approach. It also specifies the concept of modern management which will be discussed with directive towards the modern management approach and capabilities. The relationship between the leader and follower will be explained. In additional to that changed nature and perception changed from the modern face of the businesses will be explained. Current leadership, modern management approach and the current practices of businesses in todays market place are defined and the literature will explore how current leadership and modern management are inter-related or overlap; considering the global concept or face of todays businesses. 2.1.1 Leadership: As a Definition In last 60 years, scholars gave 65 different definitions regarding the dimensions of leadership (Fleishman and others., 1991) and also difficult to understand as it depends in which it is classified and perceived. According to Buchanan and Huczynski, (2007), Leadership is symbolized as power, authority and influence. Moreover, the organizations of current business concentrate mainly on the building of team, formation of the networks, and to plan knowledge to achieve a common goal. In the competitive business world leadership seems to be diminishing due to the usage of power and authority when taken in to consideration. In the present trend leader is considered as an individual with the goals and ability to lead the bottom hierarchy to reach the goals of an organization. Another definition given by Northouse (2007) defines leadership as Leadership is a process whereby an individual influences a group of individuals to achieve a common goal. Bass (1990, pp. 11-20) also defined the term leadership as, a process where the leader is at the centre of group change and activity and embodies the will of the group. During the period several scholars gave various theories of leadership and author will explore more about the theory widely accepted and most relevant leadership theories which are adopted by modern business practices. Management and leadership have some common characteristics; leadership has been defined as a process of influence leading to the achievement of desired purposes. Whereas management involves, the efficient and effective maintenance of an organizations current activities, and the implementation of policies (Bush and Glover, 2003), which differentiates it from leadership. The theories of leadership suggest that an effective leader has a great influence on the team and the organizational goals as the behavior of the leader influences the behavior of an individual. Burns (1978) proposed two forms of leadership in particular which compromises transactional and transformational. Transactional leadership focuses on the real motives or goals of the organization, be it political or managerial and concerned about the overall organizational development (Burns., J.M, 1979, pp.11). The transactional leaders and followers exchange of needs and services are to accomplish independence objectives (Ser giovanni, 1991). In transformational leadership, a leader engages with others and creates a connection that surges the level of motivation and morality in both the leader and the follower (Northouse, 2007, p. 176). The transformational leadership theory relates to the intellectual stimulation and charisma of the individual leaders (Bass, 1985). The transformational leaders have the ability to create support for their vision by empowering others to take responsibility and powerfully project it. According to Bennis (1993), transformational leaders penetrate the soul of others and affect their awareness to strive for greater ends. Thus, it is challenging to create a leadership talent pool. Leadership activities can be demarcated, defined or outlined and learning opportunities created. Still certain qualities are specific and needs to be selected into the talent pool and needs development at personal level than professional or technical. There is a growing recognition that there is a need to acknowledge the importance of leadership feature for organizations competitive edge (Gibbons, 1999). It is essential for betterment of the current practices and also for transformation of the organization for the future. This learning is sustained or exists in the organizational processes and systems and not just in individual minds of its members and the leadership that solely relies on the heroic efforts might not be sufficient when changes are required in large systems (James., K, CEML, June 2000). 2.1.3 Current leadership approach According to Perren., L (CEML, 2002), over the recent year there have been seen significant changes in what is required of good leaders. Those organizations will undoubtedly face serious problems in an ever more uncertain future, whose leaders do not respond to these required new ways of working. The Council for Excellence in Management and Leadership (CEML) reveal significant shortages in leadership skills such as: à ¢Ã¢â€š ¬Ã‚ ¢ Creating a sense of vision in a fast changing environment à ¢Ã¢â€š ¬Ã‚ ¢ Motivating people and leading them through change à ¢Ã¢â€š ¬Ã‚ ¢ Being innovative in products and services and ways of working. The best practice case studies highlighted the following six elements of inspirational leadership. They genuinely care about their people, involve everybody, show lots of appreciation, ensure work is fun, show real trust and listen a lot (cited in: Perren., L, CEML, 2002). The table 2.1 reflects that the followers desire in the leaders; views of both exceptional leaders and best practice case studies findings (DTI, December 2003). From the viewpoint of leaders From the viewpoint of followers à ¢Ã¢â€š ¬Ã‚ ¢ Strong communication storytelling and listening à ¢Ã¢â€š ¬Ã‚ ¢ Genuine shared vision à ¢Ã¢â€š ¬Ã‚ ¢ Passion for learning and intense curiosity à ¢Ã¢â€š ¬Ã‚ ¢ Having fun and very energized à ¢Ã¢â€š ¬Ã‚ ¢ Real confidence and trust in their teams à ¢Ã¢â€š ¬Ã‚ ¢ Focus on developing people à ¢Ã¢â€š ¬Ã‚ ¢ Strong self-belief, coupled with humanity and humility à ¢Ã¢â€š ¬Ã‚ ¢ Respect for employees and customers à ¢Ã¢â€š ¬Ã‚ ¢ Committed to giving something back and to making a significant difference à ¢Ã¢â€š ¬Ã‚ ¢ Commitment to developing people à ¢Ã¢â€š ¬Ã‚ ¢ Clarity of vision and ability to share it with their people à ¢Ã¢â€š ¬Ã‚ ¢ Dogged determination and often relentless à ¢Ã¢â€š ¬Ã‚ ¢ Passion for and pride in what they do à ¢Ã¢â€š ¬Ã‚ ¢ Clear standards of ethics and integrity à ¢Ã¢â€š ¬Ã‚ ¢ Very strong focus on priorities à ¢Ã¢â€š ¬Ã‚ ¢ Not afraid to show some vulnerability à ¢Ã¢â€š ¬Ã‚ ¢ Willingness to take risks à ¢Ã¢â€š ¬Ã‚ ¢ Regular use of reflective periods à ¢Ã¢â€š ¬Ã‚ ¢ Almost universal dislike of jargon Table 2.1: Most prevalent leadership characteristics: Source: DTI, December (2003) The top six ranked attributes of a leader include; Enabler, Team builder, Social adaptability, Enthusiastic learner, Reflective and Self-belief. The other attributes include; Visionary, Legacy Builder, Single Mindedness, Opportunity Awareness, Enthuse, Developer, Values Champion, Consistent, People Champion, Customer Champion, Self-reliance, Proactive and Knowing what works. Three quarters of followers want their leaders to create and demonstrate trust, vision and respect. Particularly the middle and junior managers are dissatisfied with the remoteness of the top management (DTI, December 2003). To understand the relationship between the leader and follower in an organization, it is must that to understand the word follower. In this research follower refers to those who report to a leader in an organization and follow their viewpoint for achieving the goals for their organization. It is an interesting topic to read and find out how leaders and followers are associated to each other in the leadership process which can be a relationship between superiors and subordinates. Leaders need followers, and followers need leaders (Burns et al, 1978, cited in: Northouse, 2007, pp.3). The whole responsibility and burden is on the shoulder of the leader even though there is a strong relationship between leader and follower. Leader is responsible to motivate the subordinates and achieve the organizations goals. According to Buchko., A.A, (2007) indicates that research suggests that the values of a leader are of significant importance while they are also inherited by the subordinates and t he leaders who exhibit a well built value-based behavior of management which tends to inculcate the similar behaviors in their subordinates. The values refer to the similar design and the belief among the people which bind them together in an organization and the common values inherited in an organization which are named as the core or of the inherent values and how they are exhibited has a unique influence on the execution of the firm is represented in diagram 2.1 (cited in: Buchko., A.A, 2007). Consequently it can be said that the strong leadership qualifications and potential have a great impact on value-based management and the total firm execution. Figure 2.1: The relationship of organization values to performance Performance Market share Products Services Business Processes: Marketing Operations Finance Investment Logistics Service Administration Etc. VALUES People: Behaviors Decisions Creativity Source: Buchko., A.A, (2007), pp. 38 Research suggests that the efficient leaders are those people on the basis of which the followers respond to the leaders who tell them that their work is their first priority. To maintain the followers in motivated path and get them involved in era of change, it is critical that the leaders must create a culture in the organization which stimulates the fun at work apart from execution (DTI, December 2003). One of the research on the soft approach of qualifications of leader (Crosbie, R., 2005) indicated the following 8 unique qualifications of leaders: collaboration/ teamwork; communication skills; initiative; leadership ability; people development/coaching; personal effectiveness/personal mastery; planning and organizing, and; presentation skills Leader must also be able to develop collective self confidence, give voice to all people, and view leadership as learning. The idea of leadership just being about having a vision, aligning and selling it to people is a bankrupt idea (James., K, CEML, June 2000). This is supported by Edge (2007, pp. 039), suggesting that in todays business organizations the work of leading and managing potentially involves multiple leaders including individuals who have not had any formally designated leadership and management positions and does not just include the CEO or leadership teams. 2.2.0 Endeavour to relate management and leadership skills, capability and abilities In this research modern management has to be defined to link between management and leadership attributes. In modern times management and leadership are inter-linked, therefore it is must to have knowledge about management and leadership skills, capability and abilities and both are required in modern managers and leaders. So, it is important to examine and investigate the existing literature on these attributes. 2.2.1 Modern management approach In modern era of management, the directors should have a complete understanding of leadership because it is one of the independent activities important to influence one of the four functions basic managerial functions apart from planning, organizing and controlling. Leadership was considered qualification for a success of organization and along with the rise in technology and the international business, leadership is given more preference. In todays business world manager requires more skills apart from management skills (Certo, 2003). Weekes, S (2007), supported and also suggested to apply the significant changes so that individuals at all the levels have a capability to make decisions and become future leaders. To achieve the organizations success the executive has to understand the difference between managing and leading and also combining them when needed. Weekes recognizes that the combination should show a calculated focus on the process of organization (management) with the tr ue concern for the workers (leadership) (The Edge, 2007, pg. 026). 2.2.2 Defining management skills Decision making is one of the prime factors in management includes capacity to explore and identify opportunities to make use of resources efficiently. The principal elements included in management and leadership practices include managing people, process, structure, strategy and innovation. Critics also argue that managers need to have shift management capabilities from risk averse, hierarchical approach towards the approach that is more people oriented. It is also associated attributes such as inspiring, developing talent and performance management by providing clarity (IES, 2006). Other skills like organizational skills and technical knowledge which are also defined in literature (Tamkin, P., and Denvir, A, 2006) are depicted in table 2.2: Table: 2.2 Skills needed by todays managers Creativity and the management of change: Robert Chia (1996) strongly argues the need for managers to develop entrepreneurial imagination. Innate factors: According to Mabey and Thomson (2000); the most important factors in making an effective manager are experience, personality and inherent ability. Beech (2003) also strongly supports this. Soft skills: Mabey and Thomson (2000) suggest that the skills most needed in this century are the softer skills leadership, team working, people management and customer focus. Generic Skills: According to the Council for Administration management skills are considered as a specific category of generic skills. They support that the management skills are no longer constrained to Managerial occupations. Customer Relations: Chartered Management Institute concluded in the survey that customer relations are rated as the most important determinants for organizational future success by the managers. The need to manage change: According to Winterton et al., (2000) new management development activities are required for need to manage change. Leadership and strategic thinking: According to Kettley Strebler (1997) senior managers need to think strategically, analyze information, solve problems and make decisions. Source: (Tamkin, P., and Denvir, A, 2006) 2.2.3 Management and leadership capabilities The core areas of capabilities development in management and leadership by the modern professionals, who are responsible to both their staff and people who rely on them for services, has been shown in Table 2.3: The author argues that the below mentioned skills and capabilities required in managers cannot be achieved unless a communication channel with followers is developed by a manager. The key skill of communication is to link all these areas and the ability to engage people is the area of critical success regardless of the area of endeavor (CEML, April 2002). Also, there is an increasing complexity in todays businesses and poses multiple challenges which requires both management and leadership skills (ibid). Table 2.3 Capabilities required in managers Leading Strategic Direction: This includes capability to match the external threats and opportunities with internal strengths and weaknesses. Also, includes potential to act as catalyst for strategic decision making, quality and innovation. Managing Client/Customer Relations: This suggests a clear understanding of who the customers or clients are and what they want? About their environment and what will make them happy and satisfied with the services. So, it includes delivering a quality service, relationship building and ability to measure effectiveness and satisfaction. Managing and Leading People: It includes elements such as developing shared values and inspiring shared vision. Supporting and developing teams and individuals and optimizing diversity and talent. It includes the performance management capability of effective delegation such as, setting clear objectives, reviewing achievements, giving feedback and recognition. Making it Happen: It includes operational planning, resource management, project management, operational planning and continuous process improvement. Source: CEML (April, 2002) 2.2.4 Management and Leadership Abilities In competitive world of business managers has to face multiple challenges which require both management and leadership skills. In large organizations, there are many pressures on managers to perform and to be accountable for multiple stakeholders. For efficient running of an organization executive has to motive, inspire and also guide their vision fits with both the interests of other stakeholders and the reality of the changing world. The management competence and leadership abilities previously were limited to needs such as abilities to inspire, motivate and enable people to do things differently to achieve newer levels of performance and customer satisfaction which in turn resulted in lacking of managers and leaders for the modern organization. Figure 2.2 (For detailed figure refer appendix C) depicts the Management and Leadership Abilities Framework, which clearly highlights the crucial combination of people abilities, task abilities and thinking abilities that lead to excellence in management and leadership in an organization (CEML Final Report, 2002). Figure 2.2: Management and Leadership Abilities Framework Source: CEML Final Report (2002), pp. 11 Thinking abilities are represented by thinking strategically. Task abilities include the abilities to manage information, manage resources and manage activities and quality. People abilities include the abilities to manage relationships, manage self, manage and lead people and lead direction and culture (Perren, L. and Burgoyne, 2002). Management and leadership are the key factors for the success of an organization and complement each other (Darling et al., 2007) and can be seen as two overlapping functions. The fundamental differences between management and leadership are: Managers administer; leaders innovate. Managers maintain; leaders develop. Managers control; leaders inspire. Managers are short-term oriented; leaders long-term. Managers ask how and when; leaders ask what and why. Managers typically imitate; leaders originate. Managers accept the status quo; leaders challenge it. Managers do things right; leaders do the right things (Darling., J.R and Nurmi., R.W, 2009, pp. 206). In spite of the fundamental differences as quoted above which reflect on the differences in types of personality; it does not specify which one is better than the other because the two sets of functionalities are necessary for the good execution of an organization. In the order with the expertise in the two paradigms that an individual must develop, learn and consolidate the attributes which were not inherited in basic personality (darling., J.R and Nurmi., R.W, 2009). 2.2.5 Benefits of leadership and management skills in managers A good leadership and the management are the primary basis for delivering services, quality of execution, investment and productivity obtained in the public and private sectors. The principal elements included in management development considers: existence of education and qualification, formal and informal training, job based learning or experience personal factors or motivation and engagement (Tamkin., P and Denvir., A, 2006). A better execution of organization due to the good management would carry out to: Managers with better skills who can be associated with greater innovation, performance, business growth and also higher survival levels of business. Managers with better skills to implement better management practices, i.e. good quality processes, RD activity and people management. This would be associated with better performance. Recognition of higher level of skills by labor markets would lead to better managers receiving higher salaries, being promoted more and less likely to face unemployment (ibid). The executives also show the capacity to adapt to change constantly and to fast mobile environment of businesses and in this manner they carry their people with them by the process of the change. Several benefits include (EFQM, 2003): Clarity of purpose and direction within the organization. A clear identity for, and within the organization. A shared set of values and ethics. Consistent and role model behaviors throughout the organization. A committed, motivated and effective workforce. Confidence in, and within the organization even in turbulent and changing times In the present literature review it is obvious that a true mixture of skills, capability and ability is the need for the hour of the modern directors to be good leaders. So at this stage it will be interesting to study the nature of the modern business. 2.4.0 Comparative quality and performance of UK management The IES (Tamkin et al., 2006) explored the quality of UK management both within UK as well as the non-UK multinationals. The negative aspect was that the UK managers are risk reluctant and unwilling to treat the poor execution or conflict and are overly hierarchical. Positive side they were sensitive and entrepreneurial. It was seen that one-third of managers and half of the juniors managers evaluated the quality of leadership; particularly inspiration as poor in their organizations with development of leadership given a low suitability by employers. Research suggests that employee view about their manager reflects on their attitudes towards work and the fact results of businesses. According to Rucci et al. ,1998; Barber et al. ,19992 ; Purcell et al. 2003; there is a growing importance of managers role in motivating staff (cited in: DTI, 2003). It was noted that UK companies are less strategic and less forwards focused. The established companies always seek for empowering, energetic and people focused managers. On the other hand it is seen that the problem is with the lack of vision and strategic direction in the organizations rather than the possibilities of management in UK and consequently it is question of leadership rather than direct management (Tamkin., P, Mabey., C and Beech., D, April 2006). It has been argued by Darling., J.R and Nurmi., R.W (2009) which until recently it was thought that top level management should only work on the strategies and leadership was considered as part of skills in the middle-managers and the supervisors. They propose that it is now clearer that to successfully delegate and apply the strategy; not only the middle-managers and supervisors but also top management are necessary to explain leadership skills since they discover the strategy and constitute the essence of its existence. Thus, it is accepted, is carried out and well understood that planning and implementing a strategy are not two separate enterprises and they tend to over-lap organizationally (ibid). Survey of followers at various levels of management functioning in the large variety of organizations in UK confirms that the todays labour is sophisticated, informed and diverse than before and so people are still looking for an organizational leadership which is different and better. Research suggests that the organizations did not evolve effectively to satisfy the needs of todays high performance workplace. Existence of an excessive command, control and bureaucracy behaviors in UK organizations which result in inhibition rather than improvement of the organizational performance (DTI, December 2003). With the issues of management and leadership; it is discussed that UK companies are less advanced in context to creating a progressive structure for the development of management and also in linking HR practices to the business strategies. The organizational culture becomes less flexible while companies are becoming more established and developed further. One requires it for them to ev oke their drive and dynamism (Tamkin., P, Mabey., C and Beech., D, April 2006). So, it can be suggested that there is an urgent need to develop the management and leadership skills in the organizations in order to meet the demands of current business environment. 2.4.1 Management and Leadership development (MLD) and its context in an organization An effective and competing business response is to create new business structures (Tamkin et al., 2006) and the essential key with this is to discover how to do; which again places more requirements on managers. Porter and Ketels (2003) proposed that to succeed with the strategies of company towards higher level of innovation, goods and services; change in point of view is must. It is also essential for the managers and leaders to distinguish between the task leadership and the process leadership (Rees., W.D and Porter., C, 2008). They stated that if task is too complicated and the leaders become too much implied with task and neglects leadership process; it can have poor consequence in group performance. In order to achieve this distinctive quality of a leader; the individual needs to gain some experience. Consequently, in an organization the managers cannot begin their careers at senior levels undertaking strategic responsibilities; with the difference of the directors for which th e route is much of clairifiant with the role and the sets by convention definite of responsibilities. But even for managers at the entry point is as specialist and then they progress in their career undertaking managerial responsibilities later (Rees., W.D and Porter., C, 2008). So it is understood that the excellence of an organization depends on the leaders who have the uniformity in their execution and vision. The leaders at various levels in such organizations combine and they motivate and inspired their employees as well in the organization towards the model behavior by excellence, performance and role model behavior (EFQM, 2003). As also indicated by Darling., J.R and Fischer., A.K (1998) that at a multinational firm the management team is mainly enhanced by each individuals interactive style which can together affect the collective achievements and individual accomplishments. The EFQM model as shown in figure 2.5 (cited in: Augustus, E.O et al, 2005), highlights the other crucial aspect of leadership such as; people management, policy and strategy, performance management that includes people, customer and social results (Armstrong, 2006, pp.124) other than a process to achieve results. Fig. 2.5 The premise undermining strategic quality management, TQM and EFQM Excellence Model Source: Augustus, E.O et al, (2005) and EFQM, (2003) Effective leadership management teams are integration of four styles of behavior known as; Relater, Analyzer, Director and Socializer in each individual. Thus, leadership skills and capabilities are essential in every management workforce than just one or few individual who head the company (Darling., J.R and Fischer., A.K, 1998). Although management and leadership are now considered on current basis of similar structures and even to a large level as interchangeable but at same point of time Darling, J.R and Nurmi., R.W, (2009) argue that these two organizational roles are distinguishing responsibilities. They propose that management positions includes responsibilities that come with the particular position in an organization and managers must essentially have managerial competencies such as lawyers, doctors, artists etc. leadership refers to the personal skills and abilities such as vision, communication and influential aspects of their capabilities. Despite these differences; Darli ng., J.R and Nurmi., R.W, (2009) support the fact that combination of these two roles is beneficial and valuable (Collins and Porras, 2002) for the success and development of a firm. On the other hand Svensson., G and Wood., G (2005) argue that even though it is favorable to have effective leadership in management that characterizes higher degree of skillfulness but in minor or major level the coincidence of timely precision at the right place, right time rather than skillful leadership; is responsible for the success of an organization. It was also supported by Rees., W.D and Porter., C, (2008) suggested that the effective leadership and management engage a commitment to set appropriate skills that match with situations. Understanding the requirements of leadership in a particular circumstance can help people adapt to the changing situation, but not necessarily it could be in a significantly different situation where the ability of people to adapt may be restricted. Therefore, they suggest that however some skills can be developed but it is unlikely to develop the skills which are consistent with the basic personalities of people aspiring to be leaders. At the s ame time, the generic qualities which are associated with leadership and also abundant to expect all these qualities in one individual are quite unrealistic. With all these issues the individual must have specific expertise which further adds on to the problem (ibid.). Borgelt., K and Falk., I (2007) suggests that the effective leadership is based on the collective leadership intervention and not on attributes in a single leader to achieve organizational goals. Falk (2003) supports this by stating that the attributes or qualities of an individual leader are necessary but for an effective leadership it is not sufficient. So Borgelt., K and Falk., I (2007) suggest that effective leadership occurs through a more strategic approach towards management and leadership as shown in figure 2.6 that includes four stages namely; trigger stage, initiating stage, developmental stage and lastly management and sustainability stage. Figure 2.6: The design of effective leadership interventions Source: Borgelt., K and Falk., I (2007, pp. 126) Cook, P (2006) argues that, for the management and leadership development (MLD) the employers responsibility becomes increasingly crucial factor and many organizations are now taking responsibility for developing the necessary leadership skill needed in their managers more proactively. Author suggests that to gain a true value of MLD, each organization performance index in harmony with the needs of that firm. According to which the company can analyze various factors such as; what needs improvement? How to evaluate the improvements been made? Therefore, following these principles to enhance or incorporate the MLD; can be a valuable investment for the organization. 2.5.0 Summary In the literature the author has delve into the most relevant leadership theory of 21st century which is flip-flop approach of leadership. The general leadership means of arriving with key leadership skills as noticed by the followers and by different scholars has been deliberated. The essential business leadership and management abilities have been investigated. The passages of modern businesses have been investigated t