Dickens reveals Essay

Dickens reveals the extent of Pips moral decline when Joe comes to see him: Pip is far more arrogant and condescending. He hires a servant to announce Joe’s coming and dress himself up as well. He greets Joe with â€Å"Joe, how are you Joe? † very haughtily because Joe repeats it as Pip said it – â€Å"Pip, how AIR you Pip? † Joe is completely thrown and does not know how to react to the furnishings, decor, clothes and aura that Pip obviously thinks a gentleman should have. Pip regards Joe’s table manners with great disdain and embarrassment in front of Herbert as Joe â€Å"sat so far from the table, and dropped so much more than he ate, and pretended that he hadn’t dropped it† Dickens is showing how egotistical Pip has become because it wasn’t so long ago that he had exactly the same manners. Pip feels â€Å"impatient of him and out of temper with him. † Joe also notices Pip’s change and is aware of the gulf that is growing between them, Joe knows he’s â€Å"wrong in these clothes†¦ out of the forge†¦ the kitchen, or of th’marshes. † Joe doesn’t belong in Pip’s clothes in the same way that Pip doesn’t belong in his old world. By this time Pip is at the height of his self-important, arrogant, smug life. In Chapter 34 Dickens presents the start of Pip’s gradual moral recovery, although this is slow to begin as Pip and Herbert join the Finches of the Grove, a very expensive gentleman’s club who dined luxuriously and â€Å"spent a lot of money as we could, and got as little for it as people could make their minds up to give us†. They had no purpose apart from self gratification. Pip finally understands as he gets more and more into debt the effect this is having on Herbert: â€Å"My lavish habits led his easy nature into expenses he could not afford, corrupted the simplicity of his life and disturbed his peace with anxieties and regrets† As Pip grows accustomed to his great expectations he’s not comfortable and battles with his conscience over actions and feelings towards Joe and Biddy; he becomes wistful for his old life and thinks: â€Å"With a weariness on my spirit, that if I should have been happier and better if I had never seen Miss Havisham’s face, and had risen to manhood content to be partners with Joe in the honest old forge† He yearns for the forge fire instead of his fire in his gentlemanly residence, and wants Joe and his old life back although does little to achieve this. In contrast Dickens himself did not inherit his wealth but publicly strived and worked hard to achieve his goals, in fact one of the factors of his death was over working and so possibly didn’t approve of the idle rich’s lavish lives and spending. Dickens uses Magwitch’s revelation and Pip’s reaction to show Pip’s moral degeneration. When Pip first discovers that his benefactor is not Miss Havisham but Magwitch the convict he is aghast, he â€Å"seemed to be suffocating† such was the â€Å"abhorrence† of him and â€Å"the repugnance with which I shrank from him. † Pip has to swallow the bitter pill that his rise to the status of gentleman was caused by someone so low in society, and that cost him his relationship with Joe. He feels guilty and full of shame, but maybe if Pip was less concerned about his social status he would have been more sympathetic to the habits and needs of Magwitch. However, the convict holds power over Pip because Magwitch is his benefactor, its Magwitch’s money that has funded Pip’s life of comfort and luxury and Pip has become totally dependant on that money and in turn on the convict: â€Å"I began fully to know how wrecked I was, and how the ship in which I sailed was gone to pieces. † In Pip’s conversation with Herbert, following the revelation by Magwitch, Pip displays the growing awareness of his failings: â€Å"I am heavily in debt, very heavily for me, who have now no expectations and I have been bred to no calling, and I am fit for nothing. † Pip’s attitude now changes to Miss Havisham when he learns that she is no longer his benefactor and that she has hurt him on purpose in her attempt to antagonise her relatives. He becomes direct in talking to Miss Havisham and wants to know the truth and is quite confrontational – â€Å"when I fell into the mistake I have so long remained in, at least you led me on? † He questions Miss Havisham pushing her to admit that she deceived him and we now see that he is willing to stand up for what he believes and not be just a passive victim. Estella reports to him that she will be married to Drummle, Pip’s enemy, and at first he is grief-stricken but then he becomes earnest and selfless (the moral qualities of a gentleman) putting her happiness before his own, and pleading with her that she marry someone worthy of her, but not Drummle. Finally he blessed her in which ever path she takes and this is very thoughtful and generous of him, he asks her â€Å"don’t take him, and I can bear it better, for your sake. † Pip discovers that Molly is Estella’s mother and Magwitch is he father so it is ironic that her background is very similar in status to the life he was tempted away from. Despite the breeding of Estella and Miss Havisham they both chose in Drummle and Compeyson to marry men with none of the moral qualities that a gentleman should have. Pip is so concerned for Magwitch that he and his companions put together an escape plan, Pip’s willingness to do anything to save his friend who has â€Å"changed and softened† as much as Pip has is very clear and yet another attribute of a gentleman that Pip has gained. The reality of their situation is very obvious to Pip and â€Å"I thought of the night of his return when our places were reversed, and when I little supposed my heart could ever be as heavy and anxious at parting from him as it was now† All Pip’s repugnance of Magwitch has gone and in its place is love, care and compassion for a friend and father figure, virtues not apparent when Pip was rich with wealth but not morals. He stays with Magwitch after they are caught instead of trying to separate himself from the criminal character which used to disturb him so much at the height of his expectations. â€Å"In holding the hand that he stretched forth to me†, despite Magwitch’s request for Pip to disassociate with him at the trial, Pip shows his true morals by vowing to stay by his side. Pip publicly displays his support to his friend and doesn’t care who sees it or who doesn’t; all that matters to him is Magwitch. While caring for the sick convict in prison Pip waits out side before visiting hours and is allowed, by the guards, to stay after hours with Magwitch, which shows that event the guards who don’t know Pip, are touched by his behaviour. After Magwitch’s death Pip falls ill from the stress and Dickens uses the imagery of the fever burning away any snobbery and negative areas of gentlemanliness that hasn’t been removed already; this is a real push forward in Pips moral recuperation. He refers to Joe, who is caring for him, as â€Å"a gentle Christian man† and this implies what Dickens thought a gentleman should be: a man with Christian standards and morals at his centre. Pip is so overwhelmed by Joe’s kindness and feeling that he doesn’t deserve to have it, he demands that Joe: â€Å"look angry at me. Strike me, Joe, tell me of my ingratitude. Don’t be so good to me. † When Pip is well again he travels back to the marshes to marry Biddy, but he finds Joe and Biddy happy on their wedding day. He is happy for them instead of angry or depressed and is relieved that he never mentioned proposing to Biddy to Joe. Dickens uses Pip’s reaction to Joe and Biddy’s wedding day to portray the extent of Pip’s moral growth. This further reinforced Pip’s selflessness and there fore even more personal moral improvement. In my opinion Dickens wanted to Pip to continue moving forwards with and his new life with Herbert, his job in the east instead of moving backwards to the marshes and forge after his hard-learnt transition. At the end of the novel Pip has a new sense of purpose in his new life with Herbert and a new job, his values now are genuine and honest. When Pip comes back to the forge eleven years on he finds that Joe and Biddy have had a son who is called Pip after him, underlining that Pip has turned onto a well respected gentleman in the moral sense. Big Pip takes Little Pip to the church yard and this is exactly the same turn of events that Big Pip experienced all those years ago. It symbolises a new beginning for Little Pip and that Big Pip will take the place of Magwitch as a guardian angel and second father to Little Pip just like Magwitch was to him. It is ironic that at the start of the novel that Pip was repulsed by the convict but now at the end of the novel he loves him and is taking on Magwitch’s role and persona. Dickens again presents the image of Satis house has being torn down to symbolise the end of Pips moral diversity. Dickens uses the ivy as a symbol of Pip’s new start in the east and his reassessed morals. Like the ivy, Pip â€Å"had struck root anew and was growing green on low quiet mounds of ruin† Another new beginning is Pip being reunited with Estella, in the previous era she was untouchable even with Pip’s money and luxurious life, but now Estella has understood that being a gentleman is not all about money but about the good morals and experience that Pip has developed through out the novel. I feel that at the end Pip is a real gentleman, but in today’s standards, he values love, friendship, sincerity and kindness more than social status, he is living a life of his own making and that he earns honestly. He was only a gentleman in Victorian, upper-class eyes when he had great wealth and expensive habits and didn’t necessarily have any standards. This gives us an indication that although Dickens was a Victorian he thought that a gentleman should be like the later Pip and he presents and demonstrates this view by the way he presents Pip’s moral development during the novel in the relations between Pip, Joe, and Magwitch.

Negotiating a Salary Increase

Many factors outside of the employees control determine salary increases. Many reputable companies give employees handbooks that vaguely outline pay increases. In an uncertain economy, salary negotiations require preparation and keeping accurate records on the employee’s part. The key to successful salary increase is to convince the employer that the company cannot afford to do without the services the person who is asking for a pay raise is providing. Remember the person is always replaceable. The services that person provides should not be easily replaceable. The negotiation for a salary increase starts the first day the person starts working the company. Every employee should bring at least one unique contribution to the company that he or she works for. The strategy of these contributions should never be discussed with anyone. Unique contributions always stand out. No one can hide an excellent sales person or customer service representative at any level. Employees who have unique marketable skills cannot be easily copied. Having skills that are an asset to the company eliminates the human resources viable reasons for not giving the employee the salary increase. Appearance plays a big psychological part in negotiating salary increases. Upper management companies always expect their staff to dress professionally. In entry level positions, the employee’s salary can be determined by dressing better then what is expected. If uniforms are required, dressing up will take a little creativity. Ladies can wear extra jewelry. Gentlemen can go through the extra expense of having their uniforms dry cleaned. In business type atmospheres, manicures for both men and women to psychologically give the impression they are valuable to the company.   On the day of salary negotiations and evaluations, dressing better then usual is psychologically effective. Have an exclusive shoe wardrobe. When it gets to salary negotiations, never volunteer your salary requirements (Goodman 2002). When filling out the job application or submitting a resume, the applicant should never list an amount for salary. On the day of salary negotiations, the human resources know what the employee will accept. Salaries are dependent upon the employees past work history. This is all verifiable by social security numbers. It is to the employee’s advantage to do a background check to verify the information in their records is accurate. If the information the applicant is putting in writing conflicts with what is in the databases, he or she will never be told. Even if the information comes out to be inaccurate, the management already formed a permanent opinion. Be selective about the company. The financial investors and presidents are uncertain about the future financial status of the company. Do some research to determine what others are earning (Lloyd, no date given). Doing research will be well worth the time when negotiating salaries. Psychologically, an employee feels much more confident when the day comes to negotiate salaries if they feel they are prepared.   The employee should keep an accurate, detailed list of all the accomplishments that was valuable to the company. Remember that salary negotiations start way before the day the arrangements are made. Keep a professional, formal relationship with the management and co-workers. It is a good policy to never have conversations that includes anyone who is not present. The most successful negotiators will feel a lot more confident if they have a plan to compete with the organization or business if turned down for deserved pay raises. Works Cited: Goodman, P. â€Å"Landing a Plump Package in Tough Times† Business Week, com 4 Feb 2002 Lloyd, J â€Å"How to Negotiate the Salary You Deserve† Labour Protect.com No date given               

Case Report of the Alaska-Airline Disaster

This case report discusses about the Alaska-airline crash that has occurred on Jan, 31, 2000 at California. The causes, contributing factors, potential hazards and safe- guards that were ignored in accordance with air crash were discussed. This incident teaches a great lesson to the world to prevent future air- accidents and the inadequacies in policies to prevent loss of life and property.   Ã‚  Ã‚   The most miserable disaster of Alaska-Airline took place on 31 st January, 2000 at approximately 1621 Pacific- Standard time. The flight 261 that involves MD (McDonnell Douglas) - 83, N963AS was crashed at approximately 2.7 miles in the Pacific Ocean specifically at the north side of Anacapa- island of California. All the people in the flight that includes two pilots, three crew-members of cabin as well as 83 passengers were killed with destruction of the flight by impact forces (Carmody, 2002). There were dozen causes that have contributed to this disaster and have taught a great lesson about flight maintenance.    The main cause is that the in-flight failure of the acme- nut threads that is present on the jack-screw assembly (trim system) of the horizontal-stabilizer of flight has occurred. This has lead to the loss of pitch control of the flight. NTSB (2003) has stated that the jack-screw assembly is the most integral as well as crucial part of the trim- system of horizontal-stabilizer that acts as a critical airplane system and the destruction of this jack-screw assembly has caused the flight disaster. Moreover, the thread failure has occurred due to the insufficient lubrication that has lead to the excessive wear of the Alaska Airlines (Cockpit database, 2000). Basically, there was a fault in the fundamental MD- 83 flight design as it has no fail-safe design to counteract the thread loss of the total acme-nut that has lead to the catastrophic effects. In this disaster, improper adherence to the maintenance process as well as inspection of the jack-screw parts has exacerbated the design fault and has resulted in crash (Carmody, 2002). Another factor that has contributed was the extended interval for lubrication process. The Federal aviation-administration (FAA) has approved the extended lubrication interval that has contributed to the missing or improper lubrication. This has resulted in the complete wear of the threads of acme-nut. Further, increased interval for end- play check with approval from FAA for extension has allowed to the excessive wear that has progressed to failure without detecting the flaw. The horizontal-stabilizer has stopped working to the commands of the pilot and they were unable to rule out the cause. The acme- nut threads have worn inside the horizontal stabilizer and were sheared off completely. Then, the acme-screw and nut has jammed that has prevented the movement of horizontal-stabilizer. Later, the jam was overcome that has allowed the acme-screw to pull acme-nut causing the airplane to pitch downward (NTSB, 2003). It had lead to the (low- cycled fatigue) fracture of the torque tube again lowering the pitch from which regaining is impossible.   The use of auto-pilot at the time of horizontal stabilizer jam was inappropriate. Moreover, lack of checklist to land at these circumstances is an additional drawback. The pilots were not provided with clear guidelines to avoid experimenting with improper troubleshooting measures (Woltjer, 2007). The slats and flaps should have extended by the captain when the flight was controlled by the configuration after initial drive. The acme-nut threads were found to have worn extensively due to ineffective lubrication on the acme parts that have lead to the disaster. The recovered acme showed dried degraded grease that suggests that, it was not greased recently. The post-accident interviews of SPO-mechanic indicated that they had no knowledge to lubricate acme (NTSB, 2003). The safety board concluded that inadequate lubrication and lack of standard measures have lead to the accident. Fig: 1 shows acme-nut with plugged grease Increased pressure in the flight maintenance area in correcting, maintaining and delivering the flight in given time has contributed to this disaster. In this disaster, they have falsified the records that the flight has passed through the inspection process due to the increased pressure on them to make a scheduled return (Carmody, 2002). The measurements have showed that the jack-screw was in the brink to wear out and requires to be replaced by a newer jack-screw: but as it may delay the departure time, they have altered the record to be airworthy (ATEC, 2005).  The maintenance persons don’t have assertiveness to speak about the importance of lubrication and replacing the wear to the company.   The maintenance personnel have not helped the pilots when they were at horizontal-stabilizer problems. The safety issues in this accident include improper lubrication with inspection of the jack-screw, extended end-play check-intervals, over-haul procedures of jack-screw and design with certification of horizontal-stabilizer, maintenance program and FAA’s inadequacies has lead to disaster. Standards should be issued to pilots with the instructions to handle mal-functioning situations. NTSB (2002) ordered MD flights to replace dried greases with fresh grease. The size of the access-panel was increased to lubricate the jack-screw properly (FAA, 2002). The lubrication procedure for jack-screw was established as an inspection item to be signed by an inspector. The existing intervals were reviewed to identify the fault in the flight components. NTSB (2002) has conducted an evaluation and has issued a report with recommendations for maintenance. Improving fail- safe mechanism in MD design, promoting end-play check interval, issuing newer certification regulations and policies for horizontal stabilizers ensures safe air-travel. ATEC. (2005)  Incorporating Air Transport Association Codes into Maintenance Curriculum, ATEC Journal, 26 (2). Available from Aviation Technician Education Council [Accessed 28/02/17] Carmody, C.J. (2002)  Aircraft Accident Incident Report. Loss of Control and Impact with Pacific Ocean Alaska Airlines Flight 261 McDonnell Douglas MD-83, N963AS About 2.7 Miles North of Anacapa Island, California January 31, 2000, National Transportation Safety Board, Washington, DC:   National Transportation Safety Board. [Accessed 28/02/17] Cockpit database. (2000) Cockpit voice recorder database. Available from https://www.tailstrike.com/310100.htm [Accessed 28/02/17] FAA. (2002) Accident Board Recommendations, U.S.  Department  of  Transportation. Available from https://lessonslearned.faa.gov/ll_main.cfm?TabID=1&LLID=23&LLTypeID=4 [Accessed 28/02/17] NTSB. (2003) Loss of control and impact with Pacific Ocean, Alaska Airlines Flight 261, McDonnell Douglas MD-83, N963AS, about 2.7 miles north of Anacapa Island, California, January 31, 2000 (Aircraft Accident Report No. NTSB/AAR-02/01), National Transportation Safety Board. Washington, DC: National Transportation Safety Board [Accessed 28/02/17] Woltjer, R., & Hollnagel, E. (2007) The Alaska Airlines Flight 261 accident, A systemic analysis of functional resonance. Proceedings of the 2007 (14th) International Symposium on Aviation Psychology (ISAP), pp. 763-768. Available from https://www.diva-portal.org/smash/get/diva2:210824/fulltext01.pdf [Accessed 28/02/17]

Role of a director in a play Assignment Example | Topics and Well Written Essays - 750 words

Role of a director in a play - Assignment Example Its 1971 adaptation to television earned the play’s director Fielder Cook an Emmy award for an Outstanding Directorial Achievement in Drama for a Single Program. Due to these directing successes, The price is a perfect illustration of a director’s role in any production. Rush and Lowe (70) assert that directors are responsible for major decision making, oversight, crew control, text interpretation and play blocking in a production. The director is responsible for all ideas and concepts employed in a production. Therefore, for a success of any single play, relies on the ideas of the director. To discharge this duty, the modern director is expected to develop an overriding theme or main message to pass across to an audience specific to each production or revival, choose a period on which to stage a play in time, determine the theatre space requirements (71), control set design (72), look for the right cast, block or stage the play (73), determine character relationships and lastly, create effects for the audience (74). Director Gary Hynes successfully brings out The Price’s original aim of exploring family relationship, in particularly sibling strife through the two Franz brothers confrontation. Grosbard’s successful direction of the moral standoff between the two brothers (Playbill.com) echoes Gary Hynes later production at the Mark Taper Forum in this regard. McNulty (5) observes that though the play is old fashioned, both directors set it in an attic of a Manhattan brownstone, a quite fitting analogy to the theme of the play. Choosing a theatre for this play is not a difficult task as it does not require much in terms of space, but the design has to reflect a long neglected house and locked away furniture. McNulty’s (5) review critiques Hynes’ set for resembling the â€Å"warehouse of a pricey antique shop†, but credits the director with successful choice of theatre. With regard to casting, the price prior castings have been

What is the connection between Renaissance Humanism and the Protestant Essay

What is the connection between Renaissance Humanism and the Protestant Reformation - Essay Example Martin Luther, who was a staunch reformist, was certainly for this belief, but for him and other reformists, these ideals gave rise to political considerations. As a result of this, the aspects of renaissance humanism that had been incorporated in the protestant reformation, were fossilized with time. Then later Renaissance humanism, led to new advances in thought, but protestant reformation, was static to a large extent. This was in a clear reason to maintain a strong opposition to the Catholics in Rome. (McGrath, 1987. Pg 107) A good example of a protestant belief that is taken from the Renaissance humanism and later was fossilized is the protestant rejection of the deuterocanonical books that is; Sirach, Baruch, wisdom, Judith, etc. this are the extra books in the catholic bible. (McGrath, 1985. Pg 81) Again the Renaissance humanism had started in the early 100 hundred years. This was before the protestant reformation. The renaissance humanism had influenced churchmen and the whole society at large. When Reformation began, there were many members of the Cardinals College who had already been in the Renaissance humanism and were pushing for change in the Catholic Church in Rome. These were the likes of Cardinal Cajetan, who had opposed Martin Luther at the Diet of Augsburg. Therefore, when reformation started, it was quickly absorbed by the European rulers. These Rulers cynically endorsed reformation for political purposes. (Lucas 1986. Pg

Technology in retailing Essay Example | Topics and Well Written Essays - 2500 words

Technology in retailing - Essay Example Retailing can take many form depending on the individual concerned since he/ she may decide to take on a door-to-door delivery system where he/ she goes to the consumer even if they at times might not have ordered the same (Baker, Grewal & Levy, 2004). This at times influence impulse buying. Another form involves the use of a given permanent location that may be a shop, mall or even market place. In this second scenario the customer only buys when they themselves have gone to the said place. From the above small description of what retailing is we can proceed and take a keen look at the various models of retailing we have. The first model involves independent retailers who are basically ones who have built a given business from its inception to its current state. They are those who we call the entrepreneurs who see to it that a business grows from an idea they had, its early stages of growth until it is fully established (Emmitt, 2012). Independent retailers are very different from t he second group of retailers who only acquire an already existing business. These retailers either acquire the business through buying the said business or at times it through inheritance. We can see that these group does not have the difficulties of coming up with a plan and executing it to inception. Theirs is just to maintain and improve on an already existing business. In this group we can say in one way or another may entail franchise where there is a purchase of a franchise which is like buying the legal approval to use a brand name, or the concept and business plan of an existing business. The final model of retailing we look at is the technology based business which involves the use of technology in the acquisition, retaining and servicing of consumer needs. Thus due to a still competition from already existing models of retailing, technological retailing has to establish and follow given guidelines in order to stay among the top models. After all is said and done we have to take a look at the E-strategies used in retailing to one way or another ensure the success and practicality of the retailing business (Baker, Grewal & Levy, 2004). The first option involves offline shopping which we have looked at in detailed in the previous paragraphs. It is also known as bricks where consumers are at liberty to try, feel and even measure or fit on product before they can acquire the said product. This is not to mean that they may accept returns from consumers as this varies depending on the terms and conditions of the retailer. In this category as we have seen may involve clothing stores, supermarkets and malls among other on location retailers. Another very familiar option involves the seeing of the products online and buying the same offline which is commonly known as bricks and some clicks.in these scenario, consumers tend to gather information about a given service or good online via the internet and after some comparison and analysis goes ahead to buy the sa id product in a store that has the same. This strategy might not work for the website operator especially if the site is not part of the ownership of the store (Emmitt, 2012). This is because a consumer might research on a given alien site and proceed to buy the product from a different store thus the website operator gets nothing. Another issue with online research before purchasing is that if the information on the site is

Reflective Diary Essay Example | Topics and Well Written Essays - 1500 words

Reflective Diary - Essay Example Besides, it instilled a spirit of responsibility and team player as each worker was to be held accountable for the development of their respective areas. However, despite such success, Potteries Health Care has not been offering a conducive working environment for all the stakeholders. Despite their dedication to deliver their services to the clients, the employees have been crying foul of stringent policies which have been adopted by the top management. Even if they are meant to increase the chances of the company accomplishing its short and long-term goals, they have been criticized by a section of the labor force who has perceived them to be quite punitive and demoralizing to them. in fact, it might be the reason behind the high level of attrition of the employees (Gomez-Mejia et al 27). According to the latest company records, a high number of workers have left the company. During the past two years, a total of 25 employees voluntarily left the company. Moreover, there were 3 cases of redundancy; 3 dismissed employees while 5 were dismissed while still undergoing their probation. This implies that something must be amiss and henc e needs to be addressed. If everything was okay, no such number of workers would have ceased serving the company. Although they do not represent the total labor force, they might have been some of the most productive employees whose quitting might have paralyzed the company’s progress. For this reason, as a labor unionist, I would like to express my displeasure with the company’s top management. Although it has been in existence for quite a longer time now, the company must be condemned for not failing to safeguard the welfare of its workers. The change in management does not necessarily mean introducing new policies which are meant to promote the company’s progress without necessarily thinking about the concerns of the workers. Even though he was commended for good performance, the hiring of

Research Program Proposal Essay Example | Topics and Well Written Essays - 500 words

Research Program Proposal - Essay Example It is stated in there that " in 1998, for every 100,000 youth in the United States ages 10 through 17, there were 1,751 arrests of juveniles for property offenses". (Frontline: Juvenile Justice 2008) The problem rooted from some cited causal factors. One is the loose responsibility of the educators of the proper education designed for minors. Research shows that there are 70% of juvenile delinquent was caused by educational disabilities (Wright & Wright 2007). The ineffectiveness of the educational system in a certain community is comparable to non-educational system at all. The knowledge and awareness in society and morality that children should learned are not being effectively conveyed to them, thus the possibility to create socially-insensitive individual is in its highest possibility (Diekmann 2004). There are previous programs being implemented for the juvenile justice system to help resolve the social malady. In the United States, designed programs for juvenile justice system vary from states', and universities' concerns. The Juvenile Justice Role Model Program was a program established in 1995 that aims to discipline and emphasizes culture and academic diversity of the students.

The Role of the United Nations in a Collective Security Essay

The Role of the United Nations in a Collective Security - Essay Example Recent international developments, however, have proven that collective security as envisaged by the UN Charter of 1945 is inadequate to meet the exigencies of the times. In the past, the collective security function of the United Nations had often failed because it had become a battleground of the two superpowers which emerged after the 2nd World War. The UN, especially its, however, security functions, was held hostage to the power play of these two countries. Even before the dust of the war had settled, the intense competition for global supremacy between the United States (US) and the Union of the Soviet Socialist Republic (USSR) began to take root into what has been called the Cold War, so termed because despite the intense fighting between the two sides on all fronts it did not entail the use of weapons. This intense conflict between the two superpowers affected the UN and its collective security functions because of its inherent structural defect. It would seem that the name United Nations is not the same as ‘equal nations’ because five of its members are not only given permanent standing but a commanding veto vote. When the organization was established in 1945, the countries which fought together with the Axis powers namely, the US, USSR, the United Kingdom (UK), China, and France were accorded permanent seats in the Security Council (SC) (Krasno 2004). As members of the P5, both the US and the USSR, together with the other three countries, have the sole veto power over any draft resolution of the UN (Zhu & Hearn 1999).

Lies my teacher told me- James Loewen Essay Example | Topics and Well Written Essays - 500 words

Lies my teacher told me- James Loewen - Essay Example He says, â€Å"Some books go way beyond omitting the actor and leaving out the act itself† (Loewen 25). This paper shall seek to explain the key reasons as to why Loewen think that history textbooks used in the high school curriculum are giving students a raw deal. It will also examine the reasons as to why students seem to dislike history classes. Loewen asserts that much of American history isolates children of color in the manner they ignore that those who contributed greatly to the American history were not whites. He goes further to assert that the nature of history textbooks used in American high schools give insufficient information to students. This in turn affects the academic progress of students who join college to pursue History courses (J. W. Loewen). This is because most of the history classes in college are taken up fixing the information that the students acquired in the high school history lessons. He uses his book to analyze the textbook creation and adoption process, as well as explain causes that makes textbooks to turn out to be bad and of low quality. According to Loewen, history is a collection of stories and should not be boring. However, textbook companies have tendencies of leaving out information that reflect badly on the national character. He also connects the boring nature of history to the fact that â€Å"history textbooks do not use the present to illuminate the past† (Loewen). In this regard, students have difficulties comprehending the relevance and significance of history to their daily lives. Loewen also reveals that students dislike history since the subject is viewed as a morality play; thus, touchy areas in the society are not discussed or taught. He says, â€Å"There are three taboos in textbook publishing†¦social class, religion and sex†¦Ã¢â‚¬  (Loewen 34). Loewen asserts that textbooks ignore several historical realities due to many reasons. The main

Ageism Essay Example for Free

Ageism Essay Journal Assignment: A Review of a Study Measuring Ageism in East Tennessee, USA The renowned gerontologist Dr. Robert Butler defines ageism as â€Å"stereotyping and discrimination against people because they are old† (McGuire, Klein, Chen, p. 11, 2008). McGuire, Klein, and Chen (2008) were interested in determining the amount of ageism present amongst older adults in East Tennessee, USA. These researchers also wanted to examine the types of ageism reported by such individuals. McGuire et al. 2008) hoped that their results from this study would be a precursor for creating strategies to fight ageism in the region. Method McGuire et al. (2008) used convenience sampling methods to recruit community-dwelling older adults. The researchers were interested in surveying individuals 60 years of age or older (McGuire et al. , 2008). They obtained 247 participants who qualified for the study (mean age = 74; 75% females). The survey was administered at eight locations in four counties in the East Tennessee area (McGuire et al. , 2008). Of the eight survey sites, five of them were considered urban/suburban while three of them were considered rural. There were 151 participants from the urban/suburban sites and 96 participants from the rural sites (McGuire et al. , 2008). McGuire et al. (2008) utilized a cross-sectional survey design involving the Ageism Survey. The Ageism Survey is designed to measure the frequency of ageism in different societies, determine which subgroups of the elderly report the most ageism, and determine which types of ageism are most common (McGuire et al. , 2008). The survey includes 20 items that examine the frequency of occurrence of ageism along with examples of negative attitudes, stereotypes and institutional and personal discrimination towards the elderly (McGuire et al. , 2008). Results The participants revealed that ageism is prevalent and widespread. Roughly 84% of the participants stated experiencing ageism at least once and 71% of the participants reported experiencing ageism more than once (McGuire et al. , 2008). 69% of the participants indicated that they were told a joke that made fun of the elderly, while 51% reported that they were given a birthday card that made of the elderly. Furthermore, 40% of the participants stated that they were disregarded or not taken seriously due to their age, while 37. 5% indicated that they were patronized due to their age (McGuire et al. , 2008). Finally, 22. 8% of the participants stated that they were treated with less respect and less consideration as result of their elderly status (McGuire et al. , 2008). In addition, McGuire et al. (2008) found that a statistically significant difference existed between the urban/suburban and the rural locations in terms of the frequency of ageism. The participants from the urban/suburban areas indicated a higher rate of ageism than their rural counterparts on the following survey items: received an offensive birthday card, was told a joke that made fun of the elderly, was ignored due to their age, and a doctor assumed their ailments were age-related (McGuire et al. , 2008). The rural participants reported a higher occurrence only for the following event: someone thought I couldn’t understand due to my age (McGuire et al. , 2008). Discussion and Conclusions Based on their results, McGuire et al. 2008) concluded that ageism is thriving in the USA. Their results support findings from previous research and confirm the existence of ageism. McGuire et al. (2008) also mentioned that their study reveals the utility of the Ageism Survey and the importance of measuring ageism in society. They state that the results obtained by the Ageism Survey are useful for focusing the direction for interventions to fight ageism (McGuire et al. , 2008). Overall, McGuire et al. (2008) stress the importance of shifting societal norms towards a more accepting view of aging. Perceived Limitations  McGuire et al. (2008) state that the primary issue of their study involves their use of urban/suburban and rural dwelling participants. This is because even through the participants lived in urban/suburban or rural neighbourhoods, they may have experienced the ageism that they reported in a different setting. That is, the urban/suburban participants may have been in a rural area when they witnessed ageism, or vice versa. Furthermore, McGuire et al. (2008) mention that they are unable to say for sure whether their results are really cases of ageism and not simply hypersensitivity. In addition, participants may have been embarrassed resulting in their inaccurate responding in the survey. Thus, McGuire et al. ’s (2008) results are only as accurate as the participants’ reporting. Finally, the researchers indicate that their results may be influenced by response bias as the survey only used positively worded events; therefore, it is possible that the results are actually more positive than reality (McGuire et al. , 2008). Other limitations of this study involve the use of a convenience sample. That is, while the results may pertain to elderly participants in the East Tennessee area, they cannot be generalized beyond that. One cannot conclude that the findings from this study necessarily reveal information regarding populations in other parts of the USA or in other countries. Furthermore, the study doesn’t address whether gender differences in experiences towards ageism exist. It is generally believed that women experience a higher degree of discrimination in regards to the aging process, thus perhaps the results in this study are skewed due to the fact that 75% of the sample were female. Therefore, the results may be more negative than what would have arose if more men were surveyed. In addition, this study doesn’t address the context in which the participants experienced ageism. The elderly person may have misunderstood the situation and deemed the experience as ageist when in reality no such intentions existed. This taps into the limitation highlighted by the researchers themselves that states that the participants may have been overly sensitive. However the reverse is true as well. It is possible that the participants experience ageism a lot more than they even notice. That is, perhaps some instances of ageism are so subtle that the elderly person involved is naive to what they are experiencing. Further limitations of this study involve the technique of data collection: a survey questionnaire. While this method is generally inexpensive and allows researchers to use large samples, safeguard anonymity, and reduce the possibility of researcher bias, questionnaires have a tendency for inaccuracy. As previously mentioned, the results are only as good as the responding. It is possible that the participants lost interest while completing the study and mindlessly responded. There were no incentives given to the participants (i. e. no rewards), therefore intentional distortion may have occurred. Furthermore, self-presentation bias or impression management is a possible confound in this study. The participants may have been trying to preserve their dignity and therefore underreported their experiences of ageism. In addition, the questionnaires were presented to the participants only once; therefore it’s difficult to predict whether or not the results would be stable over time. To check this, the researchers should have used reliability tests, such as test-retest and/or alternate form. Finally, there is always the possibility that the researchers misinterpreted their results. Directions for Future Research  McGuire et al. (2008) suggest that additional research should be conducted to provide larger numbers, further support, and more culture-based population information regarding the measurement of ageism. These researchers suggest that welfare and health professionals and policy advocates can play a significant role in decreasing ageism; but, they must first be able to demonstrate the scope and epidemiology of ageism (McGuire et al. , 2008). As a result, they suggest further research in any and all areas pertaining to the prevalence ageism is vital if it is to ever be eradicated (McGuire et al. 2008). McGuire et al. ’s (2008) study appears to be a starting point and precursor for future research in the field of gerontology. While this study has demonstrated the extent of ageism in East Tennessee, it does not necessarily demonstrate how society should combat it. As a result, future research should be conducted to reveal the most effective means of eliminating ageism. Furthermore, additional research should be performed on other populations and more representative samples, such as from different age groups, ethnicities, and socio-economic statuses. Data from other countries or cultures (i. e. where the elderly are embraced) may be useful in demonstrating to Western societies the benefits and importance of elderly citizens. Furthermore, information from a variety of populations will provide a more all-encompassing view of the topic of ageism and will perhaps pinpoint a better approach to fighting it. Additional studies should make use of both quantitative and qualitative methods. It would be interesting to compare the results from an open-ended interview or case study with those from a laboratory study. By utilizing mixed-methods, the field of gerontology is exposed to a more comprehensive view of ageism. Future research should also examine which types of individuals are most vulnerable to experiencing ageism, so that efforts can be targeted to reduce ageism. Researchers should also focus on methods of spreading awareness. That is, they should study the most effective means of educating society about the effects and prevalence of ageism. Another potential line of research may involve asking younger individuals whether they have participated in acts of ageism. The results from this possible study may provide useful information on how younger generations view ageism and how society can go about educating them and preventing future acts of ageism. It would also be interesting to uncover data pertaining to implicit ageism and self-stereotyped ageism. Finally, it may be beneficial to reveal whether ageism exists amongst and between the elderly. That is, whether or not older adults engage in ageism themselves. Overall, future research should be focused on developing an epidemiology of ageism so that society can start working on decreasing it in our world.

Theories of Communication in Education

Theories of Communication in Education The application of theories, principles and models of communication in education and training Introduction: Communication is a process of exchange of facts, ideas, opinions and a means that individuals or organizations share the meaning and understanding with one another. 2.1. Analyse theories, principles and models of communication: Two schools of thoughts are recognised in the study of communication and these include: The Semiotics School: The basis for semiotics was laid by Morris-1946, for languages or symbols theory. This school deals with communication as a mixture of sign, symbol and message, which the sender wishes to carry and wants a particular reaction from the recipient of the messages-the sign itself. The semiotics schools focus is categorised into three areas of general study: syntactic (study of relationship between symbols), semantics (study of symbol to referent relationship) and pragmatics (study of relationship of people with symbol). The Process School: perceivescommunication as a process, a simple messages transmission and meanings which the sender intends to carry not minding the reaction of the. Instances include art works, culture and music since messages are not formed with any reason, but as an expression of the senders thoughts. The recipient can translate the message the way he wants. The process school of thought is also called Linear School. Communication Theories: Some studies are based on the influence of communication and media on the human society. One of the earliest studies in this group is: Hypodermic/Bullet Theory: whichrelies on the powerful principle of media and its consumers are passive and naÃÆ'Â ¯ve. Furthermore, it states that messages passing through media are like magic bullets which strikes the audience as quickly as possible but also impacts them to carry the required action as quickly as possible. Two Step Flow of Information Theory: Paul Lazaefled Elihu Katz, Berelson and Hazelduadet were at the forefront of this theory which states that mass media did not exert the types of impact on the audience as was generally believed. The audience came to an agreement not directly under the impact of mass media but more by means of association amongst themselves. This was the finding of an investigation carried out in the 1940s during Americas presidential elections. Models of Communication: Aristotles Model: This model was developed some 2000 years ago. Aristotle (the Greek philosopher) includes in this model the five necessary factors of communication: Speaker, Speech/message, Audience, Effect and Occasion. Aristotle suggests that the speaker should construct a speech for separate audiences on separate instance for separate purpose. This model is applied in public speaking. Lasswells Model (1948): states that for mass communication process to be understood, each of the phases has to be understood. This model elaborates on the effect instead of the message itself. Effect implies observable change in the receiver. It also proposes that any change in the elements will change the effect. Shannon and Weavers Model (1949): also termed the engineering model of communication is an exemplary of the process school of thought. It is also known as the mathematical theory of communication as it gave a technique to the problem of how to convey maximum information in a given channel. It proposed the noise concept. As engineers during World War II, Shannon and Weavers main challenge was in finding out the most efficient human communication means. Newcombs Model- 1953: This is the premier of the models to propose the function of communication in a society. The main function in accordance with Newcomb is to sustain equilibrium in a society. For example: Tutors come up with a new policy of increasing the school timing from 5 hours to 7 hours. A Teachers B Learners X Policy or issue If both learners and tutors are okay with this policy then the communication maintains its equilibrium status between them. Else the communication flow between A and B becomes trouble in the social system. If A or B is not willing to accept the policy then it will directly impact the social system and cant maintain the equilibrium status. So TutorsA can convince learners B as much as possible. Else they have to make some amendments in the Policy X and convince them towards the policy. Charles E. Osgoods Model- 1954: In this case, communication is a dynamic process where a healthy interactive association exist between the source and the receiver. Wilbur Schramms Model: Schramm continued from a simple human communication model to a more complex model that justified the total experiences of two people trying to engage in communication and then to a model that considered human communication with interaction between two people. In his second model, Schramm suggests the idea that only what is shared in the aspects of experience of both source and destination is actually communicated, because only that size of the signal is common to both of them. The third model views communication as an interactive process where both the receiver and the sender act as encoder, interpreter, transmitter and receiver of signals. It is a Circular Model, so that communication is something circular in nature. 2.2. Ways in which theories, principles and models of communication can be applied to teaching, learning an assessment Different people respond to different forms of communication, when we teach we give consideration to the varying types of learners, Visual, Aural, Readers, Kinaesthetic (VARK), we try to design our lessons to include all of the styles. Learners learn in different ways depending on the results produced by a sensory input. Making reference to a condition known as synaesthesia, in which one sensory input produces unexpected results for instance, a synaesthete may see the colour red when they see the number 2 and blue if they see number 3, in some cases sound caused a visual effect for the synaesthete. This may explain why one person responds better when information is given in a verbal format, another responds better if it is visual and so on. The connections between these different sensory areas of the brain mean that we all have our own unique way of perceiving what is being taught or communicated. This allows for empathy with learners of different styles and this is a good reason to consider how to communicate to learners with different learning styles. Communication is the art of successfully sharing meaningful information with people by means of an interchange of experience. The important word is successfully, which implied that a desired behaviour change results when the receiver takes the message (Walklin 1993, p. 164). According to Walklin, it is not enough to communicate the instructions, it is also important to deliver praise or constructive criticism in order to encourage and guide the learner into new discovery, if you ask the learner to complete a task a feeling of accomplishment will encourage behaviour conducive to further learning. This is essential to me when teaching as my own learners can often be hostile to the learning process, feeling it has been imposed upon them. It is also important to listen to the students, if you set tasks that are above the students current abilities then you are likely to create a communication barrier whereby the student will close in on themselves not wishing to admit they cannot continu e and the learning process will stop. Achieving two way communications with our learners is not straightforward. Barriers can often present themselves. It is crucial that a tutor can identify barriers and help learners overcome them. Petty (2009) proposes that unsuitable level of work, jargon, vocabulary, environmental factors, fear of failure and inapproachable tutor can be barriers to learners learning experience. Whilst I agree in principle to this, I also believe that introducing new vocabulary and language usage is necessary to the learners further development. Reference: Ars Rhetorica. Edited by W.D.Ross. OCT. Oxford: Oxford UP, 1959. Bizzell, P. and Bruce Herzberg. (2000). The Rhetorical Tradition: Readings from Classical Times to the Present. NY: Bedford/St. Martins. p. 3. Chomsky, Noam (1956) , Three models for the description of language. Ire Transactions on Information theory, 113-124. Golden, James L., Goodwin F. Berquist, William E. Coleman, Ruth Golden and J. Michael Sproule (eds.). (2007). The rhetoric of Western thought: From the Mediterranean world to the global setting, 9th ed. Dubuque, IA (USA): p.67. Gross, Alan G. and Arthur E. Walzer. (2000). Rereading Aristotles Rhetoric. Carbondale, IL (USA): Southern Illinois University Press: Lasswell, Harold D. (1948) The Structure and Function of Communication in Society. Morris, C. (1946) REVIEWS. Signs, Language, and Behavior. New York, Prentice. Hall Inc., Pp. xi, 365. Murphy, John J. (1983). Introduction, Peter Ramus, Arguments in Rhetoric against Quintilian. C. Newlands (trans.), J. J. Murphy (ed.). DeKalb IL (USA): Univ. of Illinois Press. Petty G (2009) Teaching Today (4th Edition), Nelson Thornes. Shannon,C Weaver, W (1949), The mathematical theory of communication, University of illinois press: Urbana. Scramm, W. (1954) Procedures and effects of mass communication in Henry, N.B.(1954)Mass, media and education: University of chicago Press: Chicago. Walklin, A. (1993) Teaching and Learning in Further and Adult Education. Cheltenham: Stanley Thornes (publishers) Ltd.

Causes of the Fall of the Roman Republic

Causes of the Fall of the Roman Republic This paper discusses the statement, â€Å"The Roman Republic was brought down not by luxury or corruption but by fundamental flaws in the structure of its political system†. As will be argued, a statement such as this can only be discussed in relative, not absolute, terms, as no one cause for the demise of the Roman Republic can ever, realistically, be said to have been the factor that caused it’s fall. Under this framework, then, the first section of the paper discusses the various theories that have been posited to explain the fall of the Roman Republic, with the second section looking, in detail, at the political structure of the Roman Republic and how this could potentially have contributed to its ultimate demise. Gibbon’s great tome The Decline and Fall of the Roman Empire essentially concludes that the Roman Empire was brought down through moral decadence. Other authors have argued for different reasons behind the fall of the Roman Republic, with recent scholars (for example Hunt et al., 2001) arguing that the Republic did not fall, rather that it was subject to a highly complex transformation, with additional confusion amongst scholars as to when the Republic actually fell: some argue that the Republic fell in 476 with the deposition of Romulus Augustus; others argue that the Republic continued until as late as 1453, and that it fell only when Constantinople was lost. This next section will present some of the most prevalent theories about the fall of the Roman Republic. Ferrill (1998) has argued that the Roman Republic fell due to it’s barbarization, that the influx of German mercenaries in to the Roman military led to lack of loyalty and complacency amongst the Roman ranks, leading to a surge in decadence amongst the Roman soldiers and citizenry. This somewhat supports Gibbon’s (1983) assertion that decadence was responsible for the fall of the Roman Republic. Gibbon’s The Decline and Fall of the Roman Empire essentially concludes that the Roman Empire was brought down through moral decadence, as he argues, through the loss of what he terms ‘the loss of civic virtue’. The influx of barbarian mercenaries, coupled with the rising popularity of Christianity, Gibbon argues, led the Roman populace to come to believe more in the afterlife, leading to the loss of social structures, and, ultimately, leading to the fall of the Roman Republic. Other historians contradict this theory of Gibbons (1983) and Ferrill (1998), arguing that the Roman Republic continued to be strong right up until the Muslim conquests in the seventh century, at which point these conquests, amongst other things, disrupted trade routes, leading to a general economic downturn in Western Europe. It is argued that this economic downturn led, ultimately, to the disbandment of the Roman way of life, leading to the ultimate fall of the Roman Republic. This theory has, however, been recently rebutted by a number of historians who have argued that trade routes would not have been so badly affected, that trade must have entered Western Europe by some other route as the discovery, and therefore existence, of Islamic currency in Roman areas is suggestive of a two-way trade. Economic explanation for the fall of the Roman Republic are popular, however, and will be looked at in further detail later in the paper. Bury’s 1923 History of the Later Roman Empire presents in-depth research in to the issue of the fall of the Roman Republic and concludes with a complex theory to explain it’s fall. Essentially, Bury (1923) argues that the Roman Republic fell due to many simultaneously occurring factors, such as a general economic decline in the region, the influence of German (Barbarian) troops on Roman soldiers, and the dependence of Roman military leaders on Barbarian manpower, the depopulation of Italy[1], various murders and treasons that occurred within the top ranks of Roman politics, and the absence of any convincing leader following the murder of Aetius. As Bury clearly states in his concluding sections, Roman power gradually collapsed, and â€Å"†¦.was the consequence of a series of contingent events.†. As he argues, no general causes can be assigned, and nothing suggested to him, through his research, that the fall of the Roman republic was by any means inevitable. Bark (1958) argues that it was the massive effort that was involved in keeping the Roman Republic together that, ultimately, led to its fall. Around this time, feudalism was developing, yet the Roman ruling classes were not well organized in terms of having a system in place to collect taxes from their people, such that it became the responsibility of the middle classes to undertake the massive task of collecting grain taxes. As such, only a small proportion of these taxes actually arrived back to the Imperial government, leading to massive losses in revenues for the Roman rulers, having massive side-effects, such as decreased investment in the Roman military, for example. In addition, currency inflation, through a reduced supply of gold in to the Republic (see Jones, 1974) led to the government leaking money, with their stock of cash being reduced, leading, ultimately, to massive cash flow problems for the Republic, with obvious implications, in terms of funding the military and fun ding public building projects, for example. These two factors, occurring in conjunction, argues Bark (1958) led to the ultimate demise of the Roman Republic. Toynbee (1939) preceded Bark’s (1958) logic that the Roman Republic was an economically poor force, with his detailed research showing that Roman leaders had no budgeting system in place, leading to obvious problems with controlling cash flow, leading, ultimately, to a dwindling of whatever cash resources were available and to a lack of cash availability for providing for military expenditure, or public works, for example. This method of budgeting had proved successful as long as the Romans continued to expand into other areas, from which they could loot existing resources, but as soon as the Roman Republic stopped expanding, this source of revenue also stopped. At this point, the Romans, without an adequate budgeting system, coupled with loss of tax money through an inadequate collection system, coupled with currency inflation (see, also, Jones, 1974), faced massive economic problems, causing, it is argued, the ultimate demise of the Roman Republic (Toynbee, 1939). Building on this theory, Tainter (1990) argues that the fall of the Republic was due to marginal returns on investments, again contributing to cash flow problems for the Republic as a whole, ultimately contributing to its decline; unlike many authors who study the collapse of the Roman Republic, Tainter (1990) argues strongly that the fall of the Roman Republic may have been a good thing for many Roman subjects, in terms of benefits arising from not having to invest in maintaining such a complex society (i.e., no taxes to pay etc.) and indeed, archeological evidence, through studies of human bones pre- and immediately post- the fall of the Roman Republic, post-fall, humans were better nourished. Rostovtzeff (1957) also subscribes to this economic theory of the fall of the Roman Republic, arguing that the free trade market economy developed by the Roman Republic worked up until the debasement of the currency in the third century, at which point inflation began to hurt citizens, who then began to move away from urban areas, to move to the country in order to undertake subsistence farming as a way of surviving i.e., they could grow their own crops for food, and in this way not have to rely on failing monetary sources to keep them alive. Bartlett (1994) continues the work of Toynbee (1939) arguing that by the third century monetary taxation had been replaced with direct requisitioning, where food and cattle, instead of money, were collected directly from farmers. This pathway, argues Bartlett (1994) led directly to the development of feudalism, with estates formed around the cultivation of crops and cattle, and not, as such, dependent on any form of trade whatsoever. This, on a grand scale, Republic-wide, is then argued to have led to a massive downturn in the economic fortune of the Republic, and to a decrease in its military capability, for example, with, again, obvious consequences for maintaining control over the entire Roman territory. The research of Heather (2005) leads to conclusions about the fall of the Roman Republic which differ from previous theories: he argues that the emergence of the Persian Empire led to the Roman Republic stripping tax collection from its Eastern edge, leading to a decline in economic revenues, a decline in governance in these areas, and a mass influx of peoples to the empire, for example, by the Barbarians, leading to massive levels of immigration to the Roman Republic, leading to obvious social problems. Through his exhaustive research, Heather explicitly rejects Gibbon’s ‘moral decadence’ theory for the decline of the Roman Republic. Neither does he see any validity in the arguments of those who support political infighting as the major reason for the fall of the Roman Republic. Heather supports the arguments of Bury (1923) who argues that the fall of the Roman Republic was not inevitable but that it occurred as a result of a series of events which, unfortunately , came together at the same time, and which, ultimately, led to the fall of the Republic. Heather’s viewpoint is argued against by Ward-Perkins in his 2005 book The Fall of Rome and the End of Civilisation which argues, in a similar manner to previous historians assessments of the situation, that the fall of the Republic occurred as a result of political instability, foreign invasions and economic instability due to reduced tax revenues. The massive, and sustained, immigrations of foreigners, such as the barbarians, Ward-Perkins (2005) argues, led to a weakening of the tax base, leading to an inability to equip the Roman army, with obvious deleterious consequences. Ward-Perkins, ultimately, however, argues, as do Bury (1923) and Heather (2005) that the fall of the Roman Republic was due to a complex mixture of processes and events which came together at the same time to lead to a definite fall in the Roman Republic. Levick (1982) looks at the morals and political system of the Roman Republic, and their relation to its fall. She argues that ‘ambitio’ – ambition – led to major political difficulties during the last century of the Roman Republic, with a thirst for ultimate power leading to in-fighting and political problems. As Levick (1982) argues, however, it is difficult to infer the Roman political structure from contemporary documentation, as much is contradictory, but it can be inferred that the Roman constitution and community was a self-regulating device, kept in perpetuity and in check by a series of checks and balances that prevented disintegration from within and also made the community better able to cope with threats from outside. To Romans, however, as Levick (1982) argues, this political system was seen explicitly as a moral obligation, with anything that upset the political balances being seen as something undesirable and immoral. Levick argues that, ultim ately, the political system had a built-in tension between the group and the individual, and that, ultimately it was this in-built tension that led to the death of the Roman Republic, through squabbles for individual power which led to the breakdown of Roman society. As we have seen in this paper, therefore, there are many different explanations for the fall of the Roman Republic, with the main theories being economic demise, immigration and overtaking by Barbarians and other groups, and political infighting which, it is argued, led to the ultimate demise of the Roman Republic through a disintergration of the moral fibre of Roman society. As to which theory of the fall of the Roman Republic one subscribes to, this depends on the literature that has been studied, and the quality of the sources used within that literature. Heather (2005) and Gibbons (1983), for example, both use quality primary sources, and yet arrive at different conclusions for the reasons behind the fall of the Roman Republic. It is perhaps most prudent, at this stage, therefore, to argue that a statement such as â€Å"The Roman Republic was brought down not by luxury or corruption but by fundamental flaws in the structure of its political system† can only be discussed in relative, not absolute, terms, as no one cause for the demise of the Roman Republic can ever, realistically, be said to have been the factor that caused it’s fall. The present paper has thus presented the various theories for the fall of the Roman Republic in this framework, in terms of offering a holistic view of the situation on the ground around the time of the fall; fundamental flaws in the Roman political system were, as we have seen, just one part of a complex situation which, together, led to the fall of the Roman Republic. References Bark, W.C., 1958. Origins of the Medieval World. Bartlett, B., 1994. How Excessive Government Killed Ancient Rome. The Cato Journal 14(2), pp. Available online from http://www.cato.org/pubs/journal/cjv14n2-7.html. Accessed on 23rd April 2007. Bury, J.B., 1923. History of the Later Roman Empire from the Death of Theodesius I to the Death of Justinian. Ferrill, A., 1998. The Fall of the Roman Empire: The Military Explanation. Gibbon, E., 1983 (Reprint edition). The decline and fall of the Roman Empire. London: Penguin Classics. Gunderson, G., 1976. Economic Change and the demise of the Roman Empire. Explorations in Economic History 13(1), pp.43-68. Heather, P.J., 2005. The Fall of the Roman Empire. Hunt, L. et al., 2001. The Making of the West, Peoples and Cultures, Volume A: To 1500. Bedford: St. Martins Press. Jones, A.H.M., 1974. Inflation under the Roman Empire. Economic History Review 5(3), pp.293-318. Kagan, D., 1992. The End of the Roman Empire: Decline or Transformation? (Problems in European Civilisation). Houghton Mifflin. Levick, B., 1982. Morals, politics and the fall of the Roman Republic. Greece Rome 29(1), pp.53-62. Rostovtzeff, M., 1957. The social and economic history of the Roman empire. London: Oxford University Press. McNeill, W.H., 1976. Plagues and Peoples. Millar, F., 1984. The political character of the Classical Roman Republic. The Journal of Roman Studies 74, pp.1-19. Tainter, J.A., 1990. The collapse of complex societies. Cambridge: Cambridge University Press. Toynbee, A.J., 1939. A study of history: Volume IV. The breakdown of civilisations. Oxford: Oxford University Press. Ward-Perkins, B., 2005. The Fall of Rome: and the End of Civilisation. Oxford: Oxford University Press. Footnotes [1] McNeill (1976) argued in his book Plagues and Peoples that a plague swept through the Roman Republic, leading to a massive population decline in Western Europe.

Essay --

In todays’ hard economic times, academic issues such as increased in college students’ mean age, student drop outs due to financial difficulties, and increased in average students’ lending has started to plague universities even in developed countries. In Taiwan, most of the college students are either enrolled in the morning or in the evening sessions, wherein, the evening sessions are opened specially for the on the job students. However, upon asking, many of the morning session students are actually working part-time. It is hypothesized that properly managed part-time jobs would have a positive effect for the students, in terms of job preparation and value adding experiences. In light of these issues, the current study shall seek to determine the key factors that students consider while looking for a part-time job. Furthermore, the study also seeks to determine the practical effects of having part-time job while still studying. A survey was developed and admin istered to 450 college students in a Technical and Vocational University in Taiwan. Statistical analysis shows that students’ part-time job selection is much dependent on two key factors, namely: Job matches my future and Job is able to help my future career. Further implications are also given to provide a much bigger outlook on how students plan their career. 1. Introduction Part-time (PT) job has long been a part of the university student experience. Observation shows that most students tend to work in industries such as retailing, service industry, and restaurants where the demand for labor has always been available. Employers in these industries need cheap and flexible labor in order to remain viable [1], while the students wishing to find a PT job fulfill this requir... ...riences as priority for taking a job. In the survey, it is also could be found that our students do not feel threatened or strained as facing competence. Supposing we have opportunities to take a job in all studying periods, and actually students will have four years to learn relevant skills or enhance practical experiences. Nevertheless, â€Å"closer to home† is their first choice always. It seemed that we remain unconscious about what is called the reality. Spending all the time on something unnecessary is our defect or the common problem of college students in Taiwan. By these outcomes, we recommend more speeches could be held, which get us more familiar with the intense of competitions and to realize â€Å"survival of the fittest.† In addition, instead of living a life with nothing, we are supposed to be vigilant that how the other countries make progress on their skills.

Of Mice And Men :: essays research papers

"The best laid schemes o'mice and men Often go awry And leave us nought but grief and pain For promised joy!"-Robert Burns Writers throughout history have often written about the plight in which the American people have had to endure. John Steinbeck, an influential author during the 1940's and 1930's, focused primarily on the lives and problems of migrant workers. His novels hit close to home, not only for himself, but for thousands across the nation. Steinbeck received inspiration, as well as the title, for his novel Of Mice and Men from a Robert Burn's poem. This poem is the underlying frame of his book. In his novel, Of Mice and Men, John Steinbeck champions the underdog who, though denied access to the American dream, develops his own coping mechanisms for survival. Of Mice and Men centers around the nomadic lifestyle of two Californian migrant workers; Lennie, who is mentally retarded, and George, who serves as Lennie's protector and provider. Lennie's condition seems to be a constant threat to the pair's jobs. The book opens with George and Lennie walking to a new ranch. The reader finds out later that Lennie's love to touch soft things lost them their last jobs. They finally arrive to the ranch to find friendly, and then not-so-friendly faces. One of Steinbeck's purposes for writing Of Mice and Men is to illustrate the trials and tribulations certain individuals must overcome. For Crooks, the African-American stable buck, it is the oppression he faces because of the color of his skin. Steinbeck quite frequently states the harsh conditions under which Crooks must live. "Little skinner name of Smitty took after the ni**er. Done pretty good, too. The guys wouldn't let him use his feet....If he could used his feet, Smitty says he woulda killed the ni**er." (20) This quote is a prime example of how African-Americans were viewed. However, Crooks holds to some dignity. "I ain't sure I want you in here no more. A colored man got to have some rights even if he don't like 'em." (82) Lennie, a main focus of the novel, is a main character for a reason. Steinbeck uses Lennie's character in order to show how American society attempted to ignore mental retardation and continued to live in ignorance about the disability. Steinbeck portrays Lennie as a constant burden on George. He is the cause of their having to switch jobs. George feels he must speak to bosses for Lennie, because Lennie is not able to speak intelligently for himself.

Katherine Mansfield’s Her First Ball Essay examples -- essays papers

Katherine Mansfield’s Her First Ball 1 In Katherine Mansfield’s Her First Ball, Leila, the main character is an eighteen-year-old girl from the rural country who has recently moved into the city with extended family members. To Leila, everything was â€Å"so new and exciting† (4th paragraph) and she immediately begins her path from innocence to experience. I can empathize with her, but I don’t feel sympathy for her. She didn’t have a tragic experience, she a learning experience. Leila’s metamorphosis during the course of the story proves that she is a heroine who overcame the conflict in her journey. 2 The structure of the plot begins with a description of the 6setting, which is interesting because the setting is not that significant to story because if it were in another time and place it would be just as effective.7 The way she describes the car was as though she was describing the road to enlightenment, and the image she gave of sitting in her own corner of the cab is significant foreshadowing: â€Å"she sat back in her own little corner of it, and the bolster on which her hand rested felt like the sleeve of an unknown young man’s dress suit; and away they bowled, past waltzing lamppost and houses and fences and trees.† (1st paragraph) Leila has so many expectations and anticipations that leads to the climax, and is filled with5 symbolism and color that describes a vivid vision of a need for freedom and experience: â€Å"the road was bright on either side with moving fan-...

Life without mobile phones Essay

Microeconomics is generally the study of individuals and business decisions, macroeconomics looks at higher up country and government decisions. Macroeconomics and microeconomics, and their wide array of underlying concepts, have been the subject of a great deal of writings. The field of study is vast; here is a brief summary of what each covers: Microeconomics is the study of decisions that people and businesses make regarding the allocation of resources and prices of goods and services. This means also taking into account taxes and regulations created by governments. Microeconomics focuses on supply and demand and other forces that determine the price levels seen in the economy. For example, microeconomics would look at how a specific company could maximize it’s production and capacity so it could lower prices and better compete in its industry. (Find out more about microeconomics in Understanding Microeconomics.) Macroeconomics, on the other hand, is the field of economics that studies the behavior of the economy as a whole and not just on specific companies, but entire industries and economies. This looks at economy-wide phenomena, such as Gross National Product (GDP) and how it is affected by changes in unemployment, national income, rate of growth, and price levels. For example, macroeconomics would look at how an increase/decrease in net exports would affect a nation’s capital account or how GDP would be affected by unemployment rate. (To keep reading on this subject, see Macroeconomic Analysis.) While these two studies of economics appear to be different, they are actually interdependent and complement one another since there are many overlapping issues between the two fields. For example, increased inflation (macro effect) would cause the price of raw materials to increase for companies and in turn affect the end product’s price charged to the public. The bottom line is that microeconomics takes a bottoms-up approach to analyzing the economy while macroeconomics takes a top-down approach. Regardless, both micro- and macroeconomics provide fundamental tools for any finance professional and should be studied together in order to fully  understand how companies operate and earn revenues and thus, how an entire economy is managed and sustained.

Hunger Games Essay plan

Introduction:Using your notes write an introduction in which you: Mention the title, director, year of release, where it was set. Clarify what the genre is, explaining exactly what this means. Name and briefly describe the main protagonist in a single sentence. Provide a plot summary.Do not write openings such as ‘I am going to talk about†¦Ã¢â‚¬â„¢ Always write in the third person in a CELEXAMPLE: ‘The director, Gary Ross, uses many film techniques to convey the themes of†¦Ã¢â‚¬â„¢(only write the themes in the introduction that you are analysing in your essay). ‘The Hunger Games’ is an American science fiction film set in the futuristic, dystopian society of Panem.Paragraph oneTheme: Oppression -To treat cruelly or unjustly. The Capitol people treat the people from the Districts in a cruel and unjust way. Using your notes the blog , describe in detail, using the PEAR structure how the setting, sound, symbolism, mannerisms, camera angles/shots, and c ostume help to convey the oppression suffered by the people in the districts . The opening scenes has good examples of the oppression suffered by the people of the Districts:Scene 1: District 12 Scene 2: Happy Hunger Games (Katniss and Gale in the woods) Scene 3: Check in (at ‘The Reaping’) Example:1.Aerial shot to emphasise their vulnerability. 2. Sound of bells tolling highlights their imminent death 3. Signify animals being herded – ‘Like lambs to the slaughter’Paragraph 2 Theme: Oppression Using the PEAR structure, explain how the people of ‘The Capitol’ have a  different life style to the people in the Districts. Contrast the Capitol with District 12 by looking at the mise-en-scene (costume, mannerism, movement, sound, objects, colour and setting).Example:In ’The Hunger Games’ the director employs sound to convey (try to use different words for each topic sentence) the theme of oppression to the audience. As the chil dren walk towards ‘The Reaping’, there is an ominous, non-diegetic, sound in the background that echoes the sound of a bell tolling. The sound of a bell tolling is symbolic of death and is often heard when someone has died. The director uses an aerial shot showing the children walking to further convey the theme of oppression. An aerial shot makes the character look small therefore it makes them appear vulnerable. The ominous sound coupled with the aerial shot of the children, makes them appear like animals being herded which echoes the saying ‘lambs to the slaughter’. The fact that the people of the Capitol do not have to attend ‘The Reaping’ makes the treatment of the District people all the more unfair and unjustParagraph 3Theme: Oppression Using the PEAR structure, further explain the theme of oppression by exploring how the Capitol people have so much more in terms of possessions and technology and how this changes how they live their live s. Contrast the costume, mannerisms, setting, colours.The technology used in the games, computer generated animals, ‘magic medicine’, 200mph trains etc†¦ Example:Example: What is of value in ‘The Hob’ (District 12’s illegal market place) would be laughed at in ‘The Capitol’ . The buttons are of little value but there is little else to sell. The mise-en-scene is in stark contrast to the social areas in the Capitol. Look at the colour, mannerisms – toy sword emulates the brutality of the games.Paragraph four Theme: Power. Explain who has the power in Panem. President Snow is a Totalitarian ruler Totalitarianism: Is a political system where the state (Of which President Snow has total control over everything and everyone)holds total authority over society and seeks to control all aspects of public and private life.Example: Think about the propaganda video shown during ‘The Reaping’. How is this similar to those show n in ‘1984’? How are the crowd reacting compared to Effie Trinket? What is being said at this point? Do the people of the districts feel the peace that President Snow proclaims. Look at the blog as there is some useful information about HOPE. Paragraph Five:Theme: Power. Using the PEAR structure, discuss How Katniss begins to affect the power balance in ‘The Capitol’ ? There’s information on the blog about the theme of power and a video clip which will give you a better understanding of Katniss’s role in upsetting the balance.Exa mple: Katniss’s relationship with Rue, and Peeta upsets the balance. The usual collaborations in the Hunger Games are about maximum power for killing the other tributes. Rue’s death scene and the way Katniss treats Rue with respect, and in turn District 11 that becomes the catalyst (somebody or someone that makes a change happen) for change.The ‘berry’ scene at the end is very powerful.Parag raph six Theme: Appearance versus reality (what is real? and what is only appearance?) Using the PEAR structure, look at how the director uses techniques to show us how Katniss has to change to stay alive in ‘Hunger Games’Exa mple: Creation of ‘the Star-Crossed lovers’ to stay alive and receive sponsors Creation of ‘The Girl On Fire’ – Why did Cinna want to cause such a spectacle in the crowd? Paragraph seven Theme: Appearance versus reality Using the PEAR structure discuss how the Hunger Games appears as a Game show to the people of the Capitol, when in reality it is about the brutal murder of 23 children from the districts. It is not a game, it is real life. But, like Effie Trinkett, the people of the Capitol, with the exception of Cinna (Katniss’s designer), have no idea what the people go through and do not care, as long as they live in comfort and with an abundance of food, clothing and other such luxuriesExa mple: The Camera shows us the gambling odds for the tributes focusing on Rue and Thresh from District 11. It then cuts to these pampered children of the Capitol, so we notice the difference between how they are treated. It cuts to a medium-close-up (MCU) of Haymitch watching them and we get his POV (point-of-view)shot of him watching them. His look is of total disdain at the unfairness of the situation. Mention that it is a reality TV show filmed both to control and punish (to keep them oppressed without any power) the districts, whilst entertaining ‘The Capitol’. They gamble because it is fun!Conclusion Once you have completed your introduction and analysis paragraphs, it is important that you write a conclusion to your critical essay. This is the final paragraph where you discuss how the director, Gary Ross, uses various film techniques to convey the themes in the film ‘The Hunger Games’ (list what techniques you have used in your essay overall. For example: sound, setti ng, camera angles/shots/movement, editing, colour etc).The conclusion repeats some of the information from the introduction such as: the key words of the task, the director’s name, the title of the film and then go on to discuss how the film as a whole, conveys the themes you have discussed in your essay. You summarise your main arguments and say how they, as a whole, answer your question.

School Laws Article

There is a need for a teacher to be a good example and a role model to the students. This is the only way that the students will be able to improve especially when they are having serious problem. In this case, the dean was very influential and after realizing what she had done to get where she is, most student are likely to be disappointed and frustrated. Her resignation means that the students will no longer fight for their freedom and this is likely to cause anxiety or even protest among the students. In addition, the dean is guilty of false pretence, if the university sues her; she is likely to pay them for damages. The reason is that for such a prestigious university to have such a case, the credibility of the university and its officials is likely to suffer as people might think that some of the professors who are teaching are not genuine professors at all. This is also likely to affect the education in the institution and the number of people who are attends it. It is therefore a complete negative publicity to the university. Article 2 The district superintendent should try to convince the PR Director of the importance of the use of the new technology to the students. He should try to convince him that a school is an institution that is supposed to assist students get useful knowledge so that they can become useful persons later on in their life. However, with the outdated phone lines and other electronic systems, there are chances that the school only wastes the student’s time. The reason is that the information that they are given is only outdated. This means that after they get out to the real world they will have to learn again so that they can fit in the society. There is therefore a need to upgrade these machines to assist the students. With such statements and such conviction, the district superintendent will assure the PR Director that even though they will spend a lot of money on this upgrade. This is because it saves a lot, as the students will no longer need to learn again. In addition, the new system will be more efficient and therefore more likely to give better results. Together, they should follow the right procedure and see to it that they have achieved their mission. Article 3 In a school setting, the first priority should be to the students. The only way to achieve this is to have the best team of teachers and other staff in line. The best team also has some disadvantages and therefore one should be prepared for this. In the first case of the renewal of chief’s contract, I would also do the same case. I would not care about what people or teachers think of feels, I would still renew the contract of Superintendent Sandra Schroeder, as she is still very effective and competent in her duties. In addition, I would reinstate the four teachers fired. They are very competent and without them, there is a chance that the school will go down. There are some mischievous students in every class and it is not advisable to fire a teacher simply because she tried to correct these students. It is clear that the strike has a great influence on the student’s learning. A sizeable portion of students failed to attend the classes due to the strike. What the drivers wanted are their rights. Everyone has a right to a better and a happy life and I feel that they should have that. I would therefore organize for a sitting so that we can negotiate with them and have solution on the issue. An instance where a superintendent can handle a similar situation is the case where a worker may be discriminated because the immediate boss does not like him. In such a case, the superintendent may fail the reason for firing such a person and may act competently. Article 4 It is necessary to understand that the students who are in school are there with the main aim of acquiring knowledge. These students happen to have different levels of knowledge and different personal attributes. It is therefore clear that there will be diverse personalities in the classroom. In addition, just because a teacher has some believes does not mean that all the students should have the same believe. This is the reasons why there is a syllabus and some books to offer guidance. This further means that whether it is the teacher, the administration or the society in general, personal attributes or rather personal values should not interfere with class teaching. Personal values and believes are not universal. They are unique from one person to the next and therefore if they interfere with what we are teaching in class, there is a chance that the teaching itself will be biased. There is also a possibility that effective teaching, which is the main aim of every teacher will not be there. Article 5 Campaigns do not come all the time and at the same time, they are very expensive. Proper planning for them should be there. In this case, I would first admit that this was a very serious blunder on all mails were sent to children. Secondly, I would gather all correct details concerning the parents and hire another company, which would send apology letter to all those parents whose children received previous mails. I would convene a meeting with the board members and explain to them what happened. I would clearly explain to them that the company we hired caused the mishap. I would assure them that next time we have a campaign, such an incident will not take place. To the media outlet, I would only give a brief explanation that whatever happened was a mistake by the company that we hired.

Founding Theorists of Management

Identify the founding theorists of management and then discuss the major schools of thought under which their theories can be classified. The founding theorists of management are Frederick Taylor, Max Weber, Henri Fayol and Mary Parker Follett. Taylor’s theory is classified under Scientific Management, and he was known as â€Å"the father of scientific management†. Scientific management can be defined as the scientific determination of changes in management practices as a means improving labour productivity.Taylor’s theory focuses on efficiency in the organization, improving the productivity of manual workers, and it demonstrates how providing workers with an incentive to perform can increase productivity. Taylor’s theory suggested four principles of scientific management. The first principle involves developing a science for each element of an individual’s work to replace the old rule of thumb methods. The second principle involves scientifically s electing, training and developing workers. Related article: Examples of Scientific Management in HealthcareThe third principle involves developing cooperation between workers and management to ensure that work is done in accordance with the scientifically devised procedures. The fourth and final principle of scientific management involves the equal division of work and responsibility among workers. While scientific management was praised for improving productivity, it was also criticized, because it ignored the individual differences among workers, and could not see that the most efficient way of working for one person may differ from that of another person.The application of scientific management is seen in today’s organizations when the best qualified applicants are hired for a job. Max Weber developed a theory of authority structures theory is classified under Bureaucratic Management, and it may be described as a formal system of organization based on clearly defined hierarchal levels and roles in order to maintain efficiency and effectiveness. Weber believed that organizations should be managed on an impersonal, rational basis, and that this type of organization would be more efficient and adaptable to change because stability is related to formal structure and positions rather than to a articular person who may leave or die. Weber identified six elements of bureaucratic management. This first element involves the division of labour with clear definitions of authority and responsibility. The second element involves the organization of positions in a hierarchy of authority, where each position is under the authority of a higher one, and subordinates follow the orders of their superiors. The third element involves the selection and promotion of personnel based on technical qualifications, or training and experience.The fourth element involves administrative acts and decisions which are governed by rules, and are recorded in permanent files to provide the organization with memory and continuity over time. The fifth element states that means of production or administration belong to the office, and that personal property is separate from office property. The sixth and final element of bureaucratic management states that rules are impersonal and applied to all employees. It also states that managers are subject to rules and procedures that will ensure predictable and reliable behavior.Bureaucratic procedures provide a standard way of dealing with employees. Everyone receives equal treatment and knows what the rules are, and this has enabled many organizations to be very efficient. The application of bureaucratic management is seen in today’s organizations with the Employee Code of Conduct. Henri Fayol’s theory can be classified under General Administrative Theory, and focuses on the one best way to run the organization. The general administrative theory focuses on how the entire organization should be organized, and the practices an effective manager should fol low.Fayol proposed a universal set of management functions, which are planning, organizing, commanding, coordinating and controlling. Planning, involves anticipating the future and acting on it. Organizing requires developing the institution’s material and human resources. Commanding requires keeping the organization’s actions and processes running. Coordinating involves aligning and harmonizing the efforts of organizational members. The final management function controlling, involves performing the first four functions according o the appropriate rules and procedures of the organization. Fayol developed theories of what he believed constituted good management practices, known as the fourteen principles of management. The fourteen principles are; specialization of labour, authority, discipline, unity of command, unity of direction, subordination of individual interests, remuneration, centralization, scalar chain, order, equity, stability of staff, initiative, and spiri t de corps, which means harmony and cohesion among personnel.Specialization of labour is where managerial and technical work is amenable to specialization to produce more and better work with the same amount of effort. Authority refers to the right of superiors to give orders and to expect them to be followed. Discipline is where the members in any organization must respect the rules and agreements governing the organization. Unity of command is where each subordinate receives orders from one superior only. Unity of direction means similar activities in the organization should be grouped together under one manager.Subordination of individual interests means, the concerns of the organization should take precedence over the concerns of the individual. Remuneration refers to compensation for work done, and it should be fair to both the employee and the employer. Centralization refers to the degree to which decision making is concentrated at the top levels of the organization. Scalar ch ain refers to the chain of authority which extends from the top to the bottom levels of the organization.Order implies that all material and human resources within the organization have a prescribed place to be. Material resources must remain in the right place at the right time, and people should be in the jobs or positions they are suited to. Equity implies that everyone within the organization should be treated equally. Stability of staff implies that there should be a low employee turnover rate in order to facilitate the efficient functioning of the organization.Initiative means that subordinates should be given freedom to share their ideas and carry out their plans. Esprit de corps means creating team spirit through the use of verbal communication, to promote harmony and cohesion among personnel. Fayol also stressed the role of administrative management and stated that all activities that occur in business organizations could be divided into six main groups, which are, technica l, commercial, financial, security, accounting and managerial.For example, production and manufacturing activities can be grouped under technical; buying, selling and exchange activities can be grouped under commercial; activities obtaining and using capital can be grouped under finance; protection of property and persons can be grouped under security; balance sheet, stocktaking, statistics and costing activities can be grouped under accounting and; planning, organizing, commanding, coordinating and controlling activities can be grouped under managerial.Fayol then concluded that the six groups of activities are interdependent and that it is the role of management to ensure that all six activities work smoothly to achieve the goals of an organization. Mary Parker Follett was a major contributor to the administrative approach to management. However, she was also an advocate of a more humanistic perspective to management, which highlighted the importance of understanding human behavior s, needs and attitudes in the workplace, as well as social interactions and group processes.She emphasized worker participation and the importance of goals that cannot be reached by a single party for reducing conflicts in organizations. Follett explained that managerial dominance and compromising only produced temporary adjustments. She proposed a process in which parties involved in conflict would interact despite the existing facts, and allow a new solution to come into view that none of the conflicting parties had considered. She called this approach to resolving conflict an integrating process.Mary Parker Follett’s approach to leadership stressed the importance of people, rather than engineering techniques, and she addressed issues such as ethics, power, and how to lead in a way that encourages employees to give their best, as well as the concepts of delegation of power and authority to employees, rather than controlling them. Although Frederick Taylor, Max Weber, Henri Fayol and Mary Parker Follett are not the only theorists to make contributions to the schools of thought of management, they have all made significant contributions to management, many of which have been implemented and even modified, in today’s organizations.