College Life vs My Moral Code

At the time of this read, 1997, Elisha Dov Hack was a Yale university freshman who based his upcoming dormitory lifestyle off of what he had heard from his older brother. Hack’s objection was that in previous years, there was a policy in motion that granted students the ability to live at home rather than the dorms. Yet when Hack come of age to attend the University there had been a revision to the policy. The change required first and second year students to reside on campus, regardless of their family’s geographical location. This generated a systematic problem with coeducation residency and Hack’s Jewish faith. Every day, for the remainder of their life, students will be faced with decisions that can challenge their upbringing. Regardless of a student’s faith, they are adults capable of making their own decisions, but colleges should be able to offer some flexibility to students who honestly seek separation due to moral concerns. Hack expresses a concern with current tolerances based on aged patriarch. Back then they â€Å"were subject to expulsion† if the student permitted the opposite sex as a guest. This moral conflict has since subsided of those in yesteryears. Although Hack and four of his Jewish colleagues were not attempting to impose their beliefs on others, they felt it was necessary to be the exception to the newly established rule, due to their â€Å"moral standards. † Unless Yale waived residency requirements, the students are unable to exercise their constitutional rights, this is a violation a of law. To persuade Yale’s secular acceptance, Hack felt it was necessary to point out posters advertising safe sex, articles influencing premarital intercourse, and alternative persuasions that detour from abstinence. He demands an answer as to why such an elite group, such as Yale, fails to stand behind their open-minded proclamation. Yet hypocritical standards make it difficult for students who demand devout structure. Yale still prides themselves on â€Å"no parental rules,† the contradictory concept of sexual mortality being in the hands of the student encourages detrimental peer pressure. Even separating genders by floor has unfavorable outcomes, since temptations and ease of access permits visiting opposing sexes to wander through during inappropriate times. Even though the students are adults, they feel violated, since they are forced to surround with other students participating in sinful acts. It is evident that Yale attempts to speak their own language by selling themselves to new students with glamorous advertisement, proclaiming respect and historical retention. This academic institution lacks hindsight that it is an educational environment, while education is not just taught, it is learned by example, just as students learn from their parents by watching. Do students come to class and begin intercourse during instruction? Based on years of intense religious teachings, each individual is subject to a moral message portrayed by each Yale resident, which is not accepted by the Jewish faith. Students with stringent oppositions towards combined gender housing should be given the opportunity to exercise their faith or seek other alternatives. Rather than seeking out â€Å"Yale attention,† Yale needs to focus on what they are teaching the students via peer pressure.

Japanese course for teachers in Elementary Schools Essay

What are the minimal Japanese language competencies for our team teachers working in Japanese Elementary schools? Through this question I hope to make explicit and test methods of data collection, diagnostic testing, and needs analysis; and determine if these methods transfer to another language. This data will be used as a basis for collecting authentic materials to prepare a Japanese for Specific Purposes language course. Setting We have 12 British Council teachers team teaching in 24 Japanese junior high schools and one elementary school This is a completely Japanese environment (e.g. dress, code of conduct, meetings are all done in Japanese). Primarily our teachers rely on our team teachers to translate important information such as scheduling, written messages, problems with the photocopier, dealing with disruptive students, etc. In the future we would like to expand into Tokyo elementary schools, however, the board of education has expressed reservations about our Japanese ability and that our British Council teachers need to be linguistically self reliant in the schools Objective. I would like to look at creating a series of Japanese language competencies similar to the CEF guidelines for our British Council teachers teaching in elementary schools such as: â€Å"I can read instructions on a photocopier† or â€Å"I can interact in a simple way dealing with a change of school schedule†. By collecting feedback, writing competency guidelines and finally creating a diagnostic test, I hope to examine the methods of data collection and analysis that I have read about studying for this module. I would like to compare my journey from data collection to course objectives to similar cases of TESOL course design such as Johan Uvin when he designed workplace ESOL (Graves ed. , 1996). Furthermore I believe that by using native English speakers as the students, I can examine more closely what our needs are (without interference from the native language). Then I can compare it to data collection methods and needs analyses that we use for our TESOL students. I am considering this as a sub-aim (the differences and similarities of data collection from L1 to L2 informants). To determine the competencies I must resolve these questions: 1. What situations our teachers find themselves in an Elementary school context where written or spoken Japanese is needed or used? 2. What expectations the Japanese team teachers or schools have in regards to what their needs are regarding communication with our staff? 3. What expectations our teachers have and what they would like to know how to say, write or read? Data collection I propose three ways for data collection, which would be done concurrently 1. Diaries: British Council teachers in both elementary schools and JHS will note down situations and times when they needed Japanese or would have liked to know how to say something in Japanese. (Long, 2005) 2. Interviews with our team teachers and elementary teachers on what they would expect our teachers to be able to do or say. These interviews/ questionnaires might have to be done in Japanese. (Anderson, 1998) 3. Questionnaire or survey of what BC teachers would like to learn in a course (Hinkel, 2005) I believe that using three ways of data collection will bring me a fuller and more varied sample of information. This will also give me more access to the differing stakeholders. Research Plan 1. I propose first to identify current and leading ideas of needs analysis and data collection. 2. Then I will test and verify these methods using both native speakers and Japanese team teachers to create the diaries and questionairres. 3. From this data collection, I will write minimum guidelines for Japanese linguistic competency in Elementary schools. 4. With this, I will write and send out a diagnostic test based on these results. 5. Finally, I will collect authentic materials to use in a Japanese language course. Issues I realise that developing a Japanese language course falls outside of the TESOL area. However, I believe integration in the country or work atmosphere is an overlooked area of our work. I would also say that it falls under the area of Educational Management in TESOL and therefore I believe it is a valid area of study. Furthermore, data collection and analysis methods that I have covered in my reading for this module should be universal and apply to any language. I believe that by using native speakers for some of the actual needs analysis allows me to communicate with the students (in this case the BC teachers) in a way that can test or validate certain presumptions of language learning and needs analysis. Background Reading Anderson, G. and Arsenault, N. 1998. Fundamentals of Educational Research. London: Routledge Farmer. Graves, K. (Ed. ) 1996. Teachers as Course Developers. Cambridge: CUP. Hutchinson, T. and Waters, A. 1987. English for Specific Purposes: a learning centred approach. Cambridge CUP: Chapter 8. Nunan, D. 1992. Research Methods in Language Learning. Cambridge: CUP. Nunan, D. 1988. Syllabus Design, OUP. Skilbeck, M. 1982 â€Å"Three educational ideologies† in T. Horton & P. Raggat (eds) Challenge and Change in the Curriculum, Hodder & Stoughton. Long, M. 2005. Second Language Needs Analysis. Cambridge: Cambridge University Press. Wallace, M. 1998. Action research for language teachers. Cambridge: Cambridge University Press. Hinkel, Eli. (Ed. ) 2005. Handbook of research in second language teaching and learning. New Jersey: Lawrence Erlbaum Associates.

Account for the rise of Islamic fundamentalism in the latter part of Essay

Account for the rise of Islamic fundamentalism in the latter part of the 20th century - Essay Example However, modern commentators do not agree with this interpretation. The word fundamentalism was first coined in the United States in the early 1900s, where it was applied to religious groups (Rippin 184). It was employed by theologically conservative Protestants, who opposed modernism and liberalism. The members of this group were wont to claim that they were great fundamentalists of their faith. Subsequently, this term was applied to any religious group that demanded the exclusive implementation of their religious beliefs (Rippin 184). The 1970s witnessed a significant amount of political victories by the Islamic fundamentalists. In 1979, Ayatollah Khomeini seized power in Iran through his Islamic movement. He was successful in his revolution against the westernized politics of the Shah of Iran. The tyrants and dictators of the Arab world lent their support to Islamic fundamentalism, in order to strengthen their position (Palmowski). Some instances of this trend, were the vocal support that was forthcoming from Saddam Hussein, in Iraq; and Muammar Gaddafi, in Libya. In Sudan, Nigeria, and several Islamic nations, the governments made several concessions to the Islamic fundamentalists, by providing them with funds and a number of concessions. This trend had commenced in the early 1990s (Palmowski). In the early 1970s, there were two major developments that enhanced to the growing influence of Islam at the international level. First, the cost of crude petroleum oil increased in an unprecedented manner, thereby rendering the oil producing countries of West Asia, extremely wealthy. Second, the invasion of Afghanistan by the USSR in 1979, which created considerable tension in the region. This was accompanied by the Islamic revolution in Iran, which brought the Islamic fundamentalist, Ayatollah Khomeini to power (Ghosh 288). The American hostage crises

Mock solution satire on the war on terror Essay

Mock solution satire on the war on terror - Essay Example So what do we do to fight the war on terror? For sure we cannot exorcise it away and just when we thought that by killing Osama Bin Laden will also kill the problem away, lo and behold, we got another bang in Boston. So killing to end killing obviously did not work and we are still wondering what will end terror. I have a solution. Its simpler, effective and does not involve killing. How about America sharing its fun with the radicals? I believe this will work because it addresses the common factor that is present among terrorists – that is being lonely or not having fun and not necessarily the stereotype that they have to come from Middle East. That was proven with the latest terror attack in Boston where the bomber Tamerlan Tsarnaev had been complaining that he did not understand Americans and became lonely despite being an American Green Card Holder. Its the lack of fun that drives people nuts to become radicals and terrorize people. Remember when you are still a kid? Fo yo u remember how much you envied to the point of spite that friend of yours who had the latest bling or been considered as cool to have the attention of everybody while you were empty handed and ignored? Folks, in societies version, America is that friend who has all the fun and all the blings and coolest kid in town and she does not want to share it. So the envious neighbor thougth that since what America have cannot be had and they are hopeless in their miserable lot, they might as well inflict misery on the coolest kid on the town to keep them company. Their clerics made it easier by providing incentives of giving them seven virgins in that place yonder which in no way they could ever have in this lifetime. Call it gullible, but when you are in slum, barely eat three times a day and uneducated without any clear prospect of the future, the prize of a virgin is more than enough for a motivation. These explain why jihadist will never run out of supply and in fact the line is long for those who are itching to have their share of virgins. Boy, I wonder if heaven has a factory of virgins considering the number of people who cannot wait for their share. We can kill and kill but the number of those who are willing to die for seven virgins are just overwheliming. I think America should do a propaganda work that all virgins in heavens are already taken to remove the incentive of the extremists. Fighting terror with sophisticated arms and infantry is a band aid approach because the real cause is not addressed. We should ceased to be that selfish kid on the block who has all the fun and all the toys. As a solution, why not share the fun with the rest of the world especially in those areas where extremist resides? When everybody is partying and having fun on this planet in this lifetime then the prospect of seven virgins in heaven will eventually lose its appeal because there is no longer an incentive to be exremist. Fun is already guranteed and happening here, so why wai t to die to have your turn for fun? For all you know, heaven might have run out of virgins considering the huge number of those who already killed themselves for virgins. The trouble with the world is that there are just a lot of lonely men out there. Terror is just a projection, a sort of outlet of the root cause of the problem which is really utter lack of fun. If only we will export

M13 Comparative Law in a Global development Context Essay

M13 Comparative Law in a Global development Context - Essay Example Legal systems within the national levels and the lawyers as well as the judges administering such legal systems seem to be destined to interact with unfamiliar legal systems within national, regional, and super-national levels/nature in various ways that are typically multi-faceted. The associated trends and the resulting developments are therefore found to exert a significant effect on the legal environments in any region. There is thus the need for traditional doctrinal curriculum to create a balance through offerings, which would enhance young lawyers’ perspectives by instilling the practical appreciation of the prevailing comparative issues in them. This paper specifically identifies the various issues within the context of comparative methods of dispute settlement in a Global Development Context. Usually, any parties to a given dispute are under the duty of settling the dispute peacefully according to Article 2 of the UN Charter. The parties are expected to remain in principle for the dispute settlement. The parties are also free to make decisions on particular dispute settlement means that they prefer, especially in the absence of a specific treaty obligation according to Article 33 of the UN Charter. All settlements in this category depends inevitably on the parties’ agreement. In this regard, international dispute settlements are accompanied by inherent tensions between the legal duties to peaceful dispute settlements and the absence of real and compulsory mechanism for rendering such obligate effective. According to Menski, in Ãâ€"rà ¼cà ¼ and Nelken (2007:213), â€Å"Non-European informal methods of dispute settlement might resemble healing rituals rather than legal processes, but they are just as powerful as formal legal mechanisms.† This assertion is certainly true to a great extent since the settlement of disputes covers a wide range of settlement devices. Typically, there is a complex relationship between law and religion and that is why the

The elements of a conflict of the Soviet-Afghan war Research Paper

The elements of a conflict of the Soviet-Afghan war - Research Paper Example All types of conflicts, be they political, economical, social or ethical, have stemmed because of the occurrence of the war itself. It would be imperative, therefore, to study the causes of the war so that the basis of the conflicts can be analyzed. The Soviet occupation of the Afghan territory had a myriad of reason, including political as well as economic factors. It started with the Soviet interest in the natural mineral deposits of Afghanistan, including the huge stores of natural gas that were discovered not long before the occupation (Assifi, 1982/83). There were also hopes of finding other minerals like coal, iron, and oil (Assifi, 1982/83). Afghanistan, although a land-locked country, holds a key position geopolitically due to its placement on the map (Assifi, 1982/83). The Soviets could make their way to the Indian Ocean, and into the neighboring territories, such as Pakistan, which many believe to be next on the Soviet’s war list (National Review, 1987). To make matt ers easier, the Soviets had, two years prior to the official occupation, installed a pro-communist regime in the Afghan government (Assifi, 1982/83). The major players of the war were of course the USSR and the Democratic Republic of Afghanistan (Assifi, 1982/83). USSR, a communist force rising in the world against the capitalist Western giants like the United States posed a serious threat to the Western world (National Review, 1987). ... ly made their way into their homeland owing to the cooperation of the pro-communist regime installed in the country a couple of years back (Assifi, 1982/83). The population itself was divided into different sects and groups, which made the freedom fight slightly ineffective (Lamothe, 2004). The major parties that influenced the war were the Jamiat-i-Islami, Hizb-i-Islami, Mujahideen, and the Taliban (Lamothe, 2004). Individuals such as Ahmad Shah Massoud (Lamothe, 2004) also played pivotal role in the Afghan resistance against the Soviet invasion. Apart from the key players of the war, several countries took part in the resistance against the invasion although not directly becoming a part of the war. Such states are said to play a supportive role in the conflict. Pakistan was one of major supporters of the freedom fighters (Chapman, 1982). It couldn’t help getting involved in the war, though, given its geographical closeness to the Afghan territory. Also, it was believed that it was the next target of the Soviets (National Review, 1987), who had apparently greater aims than just occupying Afghanistan. Therefore, Pakistan fought the invasion politically and with manpower. It provided a constant supply of trained soldiers, called Mujahideen, to the Afghan freedom fighters, most of whom were Pashtun and of Afghan nationality (Lamothe, 2004). These soldiers were trained in military and religious camps all along the border of the two countries, and a huge fraction of these camps were funded by the United States government (Chapman, 1982). Pakistan, suddenly, was very prominent on the world map due to its geopolitical role in the conflict (Assifi, 1982/83). It also provided health care facilities to the wounded soldiers, both on the battlefield and on its own land among

Identify and compare examples of motivation techniques used within Assignment

Identify and compare examples of motivation techniques used within Cadbury's and Nestle and briefly justify a suitable managemen - Assignment Example Company profiles of Cadbury and Nestle Cadbury limited, founded in 1824 and headquartered in London, is one of the world’s largest candy makers to share 10 percent of the market. It produces and sells confectionary products offering chocolate bags, boxes and tins and chocolate bars and drinks. It is world’s second largest chewing gum makers and has merged to be a multi-million multinational company (Bloomberg Business Week, 2013). Nestle, a food and beverage multinational company headquartered in Vevey, Switzerland, is world’s No-1 food and Drink Company in terms of sales and world’s leader in coffee market. It is world’s top bottled water maker and biggest frozen pizza maker and is one of the most reputed brands name across the world (Hoovers.com, 2013). Objectives and Vision A business organization needs to describe the purpose and major objectives for which the organization exists. Objectives of an organization provide information, direction and inspiration to explicitly outline the future of the firm. The vision of a firm consists of practical ideals that offer certain goals to be accomplished in terms that can be evaluated (Hitt, Ireland and Hoskisson, 2011, p. 18). For Cadbury, quality is its promise as its reputation has been built upon quality and it promises to ensure quality in its six products line- confectionary, candy, desserts, gums, snacks and beverages. Its objectives include delivering superior shareholder returns, managing resources efficiently to ensure growth and achieve high performance. With its vision â€Å"to be the biggest and the best confectionery company in the world†, Cadbury always attempts to deliver supreme values and quality so as to become the best and biggest confectionary company in the world (Bloomberg.com, 2013). Nestle promises ‘Good Food, Good Life’ to provide best tasting, fresh and nutritious choices in a different segments of food and beverage to its targeted marke ts. Nestle’s objective is to become the leader in nutrition, health and wellness trusted by all its stakeholders (Nestle, 2012). Its vision is to ‘be a leading, competitive, nutrition, health and wellness company that delivers improved shareholder value’ (Nestle.co.za, 2013). Organizational Culture and Structure Organizational structure in a firm designates formal relationship including number of levels in the management hierarchy and grouping together of individuals in to departments to ensure effective communication, coordination and integration of efforts among departments (Daft, 2010, p. 90). Organizational culture is a system of shared values, beliefs and assumptions that are established in an organization so as to influence and motivate people towards achieving the desired goals. Cadbury employs more than 4500 employees in over six countries. In 2009, the company has eliminated the regional structure to operate seven business units and leverage the category leadership across its markets. At Cadbury, the board of directors plays vital roles and responsibilities for overall management and performance and for the approval of long-term objectives. As shown in the diagram, the span of control and communication is spread among different

The Saddest Day in My Life Essay Example | Topics and Well Written Essays - 1000 words

The Saddest Day in My Life - Essay Example We were taught to live in righteousness and morality. Even at a young age, I learned the importance of holding fast to one's belief. Even when I am already married and have a family of my own, I am still very closely attached to my family. My brother and I are even teamed up in a small business of importing used cars. One of my aspirations in life is to help alleviate the abject poverty that my countrymen are experiencing in Ethiopia. Although I can say that my family is living in a good condition, it is my conviction that a successful and meaningful existence can be measured by one's concern for others and the compassion he had shown towards his fellowmen. Each of us has a specific duty on earth. No matter how great or small it may seem to be, it is what we must be committed to pursuing. Life is short and one has to take advantage of that fleeting moment to make a difference. I was an active member of the Coalition for Unity and Democracy (CUD), a coalition of four existing political parties of Ethiopia which combined to compete for seats in the Ethiopian General Elections. I was a member of the propaganda and awareness division. One of my responsibilities is the distribution of flyers. I actively participated in the national elections for my party by organizing various meetings and training. One of our objectives is to inculcate in the minds of our youths the culture of democracy for them would be aware of their rights and duties as Ethiopian citizens.Because of my active involvement in CUD, I received much harassment. With the absence of any search warrant, my office was raided by government forces. They took several documents from my possessions and I was accused of different kinds of falsified information. My brother and I, together with some of my colleagues in the party, were arrested and were detained for several days. For the three days that I was detained, I was interrogated and was told that my business would cease from the operation because it is linked with anti-government bodies. I was told that the only way to straighten the situation is if I denounce my membership in CUD and if I testify against CUD. I was warned that if I refuse to cooperate with them, my business would remain closed. They even threatened that I would suffer the consequences of my unlawful deeds.After much thought, I decided to agree to their terms in order to save myself for the moment. With that, I was released. I then realized that it would be impossible for me to live peacefully in Ethiopia. I decide at once to leave the country at the earliest possible chance to spare my life. Since I already have a valid US Visa at that time and my wife works for an Ethiopian airline, she was able to book me a flight with an open family ticket. Very shortly, through connection and assistance, I finally managed to exit from Ethiopia. I left on Sunday night of July 10, 2005, and arrived in the United States on July 11, 2005. I was very sad to be departed from my wife and family but I was forced to by circumstances. My father has also been living in the United States for six years under political asylum because of human rights violation of the current government. I stayed with him while I was processing my own request for asylum.

Discussion Forum 4 Essay Example | Topics and Well Written Essays - 500 words

Discussion Forum 4 - Essay Example In this regard, this paper discusses appropriate solutions to the problem of brownouts using a combination of renewable and non-renewable energy sources, supporting the proposed solution on both economic and environmental grounds. Fundamentally, the non-renewable energy sources, which are the most commonly exploited energy sources, normally deplete at their respective deposits (Walker, 2010). This means that the continued exploitation of the non-renewable sources is not sustainable as compared to the renewable energy sources (Heinberg, 2004). The major sources of non-renewable energy include fossil fuels whose deposits cannot guarantee the energy demands of the future generations. On the other hand, renewable energy sources such as nuclear, hydro, wind and solar energy play an important role in ensuring that the world attains a sustainable energy exploitation and use (Johnston & Master, 2004).   Unfortunately, the non-renewable energy sources are heading for depletion leading to rampant situations of brownouts. This is particularly so because the current level of exploitation of the renewable energy sources is not adequate to meet the global demand (Johnston & Master, 2004). This is despite the fact that major players channel enormous amounts of resources to the project each year in attempts to promote the use of cleaner energy for both domestic and industrial purposes. In addition, brownouts occur majorly because a vast majority of the energy created is lost through wastage rather than conservation (Walker, 2010). In this regard, the best suggestion would be that the world be more cautious with the non-renewable energy due to the numerous environmental challenges such as waste disposal and interruption to the ecosystem. An approach that leans towards storing energy would work best for many countries in the reduction of cases of brownouts

Introduction to operations and supply chain management Case Study

Introduction to operations and supply chain management - Case Study Example s by having electronics products that would otherwise pose health risks in landfills, being taken back to the factory to leave the lands free for other economic activities (Partridge, 2010). Thirdly, the specific consumers usually benefit from better, more functional electronic products by replacing their outdated versions with new ones. Finally, by absorbing the waste plastics and circuit boards of dysfunctional products, Samsung is technically saving the relevant governments of resources which would otherwise be used to maintain an eco-friendly environment (Partridge, 2010). This implies the electronics manufacturer has technically eliminated the need for governments in charge of its markets to create awareness on the need for environmental conservation and or to set up waste recycling plants such as plastic incinerators. According to Partridge (2010), building sustainable supply chains differs from good business practices because the former is more comprehensive. Sustainable supply chains involves incorporating ecologically and financially worthwhile practices in the core of supply chain processes, from R&D stages, to raw material selection, to production, packaging, haulage, storage, delivery, consumption and disposal. In contrast, good business practices are rather secondary to the production and supply of products. Samsung would still have implemented the Take Back and Recycling programs in markets where there are limited regulations, as a way of capping costs of production and keeping in pace with rapidly evolving technologies in the electronics industry. As Partridge (2010) noted, technology and electronic products are normally affected the most by rapid development of more sophisticated gadgetry. Constant evolution of technologies would have pushed Samsung into adopting Take Back and Recycling program on the basis of keeping the cost of production and distribution considering that procuring new supplies is usually costlier. The same case applies to

Terrifying things people do (ideas) Essay Example for Free

Terrifying things people do (ideas) Essay As you probably know the writing of an essay is to gauge the writers creative ability and to assess the fluency of their mind and its properties to assimilate within actions and sounds their take and acknowledgement of the world around them. In such confines your wish to project the panoply of Depression is both brave and challenging. If one had a coin for every time you have heard the sufferer say that it is the inability of people without the illness to be able to understand its vagrancies or machinations then we the patients would be very rich indeed. You have the opportunity of perhaps giving some insight into one of the most insidious of illnesses and I would encourage you to use such an occasion. You do not identify yourself as a mental health user but I think in some way you must be associate with the illness to consider such a subject. You ask for assistance in creating an opening for the subject heading Terrifying things people do ever day With your approval I would offer the following: 1. It without doubt borders on the terrifying when as a severe depressive you awake each morning to sense if that feeling of loss and imprisonment is waiting for you to wake. By long experience you know that through a lifting of your eye-lids, if you will be caught for that full day in the snarling web of black depression. 2. You know then that the day ahead will be a struggle and a battle, competing with a condition that wants to ensure that you suffer terrifying mental and physical pain. 3. It is a terrifying experience to attempt to live through such a day without the proper function of the brain giving out proper signals to relay cognition, memory or the confidence to speak in public or to feel or act naturally. 4. You feel terrified and afraid and because you are in such a low mood feelings of fear are multiplied until you reach a point of standstill. In many cases you become almost dumb unable to vocalise your symptoms or the anguish of the illness. 5. You are haunted and terrified with a past but no future and cocooned in hopelessness. Hopefulness has become an early victim to the illness. 6. As a form of retreat from the illness you seek out the safety of the duvet and sleep becomes a form of retreat but such safety turns to terror when you exaggerate in a day the wakening up experience. 7. You become reclusive which can be in itself terrifying, the world continues to spin, and the traffic flows and people like ants hurry and scurry about but you become invisible which is frightening, you are alone desperate for companionship but no one appears to notice you or to give you the time of day. 8. In the most acute stages, the mind wanders into that terrifying prospect of suicide and death becomes a welcomed conclusion to the pain and agony of a brain so badly affected with a chemical imbalance. Its at such a junction that the terrifying prospect of death challenges your will to live and in the most perverse way a battle not of the mind but of the will and spirit rages on in a terrifying contest. Normally this takes place against a backdrop of darkness. The mind is lost in the dark but the soul must somehow find the light to survive. An episode of full-blown suicidal tendency is the most terrifying the non-soldier in life will ever experience. 9 The survivor from this mental holocaust will be now have reached the stages of therapy and medication and if properly diagnosed will have started a programme of lessening the effects of severe depression. It is still to be proved if Depression and Mental Illness in all its labels is curable. However the medication is probably for life. Whilst you may reach a level of functioning, its terrifying to be in such an abyss without the feeling or exact knowledge of expectant hope and true well-being. 10. The sufferer who has incurable Mental Illness will probably have lost a half to a third of their working life and to enter that vista of old age without savings or pension plans has that re-visit to terror. Life as it has been commercially re-designed is to get to that nirvana of retirement, financially protected and making for the golf course. This is not the option of the long-term ill, their terrifying journey into the final years have already been predetermined through sad event and circumstance. Terror is looking forward and seeing no hope; Terrifying is living that no hope. This is what millions of sufferers do every day. In a land that refuses to accept the depth of the illness. The caption for any documentary on mental illness today would need to encapsulate The Walking Dead in our lifetime this is truly Terrifying!

The Hollywood Effect Of The Reel Bad Arabs Media Essay

The Hollywood Effect Of The Reel Bad Arabs Media Essay Watching Dr. Jack Shaheen documentary Reel bad Arabs, in which he discusses almost a 1000 Hollywood films featuring an Arab and concludes that the vast majority of which portray Arabs in a distorting manner, I found myself really fond of the idea of the power of media in positioning peoples minds in favor of a secret agenda and so forth, I found that I deeply agree with Dr.Shaheens claim that the Hollywood movie industry, almost always portrays Arabs as bad since it is influenced by the US foreign policy agenda. How Media Affects Public Opinion In the last 50 years the media influence has grown exponentially with the advance of technology. We now live in a society that depends on information and communication to keep moving in the right direction. The media has a huge impact on society and also in public opinion. It can shape the public opinion in different ways depending of what is the objective. Repetition Effect Al tikrar biallem il hemar -By repetition even the donkey learns-, this Arab proverb encapsulates how effective repetition can be when it comes to education: how we learn by repeating an exercise over and over again until we can respond almost reflexively. For more than a century now, Hollywood, too, has used repetition as a teaching tool, tutoring movie audiences by repeating over and over, in film after film, insidious images of the Arab people. From earlier times to the present day consider how these images have affected honest discourse and public policy. Building Stereotypes Stereotyping has existed with us since the beginning of time in our day to day life .With these repetitive patterns going over and over in front of our eyes, as audience, we start building our own images about others based on these patterns, breeding them into our minds and revitalizing them whenever stuck in a situation . Bottom-line, instead of getting to know the truth, we tend to resort to our preconceived notions rather than judging things as they are, which involuntarily, builds stereotypes in our minds. Manipulating Public Opinion Normally, stereotypes are fast and fairly effective because not everyone can be able to travel to every nation and verify the true state of affairs, thus techniques of misinformation and name calling are used by media outlets in attempt to convince the public to belief generalities made about a particular group, in this case Arabs, to be true in areas such as religion or politics. For example, after the attacks of 9/11 the media gave a huge coverage of the event and exposed Osama guilty for the attack as they were told by the authorities. This shaped the public opinion to support the war on terrorism, the same happened with the war on Iraq. The problem is that if media received inaccurate information then the public opinion supported a wrong cause, and this is the power of public opinion influence. Hollywood As A Source Of Knowledge And Influence A Positioning Weapon Hollywood movies have been around now for more than century and have and will continue to impact us and future generations. Nowadays, Hollywoods motion pictures reach nearly everyone. How Arabs Are Portrayed In Hollywood Seen through Hollywoods distorted lenses, Arabs look different and threatening. Projected along racial and religious lines, the stereotypes are deeply ingrained in American cinema. According to Dr. Shaheen words, What is an Arab? In countless films, Hollywood alleges the answer: Arabs are brute murderers, sleazy rapists, religious fanatics, oil-rich dimwits, and abusers of women. They [the Arabs] all look alike to me, quips the American heroine in the movie The Sheik Steps Out (1937). All Arabs look alike to me, admits the protagonist in Commando (1968). Decades later, nothing had changed. Quips the U.S. Ambassador in Hostage (1986), I cant tell one [Arab] from another. Wrapped in those bed sheets they all look the same to me. In Hollywoods films, they certainly do black beard, headdress, dark sunglasses, in the background-a limousine, harem maidens, oil wells, camels. Beginning with Imar the Servitor (1914), up to and including The Mummy Returns (2001), a synergy of images equates Arabs from Syria to the Sudan with quintessential evil. In hundreds of movies evil Arabs stalk the screen. We see them assaulting just about every imaginable foeAmericans, Europeans, Israelis, legionnaires, Africans, fellow Arabs, evenfor heavens sakeHercules and Samson. Dr Shaheen believes that such Arab images serves not only for dehumanation, but mainly for increasing abhorrence towards that group of people in an attempt to back up the U.S foreign policies and agendas. The findings of a recent study suggest that Hollywood films influence viewers perceptions and attitudes towards Arabs extensively. Similar approaches to Dr. Shaheens were taken and mostly rendered the same conclusions such as Jamie C. Friess, which pointed out that Hollywoods representation of the Middle East ebbed and flowed with the foreign policy realities of the United States across time underlying the belief in the presence of a link between U.S. diplomacy and popular films portrayal of Arabs. Possible Reasons Behind Hollywood Portrayal Complement American Foreign Policy The interpretations of Hollywoods representation of Arabs involve different, often contradictory, types of image. They also suggest that the intensification of the Arabs stereotypical image over the last century from comic villains to foreign devils did not occur in a vacuum but, certainly, with the intertwinement of both political and cultural interests in the region. It is believed that this was motivated indirectly by U.S imperial objectives. Justify War In Palestine, Iraq And Afghanistan Arabs are politically characterized as soldiers of Allah with no mercy and who do terrible things; they are not just villains but also dangerous and they need to be politically and militarily contained. The concept shows how the situation in the region is badly in need of help Western, and in particular American. Just the needed situation that can fairly justify wars in Afghanistan and in Iraq and work as a great cover of the real intentions behind such wars, which is clearly economic-oil-.Moreover; keeping the international world silent about the ongoing Palestinians killings. We -Arabs- Fail To Fix Our Image To bring about fundamental changes in how motion pictures project Arabs, a systematic lobbying effort is needed. Though the Arab-American and Muslim-American presence is steadily growing in number and visibility in the United States, Regrettably, only a few Arab-Americans meet with and discuss the stereotype with filmmakers. Though when dialogue does occur, some discriminatory portraits are altered. Conclusion In conclusion, I would like to re-insist on the fact that Hollywood movies- as a media outlet- can influence public opinion extensively on the way Arabs are perceived and that they can actually serve, in one way or another, as a tool of manipulation or oven be manipulated themselves in order to enforce different governmental policies. Both the American authorities and corporate media helped to outline the Middle East within an ideological bias that shapes the public understanding of the region. Such a cultural discourse has stressed an epic struggle between the civilized, democratic, modern West and the brutalized, barbaric, primitive East. This manipulation should be processed to maintain the notion that these nations need, and will continue to need, American protection not just from their enemy but from themselves as well.

Ageism at work

Ageism at work INTRODUCTION Ageism can be defined as any attitude, action, or institutional structure which subordinates a person or group because of age or any assignment of roles in society purely on the basis of age (Traxler, 1980, p. 4). As an ism, ageism reflects a prejudice in society against older adults. Ageism, however, is different from other isms (sexism, racism etc.), for primarily two reasons. First, age classification is not static. An individuals age classification changes as one progresses through the life cycle. Thus, age classification is characterized by continual change, while the other classification systems traditionally used by society such as race and gender remain constant. Second, no one is exempt from at some point achieving the status of old, and therefore, unless they die at an early age, experiencing ageism. The later is an important distinction as ageism can thus affect the individual on two levels. First, the individual may be ageist with respect to others. That is s/he may stereotype other people on the basis of age. Second, the individual may be ageist with respect to self. Thus, ageist attitudes may affect the self concept. Much research has been conducted concerning ageism. However, the empirical evidence is inconclusive. Some research demonstrates the existence of ageist attitudes (Golde Kogan, 1959; Kastenbaum Durkee, 1964a, 1964b; Tuckman Lorge, 1953) and other research does not (Brubaker Powers, 1976; Schonfield, 1985). This discrepancy is most likely the result of methodological differences and, in particular, methodological errors. A brief discussion of the major methodological errors or problems found in ageism research may be helpful in clarifying this point. The first major problem is that the majority of ageism research suffers from a mono-method bias. In other words, each study used only one method to operationally define the ageism construct. Methods commonly used have included sentence completion (Golde Kogan, 1959), semantic differential (Kogan Wallach, 1961; Rosencranz McNevin, 1969), Likert scales (Kilty Feld, 1976), and adjective checklists (Aaronson, 1966). The problem inherent in the use of a mono-method is that any effect found may be an artifact of the method employed rather than the construct under study. Thus, a researcher should employ more than one method to look for consistency in the results. Another problem, according to Kogan (1979) is the use of within-subjects designs in ageism research. In other words, a subject will be asked to complete a questionnaire regarding both younger and older adults. Kogan asserts that by using this methodology, age is pushed to the foreground of a subjects mind. The subject thus becomes aware that the researcher is looking for age differences. Therefore, age differences are found. The use of primarily younger populations to study ageism represents another problem with ageism research. The majority of ageism research uses children, adolescents, or young adults as subjects and examines their perception of older adults. Only a few studies have examined the perceptions of the population whom the construct affects most older adults. Those studies which have used an older subject population have unfortunately used primarily institutionalized individuals as subjects (Kastenbaum Durkee, 1964a; Tuckman Lavell, 1957). Therefore, they do not represent the vast majority of older adults. Another problem with much of ageism research is that it only examines the negative stereotypes of old age. More recent studies have suggested that while attitudes toward the aged are increasingly positive, they are still stereotypic (Austin, 1985). Therefore, ageism has been expanded to include positive stereotypic images. However, these are rarely studied (Brubaker Powers, 1976). Two additional problems are primarily theoretical in nature. First, ageism research rarely examines or attempts to understand the causes of ageism. Thus, while much theoretical work has been conducted concerning the factors contributing to ageism, little empirical research has been conducted in this area. Second, ageism research rarely examines the interaction between ageism and other isms. As many individuals are in a position to experience more than one prejudice, the interaction between these prejudices needs to be examined. The Theoretical Basis of Ageism Ageism consists of a negative bias or stereotypic attitude toward aging and the aged. It is maintained in the form of primarily negative stereotypes and myths concerning the older adult. Traxler (1980) outlines four factors that have contributed to this negative image of aging. Each will be discussed below. The first factor that is postulated to contribute to ageism is the fear of death in Western society. Western civilization conceptualizes death as outside of the human life cycle (Butler Lewis, 1977). As such, death is experienced and viewed as an affront to the self. Death is not seen as natural and inevitable part of the life course. This can be contrasted with Eastern philosophy where life and death are all part of a continuous cycle. Death and life are inextricably woven together and the self continues throughout. To be a person, in Western society, however, means that one must be alive and in control of the events of one1s life. Therefore, death is feared. As death is feared, old age is feared; death and old age are viewed as synonymous in American society (Kastenbaum, 1979). Kastenbaum (1973) hypothesizes that ageism attitudes and stereotypes serve to insulate the young and middle-aged from the ambivalence they feel towards the elderly. This ambivalence results from the fact that the older adult is viewed as representing aging and death. Butler (1969) states: Ageism reflects a deep seated uneasiness on the part of the young and middle-aged a personal revulsion to and distaste for growing old, disease, disability; and a fear of powerlessness, uselessness, and death ((p. 243). This represents the most commonly argued basis for ageism. The second factor postulated by Traxler (1980) to contribute to ageism is the emphasis on the youth culture in American society. For example, the media, ranging from television to novels, place an emphasis on youth, physical beauty, and sexuality. Older adults are primarily ignored or portrayed negatively (Martel, 1968; Northcott, 1975). The emphasis on youth not only affects how older individuals are perceived but also how older individuals perceive themselves. Persons who are dependent on physical appearance and youth for their identity are likely to experience loss of self-esteem with age (Block, Davidson, Grumbs, 1981). The emphasis in American culture on productivity represents the third factor contributing to ageism in American culture (Traxler, 1980). It should be noted that productivity is narrowly defined in terms of economic potential. Both ends of the life cycle are viewed as unproductive, children and the aged. The middle-aged are perceived as carrying the burdens imposed by both groups (Butler, 1969). Children, however, are viewed as having future economic potential. In a way, they are seen as an economic investment. Economically, older adults are perceived as a financial liability. This is not to say that older adults are unproductive. However, upon retirement, the older adult is no longer viewed as economically productive in American society and thus devalued. The fourth factor contributing to ageism in American society and the so-called helping professions is the manner in which aging was originally researched. Poorly controlled gerontological studies have reinforced the negative image of the older adult. When aging was originally studied, researchers went to long-term care institutions where the aged were easy to find. However, only 5 percent of the older population is institutionalized. Thus, the early research on the aged and aging was based upon non-well, institutionalized older individuals. There is still a need for more research to be undertaken using a healthy, community-dwelling older population. The factors cited above represent four contributing factors to ageism. It has been proposed that individual ageist attitudes can be decreased through continual exposure to and work with older adults (Rosencranz McNevin, 1969). However, there appears to be a large societal influence on ageist attitudes. Therefore, until these societal influences are addressed, ageism can not be obliterated. For example, if the fear of death and therefore aging is not somehow addressed societally, then younger individuals will continue to attempt to make the older population somehow different from themselves. This differentiation of themselves from older adults, thus serves to protect them from the reality of death. DISCRIMINATION AT WORK PLACE The number of people claiming to have faceddiscrimination at workbecause of their age has more than tripled in a year, according to official statistics. Figures released by the Tribunal Service show that claims rose from 962 in 2006 to 2,940 in 2007. The figures come just days after Selina Scott reached a settlement with Channel Five, thought to be worth  £250,000, after claiming she had been the victim of ageism. The 57-year-old presenter sued the broadcaster after claiming she had been lined up to provide maternity cover for Natasha Kaplinsky on Five News but was subsequently overlooked. The figures will reinforce the belief among solicitors that the number of age-related cases will soar over the next few years. Legislation outlawing age discrimination was introduced three years ago, and Melanie Thomas, a solicitor at discrimination law specialists Palmer Wade, said: It takes a while for people to understand that they have new rights. Other figures show that there were 1,032 age discrimination claims in tribunals between April and June, compared with 700 claims in the same period last year. In 2007, the average payout for successful age discrimination cases was  £8,695, compared with  £10,044 for sex discrimination and  £17,308 for race claims. Meanwhile, some people have tried to exploit the laws to their own advantage. Margaret Keane, 50, applied for a series of jobs for recently qualified chartered accountants and, after failing to get any, tabled compensation claims on the grounds of age discrimination. Gillian Shaw, a solicitor at employment law specialists Ledingham Chalmers LLP, said: There is a financial incentive for claimants to look for an alternative to a straightforward claim of, say, unfair dismissal because age discrimination, like sex and race discrimination, does not have an upper limit on the amount of compensation that can be claimed. Scott argued that Channel Five had backed out of a  £200,000 presenting deal because they felt she was too old, choosing Isla Traquair, 28, instead. A string of former BBC faces including Kate Adie and Anna Ford joined forces to accuse television of discriminating against mature women. Dame Joan Bakewell claimed the medium was dominated by the hideously young. In an interview in todays Observer, Ford claims women suffer the most. Ageism against women, she adds, is a peculiar British tradition. In America, there are women with white hair who are heads of banks, heads of corporations, she said. Where are those women here? The latest government figures, released earlier this year, showed that the pay gap between men and women had widened for the first time in years. The new Equality Bill is due to be presented to Parliament this spring, and not a moment too soon, according to the Equality and Human Rights Commissions fifth annual Sex Power report, which recorded a drop for the first time in women attaining top jobs. In 12 out of 25 job categories, it found fewer women in top posts than in 2007. Ageism at work in later life There is a commonly assumed view that ageism affects only a small minority of older people in the UK. The popular television character Victor Meldrew from One Foot in the Grave perfectly captures the stereotype of a grumbling man in later life, stuck in his ways, resistant to change, baffled by technology and distanced from the views and activities of young people. Yet, when examining the issue of ageism, it becomes clear that as with all stereotypes this image is flawed. Ageism affects a wide age group, of both genders and all backgrounds. According to a MORI Social Research Institute poll, ageism tops the list of UK discrimination in the workplace. Over one in five people (22%) interviewed by MORI felt they had been unfairly discriminated against in the work environment. 38 per cent of those who were discriminated against cited age as the most prevalent form of discrimination. Of those who believed they had personally encountered ageism in the workplace, just over half said they were discriminated against because they were too old, however the remaining half claimed to have received unfair treatment for being too young. Estimated cost to the economy of this form of discrimination ranges from  £16 billion to  £31 billion.These figures are shocking but statistics alone cannot account for the social or personal impact that ageism has on individuals and society at large. The government Age Positive Campaign is insistent that attitudes must change. By 2010 nearly 40 per cent of the working population will be over 45. Supporting this cultural shift, legislation preventing ageism in the workplace will be in place in the UK by 2006. But what the government really wants is change here and now. More and more employers in the public and private sector are convinced by the business case of employing a mixed age workforce. They know that Age Positive can result in operational, market and revenue gains. Mixed age workforces are proven to provide employers with a wider available skills base, improved productivity, better morale, increased customer loyalty, greater market share and increased shareholder wealth. METHODOLOGY Todays report by the Employers Forum on Age (EFA), which surveyed 1,000 workers over the age of 16, claims discrimination against older and younger employees remains rife in the workplace. It found that 61 per cent of respondents had witnessed ageist behaviour at work, and half did not know about legislation which would make this illegal. The survey also shows that young and old people could lose out on pay rises and promotions as a result of their age 31 per cent said they had seen older people paid more for doing exactly the same job as a younger employee. Almost a quarter 23 per cent recalled an older worker being promoted even if the younger candidate had more experience. EFA director Sam Mercer commented: As our research has confirmed, ageism is endemic in our society and rife in our workplaces. These attitudes need to be challenged and outlawed so that they become as unacceptable as sexism or racism. Although Mr Mercer said the new laws, which will come into force on Sunday, will help provide protection for people who feel that they have been discriminated against on grounds of their age, he added the change in legislation was just the beginning of a long jour ney towards tackling social prejudices. A spokesman for the Department for Work and Pensions told politics.co.uk the government was committed to ensuring equality at work. He noted that in the past year 208,000 more people aged over 50 are working, claiming the evidence suggests there are many businesses which are keen to harness the skills and experience older workers can bring. He added: We know the practice of ageism is bad for business and the new legislation will ensure that older workers are protected and ageism is stamped out. The governments Age Positive campaign, which sees businesses supplied with an age toolkit, involves working with a wide range of UK businesses to help them recognise the benefits of older workers such as reduced recruitment costs, higher retention rates, greater flexibility, higher productivity, and a broader range of skills and experience, he said. The government will consider whether to keep the compulsory retirement age, currently at 65 for men, or to abolish it at a formal review in 2011. The EFA report comes in the wake of a separate survey for the charity Help the Aged, which finds only 42 per cent of the 1,000 people questioned were aware of the new laws on age discrimination. It also showed that older people still feared ageism at work, and called on the government to ensure older employees knew their rights Age discrimination is still rife, and urgent legislation is needed to stamp it out, a survey has said. EXAMPLES Ageism also happen in sports like there is an example of Pakistani team coach Intikhab Ageism doesnt bother Pakistan coach KARACHI: Pakistan cricket team coach Intikhab Alam on Tuesday brushed aside negative criticism from those demanding his removal because of hisage, saying the campaign was motivated by jealousy. The 67-year-old guided Pakistan to the World Twenty20 title in England in June but Tests and One-day defeats on the Sri Lankatourlast month prompted former players to brand his old age a hindrance in proper coaching. But Alam brushed aside the flak. If there is healthy criticism I take it in a positive way, but targeting my age is negative thinking and I smell jealousy from this, said Alam on the sidelines of Pakistan teams training camp. The five-day camp is the final phase of Pakistans preparations for the elite eight-nationChampions Trophyto be played in South Africa from September 22-October 5. Alam said the same people who were pointing finger at his age were praising him a few months ago. I feel sorry for such people who have a personal vendetta against me, said Alam, who was also credited for Pakistans success in the 50-over World Cup in Australia in 1992. They cannot digest our T20 success. Former captain Aamir Sohail last week criticised Alam for being too old to handle coaching at international level. Former PakistanCricketBoard chief Tauqir Zia also joined Sohail in targeting Alams age, saying Pakistan needs a young coach to guide them to more successes. Alam, however, insists he is fit. I even take part in coaching drills and my age has never been a hindrance in my work. Coaching is all about experience and football coaches worldwide are over 70 years of age but no one speaks against them, said Alam. CONCLUSION According to an ICM poll for Age Concern, nearly one third of people know someone who has been a victim of age discrimination at work. Age discrimination is so widespread that 70% of people believe that ageism still occurs, the same as when a similar survey was conducted in 1998. Another one-in-10 people said that they have experienced discrimination by the NHS, health insurance companies, and been turned down for financial products because of their age. Too old Age Concern criticised employers and companies for failing to tackle ageism and the governments voluntary Code of Practice on age diversity in employment, which was published in 1999. Gordon Lishman, director general of Age Concern England, said: The governments voluntary code clearly isnt working. Comprehensive legislation is needed now, not just to cover the workplace but many other sectors of life. In November 2000, the government adopted a European Union directive, which outlaws age discrimination at work. It must now introduce legislation which supports the directives principles by 2006. Political voice Age Concern has also announced plans to offer older people membership of the charity, to strengthen its campaigning work. Mr Lishman, said: It will give older people the opportunity to directly influence policy makers and force the age issue higher up the political agenda. There are between 700,000 and 1m people in the UK who are aged between 50 and 64 and are unemployed or economically inactive. BIBLOGRAPHY BBC INDIATIMES http://www.india-seminar.com/2000/488/488%20srivastava.htm

Realism and the War on Terror Essay -- essays research papers

Realist thought on international relations fit comfortably within the context of the great wars of the twentieth century. Powerful nations possessing massive military forces took aim at one another to affect the hierarchical structure of the international system for the good of their own security and power. These wars, however, differ greatly from today’s unconventional war on terrorism. Therefore, the realist theories of yesterday, while still useful, require at least some tweaking to fit the present situation.   Ã‚  Ã‚  Ã‚  Ã‚  Probably the most obvious critique of realism with regard to the war on terrorism is that it is a theory that deals with international relations. The belligerents in the war on terrorism are not always conventional nation-states. Therefore, any theory that seeks to explain international relations must be amended to fit the framework of a situation in which nations are not the only players. This is not simply a matter of diction either. Non-state actors do not always act like states possessing a cohesive foreign policy and a desire for self-preservation and advancement. Furthermore, terrorist organizations are not tied to any specific area of land surrounded by well-defined borders that are protected with conventional military forces. This is not to say that terrorist organizations like Al Qaeda and Hezbollah are entirely devoid of the motivations on which traditional nation-sates act like the desire for power, wealth, and security; beca...

Journeys End by RC Sheriff Essay -- English Literature

Journey's End R.C Sherriff uses the characters in his play Journey's End to create tension and drama. In the opening scene Sherriff uses Osborne, an elderly man who is second in command of the company that's coming on duty, and Hardy, the captain of the company that is coming off duty, to set the scene. Hardy starts to do this when pointing out features on a map of the front line, "Here we are, we hold two hundred yards of front line. We have a lewis gun here and one in this little sap here and sentry posts where the crosses are". Sherriff also uses Hardy and Osborne to give an insight into the character, Stanhope's, personality and to describe the living conditions in the front line. He first does this by using the stage directions at the beginning of the play ' CAPTAIN HARDY, a red-faced, cheerful looking man is sitting on a box by the table, instantly drying a sock over a candle-flame, this gives a first impression of the trenches and dugouts being cold and wet. Sherriff then takes this description further when Hardy says "Excuse my sock, won't you... Guaranteed to keep the feet dry, trouble is it keeps getting wet doing it." The living conditions are then further described as poor. When Hardy offer Osborne a drink of whisky but warns him " Don't have too much water it's rather strong today", this gives the indication that the water is unsafe and has to be disinfected. Another indication that conditions were poor, was when Osborne was examining the beds and Hardy blurts out "Oh no that's mine. The one's in the other dugout have no bottoms. You keep yourself in by hanging your arms and legs over the sides. Mustn't hang your legs to low, or the rats gnaw on the boots". Hardy and Osborne provide an in... ...ys in the following way: Stanhope stayed at Raleigh's house in the holidays and was supposedly his friend and he cared about Raleigh and his sister, but doesn't want him in the company in case he becomes injured or even killed. Stanhope doesn't think highly of the Colonel because he only cares about getting a result and pleasing the brigadier and doesn't realise that Osborne is dead until Stanhope says to him in a sarcastic tone "How awfully nice - if the brigadier's pleased." The death of Osborne really shows on Stanhope because he shouts at Raleigh and tells Raleigh to eat his food and have a drink of whisky, basically forcing Raleigh to do stuff. When Raleigh is dying Stanhope completely changes his tune, he tries to comfort Raleigh and says that he will send him home, and after Raleigh passes away he sits there until he is called for and the play ends.

The Odyssey :: essays research papers fc

Homer’s poem The Odyssey depicts the tendency of people to ignore the consequences of their actions. Odysseus punished Penelope’s suitors without thinking of consequences that he would have to endure. He did not acknowledge the consequences because that would prevent him from doing what he wants to do. Odysseus wanted to kill the suitors; they ate away at his fortune. Finding consequences for murdering the suitors would force Odysseus to realize what he is about to do is not a good idea. Odysseus chose to ignore the consequences and killed the suitors anyway. Odysseus had absolutely no reason to kill the suitors; they had the right to stay in his home because Penelope made them feel welcome, Penelope and Telemachus both told them that Odysseus was dead, and although Telemachus told them to leave, he did not have the right to do so. Throughout the poem, Penelope encourages the suitors to stay in her home by making them think they are welcome. With Odysseus gone Penelope chooses whom she hosts in the great palace. Penelope does hate the suitors but she never once tells them to leave. She even makes the suitors think that she would be choosing her new husband soon and in this way she makes them feel welcome in her home. Antinous, a suitor, responds to accusations Telemachus made to the suitors at an assembly. It’s not the suitors here who deserve the blame, It’s your own dear mother [Penelope], the matchless queen of cunning. Look here. For three years now, getting on to four, she’s played it fast and loose with all our hearts, building each man’s hopes- dangling promises, dropping hints to each- but all the while with something else in mind. (2.94-100) Penelope makes each individual suitor feel special and makes him believe that she would pick him as her new husband. This action implies not only that she allowed the suitors to remain in her household, but more importantly that she wanted the suitors to stay. Therefore, Penelope’s speech and actions toward the suitors justified their remaining in the home. Statements made by Telemachus and Penelope about Odysseus’ whereabouts leads the suitors to believe that he is deceased and, therefore, that Penelope is single and ready to court once again. When a woman is widowed, she begins trying to find a new husband and single men come to court the woman. Since Penelope and Telemachus tell the suitors that Odysseus is dead, the suitors have the right to stay and court Penelope.

Works of Art or Literature Profoundly Reveal Their Creator’s Psychology

Analysis†Works of art or literature profoundly reveal their creator's psychology† Marle BonaparteIn this chapter, the detailed analysis would focus on the aspect on different attitudes adopted by Edgar Allan Poe to portray his conception of death in selected poems. Poe himself sees death in various experiences and his transformation of death from one poem to another is noteworthy. The bedrock of analysis would be The Raven, Annabel Lee, Lenore, The City in the Sea, Eldorado, and The Conqueror Worm. Although the theme in these poems is the same, the attitudes and the nature of description are entirely different in all of them. The chapter is allocated to three subtitles, man's attitude towards death of the beloved, man's description of death and the third corresponds to the reasons behind these attitudes adopted based on Poe's biography.3.1 Man's attitude towards the death of the beloved:3.1.1 The RavenThe poem follows an unnamed narrator who is also a lamenting lover of his dead beloved Lenore. Lenore is thought to be the deceased wife of Poe and holds the central element in this poem. The narrative poem begins on a dreary night of December, where the lover is seen as tired and weak. Remembering his dead beloved he experiences ennui and tries to overcome this by diverting his attention to an old book. As the narrator is seen feeling at unease and weak, he hears a tapping on his chamber door. He consoles himself that a visitor may have tapped the door to seek asylum and nothing else. Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore,— While I nodded, nearly napping, suddenly there came a tapping, As of someone gently rapping, rapping at my chamber door. â€Å"‘T is some visitor,† I muttered, â€Å"tapping at my chamber door;Only this and nothing more.† (The Raven 112)Since the beginning of the poem, reader can feel the ambience of death surrounding the narrator. The use of â€Å"I† is the poem indicates unnamed narrator being fearful and irritated as he describes the sound in rather negative term â€Å"rapping†. According to TheFreeDictionary, the word corresponds to a series of rapid audible blows in order to attract attention. This rapping sound generated which is described is making the narrator aware of his surroundings more and he begins to fear for himself. Narrator also uses â€Å"gentle† which portrays yet another descriptive aspect, the gentle tap made the narrator aware of his situation and was able to respond to it. The narrator also shows his irritated nature: â€Å"Tis some visitor,† I muttered, â€Å"tapping at my chamber door / Only this and nothing more.† Narrator now moves on to remembering his lost beloved Lenore. He can be evidently seen to showcase his unconscious through a moment of flashback, a specific time that he is reliving again in that chamber. The use of words â€Å"dying embers† showcases a trigger generated in the narrator about his lost Lenore. It is said that â€Å"we unconsciously tend to run away from our distressing thoughts and painful experiences by believing and convincing ourselves to forget them.† These repressed thoughts and experiences remain in our unconscious in a dormant phase, and as soon as similar situation occurs, these recurring experiences surfaces. The past has surfaced again when the narrator moves into flashback, feeling sorrow for having lost his beloved forever:Ah, distinctly I remember it was in the bleak DecemberAnd each separate dying ember wrought its ghost upon the floor. Eagerly I wished the morrow;—vainly I had sought to borrow From my books surcease of sorrow—sorrow for the lost Lenore,For the rare and radiant maiden whom the angels name Lenore: Nameless here for evermore. (The Raven 112-113)Here, narrator uses â€Å"bleak December† to signify cold, and consequently death. The very first line creates a conception of death as cold and unwavering in the reader's eyes. Nothing lives in the winter, for those who live goes into hibernation till the winter surpasses. December is the month of winter. This symbolizes death as cold, unforgiving and larger in magnitude. The cold of winter wipes out the warmth effortlessly as the narrator explains it as â€Å"dying ember†. This dying ember generated the flashback of his beloved and this in turn instils the narrator to think about his beloved's death. He calls her the â€Å"fair maiden† whom the angels took away, leaving narrator sorrowful and mournful in attribute. To surpass his sorrow, he sought refuge in books: â€Å"Eagerly I wished the morrow; —-vainly I had sought to borrow / From my books surcease of sorrow—-sorrow for the lost Lenore. Now narrator moves to open the door, fearing, grieving, and contemplating that it might be Lenore that seeks entrance in his chamber. The depiction of this fear is uncanny as narrator shows his inner fear which enthralls in him terrible yet fantastic horrors that he has never felt before. This uncanny attitude towards death is evident of the nature of Poe. Poe regards death as an inevitable concept in this narrative poem. The horrors that the narrator faces are portrayed through the musical effect of silken purple curtain, sad, uncertain rustling of purple curtain, narrator is now terrified of this sound and reassures himself that it might be some visitor who seeks entrance at his chamber door. From the initial concept of death as an inevitable phenomena, the transformation has made death generating fear inside narrator. The narrator is now fearful of the ambience around him as it generates the flashback of his lost love. And the silken sad uncertain rustling of each purple curtainThrilled me—filled me with fantastic terrors never felt before;So that now, to still the beating of my heart, I stood repeating†Ã¢â‚¬ËœT is some visitor entreating entrance at my chamber door,Some late visitor entreating entrance at my chamber door:This it is and nothing more.† (The Raven 113) The narrator's state is been showcased as he tries to forgo his fear and establishes himself adamantly for the visitor. He converses with the person on the other side of the door. Narrator, completely unknown of the visitor, tries to communicate his thoughts by saying that he was nearly napping, and the visitor's tapping was so distinct and clear that he was able to hear it, therefore, asks for their apology for he was napping and opens the door wide. However, the narrator meets nothing but darkness on the other side. Presently my soul grew stronger; hesitating then no longer,†Sir,† said I, â€Å"or Madam, truly your forgiveness I implore;But the fact is I was napping, and so gently you came rapping,And so faintly you came tapping, tapping at my chamber door,That I scarce was sure I heard you†Ã¢â‚¬â€here I opened wide the door:— Darkness there and nothing more. (The Raven 113-114) The narrator now resonates with his fear again, wondering, fearing â€Å"dreaming dreams no mortals ever dared to dream before. In absolute fear, the only word that narrator could think of was of Lenore and as he speaks it, it reverberates back to him. This can also be subjected as his inner loneliness, the narrator, weak from his mourning of his beloved feels alone and forgotten, and as he hears the tapping, thinks of his lost love coming back to him. According to Freud, the fear of death dominates us more often than we know. This fear of death allowed the narrator to recollect his memories of Lenore and call her out when he opens the door. Later a loud tapping is again heard and when he checks again finds a stately Raven of saintly days of yore entering his chamber.it sought bust of Pallas just above his chamber door to settle on and gave no attention to the narrator. The Raven plays a crucial role in this poem. This Raven not only acts as a simple animal doing its bidding, but acts as a pivot to unleash the emotions narrator carries with him.Now the conception of death has yet again transformed. Death has now materialized in the form of The Raven. The raven is first and foremost, considered a bird of evil. This bird has long since been associated with different mythologies. In Norse mythology, for instance, Raven signifies as a messenger. Odin's two ravens, Hugin and Munin, Thought and Memory; flew across the world to collect news of the day and report back to Odin. It is also associated to be a harbinger of death and doom, with strong associations with storms and floods. Narrator now fascinated and excited of the entrance of the Raven â€Å"ebony bird beguiling my sad fancy into smiling† (Raven 43) asks the creature of its name. The raven surprises the speaker by saying â€Å"Nevermore†. Narrator curious to know more starts inquiring the Raven of its whereabouts. He thinks for a minute as to what can he ask from the bird when his mind starts to wander back to his lost Lenore. The speaker feels the air becoming dense around him and scented with perfume from some heavenly being Seraphim. According to Christian angelology, Seraphim mean â€Å"burning ones† or in other words, nobles. They are also known as â€Å"ones of love†. Here the narrator believes Raven to be a messenger, a prophet which could predict if he could meet his beloved Lenore in Heaven to which he replies â€Å"Nevermore†. A constant to and fro is showcased between the narrator and the Raven. By saying nevermore, the Raven suggests that the narrator would never be able to let go of his beloved's memories and they would haunt him till the end of times. Narrator, enraged, calls the raven â€Å"thing of evil†, â€Å"devil†, and commands the devil to return to the â€Å"Night's Plutonian shore†. Pluto is the god of the underworld; Hades. It is presumed that the Raven has the knowledge of the dead and therefore its response â€Å"Nevermore† is deemed relevant. Through this, narrator realizes that death is the ultimate end to everything and he will never meet with his beloved again. This makes him even more melancholic and depressed and commands the raven to leave his chamber, Leave my loneliness unbroken!—quit the bust above my door / Take thy beak from out my heart, and take thy form from off my door!†And the Raven, never flitting, still is sitting, still is sittingOn the pallid bust of Pallas just above my chamber door; And his eyes have all the seeming of a demon's that is dreaming,And the lamp-light o'er him streaming throws his shadow on the floor;And my soul from out that shadow that lies floating on the floorShall be lifted—nevermore!These lines clearly indicate the perception of narrator. Despite the constant name calling and ordering the Raven to leave his chambers, the creature doesn't move. This can be linked back to Death itself. No matter how one individual tries to make it go away, the course of nature undertaken by death would never shift from its original path. The Raven does not move as is â€Å"still sitting on the bust of Pallas just above my chamber door†. The repetition of the word â€Å"Nevermore† adds to the mood of the poem. Nevermore is a negative word, which means never again, which evokes emotions of helplessness and despair, sadness and melancholy; all the attributes concerning the death of someone. In this poem, this word evokes emotion concerning the death of a beloved.According to Freud's theory on death, the speaker attitude towards the death of his beloved is unconsciously portrayed. The speaker travels in flashbacks, remembering the past encounters with his love and re living those emotions unconsciously. He could not sever his dependence from his lover's memories. Even if he tries to keep himself occupied with reading old volumes of books, he still somehow, retracts back to her memory that is infused in his unconscious forever. As a result, his attitude towards the raven and his answers are the manifestation of his unconscious mind's needs. â€Å"Unconscious motivations and needs have a role in determining our behavior†.

An Analysis of the Geography of Witchcraft

Benjamin C. Ray wrote â€Å"The Geography of Witchcraft Accusation in 1692 Salam Village† in order to imply that geographic analysis of the witchcraft accusation, economic, religious as well as social status shows there was no significant east-west division within Salam Village. In the article, Ray points out that the map included in Salam Possessed is not only interpretive but also incomplete. He states that there was an inconsistency in giving a numerical count of accusers and accused in the village. Moreover, he questions about the setting of the demarcation line at the center of the map. Ray also offers a revised map of the accusation due to incorrect number of accuser and accused and intended exclusion of eight afflicted girls and the five villagers. From the revised map, Ray reveals that there is no significant division. Conversely, Boyer and Nissenbaum stated that inclusion of the eight afflicted girls would not significantly change the geographic pattern because they were not â€Å"decisive shapers† and also six of eight were not living in the parents’ house during the witchcraft outbreak. Although Boyer and Nissenbaum provided a wide range of information related to the accusation, they failed to present data as given in sources and convincing explanations. Apparently, they intended to show the division in the Village by looking at the map. However, Ray not only indicates errors contained in the map but also reveals the different possible interpretation which can be drawn conclusion from the revised map. I believe the use of the map for illustrating the east-west division of the witchcraft accusation in inappropriate. for omission of accusers and location of the demarcation line, and Boyer and Nissenbaum introduced idea of geographic distribution in the patterns of witchcraft accusation in the first chapter of Salem Possessed.

Curriculum Development Paper

This curriculum paper discusses the normal development that occurs during the Toddlers’ stage of growth. It also discusses some of common respiratory and gastrointestinal diseases and disorders that are present throughout toddlerhood. It emphasizes important information related to the Nursing field. It thoroughly discusses the nursing management involved in the care of normal growth as well as the health deviations seen in toddlers. The target audience is a class of 3rd year nursing students. Pediatric nursing is important branch of nursing that should be tackled by junior level in a Nursing course.Goals/ Learner outcomes of the Lesson The goals of the lesson are for the students to understand the normal growth and development seen in toddlers. They should identify the different health abnormalities affecting toddlers. They should have thorough knowledge about the nature of the disorders discussed. Students should be able to identify the signs and symptoms related in every dis ease/disorder presented. They should enumerate the nursing management and its rationale given to sick toddlers. Learning ObjectivesAt the end of the lesson, the students will be able to understand the nature of Seizures, Cerebral Palsy, Meningitis, Primary Complex, Intestinal Parasitism and Croup. They should be able to describe methods to promote preventive measures against Seizures, Cerebral Palsy, Meningitis, Primary Complex, Intestinal Parasitism and Croup. They should be able to identify different laboratory and diagnostic examinations done for each condition. Students are expected to identify the common presenting clinical manifestation for each condition.And lastly, they should be able to enumerate nursing management done for clients with Seizures, Cerebral Palsy, Meningitis, Primary Complex, Intestinal Parasitism and Croup. Instructional design model, Learner characteristics, Learning theory and other applicable characteristics Instructional design model Dick and Carey Desig n Model. Dick and Carey Model involves all the phases described previously in the ADDIE model, commencing with identification of instructional goals and finishes with summative evaluation. This model is suitable for a variety of context areas including primary and secondary schools as well as business and government.It is also adaptable for a variety of users ranging from movie to expert, as the step by step descriptions aid with progress through the model (Taylor, 2004). Learner Characteristics There are many factors that influence a client’s ability, motivation and desire to learn. Addressing these factors when planning educational interventions is essential, because the effectiveness of the intervention can be at stake. Learner characteristics include, among others, culture/ethnicity, literacy, age, health status, education level, and socioeconomic status (De Young, 2003, p. 59). Learning TheoryCognitive Learning Theory. The key to learning and changing is the individualâ €™s cognition (perception, thought, memory, and ways of processing and structuring information). According to this perspective, to learn, individuals must change their cognitions. A highly active process largely directed by individual, learning involves perceiving the information, interpreting it based on what is already known, and then reorganizing the information into new insights or understanding (Bastable, 2004, p. 50) Content Outline Seizures I. Seizure II. Types of Seizures II. Signs and symptoms of Child with SeizuresIII. Medical management / Pharmacologic management (Nursing considerations) IV. Nursing Management V. Preventive Measures Cerebral Palsy I. Cerebral Palsy II. Signs and symptoms of Child with Cerebral Palsy III. Medical management / Pharmacologic management (Nursing considerations) IV. Nursing Management V. Preventive Measures Meningitis I. Meningitis a. ) Bacterial b. ) Viral II. Signs and symptoms of Child with Meningitis III. Medical management / Pharmacol ogic management (Nursing considerations) IV. Nursing Management V. Preventive Measures Primary Complex I. Primary Complex II.Signs and symptoms of Child with Primary Complex III. Medical management / Pharmacologic management (Nursing considerations) IV. Nursing Management V. Preventive Measures Intestinal Parasitism: I. Nature of Intestinal Parasitism II. Life Cycle of Intestinal Parasites III. Intestinal Parasites: a. ) reservoir b. ) portal of exit from reservoir c. ) method of transmission d. ) Portal of entry e. ) susceptible host IV. Signs and symptoms of Child with Intestinal parasites V. Medical management /Pharmacologic management (Nursing considerations) VI. Nursing Management VII. Preventive Measures CROUPI. Nature of Croup II. Signs and symptoms of Child with Croup III. Medical management / Pharmacologic management (Nursing considerations) IV. Nursing management Instructional Methods Lecture. Lecture can be defined as a highly structured method by which the teacher verbal ly transmits information directly to groups of learners for the purpose of instruction. In its purest form, the lecture format allows for only minimal exchange between the teacher and learner, but it can be an effective method of teaching in the lower-level cognitive domain to impart content knowledge (Bastable, 2004, p. 357)In this type of teaching strategy, the teacher will provide the necessary information about the normal growth and development of toddlers as well as the health deviations common to toddlers. The micro teachers will emphasize the important nursing management involved in caring of sick toddlers Group Discussion. It is a method of teaching whereby learners get together to exchange information, feelings, and opinions with one another and with the teacher. It is one of the most commonly employed instructional techniques. The activity is learner-centered and subject-centered (Bastable, 2004, p. 358).This strategy is incorporated in the lecture. Once in a while, the te acher would be asking questions for the class to discuss. After each video clip of certain illnesses, the class would be asked to give their opinions about what they have watched. They will be asked about certain information that should be remembered in the video clip. Questioning. The use of questioning places learners in an active role. They are asked to recall, to form links between previously isolated information, to analyze statements or beliefs, to evaluate the worth of ideas, and to speculate about what would happen â€Å"if† (De Young, 2003, p.126) This type of strategy will be used as to serve as a recitation for students. This will also serve as a pointing system for them to get rewards and additional credit in their evaluation quiz. Using of audiovisuals (handouts, power point presentation, video clips). If used appropriately, audiovisuals can greatly enhance teaching and can add interest and stimulation to the classroom (De Young, 2003, p. 131). Instructional Mate rials Handouts. The teacher would provide handouts containing important information students can review upon after the class. Power point presentation.Power point presentation is the type of visual aids that will be used; this is for the convenience of both the teachers and students. Students with portable storage devices can acquire the software copy of the report. Video clips. Video clips related to the topics being presented by the micro teachers would be shown to students and they would be asked to give opinions about what they have watched. Evaluation Methods Before the class ends, a 30 item quiz will be given consisting of true-false questions and situational types of questions for analysis and critical thinking using multiple choice.Multiple-Choice Questions. Nursing examinations are often written in the multiple format. There are several reasons for this fact. One is that although they are challenging to create, they are easy to score and can be scored by computer. Another r eason is that licensure and certification examinations are multiple-choice tests, and therefore educators want learners to be familiar with questions like the ones that they will be taking on these exams (De Young, 2003, p. 265). True-False Questions.True-false questions are designed to test a learner’s ability to identify the correctness of statements of fact or principle (De Young, 2003, p. 268). References Bastable, S. B. (2003). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. Massachusetts: Jones and Bartlett Publishers. De Young, S. (2003). Teaching Strategies for Nurse Educators. New Jersey: Pearson Education, Inc. Taylor,L. Educational Theories and Instructional Design Models. Their Place in Simulation. [PDF document]. Retrieved from Lecture Notes Online Web Site:

Formal Characteristics

SOC/120: Evolution of Formal Organizations Due: 12/11/2011 Nancy Keta The way that I will conduct my research is to first explain how formal organizations have evolved over the past century. Second, what differences were there in organizations a century ago, and compare to today’s organizations. And lastly I will also tell of the trends in today’s formal organizations in modern society. I will describe how each of the characteristics for formal organizations will need to evolve or change in Micah’s organization to be more open and flexible. And I will give an overall prediction based on my research on how organizations like Micah’s may evolve in the future. The evolution of formal organizations over the past century has changed due to the advances in technology and politics. There will always be changes in organizations as time passes and goes on; it can be influences from the outside world like consumers, or inside forces such as productivity. The outside influences are always changing due to the consumer and ever changing market is demanding a service or product every time they feel there is a need for something new, or something that they may desire. Making the companies aware of these desires and demands is a key factor in determining what needs to take place within the organization and turn them into being productive. Organizations that were here years ago did have all the advancements and technology as they do now. If you think about it most upper management handled just about everything in writing and managed tasks according to manual and procedures. Technology today has increased the speed of processing information and completed various other tasks that management had to do manually or by hand. Computers and the internet were here about 10 years ago, but not 100 years ago, but even 10 years ago many things had to be done by hand. The speed of technology has increased quickly and we are no longer waiting for the internet to connect thru dial up services; we have advancements in technology that connect us to the internet in a matter of a second. Medical equipment in today’s world uses software that will calculate birthdates and sex of fetuses, and can show us what an unborn child may look like at the time of being in the womb. There was not even a thought of this technology a century ago; people went ff old wise tales to find out what the sex of the child was. Looking at the medical coding field that has erupted in education institutions, technology is taking over the personal side of things, pretty soon there will be only machines working rather than humans. In many companies, this has already taken place; many positions that were previously filled by humans have beco me computer automated. In today’s world the advancement of technology is leading the way, getting jobs done faster and more efficient than the way they have been done when our predecessors were in the work force. From the stand point of a formal organization it is important to understand that most factors of the organization are built on traditions; some methods of doing business have been the same way for many years. Work methods are not as modern because everything stays the same and not much improvement has been made with this type of organization. Many believe that a formal organization is an old way of thinking, and these organizations are opposed to the new way of thinking which is more modern and technologically driven. Formal organizations often have a set standard or rule book in which their business is conducted and ran. Organization is key and highly important within a formal organization. When assessing the ladder of leaders within a bureaucratic organization, it is important to picture or a pyramid type order. Within the pyramid format, everyone has a supervisor that they report to and have to answer to. This pyramid is constructed with supervisors being at the top of the pyramid and employees are at the bottom. Within this pyramid each person has designated tasks, and job expectations. Generally a person can see how relationships between co-workers are minimal to maximize work ethic and cut down on fraternization of employees. Within a bureaucratic organization communication is left on an impersonal note consisting of email, telephone, or letters. It seems that â€Å"succession planning† is becoming a major trend among major corporations. Many companies are strategically planning processes and corporate policies. This is not just for the upper ranks; this is becoming a proactive management of the corporation’s entire talent pool. Leadership development, integrating with talent management, and career development programs, succession planning is going beyond the reactionary replacement of employees. Effective succession planning is making it possible for the success of a organizations talent, on demand, and as needed, right now and in the future. The biggest hindrances to organizations are time and resources. It seems that the day to day challenges of running these companies over power the organization’s ability to effectively engage in succession planning. Many other obstacles occur when management feels threatened because they are asked to train their successors; this is also in addition to being able to predict the needs of the company in the company in the future. Many places do not have the internal career development programs to help employees take over available positions in the future or have clear career pathways defined. Being able to identify internal candidates with the right skills, experience, and abilities to handle various needs is a big challenge for many organizations. Connecting the collection and retrieval of such data enabled the implementation of succession planning activities. Identifying these skills and abilities needed for various positions, and relaying this information to the workforce, organizations have the ability to proactively recruit internal talent, and employees are enabled to manage their own careers within the company. In the execution of these actions employee retention and morale seem to be higher and the company is better off and more profitable in the long hall. More organizations are beginning to realize that there is a need for the developing some type of succession planning. With the upcoming need to have new managers ready to assume positions because of massive numbers of baby boomers retiring, companies need to move and act fast. Citations: * GROOMING SUCCESSORS. Full Text Available By: Heffes, Ellen M. Financial Executive, Sep2002, Vol. 18 Issue 6, p21-24, 4p, 4 Color Photographs * MANAGEMENT BY WONDERING ALOUD. Full Text Available By: Galagan, Patricia. Training & Development Journal, Jun86, Vol. 0 Issue 6, p4, 1p * Organizing for Decision Support System Support: The End-User Services Alternative. Full Text Available By: Watson, Hugh J. ; Carr, Houston H. Journal of Management Information Systems, Summer87, Vol. 4 Issue 1, p83-95, 13p * Renewal Through Reorganization: The Value of Inconsistencies Between Formal and Informal Organization. Full Text Available By: Gulati, Ranjay; Puranam, Phanish. Organization Science, Mar/Apr2009, Vol. 20 Issue 2, p422-440, 19p, 3 Diagrams, 2 Charts, 5 Graphs