Loctite case free essay sample

The case of Loctite Company de Mexico presents an example of an inefficient incentive system that leads to lack of motivation, high employee turnover and internal competition. Given the need of keeping salesmen motivated Loctite used a MCS based on result control by establishing compensations based on performance. According to Merchant and Van der Stede (2012), result control influence actions because they make that employees will be concerned about the consequences of such actions. In this kind of control employees are empowered to take whatever actions they believe will best produce the desired results. However, in Loctite this incentive system was not effective and was yielding unwanted effects. To understand the fault in their system, a set of conditions for the result controls to work have to be examined, as proposed by Merchant and Van der Stede (2012): 1. Managers know what results are desired: In order for controls to be effective organizations must be aware of what their prefered results in an area are and these desires needs to be effectively communicated to the employees who are active in that area. We will write a custom essay sample on Loctite case or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In case of the result chosen being wrong or the importance of an area is given inaccurate significance it motivates employees to undertake wrong actions (Merchant and Van der Stede, 2012). In the case of Loctite, results controls are focused on the improvement of sales (15%) and margins (20%). So, the targets are devoted to maximize shareholder value. 2. Employees have the ability to influence the desired results. If the results area are totally uncontrollable by the employees, the measures reveal nothing about what actions or decisions were taken. In our case, the sales people complain about the lack of tools to achieve their aims. Indeed, the price and the place are fixed by the top management and salespeople are not allowed to derogate to these two important aspects of the marketing mix. It could be argued that this is what Merchant and Van der Stede (2012) call action control by behavior constraint. In this way, their principal selling strength is the relationship with engineering, production, maintenance manager to provide them the most adequate product at their needs. However, these kind of products are easily duplicated by competitors. So, salespeople’s inventiveness permits only to generate the first sales but not to compete in the long term against cheap competitors. This situation does not provide any motivation, because salespeople feel powerless to achieve their results. 3. The organization can measure the results effectively. Results measures should be precise, objective, timely and understandable. In our case, we can see that measures are made once every two months. That allows to keep a pressure over employees and also to obtain a rapid feedback over â€Å"a less mature market†. The understandability is divided into two aspects, employees must understand both what they are being held accountable for (improve the sales) and what they must do to influence the measure (list of standards of performance targets). However, like we have seen above, this list may not permit to achieve results due to lack of controllability. All in all, it could be argued that in Loctite’s case the result control was not effective due to the lack of controllability which led to lack of motivation since it was negatively affected by behavioral constraints. The performance-dependent compensation systems of Loctite has it advantages, however it fails to provide incentive in certain areas as the personnel does not believe in the system. According to Merchant and Van der Stede (2012) in order for ideal motivation performance-dependent rewards have to satisfy certain criteria, rewards should be: valued, large enough to have impact, understandable, timely, durable, reversible cost efficient. For instances Loctites profit sharing compensation provided the employees with no motivation as they â€Å"They take [the payments] for granted† (p. 57). Moreover the sales targets where in many cases unrealistic due to the market situation in Mexico along with many competitors. Not meeting their required targets made the sales personnel loose motivation and made for a high staff turnover. In this case, a solution is recommended to improve the MCS at Loctite. A personnel control should be introduced in salesmen level. Merchant and Van der Stede (2012) believe that employees have natural tendencies to do what is right. Lack of motivation and personal limitations can be solved by the improvement in self-control, ethics and morality, loyalty through reselection and replacement, training, job design and provision of resources. Another initiative could be giving them a good work environment and the necessary resources.

Low Score on the Old SAT Should I Take the New SAT

Low Score on the Old SAT Should I Take the New SAT SAT / ACT Prep Online Guides and Tips Not so happy with your score on the Old SAT? You might be thinking about retaking the test. Unfortunately for you, the redesigned version of the SAT – in this post, we’ll just call it the â€Å"New SAT† – debuted in March of this year. Which means if you retake the SAT, you’ll be taking a totally redesigned test. So you may be wondering, "Should I take the New SAT?" This post will help you decide if your Old SAT score is really not good enough for the colleges you hope to apply to. Next, we will explain some potential challenges with studying for the New SAT, and help you decide if it’s the right step for you. Don’t sign up for the New SAT before reading this post! Evaluating Your Old SAT Score – Is It Actually Bad? So how do we decide if your Old SAT score is good or bad? First, we’ll briefly run through the national score rankings, and next, compare your score to colleges' SAT score averages. Finally, we will make the call on whether your Old SAT score is good or bad! National SAT Percentile Rankings A percentile ranking is a comparison of your score with every other SAT score, and it shows how much better – or worse – you did than everyone else. For example, if your score is in the 50th percentile, 50% of test takers did better than you, and 50% did worse. If your score is in the 30th percentile, 70% of test takers did better than you, and 30% did worse. If you’re in the 90th percentile, just 10% of test-takers did better than you, and 90% did worse. Percentile rankings are thus an easy way to compare your score with other students’ scores to get a rough sense of how good it is. The average Old SAT score is about a 1500 composite (total) score, which means about a 500 on each section: Critical Reading, Math, and Writing. If you got a 1500 or lower, and you’re aiming to apply to selective colleges, you will most likely need to take the New SAT. The 75th percentile is 1720, or about 570-580 per section. If you’re in the 75th percentile or higher, your SAT score will be competitive at many moderately selective schools. The 90th percentile is 1930, or about 640-650 per section. If you’re in the 90th percentile or higher, your score will be competitive at many selective schools. The 99th percentile is any score 2220 and higher, about 750 or higher per section. If you’re in the 99th percentile or higher, your score will be competitive at nearly all colleges and universities, even schools like the Ivy Leagues, Stanford, and MIT. You can see the complete percentile rankings for each SAT composite score here. Key Tip: If you haven’t already, find the percentile ranking of your Old SAT score, since it will give you a basic sense of whether your score is good or not . For example, if you have your heart set on Stanford University but you have a 50th percentile SAT score, you should definitely take the New SAT. But if you have a 90th percentile SAT score and you're applying to your local state schools, you won't have to worry about the New SAT (unless your local university has a particularly competitive honors program or merit scholarship!). If you fall somewhere in between those two extremes, keep reading to learn how to get the most precise information about your Old SAT score's potential. College Middle 50% Ranges Percentiles are a useful tool for getting a rough sense of how great, or not great, your SAT score is. But the most useful information comes from the colleges you want to apply to. After all, you take the SAT to get into college! Colleges release what are called â€Å"middle 50% ranges† to give students an idea of what kinds of SAT scores they need to be competitive. For example, let’s say a college has an SAT middle 50% range of 1500 to 1700. That means that 25% of admitted students had an SAT score lower than 1500, and 25% of admitted students had an SAT score higher than 1700, but the middle 50% had SAT scores in the range of 1500-1700. In most cases, if your SAT score falls within a school’s middle 50% range, you have a good shot at being admitted there, as long as the rest of your application is strong. If your score is above their ranges, you have a very high chance of admission, and if your score is below, you have a smaller chance. So for a school with a 1500-1700 middle 50% range, an SAT score of 1400 would be weak, a score of 1600 would be on target, and a score of 1800 would be amazing! So while percentiles are helpful, the most useful test of whether your SAT score is good depends on the colleges you want to apply to. To take another example, let’s say we have two students, Student A and Student B. They both got an 1800 on the Old SAT. Student A is applying to their local state university. Since the local state university’s middle 50% range is 1450-1700, Student A’s 1800 is more than high enough and they do not need to take the New SAT! But let’s take Student B. They really want to get into Harvard. Harvard’s middle 50% SAT range is very, very high: 2120 to 2400! Student B's 1800 is quite low and they should definitely take the New SAT. Key Tip: look up the SAT score ranges at the schools you are seriously interested in applying to. This will give you the best data to evaluate your Old SAT score with! In the next section, we will show you how to take those score ranges and decide if your Old SAT score needs to be replaced with a New SAT retake. Deciding If Your Score Is Low Now that you’ve looked up the middle 50% ranges at colleges you’re interested in, you’re ready to decide if your score is too low. Focus on the schools on your list with the highest score ranges as you make this decision, because it will give you the most options. For example, let’s say Student C got an 1800 on the Old SAT, and these are the schools they are most interested in, along with those schools' middle 50% SAT score ranges: UPenn: 2050-2320 Penn State: 1600-1910 Temple University: 1510-1840 While that 1800 SAT score is at the top of Temple’s ranges and comfortably within Penn State’s ranges, it is not high enough to be competitive at Penn. If Student C really wants to go to Penn (and any other highly selective schools) they should take the New SAT. Let’s take another example, Student D. Let’s say Student D wants to go to the same three schools, and scored exactly a 2200 composite on the Old SAT. Their score is well above Penn State and Temple’s ranges, and well within Penn’s. However, since Penn is a highly selective school, to maximize your chances, it’s best to have an SAT score near the top or above the middle 50% range to give yourself the best chance – so in this case, a 2320 or higher. While we would normally advise a 2200 scorer to consider retaking the SAT to get into the 2250+ range, for Student D, it might not be worth the significant time it would take to learn about and study for the New SAT just to get those extra 50 composite points. So unless Student D decides to add an even more competitive school to their list, like Harvard or Stanford, they should not take the New SAT and leave their 2200 composite alone! Key Tip: Arrange your target schools in a list from highest SAT middle 50% range to lowest, like we did above. Next, compare your SAT score to the middle 50% range at the most competitive school on your list. If your score is below their middle 50% range: Definitely take the New SAT. If your score is within their middle 50% range: Take the New SAT if it’s a highly selective school, don’t take it if it’s a moderately selective school or lower. If your score is above their middle 50% range: Don’t take the New SAT. How an Old SAT Score and New SAT Score Will Be Compared by Colleges, and Why This Matters One other factor to take into consideration as you sign up for the New SAT is superscoring. What is superscoring? Superscoring combines your highest section scores from different SAT dates to create the highest possible composite score. Here’s an example: Test 1: 700 Critical Reading, 600 Math, 650 Writing, Composite = 1950 Test 2: 650 Critical Reading, 700 Math, 700 Writing, Composite = 2050 Superscore: 700 Critical Reading 700 Math, 700 Writing, Composite = 2100 Unfortunately, at many colleges, the Old SAT and New SAT won’t be superscored together, which puts you at a disadvantage if you have one Old SAT score and one New SAT score. Here are quotes from just a few college's admission websites about how they are treating Old and New SAT scores: Dartmouth: "...we will consider your highest 'superscored' results from either the current or the redesigned SAT; we will not combine scores from both versions." Johns Hopkins: "We will combine the highest section scores from any test date within the current SAT and any test date within the redesigned SAT, but not across the two tests." Penn: â€Å"Current SAT scores will only be superscored with other current SAT results. Redesigned SAT scores will only be superscored with redesigned SAT test results.† Stanford: "We will superscore the results from the current and redesigned SAT separately." Vanderbilt: "Vanderbilt will not super-score between the existing SAT and the revised SAT, but we will super-score within the same type of SAT.† This is just a handful of schools, but their policies reveal the trend towards not superscoring the Old and New SAT. We have seem some different policies out there, so make sure to look up the superscoring policy between Old and New SAT scores at any colleges you are planning to apply to. But in general, it's safe to assume that for many schools on your list, the Old SAT and the New SAT will be treated as separate entities. For many schools, the New SAT and Old SAT are like apples and oranges: too different to compare. Say that you get these two scores on the Old and New SAT: Test 1 (Old SAT): 700 Critical Reading, 600 Math, 650 Writing, 1950 Composite Test 2 (New SAT): 650 Evidence-Based Reading and Writing, 700 Math, 1350 Composite Even though you got your Math score up to a 700 on the New SAT, it will not be superscored with your old SAT score to make a higher composite. Why does this matter? It means that if you retake the New SAT, you have to work extra hard to make sure both your Math and Reading/Writing scores go up, so that your composite score is decidedly higher on the New SAT and the retake is most helpful to you. If you only increase one section’s score and/or end up with a composite score that is at the same or lower percentile ranking, the retake won’t help you that much. Unlike a retake for the Old SAT, on which you could study the hardest for one section so that your superscore would be strong, you need to work for all-around success on the New SAT. And this won’t necessarily be an easy task, as we’ll see! In short, if you need to take the New SAT, you will have to devote a significant amount of time to studying to make sure your new score is strong! Why the Time Commitment for a New SAT Retake Will Be Higher than an Old SAT Retake Studying for a New SAT retake will be challenging. If you were retaking the Old SAT again, you would be at an advantage, in that you would already be familiar with the test, its timing, topics tested, etc. So when you studied, you could just go straight to your problem areas and work to improve them. For the New SAT, you have to go back to the drawing board – the format and timing have both completely transformed, as well as question types and even content. Prepare to spend plenty of time with your prep books and practice questions. For example, on the old SAT Critical Reading section, you had to study vocabulary words, many that were obscure, to be ready for the sentence completion questions. However, on the new SAT Reading section, there are no more sentence completion questions! That means any obscure vocabulary you crammed into your brain before you took the Old SAT won’t help you here. But you need to be prepared for new question types, including evidence support questions. Evidence support questions are two-part. The first question asks you about something about a passage, and the second question asks you which lines in the passage give you evidence for your answer! These questions are quite tricky, because if you get the first question wrong, you will likely miss the second one, as well. And that is just one of many new question types to expect. (Read a complete breakdown of the New SAT here.) To be ready for the test, you need to put in sufficient study time, especially since, as we explained above, your old SAT score will not be superscored with whatever you get on the New SAT. So exactly how long should you study for? Follow these steps to find out. Find your target SAT score for the Old SAT. Old SAT scores will still be used for middle 50% ranges on college websites for at least another year since the New SAT hasn’t been offered long enough to be factored into college admissions data. Translate your Old SAT target score to a New SAT target score, following the method in this article. Take a New SAT practice test and determine how much you need to improve to reach your target score. Based on the chart below, estimate the numberof hours you will need to study to achieve yourtarget score. I suggest adding on about 5 hours to each estimate to account for learning about the new test. 0-30 Point Improvement: 10 hours 30-70 Point Improvement: 20 hours 70-130 Point Improvement: 40 hours 130-200 Point Improvement: 80 hours 200-330 Point Improvement: 150 hours+ Whatever you do, do not take the New SAT without sufficiently studying for it – if you assume you can just wing it since you’ve already taken the SAT once,you could easily end up with a New SAT score that’s lower than your Old SAT score! For more on studying for the New SAT, see our post on how to study effectively for the redesigned test. Another Possibility: Think About the ACT Since studying for the New SAT is basically preparing for an all-new test, you may want to consider switching to the ACT, since there aremore practice testsand better prep materials available for the older test. The best way to decide whether to jump off the SAT ship would be to take one ACT practice test and one new SAT practice test, and see which test you do the best on and feel the most comfortable with. How will you compare your results? After you take a practice version of both tests, use the table in our post about SAT to ACT score conversion, which uses a 1600 total SAT composite, to see whether your New SAT or ACT score is higher. (Also keep in mind this is an estimation since we do not have any percentile data on the New SAT yet, so if your scores are quite close, read on to learn about differences between the SAT and ACT to help you decide.) The grass may not actually be greener on the other side... Let’s look atan example. Say you take an ACT practice test and a New SAT practice test. These are your composite scores for each: ACT: 28 New SAT: 1100 Using the conversion table, that ACT score would be about a 1260 on the SAT, while that SAT score would be about a 24 on the ACT. The ACT score of 28 is a lot stronger, so it would be wiser to focus on the ACT instead of the SAT – you may be able to get that 28 up to a 30, if not a 33 or higher (99th percentile)! Also be aware of these key differences between the ACT and the New SAT, especially if you get a similar score on both practice tests and aren't sure which test to focus on: Reading: while both reading sections have you read and answer questions about long passages, including a set of paired passages, SAT Reading could be trickier because it will include a passage from classic literature or a US founding document, which contains harder language, and it contains evidence support questions, which we discussed above as one of the trickier additions to the New SAT. Math: ACT Math has far more geometry and trigonometry, is grouped into one big 60-minute section, and you can use a calculator the whole time. SAT Math has less geometry, has a shorter no-calculator section and then a calculator section, and still has some grid-in questions (questions where you fill in the answer rather than choosing from a multiple-choice set). Writing: The ACT and New SAT Writing sections are very similar. They both have a long passage format that has you correct mistakes in grammar and usage. ACT Writing has more questions, which could change your approach, and also contains some big-picture questions, while SAT Writing does not. Science: A major difference between the two tests is that the ACT has a whole science section while the SAT does not. The SAT sort of makes up for this by including charts and data analysis in their other sections, so they’ve rolled some of the ACT science skills into other parts of the test. That said, if you’re really good at reading and understanding charts and data, you might benefit from the ACT since you’ll have a whole section about that. See more on these differences in our post New SAT vs ACT: Full Breakdown. After you’ve compared your performance on the New SAT and ACT practice tests, and learned more about both tests, you can decide which test to focus on. It may be that you actually like the ACT better than the new SAT, in which case it makes more sense to study for it! One additional benefit to taking the ACT and doing well is this: since colleges only require the SAT or the ACT, you wouldn’t even have to send in your mediocre old SAT score, just your ACT score. Furthermore, you would avoid any potential bumps in the road as College Board rolls out the new SAT (longer waits to get your score after the first few tests, confusion at testing centers by proctors used to the Old SAT, etc). So if you've decided your Old SAT score is low and you need to retake the New SAT, make sure to consider the ACT as well. It may turn out to be the better option! Bottom Line: Should I Take the New SAT? So who should take the New SAT (or ACT!), and who should skip it? This is our advice. Take the New SAT if†¦ Your Old SAT score is below the middle 50% ranges for the most competitive school you are applying to. You are applying to a highly selective school and your Old SAT score is within, but not above, their score ranges. You have timeto study extensively! Your retake will not be worth itif you get a comparatively lower score. Don’t take the New SAT if†¦ Your Old SAT score is within or above the middle 50% ranges for the most competitive school you are applying to. You aren't willing to put in the necessary effort to improve. You decide to take the ACT instead. What’s Next? We talked about a few changes between the Old and New SAT in this post, but I recommend reading a complete breakdown of the changes at our complete guide to the New SAT before you decide whether to take the test or not. This will give you even more information to help you tackle the New SAT with confidence. Are you avoiding the ACT because you think colleges don’t think it’s as good as the SAT? Learn exactly what the Ivy League and other top schools think of the ACT. How exactly are colleges dealing with the transition to the New SAT? Read interviews with over 30 colleges about the New SAT, including which version of the test they are accepting, how they are comparing Old and New SAT scores, and more. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Tourism Perspectives Essay Example | Topics and Well Written Essays - 1750 words

Tourism Perspectives - Essay Example Since the post-modern era has also offered multiple recreational facilities in the form of TV, internet and CD players etc, the people can make amusements without leaving their homes even. Hence, the sense of entertainment under multiple choices at home has given birth to new leisure time consumption trends in its scope. Although, both the perspectives contain positive and negative aspects in their nature and scope, though the second one creating uniqueness and differentiation in it look far more fascinating one than the one projecting similarity in the form of McDonaldization. The authors submit to state that the latest trends have been introduced in the aftermath of the penetration of two worldwide public entertainment business chains i.e. the recreational Disney Parks, and the food-chain McDonald (Ritzer & Liska, 1997: 98). McDonaldization and Disneyization, according to the authors, appear to be determining new boundaries of tourism with reference to modernity and post-modernity. The authors lay stress upon looking into the tourism phenomenon within the purview of modernity and post-modernity, where instead of taking both these aspects as two different epochs, they look for taking these ages as two different perspectives and approaches actually. Ritzer & Liska have declared tourism as one of the most dominating factors that pave the way towards bringing social change in the wake of it (97). However, the inclusion of McDonaldization and Disneyization have established new dimensions in the tourist industry, where people have become familiar with the food and entertainment they would obtain by visiting any recreational place or sight of their choice in any region of the globe they proceed to during vacations (100). Consequently, the fears and perils regarding the uncertainty about the edibles they would take and the entertainments they obtain during their tour to some foreign land appear to be fast diminishing in the modern era, and people feel themselves a bi t secure regarding their edibles and diets during tours. Hence, since the people do not look ready to experience new, queer or unpredictable situations, things, or states of affairs, the presence, projection and expansion of the recreational and food chains have turned out to be supportive in respect of providing the tourists with complete safety and shelter from the unpredictable events and situations (99). In addition to this, the people are in a position to communicate with the indigenous population of any country in one language i.e. English. It is because of the very fact that the promotion of multinational companies and news channels at the global scale, English has got the status of an international language, which is at least comprehensible for the people belonging to divergent cultures, areas, and regions of the world (Macionis & Plummer, 2008). The credit also goes to McDonald and Disney Parks, as both these companies are the product of the English speaking nation i.e. the USA. Both these multinational chains have introduced the self-supporting and self-serving systems in the contemporary hotel industry. Consequently, the tourists have learned to serve themselves after paying their bills at the food-chain on the one hand and can cruise on the ships of their choice at their own on the other. It has not only increased their efficiency level, but also nothing appears to be unpredictable.

Human Memory Essay Example | Topics and Well Written Essays - 1250 words

Human Memory - Essay Example In contrast, as is attested by anyone who knows a person ravaged by Alzheimer's disease, even with normal sensory input, lack of memory is profoundly debilitating (Smith 267). Earlier work in the study of memory was confined to association between stimulus and response. However, current studies emphasize cognitive or mental processes over stimulus response association ( Morgan 184). How does the brain memorize information In order to answer this question, one must study the three stages of memory- encoding, storage and retrieval. Suppose you saw a parakeet for the first time in your life when your friend showed you one in the park last week. Subsequently when you went to the bird sanctuary today and saw a similar bird you immediately recognized it as a parakeet. This simple act actually entailed three steps; when your friend showed you the parakeet, you transformed the information that this bird is called a parakeet( the sound input) and that's what it looks like (the visual input); which are physical inputs into the kind of code that your memory would accept. This stage is called the encoding stage. The storing of this information for a week was the storage phase and when you retrieved the information to recognize the bird this morning; that was the retrieval stage. Memory can fail yo Memory can fail you at any one of these stages. Recent studies have shown that while encoding most of the activated brain regions are in the left hemisphere and during retrieval in the right hemisphere. Long Term and Short Term Memory. When a friend gives you his or her phone number verbally, its relatively easy to repeat it immediately. However recalling it after a day becomes difficult. Repeating the number immediately is an example of short term memory while recalling it after a day is constitutes long term memory. Experiments on small mammals and observation of people with damage to some parts of the brain have shown that the hippocampus a brain structure beneath the cortex is responsible for short term memory; whereas, the front of the cortex is responsible for long term memory (Atkinson 258). Usage Of Different Memories For Different Types Of Information Recent evidence has indicated that that different types of memories are used to store two different types of information; a fact such as the name of the current president- this uses explicit memory and a skill such as playing a piano- this uses implicit memory ( Atkinson 259; Smith 269) Even though short term memory involves recall of information in a few seconds it still goes through the three stages of encoding, storage and retrieval. To encode information we must first attend to it. Most issues with memory lapses can be attributed to a lack of attention. Since we are selective about what we attend to; only that memory will be encoded and can later be retrieved. The three types of coding used are- visual when the input or representation is visual such as a picture, acoustic when the information is verbal, such as somebody saying something, and semantic when the infor

Establish and support your position regarding whether or not today's Essay

Establish and support your position regarding whether or not today's United States government functions as it was intended to - Essay Example II. James Madison on good governance. This section contains James Madison teaching on good governance. It highlights how the United States governance structure does not function as to the expectations of James Madison, contained in his teachings. It identifies the role of state government and what the federal government ought to do. III. Alexander Hamilton on government expenditures. This section contains an analysis on how the government of USA is unable to balance its budget. It also highlights the role of government in enhancing commerce, as advocated for by the founders. It analyzes Alexander Hamilton teachings on how government ought to spend their revenues. IV. James Madison on diversity within a state. This section highlights the importance of encouraging different talents within a state. This section highlights James Madison argument against affirmative action, and on how it can lead to the erosion of different talents within a state. V. Opposing viewpoints. This section cont ains various arguments that support the federal government’s policies and governance procedures. ... I. Introduction: The expectations of the founding fathers are unmet in the current government functions and structure of the United States of America. The founding fathers of the state never had in their mind that the Federal government will usurp powers that the state governments have, or deny some individuals their basis rights. They believed that possession of numerous powers by the Federal government would not result to the proper functioning of the Union. This is because it would promote inappropriate spending. The founding fathers had a vision to create a federal union that would respect the constitution. However, this is not the case as of today, since the federal government of US has on numerous occasions created laws that breach the constitution. A good example of such kind of a law is the defense and marriage act of 1996. Robinson (31) denotes that the act gave authority to the state government, allowing them not to recognize same sex marriages, even if the marriage occurre d in a State that recognizes such kind of marriages. The Supreme Court of America ruled that the law was unconstitutional. Bailey (15) and Robinson (37) believe that this law was against the principles of equality, and right to pursuant of happiness According to the principles contained in the declaration of rights, men have a right to the pursuit of happiness, life and liberty (Bailyn 13). On this basis, this paper analyzes whether the Federal government of the United States of America is operating in accordance to the visions that the founding fathers of the country had. This paper takes the following stands, 1. The congress has managed to usurp the powers given to the judiciary, and limiting its operations. 2. The federal government spends more money than it has

Ornament and Crime by Adolf Loos | Analysis

Ornament and Crime by Adolf Loos | Analysis The art of argumentation is not an easy skill to acquireà ¢Ã¢â€š ¬Ã‚ ¦ It is easy to name call, easy to ignore the point of view or research of others, and extremely easy to accept ones own opinion as gospel.1 The 1908 essay Ornament and Crime by Adolf Loos is a collection of contradictory, hysterical, ill-conceived rants that were fomented by a sullen elitist. Loos implores the reader to cast off the wicked ways of the old and take up the fight for a new modern and more civilized era-an era that pictures the human race at its zenith with no ornamentation whatsoever. Although he was there to ride the wave of the Modernist Movement his essay decrying the ornament of the past can best be described as a reflection of a troubled man. Instead of putting forth new ideas he directs the reader to look with derision on other ones. Ornament and Crime has no continuity and is, in large part, simply opinions with little, no or bizarre base in facts. Loose writes of a civilization where, Men had gone far enough for ornament no longer to arouse feelings of pleasure in them, of a place where if there were no ornament at allà ¢Ã¢â€š ¬Ã‚ ¦man would only have to work four hours instead of eight, and of a place where people say, Thank God,' when theres a fire, now there will be work for people to do again.' Loos could not have been more wrong about the future of art, architecture and human civilization. Ornamentation is not needless expression and is indeed an integral part of modern civilization that cannot be eliminated. Ornament and Crime begins with Loos describing an overly simplistic and narrow view of humans early development that shows his relativistic and class-based thinking. The human embryo goes through the whole history of animal evolution in its mothers womb, and a newborn child has the sensory impressions of a puppy. His childhood takes him through the stages of human progress; at the age of two he is a Papuan savage, at four he has caught up with the Teutonic tribesman. At six he is level with Socrates, and at eight with Voltaire. For at this age he learns to distinguish violet, the colour that the eighteenth century first discovered before that violets were blue and tyrian was red. Physicists can already point to colours they have named, but that only later generations will be able to distinguish. Loose breaks no ground with his observation that the senses of newborns are feeble; this is the very definition of what it means to be newborn. But the comparison between humans and dogs is ludicrous; might one not also consider the inherit potential that lies inside a newborn dog on one hand, and a newborn human on the other? At age two human is like a Papuan, a dark-skinned person from what is now Papua New Guinea, an evolutionary link just above a dog. Just able to walk on two legs and form rudimentary words but apparently unable to achieve full human status. Although racism was and still is all too common, science had fully blossomed by 1908 and such concepts as the theory of evolution had already been around for over 50 years. When attempting to write a forward-thinking essay it is tragic that Loos found it necessary and thought it acceptable to use such backward examples as part of a logical argument. Papuans had developed agricultural based societies some 6,000 to 9,000 years ago. Given better resources with which to work with Papuans may have well have been the ones to put Europeans in zoos.2 At age four, Loos writes, people are like the barbarians from the north that ancient Rome fought nearly two millennia ago-heathen savages. Then, quite unexpectedly there is a great leap in learning; a six-year-old is able to philosophize on the level of Socrates. Loos then takes one of many fantastic swerves from logic and declares that at the age of Voltaire a child is finally able to distinguish subtleties in the color wheel. It is unclear why Loos would choose Voltaire, a philosopher and writer, to use as an example of the developmental level when a person can distinguish a specific color, or its relevance. It is amazing to think that Loos knew children of eight years of age that had the wit of someone as legendary as Voltaire, not to mention the six-year-old Socrates. Perhaps most amazing though, is Loos complete and total lack of evidence that any of what he writes in his opening paragraph can be substantiated. His introductory observations continue and Mr. Loos writes of amoral children, murder, cannibalism, tattoos and morality. When a tattooed man dies at liberty, it is only that he died a few years before he committed a murder. This is his tie to the argument that ornament is a criminal act? This is why no school should have a statue at its front entry; no lapel should be adorned with a pin? Will these wanton decorations lead to mass murder? According to a 2004 survey by the American Academy of Dermatology, 24% of the respondents had a tattoo.3 By Loos standard we are all in deep trouble. Is it possible that he overstates himself? Mariners commonly had tattoos during his time and while they might have been a rough bunch as a whole, to state that their death is the only thing preventing them from committing murder is truly odd to any steady thinker. There is also no escaping the fact that the civilization that Loos felt was nearly at the point of building Zion, the holy city, the capital of heaven, was already in the midst of a period of slaughter and genocide such as the world had never seen. Not by savages and tattooed marauders but by politicians and titans of industry.4 After Loos interprets the amoral human embryo and the tattooed man, he launches into the origins of art and ornament. All art is erotic. Loos states. The first artistic act was performed to rid oneself of surplus energy. He compares the horizontal dash with a reclining woman and the vertical dash with a man penetrating her, concluding that the first ornament to be born was the cross, which was erotic in origin. Though ancient cross symbols have been seen as phallic symbols the fact that he sees only eroticism in the simple lines is bizarre in a truly Freudian way. Loos also neglects to elaborate on the other, probably older symbol, the circle. This reflects on his view of the profane, which is his main point, apparently, in the first section of the essay. He seems incapable of thinking that images of reproduction were not eroticism but merely represented life. His next argument for ornament as a crime is by using bathroom graffiti and the drawings of young children as examples of art. As to the former, One can measure the culture of a country by the degree to which its lavatory walls are daubed. To the latter, [a childs] first artistic expression is to scrawl on the walls erotic symbols. Loos is quite obviously deeply haunted by perverse thoughts and was himself in need of an outlet for his own surplus energy. To claim that young children are scribbling erotica on the walls is troubling. In a modern setting if a child were to actually do this, an investigation into criminal acts of pedophilia would take place. Again, with nothing to back up his claim, no correlative story, one has to wonder how he came to these conclusions. In order to bring any cohesion to Ornament and Crime and Loos thesis, The evolution of culture is synonymous with the removal of ornament from utilitarian objects, it is necessary to take a look at the experiences Loos had and the context in which he lived. Loos traveled to America in 1893. During that year he attended the Worlds Fair in Chicago and was impressed by much of the current architecture, particularly of American architect Louis Sullivan. Sullivan is famous for his saying, form ever follows function, which would later be shortened to form follows function.5 Sullivan and fellow-minded American architect Frank Lloyd Wright had the idea that buildings themselves could become ornament. They should fit into their surroundings and become part of the landscape. They were not however, opponents of ornament. Towards the end of his career in fact, Sullivan designed a number of buildings that were highlighted by ornament and are called his Jewel Boxes.6 Frank Lloyd Wright, in additio n to being an architect, was an art collector and dealer. He also designed the furniture for many of his buildings. Though the American architects had new visions for ornament it certainly was not left out of their design work. Loos remained in America for three years and while there, he was forced to labor at menial jobs such as floor layer, brick layer and even dish washer until late in 1894 when he found a position as an architectural draftsman in New York. He returned to Vienna a changed man. Back in Vienna, Loos was confronted with a floundering empire that dwelled on old architectural styles that promoted flourishes and grand faà §ades. He responded by designing the Cafà © Museum in 1899. It was well designed yet very simple. It had arched windows looking into an arched room. The light fixtures left the light bulbs exposed and he did a novel thing by making the electrical connections to the chandeliers out of brass strips banding the ceiling. Cafà © Museum was stark for the time but by no means free of ornament-the ornament had just become more streamlined. The response to this functional design was not complimentary, Loos created this simple Viennese coffee house during the peak of the Art Nouveau period. The cafà © was nicknamed Cafà © Nihilism7 and Loos was incensed that the privileged classes of Austria werent as forward thinking as the people in America and Britain. He called his critics, hob goblins and blamed them for smothering a society he saw only evolving without ornament, Humanity is still to groan under the slavery of ornament. Loos blames the stagnant attitudes, the ornament disease on the state, which was the centuries old Austro-Hungarian Empire. Ornament does not heighten my joy in life or the joy in life of any cultivated person. So on one hand Loos decries the fact that a carpenters bench wouldnt be preserved for the ages as worthy of notice and on the other he preaches that the love of something unadorned is something only the cultivated can understand. He blames the slow speed of cultural-revolution on stragglers and gives as examples his neighbors that are stuck in the years 1900 or 1880, the peasants of Kals (a secluded mountain town in Austria) are living in the twelfth century, and the man of the fifteenth century [who] wont understand me. These very people who are stuck in the past and are keeping society from moving forward also seem to be the focus of a contradiction Loos is unable to explain away, try as he might. And somehow, through this narcissistic attitude of preaching to the aristocrat, Loos seems to have stumbled upon a rational argument and an undeveloped reasoning behind his thesis. Ornament is a crime against the national economy that it should result in the waste of human labour, money and material. Loos recognizes, however briefly, that people naturally tire of objects before their use is done, and if gone unchecked, the need to consume could become problematic. As an example of this wastefulness, Loos points to a mans suite or a ladys ball gown but he then irrationally compares them to a desk. But woe if a desk has to be changed as quickly as a ball gown because the old form has become intolerable. Loos inability to give the credit of common sense to his audience is only exasperated by his next argument. If all objects would last aesthetically as long as they do physically, the consumer could pay a price for them that would enable the worker to earn more money and work shorter hours. Loos does however scrape the surface and begin to relate how craftspeople are paid poorly and how changing tastes are causing some items that are completely unadorned to be priced the same as items with a high degree of ornament. He points out that productivity can increase with an end to frills and filagree. What economic paradigm was he using that would allow greater compensation for more productivity in less time? I will grant that I have one hundred years of economic history to look on that Loos wasnt privy to, but thinking that workers would benefit from working less defies logic. In addition, didnt Loos argue that the birth of ornament sprang from mankinds surplus energy? His point then becomes ridiculous-remove ornamentation from all utilitarian objects in order to save time and money thus providing mankind with the surplus energy necessary to ornament. This is where Loos argument completely falls apart. It is ironic and a pity that what seems to keep Loos from realizing that he is against consumerism and greed and not necessarily ornamentation seems to be his own fear to take a stand for what he believes in instead of what he is against. But he then compares a Chinese carver working for sixteen hours to an American worker, a product of the Industrial Revolution, working just eight hours. Of course the workers will make more money due to increased productivity. Yet, with this seemingly benevolent view of the working class he reminds us of his true thoughts, Loos touches on this when he recognizes that, people on a lower footing [are] easier to rule. Is it that the mason is too closely aligned with the working class and so is worthy of derision? So even with a plausible argument, that wasteful design is criminal, Adolf Loos goes off track and gets wrapped up in outlandish statements like, set fire to the empire and everyone will be swimming in money and prosperity and ornamented objects are tolerable only when they are of the most miserable quality. In his misdirected logic, Loos takes on some of the biggest names of the day, artist Otto Eckman and architect and designer Henry van de Velde, but he only weaves himself into further contradictions and confusion regarding ornament and crime. Loos claims that their works are not only a waste but that they fall out of fashion so quickly that furniture, clothing, entire households must be thrown out to make way for the new designs but he then goes on to say that the time is incapable of producing new ornament. You cant have it both ways, incapable of producing and producing too much. His entire argument that mankind was beyond ornament disregards the vibrant atmosphere around him; Art Nouveau, Arts and Crafts, Deutscher Werkbund, The Secession even the advent of Modernism. Although some of the buildings he designed had some redeeming points to them his obsession with a purity of design resulted in his writings getting more attention than the buildings he designed. White and boxy with no aesthetic would be one way to describe the later Loos style. His low point probably came when he designed the Rufer House in 1922. Loos tried very hard to make a point but when his buildings are taken as point of reference I find it difficult to believe he made one. In the end is Queen Capitalism to be our sovereign? Is the capitalist a more advanced human than the artisan? How dare an architect refuse to acknowledge the suffering of his companions, his peers. That one can draw an interesting collection of boxes and with the other can carve beautiful scrollwork into marble, are they both not working to create a more visually distinctive and enjoyable world? Indeed, Loos himself admits that ornaments produce joy-only not for him. When he concedes that he is not above wearing ornament for the sake of others he is truly exposed as a fraud. As far as making a point in debate however, it is quite skillful of Loos to infer that any who oppose his view are simply lower forms of life, possibly even sub-human. If in discussion, someone dared disagree, Mr. Loos could simply fall back on the intellectually fraudulent, You obviously dont understand or Maybe the concept is beyond you. These tactics are well known to debaters but they are hollow in that they accept a theorem without a firm foundation of facts, and Ornament and Crime is fraught with ideological foundation issues. Had he said, How can so much wealth and effort go into a theatre when people are starving? That is an argument for ornament being a crime. Woman giving birth to children on the street and not being cared for at the expense of some filigree, that could be argued to be criminal. The people with plenty spend their time shirking their duty to their fellow human beings; that could be considered criminal. It sounds like this son of a stonemason was trying too hard to impress his friends. In the end he has been remembered, not so much for his building designs but for this argument. Bringing aesthetic value to something is a gift, not a crime. To make an object that is already useful, graceful and a delight to the senses enhances the value of that object. The true crime is to deny or suppress the human desire to create, beautify, fashion into something that can only be seen in the mind. Of the question Is Ornament a Crime? I will retort by asking my own questions. Is a flower ostentatious? Is the plant much more pleasing before it has bloomed? I would boldly state that flowering plants are indeed not cultivated for their leaves and stalks. Is a bird, bright with plumage, blight on the horizon? Does water flow in such an objectionable way as to create eddies and whirlpools to offend the senses? I must answer no to these questions and simply say that ornamentation is the flower of humankind, a necessary expression for all civilizations that cannot and will not be eliminated while there is still a creative spark in us. -A note about the lack of accompanied imagery- There are a multitude of images that could be displayed as examples of ornament that could be viewed as good or bad. Humanity has created a myriad of expressions since self-realization happened. The expression itself is not the point, it could be any expression at any point in the history of mankind. The fact that humans should not be inhibited to create is what is at issue whether it be in architecture, dance, art, song; therefore I felt it would be superfluous to include snippets of creativity that could never encompass what all peoples have created in the last. 20,000 years.

The Keys to Job Satisfaction Essays -- Work, Employment, Relationships

Job Satisfaction Workplace Relationships If a company is interested in growth and profit, it must establish positive relationships and good rapport with its employees. People will be happier in their jobs if the environment that surrounds them is made comfortable and positive. Three main factors aid positive workplace relationships: trust, respect and teamwork. Positive workplace relationships are easy to develop when time is taken with each factor. Overall, these factors benefit everyone. People are the "heart" of an organization and care should be taken to foster a positive work environment. Workplace relationships are important in job satisfaction. In fact, studies show that an employee's direct supervisor has the most influence on whether he or she finds a job satisfying, says Lenburg. "Working with a manager who "understands" them, and gives them some choices in their work lives, tends to improve the satisfaction level of most employees" (Hochgraf, 1998). Productivity tends to improve when employees are treated with respect and consideration. Managers need to remember that every worker is different and that priorities of people vary from one individual to another. Managers should be open to the desires of their employees as individuals. If employees feel they are listened to they will feel that they are being respected and that they are important. Job satisfaction will tend to increase in these circumstances. Teamwork is also important when considering job satisfaction. If teamwork is not evident, or worse, deteriorates from the old norm, employee relationships begin to suffer. Teamwork requires people to work together to make decisions and resolve disagreements. Teamwork among staff members strengthens workpla... ...ional.com/eprise/main/web/us/smi/en/candidates_career_dev_job_satis Kovacs, Joy A. "Examining the Difference in the Relationships between Job Satisfaction and Perceived Dimensions of Employment". Web. 1 May 2015. http://www.users.drew.edu/jkovacs/psyc/psyc102/research.html Reiner, Michael D. and Jihong Zhao. "The Determinants of Job Satisfaction among United States Air Force Security Police." Review of Public Personnel Administration (summer 1999): pp. 5-17. Timm, Paul R. and Brent D. Peterson. "Motivating with Compensation and Other Rewards." People at Work - Human Behavior in Organizations, 5th ed. Ohio: South Western College Publishing, 2000. Ting, Yuan. "Analysis of Job Satisfaction of the Federal White-Collar Work Force: Findings from the Survey of Federal Employees." American Review of Public Administration 26, no. 4 (December 1996): 439-456.

Is Hamlet Mad

Is Hamlet Mad (His Indecisive Soliloquies)? A controversy occurs over whether Hamlet’s behaviour displays craziness or planned insightfulness when deciding on his revenge on King Claudius. Prince Hamlet’s life unfortunately spirals out of hand when his father mysteriously dies. Suspicion of the possible murder of the king rises when his mother immediately marries King Claudius. Hamlet becomes extremely skeptical believing that his father did not die of murder and concludes that King Claudius could be held as a suspect. He contemplates his plans on revenge on many occasions alone, in literature, known as soliloquies. major purpose f Shakespeare’s use of Soliloquies in Hamlet is to provide views of the prince at crucial moments in the course of his experience†(Newell 134) His pursuit to find out officially causes Hamlet’s change of behaviour, a crazy behaviour in which he claims he acts on purpose. Yet many in the story claim Hamlet’s rash decis ions, sudden hatred towards Ophelia, and the killing of Polonius, emerge out of a mental disease he developed naturally after his father’s death. The reader makes their own opinions when observing how he acts by himself reflecting on his journey towards revenge.Hamlet progresses from indecisiveness and confusion when handling the matters of revenge towards King Claudius observed in Act 2, Scene 2; Act 3, Scene 1 and Act 4 Scene 2. This is due to his religious morals sometimes, and other times he’s so blinded by revenge that he wants to i the king when he’s in a position of unholiness. Firstly, in act 2, scene 2, Hamlet shows vengeful confusion demonstrating himself as an avenger. The scene begins with Gertrude inviting Guildenstern and Rosencrantz to Elsinore in hopes to help Hamlet recover from his sudden change of behaviour.Since they have grown up with him, they know his personality the best, thus Hamlet, Gertrude’s â€Å"too much changed son† ( 2. 2. 36) contains fondness solely for his comrades, opening the gates for Rosencrantz and Guildenstern to investigate secretly. Hamlet seems pleased about the arrival of his best friends, yet becomes skeptical over their reason for the sudden appearance. When they claim they came merely to revisit Hamlet, he strictly declares that he knows the king and the queen sent for them. After the players perform, giving an enlightening speech regarding the fall of Troy, Hamlet leaves his comrades, standing alone.Here, he formulates a plan to find out whether Claudius indeed killed his father. Forcing Claudius to watch The Murder of Gonzaga, a play which may r may not resemble Claudius’s own very life, Hamlet will scout his reaction of potential guilt written on his face- proof that Claudius did indeed murder the king. â€Å"Hamlet’s fourth soliloquy may be seen as a link between the emotional turmoil f his previous soliloquy, after his encounter with the ghost and the level of intellectuality of the â€Å"to be or not to be soliloquy† shortly after it. (Newell 56) In other words, this soliloquy could be considered as a bond connecting with chaos, his previous soliloquy, and intuitiveness, his subsequent soliloquy.Unfortunately, Hamlet displays illogicalness throughout his soliloquy. He uses contradicting analogies showing lack of commitment and certainty to act n revenge. line reads that he prevails â€Å"with eyes like carbuncles, the Hellish Pyrrhus old grandsire Priam seeks. So proceed you. †(2. 2. 466-468) Hamlet relates himself to Pyrrhus. Therefore, if â€Å"Hamlet is like Pyrrhus, then Priam is in avoidably an analogue for Claudius against whom Hamlet seeks revenge. (Newell 59) If Hamlet committed to his quest for revenge, he would further his commitment by similar analogies supporting his classification as the avenger. Instead, he then propels himself in the opposite direction, by using words â€Å"peasant slave† for himself and â€Å"kindles villain† in the rhetoric way† (Newell k). This also creates a controversy f prospective. First he calls himself a revenger like Pyrrhus. â€Å"But it comes from Aeneas pint f view creating sympathy f Hamlet† (Newell 58) In addition, Hamlets scheme he reveals in his soliloquy subsists as a flawed plan.Firstly, Hamlet claims â€Å"The rugged Pyrrhus, like the Hyrcanian beast† (2. 2. 453). â€Å"He compares Pyrrhus as a â€Å"Hyrcanian beast† a mistake because it reveals Hamlets subconscious views of Pyrrhus as an avenger acting mindlessly with bestial ferocity† (Newman 57) Secondly, Hamlet’s plan to â€Å"catch the conscience of the king† (2. 2. 610) is t trap the king by bringing out an emotional response. he plans to catch Claudius connecting emotionally with an actor who plays killer, therefore revealing Claudius as the killer.However, this idea starts to become unsound because Claudius’ feeling about the play could never have become a reliable source f truth t killing Hamlet’s father. Many connect with movies because of the engaging actors and actresses, the angle of lights, and the overall atmosphere the director creates without actually going through the same situation the character did in the movie. Emotional responses should not be one’s ticket to killing. Obviously, Hamlet’s declaration â€Å"I am but mad north-north-west: when the wind is southerly I know a hawk from a handsaw† (2. 2. 81-382) could prove itself at such a crucial moment, questioning the truthfulness or reliability in this quote. If Hamlet chose to act â€Å"mad† at nerve-wrecking times in his life, then he would have turned off his â€Å"performance† and demonstrated sanity and intrusiveness when alone, developing a significant plan that may alter his life. Consequently, Hamlet’s soliloquy reveals carelessness and illogicalness, pushing his reflections n a ne gative note upon his act towards revenge. Secondly, Act 3 of Hamlet opens with Guildenstern and Rosencrantz meeting with Gertrude and Claudius, discussing Hamlet’s behavior.The trio has come to the conclusion that no one can explain his bizarre change, so Claudius dismisses the other three, saying that he and Polonius intend to spy on Hamlet’s confrontation with Ophelia. While Polonius and the king walk a1round the lobby, they hear Hamlet coming and decide to hide behind the tapestry. Not detecting their presence, Hamlet wrestles with the decision to commit suicide. â€Å"To be or not to be, that is the ques2tion† (3. 1. 56) He believes suicide will end the pain of his existence for good. â€Å"Between the sick soul and the knowledge and of love here are interstellar spaces that divide Hell from Heaven. (Bloom 56) This means to the ordinary eye, Heaven and Hell stand tremendously far away from each other. However, when considering into account a question like t his, one can make the gap seem much smaller. Although the consideration of suicide from any character is daunting at the very least, Hamlet still approaches the question with eloquence and logical thinking. Initially, Hamlet attempts to pose one such a question in a rational, logical way. He ponders why or how the â€Å"slings and arrows of outrageous fortune† (3. 1. 58) can be borne out since life after death is so uncertain.Ha1mlet considers that suicide would not seem as big of a deal if one knows his death or her afterlife. because Ha1mlet believes one does not know what happens after death, he or she would rather â€Å"bear those ill we have, then fly to others that we know not of† (3. 1. 81-82) Many struggle with this issue of what happens after people die, and even base many decisions upon it. For Hamlet to recognize this uncertainty as a significant fact in the idea of suicide rather than ending some sort of â€Å"everlasting† pain, shows complete logica l reasoning.In fact, by the time most conclude that their life must end, they too senile have become already mentally unstable and crazy to even formulate why suicide remains a controversial issue. Hamlet explains that if everyone knew about his or her afterlife, most suicides will indeed occur and the issue would not seem contentious. Furthermore, Hamlet shows his intelligence in depicting his decision about suicide in his â€Å"to be or not to be† soliloquy. Although at this moment, Hamlet realizes that many choose life over death because of the inability to know one’s afterlife, the speech remains a deep contemplation about the nature and reason for death.After posing this complex question and wondering about the nature of the great sleep, Hamlet goes on to list many sufferings which men are prone to in the midst of life’s rough course of life, which makes it seem as though he is moving toward death yet, again. By the end of this soliloquy, however, he finall y realizes â€Å"But the dread of something after death, the undiscovered country form whose bourn to no traveler returns, puzzles the will, and makes us rather bear those ills we have†. (3. 1. 78-81) Additionally, the way Hamlet even poses the question of suicide as a matter of Philosophical debate shows intuition.He does not express himself at all during the soliloquy, never uses the words â€Å"I† or â€Å"me† in the entire speech, setting it up as a controversial question upon which people can voice their opinions. â€Å"When we shuffled off this mortal coil must give us pause† (3. 1. 67) †¦ â€Å"when he himself might his quietus make† (3. 1. 75)†¦Soft you now! † (3. 1. 88) Instead, Hamlet purposely uses words such as we, us, you, he, and his to disguise what he is really thinking about, acting cautiously but very smartly. His words at the end of the scene are indeed ‘wild and whirling’† (Bloom 87) towards Op helia. As a result, Hamlet shows confusion to end his life or not, yet in a very intellectual manner, presenting his saneness to the audience. Lastly, act 4 scenes 4, focuses back to Hamlet’s pursuit to revenge Claudius officially. Hamlet encounters with the Norwegian captain who shows forcefulness and courage in taking action. This discourages Hamlet and his commitment to revenge. Hamlet stands awestruck by the willingness ofFortinbras’ devotion and energy towards his entire army. When left alone, Hamlet the moral doubt of Fortinbras’ deed, but his dynamism impress him to a point of a firm decision on one last attempt. Here he analyzes his patience yet forcefulness like Fortinbras’ and his patch of land, toward King Claudius. Actually, â€Å"His previous two soliloquies provide clarifying context for the defective working of his mind in the present one, for his reason is in fact, no less subjected by passion here than in the other two. (Newell 134) Here , Hamlet utters great emotion towards his stagnant plans on revenge and expresses them in this soliloquy. To begin with, Hamlet’s logical reasoning becomes apparent in his last soliloquy because he develops dramatically indeed in the play-â€Å"The subjugation of Hamlet’s reason by his passion for revenge† (Newell 133) For one, Shakespeare reestablishes Hamlet’s preoccupation with revenge as tragic.It subsists as a â€Å"Necessary soliloquy after accidentally killing Polonius by mistake in pursuit of revenge; unlike the last two, people sympathize with him and view him tragically. (Newell 134) Sympathizing with Hamlet’s confusion and distress compels the reader to classify him as a logical person, not as a mad man, who needs support when going through a very upsetting time in his life. In relation to this, it helps that Hamlet uses â€Å"the language of Elizabethan spirituality of the mind, the engaging of thought and unlike before, finding him r epulsive by the close scene with Gertrude, hide and seek with school fellows and the interview with Claudius. (Newell 135) Next, the audience believes he displays logical reasoning because his thinking and reasoning correspond. He reveals jealous rage while simultaneously, finally planning his overdue act of revenge on Claudius. â€Å"My thoughts be blood, or be nothing worth! † (4. 4. 66). In other words, Hamlet exclaims my thoughts be bloody, my deeds be bloody also, giving some consistency with his preparation. His logical thinking steer him onto the right path of revenge.Moreover, Hamlet exposes his brilliance through his soliloquy of â€Å"discursive reasoning, in a way that heightens one’s tragic view of the character before he leaves† (Newell 133) Firstly, his â€Å"soliloquy makes him less vengeful and more patient for an opportunity for revenge† (Newell 135) showing personal growth in the matter. He knows revenge lies as his only option, yet inst ead of rushing it with a quick spontaneous plan like before; he takes a different approach and develops patience revolving around the issue. â€Å"Of thinking too precisely on the event- A thought which, quartered hath but one part wisdom and even three parts coward. (4. 4. 41-43) This means, if he thinks too long and critically, he will become anxious and a coward, but if he waits patiently and stop the rash aggressiveness clouding his mind, revenge will fall into place. Secondly, â€Å"the reoccurrence of â€Å"beast† and â€Å"discourse† and â€Å"reason† in a cluster brings to mind the forceful phrase â€Å"a beast that wants discourse of reason† from the first soliloquy† (Newell 133) This presents Hamlet intelligence, relating his last soliloquy with his first because a confused madman could not possibly remember what he reflected upon by himself, many times ago, this gives Hamlet some credit of existing as normal.Therefore, Hamlet shows logi cal thinking and intuitiveness in his last soliloquy, ending his reflections on a positive note on his pursuit towards revenge, also presenting himself as not a completely crazy man. Hamlet progresses from indecisiveness and confusion to logic when handling the matters of revenge towards King Claudius observes in Act 2, Scene 2; Act 3, scene 1; and Act 4, Scene 2 soliloquies. The opinions on where he really developed a mental disorder if he played it off towards only his friends, remains debatable; for in three main soliloquies he acts either wise or cultivated.An act or not, nobody should judge someone after going through a loss like Hamlets’. Even if one’s behaviour changed for the worse after a parent’s death, many should sympathize and support him or her through his or her loss. A loss of a close family member is one of the most difficult situations one goes through. One must remember that everyone is a unique individual. Therefore, many cope with the traged y of death differently.Works Cited Bloom, Harold. The Embassy of Death: An Essay on Hamlet. Hamlet. 1990 ed. Print. Lamb, Sidney ed. Shakespeare’s Hamlet. Hoboken: Wiley Publishing, Inc. 2000. Print. Levin, Harry. Interrogation, Doubt, Irony: Thesis, Antithesis, Synthesis. Modern Critical View William Shakespeare: The Tragedies. 1959 ed. Print. Newell, Alex. Passion and Reason. The Soliloquies in Hamlet 1935 ed. Print. Newell, Alex. The mind O’erthrown: Reason Pandering Will. The Soliloquies in Hamlet. 1927 ed. Print.

Faar

Jamie Schiller English 114 09/12/12 Difficulty Paper 1 â€Å"If one thinks of cultures, or literatures, as discrete, coherently structured, monolingual edifices, Guaman Poma’s text, and indeed any autoethnographic work, appears anomalous or chaotic – as it apparently did to the European scholars Pietschmann spoke to in 1912. If one does not think of cultures this way, then Guanman Poma’s text is simply heterogeneous, as the Andean region was itself and remains today. Such a text is heterogeneous on the reception end as well as the production end: it will read very differently to people in different positions in the contact zone. (page 492) I found this passage difficult because it uses many terms that I was only introduced to when I started reading Mary Louise Pratt’s essay. It is hard to follow because it uses difficult terms and packs a lot of information into a small amount of writing. Mary Louise Pratt introduces several concepts in the same passage, which was both overwhelming and distracting. It was difficult to understand the passage in its entirety the first time I read it, but after rereading the passage several times and giving it some thought, I think I may have a better understanding of what the author was trying to convey to her audience.I think that Mary Louise Pratt is saying that Guanman Poma’s text can be interpreted in more than one way. She uses the term â€Å"heterogeneous†, which means incongruous or unlike. This suggests that the text was complex and thus could easily be misinterpreted. If two people each have a different perspective of a certain society or culture is different from someone else’s, they probably will not share the same understanding of Poma’s work. Guanman Poma’s letters to the king were written in two languages. This could be a reason why people who view cultures as â€Å"coherently structured, monolingual edifices† may find his work chaotic and confus ing.The European scholars the Pietschmann spoke to in 1912 would not have been able to fully understand Guanman Poma’s work because they do not possess transcultural understanding. The part of the passage that states that, â€Å"If one does not think of cultures this way, then Guanman Poma’s text is simply heterogeneous, as the Andean region was itself and remains today,† suggests that those who come from a â€Å"contact zone†, where two different cultures intermingle, would be able to understand Guanman Poma’s message more easily.This might be caused by the fact that they are familiar with more than one culture existing together and therefore would not be confused or overwhelmed by Poma’s letters. This passage connects to the rest of Pratt’s essay because it talks about autoethnographic texts and transcultration. Pratt introduced both of these terms in her essay because she views them as â€Å"the phenomenon of the contact zone. â⠂¬ 

Dostoevsky Crime and Punishment Quotations

Dostoevsky 'Crime and Punishment' Quotations Crime and Punishment is a novel by one of the greatest Russian authors, Fyodor Dostoevsky. The novel was published in installments during 1866. Rodion Romanovich Raskolnikov, a poor ex-student in St. Petersburg, who is the main protagonist. Here are a few quotes from the novel. Notable Quotes All is in a mans hands and he lets it all slip from cowardice, thats an axiom. It would be interesting to know what it is men are most afraid of. Taking a new step, uttering a new word is what they fear most.- Fyodor Dostoevsky, Crime and Punishment, Part 1, Chapter 1Why am I going there now? Am I capable of that? Is that serious? It is not serious at all. Its simply a fantasy to amuse myself; a plaything! Yes, maybe it is a plaything.- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 1Why am I to be pitied, you say? Yes! Theres nothing to pity me for! I ought to be crucified, crucified on a cross, not pitied! Crucify me, oh judge, crucify me but pity me?- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 2What if man is not really a scoundrel, man in general, I mean, the whole race of mankind - then all the rest is prejudice, simply artificial terrors and there are no barriers and its all as it should be.- Fyodor Dostoevsky, Crime and Punishment,Part 1, Ch. 2He ran beside the mare, ran in front of her, saw her being whipped across the eyes, right in the eyes! He was crying, he felt choking, his tears were streaming. One of the men gave him a cut with the whip across the face, he did not feel it. Wringing his hands and screaming, he rushed up to the grey-headed old man with the grey beard, who was shaking his head in disapproval. One woman seized him by the hand and would have taken him away, but he tore himself from her and ran back to the mare. She was almost at the last gasp, but began kicking once more.- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 5 Good God! ... can it be, can it be, that I shall really take an axe, that I shall strike her on the head, split her skull open...that I shall tread in the sticky warm blood, blood...with the axe...Good God, can it be?- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 5He suddenly heard steps in the room where the old woman lay. He stopped short and was still as death. But all was quiet, so it must have been his fancy. All at once he heard distinctly a faint cry, as though some one had uttered a low broken moan. Then again dead silence for a minute or two. He sat squatting on his heels by the box and waited, holding his breath. Suddenly he jumped up, seized the axe and ran out of the bedroom.- Fyodor Dostoevsky, Crime and Punishment, Part 1, Ch. 7Where is it Ive read that someone condemned to death says or thinks, an hour before his death, that if he had to live on some high rock, on such a narrow ledge that hed only room to stand, and the ocean, everlasting darkness, everlasting solitude, everlasting tempest around him, if he had to remain standing on a square yard of space all his life, a thousand years, eternity, it were better to live so than to die at once! Only to live, to live and live! Life, whatever it may be!...How true it is! Good God, how true! Man is a vile creature!...And vile is he who calls him vile for that- Fyodor Dostoevsky, Crime and Punishment, Part 2, Ch. 6 Life is real! Havent I lived just now? My life has not yet died with that old woman! The Kingdom of Heaven to her-and now enough, madam, leave me in peace! Now for the reign of reason and light...and of will, and of strength...and now we will see! We will try our strength.- Fyodor Dostoevsky, Crime and Punishment, Part 2, Ch. 7I like them to talk nonsense. Thats mans one privilege over all creation. Through error you come to the truth! I am a man because I err! You never reach any truth without making fourteen mistakes and very likely a hundred and fourteen.- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 1But what can I tell you? I have known Rodion for a year and a half; he is moody, melancholy, proud, and haughty; recently (and perhaps for much longer than I know) he has been morbidly depressed and over-anxious about his health. He is kind and generous. He doesnt like to display his feelings, and would rather seem heartless than talk about them. Sometimes, however, he is not hypochondriacal at all, but simply inhumanly cold and unfeeling. Really, it is as if he had two separate personalities, each dominating him alternately.- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 2 Actions are sometimes performed in a masterly and most cunning way, while the direction of the actions is deranged and dependent on various morbid impressions - its like a dream.- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 3It began with the socialist doctrine. You know their doctrine; crime is a protest against the abnormality of the social organisation and nothing more, and nothing more; no other causes admitted!- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 5If he has a conscience he will suffer for his mistake. That will be punishment - as well as the prison.- Fyodor Dostoevsky, Crime and Punishment, Part 3, Ch. 5It was dark in the corridor, they were standing near the lamp. For a minute they were looking at one another in silence. Razumikhin remembered that minute all his life. Raskolnikov’s burning and intent eyes grew more penetrating every moment, piercing into his soul, into his consciousness. Suddenly Razumihin started. Something strange, as it were passed between them... Some idea, some hint as it were, slipped, something awful, hideous, and suddenly understood on both sides... Razumihin turned pale.- Fyodor Dostoevsky,  Crime and Punishment, Part 4, Ch. 3 I did not bow down to you, I bowed down to all the suffering of humanity.- Fyodor Dostoevsky,  Crime and Punishment, Part 4, Ch. 4Power is given only to him who dates to stoop and take it... one must have the courage to dare.- Fyodor Dostoevsky,  Crime and Punishment, Part 5, Ch. 4I wanted to murder, for my own satisfaction ... At that moment I did not care a damn whether I would spend the rest of my life like a spider catching them all in my web and sucking the living juices out of them.- Fyodor Dostoevsky,  Crime and Punishment, Part 5, Ch. 4Go at once, this very minute, stand at the cross-roads, bow down, first kiss the earth which you have defiled, and then bow down to all the world and say to all men aloud, I am a murderer! Then God will send you life again. Will you go, will you go?- Fyodor Dostoevsky,  Crime and Punishment, Part 5, Ch. 4You ought to thank God, perhaps. How do you know? Perhaps God is saving you for something. But keep a good heart and have less fear! A re you afraid of the great expiation before you? No, it would be shameful to be afraid of it. Since you have taken such a step, you must harden your heart. There is justice in it. You must fulfill the demands of justice. I know that you don’t believe it, but indeed, life will bring you through. You will live it down in time. What you need now is fresh air, fresh air, fresh air!- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 2 Nothing in this world is harder than speaking the truth, nothing easier than flattery.- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 4Crime? What crime? ... That I killed a vile noxious insect, an old pawnbroker woman, of use to no one! ... Killing her was atonement for forty sins. She was sucking the life out of poor people. Was that a crime?- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 7If I had succeeded I should have been crowned with glory, but now Im trapped.- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 7It was I killed the old pawnbroker woman and her sister Lizaveta with an axe and robbed them.- Fyodor Dostoevsky,  Crime and Punishment, Part 6, Ch. 8Youre a gentleman... You shouldnt hack about with an axe; thats not a gentlemans work.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2Some new sorts of microbes were attacking the bodies of men, but these microbes were endowed with intelligence and will ... Men attacked by them became a t once mad and furious.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2 How it happened he did not know. But all at once something seemed to seize him and fling him at her feet. He wept and threw his arms round her knees. For the first instant she was terribly frightened and she turned pale. She jumped up and looked at him trembling. But at the same moment she understood, and a light of infinite happiness came into her eyes. She knew and had no doubt that he loved her beyond everything and that at last the moment had come.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2They wanted to speak, but could not; tears stood in their eyes. They were both pale and thin; but those sick pale faces were bright with the dawn of a new future, of a full resurrection into a new life. They were renewed by love; the heart of each held infinite sources of life for the heart of the other.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2Seven years, only seven years! At the beginning of their happiness at some moments they were both ready to look on those seve n years as though they were seven days. He did not know that the new life would not be given him for nothing, that he would have to pay dearly for it, that it would cost him great striving, great suffering.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2 But that is the beginning of a new story – the story of the gradual renewal of a man, the story of his gradual regeneration, of his passing from one world into another, of his initiation into a new unknown life. That might be the subject of a new story, but our present story is ended.- Fyodor Dostoevsky,  Crime and Punishment, Epilogue 2

Jessica Johnson v. Wilkinson Manufacturing Essay - 1

Jessica Johnson v. Wilkinson Manufacturing - Essay Example This Act gives an individual the right to receive equal treatment in terms of pay in comparison to members of the opposite gender. However, there must be adequate proof that the claimant does like work, which has been rated to be of a similar value to a person of the opposite sex in the process of job evaluation. In addition, the claimnat has to prove that he or she is doing work of equal value as the member of the opposite sex. Thus Jessica is in a position to claim sex discrimination since she meets the above conditions. Furthermore, the Equality Act 2010 renders sex discrimination illegal. In particular the clause of the Act that prevails in this case is the equal terms-equal pay. Thus Jessica’s renumeration ought to be equal to those of his male counterparts who are employed in the same managerial position as her (Crown et al). The Equal Employment Opportrunity Comisssion (EEOC) is the federal body charged with the responsibility of enforcing breaches against workplace discrimination laws. The EEOC is the agency that handles discrimination complaints based on the complainant’s sex or other factors such as color, religion, nation of origin dependent on the nature of complaint. In addition, the EEEOC is also entitled to file complaints against employers on behalf of employees who have alleged to have been discriminated. Wilikinson manufacturing is practicing sex discrimination. However, there is an available defense, which can prevail; the pay secrecy clause in employment contract which is unimplementable since it is difficult to find out whether the pay difference is associated with a particular characteristic. Therefore, Jessica cannot really tell whether pay difference is due to gender factor or a hidden characteristic secret to Wilkinson Manufacturing (EEOC et al). In this issue Jessica would emerge the victor since the factor, which ought to determine her renumeration is level of work and value of

Sociological Theories of Education Essay Example | Topics and Well Written Essays - 3500 words

Sociological Theories of Education - Essay Example In the current society, discrimination in the education system can be achieved through systems and policies that eliminate discrimination and promote ‘education for all’. According to WEB Bois (1868-1963), education should teach certain values such as the capacity to endure, love for beauty, avoidance of luxury, and a concern for courtesy. The purpose of education Randall (2007) writes that education is a process of acquiring data and knowledge, as well as learning different forms of behavior and competency in a specific field. The purpose of education involves cultivating human minds with values and principles that assist in determining the right and the wrong. The purpose of education also incorporates learning skills in certain subjects that assist in achieving overall development. In essence, education is a lifelong process and never ends. The purpose of education, therefore, entails a continuous change in the direction in the life of human beings. In the society, hu man beings realize the importance of education when they encounter difficulties. According to Carpenter  and   Haning (2011), in personal and professional development, education has a purpose of assisting each person to gain skills that can be used to overcome personal and professional difficulties. The basic purpose of education involves learning how to write, read, and understand concepts. The skills taught in the process of acquiring literacy remain for the whole life. It should be noted that writing, reading and understanding skills improve all the time a person reads and thinks. Education’s purpose is to teach a person how to acquire social and professional skills necessary for the socialization process in the society. Maintaining social relations in... This paper stresses that the purpose of education involves cultivating human minds with values and principles that assist in determining the right and the wrong. The purpose of education also incorporates learning skills in certain subjects that assist in achieving overall development. In essence, education is a lifelong process and never ends. The national curriculum in England, Wales and Northern Ireland is set of subjects and standards used by primary and secondary schools. These subjects and standards ensure that students learn similar content. This paper makes a conclusion that the national curriculum also covers which subjects should be taught and the standards pupils should meet in each subject. The Swan report, racism existed in educational institutions as well as individual levels. The British society is a multi-racial population, however, racism affected the education of minorities. The swan report also documented educational policies established in minority communities. The Tripartite System categorized the education system of England, Wales and Northern Ireland into three types: grammar, technical, and secondary modern. This system was discredited because of widespread discrimination against children from lower social class as well as children who could not pass the 11+ exam. The comprehensive system was introduced to replace the Tripartite System so that pupils could not be separated at a young age. The national curriculum was also developed to introduce ‘education for all’ principle.