The Meaning Behind the Music in Sonny’s Blues, by James...

Many times in life we find ourselves in situations that end in suffering. This can become a very dark place, unless we can find something to pull us out. In the story â€Å"Sonny’s Blues† by James Baldwin music was the remedy. The main factors that make up this story is suffering, the overall theme of darkness, and the meaning of the music. Suffering is something that everyone has to persevere at some point in their life. One thing makes us unique is how we deal with these hardships. The characters in â€Å"Sonny’s Blues† endure many difficult situations. How they choose to deal with these situations effects their entire life. To begin the story, we see that the narrator’s brother Sonny has already dealt with his suffering by using heroin. Then the narrator’s daughter dies of polio, but his pain helped him reach out to Sonny. He brought Sonny into his home to live. The story then takes a turn, and it jumps back to before the boys parents died . Their mother tells a story to the narrator about his father. His father’s brother was hit by a car of white men and he died right in front of him. He never was the same after the incident. Then she made him promise to take care of Sonny and not let him fall no matter how hard it is. After the death of their parents Sonny expressed his yearning to be a musician to his brother, and he shot the idea down. Sonny pursued his dreams anyway, but went down the wrong paths. By the end of the story when the brothers are reunited the narrator finallyShow MoreRelatedSymbolism in Sonnys Blues by James Baldwin Essay1286 Words   |  6 PagesSymbolism in â€Å"Sonny’s Blues† by James Baldwin In James Baldwin’s â€Å"Sonny’s Blues,† the reader meets Sonny, a recovering addict, and his older brother, a high school teacher. Although these two brothers have completely different lives and personalities, the author’s use of symbolism brings them more tightly together like a real family. Baldwin uses symbols such as ice, lightness and darkness, and jazz music to add more depth and meaning to â€Å"Sonny’s Blues.† People usually think of ice or the coldRead MoreSonnys Blues - Baldwin Personal Reflection1220 Words   |  5 Pagesâ€Å"Sonny’s Blues† is an emotional story written by an amazing author, James Baldwin, who has come to be one of my favorite writers. This particular piece talks about the troubles of African American freeing themselves from the mental bondages of their surroundings, the ghetto. The title is significant, and helped me to understand the underlining meaning of the story. The title can be divided into two main reasons, the first, â€Å"Sonny’s Blues, meaning the music he plays. Second is the reference to hisRead MoreRacism In Sonnys Blues By James Baldwin993 Words   |  4 Pagesamount of people all over the world. Although racial bias has been around for many years, it only seems to be progressing into something that one simply cannot comprehend. In the short story â€Å"Sonny’s Blues,† the author, James Baldwin, emphasizes the la sting effect of racism throughout the story. While Baldwin vaguely expresses the impact of racial bias on the character Sonny, the audience infers the idea the author is trying to convey. In the story, racism is a significant factor of symbolism portrayedRead MoreSymbolism In Sonnys Blues1392 Words   |  6 PagesSonny’s Blues by James Baldwin is a short story about two brothers that overcome many obstacles in their lives such as housing problems, death, discrimination, drug addiction, and imprisonment. Baldwin tends to use a lot of symbolism, allegories and imagery within the text as well. This story expresses the overall theme of suffering that Black Americans faced during the 1950s. The link between music, drugs, and environment play a large role when it comes to the characters suffering. Much of theRead MoreThe Effects Of Racism In Sonnys Blues By James Baldwin983 Words   |  4 Pages â€Å"Sonny’s Blue†, by James Baldwin, reflects a story of an unidentified narrator and his younger brother Sonny through their fights to overcome suffering and racism in Harlem in 1950s. The setting plays an important role in the story. The time period can be assumed to be an era filled with poverty, drugs and racial tension and Harlem being predominantly African-American. These factors seem to have a role in â€Å"Sonny’s Blue†. In â€Å"Sonnys Blues†, James Baldwin, a narrator, reflects a theme of sufferingRead More Symbolism in James Baldwins Sonnys Blues Essay1242 Words   |  5 PagesSymbolism in James Baldwins Sonnys Blues Missing Works Cited Several passages found throughout Sonnys Blues indicate that as a whole, the neighborhood of Harlem is in the turmoil of a battle between good and evil. The narrator describes Sonnys close encounters with the evil manifested in drugs and crime, as well as his assertive attempts at distancing himself from the darker side. The streets and communities of Harlem are described as being a harsh environment which claims the lives ofRead MoreThe Themes Of Symbolism In Sonnys Blues By James Baldwin1590 Words   |  7 PagesSonny’s Blues by James Baldwin is a short story that expresses the themes of alienation, identity, drugs, music, family, suffering, redemption, racism in society and imprisonment. Baldwin uses a lot of symbolism, allegories and imagery within the text. Music, alienation, drugs and suffering are the themes that are most clearly understood and show up the most. Music and drugs and perfect examples of symbolism. And when Baldwin talks about suffering and alienation the y have the closest connection toRead MoreCompare and Contrast of Sunnys Blues and Cathedral 1075 Words   |  5 Pagesï » ¿ Compare and Contrast of â€Å" Cathedral â€Å" and â€Å" Sonny’s Blues â€Å" The two stories that will be examined in this essay are two that may not appear to have a great deal in common, but once we look deeper in to the stories it becomes clear that they are similar but still have their own identities, finding strong differences and similarities is the goal of this paper. These stories are â€Å" Cathedral â€Å" which was written by RaymondRead MoreThe Concept of Family in James Baldwins Sonnys Blues1017 Words   |  4 Pagesï » ¿Family is one of the primary concepts in James Baldwins short story Sonnys Blues, considering that the connection between the narrator and his brother, Sonny, echoes throughout the text. The writer intended the audience to feel the relationship between the two characters and he initially induced confusion in individuals by hiding the fact that the narrator is Sonnys brother. Most of the story deals with the narrator acknowledging the roles that each of his family members had in shaping hisRead MoreComparing Sonnys Blues And The Rich Brother By Tobias Baldwin1152 Words   |  5 PagesAs we examined the essay â€Å"Sonny’s Blues† and â€Å"The Rich Brother† that may not have a great deal in common, but with more analysis in to the stories it becomes clear that they are similar but still have their own uniqueness. The stories are â€Å"The rich brother † which was written by Tobias Wolff is known for short stories or memoir and â€Å"Sonny’s Blues† which was written by James Baldwin also an American writer best known for its eloquence or rhetorical force in his writing. Both writers a best known for

The concept of sociological imaginations allows us to get...

The concept of sociological imaginations allows us to get out of ones own judgment zone with regards to how we think about social problems. C. Wright Mills argument is that we should develop a method or a way of looking at things in the society from the point of view of the person experiencing the sociological phenomenon. In essence, we cannot look at things from ones own moral point of view; we need to look at things from the point of view of the person experiencing it. Mills believes that cannot understand themselves as individuals; also they cannot understand their role and their perspectives as individuals in the society. We need to know the structure of the society, where ones current society stand in the development of human†¦show more content†¦One needs to know about the structure of the society, where does ones modern society stand in the evolution of human history, and what variety of men and women prevail in ones society. Mills work addresses the social problems we as individuals face in contemporary American society. He argued that perhaps the most helpful distinction with which the sociological imagination works is between personal troubles and public issues. For him, troubles have to do with an individual’s character and with those limited areas of social life of which he is directly and personally aware. To describe those troubles, he argues that we must attend the person biography and the scope of their immediate â€Å"milieu† what he describes as ‘the social setting that is directly open to his personal experience and to some extent his willful activity. Mills makes a difference between personal trouble and public issues. Personal trouble, the statement and resolution of troubles properly lie within the person, and it is milieu. Issues involve the society as a whole. It transcends any individual or milieu, and it has to do with the institution of the society as a whole. Mills offered examples; a classic example is that of unemployment. If the unemployment is one or two percent, and he or she find herself unemployed, that is a personal trouble. If unemployment reaches eight, or twenty percent as it did in the great depression, which becomes a public issue. Mismanagement of ones societyShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 Pagesmanagers actually do from day to day. He further faulted management textbooks for introducing students to the leading theories about management while ignoring what is known about effective management practice. Sympathetic to Mintzberg’s critique, we set out to identify th e defining competencies of effective managers. Although no two management positions are exactly the same, the research summarized in the Introduction highlights ten personal, interpersonal, and group skills that form the core of effectiveRead MoreOrganisational Theory230255 Words   |  922 PagesAssociate Professor, Copenhagen Business School, Denmark McAuley et al.’s book is thought-provoking, witty and highly relevant for understanding contemporary organizational dilemmas. The book engages in an imaginative way with a wealth of organizational concepts and theories as well as provides insightful examples from the practical world of organizations. The authors’ sound scholarship and transparent style of writing set the book apart, making it an ingenious read which invites reflexivity, criticalnessRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesOrganizational Behavior? 3 The Individual 2 3 4 5 6 7 8 Diversity in Organizations 39 Attitudes and Job Satisfaction 69 Emotions and Moods 97 Personality and Values 131 Perception and Individual Decision Making 165 Motivation Concepts 201 Motivation: From Concepts to Applications 239 3 The Group 9 10 11 12 13 14 15 Foundations of Group Behavior 271 Understanding Work Teams 307 Communication 335 Leadership 367 Power and Politics 411 Conflict and Negotiation 445 Foundations of OrganizationRead MoreLibrary Management204752 Words   |  820 Pagesfor establishing standards throughout the world. Concepts covered in the earlier editions in 7 chapters now are covered in greater depth in 20 chapters. New chapters added to the seventh edition cover marketing, team building, and ethics. The volume covers all of the important functions involved in library management and development. 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Standardized Financial Software of QuickBooks †Free Sample

Questions: 1.Identify the organizational need for the system2.Identify the key features and functionality of the accounting information system? 3.Describe how the systems integrate the different functional areas of the organisation? 4.Evaluate the systems effectiveness and discuss any implementation or operational issues? Answers: Introduction The chosen organization is QuickBooks which has been able to focus on the standardized financial software for the small business. The company has been able to handle the different operations with the right choice to handle the rapidly growing business with the sustainability and the acceleration of the growth. The company focus on handling the lack of the capabilities where the growing business needs to focus on the real-time visibility with the essential information of the system. 1. Organizational need for the system Considering the organizational needs of the system; there is a need to check on the integration of the applications with the focus on: Adapting the cloud-based solution where the cloud momentum has been accelerating, and the cloud is becoming to be the major requirement of any company. With this, there is a need to focus on the representation of the different opportunity which enables the business leaders with the better delivery of the outcomes, in a faster and a cheaper usage of the resources. (Biafore, 2013). The companies are growing with the limitation to the IT resources. Hence, for this, the cloud solutions are set to maintain the on-premise application of the hardware and the software. The cloud systems are mainly for enabling the mobility where the workers tend to work on the device with the Internet access to hold the scalability with the growing companies that will accelerate the growth. The consideration of the suite with the complexities that could easily be matched with the applications at the time of replacing QuickBooks. There are different companies which focus on handling the needs as well as working on the needs to work on different solutions. The integrated standards are set to manage the data with the dual data entry which is eliminated when the information is stored in the signal or the centralized form of the data repository. The forms are for the enabling of the companies to start with the basics with the addition of the complexity set over time. (Carey, 2013). The team members need to hold the functions where the employees rely on the spreadsheets with the fulfillment of the information gaps. Along with this, there are functions for the multiple manual processing that sets the sales orders with a reconciliation of the customer information in the manual format or through the management of the multiple systems. The errors are mainly based on the inevitable approach with the decisions that are made for the out of date or any inaccurate information. 2. Key features and functionality of the accounting information system The accounting information system is based on the description of the steps where there is a proper designing of the system and the analysis for the first applications. Here, AIS mainly focus on the identification, measuring and the communication of all the information with the decisions that have been made by the users for the particular information. The accounting formats are set with the reporting to the statutory bodies like the tax authorities or the regulatory framework. Some of the important features are: To meet the demands and the needs of the statutory reporting of the organization. For this, there is a need to manage the risks with the possible stemming that comes from the abuse of the accounting data or the systems. The accounting information deals set with the stock exchange with the promotion of the trading, statutory authorities and the other external processes. (Lamber et al., 2015). The internal users need to focus on the management level with the adequate use of the accounting information that has been set for the controlling and planning of the information. There are different groups which are for the accounting and is set to handle the well-structured information system. The different groups are for the people who are interested mainly in the standardized information with ensuring the consistency of the information. The procedures are involved in the process to make the accounting data effective with the hold of the external uses which are mainly set by the statutory bodies. There is a need to primarily handle the different standards which work on the forms of the budgets and the forecasting of the information. The source of the data is based on the internal enterprise setup where the database is also integrated and controlled with the orientations based on the profitability of a company. There is a need to work on the different procedures and the policies through the instructions set for the rules as well as the other accounting data. The policies are based n the system access to handle the budgetary control of the system where the AIS has been able to function in the manner, where the data is considered to be the important information asset. The data management and the enhancement of the software is based on working and developing the designs where the financial accounting is mainly to work on the system standards with the governance and the internal control. (Nelson, 2012). The IT infrastructure needs to deal with the hardware platform which acts as the medium to handle the accounting information with the parts of the management functions. This includes the management of the information in the efficient and the efficiency manner. The QuickBooks focus on the sales orders and the order entry so that all the invoices are a paper base. Here, there are performances base d on the growing needs of the customer with handling the approval processes that are slow and completely disjointed. 3. Different functional areas of the organisation The accounting information system is considered to be the way of collection, storing and processing the information that is mainly used by the decision makers. For this, the focus is primarily on handling the technology as well as the other resources which are related to the management of the costs and the investors, creditors and the tax authorities. (Pecchair, 2012). ERP system works on QuickBooks which includes the management and integration of the components of the business, which includes the marketing, accounting, sales and then delivering the manufactured based products. The enterprise offers the flexible change with the cost justification with a better growth of the company that integrates the accounting which affects the accounting, like the inventory and the payroll systems. The setup is based on the end-to-end solutions for the companies who tend to enter the mid-size market, where the forms are involved in the financial decisions with appropriate delivery of the tailored reports. The enterprise solutions are set with the management of the key workflows where the environment development is through the advanced inventory tracking and the management. It works on the system features with the functionality growth that works on the enterprise development which also helps the companies with the information to the individual decision-making pro cess. The QuickBooks are set with the addition of the powerful tools that tend to integrate the payroll and the payments, with the field service management, inventory and to handle the midsized markets. The ERP systems work on the payroll and the employees where there are advanced pricing that is based on the sales and the customers. (Rawashdeh, 2013). The running of the business solution with the specific rules that are set for the handling of the sales and the payroll management. For the QuickBooks, there is a need to focus on the functional development of custom fields in the software to track the data where the access and the control are based on the bigger issue. 92% of the customers tend to agree with the management of the accounting easy that leads to the specific needs of the growing business with the end-to-end management solutions. The major advantage of the ERP system is set with the adaptability and integration. The enterprise systems are set to scale the needs with meeting the user size that offers the integration to connect the employees to the different departments. The ERP system works on the single-entry system which also allows the data to work on the multiple entry points where the use of the modern technologies is set at the cloud computing forms. The mobile devices are configured to allow the data with the entry and receiving from the virtual time, where the growing number of the regulatory measures are set with the cognizant ways are based on operations with the system and the data manipulation. ERP systems use the QuickBooks which includes the working of the current environment to upgrade the ERP solutions. (Schiff et al., 2014). The integration is based on inventory management software along with handling the management solutions, with the scanning and the customer support plan. The premium planni ng with the inventory standards to control the analysis that is set with the training webinars, videos, and the other resources. 4. Evaluate the systems effectiveness The effectiveness of the systems is based on the financial management system which includes the processes with the income and expenses. The records are set for the different patterns with the accounting software that can handle the daily, weekly and the monthly records. It is important to focus on the bookkeeping software with the ability to run the reports which are faster than the accounting. The reconciliation of the accounts is set with the assurance to focus on the accuracy along with the cloud-based information systems for the small and the medium scale enterprise. The adoption is based on the systems with the lower skills, transactional roles and then to hold the accounting the rules of operation. The configuration is based on the settings with the accounts that are payable for the retrieval of the raw data which is held in the log database. The applications are set with the reports that include decision making and financial reporting, which includes the forms of the centraliz ed transactions. (Villani et al., 2014). QuickBooks major operations issues are set with the reduced downtime overall where the focus has been on the accounting methodologies that require performing a certain analysis. The limitations are based on the number of the products with the organization is set to the extensive range of the feature with the payment of the one-time fee. The limitations are related to the issues of functionality with the remedy to set the forces to drop the data into the spreadsheet applications. The limitations are for the resource management where QuickBooks has been set for the payroll component where one is not able to track the skills or the talents. There are operational issues related to the profit and the loss balance sheets where the shifting is to the cloud-based accounting that reduces the time and energy which is mainly for the manual activities. This allows the organizations to work on collaborating and relying on the manual processes with the wor kforce efficiency. QuickBooks tend to reduce the problems when the employees try to share the information in the real time. There are factors of the operational issues when it relates to the system inefficiency as well as the forms where the users are not confident with the change. (Pecchiar, 2012). Conclusion The performance is based on the level of revenue recognition where the accounting information system needs to check on the centralized database processes and the transforms for the generation of a summary. With this, there is detailed requirement analysis which is for the handling of system documentation to the transactions, reports and the questions. Here, the forms are set for the system designing where the new system is created with the needs to accept the system for controlling and building the files, sample master records and the ability to process the data by the tests. References Biafore, B. (2013).QuickBooks 2014: The Missing Manual: The Official Intuit Guide to QuickBooks 2014. " O'Reilly Media, Inc.". Carey, M. (2013). Harmony in the Cloudthe New QuickBooks Online user interface.Cloud Accounting Buzz, posted Oct,1. Collins, J. C. (2014). 11 QuickBooks Tips for Producing Stellar Reports: Tap into the Software's Power to Give Business Reporting a Boost.Journal of Accountancy,218(4), 28. Lambert, S. L., Bee, S. (2015). Assembly FG: An Education Case Study Using QuickBooks as the AIS for a Small Manufacturing Business.AIS Educator Journal,10(1), 26-31. Nelson, S. L. (2012).QuickBooks 2013 All-in-one for Dummies. John Wiley Sons. Pecchiar, G. (2012). Upgrade to WMS, keep QuickBooks and MYOB.MHD Supply Chain Solutions,42(1), 24. Rawashdeh, A. (2013). An empirical investigation of the determinants of student acceptance of quickbooks online software.International Journal of Management, IT and Engineering,3(8), 88. Schiff, A., Szendi, J. (2014). Helping small business entrepreneurs avoid critical mistakes in QuickBooks accounting software.The Entrepreneurial Executive,19, 169. Villani, K., Rosa, J. B. (2014).Computerized Accounting with QuickBooks 2013. Paradigm Publishing.

Albert Einstein Essay The World As I See It Example For Students

Albert Einstein Essay The World As I See It When many people hear the name Albert Einstein, they say, Ooh what did he do, write a bunch of stuff on a chalkboard, prove to some scientists that he was right, and then star in a Pepsi commercial? Well, Im here to tell you that he did much more than that, (even though I really like that Pepsi commercial.)Albert Einstein was born March 14, 1879 in Ulm, Wrttemberg, Germany. Albert began his extensive studies at a school in Munich. At Munich he pursued a career in Electrical Engineering, but failed an exam and was rejected from Eidgenssische Technische Hochschule in Zurich. After failing at his original choice of schools, he went on to a secondary school in Aarau to train himself enough to be admitted into ETH (his original choice). While at Aarau he planned on becoming a teacher in mathematics and physics. As expected he did graduate from ETH in the year 1900 with a degree in teaching for the subjects of Math and Physics. He didnt however get a job right away, he, in fact, went around writing to different universities applying for one. After searching for about a year, he finally landed a job at a high school teaching mathematics. While at this school he wrote in one of his journals, I have given up the ambition to get to a UniversityAfter he went through this job, and indeed a couple more, his friend from school, Marcel Grossmann sought him out so his father could help him get a job. After a recommendation to the director of patents, Einstein held a temporary patent post, holding the title, Technical Expert Third Class. He was promoted several times over a span of about 5 years. While working at the patent office, he finished a boatload of theoretical physics publications. He even earned a doctorate on one from the University of Zurich. This paper was entitled, On a new determination of molecular dimensions. After publishing a few more papers, he began to be recognized. He became a university lecturer. After a few years of lecturing for Universities, he began to travel. Many people believe that the reason he moved away from Germany was because of the anti-Jewish movements. He visited the U.S. a few times as well as many other countries. But in 1935, Einstein was granted permanent residency in the USA. As a US citizen, Einstein was credited for many new contributions to science. But his biggest known project in the US is the assistance he provided in the Atomic Bomb. On August 2nd 1939, Einstein wrote to Franklin D. Roosevelt, (then the president of the US.) Him and a few other scientists warned him about Germanys studies of Uranium, the key to an atomic bomb. Roosevelt was then inclined to start his own project, the Manhattan Project. A project solely developed to discover a method to make an atomic bomb. After about 6 years of Einstein working alongside other great minds of history, a final product was introduced. Code named Gadget, the atomic bomb was escorted to the test site in Los Alamos. Here they would all watch to see the magnitude of their invention. On July 16th, 1945, at the time of 5:29:45 (mountain war time) the A-bomb, as it was called, was detonated. It then produced a mushroom cloud 30,000 feet high. All that was left at the blast site were fragments of jade green glass, produced from the heat and the sand. Many of the bombs creators had different views on the success of the project. J. Robert Oppenheimer thought the project was a total success. One of the other creators was quoted as saying, Now were all sons of bitches. Einstein agreed, he also didnt like what he saw. His view of it was that they had created a monster. He spent much of the rest of his life fighting to get rid of the bomb. But his pleas were ignored. His final letter was to a man named Bertrand Russel l, in it he asked to be put on a manifesto urging the world to hang up their nuclear weapons. He died on the 18th of April in 1955 at the town of Princeton, New Jersey, right here in the US. So its easy to see how Albert Einstein changed history. For one he added a ton of knowledge to todays science and physics, and for two, he helped invent the Atomic bomb that won America the military respect it needed. And then he fought against it to try to bring about world peace. The only way to sum it all up is, What a guy.

Creating Improvements through Incentives

Introduction While cash rewards programs are an essential factor in many companies’ employee retention strategies, they do not alone guarantee satisfied employees. In every organization, there are managers assigned to ensure that employees complete their assignments in an efficient manner.Advertising We will write a custom essay sample on Creating Improvements through Incentives specifically for you for only $16.05 $11/page Learn More In order to achieve this obligation, the managers should have the capacity to motivate the employees. (Rosenbloom Hallman, 1991) However, it is a pity to note that most managers lack the ability to motivate their employees thus leading to underperformance as witnessed in EatNGas, Inc. By looking at the situation, it is obvious that the problem cannot be solved through financial incentives since the officials have already set a maximum amount that they can offer in any given year. By looking at the figure, it is obvi ous that this amount is not sufficient to keep the cashiers happy thus calling for the need to offer a different kind of incentive. (Worman, 2010) In order to deal with the problems in the stores with cases of inventory losses and theft, it would be necessary for the management to come up with ideal incentives to deal with this problem. One way of achieving this would be to create a program where the performance of individual cashiers is appraised at the end of every month and the best given an award titled Cashier of the Month. The cashier who is assigned this credit should also be given a signed certificate from the management along with a choice to pick a gift of about $15 from the company’s merchandise. On top of this, officials in EatNGas should also come up with quarterly rewards program where the best cashier is given a signed certificate and a savings bond of about $30. This would make the employees feel appreciated something that would in turn reduce inventory losses and theft. Additionally, the organization can use the Maslow theory goal set of self-esteem to deal with cashiers who might be having problems in this area. It is amazing to note that some people might result to theft to fill in their low self-esteem. (Motivating Employees, 2011) On top of individual incentives, the EatNGas, Inc, management should come up with corporation wide incentives to keep the cashiers happy. To begin with, the $500 allocated for corporate incentives should not be used to increase individual salaries since this would lead to jealousy and hence low job performance on the part of those employees who feel left out.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Instead, cashiers should be made aware of the existence of the incentive then let everyone be given a chance to compete for the money. Additionally, the management should come up with a reward program for perfec t attendance and use disciplinary action for unwarranted absenteeism. It would also be wise to set up policies meant to help employees to cope with their children’s sickness, school activities among others. (Teasley, 2008) Recommendations Given the situation at EatNGas Inc, the management led by Jerry and Jill Clayton should do the following to save the company: Form a reward program where they present the Cashier of the month with a signed certificate and a gift option of $15. This would reduce inventory losses. Form quarterly rewards where the best cashier is given a signed certificate and a savings bond of about $30. This would naturally discourage theft. Avoid a situation where they give pay rises to some employees and disregard others since this would lead to jealousy They should set up a reward program for perfect attendance and use disciplinary action for unwarranted absenteeism (Worman, 2010) Conclusion It is surprising to note that employees do not give much value to pay rise, benefits and working conditions as much as they value the possibility of advancements and appreciation at the workplace. This negates the popular belief that money is a prerequisite for motivated workers. However, employers should not use this fact as a tool for rewarding their employees in a poor or unfair manner. Instead, what the management should know is that all employees are different and they should therefore be treated according to their needs. References List Motivating Employees. (2011)Role of incentives. Web. Rosenbloom, S., Hallman, V. (1991). Employee Benefit Planning. Upper Saddle River, NJ: Prentice-Hall, Inc. Teasley, C. (2008) Tips for Motivating Employees. Web. Worman, D. (2010) 20 Ways to Motivate Your Employees Without Raising Their Pay. Web.Advertising We will write a custom essay sample on Creating Improvements through Incentives specifically for you for only $16.05 $11/page Learn More This essay on Creating Improvements through Incentives was written and submitted by user Jair H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Technology in the Industrial Revolution essays

Technology in the Industrial Revolution essays A new way of life was taking shape for the American people during the new industrial revolution. Transformations of all ways of life were in motion at a rapid pace. With the completion of the transcontinental railroad came dramatic changes to the cattle and mining industries. Cities were being redesigned and immigrant workers along with middle class workers struggled to compete against advanced technology. Family structures and the role of women were re-shaped as technological inventions exploded. As we explore this period of time in our country we see that technology advancements re defined almost every area of American life. Without the transcontinental railroads completion in 1869 much of the changes America experienced would not have happened. The railroad linked the east to the west, it gave companies in the east a chance to move their products westward in less time, at a much cheaper cost, and changed how the businesses operated. One example of this is with the invention of the refrigerated rail car by Jonas Wilder. It allowed the Chicago stockyards to ship dressed beef all over the country and changed their method of doing business which was previously to send the beef dried. George Pullman also encouraged the migration westward by providing comfort for travelers with his invention of the railroad sleeping car. It provided spacious accommodations, luxurious travel complete with exceptional food and first class service, and encouraged the middle class to travel in style. Another inventor who benefited from the railroad system was Cyrus McCormick. He designed a horse drawn mechanical reaper that c ut the grain to one side of the unit. His factory was located in Chicago where access to raw materials through the water ways was plentiful. The railroad allowed his company to be located in the place most beneficial to the production of the reaper while also distributing his invention to distant places. The railroad also gave ...

Reflect and Professional Development Essay Example | Topics and Well Written Essays - 2500 words

Reflect and Professional Development - Essay Example Byrne (2006) asserts that weaknesses can hamper feelings which contribute to the ultimate failure of personal leadership development. According to the module, the strengths will enhance self-awareness, knowledge and skills development thus facilitating inter-personal skills development and conflict resolution when interacting with others. The module has made me aware of the personal empowerment process that entails identification of a power oriented goal that increases the effectiveness of social interaction. Canals (2012), is of the opinion that an individual must understand the leadership knowledge and skills and have self-efficacy. Self-efficacy entails taking actions to accomplish the personal goals and developing competencies that are essential in dealing with peers in a team. However, I acknowledge that the process of personal leadership development is dynamic and entails numerous skills that are essential in communicating, motivating and controlling individual emotions. After studying the module, I appreciate the importance of building a self-appreciation, sense of capability and self confidence. Personal leadership and empowerment ensures that individuals have a sense of responsibility that is crucial in outlining the personal life goals and aspirations which finally contribute to personal life fulfillment and happiness (Chambers, 2007). This paper will reflect on my personal leadership competencies development and my learning experience throughout the module. Personal leadership addresses various psychological and moral development of an individual that impact on the skills and competencies of the person as a leader (Ciarrochi and Mayer, 2007). This can be technically referred as the inner development of a person that leads to the outer development of the person as an effective leader. Farcht (2007) asserts that the key components of personal leadership include technical knowledge and skills, proper attitudes towards peers and psychological self-master y. According to the module, there are three areas of personal leadership knowledge that are essential. The knowhow areas include time management, group and individual psychology. Some of the basic skills that foster individual leadership development include problem-solving skills, goal-setting skills and ability to manage the team processes (Greene and Burleson, 2003). On the other hand, the right attitudes towards personal leadership development include appreciation, caring, service to others and interdependence. According to the module, developing the above right attitudes will lead to distinctive capabilities that allow the leader to share a common vision and create self-awareness that is essential in dealing with self-esteem issues. The module made me acknowledge the need to avoid defensive tactics especially while discussing emotive matters which is essential in ensuring effective communication (De Janasz, Dowd and Schneider, 2008). I encountered several successes and difficult ies during the learning process and personal leadership competencies development. I was organised and hardworking in this module, but I was able to gain trust of my subordinates without much struggle. I was able to maintain self-discipline in time management. However, I encountered difficulties in understanding cultural diversity and handling disappointment with my peers. I initially encountered

Microsoft, Tesco, Google.com Market Segments Essay - 13

Microsoft, Tesco, Google.com Market Segments - Essay Example According to the study market segments in terms of promotion ergo become imperative. Market segmentation basically refers to specialising and specifically focusing on one kinds of consumers. Segments can be based on a variety of factors some of which include gender, geography, industry, age groups; or they can be a little bit more specific e.g. democrats in the USA or soccer fans etc. As the paper outlines by concentrating on one particular part of the market the producers are not just able to market their product better, they can even improvise and enhance their goods in a way which makes them the most appealing for their customers. Geoffery Yeo further defines market segments as, â€Å"Market segmentation is a technique widely used in he market research industry. It can be defined as ‘the process of splitting customers into different groups, or segments; within which customers with similar characteristics have similar needs†. How does one segment the market for food? E veryone needs food, however, if that was the only thing that crossed a producers mind then he would end up with a burden of a segment which consists of not just people from the UK, but the whole world. Focusing on what kind of food one is selling is extremely important, in our case we will be focusing on fast-food. Segments for this market will be created based on a number of factors: they can either be demographic or psychographic. Demographic factors take into account the age, sex, gender, income etc of the consumers, where as the psychographic factors look into what attracts and appeals to consumers the most. For a fast-food organisation to function properly in the UK it would have to focus primarily on psychographic factors.  

Paper converters Ltd Essay Example | Topics and Well Written Essays - 3500 words - 1

Paper converters Ltd - Essay Example The relevant research should focus on the potential existence of cultural differences across the organization. These differences, if they are major, can set barriers to the growth of the organization. Current paper focuses on the post merger challenges of a British firm, Paper Converters Ltd. The firm was created after the merger of two firms that was based on different culture: a) in the first of these firms, Dyson Paper Ltd particular emphasis has been given on structure and control, b) in the second firm, Jones Sales Agents Ltd, team-working was rather valued. The implications of cultural differences for mergers are reviewed in this paper. ... report The report has been developed in order to provide to the leaders of Paper Converters Ltd a series of recommendations for managing effectively the post merger effects and for reduce risks in regard to their firm further expansion. At the same time, the report shows the value of culture for joint ventures both at national and international level. Background of company Paper Converters Ltd established in 1988, as a result of a merger between the following firms: Dyson Paper Ltd and Jones Sales Agents Ltd. From its established up to 1993, i.e. for about 5 years, the two firms had kept their independency, operating in their pre-merger offices: Dyson Paper Ltd in Corby and Jones Sales Agents Ltd in Stevenage. The need for increasing the level of their production led the two firms to integrate their operations. The firms’ leaders identified a building that could be used as the head office of Paper Converters Ltd. Shortly conflicts appeared in the workplace. Employees of each f irm had worked under different culture and could not understand or tolerate the behavior of their colleagues. The leaders of the two firms tried as possible to eliminate these conflicts but with no particular success. The culture-related challenges for Paper Converters Ltd were continued during the firm’s internationalization. Dyson and Jones, the leaders of the firm, thought that by expanding in a developing region, such as central Africa, would help their organization to increase its profitability. After entering Zambia the firm’s leaders had to face another problem: Zambian staff was reluctant to follow the organizational rules on a series of issues, such as ‘the authority of expenditure, the appointment of senior managers, the terms of approval of payments and so on’ (case study,

Causes of Social, Emotional and Behavioural Difficulties

Causes of Social, Emotional and Behavioural Difficulties Understanding the cause of an individuals social, emotional and behavioural difficulties is essential before you can make a successful intervention. Critically assess this assertion in the light of an activity you have undertaken as part of this module. Introduction Delinquents, moral imbeciles and maladjusted children are just some of the labels historically attributed to individuals presenting the difficulties later termed as emotional and behavioural difficulties (Ministry of Education 1995). In this essay the importance of understanding the causes of an individuals social, emotional and behavioural difficulties (SEBD) is explored in relation to whether this understanding is critical for the implementation of successful interventions. This essay primarily considers individuals within the UK educational system which covers children/young people between the ages of 4 and 16. In the study and education of individuals with SEBD there seems to be a lack of uniformity in how the label is interpreted and applied; the descriptors and definitions of SEBD will therefore be considered along with current trends in the number of school age individuals diagnosed as SEBD in order to give context to this area of discussion. Another key area of disparity is the theoretical perspective adopted when assessing and treating an individual with SEBD. The theoretical perspectives each present a different approach to aetiology and interventions, these will be considered in relation to importance of cause in the basis of each and how they lead to interventions. The key argument will then focus on the importance of understanding cause and examine evidence from published literature, research and policies to support this followed by discussion of why understanding cause may not be essential in order to implement successful interventions. The overall aim is to ascertain whether interventions are mainly based on consideration of the aetiology of behaviour and whether there is evidence to indicate their success. Indeed Harden (2003) concluded that there was insufficient evidence for strategy effectiveness in behavioural difficulties. The subject of cause and interventions was discussed with fellow professionals in a web based discussion (Vygotsky, Skinner and Montessori discussion group October 2010 November 2010) and reference will be made to the two fictional case studies which formed the basis of these virtual discussions. In the first a boy, Ronnie, no information was given on his background so the focus was on the observed disruptive behaviour in school and the teacher believing he has SEBD. In the second an 11 year old girl, Vicki, far more detail was given including her recent transfer to secondary school; above average reading skills, parents separated and with new partners, the possibility of epilepsy, refusal to do homework and getting into trouble at school. These discussions elicited a range of views on aetiology, the need for information possibly relating to cause and the nature of assessment and interventions. In general the contributing professionals showed a desire to have more information about each child and to interpret the impact of background factors on the difficulties being observed although there was little acknowledgement of why this information was needed (Farrugia, 2010). What is understood by social, emotional and behaviour difficulties (SEBD)? One of the overriding issues in the field of SEBD is the ambiguity in understanding and identification of individuals who may have social, emotional and behavioural difficulties with those who have less severe discipline problems (Evan, Harden, Thomas 2004). This introduces the first difficulty as the decision to classify an individual as having SEBD is with the person who identifies some aspect of behaviour as problematic and is reliant on that persons constructs. Government publications have provided several descriptions of which two are considered in this essay. In Circular 9/94 (DfE 1994) Emotional and Behavioural Difficulty (EBD) is described as being between: behaviour which challenges the teacher but is within normal, albeit unacceptable, bounds and that which is indicative of serious mental illness. The distinction between normal but stressed behaviour, emotional and behavioural difficulties arising from mental illness is important because each needs to be treated differently. (p.4) The definition focuses on the behavioural aspect rather than emotional and indicates it is a problem for the teachers thereby restricting the difficulties to educational settings. Interpretation of what may be considered unacceptable is therefore likely to result in inconsistent identification of the types of children teachers identify as having EBD (Soles, Bloom, Heath, Karagiannakis 2008). In The Special Educational Needs (SEN) Code of Practice (2001), the definition was amended to incorporate social difficulties and so expanded to social, emotional and behavioural difficulties (SEBD), the code defines those with social, emotional and behavioural difficulties (SEBD) as: Children and young people who demonstrate features of emotional and behavioural difficulties, who are withdrawn or isolated, disruptive and disturbing, hyperactive and lack concentration; those with immature social skills; and those presenting challenging behaviours arising from other complex special needs ( Paragraph 7:60) This description describes a range of characteristics associated with this disorder and recognises that such behaviours can evolve from other special educational needs. This presents a broader spectrum of behaviours linked with emotional and social difficulties and remains open to the personal interpretation of those interacting with such children. The lack of clarity of the descriptors could be linked to the increasing number of children diagnosed as having SEBD being recorded in English schools. In 2008 149,040 children had a need of EBD on school action plus or statemented at primary, secondary and special state funded schools, this was an increase of 6.98% year on year (DCSF 2008), EBD represented the second highest need after moderate learning difficulties. This could be due to an actual increase in the number of children experiencing difficulties or to the wider interpretation of the definition leading to more children being recorded with this difficulty who might otherwise hav e remained at a school action stage. Whichever the reason, it is apparent that increasing number of children within the UK education system are being identified as having a need of SEBD and this in turn has led to increasing focus on interventions in particular for behavioural difficulties as seen in the recent white paper (DfE 2010). The descriptions given in Circular 9/94 (DfE 1994) and the SEN Code of Practice (2001) make no direct reference to aetiology or the necessity to acknowledge this although The SEN Code of Practise (2001) recognises that SEBD may have co-morbidity with other biological or medical conditions (7.52, 7.53, 7.58) and links with mental health (10.27) yet guidance for specific assessment and interventions is not detailed. This could be seen as indicative of the lack of unity on the understanding of causes and interventions for those with SEBD. Which theoretical perspective of cause of SEBD? In 1829 a 20 year poet wrote these lines: From childhoods hour I have not been As others were-I have not seen As others saw-I could not bring My passions from a common spring- From the same source I have not taken My sorrow-I could not awaken My heart to joy at the same tone- And all I lovd-I lovd alone (from Alone by Edgar Allen Poe 1829) The poet was Edgar Allen Poe. Poe was taken into foster care at the age of 3 following the death of his parents and at the age of 6 his foster family moved to London. Poe was said to be talented academically yet a difficult character (Poe Museum n.d.); the poem Alone suggests a troubled child who considers himself to be different. In todays educational climate he may well have been identified as a child with SEBD. Would an understanding of his early life have been important in development of successful interventions? From a behavioural perspective it could be suggested that only his observable difficult behaviour was of importance and thus treatable. The causes could not be speculated upon as they could not be scientifically measured. Bowlby, from a psychodynamic approach might have disagreed; Poes early childhood experiences, most notably the death of his parents and being taken into foster care, may have suppressed his inner desires and drives leading to internal conflicts. Bowlby might have been interested in the repression of Poes feelings following the death of his parents (Bowlby 1988). An ecosystemic perspective may have considered the effects of the changes of the family systems and the move to a different society in England as impacting on his interactions with the systems around him. In a same vein, the web based discussions of Ronnie and Vicki (Vygotsky, Skinner and Montessori discussion group October 2010 November 2010) led to similar questions. In the case of Vicki, fellow professionals mostly concurred on the adoption of an ecosystemic perspective for assessment based on the information given concerning the breakdown of the systems in her life; some believed that a psychodynamic approach to establish her unconscious processes and a biological perspective to examine the possible epilepsy should also be considered. However, the intervention strategies proposed were based on a humanistic approach rather than linked to the diagnostic perspectives. As noted earlier for the Ronnie discussion there appears little acknowledgement of why the information was needed and how information may link to interventions. In the case of Ronnie, discussions indicated that more information on areas such as his family background, his learning difficulties, incidences of observed be haviour at school and the relationships within his family would be valuable in order to make a more informed recommendation for intervention strategies. This desire for more information showed an amalgamation of perspectives including social learning, psychodynamic and behavioural. Most interesting is that fellow professionals adopted a behavioural approach to interventions in the absence of further information about Ronnie. It could be that this was within the realms of their experience of available strategies in education. The question of which theoretical understanding of cause is the correct one cannot be fully answered. Professionals in the field of educational research tend to support a particular perspective; there are differences of opinion between psychological, medical and sociological perspectives, this is further compounded by newer perspectives such as eco-systemic and humanist which have evolved from earlier theories. As Visser (2000) notes most do acknowledge that it is a mixture of perspectives which can provide insights into understanding and explaining that behaviour. (p.33). The trend for which cause can be seen in the changing descriptors given for SEBD as noted previously (DfE 1994 SEN Code of Practice 2001) and also in approaches to behavioural difficulties adopted by schools. The trend towards a behavioural psychology approach of operant conditioning and behaviour modification as a strategy for treating children with SEBD has been seen since 1975 (Cooper 1999). Children are seen a s making a choice not to behave and through use of behavioural approaches such as consequence and reward they can be taught to want to behave so a new behaviour is learnt (Greene 2008). From this perspective, aetiology is not a considered factor and emphasis is on implementing a system of rewards and consequences which aim to reduce unacceptable behaviour and encourage a re-learning of acceptable behaviour. The blanket approach of many behavioural policies, in part dictated to schools through government directives, suggest that policy makers and educationalists do not consider there is a need to understand causes of SEBD. Behaviour is assumed to be within the control of the child and the school is assumed to be able to influence and change the behaviour. Recent years have seen a change in approach with prominence given to systemic approaches taking into account the interaction of systems and environments surrounding the child as key factors impacting on their social, emotional and behavioural difficulties (Evans, Harden and Thomas 2004). From this perspective there is a need to understand cause in terms of the environments of the individual. This was evident in the web based discussion on Vicki (Vygotsky, Skinner and Montessori November 2010) where contributors were mostly united in adoption of an ecosystemic approach and attributed the cause of the difficulties to disruption in Vickis home and school life. Understanding the cause of the SEBD is essential before making a successful intervention. In the previous section a number of theoretical approaches to identifying cause were examined and it is concluded that there are difficulties in finding consensus on one approach and one understanding of cause. Despite the difference of opinions of the likely origins of the SEBD, there is widespread support of the need for understanding the cause. Visser (2005) is opposed to a prescriptive approach to dealing with behavioural difficulties and thus supports the case for recognising that each child with SEBD may have a different cause of SEBD although he previously acknowledged that there are still gaps in understanding of both causes and of approaches used in children with EBD (Visser 2002). Others in this field also advocate the benefits to teachers having understanding of pupils with SEBD; Cole, Visser and Daniels (1999) in a paper examining effective EBD practices in mainstream schools promote the need for school staff to understand the complex causation and the varied aetiology of EBD in order to be able to match apposite interventions. Another way of considering cause is to examine underlying difficulties which may be causing SEBD, not from a theoretical perspective but from a possible medical or other difficulty so the behaviour is not directly linked to a psychological or systemic root but rather from some other difficulty which leads to the behaviour emerging as a symptom. Cross (2004) believes that a relationship exists between communication difficulties and emotional and behavioural difficulties. Communication difficulties may arise from biological causes such as Pervasive Development Disorder, Attention Deficit Hyperactivity Disorder or from environmental factors such as child abuse and neglect, or from learning difficulties. Cross maintains that whatever the origin, it is the communication difficulty which must be addressed as a priority as weak communication skills can have a negative impact on a childs ability to interact and socialise, this can aggravate emotional and behavioural difficulties. In this sen se the observed behavioural difficulties could be masking underlying communication difficulties which, if not treated, will not improve the behaviour. In the web discussion on Ronnie (Vygotsky, Skinner and Montessori discussion group October 2010) fellow professionals concurred that a link was likely between his possible learning difficulties and his behavioural difficulties and that this should form a key part of any interventions. In his book, Lost At School, Greene (2008) maintains that teachers cannot know what to do with challenging behaviour unless the reasons for it are understood, referring to these reasons as lagging skills; those skills which are lacking irrespective of diagnosis. Staff need to identify and understand the skill lacking as this is pivotal to implementing a successful intervention. Greene (2008) lists many lagging skills, including difficulties with maintaining focus, considering likely outcomes, managing emotional responses, which professionals may attribute to a range of disorders such as learning difficulties, autistic spectrum disorder, cognitive difficulties, or anxiety. It is identification of the specific lagging skills which are of more importance than the actual diagnosis as the diagnostic label does not in itself indicate which skills are lacking. Emphasis should therefore be on identifying the specific aspects which are lacking; the lack of a skill alongside an environment whi ch demands these skills is the trigger to there being a problem (Greene 2008). This is in line with an ecological perspective as the behaviour is an outcome of the lagging skill conflicting with the environment. Support for the importance of understanding aetiology is also found in educational guidance; the School Discipline and Pupil Behaviour Policies (DCSF 2010) advises that it is essential to ensure correct assessment of possible reasons for children not behaving appropriately and acknowledges that behavioural difficulties may be caused by learning difficulties, environmental factors or other cognitive, social or emotional difficulties (paras 3.9.29 -3.9.33); yet a subsequent subheading is Pupils who can behave but choose not to (p.58). This takes the school back to the descriptors of SEBD and places interpretation back in a subjective framework where the school has to distinguish between the former and the latter. In much the same way as seen in the SEN Code of Practice (2001) there is a lack of clarity in how cause should be identified and how this knowledge should guide interventions. A recent report entitled Not Present and Not Correct (Evans, 2010) examined the efficacy of fixed term exclusions in curing behavioural problems. The report concluded this was not an effective strategy based on the number of fixed term exclusions having increased by 5.4% since 2003-4. Persistent disruptive behaviour was the reason for the majority of fixed term exclusions (23.3%) and permanent exclusions (29.6%) in 2008-9. These numbers have not shown significant change year on year indicating that current interventions are not effective. The report recommends that a trigger is needed to prompt a needs assessment where fixed-term exclusions are used continually. Yet, in the SEN Code of Practice (2001) this trigger should be happening for pupils who do not respond to standard behaviour management strategies or individualised behaviour management programme moving them to a School Action Plus stage. This could suggest that either appropriate referrals are not taking place or, if they ar e, the resulting interventions are not successful. If the latter is the case then it may indicate that either causes are not being considered or, if considered, are not leading to successful interventions. The American based Assertive Discipline approach to managing behaviour in schools is rooted in a behavioural perspective. A study by Jones and Smith (2004) concluded that the this approach was effective in improving minor mis-behaviour and led to overall benefits for teaching and learning in the school at the centre of the study; yet, a small but significant group did not benefit from the approach. This group may therefore have required further personalised assessment of the cause of their SEBD with individual strategies being put in place. This lends support to the necessity of understanding cause in those specific situations where the standard strategies employed in mainstream schools are not resolving social, emotional or behavioural difficulties. It also suggests that the importance of cause is not essential at initial stages of identification of behavioural difficulties, but may need to be understood if current intervention strategies are not achieving the desired outcome. A key factor in identifying the cause of the SEBD lies in the choice of the perspective adopted. As seen in the web based discussions for Vicki (Vygotsky, Skinner and Montessori November 2010) causes could be attributed to several aspects of the individuals life. Depending on the approach taken, the diagnosis and intervention will vary which means that successful intervention cannot be guaranteed. Overall, whilst there is much debate and research on causality and at the same time growing emphasis on the rise in behavioural difficulties in the classroom, classroom based research for children with SEBD tends not to link theory to identification, policy and effective interventions (Maras and Kutnick 1999). Understanding the cause of the SEBD is not essential before making a successful intervention. All perspectives consider cause to some extent although a behavioural approach is founded mainly on observed behaviour. There is little research advocating that identifying cause is not essential or important in terms of implementing interventions. The argument against the value of understanding cause is mainly one of whether knowing the cause can actually lead to a specific and effective intervention. Whilst Visser (2002) advocates the importance of understanding cause, it has proved difficult to find evidence which gives clear guidance for a link between cause and effective intervention strategies. In discussing the Individual, Medical or Deficit Model (IMD), Macleod and Munn (2004) suggest that the implication of causation should be rejected which is the reverse of the consideration of disabilities with a bio-medical root. This view is based on the belief that the biggest difficulty in identifying cause is the lack of agreement in what SEBD actually is, as seen in the earlier disc ussion on the interpretations of definitions. It could be argued that focus should be on strategies and not on cause as interpretations of the cause are too subjective. The web based discussions on Ronnie and Vicki, despite consisting of differing views for diagnosis and cause, saw a commonality in the recommendations for a multi agency approach. This is also seen in Diagram 8 model (Cole, Visser and Daniels1999) in which consultation with the Local Education Authority (LEA) and relevant agencies, such as Child and Adolescent Mental Health Services (CAMHS), is seen as an important factor in schools which are successful in the inclusion of children with SEBD. Whilst Visser (2005) has been cited earlier as an advocate of the need to understand aetiology, in a talk based on a term he encountered in his professional work, eternal verities, he looked at factors which may be universal in implementation of successful interventions for SEBD (Visser, 2002). Understanding cause of the SEBD was not a factor given which lends support to the view that, whilst understanding cause may be desirable and informative, there are more important factors necessary for suc cessful intervention. Only a third of secondary schools were deemed as effective in meeting the needs of pupils with SEBD (Ofsted 2004), which suggests that focus should be on identifying effective strategies. Research carried out by Evans, Harden, Thomas (2004) concluded that there was a limited evidence base of recommended strategies which were effective for children with EBD and they recommended a focus for more strategic commissioning of future primary research (p.8). In the case of Ronnie (Vygotsky, Skinner and Montessori discussion group October 2010), there was a quest to know more from those assessing the situation. Was it not enough that his behaviour was disruptive and so class room based behavioural strategies should be put in place to make Ronnie learn appropriate behaviour? The answer in this case seems to lie in the understanding of cause. If Ronnie had a learning difficulty, there was support for this being addressed first/or in conjunction with the behaviour interventions. If it then emerged that Ronnie was having problems at home, such as parental conflict or neglect, this may have required another form of intervention. In the case of Vicki (Vygotsky, Skinner and Montessori discussion group November 2010) there was more information on her background situation; this meant some probable causes could be explored which could then lead to a range of possible interventions. Having more information still led to a discussion on which perspect ive may be more applicable and in fact the interventions proposed were mostly similar to those for Ronnie. Although the participants suggestions for interventions for Ronnie tended to be school based whereas those discussed for Vicki were both within school and outside with a wider multi agency approach. Professionals such as teachers, educational psychologists, CAHMS practitioners and behaviour support specialists will all bring their own approaches to the SEBD table. It could be that attempts to understand the cause through a multi-agency strategy may lead to disjointed and confusing interventions at worst and a prolonged period of assessments and treatments at best, neither of which presents an ideal situation for a child (Rayner 1999). The range of interpretations, social constructs and perspectives makes a case for a scientific approach to developing interventions for children with SEBD. The aetiology is acknowledged but it is the present symptomatic patterns which are the key to successful interventions. Conclusion Is it essential to understand the cause of an individuals social, emotional and behavioural difficulties making a successful intervention? In seeking an answer to this question, much of the published research advocates the need to establish the cause of SEBD before implementing intervention thereby assuming the intervention will be more successful. The difficulty in this belief is twofold; firstly the definition of what constitutes social, emotional and behaviour difficulties and in particular at what point the severity requires specific interventions and secondly, which perspectives should be adopted to correctly identify the cause(s) and thus which interventions are most suitable. With the definition of SEBD including a wide range of characteristics, it seems most likely that there is also a wide range of causes and thus a wide range of interventions. Most evidence supports the desire to investigate and define the cause; this is also reflected in government and SEN policy and guidelines. Yet evidence to support the importance of this in securing successful intervention is sparse. Overall, whilst the need to understand the cause seems to be supported in research and advocated in government guidelines, the interventions put in place within educational settings are predominantly based on a behavioural approach where it is the observable behaviour which is addressed, measured and evaluated; this is where an anomaly exists. Over time, more responsibility and accountability has been awarded to schools and local authorities for children with SEN including SEBD. This in itself appears to have reduced the focus on understanding cause as schools have to manage this responsibility alongside government directives for improving behaviour in schools. With increasing emphasis on schools primary accountability being for student achievement in academic terms and the move to reduce the number of statements, there is likely to be less emphasis on aetiology in favour of interventions based on controlling children with SEBD certainly in mainstream education. The current governments support of academies may also magnify this as the removal of local authority involvement means that schools can decide whether there is economic value in seeking input from agencies that may have more concern with aetiology. It may be that there are other factors necessary in implementing successful strategies aside from understanding cause such as the necessity for a positive ethos within the school itself (Cole, Visser, Daniels 1999). It is concluded that understanding the cause of an individuals SEBD is part of the equation for successful intervention but unless the adults responsible acknowledge the cause and seek to promote appropriate and differentiated solutions which can be proven to be successful, then understanding on its own is not sufficient.

LINDA TRIPP: I’m you. . . I’m just like you. Really Linda? I don’t think so! :: Essays Papers

LINDA TRIPP: "I’m you. . . I’m just like you." Really Linda? I don’t think so! Linda Tripp, due to her key role in the Impeachment Scandal has become one of the most controversial figures in current politics. Is she a villain or is she a hero? Looking at Tripp’s actions before, during, and after the Impeachment Scandal the question arises; were these actions legitimate or were they improper? An important factor in answering this question is the audience’s reaction to Tripp’s behavior along with an analyzation and critique of her actions. "Psychological criticism" is the method that will be used to evaluate Linda Tripp. This "attempts to analyze the effects of the rhetorician’s character, intelligence, and sincerity as perceived by the audience." (Campbell, Critiques of Contemporary Rhetoric. 1972, pg. 29) One must look at how Tripp portrays her image to the audience, how Tripp attempts to put herself in a favorable light, how Tripp blames her opponents, how Tripp creates an impression of sincerity, how Tripp identifies herself with the "experiences, values and attitudes of his [her] audience" (Campbell, Critiques of Contemporary Rhetoric. 1972, pg. 30) and the way in which Tripp discounts personal biases and interests. Based on these questions and the opinions of the audience one can judge Tripp’s role in the Impeachment Scandal. Tripp portrays her image to the public by identifying herself as the normal, average, American citizen. When speaking with the press on July 29, 1998 Tripp repeats the statement, "I am you" in four slightly different forms. Tripp speaks about how she ended up in her current predicament and her response is, "I’m you." This is immediately followed by, "I’m just like you. . . I never asked to be placed in this position. Because I am just like you." At the end of her statement she says, "I am no different than you" (Text of Linda Tripp’s Remarks, July 29, 1998, Washington Post, pg. 1&3) This technique removes Tripp for the spotlight for a moment. It asks the audience to relate her to the "girl next door" or in her case just your, "everyday single mom trying to do the right thing." The taping of the phone conversations amongst her Lewinsky can easily be explained by Tripp. "I [even] thought of it as my patriotic duty." (NBC, Today Show, "Linda Tripp Speaks About her Motives in Recording Monica Lewinsky’s Phone Conversations" February 12, 1999) LINDA TRIPP: "I’m you. . . I’m just like you." Really Linda? I don’t think so! :: Essays Papers LINDA TRIPP: "I’m you. . . I’m just like you." Really Linda? I don’t think so! Linda Tripp, due to her key role in the Impeachment Scandal has become one of the most controversial figures in current politics. Is she a villain or is she a hero? Looking at Tripp’s actions before, during, and after the Impeachment Scandal the question arises; were these actions legitimate or were they improper? An important factor in answering this question is the audience’s reaction to Tripp’s behavior along with an analyzation and critique of her actions. "Psychological criticism" is the method that will be used to evaluate Linda Tripp. This "attempts to analyze the effects of the rhetorician’s character, intelligence, and sincerity as perceived by the audience." (Campbell, Critiques of Contemporary Rhetoric. 1972, pg. 29) One must look at how Tripp portrays her image to the audience, how Tripp attempts to put herself in a favorable light, how Tripp blames her opponents, how Tripp creates an impression of sincerity, how Tripp identifies herself with the "experiences, values and attitudes of his [her] audience" (Campbell, Critiques of Contemporary Rhetoric. 1972, pg. 30) and the way in which Tripp discounts personal biases and interests. Based on these questions and the opinions of the audience one can judge Tripp’s role in the Impeachment Scandal. Tripp portrays her image to the public by identifying herself as the normal, average, American citizen. When speaking with the press on July 29, 1998 Tripp repeats the statement, "I am you" in four slightly different forms. Tripp speaks about how she ended up in her current predicament and her response is, "I’m you." This is immediately followed by, "I’m just like you. . . I never asked to be placed in this position. Because I am just like you." At the end of her statement she says, "I am no different than you" (Text of Linda Tripp’s Remarks, July 29, 1998, Washington Post, pg. 1&3) This technique removes Tripp for the spotlight for a moment. It asks the audience to relate her to the "girl next door" or in her case just your, "everyday single mom trying to do the right thing." The taping of the phone conversations amongst her Lewinsky can easily be explained by Tripp. "I [even] thought of it as my patriotic duty." (NBC, Today Show, "Linda Tripp Speaks About her Motives in Recording Monica Lewinsky’s Phone Conversations" February 12, 1999)

Bangladesh Brochure

Bangladesh is situated either side of the tropic of cancer. India shares its border with Bangladesh. The three main river flows through Bangladesh are the meghna, the Brahmaputra and the Ganges. The north of Bangladesh is the Himalaya Mountains, the highest mountains in the world. To the south is the Bay of Bengal. The Land & People Landforms: Flood Plains Population: 126 Million Delta Population Density: 800 per square kilometer The Land is Under 15 meters above sea levels 230 of rivers in Bangladesh What are Tropical Cyclones? Tropical storm, typhoon or hurricane is a type of low pressure system which generally forms in the tropics. While they can be highly destructive, tropical cyclones are an important part of the atmosphere circulation system which moves heat from the equatorial region toward the higher latitude. Keyword: Latitude: The distance of a place north or south from the equator (Places that are near to the equator or much warmer than places that are near the north and south poles. ) How Are Tropical Cyclones Formed 1. Formative – clouds start forming over the ocean between 5 and 15 degrees latitude from the equator. 2. Immature – if the conditions are favorable, clouds collect and move with the winds that start rotating clockwise around a low pressure area. Winds start to increase in strength. 3. Mature – the cyclone reaches its peak of intensity and destructive power. 4. Decaying – the power of the cyclone decreases when it moves over land or pole ward over colder waters. In this decaying stage the winds often decrease rapidly and the cyclone eye and cloud patterns disappear. Long Term & Short Term Solutions These are solution to prevent flooding in Bangladesh, short term meaning for a flood which comes once or twice but long term is when it remains therefore 10-15 years. The solution which has been listed below will have a key of stars, the solution with the most stars is expensive whereas with not many stars meaning not so much expensive. The other key is on my opinion whether they are good for presentation of floods in Bangladesh or not or whether they are alright, the key would be 3 different smiley faces. 1. Building Embankments along the River Channel – Plan 1-Embankments This would prevent the water from overflowing of the water while the water discharge is taking place. It would have to 7 meter high. These have o be placed along the river not just in the village. Advantage – preventing mosquitoes carrying malaria and flood Disadvantage – to expensive and restricting fisherman Plan 2-Aid from fishing. 2. Providing emergency in each village and train Villagers in basic health care – The would include particular drug, dressing, water purification tablets, few villagers will be trained and reducing the risk of Plan3-Shelters diseases spreading and provide help for injured people. Advantage – Not many people gaining disease Disadvantage – not preventing the flood 3. Building flood protection shelters in village – Large building able to hold 1000 people on silts. Also shelter for animals. The shelters have been swept away in the past. Plan 4-Emergeny Stores Advantage – people life saved Disadvantage – not preventing flooding, belongings not saved, risk f still being flooded 4. Provide emergency stores of farm replacement – This will include new seeds, new seedlings and supplies of fertilizers. Advantage – Farmers back to work quicker Plan 5-Proof Sheds Disadvantage – not preventing flooding, loose out on the other crops Low income in the beginning 5. Build flood proof grain storage sheds – Sheds built on stilts, preserve the building with food and water Advantage – ensure that villagers had food and clean water Plan 6-Tube Wells Disadvantage – have to fill the shed every time after flood, not preventing the flood 6. Sink new tube wells – Build wells which will protect water supply during flood Advantage – safe drinking water and prevent diseases Plan 7- Warning System Disadvantage – Bangladesh still be flooded. 7. Emergency warning system – Trained operators will be provided, to predict the discharge this will tell whether it will be a flood. Advantage – allowing time for evacuation Disadvantages – parts of Bangladesh still flooded and people still cant do much to save there own lives

The Problems of identity †political, geographical, personal, sexual in Modern Novels †Essay

The Problems of identity – political, geographical, personal, sexual in Modern Novels – Essay Free Online Research Papers Modern literature has, inevitably, one of its strongest foundations in the problem of identity. Another inhuman World War, increasingly claustrophobic cities, alienating industrial developments all take their toll on a human race that, heir to Freud and Bergson, has just begun to view itself as a group of individuals. Suddenly different and alone, in contrast with everybody else, but most of all with the crushing society which doesn’t allow such differences to prosper and thrive – this is the condition of the modern man. Many find in art a sanctuary, an outlet for individual ‘EXPRESSION (†¦) thru the smog of Blakean-satanic war mills and noise of electric sighs and spears which is twentieth century mass communication.’ Literature, for them, becomes a way for the ‘individual hand’ to create something unique, extraordinary, which would raise it above the invisible hand of cold utilitarian power. A good example of ‘them’ are the poets of the Beat Generation – where ‘beat means beatific short for beatific vision, you know, the highest vision you can get.’ Not all who confront themselves with the problem of identity do so with such optimism, however. Not all authors, proud of their strong individuality, seek to reconcile it with the rest of the world. There are others who find it hard to reconcile even with themselves. These end up creating conflicted characters, and setting them on a path of self-discovery, in the hope that this will help them along their own. In this sense, Burgess’ A Clockwork Orange could be described as a formative novel. Alex is an adolescent searching for himself. Initially, he doesn’t think this necessary; he’s a lad who ‘enjoys leadership and life,’ unbound by regulations (a-lex: in Latin, without law, so untamed, barbaric) and untroubled by ethical doubt. In this sense we may call him innocent. The question of Alex’s innocence is an interesting one. Is it something which Alex loses or gains by the end of the book? On one hand, he acquires a purity which he has never had during his boyhood. But on the other hand, the process of ‘growing up’ is one that is traditionally associated with the loss, rather than with the gain, of innocence. I believe this is true for Alex also: his true innocence has nothing to do with morals, and is lost forever together with his youth. Here innocence is a synonym for unconditioned youthful instinct. And instinct, being the most natural part of ourselves, is the truest form of identity. Identity is all about choice, about feeling a desire instinctively and making conscious choices in order to fulfil that desire. But Alex’s growing up isn’t a matter of choice. There’s no active decision, no ‘what’s it gonna be then, eh?’ – it’s just something which seems to happen naturally, we are not told why or how. Does that mean that conformity is something inevitable? Quite possibly; certainly civilized society encourages it. Maybe this is because Hobbes was right in defining the natural state of things as that of ‘such a war that is of every man against every man,’ and the abolition of identity and choice is indeed a necessary condition for the survival of the species. After all, Alex’s ‘viciousness is embarked on in full awareness;’ he is an ‘inimicus generis humans’ by choice: in the end, ‘moral evil is always a matter of human free will.’ But an existence without the possibility to exert free will wouldn’t be life, merely – it has already been said survival. Is ‘merely survival’ even desirable? Survival isn’t life; it lacks life’s soul. And to deny the soul degrades man into a â€Å"clockwork orange† – a structure seemingly organic but actually automatically directed. (†¦) The freedom of the will is thus to be placed above the freedom from robbery, rape, maiming and death. (†¦) all misdeeds, however ghastly, are to be judged more leniently than a deed that impairs the freedom of a human soul to commit just such misdeeds: â€Å"when a man cannot choose he ceases to be a man.† This is why we have no choice but to empathize with Alex, and feel sorry for him when he suffers, and care about him even though we are shocked by the monstrosity of his actions. Burgess says of his controversial creature that ‘there is a duty of loving – not liking – this character, because he is a human being.’ He is more human than his torturers, who are cold-bloodedly willing to sacrifice someone else’s freedom for the sake of peace and quiet. Or rather, for an appearance of peace and quiet: the thugs employed by the government to keep order are no different from the thugs who wish to disrupt it – in fact, there’s a fair amount of intermingling between the two, with an old friend and an old enemy of Alex both ending up as under-trained and over-violent police officers. Also the ‘good’ Alex, the puppet of the government, is all appearance, no more than an empty shell; for surely ‘no one would call a man just who d id not enjoy acting justly.’ So if we had to take sides, we would be sure to take Alex’s, because he is true to himself. And we do have to take sides. Alex is forever forcing us to participate in what he thinks and feels, not only by his manner of addressing us but indeed by the fact that he is addressing us at all: he is ‘Our Humble Narrator,’ ‘our little Alex,’ and we are his ‘brothers.’ This very deliberate choice of narrative mode creates right from the start a bond between the character and his readers, who are expected to be on his side no matter what he does. This bond is taken further by the active part we are asked to play in order to decipher the ‘Joyceanly queer’ way Alex chooses to speak us. ‘Nadsat’ is the slang of teens, the linguistic revolt (alexia, in Latin: without language, so wild and instinctive) of kids who adopt Slav propaganda terminology more because it bothers adults than for any particular political reason. Aft er having found the first page incomprehensible, we start paying attention to repetitions, to the relationship between words, and we soon come to understand Alex. This enhanced attention makes us more vulnerable to what he is telling us. So before we know it, we end up admitting that an individual murderer might be better than the soulless sheep he distinguishes himself from; accepting that having a wicked soul might be better than having none at all. Wilde would say that, whatever one’s soul is like, ‘the aim of life is self-development. To realize one’s own nature perfectly – that is what each of us are here for.’ This definition of ‘self-development’ from The Picture of Dorian Gray has, indeed, more in common with the Alex of the beginning, the one ever indulging in perverse pleasures, rather than with the grown-up man of the ending. The former Alex is truly an aesthete: he is an cultured young man who idolizes Beethoven; he loves blood only when it doesn’t stain his clothes ‘in the height of nadsat fashion;’ and he is, in spite of everything, very charming and attractive – just as Wilde’s despicable Dorian was charming and attractive. ‘The more things become computerized and predictable, the more does crime acquire glamour as the last refuge of individuality’ – and the younger Alex embodies this. But which of the two Alexes is the true one, remains an open question: Alex, the hero and narrator, is the one character who matters; (†¦) his fate contains a message. There is disagreement on what the message is. On the other hand, there is not much divergence of opinion on what the message of Ginsberg’s Howl is. His poetry is one of public and open revolt, and therefore has a straightforward approach. Burgess lacks this because he is struggling in private, trying to come to terms with the attack suffered by his wife at the hands of three G. I. deserters, an ordeal which haunted his life. Clockwork represents for Burgess ‘an act of catharsis and an act of charity.’ He gives Alex a complex personality, burdens him with passions, and eventually feelings and a conscience, because he’s desperate to understand and forgive. He was no doubt also made desperate by his own attempt to make the people behind these actions, through Alex, almost human. On one hand, there was in him the necessity to comprehend in order to move on; on the other, the guilt felt for trying so hard to comprehend something so terrible. It is in this sense that the conflict of identity exists not onl y within the character, but also within the author. With Ginsberg, the conflict is not internal at all. His angry ‘howl’ is not directed at himself (on the contrary, he accepts and embraces every aspect of his being with rare conviction), but at the rest of the world. Ginsberg’s identity is not torn apart inside, but from the reality outside, in which he feels he has no place. It is the reality of a shattered America, although obviously not in a literal sense: the America of Ginsberg is powerful, blooming with industry – which is precisely what disturbs Ginsberg. He feels his country is going astray. Trying to redirect America is the Beats’ mission in life. Ginsberg in particular feels his vatic role very strongly – you can ‘call him a guru if you like, for guru is merely Timespeak for â€Å"teacher.†Ã¢â‚¬â„¢ His own guru, or ‘lonely old courage teacher,’ is Whitman. Ginsberg chooses him as his spiritual mentor because he identifies with his outspoken homosexuality and profound patriotism. Ginsberg is positively enamoured of his country, and for this reason it pains him to see the state it is in. He thinks wishfully of the America prophesized by Whitman, a mythical nation of heroes, and wants to understand where that great plan has gone wrong. All he can see is a sexless soulless America (†¦). Not the wild beautiful America of the comrades of Walt Whitman, not the historic America of William Blake and Henry David Thoreau where the spiritual independence of each individual was America, a universe, more huge awesome than all the abstract bureaucracies and authoritative officialdoms of the world combined. The way he sees it, the American dream has utterly failed: people don’t live as ‘comrades,’ and even wars aren’t heroic anymore – there was honour in the fight for freedom of the Civil War, but there is none in building atom bombs. ‘Go fuck yourself with your atom bomb’ is Ginsberg’s very clear position on that. He states it, as usual, in a language calculated to shock. It expresses his exasperation, and hopes to shake the drowsy consciousness of his fellow Americans, who passively accept the serialization, and sterilization imposed from above: in such a well-mannered, orderly society there’s space only for alienation. This is a concept taken straight for Communist theory (‘America I used to be a communist when I was a kid I’m not sorry’ ), the standard first refuge for discontented youth. This idea of alienation, intertwined with that of industrial labour, runs also through Clockwork, especially through the novel within the novel. F. Alexander’s work denounces the depersonalization that turns human beings into ‘clockwork oranges,’ soulless things which only look like human beings. Ginsberg’s intent is the same. The image of Moloch, the ‘sphinx of cement and aluminium’ which reduces people to larvae by eating ‘up their brains and imaginations’, is constantly evocated in the second part of Howl. Ginsberg modernizes the biblical horror whom the idolatrous Israelites offered children to, turning him into the terrible buildings to which the innocence of his America is continually sacrificed: factories, banks, prisons, office blocks, skyscrapers, lunatic asylums represent all that Ginsberg stands against. The constant references to grey, enclosed spaces contrast the vast open spaces roamed by the free men of Walt Whitma n’s nation. The intellectual elite dismissed Ginsberg and the movement as a bunch of ‘know-nothing bohemians.’ But Ginsberg felt he knew a great deal about a lot of things. He considered himself ‘a sort of self-appointed shaman – intense, voluble, irascible, and he was obviously convinced of the holiness of his mission as a poet.’ That of holiness is another recurring theme. It pervades the ‘Footnote to Howl’ like a ray of hope. I don’t believe that Ginsberg’s Howl is a howl of defeat. Later in the book, small but grand, hope rises again several times, always in the shape of flowers. The most significant example among them is I think that of the sunflower – and Ginsberg must think so too, since he chooses that sunflower as his ‘scepter.’ At first, the elegy for the ‘poor dead flower’ seems final; there’s a feeling that nothing can be done (‘when did you look at your skin and/decide you were an impotent dirty old locomo-/tive? the ghost of a locomotive?’ ), and a sense of anguish. But then, Ginsberg changes his tone, one can almost hear his voice trembling with emotion as he assures his new dead friend that it was ‘never no locomotive,’ and he starts his touching sermon ‘to my soul, and Jack’s soul/too, and anyone who’ll listen.’ He recognizes no sign of defeat in the ‘dead grey shadow’ of the sunflower, which held onto its ‘battered crown’ until the very end, when it exhaled with dignity, like a true king. The hope Ginsberg is giving his audience is that ‘we’re all beautiful golden sunflowers inside,’ that we too can make something special out of our time here, and die peacefully at the end of it, knowing that we didn’t give in to the system. I believe this sentiment runs through Clockwork as well, if somewhat less explicitly: the fundamental importance of being always true to oneself becomes apparent to the reader who witnessed Alex having that self taken away from him. Change, we discover through the eyes of Burgess’ young hero, is a vital part of the self, but only if it comes from within – coming from the outside, it is nothing more than an attack to the ‘integrity of the soul.’ BIBLIOGRAPHY Primary Sources A. Burgess, A Clockwork Orange (Harmondsworth: Penguin, 2001) A. Ginsberg, Howl (San Francisco: City Lights, 1956) Secondary Sources BOOKS A. Ginsberg, Journals Mid-Fifties: 1954-1958; edited b G. Ball (New York: Harper Perennial, 1995) A. Ginsberg, Deliberate Prose: Selected Essays 1952-1995; edited by B. Morgan. (Perennial, 2000) The Bible, King James Version. M. K. Booker, The Dystopian Impulse in Modern Literature: Fiction as Social Criticism (Greenwood, Westport, Connecticut, 1994) B. Cook, The Beat Generation (New York: Charles Scribner’s Sons, 1971) A. Crowcroft, The Psychotic: Understanding Madness (Harmondsworth: Penguin, 1971) P. E. Devine, The Ethics of Homicide (Ithaca, New York: Cornell University Press, 1978) R. D. Erlich, Clockwork Worlds: Mechanized Environments in SF (Greenwood, Westport, Connecticut, 1983) R. K. Martin, The Homosexual Tradition in American Poetry (Austin: University of Texas Press, 1979) D. Moshman, Adolescent Psychological Development: Rationality, Morality, and Identity (London: Lawrence Erlbaum, 2005) P. Portugà ©s, The Visionary Poetics of Allen Ginsberg (Santa Barbara: Ross-Erikson Publishers, 1978) J. Stout, The Flight from Authority: Religion, Morality, and the Quest for Autonomy (London: University of Notre Dame Press, 1998) EDITIONS N. Page (ed.), Oscar Wilde: The Picture of Dorian Gray (Peterborough, Ontario, Canada: Broadview Press, 1998) ARTICLES, CHAPTERS, AND SECTIONS Aristotle, ‘Nicomachean Ethics’, in Perry, J. M. Bratman (eds.), Introduction to Philosophy: Classical and Contemporary Readings (Oxford: Oxford University Press, 1999), pp. 564-579 M. Cooke, ‘An Evil Heart: Moral Evil and Moral Identity’, in M. P. Lara (ed.), Rethinking Evil (Berkeley and Los Angeles, California: University of California Press, 2001), pp. 113-130 R. Plank, ‘The Place of Evil in Science Fiction’, in Extrapolation, Vol. 14, No. 2 (May 1973), pp. 100-111. WEB PAGES T. Hobbes, ‘Of the Natural Condition of Mankind Concerning their Felicity and Misery’, in T. Hobbes, Leviathan (constitution.org/th/leviatha.tx), accessed 13 November 2005. N. Cassady, in The Blacklisted Journalist, ‘The Beat Papers of Al Aronowitz, Chapter 3: Dean Moriarty (Annotated by Jack Kerouac)’ (bigmagic.com/pages/blackj/column23.html), accessed 11th January 2006. Research Papers on The Problems of identity – political, geographical, personal, sexual in Modern Novels - EssayBook Review on The Autobiography of Malcolm XMoral and Ethical Issues in Hiring New EmployeesAnalysis Of A Cosmetics AdvertisementBringing Democracy to Africa19 Century Society: A Deeply Divided EraHonest Iagos Truth through DeceptionHip-Hop is ArtCapital PunishmentMind TravelHarry Potter and the Deathly Hallows Essay