Why did the Tamburlaine plays have such extraordinary appeal for sixteenth-century audiences?

The Tamburlaine plays are two works written by Christopher Marlowe. In this essay I will discuss why the plays were so appealing to audiences in Marlowe's time and whether they are still as appealing to a modern audience and why. The character of Tamburlaine can be compared to some historical characters the most accurate being Timur the Lame, a historical ruler over most of central Asia. Richard Wilson compares him to Tsar Ivan IV, commonly known as Ivan the Terrible, the 16th Century Emperor of Russia, whose tyrannical rule, may well be replayed in Tamburlaine. (pp.51, R. Wilson, 1996.) The first of the two Tamburlaine plays was performed in 1587, following Marlowe's graduation from Cambridge. The second was most probably written and performed later following the success of Tamburlaine Part 1 in the theatres. Some critics however believe that the two plays were written and performed together; ‘in November 1587†¦Philip Gawdy describes how in a piece recently presented by the Lord Admirals Men an actor, called onto fire a gun at one of his fellows tied to a stake, missed his aim killing a pregnant woman, a child and maiming others. This has often been taken to refer to Tamburlaine's execution of the governor of Babylon in the final act of Part II, but the assumption cannot be verified.' (pp. 69, V. Thomas and W. Tydeman, 1994) Also ‘in 1588 Robert Greene†¦could allude to Marlowe ‘daring God out of heaven with the Atheist Tamburlan', a far less ambiguous reference to the scene in which Tamburlaine†¦orders the destruction of the Koran and defiantly daring Mahomet to come down and punish his impiety.' (pp. 69, V. Thomas and W. Tydeman, 1994) Conversely it may be possible that in the eyes of a 16th Century audience, Tamburlaine's actions would not be considered heretical because the Elizabethans knew Tamburlaine to be an infidel and would be not see the Qu'ran as a Holy book compared to their own Bible. Had he burned the Bible the case would have been very different. The issues of holy texts were hotly debated during this time as in each English church there had now been placed a new English language bible, which was in many parishes regarded as an alien book. The emphasis on holy text would have resonance for an Elizabethan audience having suffered over the last 40 years the changes between English and Latin Bibles and the Catholic and Protestant religion. Tamburlaine often refers to God as Jove, the Roman divine ruler, but only when he is expressly defying God. ‘Tamburlaine: The God of war resigns me to his room, Meaning to make me general of the world; Jove viewing me in arms looks pale and wan, Fearing my power should pull him from his throne.' (Act V, scene ii, line 388.) This quote shows Tamburlaine referring to God as Jove while believing he has the power to overthrow god, he says God fears him. This could show a certain awareness of the heretical nature of his deeds. He would rather refer to a God that he does not believe in than use the one he does. A part of him does fear God but Tamburlaine does not want to recognise it. To show fear is weakness. Weakness is not acceptable in a man in Tamburlaine's position of power and his self-importance. Tamburlaine although essentially Muslim, seems to be indecisive in his religious beliefs. In the first play he refers extensively to the way of Mohammed or Mahomet as he is called in the text, then nearing the end of the second play he denounces him as ‘not worthy of being worshipped' and burns the Qu'ran. This act which would cause uproar today especially to British Muslims, if not Muslims of all nationalities, would not have had the same effect on a sixteenth-century audience, in 1587 there were few i f any British Muslims, they were thought of and referred to as infidels, ungodly and wicked. A recent production of Tamburlaine at the Barbican in London in 2005, directed and adapted by David Farr, censored this part of the text in order to not incite religious reprisals, ‘key references' to Mohammed were also cut from the play especially from the book burning scene; ‘Simon Reade, artistic director of the Bristol Old Vic, said that if they had not altered the original it â€Å"would have unnecessarily raised the hackles of a significant proportion of one of the world's great religions†. The burning of the Koran was â€Å"smoothed over†, he said, so that it became just the destruction of â€Å"a load of books† relating to any culture or religion. That made it more powerful, they claimed.' (D. Alberge, 2005) In my opinion the final sentence of this quote is inappropriate because I feel that the burning of the Qu'ran is an incredibly important part of the play, without it being the Qu'ran it completely changes what the scene means and how controversial it would be to modern audience. The Qu'ran is a holy text, burning just ‘a load of books' renders the scene completely unnecessary and irrelevant to the play and takes Tamburlaine's death, completely out of context, if indeed his death is an act of God, for him burning the Qu'ran, as many interpretations claim. Terry Hands the director of Tamburlaine by the Royal Shakespeare Company in 1992 and Charles Nicholl, the author of The Reckoning: The Murder of Christopher Marlowe, opposed this censoring as did Inayat Bunglawala, the media secretary of the Muslim Council of Britain, who said ‘In the context of a fictional play, I don't think it will have offended many people.' Britain was a wholly and strongly Christian nation in 1587; no one would oppose the destruction of a book of another holy order, which they believed to be blasphemous. Violence and the disorder of war was part of contemporary Elizabethan England. Public execution and punishment in gruesome manners was a form of entertainment at the time of the Tamburlaine plays. As was making an example of those executed, as Tamburlaine's victims are hung on the city walls, many beheaded criminals had their head displayed on spikes to warn others. Many plays performed at this time used war or famous historic heroes of war as a basis for their storylines and often had what is to a modern eye grotesque and appalling episodes of violence. This is shown in Shakespeare's Titus Andronicus (1584), without doubt his most bloody play. ‘Marlowe achieved far greater fame and popularity than Shakespeare at the same point in their theatrical careers (both born 1564).' (pp.95, C. Breight, 1996) With the exception of Titus Andronicus Shakespeare did not really come into his own until the early 1590's and was not recognised as great playwright until his later life, whereas Marlowe was celebrated through his early life before he died at the age of 29. Marlowe was genius and his work was well known and widely performed by the time of his death. The language in much of Shakespearean text is very elaborate and although a sixteenth-century audience may have been able to understand it better than a modern audience, Marlowe's language is much more direct. This gives much more impact and ‘says what it means' leaving the dramatic potential for the delivery. ‘Tamburlaine: Your fearful minds are thick and misty then, For there sits Death, there sits imperious Death, Keeping his circuit buy the slicing edge. But I am glad you shall not see him there. He now is seated on my horsemen's spears, And on their points his fleshless body feeds, Techelles, straight go charge a few of them To charge these dames, and show my servant Death Sitting in scarlet on their armà ¯Ã‚ ¿Ã‚ ½d spears.' (Act V, scene ii, line 47) This quote shows how Marlowe uses a straightforward and more direct form of language than Shakespeare's and this is and was part of his appeal to contemporary and modern audiences. The aggressive and ego-centric speech is impossible to perform in a retiring and introverted manner and the stage presence of the actor is larger than life. In accordance with modern audiences, sixteenth-century audiences loved a character that they can hate, Tamburlaine can be compared to more modern comedic characters such as Flashheart in Blackadder and Jafar in Disney's Aladdin. These words and others in the play need to be performed to understand the full effect of what Tamburlaine is saying. He is teasing the virgins, he is making a joke out of the fact that they begged for mercy and he is still going to kill them. This ruthless and cruel nature is what makes Tamburlaine the man he is, it makes him such a loathsome character. Despite being a dislikeable character Tamburlaine is also a very passionate character, his determination and victory in all his conquests, his love for Zenocrate, his mercy shown in sparing her father after conquering Egypt almost make him a worthy role model for the 16th century man. ‘Audiences were not necessarily intended to understand Tamburlaine; such was his shock value and his capacity to break through the very fabric of society with his ceaseless conquests and unquenchable thirst for power. (novelguide.com, 2009)' This quote describes Tamburlaine as shocking character which he is; he is designed to shock and inspire an audience, his inspiration may not be as noticeable today in a less barbaric and more modern way of life, but to a 16th Century audience it would have been obvious, Tamburlaine's enthusiasm for war was what England at the time wanted from its people for the impending war with Spain. He is a ruthless, power hungry, slaughterer who does not give the audience a chance to see how he would cope with defeat. Defeat is not an option for Tamburlaine, just as defeat was not an option for Queen Elizabeth I when she launched the fire ships against the Spanish Armada just a year later in 1588. Tamburlaine shows determination but it also shows him going too far, he forgets that he's mortal and he is still down here on the ground. He is still subject to God, although he heretically believes himself to be more powerful. All Elizabethans knew that a strong sometimes even aggressive leader was essential for their safety in the 16th Century. Their experiences in the reigns of Edward VI and Mary Tudor both weaker monarchs in their capacities of leadership and war must have been unsettling and remembered by theatre goers. Strong dynamic leaders such as Henry VIII and the later Elizabeth I gave a sense of peace and safety to at least part of the nation although there were still dissidents. The appeal of Tamburlaine as play could be partly because people could discuss him and his activities without fear of being thought treasonable. His strength as leader would have been commendable. ‘A Prince ought to have no other aim or thought, nor select anything else for his study, than war and its rules and discipline; for this is the sole art that belongs to him who rules, and it is of such force that it not only upholds those who are born princes, but it often enables men to rise from a private station to that rank.' This quote from Machiavelli's The Prince was a European view on how a prince or other leader should be, it states how a person of a lower status can raise himself up from private to Prince as Tamburlaine has done from shepherd to King. It states that a prince's sole study should be the art of war in his role as protector. Tamburlaine is a strong leader, his subjects are safe from any surrounding forces as shown in the way that Tamburlaine has fought off two advances from Callapine, the son of Bajazeth the former Turkish ruler whom Tamburlaine tortured and humiliated. His knowledge and performance in war is unmatchable. In conclusion the Tamburlaine plays would have appealed to a 16th century audience for a number of reasons. Mainly for the various ways in which the character of Tamburlaine presents himself, as villain but also as an inspiration, as a man who has become drunk with power, but also a strong leader who knows what he is doing on the battlefield. Tamburlaine's self contradictions are endless. A 16th Century audience would have enjoyed the build up to ultimate power then the anti-climatic downfall of their ‘hero'!

Mangroves and Their Importance

Intro to Environmental Issues Mangroves And Their Disappearance 3/11/2013 Bsc Sem-II Submitted By: Ammal Afroze Submitted to: Mrs Almas Hamid Table Of Contents What are Mangroves? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Importance And Role Of Mangroves Ecosystem †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2,3 Disappearance Of Mangroves †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Causes Of Disappearance Of Mangroves †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 ,4 Effects Of Disappearance Of Mangroves †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 Present Condition Of Mangroves In Pakistan †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4,5 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. What is Mangrove? The term ‘mangrove', is used to refer to the highly adapted plants found in tropical forest communities or the ecosystem itself. The term ‘mangrove' may have been derived from a combination of the Malay word ‘manggi-manggi', for a type of mangrove tree (Avicennia) and the Arabic à ¢â‚¬Ëœel gurm', for the same, as ‘mang-gurm'. Mangrove is a tree or shrub that grows in muddy, chiefly tropical coastal swamps. Generally exceeding one half metre in height. Mangrove plants vary genetically and those found on land are not of same types.They are of different types. An increase in mangroves has been suggested for climate change mitigation. Big groups of mangroves and other plants are called mangrove swamps, mangrove forests, and sometimes simply manga. The mangrove community is the biotic part of our ecosystem. Importance And Role Of Mangrove Ecosystems: Mangroves are not only important but crucial for the coastal areas. The most important role of mangroves is that they protect vulnerable coastlines from waves because they hold the soil together and prevent coastal erosion.Mangroves shield inland areas during storms and minimize damage. Example: For example, learning from the 2005 tsunami in Asia, there were no deaths in the areas which had mangrove forests, com pared to those areas without, which suffered massive causalities. Mangrove forests provide homes for several species of plants and animals. Migratory shorebirds and waders seek the mudflats for food. Birds establish large roosting and nesting sites in mangroves. Several species of fish, monkeys, and turtles find refuge there.The beaches along more mature undisturbed mangroves also serve as nesting sites for endangered sea turtles. Mangroves are fish nurseries as they serve as a source of food for fish and crabs that live in rivers and the shallow areas of the sea/ocean. And they provide a safe haven for juvenile fish, and crab located on coastline. Mangroves therefore contribute significantly in fishing industry and provide us with our fish resource. ACT AS A FILTERING SYSTEM They act as filtering systems for the run-off and ground waters, clarify adjacent open water, which facilitates photosynthesis in marine plants.Mangroves also help to control other forms of pollution, including excess amounts of nitrogen and phosphorous, petroleum products, and halogenated compounds. Mangroves stop these contaminants from polluting the ocean waters through a process called rhizofiltration. TRAP DEBRIS AND SILT Mangroves trap debris and silt contributing to soil formation and stabilizing the coastline. SERVE AS HABITAT Their roots provide shelter for many marine and terrestrial animals, protecting them from ocean currents and strong winds. Many threatened or endangered species reside inside.PRODUCE NUTRIENTS Mangroves shed a large amount of leaf litter, being dropped and then broken down by bacteria and fungi which is made available to the food chain of aquatic animals. Therefore mangroves contribute to productivity in off shore water. SERVE AS NURSERY AND REFUGE For many juvenile fish and invertebrates such as spiny lobster, gray snapper, jacks and barracuda. Mangroves are the nesting grounds for many water birds. Disappearance Of Mangroves: Mangrove forests are one of th e world’s most threatened tropical ecosystems. More than 35% of the world’s mangroves are already gone.The figure is as high as 50% in countries such as India, the Philippines, and Vietnam, while in the Americas they are being cleared at a rate faster than tropical rainforests. 12 species of mangroves found in India are considered to be ‘Critically Endangered’ and a total of 57 mangrove and mangrove-associated species are considered threatened. The main reasons for the destruction in the area are mainly due to population pressure in and around the mangrove belts. Causes Of Disappearance Of Mangroves: * Mangroves are extremely sensitive to current rising sea levels caused by global warming and climate, Cyclones, typhoons and strong wave action. Insect such as Wood borers, Caterpillars, beetles eat the mangrove foliage and damage the wood. * Weeds often occupy deforested mangrove areas and restrict the re-growth of mangrove tree species. * Barnacles are a ty pe of arthropod which when attached to young seedlings, interferes with respiration and photosynthesis and delays seedling growth. Oysters, Crabs, Gastropods also damage the plant parts. * Mangrove trees are used for firewood, construction wood, pulp production, charcoal production, and animal fodder.While harvesting has taken place for centuries, in some parts of the world it is no longer sustainable, threatening the future of the forests. * Dams and irrigation reduces the amount of water reaching mangrove forests changing the salinity level of water in the forest. When salinity becomes too high the mangroves cannot survive. Freshwater diversions can also lead to mangroves drying out. * Pollution is the major problem in world. Toxic man-made chemicals carried by river systems from sources upstream can kill animals living in mangrove forests, while oil pollution can smother mangrove roots and suffocate the trees.Effects Of Mangroves Disappearance: Mangroves are saline coastal forest s include heavy biomasses of trees and shrubs. Such forests are essential in protecting the coastal regions they surround from erosion, but they have also been shown to help mitigate the effects of tropical storms by buffering coastal communities against hurricane-like winds and tidal surges. * Widespread destruction of mangroves (Bahamas, Australia) has resulted in the loss of some of the world’s most diverse ecosystems. As a side effect his has greatly increased shoreline hazards and beach erosion rates. The greatest benefit of mangroves is their ability to reduce storm surge. This benefit is long-term and requires no maintenance. The 1999 super typhoon, Orissa, killed over 10,000 people in India drowning many with its powerful storm surge * The widespread destruction of Burma’s mangroves has magnified another human disaster in the wake of cyclone Nargis, a tragedy that might have claimed more than 100,000 lives, according to a news services’ estimates.Present Condition Of Mangroves In Pakistan Over 600,000 hectares of Pakistan’s coastline is under mangrove forestation. The coastal communities as well as the fisheries of the coast depend upon this ecosystem their existence is associated with its well-being. Mangroves historically have been considered to be wastelands. The vital flow of the Indus River into the Indus Delta, which constitutes one of the most extensive mangrove areas along the Pakistani coast, is heavily polluted by a variety of ndustrial effluents, sewage, solid waste and nutrient-enriched irrigation water. THE Indus delta mangroves are under the control of the Sindh forest department (280,470 ha), Port Qasim Authority (64,400 ha) and Sindh Board of Revenue (255,130 ha). The area under control of the forest department and Port Qasim is declared as `protected forest` and the area under the control of the Board of Revenue is classified as `government wasteland`. The Indus delta provides subsistence to approximately 20 0,000 people throughout the year.A recent study by WWF – Pakistan (2006) has estimated the existing cover of the Indus delta mangroves around 73,000 ha. Historically, there used to exist eight species of mangroves which have declined to four species at present. References: * www. mangrove. org * http://www. mangrovewatch. org. au * http://ocw. unu. edu * http://www. conservancy. org. hk * http://floridakeys. noaa. gov * http://whataremangroves. com/ * http://www. wwfpak. org/forest_mangrove. php * http://www. cssforum. com. pk/css-optional-subjects * www. pandas. org

Analysis of Dickens’ use of irony, satire and humour in Oliver Twist Essay

There are multiple examples throughout Oliver Twist of irony, satire and humour. Although a dark novel, there are many moments of humour and an extraordinary amount of chuckling, giggling and knee-slapping by characters. Each of the literary techniques of humour, irony and satire, employed by Dickens help add focus and depth on the various conflicts between the novels outcasts and its established society. It is impossible to cover all avenues within Oliver Twist that might be considered as humorous, satirical or ironic but some of the more obvious and important examples of each will now be discussed. There is ambiguous humour in conflicts between the institution and the individual found throughout Dickens’ Oliver Twist. An example of this coming early in the second chapter when Oliver is told that â€Å"the board has said he has to appear before it forthwith1†, the humour here comes in Oliver’s ignorance of â€Å"not having a very clearly defined notion of what a live board was† and on entering the room of â€Å"eight to ten fat gentlemen† he is told to â€Å"bow to the board†, â€Å"seeing no board but the table, he fortunately bowed to that†. Oliver’s ignorance here is both humorous and sad, as it underpins his youthful ignorance and helplessness in the face of his situation which is very much out of his control. There are many examples where Dickens juxtaposes humour and ridicule with aggression and cruelty; one example being the introduction of Mr. Gamfield in chapter three, who was â€Å"alternately cudgelling his brains and his donkey2†, this gives rise to laughter on the part of the audience and also gives, in my opinion, an impression of Gamfield as ridiculous or as a fool. Soon after we are told that he gave the donkeys jaw â€Å"a sharp wrench†, and â€Å"another blow on the head, just to stun him till he came back again†, this portrayal of him as aggressive and violent is juxtaposed with the fool implied earlier. The â€Å"cudgelling† that was once used humorously is now replaced by its more aggressive definition, â€Å"short, thick stick used as a weapon3† This dichotomy between humour and aggression is used repeatedly by  Dickens and in my opinion forces the audience to never fully feel comfortable in laughing at situations as we are never truly sure if this situation or character will soon show a darker side. Later in the scene between Gamfield and the board, the use of laughter as a weapon and inextricably linked to aggression and violence is again shown when he tells the board: â€Å"Boys is wery obstinit, and wery lazy gen’lmen, and there’s nothink like a good hot blaze to make ’em come down with a run. It’s humane too, gen’lmen, acause, even if they’re stuck in the chimbley, roasting their feet makes ’em struggle to hextricate theirselves†2 Our laughter here is one of incredulousness and some revolt at Gamfields brutal account of his treatment of boys. This puts the audience in the uncomfortable position of the board because we are like the â€Å"gentleman in the white waistcoat† who â€Å"appeared very much amused by his explanation.† This juxtaposition of humour and brutality puts the audience in the uncomfortable position of being able to put itself in the position of the more brutal and vicious characters in Oliver Twist while also allowing us to sympathise and empathise with Oliver and dislike those responsible for their maltreatment. The humour in the famous scene where Oliver asks for more can be seen in the masters somewhat extreme to a trivial event. We are told he â€Å"gazed in stupefied astonishment† and â€Å"clung for support to the copper†. This extreme reaction to such a small request while humorous in and of itself serves a greater purpose in showing the appalling situation and impoverished position this orphan boy, Oliver Twist found himself in. The fact that to ask for â€Å"more† then the meagre â€Å"supper allotted by the dietary† could cause such a reaction from the master and cause the gentleman in the white waistcoat to say, â€Å"that boy will be hung†¦I know that boy will be hung†, although amusing in its extreme reaction, this also serves to pointedly shed light on the dire situation for those orphaned and in state ‘care’ at the time, who encountered brutality and apathy at every turn. Another example of laughter in Oliver Twist is in the naming of the characters; ‘Master Charles Bates’, often referred to as ‘Master Bates’ is a very clear pun that is most definitely not lost on the audience. The mere mention of his name evokes a smirk and laughter from the audience. The naming of the character of the Beadle as ‘Mr. Bumble’ is also for comic effect in my opinion. The Oxford English Dictionary defines bumble as to ‘move or act in an awkward or confused manner; speak in a confused or indistinct way.’ Like that of Master. Bates, the image evoked by the name â€Å"Bumble† is one of ridicule, a fool or idiot but Mr. Bumbles behaviour throughout the book does not make him a sympathetic foolish character, instead his consistent brutality, viciousness and violent nature lends him to become one of the villains of the story. However his naming by Dickens is not only a source of humour but also of irony. It is ironic t hat Mr. Bumble is incapable of seeing Oliver’s situation correctly and is easily fooled by those he believes are inferior. Dickens’ Oliver Twist is laden with irony. The opening chapters exemplify this when Oliver cries himself to sleep and Dickens sarcastically exclaims, â€Å"What a novel illustration of the tender laws of England! They let the paupers go to sleep!1† This irony is effective in showing the discontinuity between the various classes in Victorian London, better than simply stating the conditions present at the time. The scene where Oliver asks for more gruel is also ironic in that the helpless starving orphan, only trying to improve his situation in life, is treated incredulously and punished by the healthy and well-feed board members who in reality should be the ones who are punished for their treatment of the poor. Another form of irony Dickens uses is in showing the duplicitous nature of the society in Victorian London at the time. The upper class found on the board, believe Mrs. Mann to be a great caretaker of the orphans, however when viewed from the position of the lower class perspective of the orphans themselves, she is greedy and abusive. Again this duplicity and irony can be seen when Oliver is presented to the Board and begins to cry, a reaction that should be understandable to anyone, because he is a scared, nine year old boy, alone, in a room full of daunting adults, not knowing what to expect, however the board cannot understand this and one questions, â€Å"What are you crying for?†¦And to be sure it was very extraordinary. What could the boy be crying for?†1 The members of the board really have no understanding of why Oliver could be crying, believing they have provided him with everything he could need and a luxurious home in the workhouse. They have no understanding or sympathy for the situation of the poor people of London as shown when Dickens states that: â€Å"When they [the board members] turn their attention to the workhouse, they found out at once, what ordinary folks would never have discovered – the poor people liked it! It was a regular place of public entertainment for the poorer classes; a tavern where there was nothing to pay†1 There are multiple examples of social and political satire throughout Oliver Twist. It is a satirical attack of the way in which predestined social class and poverty affects the outcomes of a person’s life and a protest by Dickens against the Poor Law and the Workhouse system of the time. The overlooked manner in which Oliver’s birth is described provokes compassion in the audience. He â€Å"breathed, sneezed, and proceeded to advertise to the inmates of the workhouse the fact of a new burden having being imposed upon the parish†. It is dark and ironic; Oliver is depicted as a troublesome burden upon the parish and society. From the outset his entrance into the world is despised, the antithesis of what a child’s birth should elicit. His life is condemned from the beginning by the ugliness of the world he has been born into and his social standing is imprinted upon him, he is a â€Å"humble, half-starved drudge – to be cuffed and buffeted through th e world – despised by all, and pitied by none†3 and reaffirmed in the second chapter when the gentleman in the white waistcoat exclaims â€Å"that boy will be hung† Oliver is the vehicle employed by Dickens to display the inadequacies within society. He highlights society’s various injustices. Through the use of  Oliver, the vulnerable of society are given a voice. The characters that Oliver encounters each represent a different corrupted socio-political aspect prevalent in the society of the time. Mrs Mann and Mr Bumble both highlight the hypocrisy and perversion of the Poor Law and the Workhouse system, while Fagin is created as a representation of greed and materialism. It is clear that Dickens employs irony, satire and humour to great effect in Oliver Twist, and does so in a manner that is not as straightforward as might originally seem. His use of irony and humour as a weapon shows clearly the maltreatment of the poor at the hands of the upper classes and serves to both amuse the audience and make it uncomfortable in laughing along with the unfair and improper situations that are being portrayed. The satire used by Dickens, although an exaggeration, exposes the ridiculousness and impropriety of the society being described and may also act as a true representation of the effects of the Poor Law and the workhouse system of the time.

African Culture and Development Essay Example | Topics and Well Written Essays - 3000 words

African Culture and Development - Essay Example A cultural aspect that has led to growth and development in Africa is the culture through which many African conflicts resolve their conflicts. The African culture is one that promotes peaceful and participatory dialogues in solution issues. When families and relatives disagree, most African countries opt for out-for-court settlement (Wanda 9). A council of elders is usually assembled to address the issue at hand and provide solutions. This council of elders is selected from among the wisest and intelligent of men in the society, who have shown incredible records of peace-keeping and have been exemplary leaders in their families. When a man portrays such characteristics, they can be bestowed with the responsibility of executing ideas and passing judgments that are fair and unbiased (Vakunta 30). The men are also the custodians of the societal law and traditions and hence, they are symbols of leadership. Similarly, many African countries have extended this cultural practice to governa nce and leadership. The leaders who are chosen in the countries are expected to uphold and respect the law and to remain transparent and accountable to the people. An example of a country that has greatly adhered to this is Rwanda, which is keen to prevent a repeat of the genocide that claimed over 100,000 people in a genocide that only lasted for 100 days! Apt conflict resolution, therefore, has been a great factor towards promoting growth and development of Africa. However, cultural practices have greatly hindered the development of Africa.

Executive Remuneration in Australian Companies Research Paper

Executive Remuneration in Australian Companies - Research Paper Example Thus the Australian Government policy goals mainly depend on the remuneration practice, especially the engagement and voting activities of the companies. However this research proposal would demonstrate the shareholders' interest on developing an effective executive remuneration regime for directors and executives and identify an effective remuneration regime in Australia which is needed for development and transparency of the remuneration process and practice in a causal contingency framework of convergence/divergence. Theoretical and conceptual frameworks on executive remuneration for directors of Australian companies and executives have been developed over the years to support efficiency hypothesis which invariably borders on the need to increase value of the firm in conformance with critical success factors. According to Chartered Secretaries Australia (CSA), directors and executive remuneration levels and structure have often been influenced by the existence of a variety of factors like community and political concerns, rules and regulations, code of practice and guidelines, market exchange rules and accounting standards. Under the section 9 of the Corporation Act defines remuneration of executive as "remuneration if and only if the benefit, were it received by a director of the corporation, would be remuneration of the director for the purposes of an accounting standard that deals with disclosure in companies' financial reports of information about directors' remuneration" (Australian Corpora tion & Securities Legislation, 2009). The remuneration to all the executives in an organization can be explained as the aggregate or sum of the payments receiving by all the executives including Directors, CEO, and Managers from a company or a corporation. Thus it consists of the normal payments to the executives such as basic salary, all incentives, bonus, shares and any other benefits such as allowances. Executive remuneration is a very important element of corporate governance and the level of benefits are determining by the board of directors. The determination of the level of the income of all these key individuals in accompany is a complex process to the

What were the principal causes and consequences of the Essay

What were the principal causes and consequences of the Spanish-American War - Essay Example The paper tells that various wars were fought by Cuba in order to gain independence from Spain. Spain held the country as a colony ever since the end of the 19th century. These wars were labeled as the Cuban War of Independence. While these wars were being fought, Cuba’s status was slowly being changed. Slavery was abolished in October 1886 and many of these liberated slaves were able to gain positions as farmers or urban working class employees. These social changes caused rich people to lose their properties, downgrading their status to middle class. A significant amount of money was also flown into Cuba from the US, with amounts reaching almost 50 million dollars. While money was flowing into Cuba, issues on whether the country was US or Spanish territory were raised politically and economically. During the Cuban War of Independence, the last few months of the conflict triggered the bigger Spanish-American War. Spanish colonial policies were revised soon after the country e xperienced two major losses in the colonial wars. These defeats caused the loss of its colonies in the Americas and in the Peninsular Wars. Soon after, the concept of the Spanish empire was being redefined by Spain. Spain’s colonialism can be explained in terms of culture and language. Although oceans separated these territories from each other, their culture and language united them as Spanish colonies. CÃ ¡novas also claimed that Spain was remarkably different from other empires such as Britain, and France. As opposed to these empires, Spain uniquely contributed to spreading civilization to the New World.3 On the other hand, the US also had its own interests in the Caribbean area. According to the US Monroe Doctrine, it would not allow any interference in any states’ issues and goals in expanding their colonies. Interestingly, however, Spanish Cuban colonies were exempted from the statement. For Americans, Cuba has been attracted by offers to be brought from Spain a nd other Americans were also high in ‘their hopes of future annexation’4 of the country. The US government did not however consider the same possibilities for other Spanish colonies like the Philippines, Guam, or Puerto Rico.5 Canovas del Castillo was in charge of Spain’s restoration following the wars and it mandated General Martinez-Campos to control the uprisings in Cuba. The general was however unable to control these insurgent activities; he was then replaced by General Valeriano Weyler who succeeded in stripping the insurgents of their weapons and supplies; he also moved many of the insurgents into reconcentration camps. This move however enraged the US and labeled Spain’s actions as extermination, not civilized warfare.6 Towards the end of the 19th century, various factors eventually came together in the US which established its concerns on overseas expansion. Concerns were also growing on new markets and other sources for its raw material needs7. T he erratic economy of the late 1800s where the US was hit with depression, prompted the US to consider the foreign expansion of its markets. In effect, they saw the foreign market as a market which could take in their industrial and agricultural surpluses at the same time, one which they could also get their raw materials from8. Latin America and the Far East were considered fertile ground for its economic plans. America was however very much aware that in order for it to succeed in its economic expansion plans, it also needed to build a strong navy to protect its interests9. This meant that the US would have to establish its naval bases in the Pacific islands of the Far East, including the Philippines, Guam, and American Samoa10. A canal through Central America would therefore also be necessary for its economic expansion plans. Other elements also came into play in the Spanish-American war. The end of the 19th century also brought about the missionary expansion of American Protesta nt Churches11. These missionaries

Hate Crime Prevention Essay Example | Topics and Well Written Essays - 750 words

Hate Crime Prevention - Essay Example In order to eradicate hate crimes, it is important to understand the nature of hate crimes. Hate crime is generally defined as "an attack on an individual or his or her property (e.g., vandalism, arson, assault, murder) in which the victim is intentionally selected because of his or her race, color, religion, national origin, gender, disability, or sexual orientation" (U.S. Dept. of Education [USDOE], n.d.). Hate crime is a serious problem as thousands of hate crime incidents are reported every year. According to the Federal Bureau of Investigation [FBI] (2004), there were 7,649 reported incidents of hate crime in 2004, with more than half of those incidents were related to racial discrimination. These crimes mostly involved anti-black bias, while a small percentage was based on anti-white bias. Some of the reported hate crimes are based on religious discrimination, sexual orientation bias, ethnicity and even disability bias (FBI, 2004). Racial discrimination remains to be the bigges t issue related to hate crimes. Already there are several programs that have been developed for schools and communities to help avoid the incidence of hate crimes. ... Studies also show that people who commit hate crimes are not mentally ill, although they generally exhibit anti-social and aggressive behaviors (DeAngelis, 2001). They also tend to show discriminative and violent behaviors, so it could be possible to prevent a hate crime by discouraging bias and violence in the school. This could be done by teaching students that subtle forms of discrimination such as offensive name-calling, stereotyping, group exclusion are hurtful and could lead to head crime incidents (USDOE, n.d.). Since profiled perpetrators of hate crimes are generally not mentally ill, it is possible to appeal to feelings of empathy. Students should also be taught a way of dealing with conflict in a non-violent way. It could start in minor ways such as painting over graffiti and forming discussion groups on how to express disappointments and frustrations in a non-violent manner. DeAngelis (2001) reviewed several studies made on hate crimes and found that the tendency to commit hate crimes is rooted on stereotypes that people make on other people or groups of people that are outside their own group. It is always difficult for people to understand other cultures who come to dwell in their society, especially when they have not heard anything about those other cultures. When this happens, people tend to generalize, instead of seeing the "different" people as individuals. This attitude can be seen in how typical Americans see people who migrated from other countries. This difficulty in adjusting to "group outsiders" is more serious in young people who are at that stage where they have a need to belong and leave out people who are different. All of these issues have to be elaborated and discussed in

Are eating disorders directly connected to the media Term Paper

Are eating disorders directly connected to the media - Term Paper Example Role models represented in the media are often mostly appearance and too often, little substance. According to perceptions precipitated by the media girls are ideally blonde, tall and slim with unblemished complexions. The idea of the ‘Barbie complex,’ propagated primarily by the media, positions the ‘norm’ of society at practically impossible standards. This has fashioned a culture that is exceedingly focused on appearance to the great disadvantage of most persons within it. There is an obvious connection between many aspects of the ‘appearance culture’ and increased instances of negative self-image and peer acceptance leading to eating disorders among teenagers. Girls who enter school without an already chubby figure start to think of themselves as being overweight, a perception that becomes increasingly cemented into their minds as their peers also start making these same associations. A continuous cycle begins causing the child to gain addit ional weight as a consequence of the emotional distress they feel because they are physically handicapped and can’t compete with other kids on the playground or sports field. Additionally, they don’t conform to the social ideals. ... einforce their child’s perception of themselves by unconsciously or consciously expecting them to be less active and less intelligent than their peers, again judging the child by their looks. The spotlight on beauty as a means of acquiring society’s approval is also emphasized by adults, mainly women, who think plastic surgery is a suitable means of getting it. Desiring to emotionally break away from the harassment of their childhood, many teenagers wish to have body altering surgery performed as well. In a study involving 2,000 girls, average age of 14, â€Å"four out of ten said they would consider plastic surgery to make themselves slimmer† regardless of their existing weight status (Gustafson, 2005). For those who either can’t afford or are repulsed by the thought of plastic surgery, the only choice they see available often emerges as a type of eating disorder, most frequently bulimia, a pattern of indulgent eating followed by forced vomiting, or anore xia, a sustained routine of deliberate starvation. Often thought to be based within issues of appearance and ‘not fitting the mold’, these unhealthy patterns become issues in and of themselves. A variety of factors play a role as to why a child may become overweight, but the perception they develop of themselves is rooted chiefly on how closely they and their peers consider they measure up to a social standard. The media plays the most active role in constructing this social standard and therefore the perception of self for many people. People need to only glance quickly into a mirror to understand how well or inadequately they correspond with the ideal personas they view on TV. This is an automatic and natural process. There are many arguments that indicate people do and always will focus on outward

Challenging perspective on child development Essay

Challenging perspective on child development - Essay Example N.A.E.Y.C. stating Developmentally Active Practice brought forth 12 principles of Child Development and Learning as a guide for People who work with children (Bredekamp and Copple, 1997) 'Development 'denotes maturation of functions. It is related to the maturation and myelination of the nervous system and to the acquisition of a variety of skills for the optimal function of the individual.'[Ghai OP, Gupta P, Paul VK. 2003] Growth and development is affected by genetic and environmental factors. Phenotype that is parental traits, Character of parents, Race, Sex, Biorhythm and maturation, genetic disorders like chromosomal abnormalities, gene mutations are all genetically determined. Environmental factors-Fetus grows in the maternal uterine environment. Maternal undernutrition, anaemia, maternal tobacco consumption go to decrease growth while nutritional supplements increases growth. Maternal intake of medicines like Thalidomide, antiepileptic drugs like valproate, and Rubella vaccination can cause congenital abnormalities. After birth nutritional statu... er birth nutritional status, exposure to chemicals, infections and infestations, trauma, maternal metabolic factors, social, emotional, and cultural factors all can influence the growth of the child. Behavioural Development of the child - In the postnatal life the newborn lies in a helpless manner with disorganized activity. As he grows he acquires better coordination of motor activity and reacts to his environment, with willful manner. At an anticipated age with a difference of a few months, children attain maturity of different biological functions. This can be interpreted by Denver developmental screening tests which measures gross motor, fine motor and adaptive; personal, and social and language factors. Behavioural development of the child is dependent on a variety of mutually interactive factors such as heredity, biological integrity, physical, psychosocial and emotional stimuli. Prenatal maternal illness, bad obstetric history, perinatal factors, social factors, established diseases all can affect behavioural development. Thus the catch phrase "Nature and Nurture' for roles of heredity and environment in human development originated in France, back in the 13th century. Nature Theory - It is known for years that traits such as hair colour and eye colour are determined by specific genes encoded in each human cell. Proponents of Nature theory take it a step further to tell the more abstract traits like intelligence, personality, aggression, and sexual orientation are all encoded in an individual's DNA.. "1. The search for behavioural gene is the source of constant debate. 2. the most debated issue pertaining to nature theory is the occurrence of the 'gay gene' pointing to a genetic component to sexual orientation. 3. An April,1998 article of LIFE Magazine

An Interview Formulated From Kleinmans Explanatory Model Essay

An Interview Formulated From Kleinmans Explanatory Model - Essay Example As we began the interview, he proved to be quite knowledgeable on the disease. On the cause of type 1 diabetes, he said it was due to low blood sugar in the body. He believes it started when his pancreas was unable to produce enough insulin needed in the body. This was due to a reckless lifestyle of drug abuse and too much junk food. He further stated that the illness makes him thirsty, fatigued, increases his hunger, frequent urination and has regular blurred vision. He knows the disease is severe and asserts that the disease is among the top five killer diseases in the world. He does not believe it will end soon; however he is optimistic that under proper medical care, the disease can be contained for a long time. The ailment has caused major problems for him. He was forced to give up on sports as his body was not strong enough. He was also forced to forego his love for junk foods in favor of foods with no salt and sugar, which he considers tasteless. His major fear is that his life early may be cut short if the disease becomes unmanageable and that he would never see his family again. On the medication, he prefers fast acting insulin lipro to standard soluble insulin. He is also not a big fan of NPH insulin. He would rather have long acting insulin glargine as it is more effective to him. He hopes that he will live longer to see his children married and to also see and hold his grandchildren. His last remark was that his family was grappling financially to ensure that he received proper medical care.

David Jones Essay Example for Free

David Jones Essay David Jones has a skilled, experienced and expertise Board of directors which is accountable for caring the rights, interests and the management of David Jones. Chief Executive Officer and Managing director are responsible for setting strategy, planning and administration for the company on daily basis. Paul Zahra has been â€Å"Chief Executive Officer and Managing director† for David Jones since 18 June 2010. Mr Zahra has more than 30 years’ experience in the Australian retail industry. He has held senior management roles across the retail sector in the areas of buying, stores, visual merchandising, supply chain, store refurbishments, customer service and operations. Directors are from a mix of different backgrounds, knowledge, skills and experience in the areas of retailing, financial services, property management and development, marketing, human resources, information technology, finance and law. Board of Directors Committee Memberships Name Role Audit Remuneration and Nominations Peter Mason AM Chairman and Non-Executive Director Paul Zahra Chief Executive Officer Jane Harvey Non-Executive Director  John Harvey Non-Executive Director Chairman Philippa Stone Non-Executive Director Steven Vamos Non-Executive Director Chairman Leigh Clapham Non-Executive Director Executive Management Name Role Paul Zahra Chief Executive Officer Paula Bauchinger Group Executive – Human Resources Cate Daniels Group Executive – Operations Matthew Durbin Executive – Strategic Planning Antony Karp Group Executive – Retail Services Sacha Laing Group Executive – Marketing and Financial Services Donna Player Group Executive – Merchandise David Robinson Executive – Multi Channel Strategy and Integration Brad Soller Chief Financial Officer 2. Employees According to David Jones , to achieve the highest profits and improve customer satisfaction, the company need to create an effective working environment for their employees following these goals: Every employee is valued; Recognition and reward for their contribution and performance; provide opportunities for employees to achieve their full potential; Obligation to safety, health and welfare, environmental responsibilities; and Support for philanthropic causes that are important to both David Jones’ customers and employees. Therefore, David Jones’ commitment is to realising its vision of being the ‘best place for our people to work’. In FY2012, David Jones invested in a range of advantages to ensure employees feel valued and supported: David Jones Charity Leave Policy: Supporting the philanthropic causes that are important to its customers and team members. Employee Referral Program: To reward any team member whose referral results in the successful placement of an external candidate in a nominated vacancy. Employee Self Service: To help team members achieve their full potential, reduces administration and to meet David Jones’ objective of transitioning to an environmentally sustainable business model. Innovation Workshop: Encourage continued innovative thinking, 150 team members from across the business participated in an innovation workshop at the Company’s annual conference in August 2012. To invest in the future and build the management and leadership capability of line managers, David Jones has established training and development programs. David Jones Executive Leadership Program: is designed to address the development needs of the David Jones’ Executive Committee and Executive Leadership Team, and comprises five leadership modules including a 360-degree leadership survey. David Jones Future Leaders Program: is designed in-house to develop high potential people managers that have been identified as part of the Company’s annual succession planning process. Operations Online Compliance: is designed to ensures that frontline employees remain current in processes and policies that are important to their role, including workplace safety, food safety, customer service and the David Jones Code of Ethics and Conduct. Recognition and Reward: New Executive Incentive Framework New Enterprise Agreements New Frontline Incentive Program Excellence Awards Program David Jones does not tolerate harassment, discrimination or bullying in the workplace. Employees of David Jones can expect to be treated in a fair and professional manner. Unacceptable behaviours under the David Jones terms of employment: Harassment- Discrimination and Bullying. 3. Organisational Culture Diversity Management and the entire David Jones workforce are embraced of and attract diverse, talented and motivated people. David Jones’ diversity supports commitment to a culture that equally embraces: gender, age, culture, religious beliefs, sexual orientation and family responsibilities of our people. David Jones encourages and supports all of our employees to reach their full potential and irrespective of gender. David Jones’ corporate sponsorship of the National Breast Cancer Foundation and the operation of Rose Clinics, while a philanthropic initiative, also serves to demonstrate our commitment to raising health awareness among employees and customers alike. This is representative of our broader commitment to the promotion of women and issues that affect women Equity David Jones has a Share Trading Policy that complies with the requirements of ASX Listing Rule 12. This was lodged with the ASX in 2010 and is available in the Corporate Governance section of its website. Consistent with the legal prohibitions on insider trading, under the policy, all directors, officers, members of senior management, other employees and consultants are prohibited from dealing in David Jones securities while in possession of unpublished price sensitive information about David Jones. HSBC CUSTODY NOMINEES (AUSTRALIA) LIMITED is the biggest shareholders with 69,772,020 shares (13. 20%). The 20 largest ordinary shareholders hold 45.  17% of the ordinary shares of the Company. External environment I. General Environment 1. Political and Legal Carbon Pricing Scheme David Jones has a proven track record in reducing its carbon emissions and supports the government of the day in its attempts to move the economy towards a low-carbon future. David Jones conducted its own analysis in 2011 to determine the direct impact on its cost base and participated in roundtable discussions facilitated by the Australian National Retailers Association (ANRA) to review macro-environmental impacts of the scheme. Macro-environmental impacts ANRA advocated that the government release analysis outlining how households would be affected and compensated by the introduction of a carbon price. Subsequent to these discussions, additional information was released, addressing many of the unknown factors in relation to the scheme and confining any detrimental impact on consumer sentiment, which is a key driver of top-line growth for discretionary retailers. Direct financial impacts David Jones count on the Business Roundtable on Climate Change, established by the Federal government, to represent business interests in the development of the Clean Energy Future legislative package, including the carbon pricing scheme. Trading Hours David Jones follow retail industry’s opening hours Monday:9:30am 7:00pm Tuesday:9:30am 7:00pm Wednesday:9:30am 7:00pm Thursday:9:30am 9:00pm Friday:9:30am 9:00pm Saturday:9:00am 7:00pm Sunday:10:00am 7:00pm 2. Economical Low Inflation rate and high Australian dollar makes foreign imports become cheaper, leads to an increase in profit of David Jones. On the other hand, increase in the value of money also makes customers become interested in shopping online or buy goods overseas, makes customers rate of David Jones fall. Therefore, David Jones should adjust the price of goods for both profitable and consistent with the economic situation and the needs of customers. An increase in the unemployment rate reduces people’s income and also their shopping needs. 3. Social Cultural People are trying to keep a balance between their work and social-life. Besides spending a whole day at work, they are willing to spend more time go to department stores on the weekdays. Based on population data from around Australia, Gen Y has appeared as Australias largest demographic with 4. 67 million people. Generation X has also grown to 4. 6 million. And, the Baby Boomer demographic is shrinking; falling by 6,000 to just 4. 11 million people. Generation X and Y are tremendously internet savvy. The internet is the first place that they look when purchasing goods and services. There are more educated people so their knowledge about fashion and fashion demand has increased. They are willing to purchase clothes with good quality from well-known suppliers. 4. Technological New Point of Sale (POS) system: will improve customers’ service experience and reduce transaction times. This system has multi-functionality and will play a pivotal role in David Jones’ OCR Strategy. David Jones also has new Workforce Management and Traffic Analytics System. 5. Natural David Jones is committed to managing its own operations in an environmentally sustainable manner and will meet this commitment by: Investing in efficiency measures and driving behavioural change to reduce the impact that the business has on the environment; Embedding environmental sustainability into the corporate cultural of the organisation; Developing robust  management systems to ensure transparency and confidence in environmental reporting. David Jones’ environment strategy comprises four strategic objectives: Improve environmental outcomes, by reducing greenhouse gas emissions, protecting and conserving natural resources, and optimising water use. Motivate cultural change, by encouraging behavioural change and then by integrating sustainability into decision making at all levels of the organisation. Engage with employees, customers and shareholders, to ensure that interested stakeholders are able to access information about David Jones’ environmental impacts and initiatives, and ensure that the Company’s approach to sustainability reflects stakeholder expectations. Meet and, where viable, exceed the Company’s mandatory and voluntary reporting obligations. II. Specific environment 1. Customers People are willing to dress nicer, fussy and trendy. The way they dress is usually according to the fashion trend. They are influenced from the internet; all the fashion trends are spreading quickly. 2. Competitors : Myer Myer is Australias largest department store group, and a market leader in Australian retailing, operating about 65 stores that offer some of the top style and fashion lines in the country. Merchandise (some 2,400 brands) is sourced from suppliers worldwide and includes accessories; womens, mens, and childrens apparel; beauty and cosmetics; electrical goods; housewares; and toys. Myer runs stores in about 25 of the top 30 largest shopping centres in Australia, with New South Wales as its top market, followed by Victoria and Queensland. Besides Myer, Target, Kmart and other smaller retailers are also David Jones’ competitors. 3. Suppliers Suppliers are an integral part of David Jones’ â€Å"Home of Brands† strategy, which makes David Jones stand out from its competitors. David Jones is committed to improving and strengthening their relationship with each of their suppliers. David Jones also appreciates suppliers that have understood Australian customers and have adjusted their prices. 4. Regulations ENVIRONMENTAL REGULATION David Jones takes a responsible approach in relation to the management of environmental matters. David Jones’ report has followed with the requirements of the National Greenhouse and Energy Reporting Act 2007 (Cth) (NGER Act). No environmental breaches have been notified to the Company Entity by any government agency. David Jones is committed to protecting the health, safety and welfare of all employees, contractors, visitors and customers. David Jones continues to work towards achieving an incident-free and injury-free workplace. This commitment is supported by the â€Å"[emailprotected]† management system and the Company’s safety programs â€Å"[emailprotected] davidjones† management system imitates efforts of team members to put â€Å"SafetyFirst† in daily tasks and activities, by identifying and controlling hazards that have the potential to cause incidents and injuries. Safety Information Management system Incident, Hazard and Investigation: provides an on-line system to support the reporting of incidents and the completion of incident investigations, risk assessments and associated corrective actions; Case and Claims Management: focuses on the management of information related to workers compensation claim files, claim transactions and payments as well as Return to Work Plans for work related and non-work related injuries; Risk Management; Audit and Inspections; Training: focuses on core compliance training, safety accountabilities, hazard and risk management and injury management training.

Group Engagement Exercise Essay Example for Free

Group Engagement Exercise Essay The experience of this week’s Engagement Exercise made clear to me one idea that I am posting here as the hypothesis: Time and the need for joint efforts are absolutely necessary for the collective of individuals to become a group. Several people put together formally will never become a group, not to mention a team. Two factors are absolutely necessary: time and joint work. Time allows people to get accustomed to each other, understand the processes more clearly, and define their own roles within the group. During our first experience of joint work, I felt a bit uncomfortable because of a slight degree of uncertainty concerning who does what, how it all is organized, and what my role in this process should be. This time, the experience was more successful as we all had had a prior experience of working in small groups on a similar task. The team was different now, and I am curious if it influenced the effectiveness and if the result could be better in case we worked in the same team. We had time to reflect on our prior experience, draw conclusions, and re-establish our own roles. In short, time is tantamount to experience in this case. The need for joint efforts was also a powerful consolidating factor. Each of us understood that our individual success depends on our work now, on how effectively we can work together. None of us could do the task alone for it could not be graded then, so we were compelled by the circumstances to combine our efforts. Thus, each of us was interested in effective team work. Under such circumstances, we began to think of our group as â€Å"we† and not â€Å"I† versus â€Å"them†. And, as Johnson and Johnson (2009) note, â€Å"the one-word test to detect whether someone is on the road to becoming a leader is we† (p. 202). As a result, I found my role to be more active and I am more satisfied with this exercise than with the previous one. I participated in the work process actively as well as the others. I find this exercise to be very important in terms of learning to be a participant-observer. The previous exercise provided us with the material for observation; the discussion provided opportunities for giving and receiving feedback; we could reflect upon this experience and see what could be improved. So, this time we all tried to modify our behavior. I am sure that the further exercises will bring even more understanding and experience.

Criticism of Action Research

Criticism of Action Research The use of action research in higher education is growing (Mertler, 2006). Action research involves a systematic inquiry wherein educators can utilize their knowledge as practitioners to change and improve educational practices (Kemmis, 2009; Craig, 2009). By systematically and intentionally studying problems within the educational community, they not only contribute to knowledge production but to meaningful reforms as well. Action research is defined as a reflective process of progressive problem solving led by individuals working with others in teams or as part of a community of practice to improve the way they address issues and solve problems (Riel, 2010). The aim of action research is to understand practice and to articulate a philosophy of practice which improves practice (McCutcheon Jung, as cited in Herr, Anderson, Herr, 2005). As a research design, action research is relatively new. Despite its recent popular application, there is still debate on where action research real ly falls as to its nature of inquiry (Ary, Jacobs, Razavieh Sorensen, 2009). Some research experts associate it more with the qualitative tradition, while others assert that its concrete application in research has showed that it relies more on quantitative inquiry (Burns, 2007). However, literature would suggest that action research possesses certain overall characteristics that are different from other research approaches. These are: Problem-solving is highlighted in the scientific study (Pine, 2008; Koshy, 2005; Methodological tools are not rigid and can be modified to suit the demands of the research situation (Cooke Cox, 2005); The research is process is cyclical (Schmuck, 2006; Riel, 2010); There is leaning toward practitioners as researchers (Mertler, 2006; Walter, 2009); No great attempts at objectivity are intended (Kock, 2005); The inquiry has a social dimension (Walter, 2009, IISD, 2010). What sets action research apart from other research approaches is its cyclical nature. This means that as a research method, it proceeds through a chain of steps repeatedly. Unlike traditional research, action research does not end upon the determination of findings and the formulation of conclusions on the contrary, this sparks a renewal of the research process. Hence, action research follows what Riel (2010) calls progressive problem solving (see Figure 1). In the entire research process, there could be multiple cycles and multiple foci of the study. In one research cycle, an action research proceeds in five general steps: 1. identifying an area of focus; 2. Developing an action plan; 3. collecting data; 4. analyzing and interpreting data; 5. reflecting (Herr, Anderson, Herr, 2005, p. 15). Beginning with the identification of the problem, the researcher/s come up with research questions and identifies the type of data needed. Types of data involved in action research can be quantitative or numerical, qualitative or descriptive, but usually both (Creswell, 2005). After data collection, the researcher/s interpret and analyze data. Conclusions are the drawn followed by a period of reflection which researchers engage in to be able come up with another plan of action to improve practice. This goes on until the problem identified is solved or objectives are met (Koshy, 2005). Another important characteristic of action research is that it is value-laden. It rejects neutrality and instead, situates its inquiry in a setting where there are conflicting values or power differentials. It challenges traditional notions of power and values and investigates a problem by analyzing day-to-day realities of the people or community involved. Still another important characteristic of action research is its reflexivity. Reflexivity is essential to action research because it aims to interrogate and examine received proposals for change or improvement by analyzing who benefits of actions implemented in the end (Craig, 2009). Since the foundation of action research by acknowledged pioneer Kurt Lewin, several approaches have emerged and albeit similar in purpose, differ in method and steps toward inquiry (Craig, 2009). Reviewed are three action research methodologies that have been used by researchers in higher education and other disciplines to come up with solutions to pressing problems: practical, participatory, and teacher action research. A discussion of advantages and disadvantages of action research is also discussed. Practical action research Practical action research focuses on a specific research question with the aim of improving practice (Schmuck, 2006). This is sometimes referred to as practical-deliberative action where the researcher (an outsider) collaborates with practitioners in identifying research problems, its causes, and possible forms of intervention. Kemmis (2009) defines it as action research which sharpens individual practical reasoning (p 76). Problem identification is done after dialogue between research and practitioner until consensus is reached. In this sense, the end of practical action research is to improve practice through the application of the personal wisdom of the participants (Grundy, as cited in Pine, 2008, p. 76). Practical action research was influenced by Lewins research within organizations which relied heavily on group dynamics, field theory, and T-groups. While practical action research works toward the improvement of practice, it takes a conservative stance and works in reforming the status quo without addressing power structures or differentials. Practical action research is also a vehicle toward generating practical knowledge (Manfra, 2009). Supporters of practical action research believe that practical knowledge is the most important form of knowledge in teaching (Koshy, 2005) and that the focus of action research must be on teachers issues and problems because they produce knowledge helpful to them in redefining their profession. Practical action research is more concerned with examining real classrooms and real schools (Manfra, 2009, p. 2). In the context of higher education, practical action research aims to help teachers become better practitioners. Because Conducting research has helped teachers we know to consolidate new knowledge, learn about new issues, and develop new teaching methods and strategies (p. 176). Proponents of practical action research emphasize the practicality of action research for teachers as they strive to become better practitioners. Since practical inquiry is more likely to respond to the immediacy of the knowledge needs teachers confront in everyday practice and to be foundational for formal research by providing new questions and concerns, (Cochran-Smith Lytle, as cited in Mertler, 2006, p. 43) practical action research is deemed to be the more authentic methodology for education practitioners. There are criticisms on the authenticity of practical action research (Kemmis, 2009). Some have accused practical action research as straying from the unique spirit of action research because it was influenced by techniques and inputs of outsiders (Pine, 2008). In effect, it ran the risk of research questions being externally formulated and issues which were not reflective of real sentiments and problems of practitioners (Kemmis, 2009). Practical action research is often associated with testing the effectiveness of practices or the applicability of findings conducted elsewhere to local settings. While in general, these studies may contribute to the improvement of practice, practical action research becomes vulnerable to being exploited to legitimize reputations of outsiders reputations than being applied meaningfully in practice (Ary et al., 2009). Participatory action research (PAR) While practical action research is deliberative in purpose, participatory action research takes on a more emancipator role. Traditional research seeks only in the investigation of phenomenon whereas the critical analysis is entrenched in PAR. While practical action research only describes classrooms and schools, PAR is more concerned with how to change structures and in the transformation of society. PAR promotes emancipatory praxis in the participating practitioners; that is, it promotes a critical consciousness which exhibits itself in political as well as practical action to promote change (Grundy, as cited in Manfra, 2009, p. 4). A primary aim of PAR is to transforming educational theory and practice toward emancipatory ends and thus raising fundamental questions about curriculum, teachers roles, and the ends as well as the means of schooling (Cochran-Smith Lytle, as cited in Manfra, 2009, p. 5). As a result, PAR has two overarching objectives (Cooke Cox, 2005): Knowledge production and action for the benefit of a group of people through study, research, education, and sociopolitical action. Empowerment of people by enabling them to construct and use their own knowledge. The key elements in PAR are participation and action (IISD, 2009). These elements are the foundation of the PAR method. With action, research entails beyond merely seeking information but having that action factor that enables positive change. With participation, research should be a participatory process with equal and collaborative involvement groups or communities of interest. Hence, unlike practical action research, PAR does away with process consultancy or the use of outsider experts going into communities and examining, theorizing, and proposing solutions for problems (Kemmis, 2009). The research topic, questions, and solutions must emerge from the communities themselves. Practical action research is not intended to be participatory because the aim is generally extractive; meaning, researchers retain power over process. PAR on the other hand, seeks at empowering the community of interest by opening up the entire research process to their participation. Practical action research is collaborative and is not shy on taking outside partners in planning, data gathering, and data analysis phase. PARs research goals are politicized and aims to illuminate on how social, economic, and political constraints affect the marginalized and powerless sectors in society (GDRC, 2009). Teacher action research Teacher action research is research that is done by teachers for themselves (Johnson, as cited in Mertler, 2006, p. 72). This type of action research enables teachers to make their own classrooms, their methods of instruction and assessments the focus of the study in order to inform and improve practice. Teacher action research benefits teachers by allowing them to understand their work better and from there, come up with ways to improve their effectiveness in the classroom. As a teacher-centered approach to action research, teacher-action research acknowledges first and foremost that the teacher is the most knowledgeable person when it comes to conditions on the ground and recognizes their expertise in carrying out research for the improvement of educational processes and outcomes. There are several motivations for adopting teacher action research: This approach respects and gives significant to the position of the teacher about the problems and issues at the classroom level. Simply put, it acknowledges the teacher as a local expert who has more knowledge about classroom issues than outside experts or consultants (Mertler, 2006). By acquiring data about their own classrooms and practices, teachers are better situated to reflect upon them and are in a better position to implement policies or measures that will enhance their effectiveness. Teacher action research is a feasible way in improving instructional practice and enhancing the intellectual environment among educators. Educators are uniquely positioned to evaluate the classroom situation, implement plans of action, and evaluate them afterwards (Creswell, 2005). Methods, data collection, and analysis The three forms of action research do not differ in their methodology but in the assumptions made and participants worldviews that influence the choice of methodology to be used in implementing the action research (Grundy, as cited in Manfra, 2009). The method of action research involves four general stages of collectively 1) planning, 2) acting, 3) observing and 4) reflecting. This phase leads to another cycle of action, in which the plan is revised, and further acting, observing and reflecting undertaken systematically to work towards solutions to problems whether of a practical or emancipatory nature. Action research accommodates all types of data collected through various techniques. Action research even considers it important to collect multiple measures on the variables of interest in a given study. It allows and in fact, encourages the researcher to triangulate the collected data for greater research credibility. There are four main categories of data collection in action research (Craig, 2009; Mertler, 2006; Cooke Cox, 2005): Observations recorded through fieldnotes or journals to describe in detail what is seen and heard. Interview data through interviews or surveys. Existing documents or records such as lesson plans, student portfolios, school newspapers, minutes of meetings, attendance records, etc. Quantitative measures such as ratings, checklists, tests, or scoring rubrics. Data analysis in action research occurs beginning data collection and afterwards. Most quantitative researchers begin analyzing data after all data is gathered. Qualitative researchers begin analyzing data at the start of the data collection process. Action research combines both processes. Johnson (as cited in Mertler, 2006) suggests that as you collect your data, analyze them by looking for themes, categories or patterns that emerge (p. 87). Analyzing data allows other foci to emerge and influences the research on what other data to look for. Data analysis is not really as exhaustive or as complex in action research as it is with traditional research. However, action research lately has been influenced to adopt more quantitative analysis in order to establish integrity and credibility in the findings. Coding, content analysis, and other qualitative forms of analysis are sometimes buffered with inferential statistics to boost credibility (Sagor, 2005). Critique of action research Action research is applied, empowering, collaborative, democratic and emancipatory. Unlike other research methods, it offers practical solutions toward positive change in practice and in society. It also has its flaws. Its disadvantages include: Subjectivity. One of the main criticisms of action research is that when left unchecked, results are laden with subjectivity (Kock, 2005). There is a tendency for the researcher to be over-involved to the extent that personal biases come into play in the analysis of the findings. Vulnerability to pressure. Another risk factor in doing action research is that the researchers are often subordinates in an organizational setting. When the researcher is an insider in an organization, power relations and differentials may complicate the conduct. Researchers might be pressure or coerced to alter the findings to suit organizational objectives (Noffke Somekh, 2005. Time consuming. The cyclical research process in action research is aimed at understanding and action. The initial research question is rough and may be refined thereafter depending on initial findings. Critics of action research question the fuzzy methodology in action research and the equally fuzzy answers that it gets (Walter, 2009). The redefinition of the research question and the refining of methodology takes time, making the entire research process time-exhaustive and complex. In particular, PAR is inherent undefined in terms of end date. There is no clear timeline when the research is stopped because technically, it stops only upon the resolution of the problem. In terms of knowledge production, PAR is unpredictable and is unlikely to be included in referred journals or get competitive funding (GDRC, 2009). Proposed action research process Despite acknowledged weaknesses, action research is still a viable tool among education leaders in influencing change within the organization. I propose a collaborative teacher action research to enhance professional identity of mid-career faculty leaders through mentoring activities. Enhancing the professional identity of teachers is important especially as they transition into later leadership roles. Like any organization, teachers need to be part of an active and supportive community to guide them in the process of transition. Some teachers in my local setting are ill-prepared to take on leadership roles. Mentoring has been found to improve self-awareness, skills in collaboration, leadership skills, sense of community and commitment to the teaching profession. Since this is a collaborative teacher action research, I will find other teacher-researchers willing to work with me to address the problem of leadership preparation among mid-career educators. We will need to establish understanding about action research as a way to improve leadership capabilities among teachers. Since this is a collaborative research, workload and responsibilities will be divided through consensus and everyone will be a co-researcher to the project. The research action process will proceed in eight steps (Mertler, 2006): Identify the problem (lack of leadership preparation among mid-career teachers) Gather information (done through informal interviews) Review related literature (research on possible solutions) Develop a research plan (meet with co-researchers and come up with a plan) Implement the plan and collect the data (through questionnaires, interviews) Analyze the data (content analysis, descriptive statistics) Develop an action plan (plan a mentoring strategy to solve the problem) Share and communicate results

Delegating Authority in a Large Organization Essay -- Business and Man

Delegating Authority in a Large Organization Management 330 Delegating authority in any large organization is required to keep a steady workflow within the organization. Delegation is the process of distributing the workload in a top-down flow within an organization. Managers have a responsibility to delegate for the benefit of themselves and their subordinates but should not abuse the power of delegation by using it to make others take responsibility for their mistakes. Delegation allows managers to relieve some of their workload and allows subordinates a chance to learn the management field through on the job training. There are various ways to delegate within an organization and proper and improper ways to do it. Delegation was accomplished at my previous employer through weekly assignment meetings or direct tasking. Because I stay at home now with the children, who are one and four years old, delegation consists of minor tasking such as making a bed or cleaning toys up. Rules for delegation stay the same at any home or organization, someone is passing work along to a subordinate so they can accomplish their own tasking or teach the subordinate what they need to learn. In a company, delegation generally follows a hierarchy and moves from top-level management to middle level management to lower level management to the workforce. The person delegated should be the appropriate level for the goal that will be accomplished. There is no sense in delegating a task to someone without the skill or knowledge to complete it unless the delegator is willing to teach the procedures to do so. Unfortunately some managers use delegation as a way to pawn responsibility off on subordinates and avoid circumstances involved with not achieving a goal. These are bad management practices and should not be tolerated by upper level management. Not taking responsibility for their actions can lead managers to have a dissatisfied workforce that is not willing to accept delegation of important assignments. There are multiple advantages and uses for management delegating tasks. As managers move from lower to mid to upper level management they take on more responsibility and larger workloads so saving time is a critical factor in delegating, most managers are required to focus on higher-level activities and it frees the manager to devote mor... ...n insightful knowledge, which the subordinate may very well have, this step can help everyone involved to understand the tasking that is to be done. Allotting the resources needed to complete the project can make or break the project. If proper resources are not allowed then the project can either not be done or will only be done to the limit of the resources that were allowed, which in most cases is unsatisfactory. Scheduling checkpoints for review to make sure that goals are being met and following through on those checkpoints to make sure that satisfactory progress is being made are the final steps in the delegation process. Not following the steps of proper delegation can lead to poor or inadequate goals being achieved and dissatisfaction among management and workers alike. Delegation should be used in some stages of management more than others. The planning and organizing stages of management require the most delegation for research into how to accomplish them and put plans into action. The leading stage of management requires some delegation to thin a managers workload. The controlling stage of delegation should require little to no delegation by a manager.

Maya Angelou: Hope into Art Essay -- Biography Biographies Essays

Maya Angelou: Hope into Art      Ã‚  Ã‚   Before delving into a discussion of celebrated writer Maya Angelou, a fuller understanding of the worldview that shapes her work can be gleaned from a brief review of a few lines from the 1962 Nobel Prize winning speech of another celebrated writer, John Steinbeck:    The writer is delegated to declare and to celebrate man's proven capacity for greatness of heart and spirit--for gallantry in defeat, for courage, compassion and love. In the endless war against weakness and despair, these are the bright rally flags of hope and of emulation. I hold that a writer who does not passionately believe in the perfectability of man has no dedication nor any membership in literature. (Steinbeck 1)    In Angelou's first novel, I Know Why the Caged Bird Sings, she examines how a bird (soul) that is caged (unfree) would still sing.   I was curious about this and my main question after reading the story is how Angelou came to such a hopeful worldview despite her many horrific life experiences (poverty, racism, assassinations, divorce, etc.).      The roller-coaster life of Maya Angelou has included many ups and downs that have become the stuff out of which she has written a six volume autobiography, beginning with I Know Why the Caged Bird Sings and ending recently with the last installment, A Song Flung up to Heaven.   Angelou was born Marguerite Johnson on April 4, 1928, in St. Louis, Missouri (Weaver G-10).   Angelou's life has been filled with chaos and despair as well as success and love.   She was raped by her mother's boyfriend at the age of 8 and at various times in her life she toiled in a variety of occupations including Creole cook, calypso dancer, actress, madam, civil-righ... ...ranscript).   WNET, Available: http://www.newsun.com/angelou.html, 2002: 1-3. Jones, H.   Maya fires a silver-tipped arrow right to the heart.   Western Main, Jun 5, 2002: 12. Kelley, K.   Visions: Maya Angelou.   Mother Jones, Available: http://www.motherjones.com/mother_jones/MJ95/kelley.html, 2002: 1-4. Kizis, S.   Two women: Maya Angelou's character sketches.   Writing, Apr/May 2002: 16-18. Steinbeck, J.   1962 Nobel Prize winning acceptance speech.   San Jose State University, Available: http://www.sjsu. edu/depts/steinbec/nobel.html, 1962: 1-2. Weaver, T. K. Hope is not naà ¯ve.   Pittsburgh Post, May 12, 2002: G-10. Wilson, S.   A Song Flung Up to Heaven: Lyricism, liberty and a lesson in hope.   Scotland on Sunday, Jun 16, 2002: 5.          6                                                 Maya Angelou: Hope into Art Essay -- Biography Biographies Essays Maya Angelou: Hope into Art      Ã‚  Ã‚   Before delving into a discussion of celebrated writer Maya Angelou, a fuller understanding of the worldview that shapes her work can be gleaned from a brief review of a few lines from the 1962 Nobel Prize winning speech of another celebrated writer, John Steinbeck:    The writer is delegated to declare and to celebrate man's proven capacity for greatness of heart and spirit--for gallantry in defeat, for courage, compassion and love. In the endless war against weakness and despair, these are the bright rally flags of hope and of emulation. I hold that a writer who does not passionately believe in the perfectability of man has no dedication nor any membership in literature. (Steinbeck 1)    In Angelou's first novel, I Know Why the Caged Bird Sings, she examines how a bird (soul) that is caged (unfree) would still sing.   I was curious about this and my main question after reading the story is how Angelou came to such a hopeful worldview despite her many horrific life experiences (poverty, racism, assassinations, divorce, etc.).      The roller-coaster life of Maya Angelou has included many ups and downs that have become the stuff out of which she has written a six volume autobiography, beginning with I Know Why the Caged Bird Sings and ending recently with the last installment, A Song Flung up to Heaven.   Angelou was born Marguerite Johnson on April 4, 1928, in St. Louis, Missouri (Weaver G-10).   Angelou's life has been filled with chaos and despair as well as success and love.   She was raped by her mother's boyfriend at the age of 8 and at various times in her life she toiled in a variety of occupations including Creole cook, calypso dancer, actress, madam, civil-righ... ...ranscript).   WNET, Available: http://www.newsun.com/angelou.html, 2002: 1-3. Jones, H.   Maya fires a silver-tipped arrow right to the heart.   Western Main, Jun 5, 2002: 12. Kelley, K.   Visions: Maya Angelou.   Mother Jones, Available: http://www.motherjones.com/mother_jones/MJ95/kelley.html, 2002: 1-4. Kizis, S.   Two women: Maya Angelou's character sketches.   Writing, Apr/May 2002: 16-18. Steinbeck, J.   1962 Nobel Prize winning acceptance speech.   San Jose State University, Available: http://www.sjsu. edu/depts/steinbec/nobel.html, 1962: 1-2. Weaver, T. K. Hope is not naà ¯ve.   Pittsburgh Post, May 12, 2002: G-10. Wilson, S.   A Song Flung Up to Heaven: Lyricism, liberty and a lesson in hope.   Scotland on Sunday, Jun 16, 2002: 5.          6                                                

The Stolen Bacillus by H.G. Wells Essay -- Stolen Bacillus Wells Essay

The Stolen Bacillus by H.G. Wells This is a story set in the 19th century people had dress codes which reflected your status in society. The dress code was formal and quite severe it was almost as if the longer your top hat the higher up the rank you are in importance in society. In this story we meet a man who wants to help the society and quality of living whereas the other wants to destroy order as he is what’s known as an anarchist. This is someone who is feels that people should be responsible for there own actions and decisions meaning they govern their own lives. In the 19th century anarchists were seen as political agitators and sometimes violent. As in this story where we will see a man desperate and willing to go to extremes to get his point heard. While the scientist is talking about the bacteria, H.G Wells makes him talk about it as if it is a human and that it is like us. This is shown when he says, â€Å"he would wait ready to be drunk in the horse troughs†. By comparing the bacteria to humans the author is trying to enforce the point that it is smarter than the average bacteria it is as complex and technically as dangerous as a human. The scientist is an idealistic and when the anarchist paid so much interest into what he was doing he started to show off. He spoke about his new cholera which is very harmful to a man he has just met, which is indeed not a clever thing to do is. The scientist is an idealist and is out to do well in the world and improve living conditions of people. The scientist is not a man out to make money, just simply wants to be famous. When the chase is on it was funny to see the ridiculousness of this rabbit hunt round London. Even though this story had some serious... ... them. She wanted the scientist to put on his coat on a hot summers day. When he refused she became frustrated. The cabbies are another group of people in this story which shows the reality that this story is set in with their harsh cockney accents and they just represent the everyday people in this story. The scientist has to rely on people which would be classed as inferior to save the predicament he put himself in. These cabbies bring a lot of humour to the story. In this story H.G Wells is trying to get the point across those politicians and scientists aren’t as clever as they think they are and they also take themselves to seriously and so therefore make mistakes. In the Victorian era they believed they could improve man though industrial advancement this was achieved by individual successes like the scientist and through agreed religious ideas. The Stolen Bacillus by H.G. Wells Essay -- Stolen Bacillus Wells Essay The Stolen Bacillus by H.G. Wells This is a story set in the 19th century people had dress codes which reflected your status in society. The dress code was formal and quite severe it was almost as if the longer your top hat the higher up the rank you are in importance in society. In this story we meet a man who wants to help the society and quality of living whereas the other wants to destroy order as he is what’s known as an anarchist. This is someone who is feels that people should be responsible for there own actions and decisions meaning they govern their own lives. In the 19th century anarchists were seen as political agitators and sometimes violent. As in this story where we will see a man desperate and willing to go to extremes to get his point heard. While the scientist is talking about the bacteria, H.G Wells makes him talk about it as if it is a human and that it is like us. This is shown when he says, â€Å"he would wait ready to be drunk in the horse troughs†. By comparing the bacteria to humans the author is trying to enforce the point that it is smarter than the average bacteria it is as complex and technically as dangerous as a human. The scientist is an idealistic and when the anarchist paid so much interest into what he was doing he started to show off. He spoke about his new cholera which is very harmful to a man he has just met, which is indeed not a clever thing to do is. The scientist is an idealist and is out to do well in the world and improve living conditions of people. The scientist is not a man out to make money, just simply wants to be famous. When the chase is on it was funny to see the ridiculousness of this rabbit hunt round London. Even though this story had some serious... ... them. She wanted the scientist to put on his coat on a hot summers day. When he refused she became frustrated. The cabbies are another group of people in this story which shows the reality that this story is set in with their harsh cockney accents and they just represent the everyday people in this story. The scientist has to rely on people which would be classed as inferior to save the predicament he put himself in. These cabbies bring a lot of humour to the story. In this story H.G Wells is trying to get the point across those politicians and scientists aren’t as clever as they think they are and they also take themselves to seriously and so therefore make mistakes. In the Victorian era they believed they could improve man though industrial advancement this was achieved by individual successes like the scientist and through agreed religious ideas.

Porche Changes Tack

Porsche Changes Tack 1) What has been causing the changes in Porsche’s ROIC? Porsche’s ROIC was quite impressive compared to other competitors of 15. 15% in 2004, while others struggled to reach 6% to 7%. They had great strategic planning to keep ROIC high by outsourcing and using a combination of licensing. For example, for Porsche Cayenne, they co-manufactured with Volkswagen saving a lot on required capital to support its business. In addition, Porsche had licensed with Valmet of Finland to build the Boxter under Valmet’s owned capital, reducing Porsche’s capital needs. However, ROIC was not too good in fiscal 2003/04.What has been hurting Porsche’s ROIC in the recent years was their mistake of holding on to excess cash. If they have funded it invested capital might not have grown. 2) Evaluate the firm’s financial performance and compare to its peers. Porsche saw pleasant operating margins compared to its peers with its 911, Boxter, and Ca yenne models. They saved expenses in technology and capital by outsourcing with other companies for the Boxter and the Cayenne. Another factor that Porsche did well was focusing on rewarding management on financial performance (its long term performance and profitability) rather than on the opinions of the market.One thing that did hurt or complicate Porsche was that it was holding high non-interest bearing liabilities. Another factor that showed Porsche different was their aggressive company culture of providing cars from its origin rather than expanding capital abroad. Its value of sales and production could be better off if it put manufacturing and assembly plants in the U. S. and it could avoid risks of big changes in currency rates. 3) Consider Porsche management’s announcement of its intention to take a 20% equity interest in Volkswagen in September 2005.In your view, is management acting in the best interests of all shareholders? You may work alone or in a study group for this analysis. Like it said in the case, this decision seems to be more personal than one that would be the best interest of all shareholders. The case highly emphasized the valuable relationship between the Porsche and Piech families and that through preservation of stakes by them would be through the expense of nonfamily shareholders. I, too, concur with the analysts and critics who are against this decision because the two companies have two different histories and techniques of creating profit.Also, Volkswagen is a very big manufacturer compared to Porsche and on top of that isn’t doing so well. This may cause conflicts with Porsche as it might begin to prioritize goals for Volkswagen and not pay more attention to issues/threats it may have. Porsche could actually be better off (in future returns) if its 3 billion Euros were returned back to its shareholders. Although this argument may go on and on, ultimately the best decision is to compare in which situation the com pany will deliver profitable growth since to both family owners and shareholders, growth is commonly important. ttp://usc. summon. serialssolutions. com/search? s. cmd=addFacetValueFilters%28IsFullText,true%29&s. fvf=ContentType,Book+%2F+eBook,&s. q=green+business+trends&s. rf=PublicationDate,2010:* http://www. ibisworld. com/industry/green-sustainable-building-construction. html http://go. galegroup. com. libproxy. usc. edu/ps/retrieve. do? sgHitCountType=None&isETOC=true&inPS=true&prodId=GVRL&userGroupName=usocal_main&resultListType=RELATED_DOCUMENT&searchType=BasicSearchForm&contentSegment=&docId=GALE|CX1930200055