Leadership Structures That Support A Collaborative Culture...

1 LEADERSHIP STRUCTURES THAT SUPPORT Chapter III RESEARCH METHODOLOGY Case study research is the in-depth study of instances of a phenomenon in its natural context and from the perspective of the participants involved in the phenomenon. (Gall, Gall, Borg, 2003, p. 436) This qualitative case study analysis was searching for themes that emerged from leadership structures that support a collaborative culture of Professional Learning Communities (PLCs) in a large high school in order to inform the creation of a guide entitled Leadership Structures that Support High-Functioning, Sustainable PLCs in High Schools: A School and District Leader?s Practical Guide. Qualitative research allowed me to deeply analyze the experience of†¦show more content†¦The research questions that guided this investigation were: What leadership structures at the school and district level best support teacher collective efficacy in secondary schools? Who needs to be a part of the instructional leadership team in order to support Professional Learning Communities in secondary schools? What activities of the instructional leadership team produce high-functioning Professional Learning Communities? This chapter presents a comprehensive overview of methodology used in this study: research design, study participants, data collection and instruments, reliability and validity, data analysis, ethical concerns, and study limitations, followed by a brief summary. Context This case study provides an in-depth and rich description of School Site A. School Site A is a large high school in the Midwest area of the United States with 2,226 students. School Site A is located in a first-ring suburb of a large urban area. The school?s student demographics include: 10.5% Hispanic/Latino, 0.9% American Indian/Alaska Native, 14.5% Black/African American, 52.7% White, and 3.1% two or more races. The administrative staff is made up of one Principal Sheila, one Associate Principal Mike, two Assistant Principals: Monique and Becky and one Athletic Director. The staff at School Site A includes: 105.84 teachers, 2.00 Media Specialists, 16.20 other licensed professionals, 18.57 paraprofessionals, and 50.97 other staff, which includesShow MoreRelatedImportant Aspects Of A Good School Leader1309 Words   |  6 Pagesgets the people to do the greatest things.† The word â€Å"leadership† can evoke a variety of mental images; the president of a nation, an army general, a CEO, school principal, or the captain of the football team. Leadership is about direction and influence (Leithwood). Chemers states that, â€Å"Leadership is the process of social influence where one person is able to enlist the help of others to reach a common goal† (Chemers, 1997, p. 1). Leadership is a relationship between the leader and his followersRead MoreChange Leadership Group: Transformational Improvement Process in Schools1535 Words   |  7 PagesGenerating momentum for change can be innovative or challenging. The Change Leadership Group believes the successful leadership of transformational improvement process in schools and districts require sharpening capacities in two quite different directions at the same time: 1) Leaders need to see more deeply into why it is so hard for our organizations to change, even when there is a genuine, collective desire to do so. More than just seeing why, leaders need to learn how to take action effectivelyRead MoreInstructional Leadership. Throughout The Readings, Instructional1535 Words   |  7 PagesInstructional Leadership Throughout the readings, instructional district leadership that made the most impact dealt with incorporating collaborative objectives with regards to academic achievement. 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This structure is viewed asRead MoreModel The Habits Of A Life Long Learner1377 Words   |  6 Pagespeople choose to to buy in and support the institution when they feel positive about the â€Å"we† and often quit when the â€Å"me† category is not fulfilled (Buckingham, 2016). Model the habits of a life-long learner Just as teachers are expected to participate in professional development opportunities and continually update curriculum to meet the needs of their students, authentic administrators need to model the same behavior. This is especially true in modeling the learning and use of technology in theRead MoreThe Leader Of A 21st Century School5907 Words   |  24 Pagesa transformational leader, one must also be the beacon of learning in establishing and effectively cultivating professional learning communities. One must recognize and further develop the leadership skills of those within the school in order to ensure the vision and mission of the school is achieved. 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Professional learning communities arose from these teachers seeking a way address the complexity of education. â€Å"The PLC provides a pathway to a learning organization: one which comprises ‘a group of people who take an active, reflective, collaborative, learning-orientated, and growth-promoting approach toward the mysteries, problems and perplexities of teaching and learning† (Hellner, 2008). The goal of a PLC is to gain greater studentRead More2.2.2.4. Main D omains Of School Improvement Program. The1443 Words   |  6 PagesFramework. Under the 12 Elements there are 24 Standards (MOE, 2010:12-17). Domain 1: Teaching and Learning Under this domain there are three elements namely teaching, learning and evaluation and curriculum; and also there are five standards. Under teaching learning domain there should be points to be considered. Regarding to teachers: continuous professional development delivered to the teachers. 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The Effects Of Electroconvulsive Therapy On Other Forms Of...

INTRODUCTION I am going to be examining Electroconvulsive Therapy, which is used to treat severely depressed people, as well as other forms of psychological disorders. I’m focusing only on how this therapy is used to treat major depression, because although depression is the most treatable mental illness, it is still the one we all suffer from the most. This therapy uses electrical currents to re-charge the neurotransmitters in the brain, allowing these neurotransmitters to function efficiently, restoring the chemical imbalance in the Adrenal and Thyroid systems; which is often found in patients with severe depression. This therapy is better known through the media as â€Å"shock therapy.† Sounds scary, but it’s very safe and has been proven to help save people suffering from this often unbearable, mood disorder. POPULATION People most at risk for depression are ones who have had something terrible happen to them at some point in their lives. It could be the loss of a loved one, getting fired or laid off from a job, or finding out that your husbands been lying and cheating with your good friend. Developing major depression also increases if you’re a heavy drug user or alcoholic, and if someone in your family has had these same thoughts and feelings. If a family member has a mood disorder, studies show a significant increase that’s over double the likely-hood, of developing these distorted thoughts. Researchers also found that people between the ages of 25-44 years oldShow MoreRelatedShock Therapy Essay1492 Words   |  6 PagesShock Therapy Shock Therapy is a treatment used to adjust a patient’s brain function in psychiatric disorders. There are different kinds of shock therapy including Electroconvulsive Therapy, Insulin Therapy and Hydrotherapy. The first kind of shock therapy is Electroconvulsive therapy or ECT. The common name is electroshock therapy. 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Neurological diseases affect the brain and the behaviors of people diagnosed with them. Although there are many neurological diseases, schizophrenia is one of them. Schizophrenia is one of the more known disorders in the psychological world. Throughout this paper the following questions are answered: what is schizophrenia, what are the causesRead MoreShould Electroconvulsive Therapy Ever Be Used to Treat2068 Words   |  9 PagesSHOULD ELECTROCONVULSIVE THERAPY EVER BE USED TO TREAT MENTAL DISORDERS? A. Thesis Statement Electroconvulsive therapy (ECT) is a treatment for severe mental illness in which the brain is stimulated with a strong electrical current which induces a seizure. The seizure rearranges the brains neurochemistry and results in an elevation of mood. This essay asks: Is ECT any safer and more effective in treating mood disorders than drug therapies? 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The Hobbit free essay sample

Tolkien uses the characters in The Hobbit and symbolism of the good versus evil to depict that racism in society is destructive. Tolkien was known for his legendarium, which is Tolkien’s imagined world of Arda. Tolkien, throughout the story, references topics related to racism, such as superiority and bloodlines. While Tolkien thought that racism would be destructive for the human race, he still incorporated it into this novel. Its hard to depict if Tolkien is writing about racism but there is not a doubt that in The Hobbit there is racial division and it sets up great talking points. In The Hobbit the author J. R Tolkien uses racism through symbolism and the manipulation of characters and their action to cause controversy in the story and to show that racism is destructive for everyone. Tolkien used symbolism through his characters and Middle Earth to portray that their was some sort of racial divide in The Hobbit. Christine Chism who is a contributor to the website tolkiengateway mentions this issue on Tolkien’s writing, â€Å"especially The Hobbit could be in the three categories: intentional racism, unconscious Eurocentric bias, and an evolution from latent racism in Tolkiens early work to a conscious rejection of racist tendencies in his late work, which he may have not indented to do so (Tolkien Gateway). † With the majority of free people from Middle Earth being and white that goes with what was happening during with slaver and anti-Semitism the time The Hobbit was written. The Uruk-Hai were described as black-skinned and the orcs were beast like creatures that could be inferred to as slaves which would cause for racism. In The Hobbit Tolkien portrays the good races being in harmony with nature, With all of the races that Tolkien created in The Hobbit, from elves, dwarves, trolls and goblins they all differed philosophically and morally. From the Elves and Dwarves distrusting each other, the ranks within the Orcs such as the Uruk-hai Orcs, which were the highest ranking to which they held superior over the common Orcs, they called snaga, which translates to slave. This is obvious that Tolkien used these characters as symbols to portray racism in someway. While Tolkiens statement comparing Orcs to the Mongol-types is undoubtedly insensitive given todays standards, he does put a disclaimer, (to Europeans,) before least lovely, at least recognizing Western cultural bias and also points out that they were degraded and repulsive versions of Mongol-types, not actual Mongol-types (Tolkien Gateway). With the ways the Tolkien created the characters from the Orcs to the Hobbits is in indication that he was using racism in some type in The Hobbit, which helped cause Tolkien is guilty of being insensitive of the race, which goes against his virtues of racism being destructive for society. Geoffrey James writes an intriguing article called â€Å"The Unsavory Racism of Middle Earth† and how Tolkien’s growing up affected his writing in The Hobbit and how it affected the World War 1 generation. In Tolkien’s generation, the inherent superiority of the light-skinned races over dark-skinned races was considered â€Å"scientific fact. † As late as the 1930s, â€Å"science† books positioned black people as less evolved than white people. For example, the first edition of the quite popular book The Earth for Sam (an introduction to paleontology for children) states that the â€Å"white primate† is the pinnacle of evolution (James). James also goes on to explain that Tolkien’s creation of an essentially racist world would emerge naturally in the early 20th century. James claims that â€Å"Tolkien based Middle Earth on medieval Europe and therefore it just reflects racism in that period† (James). Also in the â€Å"The Unsavory Racism of Middle Earth† James mentions that one reason why Tolkien created such a race driven world was to portray the race driven world he grew up in but also to reflect the racial prejudice of his generation. Another intriguing topic that James brings up is Tolkien’s father is from South Africa and we all know the racial tension and turmoil that has taken place throughout that countries history. In South Africa racism has plagued that country for many years. The battle between the whites and blacks caused lots of social tension throughout the country and with Tolkien himself and his father both living their for a period of time the racism their could have affected his writings. J. R. R Tolkien wrote the Tolkien Letters and they depict letters from all of the novels that he has written. All of the letters the Tolkien wrote were nonfiction and they help explain what he was talking about in the stories that he wrote. Here is how Tolkien describes the orcs. †Squat, broad, flat-nosed, sallow-skinned, with wide mouths and slant eyes; in fact degraded and repulsive versions of the (to Europeans) least lovely Mongol-types. (Letters 214) Calling them Mongol-types is very insensitive for today’s times. Tolkien writes in the letters about the subject of racism and how people look at racism in his writings. Tolkien and his German publisher got in a battle in the Letters with letter 29 and 30 published in the book. Tolkien made the point-of-view the hobbits that their race is being overlooked. These two letters are as followed Letter 29 was Tolkien’s German Publishers asking if he was of Aryan origin, which could potential cause Tolkien to side with Hitler. I must say that the enclosed letter from Rutten amp; Loening is a bit stiff. Do I suffer this impertinence because of the possession of a German name, or do their lunatic laws require a certificate of arisch origin from all persons of all countries? Personally I should be inclined to refuse to give any Bestatigung (although it happens that I can), and let a German translation go hang. In any case I should object strongly to any such declaration appearing in print. I do not regard the (probable) absence of all Jewish blood as necessarily honourable; and I have many Jewish friends, and should regret giving any colour to the notion that I subscribed to the wholly pernicious and unscientific race-doctrine (Tolkien Letters 29). †While the German publisher asked if Tolkien was of Aryan origin could be another reason he was influenced to included racial divide in his writings. But, Tolkien vehemently denied that he was of Aryan ascent, which was in Letter 30. Thank you for your letter I regret that I am not clear as to what you intend by arisch. I am not of Aryan extraction: that is Indo-Iranian; as far as I am aware noone (sic) of my ancestors spoke Hindustani, Persian, Gypsy, or any related dialects. But if I am to understand that you are enquiring whether I am of Jewish origin, I can only reply that I regret that I appear to have no ancestors of that gifted people (Tolkien Letters 30). These two letters are examples of why Tolkien thought racism was destructive since he was being accused of something that he in his mind was not doing. The Tolkien letters that are published are very important to Tolkien’s reputation and help explain him, which might not be possible if he did not publish the letters. Jason Fisher writes a unique review of â€Å"Tolkien, Race and Culture History: From Fairies to Hobbits† which Dimitra Fimi wrote about many things that Tolkien included in his writings. One of the many intriguing items was how Fimi depicted the racial division in The Hobbit with the characters Elves and Hobbits. Fimi goes on to say that each of the aces in Middle-earth has a division and it goes back to racism. She explains these with what she says are distinct physical and mental capabilities about race and his views on it (Fisher 170). She also compares the Hobbits and Elves with other things at Tolkien has written. Tolkien thought that racism destructive and did not know why people should care what color of your skin was and why it should matter in liking a person. The article on Global Issues website written by Anup Shah gives a description of what racism is and how racism had an effect on Europe. In 2010 a report on racism from the Europe and included this quote â€Å"Europe has a regional human rights architecture which is unrivaled elsewhere in the world (Shah). Shah writes Ethnic minorities and different cultures in one country can often be used as a scapegoat for the majority during times of economic crisis. That is one reason why Nazism became so popular (Shah). Which relates back to The Hobbit, with the orcs being the scapegoat. From the goblins being evil to the all of the elves being good could potentially reflect what has happening in Europe when Tolkien was writing The Hobbit. When Tolkien was writing this novel there was lot of racism and discrimination going on in Europe and potentially Tolkien could be using the different races and groups of people as the characters that he has portrayed throughout the book. Tolkien lived in Europe and when he was writing The Hobbit there were many unstable times with race going on in the continent. During this time the neo-Nazism was felt all around Europe and playing a major role in how people acted. In this article â€Å"Racism and Tolkien† from In The Armchair they also discuss the negative aspect of Tolkien using racism in his writings especially in The Hobbit. Armchair state this â€Å"This morality is often expressed in terms of light and darkness, fairness versus swarthiness it isn’t impossible for elves to be evil, but they are. Men are good as long as they throw their lot in with the West, and evil if they choose the East. The evil men are swarthy the good men are fair. Orcs are inherently, irredeemably evil (Armchair). Armchair focuses on the morality aspect of Tolkien using race in The Hobbit and how Tolkien does this through symbols throughout the book. While there is a negative aspect of Tolkien and his use of race in The Hobbit it helps prove his point that racism is destructive to society. Race is such a polarizing topic throughout the world today and J. R. R Tolkien in The Hobbit was not afraid to use it in this book. Even though Tolkien was criticized for using symbolism from his characters to specific battles to the creation of Ada Tolkien never backed down from his critics. With the childhood experiences Tolkien had and what racism he saw when he was in Europe he realized it was not good for anyone in society to participate. Even though The Hobbit has elements of being race based it is very easy to criticize Tolkien for this without understanding he was trying to make. Tolkien used The Hobbit to express his feelings about racism and how it is destructive for society.

Reflection for Chapter free essay sample

Reflection for path-goal Leadership Key behaviours among group members Most of us were participative and had a supportive leadership path, which means being more people-oriented. Differences among individual members 2 of us are task focused when it comes to leadership. One is directive and another is achievement-oriented. What results were surprising? What were possible causes of the differences? We had thought that our leadership styles would be the same. Giri and Santra (2010) found that Job experiences influence the leadership styles of employees. They add that each person goes through his/her own learning makes ecisions based on his/her life experiences. Each of us had different experiences prior to becoming a group. How did individual members or the group react to differences among the groups behaviours? We were accepting toward the different leadership styles each one preferred and valued each ones strengths. Depending on the situation, we would chose to let the most suitable person lead. We will write a custom essay sample on Reflection for Chapter or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What was one key factor that the group learnt about each other? We realised that everyone could lead, just in different ways. We are made differently and each of us subconsciously displays our personal leadership style. We have to give each other a chance to display their strengths associated with a particular style of leadership when there is a need to. How activity is linked to discussion topic By deciding what leadership style we would use in a particular situation, and having learnt which style fit best to a situation, we each know which situations we triumph most, and which we have scope for learning to modify our usual styles. Reference: Girl, V Santra, T 2010, Effects of Job experience, career stage, and hierarchy on leadership style, Singapore Management Review, vol. 32, no. 1, pp. 85-93.

Thesis Citation Recommendations

Thesis Citation Recommendations Thesis Citation Recommendations Citation is the process by which you give proper attribution to authors of materials you used to form a thesis. Without proper citation and corresponding bibliographical references listed at the end of a paper, you could be accused of plagiarism or unfounded/unsupported statements and conclusions. Experienced writers in Toronto and surrounding areas recommend the following steps: Writing Formats There are various writing styles and citation formats to consider: APA (American Psychological Association) MLA (Modern Language Association) Chicago Manual of Style /Turabian Harvard CBE (Council of Biology Editors) CGOS (Columbia Guide to Online Style) Check Your Citations Make sure your paper meets the necessary citation and reference list criteria: Are all references cited in the text? Are all the citations mentioned in the reference list? Are all entries in alphabetical and numerical order? Do reference list entries have basic, required information (e.g. author/s, publication year, title, page number, DOI Digital Object Identifier, URL, etc. ) Do the in-text citations with multiple authors have the correct number of names and use of â€Å"et al.† appropriately? Are the names of the authors spelled correctly (and use either full first name or first initial as required by the chosen style format)? Are the titles accurate? Do various papers written by the same author(s) have the proper use of â€Å"ibid.† or â€Å"op cit† in the in-text citations? Master Essay is an exceptional thesis writing service. You can request a Standard, Premium or Platinum quality paper from one our expert writers. Each member of our writing team can assist you with any assignment. Call for expert writing help in the GTA today at 1-800-573-0840.

All About the French Verb Falloir

All About the French Verb Falloir Falloir is an irregular impersonal French verb that is better known in its conjugated form: il faut. Falloir means to be necessary or to need. It is impersonal, meaning that it has only one grammatical person: the third person singular. It may be followed by the subjunctive, an infinitive, or a noun. Examples of Falloir   Ã‚  Ã‚  Il faut partirIts necessary to leaveIl faut que nous partionsWe have to leaveIl faut de largent pour faire à §aIts necessary to have / You need money to do thatWhen falloir is followed by an infinitive or noun, it may be used with an indirect object pronoun to indicate who or what needs whatever comes next:Il faut mangerIts necessary to eatIl nous faut mangerWe have to eatIl faut une voitureIts necessary to have a carIl me faut une voitureI need a car Expressions with Falloir Falloir is used in a number of expressions, including:ce quil faut - what is neededIl a bien fallu  ! - I/We/They had to!sil le faut - if (its) necessaryFaudrait voir voir (informal) - Come on! Come off it!Il faut ce quil faut (informal) - Youve got to do things right S'en falloir The impersonal pronominal construction sen falloir means to be missing or short of something, as in this action did not occur because something was missing:Tu as ratà © son appel, il sen est fallu de 10 minutesYou missed his call by 10 minutesJe nai pas perdu, mais il sen est fallu de peuI very nearly lost (I didnt lose, but it was close) Conjugations Here are the most common tenses of falloir.   Ã‚  Ã‚  Present tense  Ã‚  Ã‚  il fautImperfect  Ã‚  Ã‚  il fallaitFuture  Ã‚  Ã‚  il faudra

Business Decision Making Essay Example | Topics and Well Written Essays - 1000 words

Business Decision Making - Essay Example It has done extensive market analysis and has been able to put measures of probability on the happening of each of the outcomes. However, these are subjective estimates as there is no past data to rely on. What decision the management of MPL finally takes depends a lot on whether they are risk-averse, risk-neutral or risk-loving. That would decide whether they opt for Maximax, Maximin or Minimax course of action (Jones 2004). Effectiveness of Decision Making Structure Decision making by a business organization is largely dependent on the structure of the decision making body. In a sole proprietorship organization, all decisions are taken by a single person. Hence, the entire decision making process is fast without any time consuming meetings and exchange of opinions. But, such decisions could also be incorrect at times as there are usually no inputs from other people. However, in organizations that have more than one owner, decision making is done through interactions between managin g partners and quite obviously decision making takes a far longer time than it takes in single owner scenarios. But, one must realize that though it is more time consuming, any decision making process that involves more than one person is better than a single person taking decisions. This is simply because while such decisions are taken, several, often differing, perspectives are considered and this aids in arriving at a more balanced decision (Cyert and March 1992). In case of MPL the decision making process is fairly inclusive and democratic in nature. Other than Lee Corbusier and Frank Lloyd, managers of three separate divisions meet once every month to discuss company strategy, market trends and receive departmental reports. This allows managers to micromanage their individual... The author begins with the description of the decision-making model of the company. The author thinks that decision-making by a business organization is largely dependent on the structure of the decision-making body. In a sole proprietorship organization, all decisions are taken by a single person. Hence, the entire decision-making process is fast without any time-consuming meetings and exchange of opinions. But, such decisions could also be incorrect at times as there are usually no inputs from other people. However, in organizations that have more than one owner, decision making is done through interactions between managing partners and quite obviously decision making takes a far longer time than it takes in single owner scenarios. But, one must realize that though it is more time consuming, any decision-making process that involves more than one person is better than a single person taking decisions. This is simply because while such decisions are taken, several, often differing, perspectives are considered and this aids in arriving at a more balanced decision (Cyert and March 1992). In the case of MPL, the decision-making process is fairly inclusive and democratic in nature. Other than Lee Corbusier and Frank Lloyd, managers of three separate divisions meet once every month to discuss company strategy, market trends and receive departmental reports. This allows managers to micromanage their individual departments while corporate decisions are taken by the management team.

Study abroad application Scholarship Essay Example | Topics and Well Written Essays - 250 words

Study abroad application - Scholarship Essay Example Most importantly, the study abroad scholarship will be an important financial boost to my personal, academic, and professional goals and objectives. This is because the study abroad program will enhance my communication skills, broaden my adaptability and independence, and subsequently promote culturally diverse and interpersonal skills. In light of these insights, the scholarship will go a long way in enhancing my academic and career opportunities. The scholarship, therefore, is a significant platform upon which I will not only share, but also learn cultural competency. In conclusion, I value academic interactions with peers and teachers because every individual is different and unique in his/her own way. In that regard, the scholarship is a good opportunity for me to travel abroad, meet and make new friends, learn international differences in academic curriculum, and ultimately share my experiences and competencies with different cultures firsthand. It is my sincere hope that this study abroad scholarship application will be

Englis Removalist Essay Essay Example for Free

Englis Removalist Essay Essay Engaging texts lead us to think about significant issues within society. Discuss with reference to your prescribed test and of at least ONE other related text. Significant issues within society are effectively explored through engaging texts. The two-act play ‘The Removalists† written by David Williamsons explores significant issues within society in Australia in the seventies. The significant issues discovered throughout â€Å"The Removalists† include abuse of power and corruption. Similarly the empowering film â€Å"Shawshank Redemption† directed by Frank Darabount, also explores issues within society. Unlike David Williamsons â€Å"The Removalists†, â€Å"Shawshank Redemption† explores similar issues within society in America, in the 1940s. A significant issue within society is corruption. Corruption was conveyed throughout the play â€Å"The Removalists†. This is evident when Simmonds states â€Å"We can’t handle anything big because there is only the two of us. We can handle anything small, but then again it’s hardly worth the effort if it’s small†. Even though Simmonds says this area is the geographical centre of crime, which portrays his contradicting statements. Since the sub-branch does not handle anything big or handle anything small, it indicates the corruption within the force. The character Simmonds again reflects corruption throughout the play when he says â€Å"I have never made and arrest in all my twenty three years in the force, Ross† Simmonds uses irony as Simmonds mentioned that this city has the greatest crime rate, and Simmonds is yet to make an arrest in all his time in the force. Through the character Simmonds, corruption is effectively explored throughout The Removalists. In a similar fashion, the social issue of corruption is evident throughout the film Shawshank Redemption. Corruption was evident in the beginning of the movie as throughout Shawshank items were being traded through the currenc y of cigarettes. The fast-paced panning motions were used to show that the trading was illegal but still completed with all the prisoners and some guards. Another way corruption is evident throughout Shawshank Redemption is through the character Andy as he stimulates a large part of corruption throughout Shawshank. â€Å"All I ask for is three beers a piece for each of my co-workers†. Since Andy is doing illegal work for the police Andy asks in a polite tone for something in return for the work he has done. Corruption is also evident when Norton asks another inmate â€Å"would you be able to testify before the judge?† Norton’s asks him in a friendly tone and a low volume so  Norton could let the inmate think he was his friend. The inmate told the truth, which led to the inmate being intentionally killed. This demonstrates in a similar fashion to The Removalists how the social issue of corruption is evident in Shawshank Redemption. The social issue of the abuse of power is evide nt throughout The Removalists. This is evident when Simmonds â€Å"bends down and hoist’s Fiona’s skirt up a little† and say’s â€Å"take a close-up one on her thigh†. Simmonds actions and words portray his abuse of power within the police force to pick on troubled Fiona. The alluring tone Simmonds’s used towards Ross to take a picture of Fiona’s thigh indicated his plan was to try and use his authority and power he has to seduce Fiona. The social issue of the abuse of power is again evident through the character Simmonds. When Simmonds arrests Kenny, Simmonds abuses his power by repeatedly punches Kenny. Simmonds uses force against Kenny when Kenny undermines him. â€Å"Pity about Kate. Sergeant. You would’ve been in like Flynn† Simmonds resorts to violence because he believes that he has the right to, because he doesn’t follow the rulebook. â€Å"Stuff the rule book up your arse†. Through the character Simmonds the social issue of the abuse of power is evident in The Removalists. Similarly, the social issue of the abuse of power is evident throughout Shawshank Redemption. The abuse of power is evident through the warden, Norton. â€Å"Nothing stops! Nothing! Or you will do the hardest time there is. No more protection from the guards† The high modality and commanding tone Norton uses is to remind Andy that he is still the boss, and that Andy is under Norton’s thumb. It also portrays the abuse of power as Norton who abuses his power as the warden in Shawshank by controlling Andy for his tax frauds. The issue of the abuse of power is again evident through Norton. â€Å"There’s going to be a book barbeque at the back if you say anything†. Norton threatens Andy to keep quiet or his six years of work in the prison to get the library will turn into ashes. Norton’s commanding tone to a beaten up Andy was to further intimidate and threaten him. The two acts committed by Norton towards Norton displays the social issue of the abuse of power throughout Shawshank Redemption. Through engaging texts significant issues within society are explored effectively. The texts â€Å"The Removalists† and â€Å"Shawshank Redemption† effectively explore and reflect the significant issues within society.

Self: Plunging into the Other Side of the Mirror Essay -- Self Conscio

Self: Plunging into the Other Side of the Mirror Only in a mirror do we find ourselves. We cannot do it when we are apart, distanced, from who and what we are: we need to see our shapes, our selves, in the way we cannot see ourselves subjectively. But still, the glass plays with us, contorting and distorting, even if it is nothing more than a straightforward, honest reflection. It is our minds which are the true lenses. Why do we feel this compunction throughout the ages to look at our own reflections? It is inbred into us; it begins at such a tender age, this obsession with oneself. I never really took much notice of it while I was young, partly because I myself was never overly concerned with my appearance, and partly because my generation was not so image-conscious. However, as the years have passed, I have grown into an awareness of this larger societal issue, watching as more and more pre-teen girls doll themselves up in tight jeans, baby T-shirts and glitzy make-up. Like observing the gorillas in the mist, I watch as these girls preen and pluck, check themselves over and over in their compacts and handheld mirrors, readjust their clothes and redo their hair. It is, from a clinical viewpoint, disturbing. I doubt any of those girls remember the first time they ever saw their reflections in mirrors. If they even did, I further doubt that they would make anything of it, ponder its repercussions, question the greater impact of this first awakening. It is not an emotional, sexual, or intellectual awakening, no: it is a subtle and important transition from the world of the oblivious to the waking world of self-consciousness. As a very young child, I looked for myself in any reflective surface I could find. I would cra... ...ingle noticeable change. My roommates constantly voice their bewilderment at these frequent self-deprecations of mine. It is probably tiring for them to have to reassure me, time and again, but I have fed for too long on my own seeds of hatred and regret; now, like Persephone, I am drawn into that underworld, lost within its dark corners. I am me, I do realize that. But when I look at my other self, that frowning, miserable girl in the mirror, I cannot yet see what Walker saw in herself. However, I no longer look for myself in the mirror, not truly. Yes, it is a starting place, like the very last step to the top of the high dive. But I still have those five very long feet to walk before I can dive off into that most vast of mirrors, and I want to be able to enjoy that shimmering and sparkling last look at myself before I plunge, deeply and honestly, into my self.

Environmental Ethics Essay

Suppose that putting out natural fires, culling feral animals or destroying some individual members of overpopulated indigenous species is necessary for the protection of the integrity of a certain ecosystem. Will this actions be morally permissible or even required? Is it morally permissible or even required? Is it morally acceptable for farmers in non-industrial to practice- slash and burn techniques to clear areas for agriculture? Consider a mining company witch has performed open pit mining in some previously unspoiled area. Does the company have moral obligation to restore the landform and surface ecology? And what is the value of a humanly restored environment compared and to consume a huge portion of the planet’s natural resources. If that wrong, it is simple because a sustainable environment and to consume a huge portion of the planet’s natural resources. If that is wrong, is it simple because a sustainable environment is essential to present and future well-being? Or such behavior also wrong because the natural environment and or its various contents have certain values in their own right so that these values ought to be respected and protected in any case? These are among the questions investigated by environmental ethics. Some of them are specific questions faced by individuals in particular circumstances, while others are moral global questions faced by groups and communities. Yet others are more abstract questions concerning the value and moral standing of the natural environment and its nonhuman components. In the literature on environmental ethics the distinction between instrumental value and intrinsic value( meaning non-instrumental value) has been of considerable importance. The former is the value of things as means to further some other ends. A set of rules outlining human responsibility concerning environmental ethics defines the relationship towards ‘’the surroundings, both biotic and abiotic’’ collective called the environment’’ (Blackmore,1977) Any person who has ever given a though to the need to protect and develop the environment has either implicit or explicit code of ethics regarding these issues that determines everyday behavior patterns. In the same way, I also have my own values and ethics regarding environmental issues that define my responsibility to the natural environment. Although at times I can violate these values when the situation proves to be challenging, I nevertheless hold them in high steem. First of all , my Ethical approach is grounded in the belief that ‘’we must recognize the inherent rights of nature and natural system to survive intact (Blackmore,1997) . All too often human beings view nature and natural system as a pleasant surrounding for their leisure time or a resource for economic activity. This is a dangerous point of view since it leads to the destruction of natural habitats through over-using, rampant pollution, depletion of resources, and the extinction of wild flora and fauna. I believe that people in their activities should recognize preservation of natural systems as an important priority that has to be considered Along with economic efficiency and at times even override it. The Earth has suffered too much from the influence of humans, and it is time to give it a rest and let it recuperate from the damage. Accordingly environmental problems will consist in problems either for human interest or for the interest of the non-human animals, and an acceptable environmental ethic would have this individual interest as its grounds. Indeed those who believe that only sentient or conscious creatures have interest and that having interest is necessary for warranting moral consideration will hold that nothing else has interest on witch environmental problems could turn. Problems for ecosystems are thus held to turn invariably on the interest of sentinel or conscious individuals, and within such and ethic, priority is liable to be placed on averting, suffering premature death for vulnerable individuals, whether is best done by the introduction of humane methods of farming, by abstaining from eating meat by curtailing human interventions in the natural order, or even possibly by intervening to reduce the suffering inflicted by predators on prey. Millions of people are influenced by such ethic, and their approach to environmental problems would often follow the general pattern just mentioned. Others, However, suggest that environmental ethics must start somewhere quite different. Thinking about the environment involves taking much greater account of ecological systems than such an individualist approach can do, and if we fail to understand the natural system of our planet we are likely to generate ecological catastrophes, either by neglect or through seeking to rescue individuals while the system on witch we depend is crumbling. By the time we have understood such systems, our focus will no longer be on the individual suffering or, since far more is at stake, such as the survival of whole species, and the health of the whole ecosystems We need to prioritize the Preservation and rehabilitation of species and of ecosystems. New and modern ’’Green technologies and the conservation of natural resources Oil, Gas, Land ect will have to be more regulated in as universal Ethics in our global economy. Bibliography Abram,D. , 1996 The spell of the sensuous, New York : vintage books Michael Walzer, interpretations and social Criticism ( New York: Basic Books,1988} J. Bair Callicutt, In defense of the land Ethic ( Albany: State of New York press, 1989) Eugene Hardgrove, Foundations of environmental ethics ( Englewood Cliffs: Prentice hall, 1989) Samuel Hays, Conservation and the gospel of efficiency ( Cambridge, MA: Harvard University press,1959)

Deontology and Bhagavad Gita

Therefore, Krishna also tells Aragua that it becomes his duty to fight a bloody war that would potentially wipe out a few hundred thousand lives on either side, but not to expect either victory or defeat in the war. In a sense, when one evaluates this scenario, one understands Arson's dilemma – a war that will wipe out his relatives and friends or withdrawal from the war that would fall in direct violation of Krishna' central concept of duty. Thus, one can clearly see that the deontological concept of duty is similar and yet distinct at the same time. Similarities between Demonology and Baghdad-GaitIn the Baghdad-Gait the highest duty is that of ‘insomnia-karma' or performing acts without expectations or desires. As instructed by Krishna, the concept does not mean action in the absence of desire or unmotivated action, but, rather, it means acting with a perceptive instruction of complete and total surrender before the God Almighty. Thus, according to the Gait, acts that a person carries out with expectations or desire for results are unacceptable. The concept implies that those people who entertain expectations or desires for the fruits of their activities are spiritually poor.In he deontological concept, Kant does not look upon the result of an act as the object of moral judgment. According to Kant, nothing in world supersedes goodwill and it is goodwill that is supreme. If the will is honorable the action, too, is honorable, whatever may be the result. Since Moral Laws are categorical, their correctness is self-evident being unaffected by the result the other point where Gait and Kant coalesce is that both emphasize service. Another important similarity benzene the two theories is with regard to the control over one's thoughts and feelings.A person's rational tendencies Anton motivate a person to perform an act. The Gait says that when a person acts under the influence of motives such as love and jealousy he or she becomes entangled in the web of karma and falls under the sway of the worldly delusion and desires. Desires (or modes) of passion such as Sex and related acts cause anger when one is denied such act. This anger manifests itself in the form of confusion which, in turn, causes the inherent destruction of reason. The same effect happens when one is guided by desires such as anger, revenge and hatred toward others.Thus, according to the Gait, the ode of passion takes one toward the direction of darkness and ignorance. Therefore, Lord Krishna tells Aragua that the solution to this problem is the complete and total abstention from the feelings of both hatred and love. Once these feelings come under control, other feelings such as anger, confusion, lust and passion also come automatically under control. The way to achieve this mode of enlightenment is to win over the senses by practice and abstinence, along with performing one's duties in the mode of ‘insomnia karma' or working without desiring results.This singul ar outlook of the Baghdad-Gait is very close in philosophical terms to the moral theories Of Kant. Even in case of Cant's theories, the ultimate duty is the restraint of contemptible desires. Lastly, Cant's notion of categorical imperative as the moral law and its applicability to all of humankind is a concept that rings quite close to the ‘Savoyards' concept of the Gait. Like Cant's categorical imperative, Krishna too, dictates that one must perform actions without any desire for the end. (Palmists, 2010, p. 21) The Gait, even states that one is not exempt from performing one's Savoyards even at the time of death. Differences between Demonology and Baghdad-Gait However, given the various similarities between the opinions of Kant and the Gait, there is also a major difference on the issue of human feelings. The Baghdad-Gait does not treat desire, emotion and feelings as completely evil. Lord Krishna through the Gait emphasizes on devotion and worship to the Supreme God so as t o enable the development Of one's feelings and for the suppression of unwanted desires.It, therefore, becomes essential for a follower of this doctrine to change or channel one's feelings positively rather Han exterminate feelings entirely. On the other hand, Kant is much more rigorous in his approach to feelings since he tends to associate the presence of feeling with immorality. Therefore, Cant's thought makes it necessary to eliminate feelings and emotions as much as possible from life. One can therefore classify his opinion as a strict and rigorous approach to feelings and emotions in life.This aspect, in itself, makes the Gait easier for the common people to implement and follow compared to the rigorous principles of Kantian ethics. The second point of difference is the point from where duties bring in each of these theories. In case of Kant, a duty arises from human reason and not due to any external factors or motivation. However, in case of the Baghdad-Gait, duty stems from one's innate nature. For instance, the Gait prescribes the Verna system as a recognition of this problem where every member of the society or a group performs duties in accordance with one's nature. Maitre, 2006, p. 64) In a way, Cant's view that one is to â€Å"act as a member of a kingdom or ends† sounds somewhat similar to the Verna system. However, for Kant the ultimate objective of performing one's duty is oral in nature, in the Gait the ultimate objective lies in attaining God and Mimosa – freedom from the cycle of life and death. Therefore, clearly the ethics of Gait are teleological in nature, as compared to the deontological nature of Cant's theories. Even Gate Pal (2001 ) agrees on the Gist's teleological foundation. P. 225) The third point of difference between the Baghdad-Gait and the deontological concepts of Kant also lies in the manner in which both the concepts know about the duties. According to Kant, an autonomous being would be able to find out about his duties and the nature f his duties merely by consulting with his reason alone and by not taking external help of any kind. (Maitre, 2006, p. 65) In case of the Gait, the answer to this question lies in the state of mind that one has when answering the same.But in most situations, the Gait says that one needs external, social, scriptural, or even environmental guidance, in addition to introspective guidance in order to understand the nature of duties that befit one's understanding capacity and capability. (Maitre, 2006, p. 66) Therefore, demonology requires introspection on the part of the person while the Gait coziness the presence of external factors in determining a person's duty. One can substantiate the difference between the two theories by providing an example through a real-life situation.The Gait prescribes people who perform menial labor to fall in the category of Sutras. The Sutras have a foremost duty to their masters or other people in the higher orders that employ them. In line with this duty, the Gait prohibits the Sutra (or a menial servant) to have feelings and emotions or self-esteem, for that matter. This line of thought makes it perfectly fine for the servant to lie to another person t the behest Of his master. On the other hand, Cant's second formulation Of the categorical imperative asks a person to treat other rational beings as ends, not only as a means. Maitre, 2006, p. 66) This line of thought brings about an opposite effect on the ethical consideration since it prohibits the master to make use of his servant in a disrespectful manner for unethical purposes such as lying or deceiving. Further, Kantian ethics also state that the servant is a rational being with a duty to himself that stands violated although he followed his master's instructions to lie. On both these counts, Cant's deontological thought stands in a complete opposition to the ideas put forth by the Baghdad-Gait.

Gene Therapy essays

Gene Therapy essays 1. Clarrisa Harlowe Barton was born in North Oxford, Massachusetts on December 25, 1821. she had two older sisters; Dorthy and Sally, and two older brothers; Stephen and David. The were grown-up young adults when Clara was born. Dorthy, the oldest daughter, was teaching in the Oxford school. Stephen was a school teacher too. David worked on his fathers farm. He loved the pedigreed horses his father raised. Sally was eleven when Clara was born. Dorthy taught Clara her spelling. Stephen taught her arithmetic. David taught her how to play sports and how to rid horseback. Sally helped her read maps and learn the names of countries, states, and capitals. Claras mother, Sarah Stone Barton, taught her how to cook, sew, weave, garden, and make soap. Claras father, Captain Stephen Barton had fought in the Indian wars. He was a farmer and a farmer and a horse breeder, and was a school board member, whose opinion was respected at North Oxford town meetings. When Clara was young she doctored m any pets in her town. From 1832 to 1834 Clara doctored her brother David. In 1839, when Clara was only fifteen, she began her teaching career in Oxford, Massachusetts. Clara attended the Liberal Institution in Clinton, New York when she was twenty-nine-years-old. When Clara was thirty-two-years-old she started a free public school in Bordentown, New Jersey. A year after that she began to work as a clerk in the United States Patent Office, Washington, D.C.at the age of forty-one Clara took supplies to many battles and worked as a volunteer nurse and cook. Two years later she was appointed superintendent of nurses in a Union army unit. Clara soon became interested in finding missing soldiers. Four years later, Clara learned of the International Red Cross. Clara worked for the Geneva treaty and the Red Cross, and did lots of doctoring on the battlefields. At the of seventy-seven, she wrote the book The Red Cr ...

SAT Writing Prep The Best Methods and Strategies

SAT Writing Prep The Best Methods and Strategies SAT / ACT Prep Online Guides and Tips I’ve spent the past decade teaching SAT prep classes and helping hundreds of students prepare for the SAT Writing section. After taking my class, many of my former students were able to improve their SAT Writing scores by more than 200 points. My experience has taught me that having a disciplined, focused approach to your SAT prep will allow you to maximize your score. In this article, I have given you the best advice I have for preparing for SAT Writing. Using these methods will enable you to use your study time wisely and master the skills you need to be an SAT Writing superstar. I tried to arrange these tips by how important they are to acing SAT Writing. However, these are all crucial tips for SAT Writing success, and you need to follow them all if you want to fully prepare yourself. #1: Learn the Grammar Rules that the SAT Tests SAT Writing is primarily a grammar test. Knowing the grammar rules that appear on the SAT isthe most important way to prepare for SAT Writing. On the PrepScholar blog, we have written articles covering all of the grammar rules and errors that repeatedly appear on the SAT Writing section. Here they are: Subject-Verb Agreement Verb Tense and Forms Pronoun Agreement Pronoun Case Wordiness and Redundancy Idioms Run-On Sentences/Sentence Fragments Parallelism Faulty Modifiers Adjective and Adverb Errors Illogical Comparisons Relative Pronouns Word Choice/Diction You should focus your studying on the rules that are more commonly tested. We have written a post on the distribution of appearance of the grammar rules on SAT Writing (coming soon). For those of you striving for a highscore, you need to have a firm grasp on all of these grammar rules. And learn them. And understand them. #2: Do Tons of Practice Problems and Understand Your Mistakes If you want to do the best you can on SAT Writing, you have to put in the time. Doing tons and tons of practice problems will make you more confident with the material. You'll be able to recognize grammar errors more quickly and avoid falling into common SAT Writing traps. Frankly, there's a lot of SAT prep material out there that isn't good and will be of minimal help to you. The practice questions you're doing should be representative of the questions you'll find on your SAT. We've identified the quality material so you won't waste your time. To spend your time wisely, you want to do practice problems that are likely to resemble those you will encounter on the SAT. Practice with official SAT tests and make sure you're using the best books to prep for SAT Writing. Check out these articles on where to find the best SAT Writing practice tests and the best SAT prep websites you should be using. Additionally, PrepScholar has over 1500 practice problems customized to each skill. However, simply doing practice problems is not enough. Why You Need to Understand Your Mistakes While doing a bunch of practice problems will help you prepare for SAT Writing, if you keep repeating the same mistakes, your score is not going to improve. You need to understand why you're getting certain questions wrong so that you can reduce your weaknesses and raise your score. One of the most common mistakes students make in their SAT preparation is that they don't take the necessary time to comprehend their mistakes and figure out how to correct them in the future. Understanding your mistakes can be more difficult than just doing practice problems, but it's essential if you want to keep improving your SAT Writing score. How to Understand Your Mistakes Fully understanding your mistakes takes diligence and organization. Here is the process that I recommend to grasp why you made each mistake and how to improve for the future; this process is somewhat rigorous, but it's also the best way to prepare for SAT Writing: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every question you marked or answered incorrectly. This way you'll be reviewing all your missed questions and the questions on which you were able to guess correctly. On your computer or in a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Create different sections for each grammar skill and put the question in the appropriate section. Try to determine why you got questions wrong on your own. However, if you're having trouble figuring out your mistakes, the College Board website has an official test with explanations. Also, Khan Academy has helpful explanation videos for some of the questions on this test. Take notes on what you specifically missed and how to improve in the future. Be as specific and as thorough as possible. For example, don't just write that you missed a subject-verb agreement question and need to do more subject-verb agreement questions. Write down how the subject-verb agreement error was presented. Was the subject placed after the verb? Did you get confused by an interrupting phrase? What resources will you use to fully learn this rule and address your weakness? Don't just take notes on your content issues. Also, write down any information about your careless mistakes and what steps you'll take to prevent making them again. Do you need to read the question more carefully? Do you need to look at the answer choices more closely? You want to really dig into why you're missing questions and focus on specific ways to improve. #3: Identify Your Weaknesses and Drill Them If you do a thorough job of categorizing your missed questions and taking notes, you should be able to identify your weaknesses. When you notice patterns to the questions you miss, find extra time to practice the areas where you're struggling. Maybe there's a specific grammar rule like illogical comparisons or parallelism that is causing you problems. Do extra content review and practice problems related to those rules. The best SAT prep books and websites will have real or realistic SAT practice problems for each specific skill that is tested on SAT Writing. (We obviously believePrepScholar qualifies, and it'sdesigned to customize your SAT prep to focus on your weaknesses.) Furthermore, you should keep going over all of the questions you missed and marked. By focusing your studying on the areas where you're having the most difficulties, you'll be using your time most efficiently. Spending the majority of your time practicing stuff you already know is not an effective use of your time. Strengthen your weaknesses! The following tip relates to the approach you should use to answer SAT Writing questions. #4: Practice Relying on Grammar Rules to Answer Questions Don't rely on what sounds right to answer SAT Writing questions, except on idiom questions. Many of the SAT Writing sentences are lengthy or use uncommon phrases. The sentences might sound odd to your ear, but that doesn't necessarily mean they're wrong. Similarly, some of the sentences contain grammar errors that are so common that these sentences are likely to sound fine to you. As such, it's vital that you practice approaching the test from a logical standpoint. Every time you answer a question, you should be able to justify your choice with a specific grammar rule. Here's an example of how you would rely on grammar rules to answer SAT Writing questions. The explanation I give to the question is similar to the thought process you should use when answering SAT Writing questions. Now, take a look at this question from a real SAT: Frequently on tour, a band called the Chieftainsrevered internationally as spirited performers oftraditional Irish music. (A) revered internationally as spirited performers (B) revered internationally and they are spirited performers (C) is revered internationally for its spirited performances (D) is revered internationally as giving spirited performances (E) are revered internationally as being spirited performers Explanation: When I first read the sentence, I immediately noticed that it does not express a complete thought. It’s a sentence fragment. The word â€Å"revered† is used as a participle and not a verb. I assumed that the correct answer would add a verb to fix the sentence fragment. Immediately, I eliminated answer choices A and B because they don’t fix the sentence fragment. Then, I had to determine whether to use the singular verb â€Å"is† or the plural verb â€Å"are†. Because the subject is â€Å"band†, which is singular, the verb should be in the singular form. I eliminated E because that would be a subject-verb agreement error. Answer choice D is incorrect because â€Å"as† is the wrong word. This is an idiom error, the only type of error in which you may have to rely on your ear for what sounds right. The correct answer is C. The sentence fragment has been corrected, the subject and verb agree, and â€Å"for† is the correct preposition to use in this sentence. When you're doing practice questions, be able to explain and justify your answer choices with your knowledge of SAT grammar. #5: Determine If You Have Time Management Issues. If So, Address Them How To Determine if You Have Time Management Issues Find an official SAT practice test, and take only the Writing sections. For each section, use a timer and treat it like a real test. If time runs out for that section and you're 100% ready to move on, then move on. If you're not ready to move on, keep on working for as long as you need. For every new answer or answer that you change, mark it with a special note as "Extra Time." When you're ready, move on to the next section, and repeat the above until you finish all Writing sections. Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions and 2) The Extra Time score. If the difference is more than 4 raw points, then you need to address your time management issues. How To Improve Time Management Issues Generally, time management improves as you become more familiar and confident with the content. If time management is a lingering issue for you, monitor your time spent per question. You should have a target time of 45 seconds foreach improving sentences question and 30 seconds for each identify the error question. No question should take longer than 1 minute. When you're doing your practice questions, keep track of how long you're spending on each individual question. Focus on finishing each question in the target time. For my final tip, I want to remind you about the shortest subsection on SAT Writing. #6: Don't Forget Paragraph Improvement Because there are only 6 paragraph improvement questions on each SAT, you should spend the majority of your time preparing for the sentence improvement and identify the error subsections. However, make sure you practice paragraph iprovement questions as well. Some paragraph improvement questions are similar to improving sentences questions, but others are unique to this subsection. Here are the major types of questions you will find on paragraph improvement: Macro Logic: how paragraphs relate to each other and to the main idea Transitional Logic: how sentences and ideas connect to each other Redundant Sentences: whether sentences or ideas are extraneous and can be deleted Conciseness and Style: how to choose words to express ideas succinctly and clearly When you practice paragraph improvement questions, you should use the same approach as for the other two subsections. Categorize your mistakes, take notes on why you made mistakes and how to improve, identify your weaknesses, and then spend extra time improving those weaknesses. Review this article on how to approach paragraph improvement. If you make a commitment to following the six tips I just gave you, I guarantee you'll be giving yourself the best chance to succeed on SAT Writing. Whenever your motivation starts to wane, think about your goals and why you want to do well on the SAT Writing section. What's Next? Review the article on how to get an 800 on SAT Writing. It offers more depthsome of the methods I presented in this post. Also, you'll want to check out the articles on my top study strategies and test-day tips for SAT Writing success (coming soon). Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Operational Research Essay Example | Topics and Well Written Essays - 1500 words

Operational Research - Essay Example The numerous techniques of operations research include mathematical optimization, statistical analysis and mathematical simulation. Because of their capability to assist in decision making, operations research techniques are more often employed in manufacturing companies. These techniques have been employed to determine the most suitable places to locate new facilities such as a factory or a warehouse, identifying appropriate development paths for sections of the telecommunications. One of the most applied operations research techniques is linear programming. The use of linear programming was first proposed in 1951 to institute least-cost mixtures of livestock rations and food stuffs. This linear program reduces the expense of the mixture while some identified levels of nutritional necessities symbolize the model’s constraints. Additionally, in 1954, linear programming was proposed as a way of solving crop rotation problems (Hayashi, 2007: 21). In this case, the objective func tion symbolizes the gross margin linked to the cropping pattern while constraints link to the accessibility of capital such as land, machinery, and working capital. The idea of the use of linear programming has been used extensively in planning and managing agricultural resources on a farm. Extension of linear programming engross binary and integer platforms for applications in which it is not reasonable to allocate incessant values to the decision variables, for instance, the number of tractors and labour workers. The inter-temporality essential to many agricultural resolutions, particularly those entailing perennial crops, has necessitated the use of multi-period models. Risk and uncertainty calls for methods such as dynamic programming, Markov chains and Monte Carlo Simulation (Cheema, 2005: 43). Brazil is a huge producer of sugarcane, alcohol fuel and sugar. In order to keep the production

Observe particles by using Scanning Electron Microscope (SEM), Energy Essay

Observe particles by using Scanning Electron Microscope (SEM), Energy Dispersive X-ray SEM and Transmission Electron Microscopy - Essay Example Analysis shows that even though the particle size range is from 10 ?m to 160 ?m; however most of the particles are confined in three size ranges: 10 - 20 ?m, 50 – 70 ?m and 110 – 120 ?m. SEM-EDS analysis shows that the bright particle in the silica sample are yttrium oxide. TEM images show two kinds of shape – spherical and cylindrical for TiO2 and faceted equiaxed morphology for Fe2O3 particles. The detailed results and analysis is presented in this report. Introduction Powders play very important role in materials science and industry so much so that one stream of metallurgy is known as powder metallurgy. Besides, ceramics engineering revolved around powders. Consolidation of many materials becomes possible only through powder metallurgy route, which involves filling, compaction and sintering of powders. All these processes depend heavily on powder characteristics like shape, size, size distribution etc. to name a few. Experimental determination of these attrib utes of powder is very important. Some of these attributes like size and size distribution can be determined by indirect methods like laser particle size analysis. However, only a direct method like microscopy gives the confidence in the result. Beside, many attributes like shape and chemistry can be determined only by advance electron microscopy. Electron microscopy involves obtaining high magnification images of the samples using focused beam of accelerated electrons as probe and then forming images by collecting the different signals like backscattered electrons, secondary electrons, transmitted electrons etc [1]. As wavelength of accelerated electrons is much smaller as compared to light; therefore, it can be focused to much finer spots and much higher resolution and magnification is possible in case of electron microscopes as compared to the same in case of optical microscopes. Besides, many signals generated by electron – matter interaction like auger electron, characte ristic X-rays etc. contain information about chemistry of the matter and these signals can be used to determine chemistry of the sample using different detectors like Wavelength Dispersive Spectrometer (WDS), Energy Dispersive Spectrometer etc. Accordingly there are different instruments like Scanning Electron Microscope (SEM), SEM-EDS, Electron Probe Microanalyser (EPMA), Transmission Electron Microscope (TEM), High Resolution Transmission Electron Microscope (HRTEM) etc. A basic description of SEM, SEM-EDS and TEM which were used in these experiments is provided in the subsequent sections. Scanning Electron Microscope (SEM) [2]: As suggested by the name, in this microscope a focused beam of electron is scanned over the sample in a raster using scanning coils. This leads to generation of signals like secondary electrons and backscattered electrons; which are used for image formation on a CRT screen. The image is formed in a pixel by pixel manner and therefore, the raster size corre sponds to the CRT screen size magnification is arrived by dividing the CRT length by the raster length. The magnification can thus be increased gradually by reducing the rater size on the sample as the CRT size is fixed. An SEM consists of an electron source or an electron gun, apertures to block unwanted beam, electromagnetic lenses to focus the beam, different detectors like secondary electron detector and backscattered electron detector for image formati

Pope Benedict XVI and Enviromental Concerns Term Paper

Pope Benedict XVI and Enviromental Concerns - Term Paper Example of mankind. Admittedly, the only irony is that still, the leader thinks only about the welfare of the mankind; not about the wellbeing of other species. The spiritual leader thinks that the methods of development adopted by the nations are erroneous and are the reasons behind the present day environmental crises. So, it is claimed by the Pope that there is the need to have a long term review of our ‘models of development’. The situation is warranted due to a number of reasons. Firstly, ‘the ecological health of the planet’ is declining, and secondly, there is severe cultural and moral crisis everywhere in the world2. Another important aspect of the environmental view held by Pope Benedict XVI is the realization of the need to unite irrespective of region and religion. In other words, Pope is calling for the unity of all people, all nations, and all cultures to bring about effective changes in the way we deal with environment. Thus, the spiritual leader claim s that only ‘solidarity’ with new rules and forms of engagement can bring about the desired results. Moral decline is linked to environment Being the spiritual leader, Pope considers the present day crisis as the result of moral crises. In other words, the leader claims that all the issues faced by the present-day world are interconnected. To illustrate, the economic, food-related, environmental, and social issues are all the result of moral crises. That means it is high time for the people to adopt a life of ‘sobriety and solidarity’, to adopt such strategies that are useful and to reject the ones that do not work. According to the pope, the present environmental issues arose because humans understood the meaning of god’s command and exploit God’s creation as he wanted to enjoy absolute command over other things in the world. In order to correct this misunderstanding, the pope interpret God’s original command as seen in Genesis, and sa ys that the command does not mean a ‘conferral of authority’. Instead, the pope points out that the command meant a ‘summons to responsibility’. In order to support this position, Pope gives the example of the wisdom of ancients which had recognized the fact that nature is not a ‘heap of scattered refusal which is at our disposal’. Thus, the point the pope wants to put forward is that as Genesis puts it, nature is a gift given by God to man, and he is allowed to ‘till it and keep it’3. Thus, the entire nature belongs to God, and it has its own inbuilt nature. So, the duty of man is to become co-worker of God, not to become tyrants who provoke rebellion in nature. However, as the speech progresses, one can see pope criticizing the unequal distribution of wealth and resources among nations and peoples. Quoting the Second Vatican Ecumenical Council, it is pointed out that ‘God has destined the earth and everything it contains fo r all peoples and nations’4. That means the fruits of the creation are not the property of a few people or nations, but all

Evidence Basis for Psychological Disorder Classification

Evidence Basis for Psychological Disorder Classification Introduction A trained mental health professional will use interviews, psychometric tests, background information to be able to make a diagnosis of a psychological disorder. (Weekly 3, Weekly notes). A diagnosis is formed by comparing the data that has been gathered to that of the Diagnostic and Statistical Manual of Mental Disorder (APA, 2013) or the International Classification of Diseases (WHO, 1992). These manuals are both used in the classification of psychological disorders and requires the clinician to make judgments on each of the five axes. The DSM classification system lists 16 categories of disturbance and more than 200 subcategories. Abnormal behaviour classification is made on the basis of Axis I (Clinical Syndromes) and Axis II (Personality Disorders). The other three axes are used as supplementary information — Axis III (General Medical Conditions), Axis IV (Psychosocial and Environmental Problems), and Axis V (Global Assessment of Functioning)—are used to provide su pplementary information. (APA, 2013) Comorbidity Clarke et al (1995) describe comorbidity as the co-occurrence of two more disorders in the same individual. Comorbidity occurs when an individual meets diagnostic criteria for more than one disorder or has symptoms from multiple disorders even if they occur at a subclinical level (Kazdin 2005). Clinicians need to consider these problems as part of a whole complex of phenomena that are closely linked to one another and not deal with each disorder separately.( DOHA, 2008) Strong Evidence Base: Personality Disorders Key features of Personality Disorders are distorted thinking patterns, problematic emotional responses, unregulated impulse control and interpersonal difficulties. These can blend in various ways to form ten specific personality disorders identified in DSM-5 (APA, 2013) and are grouped in 3 clusters which are: Cluster A- social awkwardness and social withdrawal that are dominated by distorted thinking Paranoid Personality Disorder Schizoid Personality Disorder Schizotypal Personality Disorder Cluster B- problems with impulse control and emotional regulation Borderline Personality Disorder Narcissistic Personality Disorder Histrionic Personality Disorder Antisocial Personality Disorder Cluster C- high level of anxiety Avoidant Personality Disorder Dependent Personality Disorder Obsessive-Compulsive Personality Disorders. In order to be diagnosed with a specific personality disorder an individual must meet the minimum criteria with symptoms that cause distress and functional impairment. Research suggests that personality disorders frequently co-occur with each other and with other disorders such as: Bipolar Disorder ADHD Social Phobia Schizophrenia Substance Use Disorders Eating Disorders About half of all people who meet the criteria for one personality disorder will also meet the criteria for at least one other (Fowler, ODonohue Lilienfeld, 2007). Studies on the prevalence of personality disorders performed in different countries and amongst different populations suggest that roughly 10% of adults can be diagnosed with a personality disorder (Torgersen, 2005). There is sufficient research and empirical evidence to support the symptoms, diagnostic instruments and treatment for personality disorder. Weak Evidence Base: Anxiety Disorders Key features of Anxiety Disorders are mental apprehension, physical tension, physical symptoms and dissociative anxiety, restlessness or nervousness, easy fatigability, poor concentration, irritability, muscle tension, or sleep disturbance. (Healy, 2008). In anxiety disorders, culture plays a significant role with a wide range of what is acceptable and normative. DSM-5 (APA, 2013) classify anxiety disorders into the following categories Panic disorder Social Anxiety Disorder Agoraphobia Specific Anxiety Disorder. Separation Anxiety Disorder Selective Mutism Agoraphobia Generalized Anxiety Disorder Post-Traumatic Stress Syndrome In order to be diagnosed with a specific anxiety disorder an individual must meet the minimum criteria with symptoms that cause distress and significant problems in their functioning. Anxiety is a normal human emotion but can also be a symptomatic feature of many different psychiatric disorders such as: Avoidant Personality Disorder Mood Disorder/ Depression Schizophrenia Spectrum Disorders Substance Use Disorders Anxiety disorders are fairly common with approximately 18% of the American population experiencing an anxiety in a year (NIMH, 2008). Each disorder is applicable to both children and adults with an average onset of 21.5 years of age. The presence of some anxiety symptoms does not automatically indicate an anxiety disorder. (Jacofsky et al, DSM-5 (APA, 2013) acknowledges that the overlap of anxiety disorders may represent alternative conceptualizations of the same or similar conditions and more research is needed to identify differences. It may also be difficult to separate anxiety from depression when both disorders co-occur resulting in poorer response to treatment. There is inconsistent evidence on comorbidity of schizophrenia and anxiety. Some studies suggest that having both disorders has no significant effect. Other research points to poorer outcomes when both disorders are present (Pokos Castle, 2006). Reasons for Difference in Evidence Base Clark et al (1995) discusses that some disorders are currently placed in the wrong diagnostic class e.g. should be listed as a dissociative disorder rather than an anxiety disorder. They suggest that this presents a taxonomic problem for which no solution has been found. Another problem isheterogeneity. Most research is focussed on a limited range of disorders with researchers not being aware of similar issues in the discipline as a whole.( Week 4, Weekly Notes) Individuals could be relatively dissimilar to each other and have very little in common but may get classified into the same diagnostic group. Psychometric tests used may not be relevant across different cultural or age groups. Conclusion To be able to determine the appropriate treatment process, Clinicians must be able to determine the psychologically sound diagnosis based on the evidence available and the diagnostic criteria set out in the DSM-5 or ICD-10. Interrelated groups of diagnoses make this a complex and demanding task. References: American Psychiatric Association. (APA) (2013)Diagnostic and Statistical Manual of Mental Disorders(5th edn) (DSM-5) Clark, L. A., Watson, D., Reynolds, S. (1995). Diagnosis and classification of psychopathology: Challenges to the current system and future directions.Annual Review of Psychology,46, 121–153. Department of Health and Ageing (DOHA) (2008) Comorbidity of mental disorders and substance use: A brief guide for the primary care clinician. Retrieved September 3rd 2014 from Drug and Alcohol Services South Australia website: www.nationaldrugstrategy.gov.au/internet/drugstrategy//mono71.pdf Fowler, K.A., ODonohue, W., Lilienfeld, S.O. (2007). Introduction: Personality Disorders In Perspective. In ODonohue, W.T., Fowler, K.A., Lilienfeld, S.O. (Eds.). Personality Disorders: Toward the DSM V. Thousand Oaks: Sage Publications. Healy, D. (2008) Drugs Explained, Section 5: Management of Anxiety, Elsevier Health Sciences, 2008, pp. 136–137 Jacofsky, M.D., Santos, M.T., Khemlani-Patel, S., Neziroglu, F. (2014) Anxiety and Other Psychiatric Disorders. Retrieved September 2nd 2014 from Seven Counties Services website: http://www.sevencounties.org/poc/view_doc.php?type=docid=38463cn=1 Kazdin AE. 2005. Evidence-based assessment for children and adolescents: issues in measurement development and clinical applications.Journal of. Clinical Child Adolescent Psychology. 34:548–58 Laureate Online Education (2011) Week 3, Weekly notes: Assessments in mental health continued https://elearning.uol.ohecampus.com/bbcswebdav/institution/UKL1/MAP/201480_AUGUST/APPTRE/readings/APPTRE_Week03_weeklyNotes.html Laureate Online Education (2011) Week 4, Weekly notes: Diagnoses and case formulation. https://elearning.uol.ohecampus.com/bbcswebdav/institution/UKL1/MAP/201480_AUGUST/APPTRE/readings/APPTRE_Week04_weeklyNotes.html National Institute of Mental Health (2008). Statistics. The numbers count: Mental disorders in America. Retrieved September 3rd 2014 from NIMH website http://www.nimh.nih.gov/statistics/index.shtml Pokos, V., Castle, D. J. (2006). Prevalence of comorbid anxiety disorders in schizophrenia spectrum disorders: A literature review. Current Psychiatry Review 2, 285-307. Torgersen, S. (2005). Epidemiology. In Oldham, J.M., Skodol, A.E., Bender, D. S (Eds.). The American Psychiatric Publishing Textbook of Personality Disorders (pp. 129-143). Washington, D.C.: American Psychiatric Publishing. World Health Organization (WHO) (1992).  International classification of diseases  (ICD-10). Geneva, Switzerland: Author.

George Orwell and Animal Farm and 1984 Essay -- comparison compare con

George Orwell and Animal Farm and 1984 George Orwell is only a pen name. The man behind the classics Animal Farm and 1984 was named Eric Arthur Blair and was born to a middle class family living in Bengal in 1903. Eric Blair got his first taste of class prejudice at a young age when his mother forced him to abandon his playmates, which were plumber's children (Crick 9). He could then play only with the other children in the family, all of whom were at least five years older or younger than Eric (Crick 12). This created in him a sense of alienation that plagued him all his life and seems to be reflected in the bitter decay and loneliness he later expressed in his novel 1984. As he moved around unsuccessfully from job to job, he never really developed a sense of self-worth. His childhood self-esteem had already been scarred by his bed wetting habit, of which Orwell Biographer Jeffrey Meyers writes that it "was only the first of endless episodes that made Orwell feel guilty: he was poor, he was lazy and a failure, ungrateful and unhealthy, disgusting and dirty minded, weak, ugly, cowardly" (23). His writings, under the name of George Orwell, and specifically his two major novels, mentioned above, contain themes warning readers of the dangers present in modern society, a world he saw as bleak and repressive through the filter of his unhappy childhood and two world wars. Despite their sometimes dark settings, his works are very accessible, which has made him popular among those not usually comfortable with more intellectual fiction. But his works do discuss serious themes and contain a specific focus, making them valid pieces of literature and not just popular fiction. Animal Farm is Orwell's... ...is rule. 1984 shows the tendency of the dictator to want to control every aspect of a people's actions, feelings, and thoughts. A single man, with absolute power over a country's military, government, and minds, inevitably produces a lower standard of living, a constant fear of being arrested, and a trend of state sanctioned murders in order to establish and uphold the regime. This modern danger, along with Orwell's expression of his own personal alienation, is what is depicted through the dark humor of Animal Farm and the poverty and paranoia of 1984. Works Cited Crick, Bernard. George Orwell: A Life. Boston: Little, Brown, 1980. Meyers, Jeffrey. A Reader's Guide to George Orwell. Ottowa: Rowman and Allanheld, 1975. Orwell, George. 1984. New York: The New American Library, 1961. Orwell, George. Animal Farm. New York: Penguin Books, 1946.

Bridge On The River Kwai Essay

For example: a characters intention, sequence of events, etc? A part in the movie which was confusing was when Nicholson decided to assist the Japanese in building the bridge. He becomes so obsessed in building the bridge (which he regarded as a symbol of British efficiency and resourcefulness, which will be remembered for times to come) that he fails to identify that he is collaborating with the Japanese even when he was informed by his own medical officer. He becomes so blinded by this that he, a man of principles and one who follows rules mentioned in the Geneva Convention is willing to make his officers work for the timely completion of the bridge. Saito tells Nicholson that it will not be necessary to bring the copy of the Geneva Convention and walks away making the silence/no-response response speak for him. Due to the indirect form of communication it is hard to follow if Saito means that Nicholson should not bring the book because he has previously read it and now that it has been brought to his attention he will not make the British officers do manual abour or that he has read the book but will still make the British officers do manual labour. Making silence speak instead of words and the indirect form of communication gives the essence of a reactive culture. Another part of the movie which was hard to understand was when Nicholson fell on the detonator at the end of the film. It is unclear if Nicholson had an intention to destroy the bridge or if it was a mere accident. His last lines â€Å"what have I done† do clarify his intent but due to the fact that he falls on the plunger there was no ample clarification for the same. There is a possibility that due to his love for the bridge uilt by the British soldiers he had Just proceeded towards the plunger to disconnect it, however, dies while doing so and hence falls on it instead. 0 What was the best thing about the movie? What was the worst? The best part about the film was the way Nicholson stood by his principles and persuaded Saito to not make his officers do manual labour and hence go by the rules mentioned in the Geneva Convention. The astonishing part about this was that this was taking place in a POW camp where the bargaining power was higher with Saito than Nichonson. Nicholsons’s leadership abilities made his officers not give in to Saito and start anual work, and hence continued to be punished in the oven. His leadership abilities are portrayed well when the British medical officer comes to meet him at the oven, Nicholson was more concern about his officers than about himself even after he was deprived of food and water for numerous days. His pride and patriotic qualities tacilitate him to stand by his word against Saito even atter physical and emotional harm is being inflicted on him during the period of negotiation. On the other hand I feel that 2 Saito underestimated his BATNA (Best alternative to a negotiated agreement). I feel hat during the time of positional bargaining with Nicholson, ultimately carving under pressure and letting him out of the oven, Saito should have used his own soldiers for the bridge (till such time Nicholson was persuaded to make his men work) and created more discipline and collaboration among the workers for the timely completion of the bridge. I feel that there was little room for principled negotiation as Nicholson was not willing to do so. The worse part of the movie was the collapse of the bridge in the end. A bridge which was the cause of various negotiations between Saito and Nicholson, in the process esulted in numerous threats, blackmail and infliction of physical and emotional harm from Saito to Nicholson and consequentially got Nicholson himself killed. By the collapse of the bridge all that seemed to be a waste. 0 What did you find to be the most interesting or surprising element of the film? Why? The most surprising element of the film is the fact when Nicholson decides to take over the responsibility to construct the bridge after having won the negotiation against Saito and having no obligation towards doing so. He becomes so obsessed in building the bridge (which he regarded as a symbol of British efficiency and resourcefulness, which will be remembered for times to come) that he fails to identify that he is collaborating with the Japanese even when he was informed by his own medical officer. He defends himself in front of the officer by saying that he is getting the bridge made efficiently as he wants people who use to bridge in the future to remember how it was built and who built it. He also adds that by working on the bridge together his men will feel like British soldiers rather than Japanese prisoners. The bridge was Nicholson’s trophy and was not an instrument to keep the British soldiers together. He becomes so blinded by this that he, a man of principles and one who follows rules mentioned in the Geneva Convention is willing to make his officers work for the timely completion of the bridge. He forgot about the war and his loyalties and started to aid in the improvement of the bridge rather than working in accordance with the instructions provided by the Japanese. It was this perceived duty that lead to his downfall ultimately. This was due to the fact that if he was not that keen of building a good bridge, he would not have reacted the way he did once he identified the explosives and could have prevented the unnecessary loss f lives towards the end including his own. 3 0 What is the movie trying to tell viewers? The movie glorifies the western civilization, especially that of the British. On the other hand it portrays the east Oapanese) to be weak and still learning. 0 How does it go about conveying this message? In the beginning Saito and Nicholson did not get along well. Nicholson insisted that his officers were not to do manual labour as per the rules stated in the Geneva Convention, however, Saito was more bothered about getting the bridge ready on time. When the numerous attempts Saito made to persuade the stubborn Nicholson ailed he tried a friendly approach by offering the starved Nicholson with Beef corn and Whiskey and by telling him that the senior officers including him do not have to manual labour. Saito had to ultimately carve and wilt towards the strong armed Nicholson even though Nicholson was in his POW camp. This was done using the anniversary of Japan’s victory in the Russo-Japanese war in order to save face. The concept of saving face is due to the impact of collectivism. This concept of saving face suggests that Saito is from a country with a high long term orientation index (L TO) culture. Not only this, once Nicholson took up the responsibility of the bridge and implemented British designs, oversight and ingenuity to it, he ended up making a more technically sound and competent bridge than the Japanese could have otherwise built. What cultural issues do you see? How are these portrayed? o Individualist, Power distance and hierarchy, Communication styles, role of gender, etc? In the initial part of the movie the American soldier bribes the Japanese captain to assist him in getting hospitalized. The Japanese soldier does not use the word ‘No’. He indirectly tries to xpress his reluctance to hospitalize the American. When the American insists using the usual America n loud and verbose attitude, the solder uses silence for the same and walks away after moving his head from side to side. This indirect and non-verbal form of communication indicates that the Japanese is from a collectivist, low IDV and a high context culture. The American soldier wanted to be hospitalized as he was self-centered. This along with the fact that he ran away shows that he was individualistic and did not care about anyone else. It can therefore be perceived that e has a high internal locus of control, signifying that he is in charge of his own life and that what happens to him is a result of his own actions and hence indicates that he is from a high IDV and a low context culture. 4 A more participative hierarchy is portrayed by the British soldiers. This can be seen when the British officers and their Colonel meet and have a debate on the topic of escape from the camp. One of the officers directly disagreed with Nicholson when he advised the officers not to escape from the camp. The officer argued that staying in the camp is a sure way of getting killed. This shows the impact of an individualistic ulture as in a collectivist culture disagreement is usually done indirectly or very discreetly. The British (westerners) usually like to near the word ‘No’ in order tor the meaning to be conveyed effectively; they do not understand indirect negative responses. This kind of participative nature and direct denial from an officer to the colonel’s advice signifies a low power distance index (PDI) as power seems to be shared and well dispersed. This direct approach can also be seen in Nicholson when Saito tells him at the beginning of the movie that he will order his officers to work and he directly replies saying ‘No’. The local woman are looking up to the men and taking care of them in the scene where the American is returning the POW camp to destroy the bridge. It seems as if the women expect the men to be tough, assertive and be the provider. This shows that the local community is a high Masculinity index (MAS) culture. Hierarchy has been shown in many instances during the film. As far as the Japanese were concern, the Japanese soldier taking his cap off and bowing (In Japan there are rules for the Japanese equivalent of the Western handshake for who to bow, how much they should bow and hence are difficult to master) to Saito at the beginning of he film, bringing him a platform to stand on as he was short and so that people look up to him and salute him, were some instances showing hierarchy amongst the Japanese. Also the man responsible for fanning the Saito does not speak due to respect and even if it is raining the soldier still stands outside the premises as they are lower down in the hierarchy. 0 Did you like the film? Why or why not? Yes, I liked the film. The film did not have a right or wrong due to which it follows a unique and realistic approach based on individuals. Like more war films it is neither for nor against the war. By the end of the movie the viewer is less interested in the fact that who wins the war than about how the individuals will behave. 0 What adjective would you use to describe your reaction to the film? Why did you react this way? As rightly described by Clipton at the end of the film, the adjective that can be used to describe my reaction of the film is madness. Every individual in the film is inclined towards their own duty, order and chaos that they lose what really matters and what is most important. Emotions and orders have taken over the right or sane thing to do. The characters have hence led the situation to go out of hand. 0 In what ways can you identify with the movie, its characters and its message? The movie is more about the events surrounding the war rather than the battles and the fighting. These events have turned mortality, Judgment and sound thought around and have eventually lead to madness. There are various examples of this so called madness in the movie; the madness of Nicholson who says that working with the enemy is not going against one’s country, the madness ot the American who accepts to return to a camp on a suicide mission where he escaped, nearly getting killed and he madness of a struggle the obliged men to make harsh decisions. Based on your knowledge of negotiations what do you think was going on? o What kind of dirty tricks were being used? Give 3 examples. Initially Saito used a forceful approach in negotiating with the Nicholson. Saito caused emotional (By cutting food supply and taking people from the hospital to work) and physical (When Saito slapped Nicholson and put him in the oven) means in order to persuade the soldiers to commence work on t he bridge. Saito underestimated his BATNA (Best alternative to a negotiated agreement). I feel that during the time of positional bargaining with Nicholson, ultimately carving under pressure and letting them out of the oven, Saito should have used his own soldiers for the bridge (Till such time Nicholson was persuaded to make his men work) and created discipline and collaboration among the workers for the timely completion of the bridge. I feel that there was little room for principled negotiation as Nicholson was not willing to do so. One of the dirty tricks used by Saito was that of threat’ when he warned Nicholson that if he does not order his troops to start work on the bridge he will be shot. Another dirty trick used by Saito in the initial part of the movie was that of ‘Chinese water torture’, signifying that he kept repeating his demands without bothering much about what Nicholson has to say. 6 The third dirty trick in the movie was when Saito asked the British soldier to meet with Nicholson for 5 minutes and tell him that if he doesn’t order his officers to start work he will make the people in the hospital work. This was a ‘bluff on Saito’s part, even after hearing this Nicholson never changed his decision and the soldiers at the hospital were never made to work. What values are portrayed? Independence, cooperation, hierarchy, power, etc? The values that are portrayed in the movie are Independence, hierarchy, bravery, power, pride, patriotism, collaboration, leadership and commitment to duty. 0 How were these values portrayed? o Give examples of the type of behaviour that you base your answer upon Independence was shown when the Americ an played on his life in order to escape from the Japanese camp in order to be free. Hierarchy can be seen by the Japanese soldiers to Saito when they remove their cap and bow to him, when they get him a raised platform during the time of his speech, y the guard to Saito’s house has to stand outside even though it is raining and by the man responsible for fanning not speaking in the entire movie. These major differences in hierarchy and the soldiers accepting an unequal distribution of power indicates a high power distance index (PDI). Bravery has been shown by Nicholson when he did not give in even though Saito threaten ed him witn a gun hidden in the truck. Collaboration was shown by the soldiers once the bridge was the responsibility of Nicholson. This was not present when Saito is in charge of the bridge as stated by he British engineer when he was questioned by Nicholson what he would have done differently if this was his bridge. Because of the task-oriented approach of Nicholson and he planning ahead step by step which can be seen when he says this is the end of the agenda while meeting with Saito for discussion of the proposal for the new bridge, the soldiers were able to effectively collaborate. This suggests that Nicholson is from a linear Active Culture. Pride and patriotism can be seen when the British officers were marching in group and whistling. 7 Leadership was portrayed by Nicholson when the British soldier brought him food in he oven. Nicholson had not seen sun light for days, was weak and deprived of food and water but even then he was more concern about his officers than about himself. Commitment to duty was shown by Nicholson when he took over the responsibility of the bridge. He made the best and most efficient bridge possible, forgetting about the war and his loyalties. 0 Was there anything about the movie (sights, sounds, smells, colors, background scenes) that told you something about the culture that you were dealing with? What did you learn? The type of culture seemed to be a collectivist one. This can be seen rom the behavior of the society when the American escapes and reaches a village. 0 What does the movie tell you about the culture of the producers of the film? What about the film gives you this indication? The movie portrays glorification of western civilization in terms of perseverance and inventiveness, specifically the British. This indicates that the producer is from the British culture. Nicholson was able to circumvent Japanese commands due to his Engineers having the ability to construct a more technically sound bridge than the Japanese Engineers. 0 How do you think other audiences would react to this film? Why? I feel that other audience would feel that the film is more about the events surrounding the war rather than the battles and the fighting. These events have turned mortality, judgment and sound thought around and have eventually lead to madness. There are various examples of this so called madness in the movie; the madness of Nicholson who says that working with the enemy is not going against one’s country, the madness ot the American who accepts to return to a camp where ne escaped, nearly getting killed and the madness of a struggle the obliged men to make harsh decisions.