Catching a Train That Leads Nowhere The Psychology of the Inevitable

Since people have always wanted to know what their future is, they have been craving to look under the curtain that divides the present and the on-coming. The interest always kept high as a sky, it has been a wonder why it is always so intense. A philosopher of the past, the great David Hume, tried to explain the reason for people to be so curious, bringing an upsetting conclusion together with his wise explanations.Advertising We will write a custom essay sample on Catching a Train That Leads Nowhere: The Psychology of the Inevitable specifically for you for only $16.05 $11/page Learn More According to Hume, there is nothing so desirable and so unachievable as the future. the cause of events is something that people are constantly trying to evaluate and predict, but however hard they are trying, their efforts are doomed to failure. Could there be any explanation for such a sad state of affairs? Hume exercises the idea that the knowledge that we possess results from the previous experience and the situation that a man used to be in once. Hume considers such situations as the only way to cognize the world and its inner mechanism, as well as conduct the analysis of the present state of affairs. (Hume 47) This makes his point explicit. Since these are only the life situations that people take their experience from, ands there is no other way to gain knowledge, because there is actually no other source that could help, people cannot know the results of their actions, because they have not modified the situation yet. It is only the aftertime when they finally understand the value of their deeds, but before they can only guess. Hume asks his audience, Of what nature is the future, then? To say it is experimental, is beginning the question. For all inferences from experience suppose, as their foundation, that the future will resemble the past, and that similar powers will be conjoined with similar sensible qualities. If there is any suspi cion that course of nature any change, and that the past may be no rule for the future, all experience becomes useless, and that can give rise to no inference or conclusion. (Hume 26) This point makes the essence of the theory of determinism, which dictates the law of the events bound with each other in the circle of life. This also presumes that, to cognize the result of the action that a man undertakes, he or she is bound to know every circumstance that is connected with their action; every single detail must not escape their attention. This is practically impossible, not only according to the determinism theory, but also according the common sense.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More The philosophy of Hume also presupposes that, because of the fact that a man cannot know the result of his actions, he also cannot control the future, not for a single moment (Hume 79). The incredible sen se for a human’s psychology leads Hume to the fact that a man cannot operate with the knowledge of the future since it is something that lies beyond a man’s reach. It is not that he doubts that a man can work out a skill to foresee the events basing them on the previous experience that he or she has acquired after getting into the similar situation. The idea that he is trying to convey is that a man cannot construct al, the possible theoretic models of the future course of events. the elements that a man is unaware about might influence the current state of affairs so much that the consequences they will drag will turn out opposing to what has been expected. However, Hume still takes the role of experience into account – it is just that he makes it more insignificant than the other conceptions do: Thus, Hume’s supposition concerning people’s being unable to predict the future is partially explained. However, it is important to note that most of Hum e’s theories are based on the idea that a man’s previous experience is not to be taken into consideration. This fact drives to another important conclusion about Hume’s understanding of the role of experience and the basic concept of the world. Tracing his thought, one can say that Hume exercised the theory of the events happening as something single that cannot be repeated anymore. It also becomes clear that Hume supported the theory of skepticism that was earlier created and developed by John Locke. The doom plays the most important part in this play, and a man is left with a couple of replicas, if paraphrasing the theory in poetic words. The fatalism that Hume expressed in this topic is most explicit as the core idea of his theory of events is unwound.Advertising We will write a custom essay sample on Catching a Train That Leads Nowhere: The Psychology of the Inevitable specifically for you for only $16.05 $11/page Learn More How ever, not all scientists took Hume’s ideas with enthusiasm. Some found his theories full of contradictions. It can be suggested that the great philosopher overestimated the role of fate in people’s lives, but still his idea is something that cannot be denied. A man is incapable to trace all the clues that lead to the solution of the situation, and that makes him or her unable to predict what will happen in the nearest two minutes, not to mention the nearest two years. However sad this might sound. People will never be able to look into the crystal ball of their future. There are far too many things that determine it. But there is still hope that, instead of tracing our future, we will try to be responsible for the actions we take and the results they bring. Works Cited Hume, David. An Enquiry Concerning Human Understanding. Newcastle: Forgotten Books Publishing. 2008. Print. This essay on Catching a Train That Leads Nowhere: The Psychology of the Inevitable was written and submitted by user Dam0n to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Lepenski Vir - Mesolithic Village in the Republic of Serbia

Lepenski Vir - Mesolithic Village in the Republic of Serbia Lepenski Vir is a series of Mesolithic villages located on a high sandy terrace of the Danube River, on the Serbian bank of the Iron Gates Gorge  of the Danube river. This site was the location of at least six village occupations, beginning about 6400 BC, and ending about 4900 BC. Three phases are seen at Lepenski Vir; the first two are whats left of a complex foraging society; and Phase III represents a farming community. Life in Lepenski Vir Houses in Lepenski Vir, throughout the 800-year-long Phase I and II occupations, are laid out in a strict parallelepiped plan, and each village, each collection of houses is arranged in a fan shape across the face of the sandy terrace. The wooden houses were floored with sandstone, often covered with a hardened limestone plaster and sometimes burnished with red and white pigments. A hearth, often found with evidence of a fish-roasting spit, was placed centrally within each structure. Several of the houses held altars and sculptures, sculpted out of the sandstone rock. Evidence seems to indicate that the last function of the houses at Lepenski Vir was as a burial site for a single individual. Its clear that the Danube flooded the site regularly, perhaps as much as twice a year, making permanent residence impossible; but that residence resumed after the floods is certain. Many of the stone sculptures are monumental in size; some, found in front of houses at Lepenski Vir, are quite distinctive, combining human and fish characteristics. Other artifacts found in and around the site include a vast array of decorated and undecorated artifacts, such as miniature stone axes and figurines, with lesser amounts of bone and shell. Lepenski Vir and Farming Communities At the same time as foragers and fishers lived at Lepenski Vir, early farming communities sprang up around it, known as the Starcevo-Cris culture, who exchanged pottery and food with the inhabitants of Lepenski Vir. Researchers believe that over time Lepenski Vir evolved from a small foraging settlement to the ritual center for the farming communities in the areainto a place where the past was revered and the old ways followed. The geography of Lepenski Vir may have played an enormous part in the ritual significance of the village. Across the Danube from the site is the trapezoidal mountain Treskavek, whose shape is repeated in the floor plans of the houses; and in the Danube in front of the site is a large whirlpool, the image of which is repeatedly carved into many of the stone sculptures. Like Catal Hoyuk in Turkey, which is dated to roughly the same period, the site of Lepenski Vir provides us with a glimpse into Mesolithic culture and society, into ritual patterns and gender relationships, into the transformation of foraging societies into agricultural societies, and into resistance to that change. Sources This glossary entry is a part of the About.com Guide to the European Mesolithic, and part of the Dictionary of Archaeology. Bonsall C, Cook GT, Hedges REM, Higham TFG, Pickard C, and Radovanovic I. 2004. Radiocarbon and stable isotope evidence of dietary change from the Mesolithic to the Middle Ages in the Iron Gates: New results from Lepenski Vir. Radiocarbon 46(1):293-300. Boric D. 2005. Body Metamorphosis and Animality: Volatile Bodies and Boulder Artworks from Lepenski Vir. Cambridge Archaeological Journal 15(1):35-69. Boric D, and Miracle P. 2005. Mesolithic and Neolithic (dis)continuities in the Danube Gorges: New AMS dates from Padina and Hajducka vodenica (Serbia). Oxford Journal of Archaeology 23(4):341-371. Chapman J. 2000. Lepenski Vir, in Fragmentation in Archaeology, pp. 194-203. Routledge, London. Handsman RG. 1991. Whose art was found at Lepenski Vir? Gender relations and power in archaeology. In: Gero JM, and Conkey MW, editors. Engendering Archaeology: Women and Prehistory. Oxford: Basil Blackwell. p 329-365. Marciniak A. 2008. Europe, Central and Eastern. In: Pearsall DM, editor. Encyclopedia of Archaeology. New York: Academic Press. p 1199-1210.

Compare and contrast managing employment relations with and without Essay

Compare and contrast managing employment relations with and without trade unions - Essay Example Several employee employer surveys over the years have allowed for this nation to be put to test in real life workplace situation (Blanpain & Dimitrova, 2010). It is a fact that workers will perceive the management-employee relations based on practices and even structures that that underpin the relations between the management plus the workers on the individual bases and at large. Not to be forgotten also is the employee’s individual experiences at work as well as their reference frames. It is an obvious thing the opinions of the management-employee relations will vary across the hierarchy at the work place (Bendix, 2001). Managers and especially HR mangers will be less likely to be in criticism of the system as opposed to other employees. This varying opinion may also be caused by the fact that employee needs may differ from those of the managers. A differing opinion may also be as a result of the fact that the management operates on different reference frames, hence working on different information than the employees. As case in point, it is not unusual for a manager to interpret grumbling employees as a form of blowing off steam. While it may be in some cases true that they are letting off steam it is not always the case so there is a need for a mediator to unite the two (Fleming, 2004). It may be hypothesized that unions a perpetually in a bid to obtain higher wages for their members than they would ordinarily be offered were they absent. Some may also argue that trade unions result in the employers losing out to the employees when it comes to share of profits to the disadvantage of the firms. If this line of thought is followed then there is high chances for conflict to araise between the firms and the trade unions. Should the firms resist the trade unions, then the unions would be forced to mobilize workers leading to strong

English Composition. (Discussion Forum 3) Essay Example | Topics and Well Written Essays - 250 words

English Composition. (Discussion Forum 3) - Essay Example There is nothing more perfect than the New York skyline which suggests various business opportunities and challenges one can find in the City. But New York is not just the Wall Street, the Empire State Building or the Statue of Liberty; it is more than that. It too is a place of culture as evidenced by the presence of the Metropolitan Museum of Art, Museum of Modern Art and the Solomon R. Guggenheim Museum (New York Department of Economic Development , par 4). For people who prefer to be near nature, they can always visit the Central Park and the 265 acres of wildlife at the Bronx Zoo. After mingling with nature, one can satisfy his gastronomic desire by stopping over at any one of the 20,000 restaurants offering a wide range of culinary experience (New York Department of Economic Development , par 6). But the New York experience does not end here. Shoppers will have a heyday at New York visiting the Fifth and Madison Avenues which hosts some of the most popular designer boutiques. New York City is a paradise in itself. The unforgettable experience that one encounters in this city makes up for whatever flaws it has. It is the perfect natural environment where humans can exist, whether one fancies the unhealthy polluted air or the breath-taking scent of nature’s

My part of team assignment week 2 Essay Example | Topics and Well Written Essays - 750 words

My part of team assignment week 2 - Essay Example A way to ensure that the transportation company provides its best effort is by establishing long term relationship with the company. Internal factors that can cause variability in the JIT system include employees, machines, and inaccurate specifications. The JIT inventory system is used by accountants as a measure to lower inventory costs in order to increase profitability. Too much inventory hurts the liquidity of an enterprise. The company that made famous the JIT inventory system when it began to use it as a tool to improve the productivity of the company is Toyota Corporation. Toyota realized that in the auto industry the nature of the business implied that there were many different types of inventories. There are many parts in the auto assembly process. All cars are made up of hundreds of different parts. The JIT system at Toyota allowed the company to saved money by reducing the amount of inventory in the company’s warehouses. After Toyota introduced JIT in the 1970’s many companies followed suit and implemented the system. JIT inventory can be applied to any business industry, but it has greater applications in the manufacturing sector. The JIT system was adaptive at Toyota allowing the company to adjust inventory levels based on the size of the production batches. To take further advantage of the JIT inventory model Toyota designed car models with compatible

Analysis of Leadership Agility Theory

Analysis of Leadership Agility Theory Leadership is in a constant flux, driven by the dynamics of an ever-changing global landscape. Competition has never been fiercer, times have never been more unpredictable, and leadership has never been more significant for organizations to succeed. Bill Joiner and Robert Stephens (2006) introduce the concept of leadership agility which they defined as the ability to take wise and effective action amidst complex, rapidly-changing conditions (p. 6). The best thing about the book is that upon reading the introductory pages, you already know that it is a timely book on leadership. Joiner and Stephens make their case early on that effective leadership in the globalized world is contextualized that with the cross-cultural considerations, leaders are now faced with the challenge to adapt more ably to changing conditions and goals. When it comes to books on leadership, I was looking for concrete examples on what the authors are actually trying to point out in order to illustrate the theori es in a real-world setting. This book did not disappoint me on this aspect. There were numerous examples of individuals at various stages in their leadership careers, how they handled crisis situations and decision-making, including the strengths and weaknesses of their judgments. The last chapter of the book also encourages the reader to assess his or her level of organizational agility and to determine which core competencies of agility he or she needs to develop to lead more effectively. The book is well-written, not very technical in language, very organized, and rife with illustrations on the points they wanted to make, particularly on how the various levels of agility and core competencies differ from one another. From the title itself, I expected structure as I knew the authors would try to guide me through what they call the five levels of mastery in leadership. The authors succeeded in meeting all the challenges in coming up with a book on leadership that in the end, gives the reader not only the basic concepts, but teaches him on how to measure his or her agility level provide guidance on what to do next. In this book review, I intend to indicate the strengths as well as the points for improvement that I found while reading the book. I will also synthesize the concepts presented by the authors to relevant leadership concepts we have learned from the course from Northouse (2008), Clawton (2008) and Kouzes and Posner (2007). Highlights of the Book Part One of the book introduced the core competencies in leadership agility which is the main topic of this work. To do so, the authors did three things. First of all, they provided the rationale for leadership agility in the context of the interdependent world that has been borne out of globalization. They emphasized the complexity that leaders in organizations now face. The acceleration of ideas and new technologies has increased competition to a level never anticipated in the past. With the speed of these technological changes, opportunities and threats are also encountered at roughly the same level. This necessitates leaders to develop the ability to become agile, a behavior demonstrated when leaders are able to leverage resources and relationships in order to effectively respond to changes that affect the organization. Agility, said the authors, is developmental it passes through different stages and displays specific behaviors as leaders go from the most basic stage to the hig hest. The five steps in leadership agility include (from the lowest to the highest level): expert, achiever, catalyst, co-creator and synergist (Joiner Stephens, 2006). Second, in order to provide a brief look at how agility is demonstrated differently in five ways, the authors narrated a fictional character, Ed, a manager, who, upon encountering a situation responds to it in five very distinct ways. The manner in which Ed responded to the situation given illustrated a level in the leadership agility hierarchy. Third, the authors presented core competencies which are significant in leadership agility. By competencies, they meant the abilities and the skills needed by leaders to become agile. All in all, there are four competencies, which include context-setting agility, stakeholder agility, creative agility, and self-leadership agility. Under each core competency are two capacities involved. Within the context-setting agility, leaders have sense of purpose and situational awareness . Under creative agility, leaders possess reflective judgment and connective awareness. Under stakeholder agility, leaders possess power style and stakeholder understanding. Under self-leadership agility, leaders possess developmental motivation and self-awareness. Part Two of the book expounds on the five stages of leadership agility, devoting one chapter for each level. This section of the book explained in detail the areas, distinctions, and differences at each level of agility and illustrated each by presenting at least three case studies. The authors showed the leadership style, organizational initiatives, team leadership, and handling pivotal conversation associated with each agility level. The specific stages in leadership agility intertwine with some of the leadership concepts and styles that have been discussed in the course. I will discuss the concepts in relation to the five leadership agility levels. Expert. At the Expert Level, which is the lowest in the agility hierarchy, the leader proceeds with a tactical and problem-solving style of leadership. At this stage, the leader believes he holds the expertise and position to know what is best for the organization. This is similar to what has been learned from the course objectives. The style of leadership being manifested at this level is transactional management is key. This is what Burns (as cited in Northouse, 2008) tried to reiterate in distinguishing managers and leaders in that managers are people who do things right and leaders are people who do the right thing (p. 213). The thrust in the Expert level of agility is results, not the fulfillment of organizational goals or empowerment of followers. The leader stays on top of the situation. While this leadership style gets things done, it is a mild variation of the autocratic leadership style because the leader is the central decision-making body and the leader assumes that he o r she alone knows what is best for the company. Achiever. The Achiever strives for outcome and leads knowing that ones expertise and positional authority alone does not lead to effective leadership but also on ones capacity to motivate others. In this stage, the leader moves up from being purely transactional to recognizing the need to be transformational as well. Northouse (2008) explained the difference between transactional and transformational leadership by saying that the latter motivated by considering and appealing to the interest of the followers. The ability to motivate others is the leadership aspect in Kouzes and Posners (2007) so-called journey. According to them, leadership requires the capacity to convince people to go on board while management guarantees that they reach the destination. To Joiner and Stephens (2006) then, the Achiever level of agility requires one to be both leader and manager. The Achiever initiates change by looking at the market environment and seeking input from stakeholders. Since the Achiever prioritizes outcome, there is an emphasis on using communication to assert the leaders views as well as accommodate views from others so long as it furthers organizational goals. One of the biggest concerns for leadership is handling the change process through more effective ways of communicating (Northouse, 2008; Clawson, 2008). Clawson (2008) considered communication important in any organization and opined that meetings should be a forum of empowerment. Clawson (2008) believed that meetings are an avenue where leaders show that while being the head of the organization, he or she is not supposed to dominate the group but instead empower them to speak out about current concerns and to foster dialogue in the direction of finding working solutions. Catalyst. The Catalysts leadership style is visionary and innovative and is able to articulate goals and at the same time inspire people into achieving those goals. In a sense, the Catalyst is transformational and realigns the culture and values of an organization to that of empowerment, teamwork, and participation. The Catalyst pushes for change and does so progressively. This is because he or she realizes that organizational change and member empowerment are vital elements of building and maintaining an industrious and dynamic organization. Kouzes and Posner (2007) believed that transformational leaders engaged stakeholders proactively and values their feedback as important considerations in decision-making. Even in the midst of opposition, the Catalyst welcomes dialogue and considers team-building to be an integral part of leadership development. This is very similar to what Northouse (2008) referred to as intellectual stimulation present in transformational forms of leadership. T his is a characteristic where leaders foster a climate of open-mindedness and creativity, challenging members to question the status quo, and to challenge their beliefs and values, as well as those of the leader (Northouse, 2008, p. 177). Northouse (2008) also highlighted in Chapter 6 of Introduction to Leadership that vision is crucial in leadership and that possessing it is as important as articulating it effectively, as in the case of Martin Luther King, Jr.s famous I Have a Dream speech and the inaugural address of John F. Kennedy. In the same vein as Joiner and Stephens (2006) emphasis on the Catalysts appreciation for feedback, Northouse (2008) also considered the development of group behaviors as important and that leaders must ensure that members are trained to provide constructive feedback that will help improve the dynamics of the team toward organizational effectiveness. On the other hand, Kouzes and Posner (2007) said that that leaders must search for opportunities to in novate, grow, and improve but reiterated that leaders should not be the only sources of innovation (p. 371). Cocreator. Joiner and Stephens (2006) identify the Cocreator as someone with an orientation toward collaboration and shared objectives. The Cocreator views leadership more importantly as a form of service toward the common good, similar to Kouzes and Posners (2007) emphasis on leadership as a means of achieving justice. Joiner and Stephens (2006) places upon the Cocreator the capacity to leads toward organization change by creating deep relationships with stakeholders fueled by mutual interests and devotion to uphold the welfare of the general population. The Cocreator may be more inclined to advocate for corporate social responsibility as a crucial component in organizational leadership. Team leadership to him is about collaborative practices and instilling in members that the welfare of the organization is a collective responsibility (Northouse, 2008). At this stage, leaders are aware that in order to accomplish goals and in handling change more effectively, they need followers, a nd vice versa. It is also at this stage where leaders are more keen on adopting ethical practices in leadership, because the leader becomes more aware that the actions, values, character, and goals of the organization are important (Northouse, 2008). Synergist. The Synergist is the highest type of leadership agility and in the authors estimation, present only in 1% of managers today. The leadership orientation is holistic leading becoming a purposeful activity which benefits the organization while at the same time becoming a medium for personal transformation. A sense of purpose is a recurrent theme in leadership literature and is an acknowledged element in the change process. Effective leadership, according to Clawson (2008) is pursuing purpose by exerting ones influence in improving the conditions and making things better for the organization and the society in general. The Synergist is able to maintain a keen yet objective awareness of incompatible stakeholder interests but is able to transform these differences in opinion into a win-win situation to the benefit of all concerned. Team leadership in a Synergist is fluid and dynamic and is able to form group dynamics in a way that provides optimum results. When engaging in pivo tal conversations, the Synergist maintains a present-centered awareness that is able to unify the organization despite chaotic situations (p. 11). According to the authors, this is the type of leadership agility that all managers should aspire for in the long-term. ÂÂ   While the five levels of leadership agility are hierarchically presented, meaning that the topmost Synergist level is the most effective form, Joiners and Stephens (2006) are quick to point out that this does not mean that the Synergist type is always the applicable one. In this vein, leadership agility becomes situational (Northouse, 2008). At this current business environment and considering the present forms of leadership that are found in most organizations, the challenge is to get past the so-called heroic leadership forms characterized by Achievers and Experts at the lower and middle level management (Joiner Stephens, 2006, p. 35). Heroic leadership is purely transactional, characterized by self-centeredness and the belief that the leader along is responsible for charting the organizations objectives, coordinating the activities of the members, and in managing how workers perform their respective jobs. Agile leadership on the other hand is transactional as well as transformati onal because it is dynamic and adaptive to the requirements of rapidly changing global business environment requires (Kouzes and Posner, 2007). The authors recommend the post-heroic leadership forms that emerge from the Catalyst stage onwards. What is desirable about post-heroic leaders is that while leaders hold accountability and accept ultimate responsibility, they allow members to participate and the organization shares commitment and burden in realizing organizational objectives. In this manner, even members of the group are empowered without necessarily holding a position with power. Conclusion This work from Joiner and Stephens (2006) is a response to the ever-growing challenges of leadership that has swept the global age. Compared to the more normative concepts of effective leadership that could be read from Northouse (2008) and Kouzes and Posner (2007), Joiner and Stephens focused on the ability not only to achieve organizational outcomes but to adaptability as well to respond to the changing conditions in society to achieve success for the business or organization. Comparatively, Joiner and Stephens presented a more contemporary strategy for todays leaders and highlighted examples that are grounded to twenty-first century realities. They used recurrent themes in leadership in presenting their case for leadership agility such as the distinguishing the difference between managers and leaders. The first two forms (Expert and Achiever) resemble the traits of a manager who controls, arranges, and does things right (Northouse, 2008, p. 135). Joiner and Stephens (2006) recogni ze that managerial skills are important in achieving outcomes but must be elevated to include transformational leadership skills in order to apart more effectively to global challenges. For instance, in education reform, there is a need to apply more creative strategies in response to organizational change. This may include proposing for policies that require 1) inclusion and diversity, 2) trends in curriculum and instruction, and 3) use of technology (OConnell, 2010). As agility progresses to the Catalyst, Cocreator, and Synergist level, the managers transitions to a leader who not only gets results but unleashes creative potential among followers, guides them with a sense of purpose and vision and empowers them toward achieving not only the outcomes of the organization but toward the good. Joiner and Stephens (2006) also dealt with the importance of communication in handling the change process. They reinforced Clawson (2008) in saying that meetings should be empowering to follower s. Furthermore, communication also requires that the vision and mission of the organization are articulated well and understood by all levels within the organization (Clawson, 2008; Kouzes Posner, 2007). Joiner and Stephens (2006) incorporates some of the traditional leadership concepts such as transformational leadership, motivation, influence, creativity, innovation into the hierarchical leadership agility model but is unique in characterizing the stages in agility into three areas: organizational change, team leadership, and handling pivotal conversations. Dealing with and initiating change is one of the central tenets of this book. Clawson (2008) opined that organizations need to respond to changes in the external environment more proactively. Leaders need to develop a comprehensive understanding of competition, market, consumer issues, and all possible underlying factors in order to adapt more effectively to changes. Competitiveness in this global age relies not on what has been traditionally done, but on versatility and change (Kouzes Posner, 2007; Clawson, 2008) or agility according to Joiner and Stephens (2006). As a response to accelerated technological developments and in creasingly borderless world, firms and organizations must step up to the challenge of constantly innovating and addressing threats that come and embracing opportunities encountered. One weakness of this book is that it is largely silent on ethics as a consideration on leadership agility. Kouzes and Posner (2007) capitalized on ethical leadership as an urgency for organizations. Northouse (2008) considered it important for leaders to continually self evaluate in terms of how they are performing in better, fairer, and more humane ways (Northouse, 2008). Oftentimes, change in the globalized world is synonymous with maintaining competitive edge over others usually at a cost. With the increasing attention on global climate change, environmental issues, terrorism, protectionism, and even resistance to globalization in the twenty-first century, leaders must be highly adaptive to these global issues as well and weigh how these global conditions come into the equation.

Narrative Voices in Shelleys Frankenstein and Fathers and Sons by Ivan

Narrative Voices in Shelley's Frankenstein and Fathers and Sons by Ivan Turgenev I have chosen to compare the narrative voices of Frankenstein and Fathers and Sons, as the perspectives in these two novels differ from one another. Frankenstein’s narrative voice contains tales of three characters within one narrative, none belonging directly to the author, whereas the narrative voice of Fathers and Sons, is that of the author alone. Examples I will be using are taken from ‘The Realist Novel’ (TRN), and from the novels of Frankenstein (F) and Fathers and Sons (F&S). Mary Shelley’s novel Frankenstein is an example of first- person narrative, with Walton describing his encounters in letters to his sister Margaret, in England. He includes his meeting Victor Frankenstein, of Victor’s experiences with his creation of Frankenstein the monster, and the monster himself and his experiences. This narrative is written in the form of letters, with the use of this epistolary style of writing novels giving verisimilitude to the events, as Walton writes of them as he is told. He is the narrative voice of the whole novel; enveloping the characters of Victor and the monster, the characters of whom, develop as the story progresses. This narrative perspective structures the novel, portraying events as true to life, resulting in its realistic theme. The confession of Victor nestles within Walton’s narrative, with that of the monster nestling within that. This technique of having one story nestling within another follows a Gothic convention, (P.63 TRN). There are many narrative perspectives, which make it a Gothic novel, another example showing this is the atmosphere of mystery and horror, when Victor is creating his mo... ... sharp towards the tip, with large greenish eyes and sandy-coloured droopy sideburns,’ (p.7) and of the monster as described by Victor in Frankenstein, ‘His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of a lustrous black, and flowing; his teeth of a pearly whiteness.’ (P.56). In Fathers and Sons, Turgenev reflects the theme of fatherhood, with love and affection shown between Bazarov and his father Ivanovich, Arkady and his father Nikolai and also Nikolai and his small son Mitya. In comparison, Shelley in Frankenstein labours on the abandonment of the monster by his creator. In effect, Victor is the father of his ‘son’ the monster and he has abandoned him at his ‘birth’. This showing of paternal love in Fathers and Sons and the abandonment of it in Frankenstein shows an important comparison between the two novels.

Modern Day Cinderella Story

My Modern-Day Cinderella Story P3 Language Arts It was pouring outside. Not just pouring, that word doesn’t suffice how much water was aimlessly falling from the sky and crashing to the ground with every footstep that Ella Kess took on her way home. Today was the day that seven years ago her parents died in a plane crash over the Atlantic Ocean. It was strange, how she had to live on after the death, but she pulled through with the help of her best friend Kylee Lainer. She would have been okay this year too but they were not friends anymore.They had grown up together, friends since age three but when they reached high school Kylee became a different person, got new friends, and left Ella alone. After their breakup as BFFLs, Ella’s so called friends dropped like flies. She figured it was because they liked Kylee not her, but this didn’t bother Ella, she never liked them anyway. She reached her uncles condo right before the thunder started to roar. She dashed in th e building and walked right over to the elevator without bothering to say hello to the front desk manager, Gary, who had been her mentor since her parent’s death.He was an older guy, probably in his 70’s, but he knew a lot and told her stories of when he was a child and these things kept her calm. She knew he would understand that she didn’t want to talk. Ella pushed the up button and the elevator doors opened. She walked in and saw Drew Hawthorne. Drew just wasn’t ANY guy, she had liked him ever since he stole her crayons in kindergarten. He threw a lopsided smile in her way and said â€Å"hey†. â€Å"Hi† was the best she could muster. Conversation wasn’t her thing, especially right here, right now. The trip from the lobby up to the penthouse level seemed like it would go on forever.Drew had lived in the other penthouse since about the time her parents died. Ella was convinced that one day they would get married and have three childr en, two girls and one boy. She had already named them anyway. Her fairytale ended right when the Kylee, knowing that Ella and Drew we’re in the pre-dating stage (in other words, neither of them we’re planning on asking the other out), asked Drew out herself. Kylee and Drew are still going out. The elevator finally made it to the top level of the high end condos and made a stop. â€Å"See you around. , Ella,† Drew said. â€Å"Um, yeah.Have a nice weekend,† Ella replied trying to sound cheerful and happy. Tonight was the fairy queen parade. She never bothered to enter the contest, she just enjoyed watching the catty girls bring each other’s confidence down and argue over what color lipstick looks best on who. This year was going to be even more interesting because her two step-cousins, Regina and Carly, we’re entering. She would have too, but they made it clear that that wasn’t happening anytime soon. She walked past the kitchen and gra bbed an apple on the way to her room. Her room was her sanctuary, her favorite place in the whole entire world.It had amazing views of the city, Seattle, and from here she could pretend that she was on top of the world. â€Å"Can you like stop being so depressed, Ella. I swear to god if you ruin this weekend for Regina and me, you will suffer,† Carly hissed at her on the way to her own room. â€Å"Carly, don’t be so mean to her! † Regina snapped. Regina is probably the closest thing to a sister Ella never had. She can be mean, but hey, at least she tries to be her friend. â€Å"Carly, chill. I’m not even entering and even if I was I doubt I would win,† Ella yelled to Carly down the hall. Regina came in and sat on her bed. Ella, I know that you just want to feel like you belong†¦ and you do,† Regina said trying to cover up any of the pain she sees on Ella’s face. â€Å"Yeah, whatever. † She shot back, knowing that sheâ€℠¢ll get the signal. Ella didn’t want to talk. As she sat and thought about how much she wanted to enter, the desire got greater. Only one problem†¦ she didn’t have a thing. She decided to go down to the lobby and ask Gary for advice. He would surely know what to do in a situation like this. â€Å"Hey Gary,† she said while trying to decided how to ask about all this without sounding needy. I need†¦ a favor. † â€Å"Hello there dear! Finally decided to enter the contest, eh? I knew you would and that is exactly why old Gary made a couple of calls and got you everything you needed, And remember kid, you go out there and win that thing and Drew will be yours. † It’s like he read her mind. He knew exactly what she needed and why. This is why she liked Gary so much. But how’d he know about Drew? â€Å"Gary, thank you so much. But, how’d you know about Drew? † â€Å"It’s extremely obvious. Now run along! † and with that he handed her a large box.She got back up to her room and with excitement bubbling in her blood she threw open the lid. Her mouth dropped. She reached in and pulled out the most beautiful blue dress her emerald eyes had ever seen. It wasn’t just any dress; it fit her body like a glove. The dark blue satin shined as she walked over to her mirror. The dress was elegant from head to toe. She walked back over to her bed and looked inside the box, discovering the silver heels, diamond necklace, and blue hair pin. This must have been Gary’s wife’s clothing. She died of cancer awhile back†¦Ella guessed he never really got over it. â€Å"I look like a princess,† Ella thought aloud. She knew it was time to go now or she would miss the whole thing so she grabbed her mom’s silver shawl and headed out. Once she got to the parade, any bit of confidence she might have had, vanished. She didn’t know a thing about being pretty and she s ure as heck wasn’t going to start learning now. â€Å"No. I’m not doing this,† Ella said to herself. But it was too late. From across the street she saw Carly and the other girls looking straight at her, the envy clear in their eyes. â€Å"GET OUT OF HERE!!! † screamed Carly.Gasps and awes escaped the mouths of the jealous contestants and Ella knew she needed to leave right then. She turned on her heels and ran, tears streaming down her face. She got so flustered and so panicked that to prevent her from being there any longer, took down her hair and threw her heels and blue hair pen on the sidewalk. She didn’t care who found them. And then she heard a voice. â€Å"Ella! Wait, stop running! † the voice yelled. She immediately recognized it as Drew’s. Her Drew. She looked back, tears now streaming down her face and gave him the best smile she could. And then she was gone.The next morning, Ella woke up to the sound of Carly’s voic e drifting in from the kitchen. â€Å"I can’t believe she showed up AND ACTUALLY LOOKED PRETTY! † Carly yelled â€Å"Well, you know it was bound to happen. I saw Drew looking the whole time. I went over there this morning and he said that he found a blue pin and silver shoes. He’s confident they belong to her, after all he went psycho on Facebook messaging almost every girl. † Regina said. â€Å"He was looking for me† Ella thought. The next morning Ella decided to go down to Starbucks. She headed out into the hallway and pushed the down button.And there he was, Drew, leaning calmly against the elevator railing. â€Å"Great,† Ella said under her breath. â€Å"You looked beautiful, Ella. I don’t know why you left,† And with that he pulled out the silver shoes and blue pin from behind his back. â€Å"I believe these are yours, are they not? † Drew said flashing his lopsided smile. â€Å"Uh, yeah thank you† Ella stamm ered. â€Å"I broke up with Kylee† Drew choked out. And in that moment when they were both staring at each other intently, Drew realized she was his Cinderella and he was her Prince Charming. â€Å"I’ll buy you that drink if you be my girlfriend,† Drew teased. The End

13 Compare and Contrast Essay Topics on Medieval English Literature vs Renaissance

13 Compare and Contrast Essay Topics on Medieval English Literature vs Renaissance Writing a compare and contrast essay about any topic requires detailed research. This is especially true if you are writing about topics related to English literature. If you have been assigned a compare and contrast essay on medieval English literature vs Renaissance and do not have much time on your hands to begin a full-fledged research crusade, the following 13 facts will inspire you to come up with an essay thesis. However, if you are still having trouble coming up with a topic for your essay, check out our list of 20 English literature topics on medieval English literature vs. Renaissance for a compare and contrast essay. The Renaissance was a cultural movement which started in Italy during the 15th century. It later spread to Europe during the 17th century. The Renaissance was heavily influenced by the classic elements of language, literature and philosophy. It encompassed a modern approach to thinking about humanity and human potential, which was known as Renaissance Humanism. The famous English poet and playwright, William Shakespeare, flourished during this period of enlightenment and learning. He is often called the Bard of Avon and Englands national poet. Another notable author of this period is Miguel de Cervantes. Estimating literacy levels during the English Renaissance era is complicated. There is no way to accurately estimate the number of people who could read and write in the 16th and early 17th century. Mass literacy levels during the Renaissance were not kept track of by any institution. The only ones who could be termed well-educated were those fortunate enough to attend a Jacobean or Elizabethan school. The pupils of these institutes were literate in English and later on learned Latin, Greek, and, sometimes Hebrew. They studied Roman and Greek literature in the original language and were also trained to speak and write Latin. The advent of the printed word had transformative effects on the society during the Renaissance. Books which could only be reproduced by intensive labor were easily mass-produced. Religion also fueled the development of printing and literacy. The Protestant Reformation played a significant role in the development of printing. Other religions saw the potential of rapid dissemination of information as well. Numerous pamphlets and other religious materials were printed and distributed widely. More people became educated due to the indirect results of the printing press, making literature spread throughout Europe. The Restoration brought widespread change across all of Great Britain. After the islands were united as a single nation in 1707, large numbers of Italian and French artists migrated to England. This contributed to a revolutionary change in aesthetic tastes. As art and literature flourished, the scientific revolution also started. Direct observation was given a prime status and empiricism was established as a principle of scientific thought. John Locke was the one of the notable intellectuals who utilized this concept. During the Renaissance, feminism gained momentum as a powerful movement, both in literature and everyday life. The champion of this movement was Mary Astell. The first woman to make a living from writing was Aphra Behn. The old hierarchical system fell apart and traditions lost their hold on powerful institutions. By the time the 18th century ended, human rights had become the central focus of law and politics. Chaucers The Canterbury Tales is a masterpiece of English literature. It is one of the most influential and finest examples of fiction from the Middle Ages. Written in Middle English, it is within the grasp of the modern reader, but requires the use of an extensive glossary in order to be properly appreciated. A major part of the works of medieval literature are anonymous. This is mainly because of the way authors were viewed in those times. The author of those times deeply respected classical writers, almost to the point of reverence. They would re-tell stories, but would claim that they were merely handing down something that was better said by an auctor (Latin for author or originator). The name of the individual author seemed less important, which is why many notable works cannot be attributed to an individual author. That is why the authors of classics such as† Sir Gawain and the Green knight† and â€Å"Beowulf† are not known. Of the many literary devices used in Medieval literature, the most prominent one is allegory. Almost all the authors of medieval literature relied heavily on allegories as vehicles of conveying morals to the reader. The works contain beautiful representations of abstract concepts, qualities, events, and institutions. Aurelius Clemens Prudentius wrote one of the most influential allegories Psychomachia (Battle of Souls). Other notable examples are The Divine Comedy, Romance of the Rose, Piers Plowman, Everyman, and Roman de Fauvel. Medieval literature blends elements from fantasy, religion and reality into an eclectic mix. The characters were often given human characteristics, but had the qualities of fictitious figures. These stories also incorporated the ideas of chivalry, romance, and complex codes of honor. However, most works had quite clear religious overtones. Even the works which did not deal with religion directly contained religious references. A written literary work was an expensive and rare thing in the Medieval era. The only way to produce a copy was to write out the work by hand. As literacy was not very high, monks usually copied out the works. The manuscripts were kept in monasteries and were within reach of only a few. A limited number of rich and the nobles owned copies. The peasants could only pass down the stories and poems orally. The cultural and linguistic landscape of Britain changed rapidly with the Norman Conquest in 1066. The vocabulary of the former started to accumulate words from the French language. Interestingly, unique English literature did not exist before the late 14th century. This changed, however, and eventually English replaced French as the language of government. The prestige of English was greatly enhanced by Geoffrey Chaucer, whose English poetry emulated Italian and French poetry but was written in his own vernacular. The Medieval period can be classified into three major sub-periods in terms of literary developments: The Anglo-Saxon period (c. 450-1066), the Anglo-Norman period (1066- c. 1200), and the period of Middle English literature (thirteenth and fourteenth centuries). The literature which appeared during the Renaissance (1660-1785) can be divided into three sub-periods of about 40 years each. The first period goes up to 1700 and ends with the death of Dryden. English literature witnessed a significant refinement during this period. The poetry and prose had an easy, sociable style, whereas comedy triumphed in theaters. The second period ended with the deaths of Pope and Swift (1744 and 1745 respectively). The works produced during this period focused on satire and were brilliant in their depth. However, they also possessed a playful quality. The third period ends with the death of Johnson in the year 1784. During this period, the literary works bring about a significant break with tradition and embrace revolutionary ideas. These ideas would be crystallized during the Romantic period. With these in hand, you can come up with a good compare and contrast essay. If you need help in properly structuring your essay, you can refer to our handy guide on how to write a compare and contrast essay on Medieval literature vs. Renaissance. You can also use any of the references listed at the end to quickly discover relevant information about this subject. They will be very handy if you have left things up to the last minute, but still want an A. References: Payne, M., Hunter, J. (2003). Renaissance literature. Malden, MA: Blackwell Pub. Rivers, I. (1994). Classical and Christian ideas in English Renaissance poetry. London: Routledge. Roberts, S., Healy, T. (1994). New Latitudes: Theory and English Renaissance Literature. Renaissance Quarterly, 47(2), 427. http://dx.doi.org/10.2307/2862938 Difference Between Medieval and Renaissance Literature. (2016). Pediaa.Com. Retrieved 4 April 2016, from http://pediaa.com/difference-between-medieval-and-renaissance-literature/ Medieval Literature vs. Renaissance Literature. (2010). Advanced English @ EAWR. Retrieved 4 April 2016, from https://eawrap.wordpress.com/2010/10/25/medieval-literature-vs-renaissance-literature/ Faculty of English. (2016). English.cam.ac.uk. Retrieved 4 April 2016, from https://www.english.cam.ac.uk/admissions/graduate/MPhil_Info_MedRen.htm Neuffer, S., Neuffer, S. (2016). Differences Between Medieval Renaissance Literature in England | eHow. eHow. Retrieved 4 April 2016, from ehow.com/info_8631099_differences-between-medieval-renaissance-literature.html

Focus on the Learner- Celta Essay Example

Focus on the Learner Focus on the Learner- Celta Essay Focus on the Learner- Celta Essay Focus on the Learner- Questionnaire 1) What is your name? _______________________________________ 2) What is your age? _______________________________________ 3) What country are you from? _______________________________________ 4) What languages do you speak? _______________________________________ 5) Did you go to school /university in †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦? _______________________________________ 6) Have you studied English before? Where? _______________________________________ 7) Why do you want to learn English? ____________________________________________________________ ___________________________________________________________ ____________________________________________________________ ____________________________________________________________ ______ 8) Who do you speak English with and where? ____________________________________________________________ _____________________ ____________________________________________________________ _____________________ 9 ) Did you work in your country? What was your job? ____________________________________________________________ _____________________ 10) How long have you been in the UK? ______________________________________ 1) Do you like it here? Why/why not? ____________________________________________________________ _____________________ 12) What are your interests? ____________________________________________________________ _____________________ ____________________________________________________________ _____________________ 13) On a scale of 1-3, (1=no 2=ok 3=yes) which one helps you learn best a. Looking at books, pictures, board b. Listening to the teacher or CD c. Doing hands on activities d. All of the above 14) What do you want to learn from this course? ____________________________________________________________ ___________________ ____________________________________________________________ ____________________ 15) What skills do you think you need to improve? __________________ __________________________________________ ___________________ 16) On a scale of 1-3 (1=no 2=ok 3=yes)which activities do you enjoy the most when learning English? e. Speaking f. Listening g. Reading h. Writing 17) For the following areas below, please describe your strengths and weaknesses in your English skills: Reading Strengths:____________________________________________________________ ____ Weaknesses:____________________________________________________________ ____ Writing Strengths:____________________________________________________________ ____ Weaknesses:____________________________________________________________ ____ Listening Strengths:____________________________________________________________ ____ Weaknesses:____________________________________________________________ ____ Speaking Strengths:____________________________________________________________ ____ Weaknesses:____________________________________________________________ ____ Grammar Strengths:____________________________________________________________ ____ Weaknesses:____________________________________________________________ ____ Vocabulary Strengths:____________________________________________________________ ___ Weaknesses:____________________________________________________________ ___ Pronunciation Strengths:____________________________________________________________ ___ Weaknesses:____________________________________________________________ ___ Tell me about this picture? What is your favourite food? :

John Miltons use of the pastoral in his poem Lycidas, transforms a Essay

John Miltons use of the pastoral in his poem Lycidas, transforms a work of mourning into a work of spiritual consolation and additionally, how Lycidas addresses the corruption of the English church - Essay Example What is the connection between a pastoral elegy and the corrupt clergy? Seemingly nothing! But to establish connectivity is the art of the skillful poet like Milton. The church has ‘vested interest’ in any death as it is considered as an act of God. In case of premature deaths, the questions addressed by the near and dear ones of the dead individual are intriguing. The clergy of the Church has to defend such unfortunate incidents with great skill. Milton saw his opportunity to test his poetic skill and to take to task the corrupt clergy of the time. Thus the pastoral elegy of â€Å"Lycidas† was born in which a shepherd mourns the death of a fellow shepherd. By using this limited platform, the poet reaches out to the bigger issues that confront the society and which have engulfed the administration of Churches. John Milton’s use of the pastoral in his poem â€Å"Lycidas†, transforms a work of mourning into a work of spiritual consolation and additiona lly, how â€Å"Lycida† addresses the corruption of the English church. A poet may be intelligent. He may seem impartial in articulating his views on a given subject. But no poet will be able to sweep under the carpet one’s strong thinking on the issues that confront the society during his time and Milton succumbs to this temptation, and rightly so. Thus â€Å"Lycidas† serves the purpose of a historical document as for the goings on in the Christian Church during the time of Milton and thus it is the gold-mine for researchers of many subjects, and the mirror that reflects the cultural traditions of the era. 1. Mark Womack writes, â€Å"Lycidas exemplifies such daredevil greatness on several levels. The poem employs patterns of structure, prosody, and imagery to maintain a dynamic coherence.†(120) He further adds, â€Å"Much of the value of this poem lies in the undeniable sense of consolation it provides in the face of death.†(134)By naming his deceased fellow Cambridge classmate,

What not to eat or eat when pregnant Essay Example | Topics and Well Written Essays - 250 words

What not to eat or eat when pregnant - Essay Example According to the author, some of these foods contain a bacterium that causes listeriosis (Ward). This infection is critical since in addition to serious health problems, it may cause miscarriages and stillbirth amongst pregnant women. The article presents the fact that some large fish contain mercury that may affect the brain and nervous system development of a child. The article recommends that one should first test the doneness of the animal meat with a thermometer and ensure that eggs are cooked until there are no longer runny (Ward). Moreover, it advices that pregnant women should wash their hands after handling hot dogs and the luncheon meats and also avoid he fluid from the packages containing these foods. Pregnant women may only eat up to 12 ounces of low in mercury seafoods in a week. Finally, it recommends that one should stick to the baking instruction provided and not eat raw dough. The article forbids women from drinking excess caffeine. According to the article, it can pass to the baby and affect their heart rate (â€Å"Mayo Clinic†). Currently, some studies indicate that drinking caffeine may cause miscarriages amongst women. In addition, the article also prohibits herbal tea since some may affect the development of the baby. Finally, the article advices women to avoid alcohol as it may affect the baby. Mothers who drink alcohol have higher risks towards miscarriages and stillbirths (â€Å"Mayo Clinic†). Too much of it also leads to foetal alcohol syndrome. Recommendations provided by the article include the fact that pregnant women should consult their health providers on the use of herbal tea. In addition, the article claims that no level of alcohol has been proven unsafe but women should just avoid it completely. Finally, concerning caffeine, the recommended dose is less than 200 milligrams a day (â€Å"Mayo Clinic†). In addition to stating the foods and