A Beautiful Mind Essays - Psychiatric Diagnosis, Psychopathology

A Beautiful Mind Essays - Psychiatric Diagnosis, Psychopathology Mr. Leonardis PPL 3O4 November 17, 2015 A Beautiful Mind In the movie A Beautiful Mind I believe that it is portrayed that an individual with mental illness can lead a normal life. The character being explored is John Nash, a mathematical genius who suffers from schizophrenia. Throughout the movie he faces many hardships that are a result of his schizophrenia, but I believe that despite the difficulties, with treatment he leads a relatively normal life. First, John has family and friends. Part of a normal life is being able to have meaningful connections with others. John has a wife, Alicia, who is very devoted to him, this is especially shown when she remains with him even through his difficulty with his mental illness. He also has friends from his university years, Martin Hansen and Sol, who work with him at the university. Even after university he remains close with them. After Johns absence from work, its Hansen that gives him another job at the university, which demonstrates their close bond. Secondly, John has a career. Even though h e has schizophrenia, John manages to maintain a career, and even succeeds in his field to such a degree that he is nominated and wins a Nobel Prize in economics. Next, John is educated. A common stigma surrounding people with mental illnesses is that they are less intelligent than those without mental illness. John Nash studied and taught at Princeton University, and therefore spent the majority of his life being educated or educating. Next, John is able to differentiate between what is real and what is in his mind. In the beginning, John struggles with this but later in the movie, and with help from those around him, he is able to take control of his mind. Finally, he is able to recover from difficult circumstances. When it is brought to light that he has schizophrenia Johns life goes in a downward spiral. He loses his job and is committed to a mental institution. As well as his relationship with his wife and friends struggles. Once he receives adequate help, and makes himself comp rehend what is going on, he is able to return to a more stable state of mind. In conclusion, with a strong support system and adequate medical help, individuals with a mental illness can lead a normal life.

USS Utah (BB-31) in World War II

USS Utah (BB-31) in World War II USS Utah  (BB-31) - Overview: Nation:  United States Type:  Battleship Shipyard:  New York Shipbuilding, Camden, NJ Laid Down:  March 9, 1909 Launched:  December 23, 1909 Commissioned:  August 31, 1911 Fate:  Sunk during the attack on Pearl Harbor USS Utah (BB-31) - Specifications Displacement:  23,033  tons Length:  521  ft., 8 in. Beam:  88  ft., 3 in. Draft:  28  ft., 3 in Propulsion:  Parsons steam turbines turning four propellers Speed:  21  knots Complement:  1,001  men​ Armament 10 Ãâ€" 12 in./45 cal.  guns16 Ãâ€" 5  in.  guns2 Ãâ€" 21 in. torpedo tubes​ ​USS Utah (BB-31) - Design: The third type of American dreadnought battleship after the preceding  - and  classes, the  Florida-class was an evolution of these designs.   As with its forerunners,  design of the new type was  significantly influenced  by war games  conducted  at the US Naval War College.   This  was due to the fact that  no dreadnought battleships were yet in use when naval architects began their work.   Close to the  Delaware-class in arrangement, the  new type  saw the US Navy  switch from  vertical triple expansion steam engines to new steam turbines.   This change led to a lengthening of the engine rooms, removal of the after boiler room, and widening of the  remainder.   The larger boiler rooms led to an enlargement in  the overall beam of the  vessels which improved their buoyancy and metacentric height. The  Florida-class retained the fully-enclosed conning towers employed on the  Delawares as their effectiveness had been demonstrated at engagements such as the  Battle of Tsushima.   Other aspects of the superstructure, such as the funnels and lattice masts, were altered to some degree  relative to the  earlier design.   Though designers initially desired  to arm  the ships with eight 14 guns, these weapons were not  sufficiently developed and  naval architects  instead decided to  mount ten 12 guns in five twin turrets.   Placement of the turrets followed that of the  Delaware-class and saw  two situated forward in a superfiring arrangement (one firing over the other) and three aft.   The after turrets were arranged with one in a superfiring position over the other two which were located back-to-back on  the deck.   As with the preceding  ships, this layout proved problematic in that turret  Number 3  could not fire astern if Number 4 was trained forward.   Sixteen 5 guns were arranged in individual casemates as a secondary armament. Approved  by Congress, the  Florida-class consisted of  two battleships: USS  Ã‚  (BB-30) and USS  Utah  (BB-31).   Though mostly  identical,  Floridas design called for the construction  of a large, armored bridge which contained space for both directing the ship and fire control.   This proved successful and was utilized on later classes.   Conversely,  Utahs superstructure employed a traditional arrangement for these spaces.  The contract for building  Utah  went to New York Shipbuilding in Camden, NJ  and work commenced on March 9, 1909.   Building  continued over the next nine months and  the new dreadnought  slid down the ways on December 23, 1909, with Mary A. Spry, daughter of Utah  Governor William Spry, serving as sponsor.   Construction progressed over the next two  years and on August 31, 1911, Utah  enter commissioned with Captain William S. Benson in command. USS Utah (BB-31) - Early Career: Departing Philadelphia,  Utah  spent the fall conducting a shakedown cruise which included calls at Hampton Roads, Florida, Texas, Jamaica, and Cuba.   In March 1912, the battleship joined the Atlantic Fleet and commenced routine maneuvers and drills.   That summer,  Utah  embarked midshipmen from the US Naval Academy for a summer training cruise.   Operating off the New England coast, the battleship returned to Annapolis in late August.   Having completed this duty,  Utah  resumed peacetime training operations with the fleet.   These continued until late 1913 when it crossed the Atlantic and embarked on a goodwill tour of Europe and the Mediterranean. In early 1914, with tensions rising with Mexico, Utah  moved to the Gulf of Mexico.   On April 16, the battleship received orders to intercept the German steamer SS  Ypiranga  which contained an arms shipment for Mexican dictator Victoriano Huerta.   Eluding American warships, the steamer reached Veracruz.   Arriving at  the port,  Utah,  Florida, and additional warships  landed seamen and Marines on April 21 and, after a sharp battle, began the US occupation of Veracruz.   After remaining in Mexican waters for the next two months,  Utah  departed for New York where it entered the yard for an overhaul.   This complete, it rejoined the Atlantic Fleet and spent the next two years in its normal training cycle. USS Utah (BB-31) - World War I: With the US entry into World War I in April 1917, Utah  moved to the Chesapeake Bay where it spent the next sixteen months training engineers and gunners for the fleet.   In August 1918, the battleship received orders for Ireland and departed for Bantry Bay with Vice Admiral Henry T. Mayo, Commander-in-Chief of the Atlantic Fleet,  aboard.   Arriving,  Utah  became flagship  of Rear Admiral Thomas S. Rodgers Battleship Division 6.   For the final two months of the war, the battleship protected convoys in the Western Approaches with USS Nevada  (BB-36) and USS Oklahoma  (BB-37). In December,  Utah helped escort President Woodrow Wilson, aboard the liner SS  George Washington, to Brest, France as he traveled to the peace negotiations at Versailles. Returning to New York on Christmas Day,  Utah  remained there through January 1919 before resuming peacetime training with the Atlantic Fleet.   In July 1921, the battleship crossed the Atlantic and made port calls in Portugal and France.   Remaining abroad, it served as flagship of US Navys presence in Europe until October 1922.   Rejoining Battleship Division 6,  Utah took part in Fleet Problem III in early 1924 before embarking General John J. Pershing for a diplomatic tour of South America.   With the conclusion of this mission in March 1925, the battleship conducted a midshipman training cruise that summer before entering Boston Navy Yard for a significant modernization.   This saw its coal-fired boilers replaced with oil-fired ones, the trunking of its two funnels into one, and the removal of the aft cage mast.    USS Utah (BB-31) - Later Career: With the completion of the modernization in December 1925,  Utah  served with the Scouting Fleet.   On November 21, 1928, it again sailed for  sailing South America.   Reaching Montevideo, Uruguay,  Utah  brought on board President-elect Herbert Hoover.   After a brief call at Rio de Janeiro, the battleship returned Hoover home in early 1929.   The following year, the United States signed the London Naval Treaty.   A follow-on to the earlier Washington Naval Treaty, the agreement placed limits on the size of the signatories fleets.   Under the terms of the treaty,  Utah  underwent a conversion into an unarmed, radio-controlled target ship.   Replacing USS  Ã‚  (BB-29) in this role, it was re-designated AG-16.    Recommissioned  in April 1932,  Utah  shifted to San Pedro, CA in June.   Part of Training Force 1, the ship fulfilled its new role for the majority of the 1930s.   During this time, it also took part in Fleet Problem XVI as well as served as a training platform for anti-aircraft gunners.   Returning to the Atlantic in 1939,  Utah  participated in Fleet Problem XX in January and training with Submarine Squadron 6 later that fall.   Moving back to the Pacific the following year, it arrived at Pearl Harbor on August 1, 1940.   Over the next year it operated between Hawaii and the West Coast as well as served as a bombing target for aircraft from the carriers USS  Lexington  (CV-2), USS  Saratoga  (CV-3), and USS  Enterprise  (CV-6).    USS Utah (BB-31) - Loss at Pearl Harbor: Returning to Pearl Harbor in the fall of 1941, it was berthed off Ford Island on December 7 when the Japanese attacked.   Though the enemy focused their efforts on the ships moored along Battleship Row,  Utah  took a torpedo hit at 8:01 AM.   This was followed by a second which caused the ship to list to port.   During this time, Chief Watertender Peter Tomich remained below decks to ensure that key machinery continued to operate which allowed  the majority of the crew to evacuate.   For his actions, he posthumously received the Medal of Honor.   At 8:12 AM, Utah  rolled to port and capsized.   Immediately thereafter, its commander, Commander Solomon Isquith, could hear trapped crewmen banging on the hull. Securing torches, he attempted to cut as many men free as possible. In the attack,  Utah  suffered 64 killed.   Following the successful righting of  Oklahoma, attempts  were made to salvage the old ship.   These proved unsuccessful and efforts were abandoned as Utah  had no military value.   Formally decommissioned on September 5, 1944, the battleship was stricken from the Naval Vessel Register two months later.   The wreck remains in place at Pearl Harbor and is considered a war grave.   In 1972, a memorial was constructed to recognize  the sacrifice of  Utahs crew. Selected Sources: DANFS: USS  Utah  (BB-31)NHHC: USS  Utah  (BB-31)MaritimeQuest: USS  Utah  (BB-31)

Aspectual evaluation of IS in use Assignment Example | Topics and Well Written Essays - 2000 words

Aspectual evaluation of IS in use - Assignment Example They also catch an idea that may be communicated in uncommon ways in advertisement. Thirdly, created games may be used for pastime and entertainment and further develop animation related to their hobby. Such entertaining scenes can be created and recreated. The social aspect of multimedia system reflects in various ways. First, education develops and improves through the use and of applications, simulations or courseware. People are increasingly resorting to e-learning and quick information searching as the best suited mode of education. Entertainment has immensely been central through multimedia system through use and applications, educational and leisure games, movies and online videos on demand. Home–based activities are promoted such as through use and applications of television, the satellite TV and SMS services including chats, reality TV and voting. It can also be core in public places use and applications of information desk, help and support, security and use of smart cards (Lian, Kanellopoulos & Ruffo 2009). As Rao, Bojkovic & Milovanovic (2008) observes, multimedia system has psychic or sensitive aspect that develops through it. Imagination and the user variously combine various media technologies to organize and develop large number of assets such as scenes, characters, movements and props. The creations derive imaginary thoughts of inexistent worlds, people and ideas. Highly imaginative genre can eventually be developed with the digital age technologies. Most historical work can be adopted to make them more appealing through the efforts of producers interested in imaginations. Since imagination is a rare event in most cases, the multimedia system makes it a possibility. Interacting with such multimedia system increases creativity as remediation brings about criticality. Special features can be developed through sparked imagination. Watching films such as magical contents provides fantastic imaginary creations. People develop capacity to view the world and then act in various perspectives. Magical thinking which depicts supernatural events and alternative world are entertaining. Multimedia system related to the formative aspect through technological determinism. People depend on technology development to shape their interactions in different contexts. Technological designs for current markets changes the way of work, communication and interactions. They will then adopt it as important determinant and for prediction of their lives. Overdependence on multimedia system will allow them to be open and receptive to every new development. Dependency is a core factor that stimulates more developments which anyone can visualize and develop. With the open thinking about the prospect of development any thought human activity immensely relies on the advances of multimedia system (Lian, Kanellopoulos & Ruffo 2009). The use of multimedia system reflects a kinematic aspect. Dynamism is core as it serves diverse purposes and can be cha nged to embody use of different symbols to develop into complete distinct products and experiences. It also has a dialect, where one group may prefer the use of conservative and conventional styles while others may reveal idiosyncratic styles. Remediation has been central and the new media in this novel period take after, adapt and incorporate the previous existing media. The role played by the previous media is transferred and improved with the new ones. Thus those early genres are currently improved to reveal existing theatrical conventions

How does Generation Gap affect the society in the United States Term Paper

How does Generation Gap affect the society in the United States - Term Paper Example Isolation of the younger generation from societal activities is a major impact of the generational gap in the U.S. the current century has changed the ideologies of the young and the youth unlike in the previous centuries. Technology advancements, research, and personal autonomy differentiate the ideals and methods of the young from the old (Gardner et al, 2008). The adult take upon this disparity to self-impose habits and practices to the young. Due to the gap created, the young feel compelled to rebel against the old that do not understand. This consequentially has led to isolation and other psychological disorders that leave the young prone to societal ills such as crimes, suicide and engagement in drugs. The existence of a generational gap in the American society has led to the over-reliance of the old in important institutional positions in the societal set up. The older generation tends to be inclined to the ideologies of the young, while the former think they are always right in any capacity thinking. Political positions, important religious and educational positions are allocated to older people. Incidences of allocating the young with such positions to sharp their experience in societal responsibility are shunned away with the notion that they cannot get things done accordingly. In the event of providing the young with opportunities, the older generation individuals marginalize. The youth in the American society had been set back from the older generation from their fear of disappointment. Until recently, the youth are now compelled by the current contemporary times to come out of the older generations’ ‘shadows’ (Connerney, 2009). The young people are curre ntly inventing influential positions in the society, thereby creating positions for the older generation to. An example is Mark Zuckerberg, the C.E.O of

Media Convergance Essay Example for Free

Media Convergance Essay What is meant by the term media convergence with regard to technology, and how has it affected everyday life? Media convergence is using the progression of technology to take all the different forms of media and combing them into one single form of media. There are many different forms being combined together such as television, internet, radio, newspapers and magazines. The convergence of media has greatly affected everyday life in both positive and negative ways. Media convergence has given us the opportunity to get immediate and up to date information on news and media that is happening in the world. This gives us the opportunity to keep up to date with what is going on with the world. Another positive affect of media convergence is giving us one main outlet to get many different views and opinions on the information and news provided around the world. Media convergence also has negative results affecting our everyday lives. A negative effect of media convergence is the possibility of getting biased or incorrect information from the internet. On the internet anyone who has the means to pay for a web domain can publish information on the internet, so it is important to check your sources of information and ensure the reliable and correct. With the progression of technology the convergence of media will continue to grow and progress. What is meant by the term media convergence with regard to business, and how has it affected everyday life? What are some of the issues that result from dependency on modern media? Describe at least three issues. How does media literacy help with responsible media consumption?

ovarian cancer Essay -- essays research papers

Of all gynecologic malignancies, ovarian cancer continues to have the highest mortality and is the most difficult to diagnose. In the United States female population, ovarian cancer ranks fifth in absolute mortality among cancer related deaths (13,000/yr). In most reported cases, ovarian cancer, when first diagnosed is in stages III or IV in about 60 to 70% of patients which further complicates treatment of the disease (Barber, 3). Early detection in ovarian cancer is hampered by the lack of appropriate tumor markers and clinically, most patients fail to develop significant symptoms until they reach advanced stage disease. The characteristics of ovarian cancer have been studied in primary tumors and in established ovarian tumor cell lines which provide a reproducible source of tumor material. Among the major clinical problems of ovarian cancer, malignant progression, rapid emergence of drug resistance, and associated cross-resistance remain unresolved. Ovarian cancer has a high frequency of metastasis yet generally remains localized within the peritoneal cavity. Tumor development has been associated with aberrant, dysfunctional expression and/or mutation of various genes. This can include oncogene overexpression, amplification or mutation, aberrant tumor suppressor expression or mutation. Also, subversion of host antitumor immune responses may play a role in the pathogenesis of cancer (Sharp, 77). Ovarian clear cell adenocarcinoma was first described by...

Practices of Leadership contribute to managing sustainability Essay

In this essay I will undergo a critical argument that expresses there are practices of leadership which contribute to managing sustainability of a business in the post-bureaucratic era. ‘†¦The process of directing, controlling, motivating, and inspiring staff toward the realization of stated organizational goals†¦Ã¢â‚¬â„¢ (Cleg, Kornberger & Pitsis 2011). The decisions that are made by management or leadership can have effects on the businesses reputation; hence whether the organization wants to maximise profits or place an emphasis on the ethical decisions made; portraying the idea the decisions made may be legal but is it ethical. In section one through Cameron, Bright & Caza (2004) and others I will explain how individual virtuousness expands to organizational virtuousness which is influenced by leadership, and is therefore expressed through the nature of the business. Further on I will examine the link between the influences of religion, ethical values, age and gender to the variations within levels of relativism and idealism to the ‘trait leadership theory’ which influences a leaders decision making in relation to ethical issues to a certain extent. Through Stubbs & Cocklin (2008) and others I am able to analyse how the leaders; mainly conscious leaders, within the business initially drove the changes through the emphasis on concept of stakeholders within the business to incorporate a ‘sustainability business model’. Therefore it is evident that practices of leadership develop and nurture certain aspect of creating a sustainable business, whether it be ethical decisions or stakeholders over shareholders. Through Cameron, Bright and Caza studies explore how organizational performance is related and linked to virtuousness within the organization. Therefore highlighting how leadership practices affect the outcomes and actions that the business will take in relation to their ethical decisions. Such studies express the differences within leadership practices and attitudes affect how they can lead to different actions taken within the business. Timberlands CEO, Jeffrey Schwartz stated ‘If we don’t make money, no amount of virtue will do our firm any good. Wall Street will ignore us,  and we will soon be out of business. We must have bottom line performance for virtuousness in our firm to be taken seriously’ (Cameron, Bright & Caza, 2004, p 770). Therefore this highlights that the idea of virtuousness in certain organizations have no benefit if there are no pragmatic outcomes, reinforcing the idea of a classical business theory to maximise profits. Hence highlighting an authentic post-bureaucratic leadership where there is pressure on enhancing performance within the business and less emphasis on virtues in comparison to a conscious leadership. However the conscious leadership aspect highlights the notion of integrity and virtue which is therefore expressed through the virtuousness idea of providing an amplifying affect. â€Å"†¦love, empathy, awe, zest, and enthusiasm . . . the sine qua non of managerial success and organizational excellence† (Fineman 1996, p 545). This notion expresses the idea that an emphasis on integrity and emotional intelligence portrayed by the leader can lead to improved cognitive functioning, enhanced decision making and quality relationships between organizational members. Hence through a conscious leadership perspective i.e. an individual virtuousness will then expand throughout the organization, creating organization virtuousness. The central meaning of virtuousness is not the same concept of ethics or corporate social responsibility, but is simply an extension. ‘The entire organization is influenced positively when virtuousness is displayed, especially by individuals in leadership positions’ (George 1995, p 130). Therefore it is evident that different practices of leadership will either adopt practices of virtuality. However it is difficult to manage to effects of the outcome as leaders can have different standards, ‘..,who decides what is good outcome, for whom†¦Ã¢â‚¬â„¢ (Wray-Bliss 2007). Depending on the leaders attitude they may adopt practices depending if there are beneficial profit outcomes or if it creates a positive organizational environment which will increase business benefits in the longer run i.e. managing the business sustainability decisions. Through studies conducted by Fernando, Dharmage and Almedia we are able to understand the link between decisions made by a leader and how it is influenced to a certain extent by the idea of the ‘trait leadership theory’. However it is evident that ethical values, age, religion and gender to the  variations within levels of relativism and idealism i.e. the traits of a leader create different standards of ethical decisions within an organization. Forsyth’s perception on idealism ‘†¦assume that desirable consequences can, with the right action, always be obtained†¦Ã¢â‚¬â„¢ (Forsyth 1980, p. 176). Relativism on the other hand is defined by Forsyth as ‘†¦the extent to which an individual rejects universal moral rules†¦Ã¢â‚¬â„¢ (Forsyth 1980, p. 175). Through Karande et al I was able to observe that ‘†¦models of ethical decision-making posit that organizational factors, such as an organization’s ethical values influence a manager’s ethical decision-making†¦ (Ferrell and Gresham, 1985 p 3). It is evident that the ‘trait leadership theory’ has an effect on this idea to a certain extent i.e. religion. Through studies conducted it is evident that religion had a high effect on the leaders decisions, which is highlighted through Hunt and Vitell ‘A priori, compared with nonreligious people, one might suspect that the highly religious people would have more clearly defined deontological norms and that such norms would play a stronger role in ethical judgments’’ (Fernando, Dharmage & Almeida 1993, p. 780). Therefore highlighting the idea that a leader (that has characteristics of the trait theory) with a perspective in religion will have more incorporation of Corporate Ethical Sustainability within the decisions they make in their organization. It is evident that age plays a role in the decisions that leaders make, the older in age the more life experiences which causes moral development. Hall stated that ‘†¦older the managers tend to be exposed to a variety of ethical problems and become more sensitive to the harm that ethical transgressions can do to the organization and its stakeholders†¦Ã¢â‚¬â„¢ (Hall 1976, p 148). Therefore highlighting that a leader’s age is negatively related to relativism, hence the older a leader is take into consideration universal moral rules. However there are certain aspects such as gender that doesn’t play a major role in ethical decision making, as gender isn’t significantly related to both idealism and relativism. Fr om this study it highlights the importance of leadership’s traits i.e. age, religion when they are making ethical decisions internally and externally of their organization. Through the study conducted by Cocklin and Stubs it is evident that a conscious leader is able to have an effect and change the organization both  internally and externally i.e. understanding the importance of the stakeholders within the organization. The notion that organizations previously focused on profitability i.e. the shareholders importance has decreased to a certain extent in comparison to the stakeholders of the company, hence expressing the power that leadership has in modifying the idea of utilitarianism. It is evident that the conscious leader highlights the importance of the stakeholders, hence ‘†¦visionary CEOs will push the sustainability agenda throughout organizations and stakeholder networks†¦sustainability becomes more embedded in the organizational structure and culture†¦Ã¢â‚¬â„¢ (Cocklin & Stubs 2008, p 123). This highlights the idea that a sustainable business with a humble leader will adopt a stakeholder perspective, emphasising the idea that an organizations success is intimately linked to success of their stakeholders rather than the shareholders. It is evident that companies such as Shell petroleum highlight their importance on their stakeholders, and believe that engaging correct ethical decision making towards stakeholders will be more profitable and responsive in the long run, ‘We remain convinced that engaging with stakeholders and integrating social and environmental considerations better throughout the lifetime of our projects makes us a more responsive, competitive and profitable company, in the long and short term.’(Knights & Wilmott, 2007 p. 4) Through Mackey’s article it highlights the differences between a conscious business and corporate social responsibility. ‘†¦emphasis on conscious business on higher purpose, stakeholder interdependence, conscious leadership and conscious culture apart from corporate social responsibility†¦Ã¢â‚¬â„¢ (Mackey 2011, p 5). These differences are driven by a conscious leader which affects the decisions that one may make i.e. they focus on reconciling caring and profitable through higher synergies in comparison to CSR decisions are focused on adding ethical and financial burden to business goals. However through data produced by O’Toole and Vogel it was evident that their there was the idea to treat all stakeholders equally and fairly. This idea is quite uncontrollable and unrealistic hence Mackey stated that it would be impossible for a conscious leader to achieve anything like this. Hence there is the notion that there will be ‘conflicts’ between stakeholders, which may cause unethical decisions made by the management. It is evident that the conscious leader has enhanced the idea of the stakeholder’s theory which has evolved from the idea of utilitarianism. It is evident that practices of leadership have an effect in the development and management of ethics and CSR. Through the articles I was able to analyse the effects that CEO’s have on their own organization in decision making, whether variables such as age, religion etc have an influence in the ethical decisions that are made by the leaders. The emphasis of a conscious leadership business portrayed the beneficial longer term benefits for the business when stakeholders are seen as the center rather than shareholders. Reference List Cameron, K.S., Bright, D. & Caza, A. 2004, ‘Exploring the relationships between organizational virtuousness and performance’, American Behavioral Scientist, vol. 47, no. 6, pp. 766-90. Clegg, S.R., Kornberger, M. & Pitsis, T. 2012, Managing and organizations: An introduction to theory and practice, 3rd edn, Sage, London. Fernando, M., Dharmage, S. & Almeida, S. 2008, ‘Ethical ideologies of senior Australian managers: An empirical study’, Journal of Business Ethics, vol. 82, no. 1, pp. 145P55. Ferrell, O. C. and L. G. Gresham: 1985, ‘A Contingency Framework for Understanding Ethical Decision Making in Marketing’, Journal of Marketing 49, 87–96. Fineman, S. (1996). Emotion and organizing. In S. R. Clegg, C. Hardy, & W. R. Nord (Eds.), The handbook of organizational studies (pp. 543-564). London: Sage. Forsyth, D. R.: 1980, ‘A Taxonomy of Ethical Ideologies’, Journal of Personality and Social Psychology 39(1), 175–184. George, J. M. (1995). Leader positive mood and group performance: The case of customer service. Journal of Applied Social Psychology, 25, 778-794. Hall, E. T.: 1976, Beyond Culture (Anchor Books, Doubleday, Garden City, NY). Knights, D. & Wilmott, H. 2007, Introducing organisational behaviour and management, Thomson, Australia. Mackey, J. 2011, ‘What conscious capitalism really is, California Management Review, vol. 53, no.3, pp. 83-90. Stubbs, W. & Cocklin, C. 2008, ‘Conceptualizing a â€Å"sustainability business model†Ã¢â‚¬â„¢, Organization & Environment, vol. 21, no. 2, pp. 103-27. Wray P Bliss, E. 2007, ‘Ethics in work’, in D. Knights & H. Willmott (eds), Introducing organizational behaviour and management, Thomson Learning, pp. 506-33. Reflective response: Argument: From the feedback I received I needed to ensure that all my points within my essay correlated and linked from one aspect to anther critiquing what changes had occurred instead of describing the leadership practices. In Assignment 2 I ensured that I only critiqued and I ensured that my main points flowed and related to the question. Organisation and Structure: Assignment 1 my flow of my arguments were not effective they jumped from one point to another, hence in the Assignment 2 I ensured that my essay structure related cohesively so one can read and understand the flow and my main points. Critique: I didn’t score very high in this section as I described the practices of leadership in too much detail. In essay 2 I ensured that I didn’t describe the ideas because the reader already understand the practices I had to critique the ideas, and ensure that I did only describe to the very minimum. Understanding and Content: I scored quite well; I feel I grasped a pretty good understanding of the lectures and the readings. However for assignment 2 I ensured I used more readings and based my arguments from the readings and lectures that I had analysed. Academic English: I made some of my sentences to complicated when they could have been cut down to minimal words. In assignment 2 I ensured that I went straight to the point without any extra words. References: I wasn’t very confident on referencing in assignment 1. For assignment 2 I went onto uts library and it showed me how to reference properly for every type of media. Formatting and presentation: I didn’t follow all the formatting procedures for essay 1. For assignment 2 I went to the assignment guideline and followed all the steps and even went to the rubric and saw what additional formatting need to take place.

How the study of stylistics can help improve one’s English Language Essay

Write an essay that discusses how the study of stylistics/language in literature can help improve one’s English language. (1500-2000 words) To answer the question of how stylistics improves one’s English language is to understand the question itself. The word ‘improves’ in the question entails that the person or student already has at least a basic knowledge and understanding of the English Language and he/she wants to make that knowledge better. There are many disciplines that learners of the English language can venture into to help them improve their literacy competence. One of those aforementioned disciplines is in fact: The study of language in literature or Stylistics. Hence, this is where stylistics as a branch of study from the main trunk of the English Language and Literature tree plays an alternative role in enhancing one’s English Language capabilities. This paper will attempt to explain the logics of how stylistics can help in improving students’ English with an analogy. Studying stylistics is just like the process of language learning and the subsequent discipline that comes with it. Language learning is particularly challenging for most people especially to those who are trying to acquire it at a later age. Just like any other language, the English Language requires the learner to read English books extensively, try their level best to understand the language with the help of teachers and dictionaries, and practice speaking the language as much as he/she can. In regards to this essay, there are several ways how the study of stylistics can help improve students’ English language. Firstly, stylistics enriches students’ ways of thinking about language. Secondly, it improves their skills of English and finally, stylistics propels students’ to act as a linguist and literary critic at the same time which in turn make them competent users of the language. Before diving into the content, one needs to comprehend the definition of stylistics first. Stylistics is understood as that part of linguistics, as Turner describes in Stylistics (1975), which concentrates on variation in the most conscious and complex uses of language in literature. According to A.J. Jassim, it is possible to say that stylistics means the study of literary discourse from a linguistic orientation which offers an area of contact between literary criticism and linguistics. Therefore one can define operationally that, the word â€Å"stylistics† is basically made up of the  components of â€Å"style† and â€Å"–istics† and that â€Å"style† refers to literary criticism and â€Å"–istics† refers the general make-up for the linguistic component of the study (2006). Now, moving onto the discussions, firstly, stylistics enriches students’ ways of thinking about language. It is universally acknowledged that language s erves many functions and one of it is to communicate meaningful expressions. In written text, language is seen, as Eifring and Theil asserts, a communicative system based upon words and the combination of words into sentences and this is known as linguistic communication (2005). One way how stylistics specifically plays a role in enriching students’ ways of thinking about language is for example, when poets write poetry, they are not writing it without their active consciousness of language. Sometimes, they deliberately incorporate deviations and parallelism in their works to serve a specific function. Through this ‘unconventional’ use of language, they are attempting to convey a deeper meaning within the text and most â€Å"Stylisticians† argue that only through stylistics, these literary devices can be observed, analysed and understood. Where some advocate extensive or authentic reading almost for its own sake, Hall explains (2007), as a result of which the language will be absorbed, the advocate of stylistics as a means to develo p language proficiency is committed to the value of conscious attention to details of linguistic features ‘foregrounded’ in a text, whether through ‘deviance’ of some kind, or simply as the consequence of repetitions, parallelism or other such salient patternings seen to contribute significantly to meaning. Students in turn become more sensitive in utilizing English especially when attempting to read and comprehend literature better. Secondly, stylistics improves students’ skills of the English Language. This is because in order to apply stylistic analysis or criticism on a literary text, students need to first master the language from the onset. This entails that students need to, as mentioned earlier, read extensively which in turn heightens their vocabulary and mental lexicon. They also need to understand the language very well; especially in regards to grammar and tenses. For all the arguments that are presented, it is rightfully so that students need to be competent users of the English Language so that they can apply their knowledge of grammar and lexicon in interpreting literary texts. This is because according to Katie Wales in A Dictionary of Stylistics (1990), the  goal of most stylistics is not simply to describe the formal features of texts for their own sake, but in order to show their functional significance for the interpretation of the text; or in order to relate literary effects to linguistic ’causes’ where these are felt to be relevant. This means the knowledge of grammar and tenses are very important elements for the student to get a strong grasp on because in some poetry, poets intentionally use deviations to foreground important features in their works. Researchers such as Van Peer (1986) have found that readers [or students] do indeed pick up on the smallest details of a text and use them to construct meaningful interpretations. A good example can be seen in the stylistic analysis of ‘(listen)’ taken from E. E. Cummings’ 1964 collection 73 Poems, of which it is number 63. The poem ‘(listen)’ is typical of Cummings’ style and contains striking irregularities of form in comparison to ‘traditional’ poetry. There is a high probability to those reading this poem, whom are not partial towards stylistics, will consider it as a complete mess and an overall ‘bad’ piece of poetry because of the strange use of punctuation and the seemingly odd structure of particular phrases. An excerpt of the poem is displayed below: (listen) this a dog barks and how crazily houses eyes people smiles faces streets steeples are eagerly tumbl ing through wonder ful sunlight – look – selves,stir:writhe o-p-e-n-i-n-g(line 1-12) One of the reasons for Cummings’ use of deviation is not simply for shock value, as Shaikh debates, and the linguistic choices he makes are by no means arbitrary (2012). In the past, some critics have even disregarded his  eccentric use of language, claiming that it is of no interpretative significance. What these critics overlooked and not aware of is that one will be able to explore and experience the beauty and depth of the poem hidden within the ‘mess’ once they apply stylistic criticism unto it. ‘(listen)’ is not a, for the most part, difficult poem to analyse in terms of the complexity of the subject matter. It is the process of making sense of the grammatical ‘mess’ in the text that is the sole source of ‘headache’. What is most challenging is to relate the various atypical stylistic features that Cummings’ has chosen to use to one’s overall interpretation of the text. Finally, stylistics propels studen ts to act as both linguists and literary critics at the same time. In fact, the purpose of stylistics is to be the bridge of linking the two disciplines: linguistics and literary criticism. Nevertheless, it is rather unfortunate as McIntyre (2012) states that since the emergence in the 1960s of English Language as a university subject in its own right, the relationship between the study of literature and the study of language has often been one of bitter rivalry (p. 1). Experts in the literary field criticize against the ‘cold’, ‘scientific’ approach that is adopted by linguistic scholars in their analysis of literary texts. At the same time, similar critical judgements are imposed by linguistic scholars towards literary experts because they are too subjective and vague in the analyses they produce. Despite the feud between the clashes of these two spheres of language studies, there lies exquisiteness when one can merge the two fields and use their respective theories and means of analyses to understand a literary text well . Since stylistics is neither pure linguistics nor sheer literary criticism, a stylistician is, thus, intended to act possibly as a linguist and as a literary critic as well. To link both, the job of the linguist and that of the literary critic, stylistics emerges as a connective means to demonstrate how the linguistic elements act significantly in a text to produce a communicable message. The function of stylistics is to help the reader stimulate, the significance of a literary text by analysing the interrelations between its linguistic items. This approach is essentially selective. It aims to identify the stylistically significant, or stylistically distinctive, features in a literary text and to study their function in the text as a whole. Stylistics occupies the middle ground between linguistics and literary criticism and  its function is to mediate between the two. In this role, its concerns necessarily overlap with those of the two disciplines. It is for this reason that stylistic analysis shades indiscernibly into literary appreciation. Therefore, literary analysis seeks the assistance of stylistic analysis which is of a complementary nature to it. Stylistic analysis usually seeks to identify what stimulates and guides the reader or listener in the literary work. But there is no specific and restricted technique to follow (Fairly, 1979). Despite it all, this act of propelling one to act as both linguist and literary critic stretches his or her potential to the maximum towards being a very competent user of English language hence whether they like it or not, it will improve their English. One needs practice a great deal so that they get the stylistic analysis On the grounds of how learning language is similar to how learning stylistics help can improve one’s Englis, as reiterated throughout this paper, both disciplines require the students to read extensively, understand and practice the skill in order to improve their language competency. In conclusion, with all the arguments which is presented in the above discussions, stylistics does help in improving one’s or students’ English language. Firstly, stylistics enriches students’ ways of thinking about language. Secondly, it improves their basic skills of the language and finally, stylistics propels students’ to act as a linguist and literary critic at the same time which in turn make them competent users of the English language. Students especially can use stylistics to sustain and defend an interpretation of a poem, or any literary texts for instance, and they can also use stylistics to highlight elements of a poem that we might otherwise fail to notice . References Abdul Jalil Jassim Hejal (2006) Stylistics : A contact between Linguistics and Literary Criticism. J. of Col. of Basic Education. Pdf. Web. Retrieved from: http://www.iasj.net/iasj?func=fulltext&aId=69572 Eifring, Halvor & Theil, Rolf (2005). Linguistics for Students of Asian and African Languages. Pdf. Web. Retrieved from : http://www.uio.no/ Fairly, Irene R. (1979). â€Å"Experimental Approaches to Language in Literature: Reader Responses to Poems† in Style. Vol. 13 , no . 4 . Hall, Geoff. (2007) Stylistics in Second Language Contexts: A Critical Perspective. Palgrave Macmillan, New York Wales, Katie. A Dictionary of Stylistics. London: Longman, 1990. McIntyre, D. (2012). Linguistics and literature: stylistics as a tool for the literary critic (Vol. 1, pp. 1-11). SRC Working Papers. Naushad Umarsharif Shaikh. (2011) Role of Stylistics in Learning English as a Second Language. Pdf. Web. Retrieved from: http://www.languageinindia.com/aug2011/naushadstylisticslanguagelearning.pdf Turner , G.W. (1975). Stylistics. Benguin Books. London.

5 Tips For Aspiring Freelance Writers

5 Tips For Aspiring Freelance Writers 5 Tips For Aspiring Freelance Writers 5 Tips For Aspiring Freelance Writers By Guest Author This is a guest post by Ian Greaves. If you dream of working for yourself and being able to generate an income from your writing, you will need to learn how to make the most of the time and resources at your disposal. Achieving consistency in the quality and content of your writing will be your priority; however, there are a number of practical aspects, concerning the approach to writing and its positive impact on your productivity, that you shouldn’t overlook. 1. Write, don’t procrastinate! I know I’m stating the obvious here, but it had to be first on the list, and I speak from experience! Even the master storyteller, Stephen King, in his 2000 memoir â€Å"On Writing† admitted The scariest moment is always just before you start. This is not to say that you shouldn’t plan your piece, far from it, but despite ongoing technological advancements in almost every industry, writing still requires a writer, so write. Edit, re-write, discard, re-invent, even all of the above, but you need to have written something first. Whether you produce a single sentence or twenty pages, the feeling of achievement will be tangible, as Henry Ford once observed â€Å"There is no happiness except in the realisation that we have accomplished something†. 2. Recognise that all feedback is good feedback We all feel protective about our written output, and it’s our prerogative, because we’ve toiled and sweated over it. But being a freelance writer is about producing work that will meet the needs of a specific market or audience and any feedback that helps in achieving that goal can only be good, however hard it might be to read and digest. 3. Broaden your horizons Having an appetite to learn and undertake new experiences, not only keeps life interesting, but also ensures we maintain a healthy stock of subjects to write about . â€Å"Write what you know† is advice frequently given to writers, so expanding what you know can only broaden your writing horizons. 4. Believe in yourself Although an overused phrase, this really is sound advice. Writers will endure many knockbacks and rejections throughout their careers, and it takes a lot of self belief to persevere and keep submitting work. The self help author Dr. Robert Anthony’s view was â€Å"You can have anything you want if you will give up the belief that you cant have it.† 5. Have a Goal It doesn’t matter whether it is big or small, but by setting a goal and working towards it, statistics show that you will be one of only 3% of individuals who actually do this. Philanthropist Hannah More wrote â€Å"Obstacles are those frightful things you see when you take your eyes off your goals† A goal gives meaning to what you are doing, it adds perspective, and some days, it will be the prospect of achieving that goal that compels you to return to that project you’ve not been able to finish or even start. One final piece of advice, when you achieve that goal, win that commission or succeed in getting published, share your success. Whether it be on your favourite writers forum, with your family, friends or colleagues, or on your blog or website, not only will it feel good, you might even inspire others to try and emulate your success. About the Author: Ian Greaves is a freelance writer, on his blog, Write Away, he discusses self employment and looks at resources available to anyone interested in working for themselves. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:The Royal Order of Adjectives 8 Types of Parenthetical Phrases30 Words Invented by Shakespeare

What Electric Cars Are Doing to Reduce Global Pollution Levels

What Electric Cars Are Doing to Reduce Global Pollution Levels Could electric cars be a solution to global pollution? To What Extent Are Electric Cars a Solution to Global Pollution? Our society has long considered what we can do to improve the society we live in, to make it better for the children that we are leaving behind. One aspect that must be considered is the level of pollution that occurs throughout the country and the world and the ways in which that pollution level can be reduced. The most popular method that is presented for the reduction of pollution is increasing the number of electric cars on the road and thereby reducing a number of toxins released from traditional cars. A Minor Difference Many say that global pollution is a sum of many different factors and decreasing the number of vehicles that are currently emitting greenhouse gasses will only make a minor impact on global pollution as it exists today. This may, in fact, be true, as it would be nearly impossible to make all vehicles completely electric and, even if it were possible, each would only have a slight impact as long as other methods of pollution were still in effect. Even still, this slight impact will be the start to  changes and this could, in the end, cause a drastic change in the amount of pollution released into the environment. No Production of Gasoline Electric cars run off of electricity and therefore do not require the production of gasoline. Because gasoline is not being mined, this reduces the number of gasses and other pollution that is released not only into the air but into the soil as well. This can reduce the amount of toxins that are getting into the plants, animals and even ourselves within the environment, especially important to the reduction of the effects of pollution.  With a massive production of gasoline comes other less intentional aspects such as leaks and therefore additional pollution into the ground which can definitely leach into the water and even our crops. When gasoline is produced its actually a very messy process and it can result in a lot of problems for the surrounding area. There have been a number of oil leaks throughout the world that have resulted in poisoned water and animals for a long time after the leak is found and cleaned up. Thats because the damage can never fully be undone from that leak and that same material is what is getting into the air we breathe and the soil we grow our crops in and the water that we drink all the time. What actually causes it is the production and transportation of gasoline. Read also: ENVIRONMENTAL EDUCATION AND GREEN CITIZENSHIP No Greenhouse Gases Leaked From Cars Likewise, with electric cars, they do not create greenhouse gasses to be let off into the atmosphere. As a result of this, there is less pollution being put into the air and far less that is actually being trapped within the air. Because gas is not released, there is less to cause illness or harm to the population of humans, plants, and animals without our world. This ensures that the world is going to be a much cleaner place for the future and our future generations. When traditional cars use gasoline that has to be burned off and goes into the air as a type of smog. Youve likely seen it coming out of the tailpipes of cars but youve especially seen it come out of large tractor trailers. This smog is extremely bad for anyone to breathe in and it becomes even worse when it gets into the atmosphere and stays there. Thats because it can then trap in more dangerous chemicals and smog so the air becomes permanently damaged, instead of just for that short time. Even reducing the number of full gasoline vehicles on the road by 1,000 vehicles would make an immense amount of difference. 100 vehicles could be a big difference even and thats only two people per state for just the United States, not counting other areas that are considering the importance of electric cars to a higher extent than the United States. With even a small amount starting the trend and bringing in more and more people it would be possible to make an immense difference in the amount of pollution in our world, something that is extremely important to remember.

Nike Industry Research Paper Example | Topics and Well Written Essays - 2000 words

Nike Industry - Research Paper Example For example, Adidas and Reebok are the closest competitors of Nike Inc. However, Adidas is one of the main competitors of Nike in that the company owns 5.32% of the industry market share and has been privileged to sponsor major events such the as the 2012 Olympics. While Nike owns 35.21% of the industry but suffers a major ordeal of competitive losses as it does not focus on social media to keep in touch with return customers and potential new ones. Reebok on the other hand, is a subsidiary of the Adidas Company and owns about 2.58% of the market share posing as a potential competitor for Nike in terms of quality products, target market, and promotional schemes (Bureau of Labor Statistics, 2008). Customer Bargaining Power Based on 2009, 2010, and 2011 revenues that peaked at $20.9, Nike’s customers have a high bargaining power with regards to their social backgrounds and average total household income. The target market for Nike Inc. earns an average total household income of $50,000 to $150,000 per year making the target market upper-middle class. The customer base of Nike Inc. is cultured in terms of quality and continued use of the company’s products, therefore, it has very little interest in switching brands. Trends in this market show that 62% of customers buy Nike shoes once per year as their use for the shoes is central to exercise and athletic reasons. The target market includes athletes and non-athletes while 19% of all sales are from athletes while the rest are distributed amongst customers looking for products giving/providing comfort, enjoyment, fitness exercise, and quality collections. Supplier Bargaining Power Given the market share of more than 35% that Nike Inc. has secured within the industry, the bargaining power of suppliers is weak due to the fact that there are few other companies that can sustain their survival better than Nike. For example, competition between suppliers in 2012 resulted to increased revenues for Nike as sup pliers had to win Nike’s confidence by lowering their prices and providing discounts in order to win the tenders. Additionally, Nike’s market share has placed the company as a high contender of the suppliers with best deals . Due to bulk purchases of supplies, the company enjoys extensive cash and purchase discounts (Lazich, and Virgil, 2011). Threat of Substitutes Reflecting back on the competitive forces that shape the sportswear industry, it has been noted that most companies in this industry capture their market share with regards to trends, customer behavior, and culture of the company (Lazich, and Virgil, 2011). Nike Inc. faces a major threat of substitutes from various companies starting with the major competitors Adidas and Rebook. However, Nike shoes and other products fair better on the competitive market due to brand recognition rather than quality and design. With regards to purchasing power of customers, above 62% of return customers buy shoes once a year and have more than $50,000 in total household income (Lazich, and Virgil, 2011). Due to prices that match the quality of products traded by Nike, substitutes bridge the gap between low income earners and product sales. For example, the market share owned by companies labeled as others is 29.68 (Mirando, (2012). Threat of New Entrants The threat of new entrants in the sporting industry is almost zero. Two considerations make up for this claim. Firstly, the sportswear in