Reasons for Napoleons Defeat :: European Europe History

Explanations behind Napoleon's Defeat The Campaign of 1812 ought to have been an another campaign for Napoleon, however he presently confronted 2 new arrangements that he had never confronted, the serious Russian winter and the infamous singed earth strategy. On June 23, 1812 Napoleon's Grande Armee, more than 500,000 men solid, poured over the Russian outskirt. An equivalent measure of Russian powers anticipated them. The consequence of the battle was an astonishment. Two creators, General carl von Clausewitz and Brett James, show likenesses in reasons why Napoleon had lost this battle to Russia. Napoleon accepted that after a couple of brisk successful fights, he could persuade Alexander to come back to the Continental System. He additionally concluded that on the off chance that he involved Moscow, the Russian government would fold and request harmony. A solitary blow conveyed at the core of the Russian Empire, at Moscow the Great, at Moscow the Holy, will in a split second put this entire visually impaired, indifferent mass at my kindness. pg 6, 1812 Napoleon's Defeat in Russia This was his conviction he communicated in March 1812. Be that as it may, when Napoleon in the end took over Moscow, the Tsar despite everything didn't give up. Napoleon, made an impression on the Tsar, requesting a prompt acquiescence. In any case, the Tsar couldn't give up provided that he did, he would be killed by the aristocrats. Clausewitz answers by saying, Napoleon couldn't get a handle on the way that Alexander would not, couldn't arrange. The Tsar knew well that he would be arranged and killed on the off chance that he attempted so. pg 256, The Campaign of 1812 in Russia General Clausewitz stated, Napoleon accepted on the off chance that he crushed the Russian Army and involved Moscow, the Russian initiative will self-destruct and the legislature would call for harmony. pg 253, The Campaign of 1812 in Russia Brett James additionally concurred that Napoleon's occupation had no outcome. The control of Napoleon in Moscow didn't have an impact on the administration. Pg 13, 1812 Napoleon's Defeat in Russia With his fight plan set, Napoleon arranged his soldiers for the assault on Russia. In any case, Napoleon didn't consider the furious Russian winter which anticipated him. As per Ludwig Wilhelm Gottlob Schlosser, a spectator, he portrayed the military by saying, The French, down to the lowliest drummer were exceptionally fussy. These poor French villains were not happy with not as much as soup, meat and vegetables, dish, and serving of mixed greens for their noontime dinner, and there was no indication of their acclaimed cheapness. Explanations behind Napoleon's Defeat :: European Europe History Explanations behind Napoleon's Defeat The Campaign of 1812 ought to have been an another campaign for Napoleon, yet he currently confronted 2 new arrangements that he had never confronted, the extreme Russian winter and the infamous singed earth strategy. On June 23, 1812 Napoleon's Grande Armee, more than 500,000 men solid, poured over the Russian fringe. An equivalent measure of Russian powers anticipated them. The consequence of the battle was an amazement. Two creators, General carl von Clausewitz and Brett James, show likenesses in reasons why Napoleon had lost this battle to Russia. Napoleon accepted that after a couple of fast triumphant fights, he could persuade Alexander to come back to the Continental System. He likewise concluded that in the event that he involved Moscow, the Russian government would fold and request harmony. A solitary blow conveyed at the core of the Russian Empire, at Moscow the Great, at Moscow the Holy, will immediately put this entire visually impaired, unresponsive mass at my benevolence. pg 6, 1812 Napoleon's Defeat in Russia This was his conviction he communicated in March 1812. Be that as it may, when Napoleon in the long run took over Moscow, the Tsar despite everything didn't give up. Napoleon, made an impression on the Tsar, requesting a prompt acquiescence. Nonetheless, the Tsar couldn't give up provided that he did, he would be killed by the aristocrats. Clausewitz answers by saying, Napoleon couldn't get a handle on the way that Alexander would not, couldn't arrange. The Tsar knew well that he would be arranged and killed on the off chance that he attempted so. pg 256, The Campaign of 1812 in Russia General Clausewitz stated, Napoleon accepted in the event that he vanquished the Russian Army and involved Moscow, the Russian administration will self-destruct and the legislature would call for harmony. pg 253, The Campaign of 1812 in Russia Brett James likewise concurred that Napoleon's occupation had no outcome. The control of Napoleon in Moscow didn't have an impact on the administration. Pg 13, 1812 Napoleon's Defeat in Russia With his fight plan set, Napoleon arranged his soldiers for the assault on Russia. In any case, Napoleon didn't consider the wild Russian winter which anticipated him. As indicated by Ludwig Wilhelm Gottlob Schlosser, a spectator, he portrayed the military by saying, The French, down to the lowliest drummer were exceptionally demanding. These poor French fallen angels were not happy with not as much as soup, meat and vegetables, dish, and serving of mixed greens for their late morning supper, and there was no indication of their acclaimed thriftiness.

Questions and Answers - The Politics of Program Evaluation Essay

Questions and Answers - The Politics of Program Evaluation - Essay Example Then again, a correspondence plan for a quantitative assessment is increasingly worried about goal and logical elements. Where the subjective assessment was worried about â€Å"how well† the arrangement worked, quantitative assessment is worried about â€Å"how much† the arrangement worked (LinguaLinks Library). Quantitative assessment quantifies the degree of mindfulness when the usage of the arrangement. It considers the quantities of individuals, classes, and materials; measures ventures against the outcomes accomplished. The point of the quantitative assessment is the measure all the parts of the arrangement, including variables, for example, the quantity of individuals included, the measure of material utilized, the time apportioned for the arrangement, the expense of plan, and above all the degree of change created by the correspondence plan. 5. Some significant parts of a person’s disposition that would urge one to consider his proposals would include: genuine and basic characteristic, non-critical demeanor and comprehension of constraints. An individual, whose disposition or nonverbal conduct (Rashotte, 2002) is unrivaled and critical, causes the individual getting the proposals to feel awkward, uncertain of him-self and looked-downward on. Subsequently, such a person’s proposals won't be generally welcomed. The prevalent and critical demeanor will just rouse hatred and scorn. Then again, an individual who approaches subordinates with deference and is tolerating of their disparities, without causing them to feel little, will consistently discover his proposals followed, however consistently looked for after. A very much contemplated air and un-self important disposition of the recommender fills in as a positive good example, rousing certainty and trust, along these lines making it straightforward and acknowledge ones deficiencies without getting cautious and

Speed Walking

Speed Walking For winter break and the first half of IAP, we are in North Miami, Florida. We’re relaxing, making some art, some animation, cooking with our mom, cleaning around the house, meeting up with high school friends, spending time with our family, and also speed walking. During the semester, exercising is honestly not nearly as high up as it probably should be (read: is unfortunately the very last thing) on our priority list. It’s even below matching our socks in pairs. And we have been walking in mismatched socks every day for almost a year now. (Freshman fall was a different, more virtuous time.) Because semesters are very sedentary for us, we have been making an effort this break to try to move a little. Since we don’t like most forms of exercise and used to go on walks with our mom frequently, changing those walks to speed-walks was a fairly simple transition. Most of these sessions take place on this really nice, 1.25ish mile, linear path by our building, totalling the whole back-and-forth walk at 2.5ish miles. It is bordered left and right with lush green that is home to at least (we are convinced) 40 wild cats!! Beyond the right tree border is road, but beyond the left one is the beach! It’s been pretty fun going on these walks regularly.           Here are some memorable snippets: When we speed-walk with our mom, usually all of us listen to our own music, or none of us do and we talk. But this one time, since there werent too many people passing by, our mom suggested to just play her music (which was a playlist of her (which is also our) favorite Russian songs) on speaker. We just walked and jammed without a care in the world. Another time, we decided to walk on the beach (side note: we learned walking on sand is significantly more difficult!). The entire time, we were basically the only ones walking, and then we saw in the distance, a 60ish-year-old woman walking towards us, with more pep in her step than in ours combined. She was in full exercise gear, headband and all. We silently really appreciated the aesthetic. As she speed (sped?) walked by us, we must’ve had looks of distress or pain on our faces (like, yes, that’s very likely), because to our surprise, she looked at us and very motivationally yelled “PUSH IT PUSH IT.” Immediately, we both just grinned, because how can you not grin at that! It really made the rest of the walk great (despite the sand making it painful). We had some stale bread at home, so our mom decided to bring it with us on the walk to potentially feed some seagulls. We thought that maybe we’d feed like five. But boy oh boy did we feed more than five seagulls. There must’ve been 50! They were also kind of scary! They were INCHES away from our faces with their sharp beaks, literally screaming for the bread.         The day after Christmas, we saw a group of about 10 cats, lounging by the start of the path. This was strange, because we usually never see them there or together in such a large group. So our mom, surprised, said “Oh! They must be recovering from last night’s Christmas party!” Due to a cold front, it was a freezing 50 degrees Fahrenheit in Miami for a couple of days (yes, in Miami, water actually solidifies at that temperature). But that didn’t stop us! We put on three top layers and our mom’s sweatpants (because we didn’t pack well and left ours back on campus). When we got to the path, it literally felt like it was hailing sand. The wind was so strong that it blew a whole bunch of it in the air. Yeah, thats it, there isn’t a conclusion to this one. One day, the sky was very pretty : )       We were about to go walking without our mom, and before we left the apartment, our mom suggested one of us to use her fanny pack. It was because she didnt trust either of our clumsy-and-head-in-the-cloud selves with holding keys (and we knew this), but Allan, who called dibs, was still extra excited to wear it! It ended up being super comfortable and convenient, and even fit a phone! Such functionality deserved its own  snippet. We went on a pretty late speed walk with our mom. It was almost completely dark and by the time we made it halfway through, it became completely dark. As we passed by a looser patch of trees, we saw a huge, yellow, semi-orb setting on the water. We soon realized it was actually rising, and that it was a Supermoon! (The picture really doesnt do it justice.) We just stopped for a little and watched it. Our mom then took her headphones out of her phone, and her Russian music began playing on speaker. Logically, we proceeded to dance sillily (hopefully thats an actual adverb). It was one of those spontaneous and fun moments that you know you don’t want to forget. When initially thought of, this blog was going to be only a list of cute/memorable speed walking stories. But we think we’ll tag on this analogy, because it seems fitting. It often feels like you are speed walking at MIT (like beyond the *literal* shuffle-shuffle-im-so-cold-and-need-to-get-inside speed walk). Work piles up from essays to psets to projects to clubs to urops, and often, it feels like the only way to keep up with it all is by speed walking through it, by maintaining a pace that will ensure you get everything done, but not one that will burn you out. Sometimes, you have to speed up a little, 1.5x speed online lectures to get through them all, go into a sprint, run from the student center with your lunch in hand to class. Other times, you can slow down, and take the time to stretch you arms in the air, that extra hour of sleep, savor the feeling of your entire foot planting on the ground, and savor that extra moment in the lounge with your friends. Sometimes, the person you’re speed walking with gains speed that you don’t, and you try to catch up to them with everything you’ve got. But you’re really struggling to run, and you’re friend sees that. They will run back to you, and walk you through that pset question at your own pace. Sometimes, you’ll decide to take a break from your speed walk, marvel at the scenery, feel grateful that you are at MIT, breathe in the ocean air under the moonlight, and talk with your friend about life and stuff at 1am. Sometimes you’ll find yourself speed walking on sand. You didn’t realize it would be as hard as it actually is, but you keep going at it. And just when you are about to give up, you’ll find that there is someone there to give you that extra “PUSH IT” you need, or that extra comfort you need, or that shoulder to cry on. We don’t have any plans for the first half of IAP, so we’ll just keep speed walking in preparation for spring semester. Post Tagged #photography

Comparison of Li Po and Tu Fus Poetry Essays - 802 Words

Comparison of Li Po and Tu Fus Poetry During the Tang Dynasty, Li Po and Tu Fu have reigned the literary world with their poetry. Their writing techniques and themes in their poetry allow them to stand out amongst other poets at the time. With the unique aspects and images these poets write about, they distinguish the similarities between themselves and contain different intensities in their poetry. While Li Po has a more relaxed tone to his poetry, Tu Fu deals with the serious aspects of life such as war, poverty, and suffering. Li Pos writing style is conventional and contains no new innovations. Much of his poetry contains older styles such as lu-shih, chueh-chu, and especially the†¦show more content†¦Alcohol became another common theme of Li Pos poetry. Scholar Tan-chiu! Bring the wine and no delay! For you Ill sing a song- be pleased to bend your ears and hear; bells and drums, foods rare as jade- these arent worth prizing; all I ask is to be drunk forever, never to sober up! This excerpt from the poem Bring the Wine, is only one of the many hundreds of poems that portrays Li Pos love of wine and its affects. I take my wine jug out among the flowers to drink alone, without friends. I raise my cup to entice the moon. That, and my shadow, makes us three, is an excerpt from his Drinking Alone poem. It displays his love of wine and the enjoyment of the beauty of the moon. Tu Fus poetry illustrates more serious topics and contains more serious themes. It contains more creation, tu-tsao, and his writing styles have a modern twist to them. He also brought the chin-ti form to popularity, making it a poetic statement. One characteristic of Tu Fu poems is that he incorporates and parallels two totally different topics together. For example, in his poem River Stop Tu Fu parallels the river and clouds to his heart and his mind. Rivers flow- my heart doesnt try to keep up; clouds remain- slow as my imagination. Tu Fu also condenses and distorts his poetry, which leaves his poetry ambiguous and open to suggestion. However, this may be

Interesting Facts About US Housing

About 7.2 million homeowners took out home equity lines of credit in 2003, up 12 percent from 2001 when 6.4 million such credit lines were established. Thats just one of the interesting facts and statistics reported in the latest edition of the American Housing Survey (AHS) [pdf], sponsored by the Department of Housing and Urban Development. Now entering its fourth decade of publication, the AHS provides information on a variety of topics, including home ownership, characteristics of homes and their owners, housing costs, vacation homes, gated communities and people’s views of their neighborhoods. Some more highlights from the latest AHS: About 3.8 million homeowners had lump-sum home equity mortgages, down nearly 20 percent from 2001, when there were 4.7 million such loans.Homeowners occupied more than 72 million homes. Overall, the nation had about 106 million occupied housing units.Renters occupied 33.6 million housing units.The nation’s median mortgage interest rate was 6.7 percent, down from 7.5 percent in 2001.The median value of owner-occupied homes was $140,000.Between 2001 and 2003, the number of owner-occupied units with four or more bedrooms increased by about 1 million to 18.7 million.There were 3 million owner-occupied homes in planned gated communities.The vacancy rate for rental housing units was 9.6 percent, up from 7.8 percent in 2001.On a scale of 1-to-10, with 10 being the best, 3-in-4 homeowners rated their neighborhood an 8 or higher.

Biographical Sketch Free Essays

Growing up in the United States has always been both challenging and equally interesting. Born over twenty years ago, I am one person who can be described as having a serious approach towards important issues in life. Issues and events that have come to build who I am today. We will write a custom essay sample on Biographical Sketch or any similar topic only for you Order Now I have always been a big dreamer and all my efforts have been geared towards fulfilling these dreams. The greater the dream, the more the challenge and effort employed to accomplish it. As a kid, I grew up in a neighborhood inhabited by people of diverse cultures and background. My early childhood studies were uneventful and as far as I can recall I have never had a problem with bad grades. This excellent performance trend would further be continued in my high school days clipping a number of awards. This good performance in my academics, I can attribute to a good family background. My parents are staunch Christians who religiously believe in imparting the best values and life to their children. Although this strictness may at times have cost me a few good times with my friends, I don’t complain much as I can see where it has led me. They brought me up as a self-motivated and independent minded person and these qualities I continue to apply in my life up to date. It is this independence and hard work that would lead me to acquire a job in a grocery store, where out of a belief in diligence and work ethics, I would be promoted to a manager after a record one year. Later after the store was closed, I was to secure a job as a clerk in the local post office, a post that I still hold today and run concurrently with my studies. I have also acquired strong interpersonal skills that have seen me expand my social network. My ability to converse in both Polish and English is my strong point as it has enabled me to extend my interactions beyond borders. My love for knowledge is the main driving force behind my enrolment in education programs and as they say, the sky is the limit. Abraham Lincoln once said â€Å" And in the end, it is not the years in your life that count, it’s the life in your years† (Jone J. L. , 2006) I have also vowed to make the best out of this life Reference Jone Johnson Lewis, 2006. Life Quotes from wisdom quotas. Quotations to inspire and challenge. Retrieved on 14/11/07 from http://www. wisdomquotes. com/cat-life. html How to cite Biographical Sketch, Papers Biographical Sketch Free Essays On the outside, I appear as a typical plain teenager who had already learned to cope with and comfortable living the life of an American youth. After coming to this nation four years ago, I can truly say that I have already adopted some of the local culture and tradition. My interaction with fellow teenagers has made me less discriminatory and more open-minded to ideas I previously considered unacceptable. We will write a custom essay sample on Biographical Sketch or any similar topic only for you Order Now I am now more confident in speaking English even though it is not my native tongue. My stay in the US has acquainted me with people who have freed me from my idealism to become more realistic and unbiased without compromising my moral standards. Amidst all these changes, inside me is still that person who came from Poland four years to pursue my dream. I am still that same person who is determined and committed to life-long learning both inside the four-walls of the classroom and through my social interactions. I still see this university as a venue to cultivate my skills and broaden my knowledge with my peers acting as enhancers and motivators. I still believe that aside from enriching my academic knowledge through the theoretical concepts that I am discovering in class, maturity and development of character are still the most important lessons that I am acquiring. I am very much motivated to excel in the career path that I chose and this motivation will nurture my passion. Some things might have changed after four years of staying here. Yet, I am still aware of the fact that even though I speak English fluently, I still think in Polish. Even though I am already used to having burgers and fries during meals, I will still have a craving for the native delicacies. However, one this has never changed—my passion for learning and my yearning to become the best person that I can be through moral development. How to cite Biographical Sketch, Papers

Religion vs magic in dealing with problems Essay Example For Students

Religion vs magic in dealing with problems Essay All societies and human beings have a set of beliefs for ordering the world. Religion and magic are belief systems used by many societies. This essay will discuss the function and moral dimensions of both magic and religion, and focus on the need to explore human beliefs and behaviours in the context of the society in which they occur. I will also discuss the way in which magic and religion use various processes to provide psychological reassurance to individuals, leading to the conclusion that both belief systems incorporate equally rational ways of dealing with problems. Religion can be seen as an overarching controlling force in the universe that sustains the moral and social order of the people, serving to validate peoples lives. The main purposes of religion function to set a moral code and sense of community and security, to explain misfortunes in life and most importantly, to help people through crisis and problems, providing hope and faith. There is some evidence of hostility in Western belief systems toward magic, with magic tending to be understood as an erroneous and unreliable belief knowledge system. Some anthropologists believe it is necessary to distinguish between religion and magic, seeing religion as a rational belief system and magic as irrational. Many evolutionist anthropologists maintain the belief that magic and religion equate to different stages of social evolution, holding that the deeper minds may be conceived to have made the great transition from magic to religion (Frazer, J 1890). This phrase is misleading because it suggests that some societies are less complex, rational or primitive than other advanced societies, enhancing the common misconception that religion is a more rational way of dealing with problems than magic is. Religion is generally associated with developed cultures and magic is associated with undeveloped, so-called primitive cultures, hence encouraging the idea that magic belongs to superstitious, irrational indivi duals with limited intellectual abilities. Magic, through various forms including activities and rituals, provides a means to influence the supernatural. It is a way of gaining information about the unknown, and also gives a sense of control over events and happenings of life. Magic, like religion, provides meaning and purpose, reducing uncertainty, effectively counteracting the forces of fear and providing the means for the re-establishment of solidarity and morale of a community facing or touched by crisis. Magic embraces a system of values which regulate human conduct (Evans-Pritchard 1976 1937:18. It is in fact a very complex, regular and consistent form of belief. Azande people resolve problems using a logical belief system of witchcraft. All events and circumstances are not invariably and unanimously attributed to magical forces, and witchcraft is used solely to explain the unexplainable. Evans-Pritchard states in his analysis of the Azande people, that magic and witchcraft ha s its own logic, its own rules of thought, and that these do not exclude natural causation. Belief is quite consistent with human responsibility and a rational appreciation of nature (Evans-Pritchard 1976 1937:30). Azande people say that witchcraft and magic is the second spear (Evans-Pritchard 1976 1937:25). This depicts that they recognise the plurality of causes, and that witchcraft is not used to explain every misfortune. This philosophy can be linked to what Westerners would call accident or fate, what Hindus would call karma and what Christians would call Gods Will. There is no evidence to suggest that some societies contain individuals more rational or better equipped to employ logic and reason than other societies. Every community is in possession of a considerable store of knowledge, based on experience and fashioned by reason (Malinowski 1954:26). Individuals of all societies have equal scopes of rationality and intellectual capacities however, differ in the method used wh en dealing with problems. Religion and magic are both used to cope with the domain of the unpredictable, adverse influences and misfortune. For example, the Trobriand Islanders do no utilise magic when fishing in the inner lagoon, where a man can completely rely on his skills and knowledge. However, when fishing in the open-sea in an environment of danger and uncertainty, the fisherman will resort to magic for safety. This shows that the Trobriand Islanders use magic only when confronted by situations they cannot .ua855155d411f665c28cfc24eb8eb9339 , .ua855155d411f665c28cfc24eb8eb9339 .postImageUrl , .ua855155d411f665c28cfc24eb8eb9339 .centered-text-area { min-height: 80px; position: relative; } .ua855155d411f665c28cfc24eb8eb9339 , .ua855155d411f665c28cfc24eb8eb9339:hover , .ua855155d411f665c28cfc24eb8eb9339:visited , .ua855155d411f665c28cfc24eb8eb9339:active { border:0!important; } .ua855155d411f665c28cfc24eb8eb9339 .clearfix:after { content: ""; display: table; clear: both; } .ua855155d411f665c28cfc24eb8eb9339 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua855155d411f665c28cfc24eb8eb9339:active , .ua855155d411f665c28cfc24eb8eb9339:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua855155d411f665c28cfc24eb8eb9339 .centered-text-area { width: 100%; position: relative ; } .ua855155d411f665c28cfc24eb8eb9339 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua855155d411f665c28cfc24eb8eb9339 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua855155d411f665c28cfc24eb8eb9339 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua855155d411f665c28cfc24eb8eb9339:hover .ctaButton { background-color: #34495E!important; } .ua855155d411f665c28cfc24eb8eb9339 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua855155d411f665c28cfc24eb8eb9339 .ua855155d411f665c28cfc24eb8eb9339-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua855155d411f665c28cfc24eb8eb9339:after { content: ""; display: block; clear: both; } READ: Pearl Harbor - The United States Should Have Antic Essay

Great Gatsby Essay free essay sample

His style, especially in the great Gatsby is described as â€Å"lushly evocative† because his works have a brilliant understanding of lives that are corrupted by greed and are incredibly sad and unfulfilled. Fitzgerald’s Great Gatsby portrays a very successful live that is full of wonderful material things if looked at on the surface level, but if we go below the surface we would notice a whole array of emotions that are not very pleasing to the eyes. Greed and incredibly sadness are some of the emotions that can be seen below the level in the Great Gatsby and it drives some of the characters to do some things which they were not meant to do. In the case of how his style showcases his understanding of the lives that are corrupted by greed, Fitzgerald wrote, â€Å"She never loved you, do you hear? he cried. She only married you because I was poor and she was tired of waiting for me† (Fitzgerald 130). We will write a custom essay sample on Great Gatsby Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In other words, Daisy is been greedy and self-centered when she chooses to marry Tom because of his money and not love, because greed affects not only the person but also hurts the loved ones to that person. Identically, we see greed being the underlying theme in the Great Gatsby when Fitzgerald wrote, â€Å"He wanted nothing less of Daisy than that she should go to Tom and say: I never loved you† (Fitzgerald 109). Although Daisy shows a sign of greed in her actions, Gatsby also follows suit in his incessant desire to have Daisy all to himself that has driven him to acquire material things that he hopes would please her into being with him. Concerning the case of how Fitzgerald’s style shows his understanding of peoples sadness, he wrote this in reference to Gatsby, â€Å"But his heart was in a constant, turbulent riot† (Fitzgerald 99). Although Gatsby had obtained almost all his lives goals, which includes wealth, fame, and popularity with the people, he still has this sadness in his heart that is causing him a lot of pain, which goes to show that material wealth cannot buy happiness only God can give us peace of mind. Likewise, the characters in the Great Gatsby are all dissatisfied and feel unfulfilled with an aspect of their life, and Fitzgerald lets us know this by saying, â€Å"Why† she said hesitantly, â€Å"Tom’s got some woman in New York† (Fitzgerald 15). Interestingly, Tom is dissatisfied with having Daisy as his wife and gets a mistress (Myrtle), but when the mistress gets killed in an accident, he comes running back to get Daisy before she goes off with Gatsby and this just further stresses the idea that material wealth cannot satisfy us in this world because we would continue to look for more and we need to turn to God to satisfy us. Fitzgerald’s style of writing is one which encompasses the understanding of man’s greed and the sadness and unsatisfaction that comes with not being a true believer in God which in Fitzgerald’s time was the case. Great Gatsby Essay free essay sample The Biographical and Historical Approach to The Great Gatsby Throughout the book, Fitzgerald shows a lot of aspects of the 1920s including prohibition and the illegal selling and moving of alcohol. Prohibition was a big part of the 20s and the crime it produced because of the alcohol that was not to be had. Prohibition started in the U. S. with the ratification of the Eighteenth Amendment. This prohibited the sale, use, possession,  and manufacturing of alcohol any where in the U. S.. Then on  January 17, 1920 congress passed the Volstead Act which enforced the Amendment. Some people said that the passage of the Amendment was due to the fact of the absence of young men that were in the war. The law represented the gathering of decades of activism by temperance advocates. They said that alcoholism hurt worker productivity, domestic violence, family disruption, and was responsible for health problems(â€Å"1920s Prohibition†). We will write a custom essay sample on Great Gatsby Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Instead of eliminating alcohol from America it stimulated an economy that provided illegal hooch,bathtub gin, and moonshine to customers. Approximately 5,000 people died from drinking poisonous home made alcohol. To avoid poisoning from alcohol they sought to buy good hooch and delivered it from overseas mainly over Canadian borders and alcohol became Detroit’s second leading industry behind auto manufacturing. Millions of Americans broke the Volstead act and also went to speakeasies which were secretive bars. In big cities gangsters tried to control the alcohol market by committing fierce and violent crimes to control there turf which was called turf wars(â€Å"1920s Prohibition†). Gavia 2 By 1929 it was apparent that enforcement of prohibition was not working. President Hoover, in response to public demand appointed a commission to study the problems of law enforcement. Hoover designated former attorney General George   Wickersham as head of the national commission on Law observance and enforcement a. k. a. Wickersham Commission. People criticized the report saying it was a waste of taxpayers money because they arrived at no new solutions to prohibition problems(â€Å"1920s Prohibition†). The public was so mad by the governments failure to enforce the Volstead Act that by 1932 both political parties in their platforms put in the repeal of the Eighteenth Amendment. So the Twenty-First Amendment which was ratified in less than one year. Which by 1933 national prohibition ended(â€Å"1920s Prohibition†). High standards, resistance, and bad enforcement of the Volstead Act plagued Prohibition from the beginning. Hoping to make a better definition of  Prohibition legislatures in New  York, New Jersey,  and Massachusetts passed some laws in 1920 that allowed the sale of light wine and low alcohol beer. The Supreme Court  denied the challenges to the Volstead Act in the exact  same year. Even though the doctrine allowed states to create stringent standards this did not mean they could make looser regulations(Blocker,Fahey,Tyrell). All but one state which was Maryland passed a state-level compaction to the Volstead Act creating enforcement mechanisms. Very little states invested funds to sustain an effective enforcement group, and twenty-eight states did not even invest any money. A handful of states repealed their enforcement acts and local police worked very hard to contain the illegal alcohol trafficking. In bigger cities there were webs of underground clubs called speakeasies that were Gavia 3 like bars. After the St. Valentines day massacre in Chicago the Governor of New York renewed calls for the changing of the  Volstead Act(Blocker,Fahey,Tyrell). From the beginning prohibition enforcement would prove to be to weak to hold up prohibition. The prohibition unit, federal agency empowered to enforce national prohibition underwent three reorganizations and personnel changes. It produced seven years of chaos. Until 1927 the Prohibition bureau was not under civil service, because of this it was susceptible to political interference. One out twelve agents were was fired for illegal acts. Even though the Coast Guard and the customs services aided the Prohibition Bureau to stop smuggling it could not carry out the task of prohibition enforcement(Blocker,Fahey,Tyrell). Wayne Wheeler general counsel of ASLA tried for IRS stewardship for Prohibition. Also he wanted the exemption of civil service or the agents. Dry leaders were reluctant to criticize enforcement. Congress was content on where they stand on prohibition issue. They made minimal appropriations for additional enforcement(Blocker,Fahey,Tyrell). The Democratic Party platform included an anti prohibition act when Roosevelt ran for president he promised that he would repeal prohibition. The vote for repeal was 74 percent those for prohibition was 26 percent. Happy throngs sang happy days are here again(David Hanson). Prohibition had been repealed by the 21st amendment which only had two sentences but were the most important sentences. They read: The eighteenth article to the constitution of the U. S. is hereby repealed. The other read: the transportation into any state, territory, or possession of the U.S. for delivery or use therein of intoxicating liquors, in violation of the laws thereof, is Gavia 4 hereby prohibited. Section 1 made it legal to have and sell alcohol and section two made the states delegate the law of liquor. Not all states repealed automatically it took the last state to repeal it until 1966 to do so(David Hanson). Prohibition and repeal were still against each other for awhile and it even split up families and friends. Today  there are still hundreds of dry counties across the country seven decades after national repeal. Even though prohibition failed and caused big problems a lot of people still support neo-prohibition and defend the vestiges of prohibition that still seem to exist(David Hanson). Fitzgerald touched on night life and bootlegging of the time. The government shut down bars and drinking spots. So the gangs took over and opened up places called speakeasies. If you were caught with alcohol you were arrested(Prohibition and The Great Gatsby). This did not stop people from drinking they just went to speakeasies. Many of the people that drank were mostly wealthy people. The Great Gatsby has its share of drinking throughout the book because the characters are always drinking(Prohibition and The Great Gatsby). Through the course of the book you hear of drinking, adultery, vehicular manslaughter, and constant partying. Four stills, two in Detroit and two in Indiana were raided. Many of the federal agents that were not paid well were themselves bootleggers. Wayne wheeler of the anti saloon league said he needed less than $5 million which was not true they actually needed $28 million which was unheard of in the 1920s(Prohibition and The Great Gatsby). Fitzgerald enrolled at Princeton in 1913. There he dedicated his life to the literary life. Gavia 5 He wrote Princeton’s musicals and some pieces for there magazine. In 1917 he dropped out of Princeton and joined the army(Sara,Tom Pendergast). In Alabama he met a daughter of a supreme court judge named Zelda Sayre. He pursued her with great vigor. Her family did not like him much at all they thought he was not suited for her. In 1919 he left for New York   to make a fortune   in order to be able to marry her(Sara,Tom Pendergast). Fitzgerald succeeded and returned to st Paul to finish his first novel. A week after it was published he married Zelda in New York and so they began their life together as young celebs. In April of 1925 he published The Great Gatsby. Through the recollections of Nick Carraway he puts his memories in the book from the characters to the memories them self. His book was also about the American family idealism(Sara,Tom Pendergast). As you can see that Prohibition was a major role in the twenties it was probably the biggest dilemma at the time. Fitzgerald shows all this along the way til the very end(Sara,Tom Pendergast).

Irish Immigrants in 19th Century Canada essays

Irish Immigrants in 19th Century Canada essays Of all the ethnic groups to migrate to British North America, the Irish are perhaps the most neglected and ignored in Atlantic Canadian history, the reasons for which are varied and complex.[1] The Scottish settlers are widely acknowledge, after all Nova Scotia means New Scotland, and the French identity is strong from when the area was united under the title of Acadia.[2] The English have a long Maritimes history basing most of the colonial war with the French, and the Aboriginal Canadians existed in the area at least one thousand years before any of the others.[3] However, since European colonization began, the Irish have always been present, with the largest concentration in Saint John, New Brunswick, a primary immigration port in the New World, and a city with stronger connections to Ireland than Boston, Massachusetts.[4] In fact Saint John was the destination for more than thirty thousand Irish fleeing the Potato Famine in Ireland between 1845 and 1854, with roughly sixteen thousand of them arriving during 1847, called Black 47 due to the fact that it was the worst year of the famine.[5] Moreover, a large number of Irish moved to Miramichi to work in the lumber camps.[6] Miramichi and the rest of northern New Brunswick was Roman Catholic, while the southwestern areas, except for Saint John which was mainly Catholic, were predominantly Irish Protestant.[7] The Irish made up more than one third of the entire population and were the single largest ethnic group, more numerous than the French, at one time in New Brunswick, in fact one of the original names proposed for the province was "New Ireland."[8] Although, the Irish population has dwindled through the years due to inter-marriages, even today most New Brunswickers can trace their ancestry back to Ireland.[9] Most of the Irish in Nova Scotia lived in Halifax, however, large numbers of Irish could be fou...

Landscape Structure and Wildlife Patterns Essay

Landscape Structure and Wildlife Patterns - Essay Example Strathearn, Perthshire is a broad river flood plain under mixed agricultural land use where substantial data were collected in 1998-2000 during a biodiversity study funded by the Scottish executive. Surveys of plants and animals were carried out within fields or unenclosed semi-natural habitats across the site. Various land cover data were collected within 1km diameter circles around the sample location so that relationships between landscape and species diversity could be investigated. On the second map you will see my 1km circle situated near the river. We where provided with information on the land covers in 1km diameter circles around sites where wildlife were surveys during 1999. I used a geographic information system (GIS) to derive measures of landscapes structure that can be compared with selected wildlife data from field survey. The graph showing the comparison between area woodland and the count of wild life shows significant variation in the presence of same species in the wood land of same area at different locations. The density of these species shows similar trends to a greater extend. In an area below 60000, the availability of plant spp. ranges between 0 and 5 in some woodland while in others it ranges between 5 and 15. The trend is similar at a higher woodland area ranging between 105000 and 130000. There is an absence of woodland area ranging between 53000 and 105000 in the catchment area. The graph... -0.018597634 spring oil seed rape -0.13902295 Wheat -1.167727571 d. wildlife land cover graphs from the grouped data for the river catchment, i have choose to 3 they are attached, need a brief paragraph on each. Figure 3. Landscape structure and wildlife pattern The graph showing the comparison between area woodland and the count of wild life shows significant variation in the presence of same species in the wood land of same area at different locations. The density of these species shows similar trends to a greater extend. In an area below 60000, the availability of plant spp. ranges between 0 and 5 in some woodland while in others it ranges between 5 and 15. The trend is similar at a higher woodland area ranging between 105000 and 130000. There is an absence of woodland area ranging between 53000 and 105000 in the catchment area. Figure 4. Landscape structure and wildlife The graph shows similar pattern between the availability of birds and plant spp. in an area with diversity in landscape structure. The availability of number of individual is uniform with the diversity. Figure 5. Crop diversity compared to bird species The comparison between crop/pasture diversity and bird species shows that the number of bird species increases with increase in crop/pasture diversity. The graph shows a linear trend between the diversity in crop/pasture and the presence of bird species in the area. The availability of bird species highly varies within similar diverse crop/pasture areas. This could be assumed due to variation in type of cop/pasture available in the area. Figure 6. Diversity crops/pastures compared to plant species The graph showing the tend between crop/pasture diversity and availability of plant species shows that there is no

Creating a Plan for Positive Influence Essay Example | Topics and Well Written Essays - 750 words

Creating a Plan for Positive Influence - Essay Example In any organization, human capital is an essential asset in achieving set objectives. Therefore, as a team leader, understanding that each team member is unique is a step in the right direction. A team, therefore, presents a host of knowledge, personality, and competencies, which when tapped can yield great results. If the project is to be successful, we must have a plan that incorporates each team member’s attitude, values, emotions, and personalities. Team Performance and Effectiveness Achieving the best performance from a team requires â€Å"paying attention to four important dimensions: team member effort, team member knowledge and skills, team tactics, and group dynamics† (Browning, 2007). Hancock also claims that teamwork is the first step towards team success (1999). Therefore, determining the ability of the formed team to realize its mandate requires consideration of values, attitudes, personality, and emotions of each member. Values Values significantly shape w ork attitude. According to Maxwell, â€Å"Values define a team and give it a unique identity† (2009). He further states, â€Å"†¦a team’s values attract people with like values to the team† (p. 15). The desire to achieve professional goals is often affected by values. Therefore, realizing team success demands redirecting personal values towards set goals. Personality Personality defines an individual's characteristics. Since individuals  strive  to find a  niche  suitable for their personality, team members should be scanned for compatibility (Nettle, 2007). Research has proven that individuals with proactive  personality  have excellent chances of success. Such individuals are motivated and enthusiastic. Attitudes and Emotions In 2001, Elwood & Chapman stated that team success depends more on  attitude  than technical achievement. Thus, a team leader who knows how to build a positive attitude among team members can achieve high  productiv ity. On the other hand, emotions, which are human reaction to stimulus, can greatly affect team performance if not checked. Easily angered persons can bring down the entire team with them. As a team leader, communicating the mission of the team to members is crucial. This will reduce chances of diversion and instill values necessary for success. Employees are organizations’ ambassadors. Therefore, their behaviors play a significant role in organization’s success. As such, any new idea, incorporated into the team, must be done after consultation. This will ensure that the new ideas do not conflict with team member’s personal life, resulting in dedication and willingness to abide. Team Differences The team is made of people with different personalities. However, these differences will not affect the effectiveness of the team in any way. Instead, they will act as the foundation on which the team’s strength lies, knowing that member’s reactions and per ceptions to situations are different. An assessment of the various aspects of the team revealed exciting news, a further indication that we are destined for success. First, the assessment revealed that the team is comprised of individuals with professional work attitude, which means they are aware of the boundary between private life and work. Secondly, it revealed satisfaction of most members with their jobs, which means they put all their effort in team success. Satisfaction, Performance

Leadership competencies and attitudes for success in globalization

Leadership competencies and attitudes for success in globalization Understanding of international interaction is essential for transnational organizations to work effectively in todays global business environment. The level of this understanding is related to possession of international competencies within an organization (Gupta and Govindarajan, 2002). Although the need to develop leaders with adequate competencies has become obvious in recent years (Adler and Bartholomew,1992; Brake et al., 1995; Brake, 1997; Morrison, 2000; This source has not been included in the reference list Bonnstetter, 1999; Suutari, 2002), there is still a significant gap between the international human resource requirements of global strategies and their realization (Adler and Bartholomew, 1992; Engle et al., 2001, Morrison et al., 1999). The process of identifying core competencies usually entails having employees identify core competencies by scanning and assessing company-critical resources, capabilities, and competencies three factors commonly referred to as associated concepts. In the identification process these concepts often become conceptually and empirically merged, something that occurs in strategic management research too, when these associated concepts are defined interchangeably. For example, capabilities and competencies are defined interchangeably by Spanos and Prastacos (2004). Furthermore, diversity and complexity increase in a domestic working environment as business operations become more international. The dynamics, complexity and diversity now characteristic of global environment are diffusing into the domestic environment (Gregersen et al., 1998; Harvey and Buckley, 2002) making increasing demands on management and leadership competencies at all organizational levels. Therefore, increasing under standing of different aspects of globalization and interrelationships of various factors and their changes will help organizations to meet the new challenges brought by globalization, whether their primary operation environment is domestic, international or global. Employees need to learn about culture and cross-cultural communication if they are to work effectively with minorities within their own society or with foreigners encountered at home or abroad (Harris and Moran, 1987, p. 56). The development of global competencies should be based on the global business strategy which determines what kind of global presence is desirable, how many and what types of international or global jobs, projects, task forces, and other types of interactions exist (McCall and Hollenbeck, 2002). Competency development process should start from an analysis of the dynamics of the global business environment and the core competencies, continuing to identifying the profiles of necessary human resources and ending with identification of necessary competencies for specific jobs/functions. Once the specific leader competencies have been identified, the next step is to build bench strength effectively (Brake, 1997; Gregersen et al., 1998). The other assumption is that global leaders have just developed their (general) competencies into a higher (global) level. Bartlett and Ghoshal (1992), and Baruch (2002) argue that there is no such thing as a global manager, or any universal criteria for gl obal managers. Instead, Bartlett and Ghoshal see global management as being a task of a network of specialists including business managers, country managers and functional managers.Yet, they suggest that the top executives are the leaders who manage the complex interactions between the three types of managers, and they must understand the strategic importance of each specialist. The majority of the research on international assignments and positions has been research about expatriates. Some authors have stated explicitly their focus being on global managers/leaders and yet, discuss issues related to the target country such as cultural distance. However, a global leader (or manager) is not necessarily an expatriate, and vice versa. The value of an expatriate assignment as a major developmental experience for those pursuing global career is widely acknowledged. Therefore, and because of scarcity of pure global leadership literature, expatriate literature as well as general leadership literature is relevant also when studying global leaders. Overall, the previous research on global leadership competencies has been dispersed and more synergistic research is needed, together with a more comprehensive theoretical framework, to understand the processes and interactions underlying the development of a global leadership potential (Tiina, 2004). This paper attempts to take a step towards such framework, Secondary data was collected based on the finding of published papers, articles and books perior studeis , the world wide web , existing global leadership and other related literature, these data was reviewd and disscussed to combine findings and suggestions provided in previous literature in a more integrative framework of global leadership competencies and attitudes. The structure of the paper is as follows; The terminology used in the international/global leadership ,literature is reviewed and discussed first and the more integrated framework was described in the chapters that followed. The results identefied 12 competanceie as an assessment and intepret tools to provide an opportunity for experts to reflect on the structure of their company or organisation and to rate the CEO, corporate staff, subsidiary general manager and staff, as well as all employees in general. then indicated whether the competency is essential, use ful or not necessary for the CEO, corporate staff, subsidiary general manager and staff, and all employees, in order for the transformational goal to be realised and to make globalisation work. Litreture review The main outcomes of previous research Recent research supports the idea that there are a limited number of key competencies, over and above the contextual ones, that predict successful behavior in a global environment (Jordan and Cartwright, 1998; Gregersen et al., 1998). As was already mentioned earlier, most of the previous research regarding international competencies has been done on and among expatriates, but much of this research is also relevant when studying global leaders. Harris and Moran (1987, pp. 226-227) review of earlier literature produced nearly 70 dimensions of overseas success of which 21 are given priority as being more important for foreign employment. However, this listing focuses on filling specific expatriate positions, including many practical and contextual items such as adaptability of spouse, promotability, interest in host culture etc. Harris and Moran (1987) focus on cross-cultural interaction and suggest that the main outcomes of cross-cultural training can also be used as selecting criteri a for overseas service. These are empathy, openness, persistence, sensitivity to intercultural factors, respect for others, role flexibility, tolerance of ambiguity, and a two-way communication skill. Srinivas (1995) defines eight components of global mindset which form the base for competencies needed to meet the challenges organizations/individuals face especially when entering a global environment. The components are: curiosity and concern with context, acceptance of complexity and its contradictions, diversity consciousness and sensitivity, seeking opportunity in surprises and uncertainties, faith in organizational processes, focus on continual improvement, extended time perspective, and systems thinking. Rhinesmith (1996) has identified six characteristics of global mindset that lead to global competencies. These are: bigger, broader picture (leading to managing competitiveness), balancing contradictory demands and needs (managing complexity), trust in networked processes, rather than in hierarchical s tructures (managing adaptability), valuing multicultural teamwork and diversity (managing teams), flow with change/seeing change as opportunity (managing uncertainty), and expanding knowledge and skills, being open to surprises (managing learning). In the same line, Rosen (2000) maintains that globally literate leaders possess four global literacies. These include personal, social, business, and cultural literacy. Jordan and Cartwright (1998) maintain that the key to international success lies in a mixture of personality characteristics and managerial competencies. Managerial competencies include relational abilities, cultural sensitivity, linguistic ability, and ability to handle stress. Conner (2000) also identifies a number of skills and capabilities needed by leaders working in a global company, organizing them under six headings: business savvy, ability to use personal influence, global perspective, strong character, ability to motivate people, and entrepreneurial behavior. Mumford et al. (2000) have defined five categories of leadership skills for the changing world. In addition to social judgment skills, social skills, and creative problem solving skills leaders need four types of knowledge: knowledge related to task, business, organization and people. Resources and the process of identifying core competencies usually entails having employees core capabilities by scanning and assessing company resources, capabilities, and competencies ,three factors coming referred to as associated concepts .in the identification process these concepts o ften become conceptually and empirically merged, Something that occurs in strategic management research too. For example, capabilities and competencies are defined by Spanos and Prastcos (2004) and capabilities by Peteraf and Bergen (2003) and Ray et al. (2004), and skill, competence. Other scholars, however, have more usefully distinguished these associated concepts (Branzei and Thornhill, 2006; Savory, 2006; Ljungquist, 2008). Were are the first three items? The fifth item is willingness to exercise these skills. Caligiuri and Di Santo (2001) have approached the desired competencies from a company perspective and identified eight desired developmental dimensions for global leadership programs: ability to transact business in another country, ability to change leadership style based on the situation, knowledge of the companys worldwide business structure, knowledge of professional contacts worldwide, knowledge of international business issues, openness, flexibility, and ethnocentri sm (getting away from it). Spreitzer et al. (1997) focused on finding candidates for those leadership programs, individuals possessing global leadership potential. They have identified 14 dimensions or themes underlying success as an international executive, making a clear distinction between the end-state skills and the ability to learn from experience. Jehad (2009) identified that the core competencies had a significant impact on competitive advantage. Goh (2010) examines how to improve the quality of products and services in the age of globalization reviwing the traditional concepts and the six segma framework, ilustrates how paradigram shifts must affect to achieve real gains in quality. The competencies required for globalisation The above disscussions and further review of relavent litreture is indicated (12) organizational and individual competencies required to make globalisation work have been drawn up (Fig.1). These competencies will be described and developed in this and the following three chapters.these competencies are described into the below table as a finding of such review and also in the dissucssions follows. Attitudes Possesses a global mindset Works as an equal with persons of diverse backgrounds Has a long-term orientation Leadership Facilitates organisational -change Creates learning systems Motivates employees to excellence lnteraction Negotiates and approachesb coflicts in a collaborative mode Manages skillfully the foreign deployment cycle Leads and participates effectively in multicultural teams Culture Understands their own cultural values and assumptions Accurately profiles the organizational and national culture of others Avoids culture mistakes and behaves in an appropriate manner in other countries Fig. 1. Twelve organizational and individual competencies (source: developed by the authors) Studies conducted with companies and individuals have demonstrated that organisations and people can successfully change. Self-initiated change (I want to learn this skill) and professionally facilitated change have both been successful. How change occurs is not well understood, and this report is not intended to answer the question of how organisations and individuals change. Our purpose is to identify the competencies and to suggest strategies for acquiring them. Conceptual model of study: Figure 2 below summarises the 12 external environmental factors, leading to globalisation and the 12 organisational or individual competencies required to succeed in globalisation within the organization. External Forces Economies ofscale New and evolving markets Global sourcing Reduced tariffs/ customs barriers and tax advantages Homogeneous technical standards Loweredglobal transportation costs Increased telecommunication options at reduced costs Trend toward homogeneous demand for products Competition from International Competitors Custome stratey changes fromdomestic-only to global Exchange rate exposure Accelerating rate of technological change GLOBAL organizational competencies Vision Strategy Structure Competencies required to make organization work Attitudes à ¢-  Possesses a global mindset Has the ability to work as equals with persons of diverse background Has a long-term orientation Leadership Facilitates organizational change Creates learning systems Motivates employees to excellence Interaction Negotiates and approaches conflicts in a collaborative mode Manages skillfully the foreign deployment cycle Leads and participates effectively in multicultural teams Culture Understands their own culture values and assumptions Accurately profiles organizational culture and national culture of others Avoids cultural mistakes and behaves in a manner that demonstrates knowledge and respect for the way of conducting business in other countries Fig. 2. Globalisation forces and competencies (source: developed by the authors) Competency 1. Process a global mindset Attitudes are learned and therefore can be unlearned. A global mindset is an attitude: it is not knowledge or information. We learn to be ethnocentric, and we can learn to be global in our perspective. Mindsets Mindset is a word that rarely is used in daily conversation. Websters Encyclopedia Unabridged Dictionary of the English Language, containing over 250 000 entries, does not list it. A smaller Websters dictionary defines mindset as a fixed mental attitude. (Fishers, 2000) excellent book Mindsets: The Role of Culture and Perception in International Relations demonstrates the importance of possessing a global mindset to succeed in the globalisation process. Individuals working in foreign countries share similar experiences in overseas assignments and must not only meet the requirements of their work assignments, but also be able to adjust to unfamiliar attitudes and psychological predispositions. They must function within the expectations of the host culture. In other words, they must work across contrasting mindsets [which] reflect differences in national experience and culture, according to (Fisher, 2000). To date, no comprehensive studies have been conducted on the ways in which contrasting mindsets affect international business relationships and transactions. The education of most managers has provided only hard business skills, such as engineering, finance and strategic planning. Fisher suggests the necessity of providing global managers with additional training in the social sciences, as it is not sufficient to provide a person only with facts and information about unfamiliar cultural practices. Global mindsets Rhinesmith (1996) correctly postulates that a global mindset is a requirement of a global manager who will guide institutions and organizations into the future. He defines a mindset as: a predisposition to see the world in a particular way that sets boundaries and provides explanations for why things are the way they are, while at the same time establishing guidance for ways in which we should behave. In other words, a mindset is a filter through which we look at the world. Rhinesmith states that people with global mindsets approach the world in a number of particular ways. Specifically they: Look for the big picture; that is, they look for multiple possibilities for any event or occurrence-they arent satisfied with the obvious. Understand that the rapidly changing, interdependent world in which we are living is indeed complex. Are process-oriented; in our experience this is the most important dimension, and the one that is most lacking in individuals who are not globally oriented. Consider diversity as a resource and know how to work effectively in multicultural teams. Are not uncomfortable with change or ambiguity. Are open to new experiences. Ethnocentricity vs geocentricity Contrasted to the individual with global mindset is the one who is ethnocentric. Ethnocentricity is defined by the Random House Dictionary as: Belief in the inherent superiority of ones own group and culture; it may be accompanied by feelings of contempt for those others who do not belong; it tends to look down upon those considered as foreign; it views and measures alien cultures and groups in terms of ones own culture. A framework developed to illustrating ethnocentrism (Fig. 3). Not only individuals, but also organisations can be ethnocentric (This source has not been included in the reference list Stephen Weiss and William G. Stripp; 1993). The ethnocentric organizations tend to use home-country personnel in key positions throughout the world, believing they are more intelligent and capable than foreign managers (Harris and Moran, 2003). Attitudes toward themselves and their groups Attitudes toward others See themselves as virtuous and See their standards of value as universal and intrinsically true See themselves as strong Believe outgroup is inferior superior Believe outgroup is weak Distrust outgroups Fig. 3. Framework of ethnocentrism (source: ) In this case, superiority is not equal to nationality, and all groups can contribute to the organisations effectiveness.The culture shock inventory, was designed to measure individual ethnocentrism, or the degree to which individuals perceived their value system to be appropriate for others. Attitude change With globalisation, contact between persons from different cultures increases. What happens when this occurs? Do individuals become more global or more ethnocentric? Following a review of the literature on intergroup contact, This source has not been included in the reference list Amir concluded that the direction of attitude change, following contact with people who are different, depends largely on the conditions under which the contact has taken place He indicates that there are favorable conditions, which reduce prejudice, and unfavorable ones, which may increase prejudice (Kenneth, 1974). The favorable condition of equal status as a factor in reducing prejudice was reported by This source has not been included in the reference list Allport. He pointed out that, for contact between groups to be an element in reducing prejudice, it must be based on equal status contact between majority and minority groups in the pursuit of common goals. Organisations that are globalising must have common goals Competency 2: Works as an equal with persons from diverse backgrounds This section focuses on working women, since the number of women in the workforce worldwide has dramatically increased since 1950. We are fully aware that diversity in the workforces of many countries is also reflected in a significant increase in the numbers of Third and Fourth World immigrants, the physically challenged, senior citizens and others. Generally, the following workforce trends have been identified (Moran and Harris, 2003): By the year 2000, women will comprise just under 50 per cent of the UK workforce. By the year 2000, non-whites will make up 20 per cent of the UK workforce. Greater numbers of immigrants are coming to the United Stares than at any time since World War 1. A greater portion of the US workforce is middle-aged, and the workforce is gradually getting older. The demographics of the workforce in most countries are changing. This is reflected in the development of seminars and workshops on cultural diversity in the United States and other countries. Five years ago these seminars were unheard of, or else, when conducted, they were under the rubric of affirmative action.* What does the note mean? Competency 3. Has a long-term orientation There are many reasons why companies have not been successful in competing in the global marketplace. One of these reasons is shorttermism. Dick Ferry, the president and co-founder of Korn/Ferry, addresses this issue: Corporate America may talk, on an intellectual level, about what itll take to succeed in the twenty-first century, but when it gets right down to decision making, all that matters is the next quarterly earnings report. Thats whats driving much of the system. With that mind-set, everything else becomes secondary to the ability to deliver the next quarterly earnings push-up. Were on a treadmill. Competency 4. Facilitates organisational change This section will cover two main points: what some academics and business people say about organisational change, and (2) how they recommend managing these changes. We present several perspectives, as it is our belief that no one individual has all the answers, strategies or methods to facilitate change. Competency 5. Creates learning systems This source has not been included in the reference list Peter Senge said it best in his book, The Fifth Discipline: The organizations that will truly excel in the future will be the organisations that discover how to tap peoples commitment and capacity to learn at all levels in an organisation. Competency 6. Motivates employees to excellence The pronoun test: An operative word in UK organisations for the past several years is ,empowerment. Our employees are empowered, says an executive from a different Fortune 500 company, this one thriving in turbulent times. Perhaps an important difference between the two organisations may be determined: For six months now Ive been visiting the workplaces of America, administering a simple test. 1 call it the pronoun test. 1 ask front-line workers a few general questions about the company. If the answers 1 get back describe the company in terms like they, or them, 1 know its one kind of company. If the answers are put in terms like we, or us 1 know its a different kind of company. It doesnt much matter whats said about the company. Even a statement like, they aim for high quality here suggests a workplace that hasnt yet made the leap into true high performance. It isnt yet achieving ever higher levels of quality, productivity and service. Only we companies can do this (Rhinesmith, 1993). Competency 7. Negotiates and approaches conflicts in a collaborative mode The material describing this competency is drawn from many excellent sources but primarily from the managing cultural difference: How to negotiate with japans? Managing cultural synergy and developing the global organization (Black et al., 1999) To make globalisation work, we need to negotiate and approach conflicts collaboratively. Skillful international business negotiators know more than, and behave (act) differently from non-skillful negotiators. Competency 8. Manages skillfully the foreign deployment cycle It has been estimated that American corporations and government spend about $50 billion each year in education and training. The goal is to improve the performance of the individual, thus enhancing the operating performance of a company or the government. jay Duffy, manager, employee development, for a division of a large global company, believes training may be a solution if one of the following four situations exists (Hershock, 1993): 1. A gap exists between the skill level and the current position requirement. 2. The tasks of a present position need to be performed differently. 3. The job has changed or will change. 4. Future positions may require different or additional skills. The gap between job requirements and the skill of the employee was demonstrated in research conducted and reported by Kathleen Miller (Conference Board, 1992) among others. Competency 9. Leads and participates effectively in multicultural teams High performance teams, team work, worldwide global product teams and other words expressing similar ideas are commonplace in the management literature today. Stories of teams producing remarkable accomplishments are well known. Well functioning teams can increase productivity and creativity. However, functioning skillfully on a team is a learned skill. The Conference Board addresses the problem: The CEO must be fully committed to globalisation and must actively and persistently drive the globalisation process. Chief executive commitment is more important than international experience and background. It is essential that the CEO understands the issues (e.g. culture, human resources, empowerment) and translates commitment into actions. Words alone will not drive the process. Second, a core team of managers with an international background must be available in the organization before anything can happen. These managers must bring international culture and international experience to energise the globalisation process (Suutari, 2002). The process of building an international team large enough to permeate the entire organisation is long and arduous. It requires years of training, attention to recruiting, career development, and job rotations through foreign assignments. The role of multicultural teams in the globalisation process is well recognised. Competency 10. Understands their own culture, values and assumptions Know thyself Socrates. Global managers from one country have to work and negotiate with their global counterparts regularly. A common requirement is that they must each be able to communicate effectively and work with individuals who have been socialised in a different cultural environment, and whose customs, values, lifestyles, beliefs, management practices and other important aspects of their personal and professional lives are different. A European executive during a personal conversation said, I cant think of any situation in my 25 years of international experience when international business was made easier because people from more than one country were participating. (Fisher, 2000). A global manager must be aware of the many beliefs and values that underlie his or her own countrys business practices, management techniques and strategies. Competency 11. Accurately profiles the organisational culture and national culture of others Corporate culture is the way of life of an organisation the recent studies of many large organizations, they concluded Corporate culture can have a significant impact on a firms long-term economic performance. Corporate culture will probably be an even more important factor in determining the success or failure of firms in the next decade. Corporate cultures that inhibit strong long-term financial performance are not rare; they develop easily, even in firms that are full of reasonable and intelligent people. Although tough to change, corporate cultures can be made more performance-enhancing (Adler, 1992) Competency 12. Avoids cultural mistakes and behaves in a manner that demonstrates knowledge of and respect for other countries Skillful international managers have learned to see the world differently and to understand the way others manage and do business. This implies that there is no single way of doing anything and that no one culture is perfect or complete in all aspects. Successful communication with other cultures means not judging customs, rituals or ways of doing business as ridiculous, or inferior to ones own. A Swedish executive of a large multinational corporation expressed it this way: We Swedes are so content with the quality of our products and the Swedish way, that we forget that 99 per cent of the rest of the world isnt Swedish. (Pritchett, Pound,1992). Implications The major aim of this paper was to review global leadership competency frameworks suggested in previous literature and to build a more integrative competency framework to be used in future research. Some general issues related to global leadership research were discussed first, and the more integrated framework was described in the chapters that followed. Despite the large number of studies carried out on critical success factors for international (in most cases expatriate) assignments there are only very few based on empirical research, attempting to test the validity of different items and the reliability of different measures. Results from previous studies accumulate into a long list of competencies characterized by only minor semantic differences of a much smaller number of key competencies (see also Jordan and Cartwright, 1998). Practically no longitudinal research has been reported that would validate the relevancy of different competencies defined. As a result, there is little agreement among researchers on the definition of global competence, its antecedents or outcomes. From human resource development perspective, this framework may provide the base for planning international training activities where the fundamental questions to be answered is: in what type of competencies development is needed for, knowledge, skills and abilities, or other characteristics? Competencies have been defined with terms describing certain personal traits, behaviors, skills, values, and knowledge, and many existing frameworks are combinations of these. In existing research, different types of dimensions have often been mixed and treated as equals. A certain trait in one framework is replaced with corresponding behavior in another. Generally, selection of relevant competencies has generated much argument since the relevance of competencies is commonly seen to vary with the task and organization involved McBeath (1990), Baruch (2002), Evans et al. (1989). In this paper global leadership competencies are seen as those universal qualities that enable indi

Aaron Beam and the Health South Fraud Essay

In reference to the Aaron Beam and the HealthSouth Fraud case in our text Velasquez (2012), the following questions from the text and my answers to these questions are provided as requested. 1. Which of the â€Å"obstacles to moral behavior do you see at work in Aaron Beam’s behavior and thinking? In Scrushy’s? The obstacles I see in Aaron Beam’s behavior are â€Å"Rationalizing Our Actions and Displacement of Responsibility†. Rationalizing his actions is supported by comments he made in reference to the actions he had or was about to take in supporting his employer. Aaron Beam stated in Velasquez (2012), â€Å"He described the move to himself as aggressive accounting but definitely not fraudulent† (p 68). In the continual cooking of the books, each time Beam was press or directed by Scrushy to do so. Aaron Beam possibly considers that to be his get out of jail free card, by pointing the finger back at his employer, as displacement of his responsib ility. We see clearly what he was thinking in Velasquez (2012), as he â€Å"felt it was technically within the bounds of accounting rules and investors would be sophisticated enough to understand what was happening† (page 68). This would relate to â€Å"Biased Theories about Others†, as he believed this group of investors was sophisticated. You cannot help but think he also felt secretly an investor(s) would question their actions and bring them to account for their actions considering the situation he was in with his employer. The obstacles I see in Richard Scrushy’s behavior are â€Å"Disregarding or Distorting Harm, Euphemistic Labeling, and Rationalizing Our Actions†. In reference to â€Å"Disregarding or Distorting Harm† based on the belief he was doing a good thing by providing rehabilitation therapy to patients at lower costs than regular hospitals, one could surmise he found doing whatever it takes to succeed he would do, all on the backs of his em ployees, of which as CEO he could discredit at will. We could also, along these lines consider â€Å"Euphemistic Labeling† as he was not above lying as interpreted by the various financial reports produced to make the company look more profitable under the veil of only business. He himself would feel pressure in 1996 as they could not meet second quarter projections. He would once again ask Aaron Beam to cook the books, or the company would face financial ruin. Scrushy rationalizes this away by saying in Velasquez, (2012), â€Å"If they could just get through the quarter, then everything would be okay† (p 69). We see clearly what he was thinking as up until now he felt everything was going his way; just one more time let the dice roll. This would relate to â€Å"Biased Theories about Oneself†, as he is very confident in his abilities, so what random event could he not control, after all he was the third highest paid CEO in the America; he had to be doing it right. 2. Explain how Aaron Beam might have used the â€Å"loyal agent’s argument† to defend his actions. Do you think that Aaron Beam’s situation the â€Å"loyal agent’s argument† might have been valid? Explain. Under the â€Å"loyal agent’s argume nt† Aaron Beam’s defense would be that Scrushy had ordered him to manipulate the accounting records or more specifically the general ledgers. He was seen as reluctant to comply, but was pressured by Scrushy and a bit intimidated by him to the point at times of fear. I do not believe Aaron Beam could have actually used the â€Å"loyal agent’s argument†. The information shows Scrushy and Beam knew as stated in Velasquez (2012), â€Å"From the beginning Scrushy and Beam both knew the company had to appear profitable to satisfy investors and lenders and to later succeed in issuing and selling company stock to the public† (page 68). Therefore, Beam had to know Scrushy would be asking or ordering him to make it happen. Based on Beam’s reluctances, it could be argued he knew this to be wrong but did it anyway. 3. In terms of Kohlberg’s views on moral development, at what stage of moral development would you place Aaron Beam? Explain. At what stage would you place Richard Scrushy? In terms of Kohlberg’s views I believe Aaron Beam’s moral development would be a Level Two Stage Three. My rational for this is he knows right and wrong both conventionally and what the law says. He exhibits this by his initial reluctance to support Scruchy’s decision to manipulate the general ledgers. He also is in awe of Scruchy, and appears to want to please him as a person in authority, and shows his loyalty to after all Scruchy picked Beam to start the company with. In terms of Kohlberg’s views I believe Richard Scruchy’s moral development would be a Level One Stage Two. My rational for this is it is all about him; he is self-centered and looks at things only from his own point of view. To support this we only have to look at his life style, he has been married three times, lives extravagantly, while charitable it appears he threw money around for self-recognition. The pleasures he gains by all of this gives him reason to assume he is right in his own mind. To support this further his own employees describe him as a dictator, cult-like figure, and a great motivator. This would indicate he was resourceful in getting what he wanted by any means necessary, much like a spoiled child. Reference Velasquez, M. G. (2012). Business ethics, concepts and cases. (7th ed.). Upper Saddle River, NJ: Prentice Hall.

Chapter Outline Chapter 2

Chapter Outline Chapter 2 I. Developmental theories and the issues they raise A. The Importance of Theories 1. Guides the collection of new information a. what is most important to study b. what can be hypothesized or predicted c. how it should be studied B. Qualities of a Good Theory 1. Internally consistent– its different parts are not contradictory 2. Falsifiable– generates testable hypotheses 3. Supported by data– describes, predicts, and explains human development C. Four Major Theories (psychoanalytic, learning, cognitive developmental, contextual/systems) D. Nature/Nurture 1. Nature– genetic/biological predisposition . Nurture– emphasis on experience/environmental impact E Goodness/Badness of Human Nature 1. Hobbes– children are selfish and bad and society must teach them to behave in a civilized way 2. Rousseau– children are innately good and society must not interfere with innate goodness 3. Locke– child born neither go od nor bad, but like a tabula rasa or â€Å"blank slate† F. Activity and Passivity 1. Activity– control over one’s development 2. Passive– product of forces beyond one’s control (environmental or biological) G. Continuity/Discontinuity 1. Continuity– gradual change (small steps) 2.Discontinuity– abrupt change 3. Qualitative or quantitative change a. qualitative– changes in a degree b. quantitative– change in kind c. developmental stages part of discontinuity approach H. Universality/Context-Specificity 1. Universality– developmental change common to everyone 2. Context-specific– developmental changes vary by individual/culture II. Freud: Psychoanalytic theory A. Sigmund Freud: Viennese Physician and Founder of Psychoanalytic Theory 1. Emphasis on motive and emotions of which we are unaware 2.. Theory less influential than in the past B. Instincts and Unconscious Motives 1.Instincts– inborn biological forces that motivate behavior 2. Unconscious motivation– instinctive and inner force influences beyond our awareness/control 3. Emphasis on nature (biological instincts) C. Id, Ego, and Superego 1. Id a. all psychic energy contained here b. basic biological urges c. impulsive d. seeks immediate gratification 2. Ego a. rational side of personality b. ability to postpone pleasure 3. Superego a. internalized moral standards b. perfection principle (adhere to moral standards) 4. Id, ego and superego conflict common/inevitable 5. Problems arise when level of psychic energy unevenly distributed D.Psychosexual Development 1. Importance of libido– sex instinct’s energy shifts body locations 2. Five stages of psychosexual development a. oral stage b. anal stage c. phallic stage d. latency period e. genital stage 3. Conflict of id and social demands leads to ego’s defense mechanisms defense mechanisms– unconscious coping mechanisms of the ego i. fixationâ⠂¬â€œ Development arrested at early stage ii. regression– Retreat to earlier stage 4. Phallic stage– Oedipus and Electra complexes (incestuous desire) resolve by identifying with same-sex parent and incorporating parent’s values into the super ego 5.Genital stage– experienced during puberty a. conflict and distance from parents b. greater capacity to love and have children in adulthood c. teen pregnancy due to inability to manage sexual urges because of childhood experiences E. Strengths and Weaknesses 1. Difficult to test and ambiguous 2. Weak support for specific aspects of the theory (e. g. , sexual seduction by parents) 3. Greater support for broad ideas a. unconscious motivation b. importance of early experience, especially parenting III. Erikson: Neo-Freudian Psychoanalytic Theory A. Neo-Freudians– Important Disciples of Psychoanalytic Theory 1.Notable neo-Freudians: Jung, Horney, Sullivan, Anna Freud 2. Erikson is most important life span ne o-Freudian theorist 3. Erikson’s differences with Freud a. less emphasis on sexual and more on social influences b. less emphasis on id, more on rational ego c. more positive view of human nature d. more emphasis on developmental changes in adulthood B. Psychosocial Development 1. Resolution of eight major psychosocial crises a. trust versus mistrust– key is general responsiveness of caregiver b. autonomy versus shame– terrible twos c. initiative versus guilt– preschool sense of autonomy d. ndustry versus inferiority– elementary age sense of mastery e. identity versus role confusion– adolescence acquisition of identity f. intimacy versus isolation– young adult commitment g. generativity versus stagnation– middle age sense of having produced something meaningful h. integrity versus despair– elderly sense of life meaning and success 2. Personality strengths â€Å"ego virtues† developed during stages 3. Stage develop ment due to biological maturation and environmental demands 4. Teen pregnancy explained as due to weak ego or super ego (management of sexual urges rooted in early childhood) C.Strengths and Weaknesses 1. Its emphases on rational, adaptive nature and social influences easier to accept 2. Captures some central development issues 3. Influenced thinking about adolescence and beyond 4. Like Freud, vague and difficult to test 5. Provides description, but not adequate explanation of development IV. Learning theories A. Watson: Classical Conditioning 1. Emphasis on behavioral change in response to environmental stimuli 2. Behaviorism– belief that only observed behavior should be studied 3. Rejected psychoanalytic theory and explained Freud using learning principles 4.Conducted classical conditioning research with colleague Rosalie Rayner Watson and Rayner condition infant â€Å"Albert† to fear rat a. loud noise was unconditioned (unlearned) stimulus b. crying (fear) was uncon ditioned (unlearned) response c. white rat became conditioned (learned) stimulus producing conditioned response of crying after it was paired with loud noise 5. Classical conditioning involved when children learn to â€Å"love† caring parents 6. Reject stage conceptualization of development 7. Learning is learning B. Skinner: Operant Conditioning 1.In operant (instrumental) conditioning learning thought to become more or less probable depending on consequences 2. Reinforcement– consequences that strengthen a response (increase probability of future response) 3. Positive– something added a. positive reinforcement– something pleasant added in attempt to strengthen behavior b. positive reinforcement best when continuous 4. Negative– something removed a. negative reinforcement– something unpleasant taken in attempt to strengthen behavior 5. Punishment– consequences that suppress future response a. positive punishment– something unp leasant added in attempt to weaken behavior b. egative punishment– something pleasant taken in attempt to weaken behavior 6. Extinction– no consequence given and behavior becomes less frequent 7. Skinner emphasized positive reinforcement in child rearing 8. Physical punishment best used in specific circumstances like†¦ a. administered immediately following act b. administered consistently following offense c. not overly harsh d. accompanied by explanation e. administered by otherwise affectionate person f. combined with efforts to reinforcement acceptable behaviors 9. Too little emphasis on role of cognitive processes C.Bandura: Social Cognitive Theory 1. Humans’ cognitive abilities distinguish them from animals– can think about behavior and anticipate consequences 2. Observational learning (learning from models) most important mechanism for behavior change 3. Classic experiment using â€Å"Bobo† doll showed that children could learn from mode l 4. Vicarious reinforcement– learner changes behaviors based on consequences observed being given to a model 5. Human agency– ways in which humans deliberately exercise control over environments and lives self-efficacy– sense of one’s ability to control self or environment 6.Reciprocal determinism– mutual influence of individuals and social environments determines behavior 7. Doubt the existence of stages 8. View cognitive capacities as maturing over time 9. Learning experiences differentiate development of child of same age D. Strengths and Weaknesses of Learning Theory 1. Learning theories are precise and testable 2. Principles operate across the life span 3. Practical applications 4. Doesn't show that learning actually causes observed developmental changes 5. Oversimplifies development by focusing on experience and downplaying biological influences V. Cognitive developmental theoryA. Jean Piaget Swiss Scholar Greatly Influences Study of Intelle ctual Development in Children 1. Emphasizes errors in thinking (wrong answers) 2. Argues that cognitive development is qualitative in nature B. Piaget's Constructivism 1. Constructivism– active construction of knowledge based on experience 2. Stage progression due to interaction of biological maturation and environment C. Stages of Cognitive Development (sensorimotor, preoperational, concrete operational, formal operations) 1. Sensorimotor stage a. birth to age 2 b. deal with world directly through perceptions and actions . unable to use symbols 2. Preoperational stage a. ages 2 to 7 b. capacity for symbolic thought c. lack tools of logical thought d. cling to ideas they want to be true 3. Concrete operations stage a. ages 7 to 11 b. use trial-and-error strategy c. perform mental operations in their heads d. difficulty with abstract and hypothetical concepts 4. Formal operations stage a. ages 11 and later b. think abstractly and can formulate hypotheses c. can devise â€Å"g rand theories† about others D. Strengths and Weaknesses 1. Pioneer with long lasting impact 2. Many of Piaget’s concepts accepted (e. g. children active in own development) 3. Influential in education and child rearing practices 4. Too little emphasis on motivation and emotion 5. Questioning of stage model 6. Underestimated children’s cognitive skills VI. Contextual/Systems Theories A. Changes Over Life Span Arise from Ongoing Transactions and Mutual Influences Between Organism and Changing World No single end-point to development B. Vygotsky: A Sociocultural Perspective 1. Russian psychologist who took issue with Piaget 2. Sociocultural perspective– development shaped by organism growing in culture 3. Tools of a culture impact development . Cognitive development is social process 5. Children co-construct knowledge through social dialogues with others 6. Paid too little attention to biology C. Gottlieb: An Evolutionary/Epigenetic Systems View 1. Some conte xtual/systems theories have arisen from work by evolutionary biologists a. influenced by Darwin’s work b. genes aid in adapting to the environment 2. Ethology– study evolved behavior of species in natural environment a. birdsongs in the wild b. species-specific behavior of humans 3. Evolutionary/epigenetic systems perspective of Gottlieb a. evolution has endowed us with genes . predisposition to develop in certain direction genes do not dictate, make some outcomes more probable c. Gottleib’s emphases: i. activity of gene ii. activity of neuron iii. organism’s behavior iv. environmental influences d. interaction between genes and environmental factors e. instinctive behaviors may not be expressed if environmental conditions do not exist i. duckling vocalizations ii. baby rats seeking water f. normal development is combination of normal genes and normal early experience g. experience can influence genetic activity and change course of development i. ice che wing and impact on genes ii. lactose tolerance higher in cultures with dairy farming tradition h. difficult to predict outcome (multifactor influence) i. view people in continual flux and change is inevitable D. Strengths and Weaknesses 1. Complex like human development 2. Cannot predict outcome (wide range of paths) VII. Theories in Perspective A. Stage Theorists: Freud, Erikson, Piaget 1. Development guided in universal direction 2. Influenced by biological/maturational forces B. Learning Theorists: Watson, Skinner, Bandura 1. Emphasis on influence of environment 2.Deliberate steps taken by parents to shape development C. Contextual and Systems Theorists: Vygotsky, Gottleib 1. Focus on dynamic relationship between person and environment 2. Focus on impact of both biology and environment 3. Potential exists for qualitative and quantitative change 4. Developmental pathways depend on interplay of internal and external influences D. Changing World Views 1. Our understanding of human d evelopment is ever changing 2. Contextual/systems theories prevalent today 3. Less extreme, but more complex positions  © Copyright 2006 Thomson. All rights reserved.

Causes Of Success Of Renaissance And Western Europe

Name: Class Name: Professor Name: Date: Causes of the Success of Renaissance in Western Europe The Renaissance was that time that still acts as a transition of the world from being an underdeveloped place to a place of enlightenment and knowledge. The developments made during the Renaissance in political, cultural, social, artistic, and educational arenas laid the groundwork for modern day technological and social developments. World dynamics shifted very swiftly from the Middle Ages to the age of enlightenment. People started realizing the worth of developing intellectually which is why the whole of western Europe got influenced by this movement that gave a futuristic and modernistic outlook for years to come. It is human nature to keep advancing and this is one major reason the Renaissance was able to transform Europe. A strictly economic perspective makes humans want to advance on the basis of three factors-preferences, beliefs, and rationality (Robson 89). This is the basic reason Renaissance can be said to occur in th e first place, and flourish to please human nature. This research will focus on some ideological causes for the success of the Renaissance period as evident from examining the contributions of some of the major names of the Renaissance that changed the face of modern day education and arts. These include Dante Alighieri, commonly referred to as Dante, Giovanni Boccaccio, and Giorgio Vasari. The first two are mainly poets and philosophers but theirShow MoreRelatedRenaissance Music : The Renaissance1368 Words   |  6 Pages Renaissance Music The Renaissance is a historical time from 1425 to 1600. The name Renaissance formed in the 14th century. The renaissance meant rebirth and at that time period that s what occurred in the classical period. The era started in Italy and spread throughout Europe. Renaissance music set a path going into an era of changes and innovations. 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