Power of one essay Essay Example

Power of one essay Essay Power of one essay BY addenda In the film, The Power of One directed by John Pavilions in 1992, many difficulties are faced by individuals resisting conformity. Pavilions uses many techniques to show how these unfortunate individuals deal with their difficulties. Racism is one of the mall difficulties faced by the individuals when resisting conformity. This Is evident when PC is in boarding school. PC is constantly bullied being the only English boy in the school. Pas voice over during his first lesson explains how the Afrikaners tried to overthrow the English government UT the English army were too strong, they locked the women and children In concentration camps where many died As the only English boy In the school, I took the blame for all those deaths. This use of voice over gives the audience information on why he was being bullied. While In the same lesson the camera pans across all the students to show all the boys, the camera stops at PC and Happy Burble who Is the bully. Wh ile the camera zooms Into a close up shot Happy Spits on PC. The close up shot depicts the look of disgust on the bullys face and how PC accepts being spat on because he Is too small as an Individual In a conformed group of Afrikaners. Racism is also shown as a main difficulty in the jail. This is evident when Gill Pieta, PC and Doc are talking. The sergeant comes from behind and hits Gill Pieta because the sergeant thinks Gill Pieta is up to something. When the sergeant hits Gill Pieta a sound effect of hit is used. This is used to make the hit sound more painful. We will write a custom essay sample on Power of one essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Power of one essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Power of one essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Also a low angle shot is used on the sergeant to show his dominance and superiority and a high angle shot on Gill Pieta to show his inferiority. People with authority will enforce conformity upon the individual. This is greatly evident when the sergeant calls Gill Pieta a sit eater the sergeant puts manure on his shoe, forcing Gill Pieta to eat it. Shallow focus is used to show Gill Pieta who is in focus and PC and Doc in the background, out of focus. This shows the sergeant can make the sit eaters do whatever he wants because he has authority. The use of hallow focus allows us to see how emotional PC and doc are and how they are unable to assist Gill Pieta through his struggles as an individual. Maria is also forced to conform because of her fathers authority. While eating dinner Maria tells her father that she believes what he is doing to the black South Africans shouldnt apply to anyone. This makes her father furious; he slaps her across the face. A sound effect off slap is used when he does so. Deep focus is used to show them at the dinner table when Maria is told she is grounded by her father because she was coming an individual. The deep focus shows the father out of focus while disciplining Maria who is in focus. As you can see the power of one conveys all of these struggles that individuals face when resisting conformity. Main difficulties faced by the individuals when resisting conformity. This is evident the women and children in concentration camps where many died As the only English boy in the school, I took the blame for all those deaths. This use of voice over gives the audience information on why he was being bullied. While in the same at PC and Happy Burble who is the bully. While the camera zooms into a close up shot Happy Spits on PC. The close up shot depicts the look of disgust on the bullys face and how PC accepts being spat on because he is too small as an individual in a conformed group of Afrikaners. Racism is also shown as a main difficulty in the Jail. Father that she believes what he is doing to the black South Africans shouldnt apply effect of a slap is used when he does so.

Pros and Cons of MBA Dual Degree Programs

Pros and Cons of MBA Dual Degree Programs A dual degree program, also known as a double degree program, is a type of academic program that allows you to earn two different degrees. MBA dual degree programs result in a Master of Business Administration (MBA) degree and another type of degree. For example, JD/MBA degree programs result in a Juris Doctor (JD) and an MBA degree, and MD/MBA programs result in Doctor of Medicine (MD) and an MBA degree. In this article, well take a look at a few more examples of MBA dual degree programs and then explore the pros and cons of earning an MBA dual degree. Examples of MBA Dual Degree Programs JD/MBA and MD/MBA degree programs are popular options for MBA candidates who want to earn two different degrees, but there are many other types of dual MBA degrees. Some other examples include: MBA and Master of Science in Urban PlanningMBA and Master of Science in Engineering (MSE)MBA and Master of International Affairs (MIA)MBA and Master of Science in JournalismMBA and Master of Science in Nursing (MSN)MBA and Master of Public Health (MPH)MBA and Doctor of Dental Surgery (DDS)MBA and Master of Science in Social WorkMBA and Master of Arts in EducationMBA and Master of Science in Data Science Although the above degree programs are examples of programs that award two graduate-level degrees, there are some schools that allow you to earn an MBA in conjunction with an undergraduate degree. For example, Rutgers School of Business has a BS/MBA dual degree program that awards an MBA in conjunction with a Bachelor of Science in accounting, finance, marketing, or management. Pros of MBA Dual Degree Programs There are many pros of an MBA dual degree program. Some of the advantages include: Flexibility: If you have academic or career goals that involve multiple disciplines or require multiple areas of expertise, an MBA dual degree program can help you maximize your graduate education and gain the knowledge and skills you need to achieve your goals. For example if you want to practice law at someone elses firm, you probably don’t need an MBA dual degree, but if you want to open your own law firm, work with mergers and acquisitions, or specialize in contract negotiations, an MBA degree can give you an edge over other people in your field.Career Advancement: An MBA dual degree could fast-track your career and make you eligible for promotions that might take longer to get or not be available without an MBA. For example, an MD may be perfectly suited to work on the clinical side of a primary care practice but may not have the business skills needed to run a primary care office or work in a non-clinical administrative position. With hospital administrators earning more on average than the doctors who work for the hospital and the need for healthcare reform on the rise, an MBA could be a valuable asset for physicians. Savings: An MBA dual degree program could save you time (and maybe even money). When you earn dual degrees, you could spend less time in school than you would if you earned the degrees separately. For example, it will take you four years to complete a traditional bachelors degree program and another two years to earn a masters degree. A BS/MBA program, one the other hand, could be completed in just five years. Cons of MBA Dual Degree Programs Although there are many pros of MBA dual degrees, there are cons that you should consider before applying to a program. Some of the drawbacks include: Time commitment: Earning two different degrees means you will have to spend more time in school than you would if you were earning just one degree. For example, most full-time MBA programs take two years to complete. If you are earning a JD/MBA, you will need to spend at least three years in school (in an accelerated program) or four to five years in school in a traditional JD/MBA program. This could mean taking more time off work, more time away from family, or putting other life plans on hold.Financial commitment: A graduate-level education isn’t cheap. Top MBA programs are notoriously expensive, and earning an MBA dual degree is even more expensive. Tuition varies from school to school, but you could end up spending $50,000 to $100,000 per year on tuition and fees.Return on Investment: Although an MBA education can be helpful for professionals who are opening their own business or working in a management or leadership capacity, there isnt any job that officially requires an MBA dual degree. For example, you dont need an MBA to practice law, medicine, or dentistry, and an MBA is not a requirement in other professions like engineering, social work, etc. If an MBA isnt essential (or valuable) to your career path, it may not be worth the time or financial investment.

Brant Case Analysis

97 and for the first five months of 2004, it fell to $9. 07. Question 2: When comparing performance during the first five months of 2004 with performance in 2003, which warehouse shows the poorest change in performance? The worst change is the company’s own warehouse (located in Fargo), where costs per unit shipped increased 31%. Among the public warehouses used, Denver was the worst in terms of cost per unit handled. It is also the most expensive public warehouse that Brant uses. Question 3: When comparisons are made among all eight warehouses, which one do you think does the best job for the Brant Company? What criteria did you use? Why? Using the cost per unit handled criterion, St. Louis does the best job, closely followed by Chicago. Question 4: J. Q. is aggressive and is going to recommend that his father cancel the contract with one of the warehouses and give that business to a competing warehouse in the same city. J. Q. feels that when word of this gets around, the other warehouses they use will â€Å"shape up. † Which of the seven should J. Q. recommend be dropped? Why? Denver has the lowest volume and highest unit costs among all the public warehouses used. In addition, it had been closed by a strike which must have inconvenienced the Brant Company. It may be that the warehouse workers’ unions are strong in the Denver area. J. Q. should probably check out rates and productivity measures of other Denver warehouses before deciding to drop its current warehouse there. Question 5: The year 2004 is nearly half over. J. Q. is told to determine how much the firm is likely to spend for warehousing at each of the eight warehouses for the last six months of 2004. Do his work for him. There is not enough information to do a very precise forecast. J. Q. assumes that the proportion of costs occurring during the first five months of 2003 should be in the same proportion in 2004. (1)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (2)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (3)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   (4) Warehouse location| % 2003 costs occurring in first five months| Actual costs for first five months of 2004 ($)| Projected total costs in 2004 ($)| Projected costs in the last six months of 2004 ($)| Atlanta| 22. 88| 40,228| 175,822| 116,204| Boston| 44. 00| 29,416| 66,885| 32,085| Chicago| 53. 43| 141,222| 264,312| 105,556| Denver| 35. 00| 14,900| 42,571| 23,714| Fargo| 54. 00| 9,605| 17,787| 7,012| Los Angeles| 72. 20| 93,280| 129,197| 30,781| Portland| 49. 30| 42,616| 86,442| 37,559| St. Louis| 44. 80| 19,191| 42,837| 20,265| The projected costs in 2004 (column 3) are calculated by dividing the actual costs for the first five months of 2004 (column 2) by the percent of 2003 costs that occurred in the first five months (column 1). For example, Atlanta’s actual 2004 costs of $40,228 divided by 2003’s 22. 88% yields projected 2004 costs of approximately $175,822. The projected costs in the last six months of 2004 (column 4) are calculated by subtracting the actual costs for the first five months of 2004 (column 2) from 2004’s projected total costs (column 3). This gives us the projected costs for the last seven months of 2004. However, we are only interested in the last six months of 2004, so this number is multiplied by 6/7, or . 857. Continuing with Atlanta, 2004’s projected total costs of $175,822 minus the first five months’ actual costs of $40,228 equals $135,394. Multiplying this by 6/7 yields projected six months’ costs of approximately $116,204. Question 6: When comparing 2003 figures with the 2004 figures shown in Exhibit 13-A, the amount budgeted for each warehouse in 2004 was greater than actual 2003 costs. How much of the increase is caused by increased volume of business (units shipped) and how much by inflation? There are several ways to approach this question. One involves calculating the volume difference and inflation difference for each warehouse, as follows: Volume difference = 2003 unit costs x (2004 units shipped – 2003 units shipped) Inflation difference = 2004 units shipped x (2004 unit costs – 2003 unit costs) For example, Atlanta’s volume and inflation differences are: Volume difference: $8. 99 x (18,000 – 17,431) = $8. 99 x 569 = $5,115 Inflation difference: 18,000 x ($9. 97 – $8. 99) = 18,000 x $. 98 = $17,640 Question 7: Prepare the firm’s 2005 warehousing budget, showing for each warehouse the anticipated number of units to be shipped and the costs. Again, this can be done in several ways. One is to assume that the 2004 to 2005 increases will be exactly the same amount as the 2003 to 2004 increases (with units shipped rounded to the nearest hundred, and costs rounded to the nearest $500). This would yield the following results: Warehouse location| Differences in units shipped b/w 2003 and 2004| Units shipped  in 2004| Projected units shipped in 2005| Difference in warehouse costs b/w 2003 and 2004 ($)| Warehouse costs in 2004 ($)| Projected warehouse costs in 2005 ($)| Atlanta| 600| 18,000| 18,600| 21,000| 178,000| 199,000| Boston| 300| 7,200| 7,500| 9,500| 73,000| 82,500| Chicago| 1,900| 30,000| 31,900| 38,500| 285,000| 323,500| Denver| 100| 3,100| 3,200| 3,000| 31,000| 34,000| Fargo| 0| 2,000| 2,000| 500| 17,000| 17,500| Los Angeles| 500| 17,000| 17,500| 24,000| 176,000| 200,000| Portland| 700| 9,000| 9,700| 12,000| 85,000| 97,000| St. Louis| 2,100| 8,000| 10,100| 4,000| 56,000| 60,000| Another method would use percentage changes. Question 8: While attending classes at the university, J. Q. had learned of logistics partnerships. Should Brant Freezer Company attempt to enter into a partnership relationship with these warehouses? If so, what approach should it use? Assuming that a partnership approach was to be used, Brant would have to think of some sort of sharing of potential risks and profits. Offhand, the case does not provide much information to go on, other than cost containment or reduction is an issue. Brant Case Analysis 97 and for the first five months of 2004, it fell to $9. 07. Question 2: When comparing performance during the first five months of 2004 with performance in 2003, which warehouse shows the poorest change in performance? The worst change is the company’s own warehouse (located in Fargo), where costs per unit shipped increased 31%. Among the public warehouses used, Denver was the worst in terms of cost per unit handled. It is also the most expensive public warehouse that Brant uses. Question 3: When comparisons are made among all eight warehouses, which one do you think does the best job for the Brant Company? What criteria did you use? Why? Using the cost per unit handled criterion, St. Louis does the best job, closely followed by Chicago. Question 4: J. Q. is aggressive and is going to recommend that his father cancel the contract with one of the warehouses and give that business to a competing warehouse in the same city. J. Q. feels that when word of this gets around, the other warehouses they use will â€Å"shape up. † Which of the seven should J. Q. recommend be dropped? Why? Denver has the lowest volume and highest unit costs among all the public warehouses used. In addition, it had been closed by a strike which must have inconvenienced the Brant Company. It may be that the warehouse workers’ unions are strong in the Denver area. J. Q. should probably check out rates and productivity measures of other Denver warehouses before deciding to drop its current warehouse there. Question 5: The year 2004 is nearly half over. J. Q. is told to determine how much the firm is likely to spend for warehousing at each of the eight warehouses for the last six months of 2004. Do his work for him. There is not enough information to do a very precise forecast. J. Q. assumes that the proportion of costs occurring during the first five months of 2003 should be in the same proportion in 2004. (1)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (2)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (3)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   (4) Warehouse location| % 2003 costs occurring in first five months| Actual costs for first five months of 2004 ($)| Projected total costs in 2004 ($)| Projected costs in the last six months of 2004 ($)| Atlanta| 22. 88| 40,228| 175,822| 116,204| Boston| 44. 00| 29,416| 66,885| 32,085| Chicago| 53. 43| 141,222| 264,312| 105,556| Denver| 35. 00| 14,900| 42,571| 23,714| Fargo| 54. 00| 9,605| 17,787| 7,012| Los Angeles| 72. 20| 93,280| 129,197| 30,781| Portland| 49. 30| 42,616| 86,442| 37,559| St. Louis| 44. 80| 19,191| 42,837| 20,265| The projected costs in 2004 (column 3) are calculated by dividing the actual costs for the first five months of 2004 (column 2) by the percent of 2003 costs that occurred in the first five months (column 1). For example, Atlanta’s actual 2004 costs of $40,228 divided by 2003’s 22. 88% yields projected 2004 costs of approximately $175,822. The projected costs in the last six months of 2004 (column 4) are calculated by subtracting the actual costs for the first five months of 2004 (column 2) from 2004’s projected total costs (column 3). This gives us the projected costs for the last seven months of 2004. However, we are only interested in the last six months of 2004, so this number is multiplied by 6/7, or . 857. Continuing with Atlanta, 2004’s projected total costs of $175,822 minus the first five months’ actual costs of $40,228 equals $135,394. Multiplying this by 6/7 yields projected six months’ costs of approximately $116,204. Question 6: When comparing 2003 figures with the 2004 figures shown in Exhibit 13-A, the amount budgeted for each warehouse in 2004 was greater than actual 2003 costs. How much of the increase is caused by increased volume of business (units shipped) and how much by inflation? There are several ways to approach this question. One involves calculating the volume difference and inflation difference for each warehouse, as follows: Volume difference = 2003 unit costs x (2004 units shipped – 2003 units shipped) Inflation difference = 2004 units shipped x (2004 unit costs – 2003 unit costs) For example, Atlanta’s volume and inflation differences are: Volume difference: $8. 99 x (18,000 – 17,431) = $8. 99 x 569 = $5,115 Inflation difference: 18,000 x ($9. 97 – $8. 99) = 18,000 x $. 98 = $17,640 Question 7: Prepare the firm’s 2005 warehousing budget, showing for each warehouse the anticipated number of units to be shipped and the costs. Again, this can be done in several ways. One is to assume that the 2004 to 2005 increases will be exactly the same amount as the 2003 to 2004 increases (with units shipped rounded to the nearest hundred, and costs rounded to the nearest $500). This would yield the following results: Warehouse location| Differences in units shipped b/w 2003 and 2004| Units shipped  in 2004| Projected units shipped in 2005| Difference in warehouse costs b/w 2003 and 2004 ($)| Warehouse costs in 2004 ($)| Projected warehouse costs in 2005 ($)| Atlanta| 600| 18,000| 18,600| 21,000| 178,000| 199,000| Boston| 300| 7,200| 7,500| 9,500| 73,000| 82,500| Chicago| 1,900| 30,000| 31,900| 38,500| 285,000| 323,500| Denver| 100| 3,100| 3,200| 3,000| 31,000| 34,000| Fargo| 0| 2,000| 2,000| 500| 17,000| 17,500| Los Angeles| 500| 17,000| 17,500| 24,000| 176,000| 200,000| Portland| 700| 9,000| 9,700| 12,000| 85,000| 97,000| St. Louis| 2,100| 8,000| 10,100| 4,000| 56,000| 60,000| Another method would use percentage changes. Question 8: While attending classes at the university, J. Q. had learned of logistics partnerships. Should Brant Freezer Company attempt to enter into a partnership relationship with these warehouses? If so, what approach should it use? Assuming that a partnership approach was to be used, Brant would have to think of some sort of sharing of potential risks and profits. Offhand, the case does not provide much information to go on, other than cost containment or reduction is an issue.

Liabilities In Post Contractual Benefit Essay Example | Topics and Well Written Essays - 2000 words

Liabilities In Post Contractual Benefit - Essay Example Jack Horner on July,  23rd 2005, from the date of conclusion of a separate and altogether different contract between Mr. Jack Horner and Amanda/ Patrick. The latter contract was concluded as early as on June,  15th 2005. Besides, the ‘offer’ of 20% deduction, was a means of luring the general public who had still not availed of the benefits of Avoca Haven till then and hence by logic excluded from its purview all those who had already availed of Avoca Haven under its earlier terms and conditions. Even if it were accepted that the ‘offer’ of 20% deduction extended to Patrick/Amanda, it is highlighted that it was only an â€Å"invitation to treat† and not an â€Å"offer† in its legal connotation.2 â€Å"Offer† in this case has to be made by Amanda and Patrick to Mr. Jack Horner, and acceptance of the same is within Mr. Horner’s sole discretion---he may or may not accept it and cannot be forced to accept the same.3 The deposit of $ 500 that Amanda/Patrick paid to Mr. Horner, was in lieu of a contract to avail of Avoca Haven as per its earlier terms and conditions, which was in itself a separate contract clearly distinguishable from the latter invitation of 20% deduction. Since no ‘consideration’ was paid to avail the 20% deduction, no valid contract affecting the same can be concluded. This is so because consideration is a formal necessity, which serves to distinguish those promises by which the promisor intends to be legally bound from those which are not seriously meant.4 The contract that was concluded on June, 15th 2005 did not contain any clause relating to a 20% discount on the total cost of reserving Avoca Haven. Hence a question regarding the enforceability of the â€Å"20% discount† offer does not arise at all.

The Nurse' Responsability in the Prevention of Medical Errors Essay

The Nurse' Responsability in the Prevention of Medical Errors - Essay Example In its report titled To Err is Human: Building a Safer Health System (2000), the Institute of Medicine (IOM) noted that between 44,000 and 98,000 Americans die annually in U.S. hospitals owing to preventable medical errors. A medical error infers an adverse event that can be avoided given the current state of medical knowledge. IOM working definition of medical error details the failure of a planned action to be concluded as proposed or the application of a wrong plan to attain the aim. Errors in this sense incorporate problems in practice, products, procedures, and systems. There is no single unanimously acknowledged method of classifying medical errors. However, there are five distinct categorizations of medical errors. These include forms of healthcare given such as medication, surgery, and diagnostic imaging; severity of the injury encompassing minor discomfort, death, and serious injury. Other categorizations include legal definitions of issues such as negligence and malpractice ; the setting encompassing hospital, emergency room, nursing home, and intensive care unit, and persons involved such as a physician, nurse, pharmacist, and patient. Medical errors impede therapeutic outcomes and can cause severe illness or death. In addition, medical errors may lead to litigation against healthcare providers. Causes of Medical Errors The core causes of medical errors are multifaceted, and no single factor can be demarcated to be the principal origin of medical errors. However, medical errors mainly flow from factors like communication errors; for example, misinterpretation of the doctor’s prescription may lead to instances of medication mix-up, where the administered drugs detail closely similar names. In addition, medical errors may emanate from human errors stemming from overwork and burnout. Some medical errors are attributable to the long working hours that medical professionals cover. The onset of managed care has heralded the reduction of size of nursi ng staff, while compelling others to work mandatory overtime shifts. Other causes include increasing specialization and fragmentation of the healthcare sector. The number of people involved in patient’s treatment is commensurate with occurrences of medical errors. Furthermore, medical errors emanate from manufacturing errors, equipment failure, diagnostic errors, and poorly designed buildings and facilities (Westrick & Dempski, 2009). Steps or Measures that Nurses can take in order to Prevent Medical Errors Healthcare professionals such as nurses should guarantee the quality of treatment, although a significant share of responsibility lies with patients in avoiding medical errors. The single most significant way in which nurses can aid in prevention of medical errors is being active members of their healthcare team. Healthcare providers must work successfully in collaborative teams in order to enhance patient safety. Nurses should adopt stricter standards of acceptable error rates. This will be crucial in making significant strides in enhancing safety and minimizing error. The commitment towards enhancing the quality of medical care and associated processes is one of the steps that nurses should adopt to reduce errors. Nurses should also report medical errors in order to improve the process. Reporting of medical errors plays a crucial role in abating further errors

To say the word Romanticism is to say modern art- that is intimacy Essay Example for Free

To say the word Romanticism is to say modern art- that is intimacy Essay Blake and Wordsworth were both Romantic poets yet their views of London are opposed to each other. What are these conflicting visions of the same city and how do they differ from one another? To say the word Romanticism is to say modern art- that is intimacy, spirituality, colour, aspiration towards the infinite, expressed by every means available to the arts. Charles Baudelaire Romantic poets were preoccupied with the idea of the pastoral idyll; a rural landscape where man was spiritually and physically at one with nature. These Pastoral fantasies typically invoked Pagan deities and ideology. Romanticism, according to Baudelaire is colourful and lively. Blake and Wordsworth are both Romantic poets yet their views of London, as portrayed in their poems; Westminster and London, are very different. Wordsworths poem Westminster has a joyful, exultant tone towards London and the diction could be considered colourful and spiritual. However, Blakes poem London has a pessimistic tone, more typical of a Romantic poet. Blakes London shares a view which is expected from a Romantic as the Romantics did not want industrialisation of Great Britain to occur. The negative effects of the Industrial Revolution were especially prominent in London, so this miserable, urban landscape is anathematic to Blake. Romantics wanted the countryside to remain untouched and bucolic. The gloomy diction in London shows this funereal tone. Cry of fear, marks of weakness, marks of woe, hapless Soldiers sigh and blights with plagues the Marriage hearse are all examples of the diction used to build a sense of vulnerability and repulsiveness in London. The perspective that Blake uses also shows that he is projecting his own Romantic feelings onto London. He uses the first person, I repeatedly throughout the poem and also opens with it. For example, I wander, I meet and I hear. This illustrates that his view of London is subjective. The poem is also written in the present tense and this gives the sense of living the experience with the narrator. Thus the poem seems more immediate and intimate. The imagery used in Blakes poem is also depressing and there are many examples of aural, tactile and visual imagery. The marks in every face he meets are examples of visual imagery. He uses words such as marks and every repeatedly and this stresses the ubiquity of misery and moral decrepitude in the city. Examples of the aural imagery that Blake uses are cry of every man, cry of fear and the mind-forgd manacles I hear. These aural images convey the negative effects and emotions that can be found within the people of London. The tactile image of the mind-forgd manacles is also particularly interesting as it is an example of figurative language rather than literal. It is a metaphor for the restrictions or constraints that are placed on people, either by societys expectations and demands or perhaps by themselves. It appears that Blake suggests that people in London are manacled by their own moral weakness. During the Victorian period, men who paid prostitutes were disgraced, not only for the moral reasons of committing a sin, but for the fact that they may have contracted a venereal disease such as gonorrhoea or syphilis. The marks which Blake relates to, such as the marks of woe may be moral weaknesses that men would have been ashamed to be associated with, for example when paying a prostitute for sexual pleasure. However, these marks may also have been literal scars from diseases they had caught. In the last stanza, Blake uses the word midnight. This has dark connotations to it and gives the sense of an evil atmosphere. Blake also adds to this wicked atmosphere in the lines, How the youthful Harlots curse/Blasts the new-born Infants tear as he uses diction such as Harlot, curse and Infants tear. These lines also inform the reader about the harlot and her baby. The curse which Blake relates to could be infecting of the harlots baby with gonorrhoea. This is shown as her baby has a tear in her eye and probably has a problem with it, a symptom of gonorrhoea. In the last line, Blake writes And blights with plagues the marriage hearse. This line suggests that the city is married to death as it uses the oxymoron marriage hearse. This is a conflation of two opposed ideas since a hearse is associated with a funeral because it carries a coffin. Blake may be implying that the city is married to death, or is doomed since the majority of infants in the city are possibly associated with venereal disease. This is shown as he uses the word most when discussing the most common thing that he sees in the streets of London. However, these lines could be considered ambiguous since Blake may be telling us of what he hears in the streets, for example, a Harlot cursing, or swearing at her baby when it cries. London is divided into four stanzas of four lines each and has an alternate rhyme scheme. The rhythm is rather constrained and this gives the impression that the poet is narrating the story as he wanders thro' London, this further emphasises the intimacy. In each stanza there is one main idea which develops the overall motion that London is a corrupt, morally decrepit city. In the first stanza, the idea of London being a charterd city is explored. Blake says that the streets and the River Thames in London are charterd. It could be interpreted that he believes the city has been hired and brought up by commerce and through money. In the second stanza, Blake attempts to show the unhappiness in the city and the depressing effect it has on people by using the word cry repeatedly whilst in the third stanza he writes about how the institutions are corrupted such as the palace. This is shown in the lines The hapless soldiers sigh/Runs in blood down Palace walls. One possible interpretation of the word palace is that it is a metonymy for the government. Blake may be stating that the hapless soldiers have been sent to die while trying to gain power for the British Empire. These lines are also a powerful fusion of light and sound and contain examples of both aural and visual imagery, for example hapless soldiers sigh and runs in blood down palace walls. In the third stanza, Blake implies that the church is becoming corrupted or is blackning, either literally by the pollution that the city is creating or figuratively as it stands by and watches the innocent youths being exploited, such as the chimney sweepers, and the abuse of soldiers. However, the line Every blackning church appals could be considered ambiguous, since the phrase Church appals suggests that it is disgusted by the corrupted institutions, such as the Palace but does not have the power to take much action against them or simply does not want to irritate the palace. Therefore, Blake most likely wants the palace to hear his concerns that he is voicing, which he believes many other people in London share. This idea is reinforced by the fact that in this stanza, if the first letter of every word, on every line is taken, the word HEAR can be made, this also highlights the aural imagery used in this stanza. The word appals may also echo the largest symbol of religious power in London, St Pauls Cathedral and this suggests that Blake is questioning why the church has not spoken out against the government. Unlike the third, the fourth stanza is focused on the future of London. This is because the infant described has a future and eventually the infants in London will become adults who will have to take part in the daily running of the city. However, unlike Blake and other Romantics, Wordsworths Westminster has a surprisingly optimistic tone for a poem written by Romantic. This joyful tone is shown in the diction and imagery he uses. Such as, beauty of the morning, sun more beautifully and calm so deep are all examples of the lauding diction that Wordsworth uses. His exultant view towards the city is also shown in the form in which his poem is constructed. The rhythm is an iambic pentameter and the first eight lines have a rhyme scheme which is ABBAABBA, an octet, then the last six lines have a different rhyme scheme which is CDCDDC, a sestet. This octet and sestet suggests his powerful feelings towards London as it is a sonnet, and sonnets are usually associated with love and desire. In the octet, Wordsworth tells us in detail what he sees and introduces his idea of London being so touching. However, in the sestet; he develops this idea and attempts to unify Londons landscape with the beauty of the natural world, Wordsw orth also informs the reader about what he feels, rather than what he sees. The images that Wordsworth uses also show the rhapsodic tone of the poem as shown in the line a sight so touching in its majesty. The poet uses the word touching in order to convey the uncomplicated strength of his perception, touch being the most direct of the senses. In the opening three lines Wordsworth challenges any doubters that do not believe London looked so perfect at this time. This is shown in the argumentative punctuation he uses and he writes that: Earth has not anything to show more fair:/Dull would he be of soul who could pass by/A sight so touching in its majesty. In these lines, Wordsworth is praising the city and claiming that there is nothing more fair on earth than London on this particular day. He also criticises any soul or person who could ignore a sight so great in majesty and beauty. The fact that Wordsworth opens with these powerful lines of adoration sets the atmosphere in the poem and also shows the reader how beautiful the city looked. He uses the words majesty and soul since these have religious connotations connected with them. The word majesty could be associated with the King or Queen; who was traditionally appointed by God, this makes the city seem almost royal or God-like. This diction and the tone of the poem, along with the examples of personification he uses, make it seem that Wordsworth is almost having an epiphany due to the spiritual intensity of the diction he uses. The words by and majesty are also particularly interesting as although there is not a strict aural rhyme, there is a sight rhyme which means that the rhyme scheme is not disrupted. Unlike Blake in London, Wordsworth uses personification to eulogize the city, this can be seen when he says that This city now doth, like a garment, wear/The beauty of the morning; silent, bare. As Wordsworth uses the simile like a garment, this personifies the city. Wordsworth says that the city wears the beauty of the morning, it could be interpreted that the city and the morning contrast so perfectly that they seem to be one with each other, but may also just be an example of Wordsworth attempting to reunite the urban area with nature. There is a similar example of this when Wordsworth is seeking to reconcile the urban sprawl with the bucolic scenes that a Romantic values above all else. This is why the city is described in natural terms and why Wordsworth sees the city merging seamlessly with the countryside beyond: Ships, towers, domes, theatres, and temples lie/Open unto the fields and to the sky. Wordsworth also lists the ships, towers domes (and) theatres and this gives the impression of him looking across a horizon. The word lie also gives the sense that the ships, towers domes (and) theatres rest grandly, but gently on the horizon as though they are blanketed in their own majesty. Unlike Blake, this is an example of Wordsworth studying and appreciating the city and its physical features, rather than the people who live in it. Wordsworth has an objective view of the city as he is literally elevated on a bridge, while Blake has a more detailed perspective which does not allow him to realize the true beauty of the of London, since he is walking through the streets. Blake seems to be immersed in this anathematic landscape, the emotional problems of the people in the city and the government who live there. Another image that Blake uses acts on our sense of smell. He describes the air as being smokeless and this destroys the idea of London being a polluted city covered by smog, which was caused by the many factories. It is surprising for a Romantic to write this as the Romantics were a reaction to the industrial revolution and one would expect that a Romantic would not speak highly of an industrialised city, such as London. However, this leads the reader to believe the poem was written in the early morning, when the sun was rising since the very houses (seemed) asleep and the factories had not yet opened. Wordsworth also uses other examples of personification and one of these is shown when he says Never did sun more beautifully steep/In his first splendour, valley, rock, or hill. The poet personifies the sun by relating to it with the word his. The personification that Wordsworth uses is an example of figurative, not literal language. Wordsworth also leads the reader to believe that he has never seen such a perfect sunrise and that it is equal to or more than a sunrise in a rural landscape. Another example of Wordsworth personifying something in nature by referring to it as his is when he tells the reader that The River glideth at his own sweet will. This not only personifies the river but it deifies it adding evidence to the poets pagan sensibility. This is because many Romanticists were connected with paganism as they believed in the worship of natural Gods, for example the Gods of Sun and Water. This line also makes the river seem as though it flows freely, peacefully and without being forced, Wordsworth further emphasises this serene atmosphere when he says neer saw I, never felt, a calm so deep! This gives the impression that the city is a peaceful place. Wordsworth also uses other techniques to praise London apart from personification. On the last line, the poet uses a metaphor to describe London. He says And all that mighty heart is lying still! The mighty heart is a metonymy for London and he describes the city as being still, this further leads the reader to believe that this is set in the early morning when even the very houses seem asleep. This adds further evidence that London was calm and tranquil at this particular moment. Although it seems unusual for a Romantic to write such an optimistic poem about London, the specific time, date and place: Composed Upon Westminster Bridge, September 3, 1802 is a message to the reader that the poet remains a Romantic yet could not help but succumb to this particularly powerful vision of beauty. By creating such a precise title, Wordsworth attempts to explain that any Romantic would have felt the same way and therefore, it is not meant to be unexpected; he attempts to explain that this experience was an anomaly. Although it seems that Blake only saw a certain, lower class part of London where soliciting and disease thrived alongside especially harsh working conditions for children, Blakes poem, London is typical of a Romantic poet who was opposed to the Industrial Revolution and therefore, this justifies the reason for him writing such a negative poem, since the Romantics were preoccupied with the idea of a bucolic landscape.

Humanity :: Environemtn Humans Humanity Essays

Humanity I was sitting in my laundry room the other day sorting through piles of dirty laundry, courtesy of my seven year old son (who seems to change his clothes every five minutes) and I found myself thinking, "If he only knew the complexities of the Watershed, the Everglades, the South Florida Water Management District, and the Biscayne & Floridian Aquifers maybe he wouldn't change his clothes so often." But then again maybe if he knew these things he would, like so many people in South Florida, not care. We all sit here, on the very edge of an entirely unique eco-system that does not exist anywhere else on the face of the Earth. Yet, the majority of the South Florida community is concerned not with the health of this eco-system but rather with the availability of "credit". Credit which they can use to buy the right clothes, the right SUV, the right set of fake boobs and the perfect pre-fab, cookie cutter house in the right Kendall subdivision. Hence, they can appear to be successful members of this consumer driven society. Now I realize that this is a blatant generalization and that it is a rather cynical view of humanity. But, let us not forget that in this society appearance is everything. And if that is really the case, what does humanity mean in this place, in this time and in this society?" You are probably asking yourself, "What does a contemporary conceptualization of humanity have to do with the Everglades?" Well, to me, the key to humanity can be found in the Everglades a nd the rest of the natural world beyond it. In the biological sciences there exists the concept of "niche." I have always understood a niche to be a place or a condition in which the abilities of an organism are best utilized and best suited. Essentially, a niche is a place where an organism can belong and be successful; it is a place where it fits. All organisms on the face of the earth have found a niche somewhere and barring human intervention they have flourished in those niches. They have adapted to the world around them. It is only human beings who seem incapable of adaptation and thus expect the world around them to adapt to their presence. Is that then the characteristic and the nature of mankind which distinguishes us from other beings?

What Is Inclusion

What is inclusion ? Inclusive education is concerned with the education and accommodation of all children within the classroom, regardless of their physical, intellectual, social, or linguistic deficits. Inclusion should also include children from disadvantaged groups, of all races and cultures as well as the gifted and the disabled (UNESCO, 2003).Inclusion tries to reduce exclusion within the education system by tackling, responding to and meeting the different needs of all learners (Booth, 1996). It involves changing the education system so that it can accommodate the unique styles and way of learning of each learner and ensure that there is quality education for all through the use of proper resources, appropriate teaching strategies and partnerships within the community (UNESCO, 2003).Inclusion will not happen instantaneously but requires careful planning and thinking, positive attitudes and behaviour and utilising the necessary specialised support, accommodations and adaptations to ensure all children become part of the school (Burstein, Sears, Wilcoxen, Cabello & Spagna, 2004), actively participate in the education system and later become fully contributing members of society (Department of Education, 2001).Inclusive education is about ensuring that schools can meet the needs of all learners. It is therefore the responsibility of an inclusive school to embrace the diversity and special needs of all its learners, (Flem, Moen & Gudmundsdottir, 2004) identify and minimise the barriers to learning (Department of Education, 2001) and create a tolerant and respectful atmosphere in which people are valued and stigmatisation is minimised (Carrington & Robinson, 2004).All children thus need to be given the support they need so they can achieve success, feel a sense of security and belong to a community (Iarskaia-Smirnova, & Loshakova, 2004; Burke & Sutherland, 2004). Inclusive education also recognises that learning occurs both at home and in the community and the refore the support of parents, family and the community is vital (Department of Education, 2001). Truly inclusive schools understand the uniqueness of every child, that all children can learn and that all children have different gifts, strengths learning styles and needs.These schools then provide the appropriate means and support through which these needs can be met (UNESO, 2003) The varying ability of children in the classroom means that in order for all to be educationally challenged, teachers should arrange activities and set learning intentions in certain ways to ensure the equal opportunities of learning for all children. By examining the work of theorists, such as Piaget (1961) and Vygotsky (1978), the importance of motivating all children by providing challenging tasks is extremely significant.Of course these tasks must be differentiated to account for the range of ability in classrooms and it is therefore vital for teachers to acknowledge the level of individual children, s o that appropriate tasks can be set to fulfil certain goals and enhance learning It is important to remember that differentiation can also be present in gender, social class, ethnicity and religion. Teachers should provide all children with equal opportunities to their right to a fair education, building and developing the child's individual needs.Planning should accommodate for the differences in ability and performance of all children, ‘including the more able and those with special educational needs' (DFES, 2004,) Teachers should provide attention and individual support to all children and when they are busy with a ‘focus group' they should return to any other children who had problems when they can (DfES, S3. 2. 4). This essay has shown how inclusive education is not a straight forward process that can be implemented overnight. Rather it requires a lot of planning, support, resources and reviewing.There is extensive research that South Africa can use to make inclusiv e education successful in South Africa. The major obstacle preventing the successful implementation of inclusion in South Africa is not our lack of resources but rather the teachers' lack of knowledge about children with special needs and how to accommodate them in regular classes. On-going intensive training, professional development and support are therefore needed so that teachers' attitudes can become positive and their willingness to promote inclusion can be maximised.Teachers thus need to change their mindset, become more willing to try new and different curricular strategies, engage in more joint planning and cooperative learning strategies and believe that all children can learn (Schmidt ; Harriman, 1998). This can only be done however if teachers are equipped with the necessary skills needed to include all learners. Inclusion can become a practical process in South Africa as long as we look at what has made it successful in other countries and build on from there. Reference List 1. Allan, J. (2003). Productive pedagogies and the challenge of inclusion. † In British Journal of Special Education 30 (4): 175 – 179. 1. Ainscow, M, Booth, t & Dyson, A. (2004) â€Å"Understanding and developing inclusive practices in schools: a collaborative action research network. † In International Journal of Inclusive Education 8 (2): 125 – 139 1. Booth, T. (1996). â€Å"A Perspective on Inclusion from England. † In Cambridge Journal of Education 26 (1): 87 – 100. 1. Burke, K & Sutherland, C. (2004). â€Å"Attitudes toward Inclusion: Knowledge versus Experience. † In Education 125 (2): 163 – 172. . Burstein, N, Sears, S, Wilcoxen, A, Cabello, B, & Spagna, M. (2004). â€Å"Moving Toward Inclusive Practices. † In Remedial & Special Education 25 (2): 104 – 116. 1. Carrington, S & Robinson, R. (2004). â€Å"A case study of inclusive school development: a journey of learning. † In International Journ al of Inclusive Education 8 (2): 141 – 153 1. Cross, A. F, Traub, E. K, Hutter-Pishgahi, L & Shelton, G. (2004). â€Å"Elements of Successful Inclusion for Children with Significant Disabilities. † In Topics in Early Childhood Special Education 24 (3): 169 – 183 1.De Lange, J. P. (1989). Politics and Education. Pretoria. South Africa. 1. Department of Education. (2001). Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System. Received from the World Wide Web on 20th July 2005. Web Address: http://education. pwv. gov. za 1. Deppeler, J & Harvey, D. (2004). â€Å"Validating the British Index for Inclusion for the Australian Context: Stage 1. † In International Journal of Inclusive Education 8 (2): 155 – 184 1. Flem, A, Moen, T & Gudmundsdottir, S. (2004). Towards inclusive schooling: a study of inclusive education in practice. † In European Journal of Special Needs Education 19 (1): 85 – 97 1. Forlin, C. (2004). â€Å"Promoting Inclusivity in Western Australian Schools. † In International Journal of Inclusive Education 8 (2): 185 – 202 1. Hegarty, S. Educating Children and Young People with Disabilities: Principles and the Review of Practice. Received from the World Wide Web on 20th July 2005. Web Address: http://unesdoc. unesco. org/images/0009/000955/095511eo. pdf 1. Hunt, P. , Staub, D. , Alwell, M. ; Goetz, L. (1994). â€Å"Achievement by all students within the context of cooperative learning groups. † In Journal of the Association for Persons with Severe Handicaps, 19, 290-301. 1. Iarskaia-Smirnova, E. R ; Loshakova, I. I. (2004). â€Å"Inclusive Education of Handicapped Children. † In Russian Education and Society 46 (2): 63 – 74 1. Jobe, D, Rust, J. O, ; Brissie, J. (1996). â€Å"Teacher attitudes toward inclusion of students with disabilities into regular classrooms. † In Education 117(1), 234-245. 1. Peck, C. A, Stau b, D, Gallucci, C ; Schwartz, I. (2004). Parent Perception of the Impacts of Inclusion on their Nondisabled Child. † In Research & Practice for Persons with Severe Disabilities 29 (2): 135 – 143 1. Raschke, D & Bronson, J. (1999). Creative Educators at Work: All Children Including those with Disabilities Can Play Traditional Classroom Games. Received from the World Wide Web on 20th July 2005. Web Address: http://www. uni. edu/coe/inclusion/philosophy/benefits. html. 1. Schmidt, M. W & Harriman, N. E. (1998). Teaching Strategies for Inclusive Classrooms. Harcourt Bruce College Publishers: New York. . Sharpe, M. , York, J, & Knight, J (1994). â€Å"Effects of inclusion on the academic performance of classmates without disabilities. † In Remedial and Special Education, 15, 281-287. 1. Stroeve, W. (1998). One of the Kids: Educating children with and without disabilities together in the same classes and schools. Received from the World Wide Web on 20th July 2005. Web Address www. aare. edu. au/03pap/hea03769. pdf 1. Turner, N. D & Traxler, M. (2000). Children's Literature for the Primary Inclusive Classroom. Delmar Thompson Learning: Africa. 1. UNESCO. (2003).Overcoming Exclusion through Inclusive Approaches in Education: A Challenge & a Vision – A Conceptual Paper. Received from the World Wide Web on 20th July 2005. Web Address: http://unesdoc. unesco. org/images/0013/001347/134785e. pdf 1. UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Received from the World Wide Web on 20th July 2005. Web Address: http://www. unesco. org/education/information/nfsunesco/pdf/SALAMA_E. PDF 1. UNESCO. (2005). First Steps: Stories on Inclusion in Early Childhood Education. Received from the World Wide Web on 20th July 2005.Web Address: http://unesdoc. unesco. org/images/0011/001102/110238eo. pdf 1. UNESCO. (2001). Including the Excluded: Meeting Diversity in Education. Received from the World Wide Web on 20th J uly 2005. Web Address: http://dit-fs1. hq. int. unesco. org/ulis/docs/0012/001226/122613eo. pdf 1. Van Kraayenoord, C. (2003). â€Å"The Task of Professional Development. † In International Journal of Disability, Development and Education 50 (4): 363 – 365 1. Wong, A. I. P, Pearson, V & Kuen Lo, E. M. (2004). â€Å"Competing philosophies in the classroom: a challenge to Hong Kong teachers. â€Å"

Benito Mussolini’s Doctrine of Fascism

DOCTRINE OF FASCISM Benito Mussolini outlines several essential characteristics of his preferred political ideology, Fascism, in what has become known as the Doctrine of Fascism. In this paper, Mussolini outlines his vision of the ideology, and explains the major issues that Fascism will address once it becomes the leading political system in Italy. Mussolini’s major points as outlined in the Doctrine included an extreme emphasis on nationalism, organization and modernization of the state, persistent focus on religion, life as a struggle, and the notion that individuals exist only for the improvement of society as a whole.Wolfgang Schieder, after reviewing the Doctrine of Fascism, explains Mussolini’s success based on it and clarifies what exactly Adolf Hitler adopted from the Italian Fascist ideology to incorporated into his own Third Reich. One of the fundamental tenants in Mussolini Doctrine of Fascism is the strong sense of nationalism, which we wants the Italian pe ople to embrace. As a result, he calls for a unification of all Italians over his Fascist regime. Mussolini truly thought that the Italian nation was preordained for greatness, and that the only way to fulfil this destiny was through extreme social cooperation under Fascism.To that end, Mussolini advocated a mass modernization of the Italian state, centralization of government and creation of a state in â€Å"spirit, not territory. † Mussolini wanted Italy to leave its mark on history through the fascist system, so his Doctrine emphasised cultural contributions such as art and philosophy. Mussolini believed that a nation’s power was derived from its people, who had to be â€Å"numerous, hard working, and well regulated† in order to succeed. A further crucial element of Mussolini’s Doctrine was that he constantly stresses the role of the state and government in a Fascist state.As opposed to other political systems such as socialism, the state in a fascist society does not act as a mere â€Å"watchdog† or â€Å"night watchman,† simply protecting its citizens and facilitating material gains. Rather, the state according to Mussolini is the spiritual, moral and political apex of each human being. Its duties are to give a â€Å"concrete form to the political, juridical and economical organisation of the country† though a series of practical actions. Mussolini sees the state as an actual physical manifestation of all positive aspects of the human spirit, and furthermore acting as an â€Å"immanent conscience of the nation. Moreover, The Doctrine of Fascism goes on to explain that through the state, human beings are transformed from primitive tribal beings to glorious emperors, gaining level of power that would be impossible to achieve as an individual or small group. Finally, Mussolini establishes that the only way for one to immortalize themselves, and be remembered within a nation was through beneficial contribution s to the state. One particular notion within the Doctrine that seems peculiar at first glance is the importance that Mussolini places on religion, specifically the Catholic Church.For such a modern and practical-based system, it seems rather surprising that Mussolini not only tolerates religion, but respects and facilitates its progression. Mussolini’s official reasoning for this is that similar to the state, religion is effectively a â€Å"manifestation of the spirit,† and so the Catholic Church and Mussolini’s fascism share this commonality. In actuality, the real reason Mussolini was so tolerant of the church likely goes far beyond that. Wolfgang Schieder, whose ideas will be developed further on, explains that Mussolini required the Church’s support in order to gain the unwavering support of the Italian people.Mussolini was considered the first national socialist to repair the damaged link between the state and church, and was rewarded for it with ful l support of the Pope and Catholic Church. Mussolini was a man obsessed with the notion of empire, and this is reflected in his Doctrine. The concept of force and discipline was stressed not simply in military conquest, but every aspect of life for the average Italian. War is inevitable, as it is simply the manifestation of the strength and vigour of the Italian people that wishes to expand itself, never looking back.Peace was considered as merely a â€Å"mask to surrender and cowardice. † Mussolini stressed that Italians required â€Å"forces, duty, and sacrifice† in order to rise again to their former greatness, that of the Roman Empire. This is also Mussolini’s rationale for harsh and severe actions against any who would resist or try and undermine fascism. Finally, there remains perhaps the most basic and yet most profound idea present in the entire doctrine; being the notion that life is a struggle. The entire doctrine constantly discusses this concept, and in fact Mussolini uses it to justify the entire doctrine.Mussolini states that, â€Å"fascism wants a man to be active and absorbed in action with all his energies,† a desire which he considers synonymous with fascism’s own desire to be constantly progressing. Italians were not only encouraged to frequently be taking action, but it was considered their â€Å"duty to conquer out of life what was really worthy to them. † Mussolini is essentially stating that he believes that a virtuous Italian should be constantly struggling with his life, never becoming complacent and always fighting to better himself.Fascism, being an extension of the human spirit, naturally mirrored these qualities. Wolfgang Schieder, analyzes Mussolini’s political success and what he the extent to which Mussolini facilitated Hitler’s rise to power in Germany. According to Schieder it largely because of what he calls the ‘Philo-Fascist climate’which was present in Ge rmany during the early 1930’s. During this era Germany’s economy was in ruin largely die to war reparations, and the nation as a whole was not in very good shape.The German peoples experiment with democracy through the Weimar Republic was in many ways viewed as a failure, and people were looking to alternative models of governments. Fascism was being presented as a viable alternative to a ‘discredited Parliamentary system’ What is important to note is that Schieder thinks that the pro-Fascist atmosphere of Germany at the time was largely because of Mussolini himself. Mussolini was a very charismatic figure, and he was especially adept at handling the media in Germany.He often surprised them by speaking German, and by the end of any interaction with the German press Mussolini left them in awe of himself as a person and of the Fascist system, which he had implemented. In the early 1930’s according to Schieder there was no other form of dictatorship in the world that was as widely accepted as Fascism was. This created an environment is which Hitler stood to profit from pro-Fascist sentiment, the more he moulded his political strategy in that direction. According to Schieder there were two developments, which enabled Hitler’s acceptance by the German elites.Firstly, the Great Depression had opened the discussion about implementing a ‘new economic order’, and in this face of rising left-wing economics happening during this time made such a development even more necessary. Moreover, the German elites at first didn’t appreciate Hitler for what he truly was, and in many ways they underestimated him. In a time of economic chaos, the ‘Italian Experiment’ was viewed as a success, and its implementation in Germany was being justified under the context that ‘Hitler was not Mussolini’, and that if he became chancellor he would easily be manipulated by the German elites.Mussolini paved the way for Hitler because there was a tremendous amount of admiration for Mussolini within Germany, and the more Hitler aligned himself with Mussolini, the more he stood to benefit from this in a highly fragmented society. The manner in which Germany embraced Fascism can be best represented by two people at the time: Emil Ludwig and Theodore Wolff. The two men were high advocate of democracy in Germany, who shifted their support to Mussolini and his Fascist Doctrine.They did so out of the necessity to temporarily establish temporarily establish an authoritarian regime rooted in Fascism to offer Germany a political way out of their precarious situation. Although German understanding of Fascism can be characterized by ‘selective readings’, it was nonetheless the perfect political system for Germany given their historical circumstances. Given Fascism highly nationalistic nature, it was ideal for a nation like Germany that was still rebuilding from World War 1.Moreover, the G erman elites saw Fascism as a better political alternative to democracy, or even worse, socialism as was being pursued elsewhere in the world. As this paper has tried to illustrate, the correlations between fascism as it developed in Germany and Italy are not merely coincidental dictatorships, but there is much more to the story. After all, Hitler did view Mussolini has his political mentor. BIBILIOGRAPHY 1. Schieder, Wolfgang. Third Reich Between Vision and Reality. Oxford: Berg Publisher, 2003. eBook. 2. Mussolini, Benito. The Doctrine of Facism . Rome: Ardita Publishers , 1935. Print.

Business Ownership Types Essays - Legal Entities, Free Essays

Business Ownership Types Essays - Legal Entities, Free Essays Business Ownership Types BUSINESSES It is known that commercial life is full of risk. Co-operation of people or small businesses constitutes big companies and businesses. Owning a business has lots of advantages and disadvantages. We can classify businesses in five basic categories. First of all, the easiest way to set up a business is sole trading. Everyone can start sole trading easily because it requires not so much investment and procedures. Stationers, grocers, bakers etc... can be good examples for sole trading. The owner of the business takes all profits and just responsible for his own business. He doesnt have to employ so many people, and it is easy to direct the company. If the company goes debt, he will be responsible for the debts and will be forced to pay them. Secondly, another and safer kind of business is partnerships. Partnerships require at least two people. A partnership is the division of responsibilities and cumulating of different skills. All partners invest money to establish company. Although money is power, capital is limited by investments of the partners. They share profits according to their percentage. If Company goes debt, all partners are responsible for them. Dramatically conflicts may occur between partners. Sometimes it results in ruin. The third kind of business is privet limited companies, which are owned by shareholders. Specific administrative procedures must be followed in order to establish such companies. It is more complicated and expensive to set up. Although all shareholders invest money, their capital is still limited but more than others. More people mean more skills and less responsibility. If the company goes debt, shareholders pay maximum they had invested. They do not lose their houses, cars, or planes, etc. They just lose their investment. That is the fact that, private limited companies have limited liability. Their accounts are open to the scrutiny by public. A private limited company takes Ltd. After its name. For instance, yksel ins. Ltd., Baytur Ltd. etc... Fourthly, public limited companies (plc) are also owned by shareholders. Public limited companies are more complicated and expensive to set up. Companies can increase their capital by selling shares. These shares are bought in stock markets; anybody can buy them easily. Sabanc, bankas, petkim are specific examples for public limited companies. Their accounts are open to the scrutiny by public. Finally, another big and strong kind is public companies. The government fully or jointly owns public companies. They have limited liabilities and are open to the scrutiny by public. A government can sell apart of the shares to increase capital. For instance, Turk Tekecom, TCDD (railways), Tekel are owned by government. In conclusion, there are five kinds of business from the smallest to the biggest. All of them have advantages and disadvantages. They bring money with risk. It is possible to earn lots of money in business area. Bibliography it

Does Michael Kohlhaas present the view that power corrupts Essay

Does Michael Kohlhaas present the view that power corrupts - Essay Example Set in the time of Martin Luther, early to mid sixteenth century, Michael Kohlhaas concerns a horse trader by that name who is upset when he is charged with having improper papers while passing though the area controlled by Junker Wenzel von Tronka. Forced to leave two of his horses and a servant behind as collateral for being able to continue, Kohlhaas later learns that the charges are bogus and sues the Junker for reparations once he discovers the animals and the servant were mistreated. Despite the help of several friends, including Luther himself, the Junker prevails in court, mainly due to the corrupt influence of the Junker’s relations. Enraged, Kohlhaas takes matters into his own hands and forming an army, attacks and burns the castle of the Junker, who had already fled to another city. The band of outlaws attempts to take that city by force, although they are rebuked. Arrested and put into the dungeon in his hometown, the Junker’s influence eventually causes Koh lhaas to be executed. This is in spite of the fact that the suit finally prevailed and both the servant and horses were restored to health. How is that idea still relevant some three hundred years after von Kleis’ death? Who was the Junker? Furthermore, how does the novella present the view that power corrupts? Discussion The author had seen the illusions of power firsthand. First as a soldier and later as a writer and poet filled with wanderlust, von Kleis had visited and lived throughout a Europe ravaged by the excesses of Napoleon, even spending a time in Paris. Reading the story there is little doubt that the Junker, the main antagonist in Michael Kohlhaas, is a thinly veiled version of Napoleon, a non ruler who used brute force, along with influential friends and those loyal to him. Eventually the corrupt Junker is sentenced to two years of prison but unfortunately too late to save Kohlhaas’ life. This facet parallels von Kleis and Napoleon. Although the despot wa s not necessarily responsible for the author’s suicide, unlike Kohlhaas, von Kleis did not live long enough to see Napoleon’s utter defeat a mere four years later. The Junker had a very influential family who helped him secure retribution against Kohlhaas time and again. Even though the great Martin Luther (von Kleis was a great student of the Reformation) arranges an amnesty after Kohlhaas’ criminal acts, the Junker manages to have that overturned and Kohlhaas is imprisoned. It seems the two men had a personal vendetta against each other, for neither was content to relax until the other was totally destroyed. The Junker ultimately loses the lawsuit and his freedom for a short while and his opponent loses his very life. The rulers of a fractioned Germany that still existed in the author’s time likewise presented the evidence of power as a drug. The Governor of Brandenburg is shown as a weak and waffling individual who caves in to pressure and allows Kohlh aas to be rearrested, even though he had personally approved the man’s earlier release. His counterpart in Saxony was especially corrupt, for while he was almost forced to carry out the wishes of the Junker, Kohlhaas had some papers on his person which concerned Poland and their thoughts on invading Saxony. When Kohlhaas swallowed those papers just prior to his

Company going through a change process (Crave Outsourcing) - Apply Literature review

Company going through a change process (Crave Outsourcing) - Apply change theory - Literature review Example The present study would try to analyse the change management process of Crave Outsourcing with regards to its change in service delivery from IT, recruitment and accountancy to project management. The study would largely include the objectives of the firm that would help in initiating the change process. Apart from this the study would also include an analysis of the existing literature towards analysis the theoretical framework of change management. In addition to the literature review the problem solving techniques would be focussed upon which would include the six thinking hats strategy. Finally a set of plausible recommendations would be framed that would enable Crave Outsourcing to generate sustainable competitive advantage in the business environment. Objectives The main objectives of the change management process of Crave Outsourcing would largely include the following aspects. ... ms to bring greater accountability and maintaining sustainability The objectives stated above would largely help in ensuring better sustainability and would also help the firm to diversify its service offering that would help the firm to venture into business segments that can generate greater profitability for the firm in the long run. The fulfilment of the objectives would also enable the firm to move into ventures that are more profitable which would help in ensuring better prospects for the organization in the future. Company Snapshot Crave Outsourcing operates from its head office based in London top generate a plethora of consulting services pertaining to the domain of technology, human resources functions like recruiting the right individual and other financial and accounting functions. The consulting and outsourcing firm operating from United Kingdom gains wide amount of recognition by opening up a number of branches in several regions around the world. In respect to client s ervicing the company aims to render services of better quality by making maximum optimisation of the existing resources. The company through its operation in various other regions strategizes to gain the view of local markets and customer base by recruiting local people. These local set of employees help the company management to gain a wider understanding of the local environments to be able to deliver enhanced services and thereby augmenting the goodwill. Then client base of the company is mainly constituted by small and medium sized enterprises located mainly in regions like United Kingdom, Nigeria and other global regions (Crave Outsourcing, 2009; Crave Outsourcing-c 2009). Literature Review Change management is something that tests every manager’s mettle. When an enterprise decides