Explore The Significance Of The Monsters Voice in Mary Shelleys Novel - Free Essay Example

Sample details Pages: 7 Words: 2221 Downloads: 7 Date added: 2017/06/26 Category Literature Essay Type Analytical essay Level High school Tags: Frankenstein Essay Did you like this example? From the novel Mary Shelleys Frankenstein (1818) edition Chris Baldick argues that the monsters most convincingly human characteristic is of course his power of speech. Explore the significance of the monsters voice in Mary Shelleys novel. Few texts have pervaded the cultural consciousness to take on the afterlife of a haunting myth, as with Mary Shelley’s Frankenstein (1818). To a twenty-first century reader, the image of ‘Frankenstein,’ often wrongly identified as the creature rather than creator, has become conflated with that of Boris Karloff, an actor in a 1931 filmic representation, which, in a true expression of creative license, was a non-speaking role. However, readers of the text will remember the creature as both intellectual and articulate in voicing his account of life through to the projection of his death. Don’t waste time! Our writers will create an original "Explore The Significance Of The Monsters Voice in Mary Shelleys Novel" essay for you Create order This paper seeks to explore the significance of the creature’s voice, arguing that it adds a philosophical and moral dimension to the novel that would have otherwise been absent. The narrative structure of Frankenstein involves imbedded stories, where tales appear nested within other tales. Even the very epistolary nature of the text itself is fraught with tension, as the final pages reveal the letter-writing to align itself more closely with journal entries, with the poetic ending to the text neglecting either a form of signing off to the reader or a self-reflexive ending common to diary entries. This makes us question whether Walton’s sister, Margaret, was indeed the intended reader of the entire narrative, which notably and often conceals the letter-writing format to allow the action of the narrative to take precedence. The narrative structure thus problematises any interpretation of language as straightforward and individually assigned and distinct. A st udy of Frankenstein as a gothic novel would introduce readings of cultural binaries, where the juxtaposition of normal and human with monstrous and inhuman would suggest that the creature’s voice was intended to sharpen these distinctions. However, as Joyce Carol Oates argues, ‘everyone in Frankenstein sounds alike’ (1983: 549). All events are relayed retrospectively; conversations have often been mediated by knowledge of more recent events, and have been filtered, in the creature’s case, through an expanding consciousness. Voices echo one another, in a blurred and indistinct fashion. This is largely because the epistolary format means that the only voice we hear is actually Walton’s own, and even this has been mediated for a selected female readership. The monster’s voice is largely heard through his petition to the one who seeks his ruin, and even the reliability of Walton’s tale is mediated and arguably jeopardised by his ear nest desire for friendship and his wish that Victor would fulfil that role. Noticeably, the voice of the creature appears identical in both Walton’s account of Victor’s story and of Walton’s narration of his own encounter with the creature. This is largely attributable to the fact that all events are filtered through multiple layers, including Walton’s own memory. Interestingly, Oates further argues that it is naive to read Frankenstein as one would a novel, for it contains no characters, only points of views; its concerns are pointedly moral and didactic (1983: 549). Baldick interprets this as ‘dialogical openness,’ (1997: 44) whereby the moral framework of the novel is an open debate between the perspectives of Victor, the creature and Walton. The employment of multiple narrations is an effective tool for undermining verisimilitude, as it compromises the certainty of identity and narration, proving these to be unknowable and always mediated. These ‘contrasting’ points of view do not hold fast; the monster is both sympathetic and vengeful, and his reflections are unreliably mediated by his transformation into a heightened state of consciousness. In terms of the creature’s identity as a gendered being, many feminist critics have argued that the creature is constructed as a woman through his acquisition of language. The creature’s passive surveillance of domestic life mirrors the female sphere, and his education is largely informed by Felix’s tuition to his intended bride, Safie. As one criticism that is oft levied against Mary Shelley is that her female characters do not take an active stance but conform to traditional ideas of femininity, we have no reason to believe that Safie’s education is atypical or controversially aligned with the masculine sphere. Although it is outside of the remit of this essay to speculate on a gendered construction through language, i t is important to note that the creature’s voice is a product of an education largely intended and deemed suitable for the domestic sphere. As a foreigner, Safie is allowed access to the shared collective that is language; however, her right of access is granted on the grounds that she has a musical voice and a ‘countenance of angelic beauty and expression.’ (Shelley, 1993: 93) She does not posit a challenge to conventional definitions of normality. Indeed, the blind De Lacey permits a conversation with the creature before his impressions become mediated through the eyes of the dominant group. Participating in a shared system of language is thus only effective in generating empathy or connection up until the moment that sight is introduced. Shelley reveals here that language may be knowledge, but it is not wisdom. Indeed, De Lacey mimics the reader, for the oral nature of storytelling restricts visibility and privileges the command of language. The cr eature becomes highly articulate, and is also considered persuasive by both Walton and Frankenstein. Walton responds to the monster’s declaration by stating, His voice seemed suffocated; and my first impulses, which had suggested to me the duty of obeying the dying request of my friend, in destroying his enemy were now suspended by a mixture of curiosity and compassion. (Shelley, 1993: 187) However, Walton can only register the persuasiveness of the monster’s words whilst he is neglecting the sensation of sight. To sustain communication with the creature, he must avert his eyes, for as soon as his eyes encounter the deformed being, his indignation returns and his sympathy dissolves. Likewise, Frankenstein destroys the female being that he is creating, after gazing upon the monster’s distorted features and being consumed by a fit of passion. The monster’s articulate powers of persuasion are thus rendered subservient to sight, which takes precede nce over a convincingly human-sounding tongue. Echoing the villagers, who pass condemnation before allowing the monster to speak, Victor states upon first encountering the monster in his bedchamber; ‘he might have spoken, but I did not hear’ (Shelley, 1993: 40). The creature correctly articulates that ‘the human senses are insurmountable barriers to our union’ (Shelley, 1993: 119). Indeed, the word monster, which Shelley frequently repeats, is derived from the Latin word mon-strare, which means ‘to show†¦ bodily anomaly signified’ (Ingebretsen, 2001: 211). It thus implies an element of display, of visual difference. Interestingly, the way that the monster interacts with humans throughout the course of the novel alters from being visually sighted to, as in the last few encounters, his presence being heard or detected through sound. This calls into question the very notion of his monstrosity, as he has been transformed from an objec t on display to a being, endowed with the powers of communication. Baldick argues that the ‘monsters’ most convincing human characteristic is of course his power of speech (1997: 45). Harold Bloom echoes this premise: the creature is both more ‘intellectual and more emotional’ and ‘more human than his creator’ (1965: 613). The ability to experience and convey pain is transmitted entirely through the creature’s use of language: voice enlightens where the narratives of others fail. The creature is portrayed as thoroughly a product of the grand narratives that were central to the Romantic period, born a blank slate with works of cultural standing subsequently informing his mind. His moral and intellectual compass is largely shaped by the reading of three texts, which form what Peter Brooks refers to as a ‘Romantic cyclopedia universalis’ (1993: 205). Mastering the Romantic worldview enables him to speculate and self-i dentify as a sympathetic figure. One such influential text that forms his education is Milton’s Paradise Lost, which seeks to recast the tragedy of creation on a scale of mythological and biblical magnitude. The creature views his struggle through the lens of Milton’s epic, as a victim of the violation of the natural order. Indeed the epigraph of the novel, also from Paradise Lost, laments his very existence: Did I request thee, Maker, from my clay To mould Me man? Did I solicit thee From darkness to promote me? (Milton, 1873: 743-745) Borrowing a line from such an epic work underpins the central argument of a disgruntled creation wrestling with his creator. By allowing the monster’s viewpoint to dominate the epigraph and frame the novel, Shelley provides an authorial and sympathetic sanctioning to the monster’s plight of unsolicited existence. The techniques that Shelley uses to construct the monster’s voice are both informed by and a comment on the philosophical views held by leading figures at the time of writing. The creature is not merely presented as a sympathetic character, but as a portrayal of emerging consciousness. In the act of relating his narrative, the creature does not repeat the incident that had originally formed such an unfavourable impression upon Frankenstein. That is to say, the creature does not begin his tale from the scene where he invades his creator’s bedchambers and is rejected in his quest to seek community. Shelley thus sacrifices an opportunity of soliciting sympathy from the reader through allowing the monster to offer an explanation of innocence that would have added colour and dimension to Victor’s account. The creature’s story leaves Frankenstein’s account unmodified, neglecting the tale of rejection for a higher purpose. Shelley instead commences the monster’s narrative from his dawning of consciousness, and compares it to that of a newborn. Arguably, Shelley plays with philosopher John Locke’s idea that we are born as a blank canvas, with the mind a ‘white paper void of all character’ (1952: 11, 1, 2). The monster actively sets out to acquire language out of his need for human intimacy, mirroring the acquisition of language of a child. Infancy has its stem in the Latin word infans, which translates to one ‘who cannot speak’ (Brookes, 2004: 606). He thenceforth learns language through imitation, as a child would; learning is thus how one forms human consciousness. The creature learns through causation and effect, often experiencing pain and learning how to address the sensation by taking action. Upon mastering language, the creature retrospectively constructs a narrative out of a flood of competing sensory signals that characterised his early days of education. By relaying his past impressions through an enlightened state of consciousness, the monster shows that he has the emotional sensitivity of a baby who weeps upon first entering the world. This evocation is not just using heavily emotive language to elicit sympathy from Victor, but through the narration of his initial sensations, the reader is positioned to view him as one would a vulnerable, abandoned child. As Jones argues, Shelley ‘emphasise[s] the importance of learning to the emergence of human consciousness and understanding’ (2003: 158). The monster hypothesises that a mastery of language will bring him into communion with humans, and compensate for deficiencies of countenance. In this aim, he acquires articulacy and understanding of the cultural codes that construct human civilisation. The acquisition of education results in producing a voice that ultimately proves ineffectual, as it only heightens his disconnection to the social group that he desires communion with. Importantly, the relationship between Felix and Safie demonstrates that romantic attachments can transcend language barriers. However, as Jones argues, the cultural discourses that the creature seeks to emulate ‘are borrowed from the very ideology that excludes him’ (2003: 211). Shelley shows that language is artificial, a cultural construction that benefits only the ruling class. In Frankenstein, the creature’s voice has been intricately crafted by Mary Shelley to aid her portrayal of a sympathetic character, who refuses to conform to our expectations of the ‘other’. Shelley problematises conventional ideas of what is monstrous, revealing a character whose speech at the very least simulates human consciousness, but also is inseparably connected with and filtered through another’s way of seeing. The creature’s narrative is a profound philosophical and moral comment on the Romantic consciousness, ultimately revealing that no perspective reigns supreme, and labels and perceptions of difference collapse at their very bor ders. Bibliography: Baldick, C., (1997) In Frankensteins Shadow: Myth, Monstrosity, and Nineteenth-Century Writing. Oxford: Clarendon Press. Bloom, H., (1965) Frankenstein, or the New Prometheus, Partisan Review, xxxii, 618. Brookes, I., (ed) (2004) Chambers Concise Dictionary. New Delhi: Allied Chambers. Brooks, P., (1993) What is a Monster(According to Frankenstein) In Body Work. Cambridge: Harvard Univ. Press, pp. 199-220; reprinted in Frankenstein/Mary Shelley (1995) ed. Fred Botting. New York: St. Martins Press, pp. 81-106 Ingebretsen, Edward J., (2001) At stake: monsters and the rhetoric of fear in public culture. Chicago: Univ. of Chicago Press. Jones, Jonathan D., (2003) Orphans: childhood alienation and the idea of the self in Rousseau, Wordsworth and Mary Shelley. PhD thesis, University of Warwick. Locke, J., (1952) â€Å"An Essay Concerning Human Understanding† in Great Books of the Western World 35 ed. Robert Maynard Hutchins. Chicago: Encyclopedia Britannica. Milton, J., (1873) Paradise Lost. London: Basil Montagu. Oates, Joyce C., (1983) Frankensteins Fallen Angel. Critical Inquiry, Vol. 10, No. 3 Mar., pp. 543-554. Shelley, M., (1993) Frankenstein: or the Modern Prometheus: The 1818 Text, ed. Marilyn Butler, London: William Pickering.

The Criminal Justice System An Introduction - 1652 Words

This report will critically review The Criminal Justice System: An Introduction (2008) by Bryan Gibson, Paul Cavadino and David Faulkner. It will identify key themes in the book and discuss how it contributes to the understanding of the criminal justice system in England and Wales. First published in 1995 by three highly regarded members of the criminal justice system (Bryan Gibson is a barrister, Paul Cavadino is chief executive of NACRO and David Faulkner is senior research fellow at the Centre for Criminological Research, Oxford University) and subsequently revised, the authors clearly state the primary aim of the book is to focus on the everyday events which occur from the discovery of an offence until such time when the case comes to a natural conclusion. Furthermore it gives a brief overview of the different constituent parts of the criminal justice system and key processes and practitioners involved in it with more detail being offered in later chapters. 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Gore Case Study Free Essays

Since its humble beginning in 1958, W. L. Gore and Associates (Gore) fostered a strong working environment by encouraging its staff to become creative thinkers while implementing an employee empowerment approach to management. We will write a custom essay sample on Gore Case Study or any similar topic only for you Order Now Gore’s self developing teams have proven to be leaders in creativity, design, and productivity. The company’s â€Å"Superteam† has been the key to their successful growth in electronics, medical, fabrics, and industrial products. Their highly efficient flat corporate structure creates an atmosphere of leadership within a lattice organization that has proven to be one of the most effective approaches to business success. Effective market performance driven by four operating principles of fairness, freedom, commitment, and waterline, dictate the company’s promise that is â€Å"Committed to the fitness-for-use of our products where culture drives innovation to create a broad range of high performance products that make a difference in peoples’ lives. † The corporate philosophy of having a flat and lattice organization translates into leaders, associates and sponsors. Each Gore employee is considered to be an associate. By having associates and no titles, the company eliminates the need for managers and cultivates leaders. To further stimulate leadership, each associate becomes a sponsor to new employees. Gore believes that each of us needs a guide to act as a mentor, an advocate of corporate philosophy, and a voice of experience. Sponsors encourage new employees to be creative thinkers and communicators while providing feedback and discussion of contributions and areas for growth. Although sponsors work closely with associates, they never give assignments or act as gatekeepers to new assignments and approvers of projects. With this philosophy in place, Gore’s team orientations proliferate. The team building and collaboration on projects allow no room for competition but instead encourage workplace productivity. Gore’s workplace productivity improvement process is centered around its corporate culture of having a non-traditional working environment based on direct communication. Their culture energizes associates, builds effective teams and produces superior business results. Gore encourages creative and entrepreneurial thinking by communicating directly rather than having a chain of command. This position of trust with little oversight provides associates the opportunity to use their judgment in pursuing new ideas. Through the creativity of each employee, a commitment to projects and a unified pursuit of success is inherent. There are numerous programs at Gore that support workplace productivity improvement which associates growth and development with a distinctive culture that is maintained and strengthened. Promoting diversity is an important part of workplace values at Gore as they raise awareness of potential micro-inequities in daily routines through training and workshops. A healthy work environment is found in each Gore plant by having a smoke-free environment, healthy plant-like settings, and recreational opportunities. Face-to-face communication is also the preference of corporate leaders as they directly speak to employees on specific issues and facilitate direct group discussion. Compensation within the organization is given in proportion to the contribution the associate makes to the financial success of Gore. Each associate is compensated based on peer rankings and job effectiveness. \Gore is considered to be one of the best workplaces in the U.S. as corporate researchers such as Great Place to Work Institute, Inc. , placed the company very favorable amongst other Fortune 100 companies. The corporate structure of the U. S. Navy shares some of Gore’s workplace improvement values. Sailors share and own activities that make up a specific process. Each individual is known as a â€Å"process owner† and it is ultimately their responsibil ity for accountability and the proper working conditions of projects. The Sailor is driven to be a leader and has control over the entire process from beginning to end. A teamwork approach is intrinsic to life in the Navy. By utilizing total quality tools and methods, the Navy organization continuously reinforces teamwork. Through the utilization of team members’ collective knowledge, experiences, and efforts, the Navy continues to improve its processes. These benefits describe the â€Å"Total Navy Experience† which through teamwork and process ownership, the whole becomes greater than the sum of its parts. Gore’s organization consists of self-managing groups that share responsibility and are aligned in a flat hierarchy of functions. In this organization, there are no subordinates; there are only peers negotiating with peers. Gore’s workplace is free of the barriers that are typical of more traditional companies. The company has done away with titles and special entitlements, and encourages direct, one-on-one communication. Multi-disciplined teams of associates in clustered plants organize around technologies and market opportunities. This unique corporate culture contributes directly to its product successes and workplace productivity. How to cite Gore Case Study, Free Case study samples

cultural diversity in educatio Essay Example For Students

cultural diversity in educatio Essay Since early American history, schools, like society, have addressed cultural diversity in different ways. In the colonial days, some attempts to adjust to cultural differences were made in the New York colony, but the dominant American culture was the norm in the general public, as well as most of the schools. As America approached the nineteenth century, the need for a common culture was the basis for the educational forum. Formal public school instruction in cultural diversity was rare, and appreciation or celebration of minority or ethnic culture essentially was nonexistent in most schools. In the 1930s, the educators were in the progressive education movement, called for programs of cultural diversity that encouraged ethnic and minority students to study their heritages. This movement became popular in many schools until around 1950. Now, these days in education, the term multicultural education never escapes a teachers thoughts (Ryan, 26). What does the term multicultural education mean to you? I means different things to different people. For instance, to some minority communities, it means to foster pride and self- esteem among minority students, like the progressive movement in the 1930s. Another example would be in the white communitites, that multicultural programs are designed to cultivate an appreciation of various cultural, racial, and ethnic traditions. Cortes defines multicultural education by the process by which schools help prepare young people to live with greater understanding, cooperation, effectiveness, and dedication to equality in a multicultural nation and inerdependent world (Cortes, 16). When I observed at Madison Elementary in December, I expected the school would be multicultural in the sense of ethnic or racial backgrounds. Instead, I was very surprised to discover that the school was predominately white students, with only a handful of African American students in each classroom. I did find out that the Wheeling Island area was in very low status pertaining to income. Not only did over half of the students receive free or reduced lunch, but the students academic skills were below the national norm. I never realized what an effect of economic status can affect a students academic progress. Of course there are out lying factors, the parent involvement was at a minimum because most families consisted of only one care taker. To make ends meet the single parent had to spend most of his/her time working for money to buy clothes, food, and to keep their children healthy. Madison Elementary had made great strides to improve their efforts to better the students academic progress. The school had instilled different programs like A-Team, Pre-K classes, Reading Recovery, various health services, outreach to families, and many more to ensure that the students will succeed in their studies. The role of the teacher at Madison is to assist and guide the students through school with smooth transitions. This at times is impossible due to fact that some students in their classrooms have behavior disorders, not all of the students are on the same learning levels, and the teacher can only help the students at school, not at home. Sometimes the parents do not fulfill their responsibilities at home. The teacher must adjust to the students needs. When dealing with multicultural issues in he classroom, teachers must guard against perpetuating racial and ethnic stereotypes, which is often done subconsciously and indirectly by failing to use linguistic qualifiers such as some, many, and most when referring to cultural groups. There is much diversity within culture (Ryan, 27). Teachers must also keep in mind that the process of social development entails the successful interplay between an integrating function and differentiating function. It is critical that multicultural education programs foster both. The challenge is simple but significant: Can we create places of learning where students are no longer strangers to themselves or to one another? The answer is clear: We must (Tamura, 24- 25). .u6c4b44e24828c56d6dbc9e38041c70d4 , .u6c4b44e24828c56d6dbc9e38041c70d4 .postImageUrl , .u6c4b44e24828c56d6dbc9e38041c70d4 .centered-text-area { min-height: 80px; position: relative; } .u6c4b44e24828c56d6dbc9e38041c70d4 , .u6c4b44e24828c56d6dbc9e38041c70d4:hover , .u6c4b44e24828c56d6dbc9e38041c70d4:visited , .u6c4b44e24828c56d6dbc9e38041c70d4:active { border:0!important; } .u6c4b44e24828c56d6dbc9e38041c70d4 .clearfix:after { content: ""; display: table; clear: both; } .u6c4b44e24828c56d6dbc9e38041c70d4 { 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; } .u6c4b44e24828c56d6dbc9e38041c70d4:active , .u6c4b44e24828c56d6dbc9e38041c70d4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6c4b44e24828c56d6dbc9e38041c70d4 .centered-text-area { width: 100%; position: relative ; } .u6c4b44e24828c56d6dbc9e38041c70d4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6c4b44e24828c56d6dbc9e38041c70d4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6c4b44e24828c56d6dbc9e38041c70d4 .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; } .u6c4b44e24828c56d6dbc9e38041c70d4:hover .ctaButton { background-color: #34495E!important; } .u6c4b44e24828c56d6dbc9e38041c70d4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6c4b44e24828c56d6dbc9e38041c70d4 .u6c4b44e24828c56d6dbc9e38041c70d4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6c4b44e24828c56d6dbc9e38041c70d4:after { content: ""; display: block; clear: both; } READ: An Argument for the Legalization of Drugs, Based o Essay Students need to understand that they are participating in many different networks. They are involved in social networks, not just ethnic or racial ones; however, their cultural background and experiences may indeed have an impact upon the nature of their participation in these other networks. Students also need to understand they are also individuals with talents, skills, strengths, weaknesses, likes and dislikes (Ryan, 27). A goal for all students, American born or not, is to develop cross-cultural acceptance, to have them develop strategies to work through their own prejudices and to sustain their own dignity when they become the targets of prejudice. We as teachers must work very hard to teach children .

Effect of presentation mode on recall of news infromation Essay Example

Effect of presentation mode on recall of news infromation Essay A media comparison study was conducted to compare undergraduates recall of news information presented in three different conditions; to establish which form of medium is most effective in conveying information. A sample of 93 psychology undergraduates were presented with a series of violent and non violent new stories; either audio-visually, in audio or in print. Immediately after presentation, subjects were tested for cued recall of story content. Significant result of presentation medium and content type was found. As predicted recall of information was best in the print and was worst in the audio condition. Overall violent content was recalled better than non-violent content, especially in the audio-only and print modes. Statistical results indicate that reading the news produces a much more effective retention of information than listening or watching the news. This also confirms previous findings on adults that recall of material presented in print medium is superior to that from radio or television presentation. Therefore results have implications for future presentation of news information It has always been part of human nature to obtain information about the world surrounding it and the people within it from some kind of source. In the past, it was often family or the church (religion) that provided information to the people. In modern society, however, we have various sources that provide us with the required information. The main ones include the radio, newspaper, magazines and the internet; however with the wide spread of technological advances television has become predominately the main source of information. In particularly when providing people with knowledge about what is currently happening in the world (current affairs). We will write a custom essay sample on Effect of presentation mode on recall of news infromation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Effect of presentation mode on recall of news infromation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Effect of presentation mode on recall of news infromation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In public opinion surveys, people frequently claim television as their most important source of news information. The provision of news is also regarded as one of the key functions of television and as one of its major source of gratification for viewers. Despite the fact that many people claim that they refer to television for much of their news information, and that they learn a great deal from television bulletins. Research with broadcast news has shown that When subjects are tested immediately after presentation of news bulletins content; viewers and listeners frequently fail to remember very much from specific news programmes. There are many factors that lie within the audience that can account for the lack of retention, such as attention, motivation and background knowledge relating to the news content. Recently, researchers are becoming increasingly aware of the various presentation factors that can have significant effect on learning. The main question that arises out of this particular research is whether conveying important information via television medium compares favourably or unfavourably with either print or radio medium. The visual images of television are often said to set television news apart from other news media. The pictures, color, and motion help to make televisions portrayal of events quite real (Graber, 1988). As Ron Nessen, Press Secretary for President Gerald Ford, once said that Television is reality if it hasnt happened on television, it hasnt happened (Gunter, 1987). This element of reality associated with television pictures enhances the credibility of news reports. The majority of the public has come to rely heavily on television as their primary source of news and deems it more believable than radio, newspapers, and magazines. In America television was identified as a news source by 65% of the population in a recent national survey, compared to only 42% who mentioned newspapers, 14% radio, 4% magazines, and 5% other people. It was also discovered that if there were conflicting reports of the same story, television stories would be most believed by 49% of respondents, whereas 26% would believe newspapers, 7% radio, and 5% magazines (Stanley and Niemi, 1990). The ability to view events and to judge them for oneself through the visual images of television helps to make television believable. But does that mean that television visuals help people to learn and recall information presented better in comparison to other mediums?. Recently researchers have demonstrated considerable differences in the perception of actors as a function of the channel of communication. When comparing learning from print and television presentation of the same material, results have indicated that learning may be better from print. Therefore contradicting the publics subjective view that they learn a great deal more from television than print. In William, Paul and Ogilvie (1975) study , television, radio and print conditions of presentation were compared, it was found that there was significantly better memory performance for material from television than from radio, and with radio been significantly better than print. However, a more recent study, by Wilson (1974) in which these three mediums were compared it was found that retention was much better in the print condition than television or radio. One reason to explain the reverse of these results may be due to the difference in the tests employed by the researchers. In William et al. study they used the recognition method, whereas Wilson used the free recall method. It is possible that free recall performance is better after a print presentation than television; this may be because reading requires more cognitive effort and facilitates greater depth of information processing than television viewing. There are potential advantages that are gained when using any of these three media. The major advantage of using print over television and radio is that the reader has the opportunity to consume news at their own pace, unlike broadcasted news where the pace of presentation is determined by producers. Another learning advantage that is thought to exist when information is presented in print and to some extent in radio is that the reader or listener has the ability to produce his/her own images from the presented information. Whereas with television viewers they are already supplied with ready-made images, and therefore they may not be able to undergo this cognitive processing while viewing television. Additional processing advantage of learning material from print or radio is that they require less focused attention compared to when viewing television. Viewers observing television not only have to focus on the image to understand what is happening but also at the same time attend to t he information that is been narrated. Visual images are know to improve memory, but only if they are relevant to the message been portrayed otherwise they can interfere with learning. Gunter (1979) found that free recall was much better for brief headline items when the pictures presented with it were still pictures. Gunter (1980) also found that the presence of slightly irrelevant film accompaniment on TV news stories can interfere to a certain degree with retention of the narrative content. This evidence clearly validates the above point that images can interfere with recall. Beside the medium presentation, the nature of story content may also affect learning. Kleinsmith and Kaplan (1964) revealed that memory may be relatively impeded when the test material is highly arousing but is relatively much better for non-arousing content. Cohen, Wigand and Harrison reported that young viewers had a better recall for violent items judged to be emotional than items judged to be neutral. This clearly reveals that memory for different types of story content does vary, especially according to the channel of presentation. Recently Gunter, Furnham and Gieston (1984) explored memory for the news as a function of the channel of communication. The experiment intended to report the effect of medium presentation and its relation with story type on memory for news material. In the experiment subjects were presented with a sequence of violent and non-violent news stories either audio-visually, in audio only or in print. Subjects were tested for cued recall of story content immediately after presentation. Results showed that recall of story content was best following the print presentation and worst for radio presentation. Violent content was recalled better than non-violent content, and significantly so in the audio-only and print modes. It was found that males had a higher recall level than females; however in the present study such comparison would not be made. The focus of the present study is to compare learning and memory recall from television, print and radio conditions of presentation, as a result shedding more light on the effects of medium presentation and of its interaction with story type (violent versus non-violent) on memory for news material. Therefore directly replicating the experiment of Gunter, Furnham and Gieston (1984). The three different conditions of news presentation (television, radio and print) are the independent variables. The dependent variable is the memory performance of each condition which was measured via a questionnaire test requiring free recall of information presented. From previous findings of Gunter, Furnham and Gieston (1984) research established that memory performance was best following print presentation of the news narrative, and worst for radio presentation. Their study also established that violent news were remember far better than non-violent, which is what this study also aims to demonstrate. As a result, the present study hypothesises that memory performance would be much better in the print condition, followed by the television condition and the worst performance been in the radio condition. Therefore hypothesising as Gunter, Furnham and Gieston (1984) research concluded. Subjects Ninety three male and female psychology undergraduates between the ages of 18-45 from the university college London participated in this experiment as part of a course fulfilment. 26 were randomly assigned to receive information in print (print mod), 34 to receive information audio-visually (television mode) and 33 to receive information through the radio (radio mode). Each subject in the visual condition was assumed to have a normal or corrected to normal vision and subjects assigned to the audio only condition were also assumed to have normal hearing. Design and material Subjects were assigned randomly and independently to each of the three conditions with the limitation that each group should contain approximately equal number of participants. The news information presented consisted of four news stories with each one lasting approximately one minute. The information provided had been originally pre-recorded from TV news bulletins months before the experiment. The items had been recorded from transmissions put out by an experimental TV service and had not been previously shown in normal network TV Bulletins in the UK. The items presented were all common in format, with each one consisting of a film report with a narrative voiceover. Two of the items contained violent events, which included scenes of street clashes between rioters and the police in El Salvador and the other in South Korea. The other two items contained non-violent events, one about the lifting of trade restrictions by Japan and the other about a visit to Yugoslavia by the Greek prime minister. The film footage from El Salvador was made of individuals crouching behind barricades with hand-guns shooting at others across the street; in the mean time the narrator described the reason for the rioting. Meanwhile footage from South Korea was of rioters throwing rocks and stones at the police and in return the police are clubbing any captured demonstrator. The story was mainly concerned with the reasons for rioting and how this related to the dissatisfaction of the government with certain sections of the public. Film footage of the Japans trade restrictions depicted of delegates arriving and settling down into a meeting concerning this and other Versailles matters. The item from Yugoslavia was made of scenes from the visit of the Greek prime minister and the narrator spoke of reasons for the visit. In the television condition, the items were presented to subjects over a colour screen monitor, in the radio condition subjects were asked to face away from the colour screen monitor, facing the wall while the items were played and in the print condition transcripts were of the items were handed out to each subject. All the stories were presented in the same order to all subjects in all conditions as follows; violent non-violent violent non-violent. A questionnaire was devised containing twenty questions (five per news item) requiring some detailed information from the stories. These questionnaires tested each subject recall of the news stories presented, for example Why were people demonstrating in the streets in Seoul? Subjects were awarded for each question that they got completely right three marks and two marks if the answer was partially right, and one if the answer can be understood (vague answer). The maximum mark that a subject can get was sixty marks. Procedure Subjects were randomly divided into the three different conditions. Subjects in each condition received the same instruction; they were told that they would be presented with news information either through television screen, a sound recorder or written transcript depending on the condition they are in. subjects in the television and radio condition were told that the presented information would last approximately four minutes and thirty seconds, whereas those in the print condition were informed that they would have about four minutes in which they should read the transcript. Subjects were told that immediately following the presentation, they would be given a series of questions based on the content of the news to test recall. The question test lasted approximately 10-15 minutes.

The Search For Identity essays

The Search For Identity essays In her novel, Bastard Out of Carolina, Dorothy Allison tells a story of Bone and the Boatwrights, a family besieged by poverty and violence. Throughout the novel, the reader uncovers the lives of all the different characters, and discovering the identity of these characters plays a large role in understanding the novel as a whole. Within the Boatwright family are women who are constantly faced with the struggle of finding themselves in a patriarchal society. Anney, Alma and Raylene each have their own characteristics and ideals and as the novel progresses, Bone successively displays identity characteristics of each of these women. To Bone, these women exemplify the different levels of independence that a woman can achieve in such a society. In the end, while Alma and Anney are unable to break free from a male-driven society, Raylene remains independent, and Bone finds her own identity through her experiences. Bones aunt, Alma, does not have her own identity- she relies on men and children to form her identity for her. She is married to Wade, a man who consistently has extramarital affairs. Alma had finally caught Wade doing just what hed been doing for years, (83) and moved out with her children, only to break under the stress of not having a man in the household. Alma had sworn she wouldnt have Wade back in her life till he crawled the length of Main Street singing what a dog he was, but when the baby got sick and the boys started running around at night, she gave it up and moved back in with him (90-91). Though Wade blatantly disrespects her in every way, Alma lacks the strength and ability to leave him for good, because doing so would strip her of the only identity that she has possessed for years. After asking Wade to give her another baby, he laughs at Alma, saying that he wouldnt touch [her] even if [she] took a bath in whiskey tonic and put a bag over ...

Communication Goals Essay Example | Topics and Well Written Essays - 500 words

Communication Goals - Essay Example In order to improve my communicative abilities with other people, I need to assess my current strengths and weaknesses. My strengths in communication consist of my ability to say what I really need to say in certain situations, being honest, being clear and concise, and being on-topic when it is necessary. My weaknesses in communication arise directly from my strengths. My directness in communication puts some people off, such as with my brutal honesty. Sometimes being too clear and concise in what I am saying leaves people unable or unwilling to connect to me. The underlying key to my communication goals and success, I have decided is to remain conscious of context. Context is important in establishing expectations for both the speaker and the listener. The barriers I face to successful communication with my peers and superiors lie in how I am accustomed to speaking to others. Being so short with words is a habit, and like all habits, it has to be broken for me to achieve my goals. The means of breaking habits and realizing success in communication is in practicing the opposite of the current practice. Doing the opposite of what I usually do will leave me open to a new way of doing things, which should hypothetically allow me to pursue communication methods that are less direct, more friendly, and more context-driven. My first goal in communication is being more dynamic in my speaking. By â€Å"dynamic†, I mean being full of energy, enthusiasm, and sense of purpose. Being dynamic with one’s communication leaves one able to both get things going and to get things done. Of course, being dynamic also means being agile as well, which goes back to the concept of context. Knowing one’s context is perhaps the most important factor for all successful and productive interaction: it defines expectations and shapes the message being conveyed. Dynamicity defines whether one is able to be fluid in how he or she sends the

Functions of Management at Ska-Arabia Oil Company Essay

Functions of Management at Ska-Arabia Oil Company - Essay Example Planning Planning is the first function of management that has been fundamental to the success of SKA-ARABIA. Cole (2003) observes that all the aspects of management depend on planning to a large extent. It involves conducting an analysis of the present situation of an organization, as well as its future. After this analysis, the managers set the strategies for accomplishment of the organizational goals that are based on where the management would like the organization to be in future. Planning is a continuous process through out the company’s life especially due to the fact that changes may be necessary so that an organization can cope with the dynamics of the operating environment. In other words, planning helps Basrah managers to strategize and to develop solutions to emerging issues. It has been significant to the managers in dealing with challenges facing the business as well as the utilization of opportunities for the success of the organization. I am involved in the pla nning process through provision of fuel consumption forecast to the management to maintain proper level quantities of fuel at SKA-ARABIA. I am also involved in scheduling any preventative maintenance beyond our responsibilities within the Fuels Department and forwarding to the Maintenance Department of the company. I assisted in planning the establishment and administration of a bulk fuel storage site with 660cbm in Jet A-1 and 26k in JP-8 Aviation fuel in line with stockage objectives. Bradford (2000 p 58) observes that strategic planning is the practice whereby an organization changes its course of action to accomplish upcoming objectives. The managers in SKA-ARABIAÂ  are in charge of constantly evaluating the operating environment and the internal factors that affect business through strategic planning to ensure that the organizational goals are accomplished. This involves conducting a SWOT (Strengths Weaknesses Opportunities and Threats) analysis to ensure that the business rem ains on track. The analysis is conducted quarterly and recommendations implemented immediately. This flexibility in planning has maintained profitability and constant growth since the company’s inception. Organizing Organizing is the second function in which the managers prepare for implementation of the plan. This is accomplished through evaluating and allocating the available resources to facilitate the accomplishment of organizational goals. Shen (2005) observes that without proper organization, a company may face the problem of insufficiency of resources in some departments while others may be operating with a surplus of resources. Such a situation may hamper the realization of organizational goals. Resources are significant for accomplishment of organizational goals. The organization requires diverse resources to maintain competitiveness in the market. The management of SKA-ARABIAÂ  Oil Company ensures consistency in regard to the availability of resources to avoid shor tages of inputs. These resources include assets such as premises, employees, equipment and finances among other resources that facilitate production and the organization’s competitive advantage. Through organization, managers in the company are able to establish working teams and assign tasks to the workers. Departments are assigned roles and the organizational hierarchy is distinct in the organization. I am in charge of liaison with the Ministry of Oil, local and international airports

NIVEA Case Study Example | Topics and Well Written Essays - 750 words

NIVEA - Case Study Example optimization, it is important for the company to ensure that its budget is well allocated so that it can effectively meet its objectives in meeting the objectives outlined in its marketing mix (Jaccard 2013). This includes ensuring that besides achievement of the objectives, it should have a good and reliable supply chain for delivering the products to markets at the most convenient times as needed by the customers. Having made a good household brand, it is the company’s duty to ensure that it consolidates on its management and marketing strategies to consolidate its market share in the increasingly competitive world. With proper planning, Nivea Company can manage to rely on the success of this brand by creating and implementing growth and development strategies (Nivea Visage Young 2015). One of the ways to achieve this goal will be a consistent market research, which will ensure that the company understands knows new competitors emerging in the market as well as their competitive strategies (Jaccard 2013). In this regard, Nivea Company will be better placed to develop counter approaches that will ensure that it retains its market share and competitive advantage. Another important approach that the company will have to implement includes understanding methods of employee satisfaction, which will ensure that it has a pool of highly dedicated employees, who can discharge their duties in the interest of the company (Nivea Visage Young 2015). This is because, in many instances, the success of a company does not just rely on the best and innovative strategies that it develops but rather, it is their full implementation. Having the best and productive staff is as good as having monopoly over an essential resource in the industry, thus excellent company success. As the company heads in the future, its managers have a duty to ensure that they develop growth strategies ad systems that will cement its position as the market leader in the industry. According to Jaccard

Planning, Scheduling and Control

Planning, Scheduling and Control Business or business organizations involve conceptualization of implementation of a specific plan designed for particular business outcomes. This particularity of business outcomes envisages putting up a well coordinated system for realization of the same. Forming a conglomeration of peoples, activities work schedules, methods, processes, all geared towards achieving a specific business objective, work or assignment, it works according to a plan to achieve the objective within a particular time-frame, with the available or additional resources. This whole process is given the generic name of Project, and coordinating all the activities within it to achieve the desired objective to perfection within the time frame is known as Project Management (Heerkens; 2001). Given the generic nature of the work as well as the outcome it can be said that every activity requiring a particular work to be completed within a particular time by using a particular amount of resources takes the shape of a project. In that way every activity, be that of building a township, a bridge, a subway project, oil refinery, steel production, manufacturing facility erection or even conducting a study to seek some particular information, data or have some desired outcome, all can be termed as projects. In that way projects are distinguishable from continuing work processes like manufacturing process, routine management work or doing daily chores, which are continuing in nature, with the distinguishing factor being a specific time for start and completion of a particular work. So, essentially, time is the core element of a project. As a result the inseparable part of a project is adoption of proper management systems and processes to complete the project within the particular time and cost (Levine; 2002). For this it is imperative that there should be proper planning to execute a project within the allotted time, cost and resources for which there should be proper planning for its implementation . Project planning and implementation within the allotted time by properly organizing it to maintain quality of execution, avoid risks and adhere to the project schedule by proper utilization of resources is key to the success of a project (Hillson; 2003). This study essentially pertains to discussing the key aspects of project planning and control activities in order to successfully complete a project by adhering to the quality of execution of projects. Project Management: Project management essentially is the process of planning, organizing and managing the allotted resources given to a project in order to successfully complete the projects objectives and program. As said, a project is one time work unlike a continuing process, and has a particular period of execution with a starting and ending time in order to meet particular goals and objectives that is aimed at bringing about a particular outcome(Kerzner; 2009). It means that the projects are different from usual business processes that have repeat value and are of permanent nature requiring routine functional work that is envisaged to produce different products and services. In actual practice, the two systems are quite different, thereby requiring the development of specific technical skills and adoption of separate management practices. Projects adhere top specific phases or stages of work processes. According to Horine, project management process includes conducting feasibility studies, defining the project scope and objectives, planning the model to attain those objectives, implementing the plan according to design and scope, evaluating the process of implementation to ensure that the project is being implemented according to guidelines and quality along with provision of proper support and maintenance backup to protect against any hiccups in the implementation process (Horine; 2009). All these are required because project management is a meticulously planned and organized effort to attain a specific and single objective like building a flyover, implementing a software system or building a thermal power plant. It is for this reason only that the project management process includes developing a project plan, which includes defining the project goals and objectives, identifying tasks and goals to be achieved, quantifying the resources needed, and determining budgets and time peri od for completion and managing the implementation of the project plan, along with establishing control procedures to track the proper implementation of the project according to the objectives relative to the plan and intervene to restore the quality of implementation wherever required (Lewis; 2006). All these aspects constitute the project planning and control process. Project Planning, Scheduling and Control: Planning: According to Lewis, project planning and control includes developing a standardized management methodology to implement the objectives of a project that can be comfortably adapted to any project and be flexible enough to be customized for such projects but for which there should be a specific system with checks and balances to proceed with the project according to the plans and objectives (Lewis; 2005). This means that the project management function has a specific process and stages of implementation as is given below: Project Planning: Contents Project Planning: Key Stages Source: F Harrison; Advanced Project Management: A Structured Approach; Gower Publishing; 2004 The project planning and control process therefore pertains to defining the scope and responsibilities accruing to a project, scheduling the time and resources, estimating the cost and budget and analyzing the risks associated with the project implementation process and planning to handle those risks. Suppose there is a project to construct a new administrative building for a certain organization. In this case the management of the organization will define the scope of implementation of the building plan, estimating the time needed to complete the project and the resources in terms of materials, money and time needed for it. There would also be measures to analyze the risks that can come in the way of constructing the building in terms of escalation of costs, time, materials and inadvertent incidents that would hamper the e smooth construction of the building. For this the manager of the project will have to make a blue print and accommodate all the factors while planning the impleme ntation of the project. In such cases the planning process is properly delineated and documented for the benefit of all the members of the project team as well as the client or the organization for whom the project is being implemented (Turner; 1998). This process also becomes beneficial in taking steps to control the project according to the requirements and preventing it from going from its planned path that would necessitate intervention in terms of cost and materials by the project manager. In order to achieve all these objectives the project management process includes key elements to the project planning process i.e. the products, activities, resources, schedule, budget, risks and assumptions. Accordingly, the project planning process determines what are the products and sub-products that a project must deliver ad what quality aspects it must adhere to, what are the activities and the resources needed to carry out the project, what is the sequence and schedule that must be fol lowed to complete the project, what is the budget needed for implementing the project, what are the risks associated with implementing the project and what are the assumptions that are part of the project(Burke; 2003). The projects management planning process therefore incorporates all these aspects to formulate the plan of implementation. Broadly speaking the project plan includes all the aspects that are needed to properly implement a project according to the specifications of the client. Accordingly the actual requirements of a project may vary but there is no dichotomy with regards to the planning process that needs to be applied of such projects. For this the project implementation and planning process includes some fundamental principles, like breaking down the whole project into cohesive work packages, defining the desired results and encouraging the team members to work towards the plans to achieve the results (Williams et. al.; 2008). All these aspects of the planning proce ss follow certain basic objectives of the project plan that includes ensure that all the work and products need to achieve the project objectives included in the plan. For this the project planners include a framework to integrate the key planning and control functions i.e. scope, quality, cost, time and risk at different stages of the project management and implementation stage and specify the team and the responsibilities of the team members   to deliver the requirements of the project (Kendrick; 2004). In this whole planning process there includes factors such as scheduling the project to bring the desired outcome of the project. Scheduling and Control: Scheduling of a project essentially signifies managing the implementation of the project, keeping in view the time factor in primary sense, and adjusting the men, material and activities into the whole process (Berkun; ; 2005). This means that the project must follow a regimented routine according to daily weekly and monthly basis so that the project is effectively implemented according to the controls of its requirements and other factors. It is also important that the different activities associated with a project planning and implementation process are well coordinated so as to avoid delays and chaos in the implementation of the project that would result is costs and time overruns. A typical project schedule divides the work associated with a project into different activities all coordinated to the overall whole. In this the works are divided into areas of activities and the tine taken as well as the mode of operation is determined accordingly with the most easy path and the criti cal yet effective path of each activity of the path is determined with assessment as to the time lapse that can happen in the event of the time and work pace not keeping up with the allotted time schedule. Source: : F Harrison; Advanced Project Management: A Structured Approach; Gower Publishing; 2004 Accordingly the project implementation stage and control stage is divided into various activities and the time allotted is measured accordingly as is shown in the diagram above. In it the works are divided into critical and non-critical activities and the milestone is to be achieved with the overall work process along with the float time that can emerge due to unavoidable time delays. Along with all these factors it is also likely that without proper scheduling of the project it may happen that it may drag along beyond the manageable limit and therefore become unviable. So, the core part of effective implementation of a project is its proper scheduling so that unnecessary delays and cost overruns area avoided and there is harmonious coordination between all aspects of the work process of the project as well as the different stakeholders and service providers associated with it. Project Documentation: As mentioned in the preceding scheduling of a project is done in order to achieve all the factors the project planning process breaks down the project into a particular schedule as per its desired outputs in order to facilitate the proper implementation and control as well as help in maintaining quality of implementation of the project. Accordingly the project is divided into different sub-structures and process in order to effectively maintain quality of implementation such as primary outputs of a project a supplementary outputs of a project (Berkun; 2008). Along with it the project manager needs the proper documentation and processing of the activities in order to effectively track the implementation of the project as well as communicate with the team members and the management to articulate the progress of the project, give directions to the members to work according to an accepted framework and measure the progress of the project at different stages of implementation for which th ere should be proper documentation of the project planning, scheduling and control process. In the primary outputs the documentation process includes defining the product breakdown structures, product descriptions, work breakdown structures (WBS), work package descriptions (WPD), organization breakdown structure (OBS), responsibility assignment matrix (RAM) and assumptions documentation. In the secondary outputs of a project planning, implementation and control process the documentation and processing those are needed pertain to creating a product flow diagram (PFD), work flow diagram (WFD), control accounts (CA) and dependency structure matrix (DSM) (Berbee; 2009). All these aspects of the project process are properly documented in order to properly implement a project. For this the project manager establishes a proper structure and accessories for documentation as well as recruitment of relevant persons to manage such processes, which brings to the human resources aspect and the management structure of a project planning and implementation process. According to Leach, the most critical part of a project management process is the management part itself which means that if the management structure and the people manning it are not competent enough to effectively plan and implement the project than all the other factors even if they are of highest degree of quality, will fail to deliver the results (Leach; 2004). It is for this that the project planning and implementation process gives utmost importance to the management structure and team as well as the human resources aspect of the overall project structure and process. Management Structure: A typical product management structure incorporates the following management structure as mentioned below, with necessary customization as per the requirements of the individual projects: Source: Self Designed The typical project management team therefore consists of a project head who takes part in the conceptualization planning and overall control of the project followed by a project manager who actually oversees the implementation of the project with a team that consists of technical head, operation head quality control head resource head who do the actual work of implementing the project and directly supervise the work   through a team consisting of managers workers, technicians, suppliers and stakeholders along with support staff(Rothman; 2009). In the case of a building project the management would consist of a project head having wide experience in managing building projects, same is the case with the project manager who must have ample experience in managing projects associated with the construction industry. The different heads of the project should also have adequate experience in their area of activity and desirable experience in actual projects involving the construction indu stry. In this place it may be convenient to argue as what would happen if some people with general project management experience are taken into projects involving construction if buildings. In normal sense it would not make that much of a difference. But in actual stage of implementation and the critical factors associated with it the hands on experience of a person comes in handy. Along with it there is the factor of scheduling for efficient management of time and resources. In such a situation it if great advantage if personnel with hands on experience in specific projects are included in the project planning implementation and evaluation process rather than having general project management experience (Wong; 2007). Nonetheless the underlying spirit for proper implementation of a project is management of time and quality. Nowadays there are various technologies, tools and methods to manage project planning, implementation, quality control and delivery.   Techniques and Technologies: The present day project management exercise is a highly technical function involving a number of complex tools and processes as well as advanced software systems to effectively implement, schedule, track and maintain the quality aspects of a project. It is immaterial whether the project is a brick and mortar concept or an academic concept, what is important is that there have emerged methods that can effectively coordinate all the activities and effectively establish communication channels between all the stakeholders of a project in order to maintain the time, quality and overall objectives of a project. At the outset there are basic operational tools like PERT and CPM which effectively schedule the project into different activities and measure the time, cost and materials required for completing the project (Kendrick; 2009). Along with these basic tools there are some methods that quantify the time required for completing the project along with the costs required. Some allied disciplines and tools are also used like the financial forecasts, statistical measurement of lead and lag time for completing a project as well as the application of quality tools like six sigma to ascertain that the project is going according to the accepted quality standards. But the most profound effect of technology on the project management discipline has been the development of various software for proper management of the overall project planning, scheduling, implementation, quality control, budgeting and assumption processes. One of such tolls is the Project Management suite developed by Microsoft that is known as MS Projects, which is a complete software package to manage the entire project management process. In it there are various functions and techniques to effectively plan, schedule monitor and implement various projects by adhering to all the functions and disciplines required for implementing a project (Microsoft Inc; 2009). Besides MS Projects there are other software applications designed to manage projects that are developed by different software companies for specific projects by different companies. Along with all these developments there have been instances where companies have developed their own software and techniques by applying a host of discrete software processes to create their own project management tools that cater to all its aspects including budgeting and quality control. In essence all these softwares have made the project management with overall planning, scheduling, quality control budgeting and monitoring, a smooth and hassle fee process by which the managers can hope to achieve expected outcomes without leaving anything to chance. This goes a long way in achieving efficiency in project planning scheduling and control process as well as its proper implementation. Conclusion: Project management is a complex and complicated   process requiring coordination of a host of disciplines along with men, money material that are to be coordinate within a proper time frame to achieve all the objectives of a project without compromising on the quality aspect of it. In that way it becomes necessary to design proper planning, scheduling and quality control mechanisms to give proper implementation to it. In this it becomes necessary to take the help of different tools techniques, documentation processes and technologies so that the project gets implemented successfully and according to its objectives. -x- Reference: Gary Heerkens; Project Management; McGraw Hill Professional; 2001; 250 pages H Levine; Practical Project Management: Tips, Tools and Tactics; John Wiley Sons; 2002 D Hillson; Effective Opportunity Management for Projects; Marcel Dekker; 2003 Harold Kerzner; Project Management: A Systems Approach to Planning, Scheduling, and Controlling;Wiley; 2009 1120 pages Greg Horine; Absolute Beginners Guide to Project Management;   Que publications; 2009; 432 pages James P. Lewis; Fundamentals of Project Management; AMACOM; 2006; 160 pages James Lewis; Project, Planning, Scheduling and Control; McGraw-Hill; 2005; 550 pages F Harrison; Advanced Project Management: A Structured Approach; Gower Publishing; 2004 R. Turner; The Handbook of Project Based Management; McGraw Hill; 1998) R Burke; Project Management: Planning and control Techniques; John Wiley Sons; 2003 Mary Williams, William Meri; The Principles of Project Management; Site Point; 2008; 224 pages Tom Kendrick; Project Management Toolkit; AMACOM; 2004; 256 pages Scott Berkun; The Art of Project Management; OReilly Media; 2005; 374 pages Scott Berkun; Making Thngs Happen: Mastering Project Management; OReilly Media; 2008; 392 pages Davis Berbee; 97 Things Every Project Manager Should Know; OReilly Media; 2009; 250 pages L Leach; Critical Chain Project Management; Artech House; 2004 Johanna Rothman; Manage Your Project Portfolio; Pragmatic Bookshelf; 2009; 250 pages Zachary Wong; Human Factors in Project Management; Jossey-Bass; 2007; 368 pages Tom Kendrick; Identifying and Managing project Risk; AMACOM; 2009; 368 pages Microsoft Inc., MS Projects 07; 2009; cited in http://office.microsoft.com/en-us/project/default.aspx

Rebel Without a Clue in John Updikes A&P Essay example -- Updike A&P

Rebel Without a Clue in Updike’s A & P  Ã‚     Ã‚  Ã‚   Adults always stress that it is important to make a good first impression. That is what Sammy was trying to accomplish in John Updike’s "A & P." Although some people believe that Sammy is a hero for standing up for his beliefs when he quit, there is conclusive evidence that he quit in an attempt to impress a girl he was obviously attracted to, Queenie. We know he is attracted to Queenie because he goes to great lengths to tell us what she looks like, what her mannerisms are, and the way that the other girls follow her. For example, he says, "She was the Queen. She kind of led them, the other two peeking around and making their shoulders round" (1026). This simple quote shows that Sammy immediately identified Queenie as the one in charge. Another quote that describes this perfectly is, "but you got the idea that she had talked the other two into coming in here with her, and now she was showing them how to do it, walk slow and hold yourself straight" ( 1026). Naturally Sammy is attracted to Queenie and wants to be noticed by her. Sammy thinks to himself "She must have felt in the corner of her eye me and over my shoulder Stokesie in the second slot watching, but she didn’t trip. Not this queen" (1027). Sammy is surprised to see something like this in his town. He says, "and the women generally put on a shirt or shorts or somet hing before they get out of the car and into the street. And anyway these are usually women with six children and varicose veins mapping their legs and nobody, including them could care less" (1027). Sammy’s descriptions also indicated he had a lot of sexual interest in Queenie. He describes her as vividly as he can. He starts with saying, "With the s... ...will be from there on. Sammy was able to bring attention to himself, but it did not work the way that he had hoped it would. The girls most likely didn’t even acknowledge that he even quit. He tried very hard to get Queenie to see him and accept him, but that didn’t work either. Since Sammy’s attempt to impress the girls did not work, he was left standing in a deep shadow called life. I agree with Nathan Hatcher who wrote, "Sammy quits his job not on a matter of ideals, but rather as a means of showing off and trying to impress the girls, especially Queenie" (37). Works Cited Hatcher, Nathan. "Sammy’s Motive." Ode to Friendship & Other Essays: Student Writing at Virginia Wesleyan College. Ed. Connie Bellamy. Norfolk, Virginia, 1996. 37. Updike, John. "A&P." Harper Anthology of Fiction. Ed Sullivan Barnet. NY: HarperCollims, 1989. 1026-1030.      

Leadership from the Bible Essay

The pages of History are littered with stories and legends of societies’ great leaders: Napoleon Bonaparte, a brilliant and charismatic military strategist; Mahatma Ghandi, the peaceful revolutionary; Pope John Paul II, the vibrant Roman pontiff that continues to inspire millions; Ronald Reagan, the â€Å"Great Communicator†; and the list goes on and on. And these leaders are looked upon, revered, and modeled in today’s society as those having exemplary leadership skills, having the keys to motivating, influencing, inspiring, and moving the masses to accomplish great and mighty things. But there was only one perfect, righteous leader; one who led by example, and implemented the wisdom keys from the Word of God: Jesus Christ. And He gave to us His Word, the Bible, the perfect manuscript for life, including key leadership concepts that we can be apply today. Using the life of Christ as the primary example and combining His life with God’s word, one finds perfect, holy, and successful leadership treasures that excel in relevance and effectiveness beyond history’s secular leadership examples. This paper is my exploration into how the Word defines a great leader and those wisdom nuggets that we can use today through the concepts of small beginnings, vision, service, and time management. When Israel returned from captivity to rebuild the Lord’s Temple, the Lord said through the Old Testament Prophet Zechariah, â€Å"[Do not] despise the day of small [beginnings]† (New King James Version, Zechariah 4:10). Referencing this verse, Pastor Mac Hammond of Living Word Christian Center rhetorically asks the question, â€Å"If it can’t be instantly huge, why bother? (â€Å"Small Beginnings†). The world is consumed with the concept of instant gratification, the desire to be the biggest and the best without enduring the struggle that comes with growth, but Jesus started his ministry small, with 120 passionate, committed followers. The LORD also started the Hebrew Nation with just one man, Abraham. And from that man, a great nation has grown and endured for thousands of years. And even before that, God created the first family, one man and one woman, to fill the earth and subdue it. Our God, the Christian God, is a God of small beginnings. I attend the mega-church Family Worship Center in Lakeland, FL. The church’s pastor and charismatic shepherd is Reggie Scarborough. Like the greater church body, the nation of Israel, and the beginnings described in Genesis; Pastor Reggie did not despise Family Worship Center’s day of small beginnings. In fact, I believe, he embraced it. Nearly 26 years ago, the church began with exactly 100 members and has flourished to a congregation of nearly 4,000. Great leaders do not despise or forsake the day of small beginnings. For those who suffer those small beginnings the Lord is faithful to yield much. In the financial world there are three mutually owned financial firms that separate themselves from the rest: New York Life, Massachusetts Mutual Life, and Northwestern Mutual Life. All three companies were founded in the mid-19th century with a strategy for small, slow, conservative growth. Today, the â€Å"Big Three Mutuals† are Fortune 100 companies with credit ratings and assets that surpass most other rivals in the financial markets. These companies saw the value of small beginnings, and the payoff has been a good, strong name. For me, leadership key number one is â€Å"do not despise the day of small beginnings. † To the prophet Habakukk, the Lord said, â€Å"Write the vision and make it plain†¦Ã¢â‚¬  (Hab 2:2). This was the Lord’s reply to Habakukk’s complaint of the wickedness befalling Judah. Habakukk was seeking justice from the Lord and an answer on Judah’s future. In similar measure, the Lord spoke through Proverbs to say, â€Å"Without a vision, the people parish†¦Ã¢â‚¬  (Prov 29:18). A great leader must have a vision for the future. The text uses the phrase â€Å"mission statement [to] summarize ‘why’ an organization exists† (Kiniki and Kreitner 459). In like manner, the Word of God uses â€Å"vision† to give the people a purpose, an answer to the question, â€Å"Why do we do what we do? † A vision or mission statement also allows those in the organization to glimpse the â€Å"big picture. † Pastor Mac Hammond encourages his readers to, â€Å"Find out where you fit in the grand scheme of things. † (â€Å"The Big Picture†). It also allow for goal-setting. How will the organization accomplish the vision? Referring to the passage from Habakukk, Pastor Mac Hammond states, â€Å"Setting specific, measurable goals is a powerful exercise†¦ It’s one of the most important motivational tasks for winning†¦Ã¢â‚¬  (â€Å"The Exercise of Goal Setting†). Just as Pastor Reggie started Family Worship Center with small beginnings, he also had a vision for the congregation. That vision is espoused in the mission statement of Family Worship Center which reads: Our mission is to create a worship environment through a union of the Word of God and the Spirit of God that will stimulate a progressive Pentecostal community. â€Å"Our Mission†). Its vision allows its congregants to know why they are there and how they fit in. The vision also helps Pastor and his Board of Advisors create and manage goals for Family Worship Center’s growth. And from that growth through goals formed from the vision, Family Worship Center has grown to a mega-church that sows into ministries throughout the world. Likewise, the Big Three Mutuals all had separate, yet similar, visions. All of their stories are alike in that each of their founders laid out a vision or mission for long-term financial security and conservative growth. The following mission statement was released in 1911 from the Northwestern Mutual Life (NML) Board of Trustee, and reads as follows: The ambition of the Northwestern has been less to be large than to be safe; its aim is to rank first in benefits to policyowners rather than first in size. Valuing quality above quantity, it has preferred to secure its business under certain salutary restrictions and limitations rather than to write a much larger business at the possible sacrifice of those valuable points which have made the Northwestern pre-eminently the policyowner’s company. Shannon and Poley) This mission statement has allowed NML to grow in an efficient conservative manner for nearly 100 years, and its reputation and name is revered in the industry. Like Family Worship Center, NML’s vision has giving its policyowners and staff the ability to see NML’s big-picture, and the vision has been the guidebook NML uses when setting goals and future plans. A Vision does multiple things for any organization: It gives the organization purpose, it shows the people where they fit in with the big-picture, and it gives a clear path for goal-setting. For me, leadership key number two is â€Å"have a vision. † Another prominent leadership concept is servant-leadership. Although the term â€Å"servant-leadership† was coined by Robert Greenleaf in 1970, the concept was espoused by Christ two millennia before (â€Å"What is Servant Leadership†). Jesus promoted the idea of servant-leadership when He said to His disciples, â€Å"†¦whoever wants to become great among you must be your servant†¦Ã¢â‚¬  (New International Version, Matt 20:26). His focus was putting others before oneself. I like the way John MacArthur describes the passage: In this rich text, the Lord was teaching the disciples that the style of greatness and leadership for believers is different [than for none believers]†¦ [Christians] lead by being servants and giving themselves away for others, as Jesus did. (1430) Servant-leadership gives the leader influence, builds moral, and provides him or her understanding. Through Jesus’ example, He did all those things. He had influence; He inspired the crowds; and His leadership style showed understanding. From a business point of view, there is an old saying, â€Å"He who serves best, profits most. † (Source unknown). And it’s true in any organization. Leaders in a church must serve the sheep, just as Pastor Reggie has done at Family Worship Center. Leaders in business must serve their clients, just as the Big Three Mutuals. For me, leadership key number three is â€Å"service. † The Apostle Paul said to the church at Ephesus, â€Å"Be very careful, then, how you live—not as unwise but as wise, making the most of every opportunity†¦Ã¢â‚¬  (Eph 5:15 – 16). In comparison, the New King James uses the phrase â€Å"redeeming the times† instead of â€Å"making the most of every opportunity. † For the leader, what Paul may be inferring here is, â€Å"Use your time wisely. † In support of Paul’s letter, John MacArthur opines: â€Å"We are to make the most of our time on this evil earth in fulfilling God’s purposes, lining up every opportunity for useful worship and service (1812). In Scripture, we constantly see Jesus â€Å"redeeming the time† and â€Å"making the most of every opportunity. † He had priorities in place, taking care of the most pressing matters, first. Many of his miracle healings were interruptions in His schedule, but He often turned aside from His journey to touch the sick and heal the blind, making the most of the opportunity. He redeemed the time He had on the earth. For the Christian, Pastor Mac Hammond says, â€Å"†¦one of the most crucial lessons any leader can learn is how to use time wisely. † (â€Å"Time Management†). For me, leadership key number four is â€Å"time management†. Although this paper has addressed four keys to successful leadership, the wealth of leadership treasure in the Bible is without end. It does not matter the type of organization that applies these concepts. Whether a church like Family Worship Center, or one of the Big Three Mutuals; biblical leadership keys work. For me, if I only master these four, I believe I will be successful in both Christian ministry and the secular business world: small beginnings, the willingness to forgo instant gratification; vision, the idea that gives me purpose; service, putting others before myself; and, time management, making the most of every opportunity.

New England Towns and Southern Plantations essays

New England Towns and Southern Plantations essays New England towns and southern plantations share various similarities and have countless differences. A typical town in the north had a large open area of land that colonists referred to as the common. The common could be used by everyone. Facing the common was a church and nearby the church were the ministers house and a schoolhouse. The remaining land around the common was divided into house lots. Every family had a strip of farmland outside the town that they could use to grow crops of their own. The climate of the New England colonies was colder than that of the south since they were farther north. This cold climate served as a positive factor in New England towns because it prevented the spread of life- threatening diseases. It also worked as a negative factor in how its severe winters killed many colonists. The geography of New England was mostly hills with rocky soil. Natural resources in the towns consisted of fish, whales, trees and furs. These natural resources were more i mportant that agricultural crops to colonists in the north because of the poor, rocky soil and the short growing season. The economy of the towns relied on fishing, lumber, rum, and triangular trade. Most towns in the north were located along the coast for quick access to the Atlantic Ocean. Towns were tightly clustered together giving early English settlers a sense of security since the wilderness was inhabited by people with different customs. The main function of New England towns was to support the religion of the Puritans. The Puritans did not believe in religious freedom and did not tolerate other religions. A typical plantation in the south consisted of a main house where the owner of the plantation lived. Smaller houses used as offices or living quarters for slaves were assembled around the fields where the crops were grown. The climate in the southern colonies was the warmest climate of all 3 colonial regions (north, middle & ...

Frida Kahlo essays

Frida Kahlo essays Her life "I suffered two grave accidents in my life. One in which a streetcar knocked me down.....The other accident is Diego." Frida Kahlo was born on July 7 1907, in the city of Mexico. However, she claimed that she was born in 1910, the year of the Mexican Revolution because she liked to think that her life began at the same time as modern Mexico. In fact, there are many anecdotes or lies like this in her life. At the age of six, doctors discovered that she had polio; her right leg was very much smaller than the left one. That didn't make a difference for her. When she entered high school many years later, she was known as the 'tomboy' of her class and soon of the school. It's at this school (National Preparatory School) that she met her husband, the great muralist Diego Rivera. At eighteen, she was involved in an important bus accident with damage to her spinal column, a broken collarbone, broken ribs, a broken pelvis, and 11 fractures in her right leg. More than that, her right foot (the one with polio) was crushed and her shoulder was dislocated. She had to stay immobile for an entire month! It 's after this accident that she began to paint because she had nothing else to do in bed. With all her operations, she found the prosper profession for herelf! She couldn't be a nurse who always runs around or a ballerina, since she had about 30 operations! Unfortunately, she used drugs, alcohol, cigarettes and medication only to try to forget her pain. It's in a meeting to which a friend had brought her that she became closer to Diego. Maybe he was not the best thing in her life but at least he made her express her feelings on canvas and lead her to be emotionally stronger than she was. They married on August 21, 1929. In fact she married twice with him. At the beginning it was really a love marriage, there were no other reasons like money or contacts. But the more time went on, the more it became difficul ...