Effective work team Essay Example | Topics and Well Written Essays - 2000 words

Compelling work group - Essay Example Self-Directing Teams 9 Advantages and Disadvantages of Self-coordinated groups 10 Advantages of Self-Directing Teams 10 Disadvantages of Self-Directing Teams 10 4. Key Characteristics 10 a.Shared objective 11 b.Interdependent 11 c.Bounded/Stable 11 d.Authority 11 5. Points of interest of work group 12 Disadvantages of work groups 12 6. Suggestions for building a powerful group 13 7. End 14 Works Cited 14 1. Presentation During the previous barely any years a few organizations have encountered a significant change from standard top-down methodology and director representative ideal models to a contributing model shaped on extra functional and work groups in regards to different parts of self-overseeing structure. As a rule, groups fortify operational execution and enlarge work notwithstanding overseeing exhibitions that certainly produce upgraded representatives satisfaction, commitment and prevalent client care, administration and complexity. Moreover, the examination in business via bility has much of the time showed that work groups are considered as a significant component of a business. Then again, work groups can do the precise assignment or these groups additionally have the ability to do the inaccurate. The second work groups perform predominant, at that point work groups can possibly offer a few top notch impacts to a business. At the point when groups accomplish their work deficiently, at that point they have the ability to drain motivation outside a business in a snappy manner about something. Useless work groups are certainly viewed as a poor image for up and coming period of an organization. Consequently if associations are planned for playing out the things, they ought to need to achieve the assignments appropriately (AJML Group Pty Ltd ; Dettmann; Kam). This paper talks about team’s related ideas. The essential point of this examination is to talk about how powerful work groups are useful to the organizations. 2. Why groups are required? Gro ups have always been basic anyway at the current they have transformed into basic component for the organizations. This is because of a few steady viewpoints. In this situation, chiefs found the large unit of thorough examination speaking to that work groups can be a lot of important when contrasted with the standard organization various leveled system planned for showing up at choices quickly just as capably. Albeit simple changes like that supporting exertion and remark from workers under danger can make a surprising upgrade. For example, QC (quality control) circles notwithstanding laborer interest bunches are every now and again modes for the specialist commitment. Also, the decimation of various leveled levels suggests that people must be much between dependent to permit achieving more work with less exertion. Besides, the general interest for complete quality, unremitting turn of events and upgraded client support suggests that the down to earth deterrents are contradicted and people required teaming up among errands, not just in a specific assignment (Saber Corporate Development ; Thompson). Following are the primary reasons of the group improvement: 1.1. Client care center The essential focal point of each business is to adequately control client administrations. Furthermore, the organizations and partnerships all through the globe have moved from an operational, budgetary point of view of customers and purchasers to a social viewpoint of clients. In this scenari

Discuss the powers and constraints on the power of the Prime Minister

The British Prime Minister (PM) is holder of extraordinary power(s). ‘The PM is the most impressive figure, in reality the most remarkable figure in the British arrangement of government’[1]. The person drives a gathering of political figures some of whom host a get-together or national remaining in their own right. Toward the start of the twentieth century the PM was depicted as primus bury pares-first among approaches. The PM has can practice powers which are prevented to different individuals from claiming the bureau for instance the intensity of support. He/she has formal forces acquired by the ruler, for example, the capacity to do battle and progressively casual powers, for example, the media. The PM likewise has sacred powers for instance having the option to choose the political decision date. This paper will plot a portion of the forces at the removal of the PM just as a portion of the limitations that can restrain the PMs opportunity of activity. Right off the bat, ‘The Prime Minister’s job is exceptionally British in two different ways. The first is that as the Head of Government, he should control the House of Commons to stay in office[2]. The way that the PM is head of government gives him/her significant force. The PM owes their situation to the gathering and should not overlook such an association. The person will utilize the forces of authority to keep the gathering joined together, working out trade off arrangements as essential. As pioneer of the lion's share party the PM holds backing of the parliament. For whatever length of time that the dominant part is a serviceable one, the PM and their bureau partners are in a situation to convince the House to embrace party approaches. In this sense a decent connection between the Pm and their gathering is pivotal in permitting the opportunity of decision for the PM. Also, the PM practices power under the regal privilege, powers which can be utilized yet are generally powers of the crown. Forces identifying with the lawmaking body e. g. ‘the calling, proroguing and disintegration of parliament; the conceding of imperial consent to charges; administering by Order in Council (e. g. according to common assistance) or by letters patent; making plans for giving advantages upon residents where Parliament appropriates the essential finance’[3]. Forces with respect to the military ‘Powers identifying with the military e. g. †the Sovereign is president of the military of the Crown and the control, association and manner of the military are inside the prerogative’[4]. Moreover, ‘the intensity of arrangement and excusal, can be, and is, utilized by the Prime Minister to shape the general and explicit course of strategy, as Margaret Thatcher showed in September 1981 when she strengthened her Governments responsibility to its monetary approach by excusing a few alleged wets[5]. Thirdly, the PM decides the date of the following general political decision. The PM alone chooses when to ask the ruler when to break up parliament and accordingly the hour of the surveying day. Regularly this will be following four years in office. The PM will pick when triumph looks most likely[6], their decision might be affected by party execution in the surveys, assessments of public sentiment and furthermore by-races, there are various different impacts that cast the main factor into when political race Day is. Then again, an imperative on the forces of the PM could be his/her bureau associates. It obviously confines the opportunity of activity for any PM. No PM can endure long without the help of their bureau partners. The fall of Margaret Thatcher in 1990 is regularly supposed to be to a great extent crafted by her bureau, ‘the presentation of the Community Charge for neighborhood government sounded the demise chime for Thatcherism’[7] And her presidential style of administration were making her disliked. In 1990 there was a test to her administration. Michael Heseltine remained against thatcher in a test to her initiative however ‘despite being just four votes shy of inside and out triumph, she ventured down after guidance from her Cabinet’[8]. less votes than she did however enough to harm her power to such a degree, that in a progression of up close and personal meetings her bureau associates persuaded her not to remain in the second round, hence leaving the path open for john major to be chosen. Thatcher was subsequently expelled from office to a great extent because of crafted by her bureau associates. John Major likewise had a few troubles in his second service with a portion of his bureau especially John Redwood and Michael Portillo, as a result of their underhand resistance to his arrangement. Earthy colored delighted in the benefit of having the option to reshuffle his bureau completely when he took over as PM, subsequently guaranteeing the avoidance of his foes and adversaries. He made a point to incorporate a portion of his ‘inner circle’ including Ed Balls some of the time named Mr Browns ‘representative on earth’ [9] A second limitation on the forces of the PM is the help of the media or absence of it. On the off chance that a PM is to be well known and subsequently fruitful, the person needs the help of an enormous segment of the media; this normally itself can be subject to the prevalence of the PM. The Murdoch press is frequently credited, particularly by the papers themselves as having more impact than they truly have, a Guardian article avows ‘ Rupert Murdoch's spell is broken. In any case, not his sinister influence’[10]. Additionally when they moved their help from Major to Blair in the mid-1990s/it was positively unsafe to Major’s discretionary achievement. Be that as it may, if Major had still been well known in the nation, it is improbable that the sun and the occasions would have switches sides as they did. Earthy colored at first delighted in a positive press, to a great extent because of the oddity factor. ‘By the skilful and continued utilization of purposeful publicity, one can make a people see even paradise as hellfire or a very pitiable life as paradise’ Adolf Hitler’s comments about the media establish the connection that its right utilization can demonstrate a ground-breaking thing. Be that as it may, by differentiate we have seen that when the media betrays the PM it very well may be an imperative on the intensity of the PM. At last, the size of the dominant part in the lodge can substantially affect the PMs capacity to push things through. Tony Blair enters Downing Street on a rush of altruism after an avalanche political race triumph, his Commons larger part of 179 completion 18 years of Conservative rule[11]. Tony Blair was blessed somewhere in the range of 1997 and 2005 with two vast dominant parts. This was a significant factor in his prosperity, and his capacity and his government’s capacity to get programs went in parliament. In any case, it is doubtful that since his larger part was so gigantic, a few nonconformists on the backbench were more ready to raise a ruckus than they in any case would have been. In 2993-5, there were various Labor backbench revolts which significantly decreased the government’s hypothetical larger part in the hall. So maybe it is smarter to have a huge, instead of tremendous greater part. In any case, governments with little larger parts, for example, Wilson and Callaghan in the period 1974-0 and afterward John Major in 1992-7 can endure significantly in case of a backbench revolt. Over Europe, Major included incredible issues inside his own gathering and just figured out how to endorse the Maastricht Treaty with a greater part of one vote due to a backbench revolt. This kind of trouble sabotages the PMs Authority all the more for the most part, in the media and among the voters all in all. Blair discovered this out for himself in his third term, with a diminished dominant part, and his first thrashing in 2005 on the fear based oppression bill. Earthy colored obviously acquired this slimmer greater part from Blair and in March 2008 he looked back-seat uprisings over his counter fear mongering bill. Taking everything into account, it has been contended that the PM has acted past the sacred job which is primus bury pares (first among approaches). The PM can practice powers held by the crown or privilege controls for instance the capacity to do battle. Additionally the PM chooses the political decision date. Be that as it may, above all, the person in question is pioneer of government and by definition the most impressive lawmaker in the nation. Nonetheless, should the PM overlook the association built up between the press, the individuals and their gathering the PM will think that its difficult to prevail as Margaret thatcher’s defeat featured.

What to Write in an Essay About Yourself - How to Write a Winning Essay

What to Write in an Essay About Yourself - How to Write a Winning EssayWhen you're ready to write in an essay about yourself, then there are a few points you need to consider. Your essay is going to get some attention, so it's important that you know what you're getting into.First of all, you need to ask yourself what you want to accomplish with your essay. Write down your goals and don't just do it on the spur of the moment. Set up specific goals for yourself and the essay topic.Don't just write in a way that will get you past the first two chapters of the essay, because if you're going to be judged based on that, then you'll be judged a loser. Focus on what you need to accomplish to make your essay about yourself a winner.Before you even begin to write, you should spend some time thinking about the big picture before you get started. You should have a good idea of who you are, what you do, and why you do what you do. This is going to come from doing your research and taking your ti me to figure it all out.Once you have this information, then you'll be able to get started writing and only focus on writing in a way that gets the point across. After that, you can get creative and be as descriptive as you want, but don't forget that the main thing is to get your point across.It's also important to decide what topics you want to cover in your essay, but again, before you do that, think about what to write in an essay about yourself and the essay topic. This will help you narrow down your topic.If you do research or learn a little bit about your topic, then it's going to be easy for the evaluator to pick it apart. It's always best to have something that you're passionate about that you feel really strongly about. Write a strong argument for why you should be the essay writer.Remember that a great essay is not about you, but about your subject or topic. The essay is about the subject and the information that you have written will support or contradict your claims.

Outsourcing Or Contracting Out The Administrative...

OVERVIEW The purpose of this article is to explore the huge problem of outsourcing or contracting out the administrative constitutional norms into private contractors. The authors try to break it down to the public to understand the discussion outcome of the government jobs being outsourced use the law of how and where to imposed rules and regulation on those contractors signed up to the government job at their own past. According to the article it showed that since 1996, there is a good number of government’s jobs contracted out in millions, especially civilian jobs as well as military manpower to contractors. In addition, though the government is claiming that might be privatization seems little contradicting the government rules and regulations, still the federal government pouring millions of dollars into the hands of personal experts to do their jobs. Comparing the federal workers to state, the state’s workers are double federal workers more than 75 percent. But the questio n is, would private contractors abide by laws and regulation of government transparency as well as the values of federal government? Nevertheless, with all these issue going on, the federal government is not contended with the deal of outsourcing the administrative constitutional rule norms. Since the example in the article shows and explains how privatization never been a problem to the government while the government itself making it hard and contradicting itself. Because there was a job delegatedShow MoreRelatedExploring Corporate Strategy - Case164366 Words   |  658 Pagesfundamental question is: what future for the Ministry? ââ€"  ââ€"  ââ€"  In 1991, 28-year-old James Palumbo invested  £225,000 (≈a340,000) of his own capital into a new dance club located in an old South London bus depot. As an old Etonian (the UK’s most elitist private school), a graduate of Oxford University and a former merchant banker, Palumbo was an unlikely entrant into a dance culture that was still raw and far from respectable. He actually preferred classical music. The club’s name, the Ministry of Sound

Molecular Mechanisms Underlying Aging Associated Decline

Molecular Mechanisms Underlying Aging Associated Decline in Memory Storage Cognitive function depends on proper wiring and functional connections within neuronal circuits. Despite advances in understanding human aging and aging-associated cognitive decline, molecular and cellular mechanisms underlying aging associated impairments in learning and memory are still poorly understood. In particular, very little is known about whether physiological and molecular changes in identified neurons that are important for learning lead to aging associated decline in long-term memory storage. We approach this problem by delineating the aging associated changes in two well characterized neurons, presynaptic LE sensory neurons (LESNs) and postsynaptic L7 motor neuron (L7MN) of Aplysia whose normal functioning is critical for the learning of gill withdrawal reflex (GWR). Along with us, others have used Aplysia as a model to understand aging associated changes in neuronal physiology, response to neur otransmitters, gene expression and behavioral learning. In a study that examined electrophysiological and gene expression changes in identified neuron R15 of Aplysia, we recently described specific changes in burst firing and action potentials, expression of several genes in R15 during aging and specific changes in the expression of key regulators of transcription and translation in four identified neurons (L7, L11, R2, R15) of Aplysia. The long-term goal of this project is to identify synapticShow MoreRelatedFunctional Connections Within Neuronal Circuits839 Words   |  4 Pagesadvances in understanding human aging and aging-associated cognitive decline, molecular and cellular mechanisms underlying aging associated impairments in learning and memory are still poorly understood. 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In the same mice, FLX effectively prevented the protein loss of synaptophysin (SYP) and microtubule- associated protein 2 (MAP2). FLX was unable to prevent plaque formation, but significantlyRead MoreMerck Case18783 Words   |  76 Pagesparticipating in the growth in healthcare services. This means understanding the industry requires appreciating its political economic context. In this regard, healthcare providers in rich nations are currently under pressure to control costs due to aging populations. Regulators who have the authority to change the demand structure through laws and regulations are considering various measures to reduce costs such as generic drug substitution which may mean lower returns for discovering and developing

The Business, Government and Society Relationship of PG

CATALOG ABSTRACT 2 INTRODUCTION 3 PURPOSE 5 1. The Stakeholder Model Theory 6 2. PG’s Stakeholder Model 8 2.1 Sustainable Development psychology 8 2.2 Economic Development 9 2.3 Environmental Protection 10 2.4 Government Relationship 10 2.5 Caring for Community 11 2.6 Consumer 11 2.7 Business Partner 12 2.8 Employee 12 2.9 Industry Associations 12 2.10 NGOs 13 2.11 News Media 13 3. Summary and Conclusion 14 REFERENCES 15 THE BUSINESS, GOVERNMENT AND SOCIETY RELATIONSHIP OF PG ABSTRACT Stakeholder model is important for a successful company that pursues sustainable development. Most of the companies do not know how to implement the stakeholder model even though they have described the different aspects of the stakeholder model.†¦show more content†¦1. The Stakeholder Model Theory The stakeholder model was researched broadly in these years due to the importance of the decisions taken by the firm for different stakeholder groups (E. Jansson, 2005). Stakeholder is an entity that is benefited or burdened by the actions of a corporation or whose actions may benefit or burden the corporation (Steiner/Steiner, 1985). Clarkson (1995) distinguishes between primary and secondary stakeholders. The primary stakeholders include stockholders, customers, employees, communities and governments. The secondary stakeholders include earth’s biosphere, religious groups, political parties, unions, creditors, political interest groups, trade associations, suppliers, competitors, media, educational institutions, future generations and the poor. Managers do not find it difficult to understand the concepts and models of stakeholder management. (Clarkson, Max B E, 1995) Stakeholder management is increasingly a key factor for improving business performance (Rienk Goodijk, 2003). Managers can no longer be held responsible for maximizing returns to shareholders at the expense of other primary stakeholder groups. 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Accuracy of Company Books and Records †¢ Books and Records †¢ Disclosure Controls †¢ Internal Controls 3. Securities Trading 4. Antitrust Policy and Compliance Guidelines 5. Lobbying

Deadlines free essay sample

Deadlines, the end of a set amount of time to do something, or to get something done. They are the reason we panic when they draw close, but they are also our motivation for getting things done. I cannot say Justly that I have always appreciated deadlines, nor have I always been one to meet them or their standards. But their Importance I do believe I cannot stress enough to fully tell you why we must learn to note their Importance. Deadlines should be encouraged, enforced, and they should e things that we must learn to accept. They are not Just a restriction, for us to despise the coming of, but are Instead goals, for us to look forward to, and to strive to reach them and then go beyond them. They help us become motivated to be put Into action, to get things done, to make ourselves focus on something that needs to be done. We will write a custom essay sample on Deadlines or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They will become a dally occurrence, and our motivation to keep going, even when It may seem like there may be no time.However, Deadlines are not always hinges that others will set for us, but they can be personal goal set for ourselves, the reasons we want to push ourselves to the fullest and best that we may be. The very act of pushing ourselves forward to meet our own expectations of self improvement is the very reasons that the deadlines for goals exist. And finally, the reason that we may strive to achieve such deadline, such expectations, such goals, is so that we may feel that sense of satisfaction that almost no other accomplishment can live up to. That feeling of achievement is what we want, it is the light at the end of the tunnel, for we may appreciate the Journey, but it is the goal at the end that we wish to arrive. And I wish for you to see that deadlines are things to be encouraged and accepted, they are goals not only set for us by others, but goals set by us for us, and that they are there to give you that feeling of accomplishment for that which you have done. Deadlines are important for us as motivation and should be thought of as such.And oh may turn away from this speech, still dreading that one thing you may have to do soon but I ask you to not continue on your way without a second thought, but to instead let my words remain with you, and for you to maybe attempt to have a different outlook on a situation, even if only for a day or even an hour, if only to realize just how far you may have come because it was a goal set by someone or even yourself to meet, and to then continue forward to the next day, with the out look of what may come next.

King Lear And Macbeth Essays - King Lear, English-language Films

King Lear And Macbeth The act of creating and developing a character called characterization not only establishes a character, but serves as a means for the author to reveal the themes of the play. "A literary character is the invention of the author, and often inventions are indebted to prior inven-tions"(Kirsch 236). Therefore, through characterization many common themes repeat with in an author's literary col-lection. Shakespeare is the inventor of many characters and throughout his plays themes often reappear. Macbeth and King Lear, two of Shakespeare's tragedies, exemplify this technique. The protagonists of these two plays, Mac-beth and King Lear, by means of their actions, thoughts and words reveal a theme to the audience. Shakespeare has many portraits of madness among his characters, and he returns to the theme again and again. Indirect characterization in the form of Lear's mad speeches allows Shakespeare to convey the theme of madness. For example one of Lear's first speeches after wit begin to turn, "Poor naked wretches, wheresoe'er you are,\ That bide the pelting of this pitiless storm,\ How shall your house-hold heads and unfed sides,\Your loop'd and window'd rag-gedness, defend you..."(III.iv.35-38). Lear's insanity in-creases over the course of the play, demonstrated to the audience through more speeches, until his emotions over-throw his reason at the climax of the play. Lear erratic-ally shouts in to the storm, "Rumble thy bellyfull! Spit, fire! Spout, rain!\ Nor rain, wind, thunder, fire are my daughters.\ I tax not you, you elements, with unkindness.\ I never gave you kingdom, called you children"(III.ii.14-17). The example of Lear invoking the storm to destroy the seeds of matter along with many other absurd statements il-lustrates that he has an unsound mind and it is made clear to the audience by his words. Shakespeare expands on the theme of madness in King Lear by Lear again using his words to express the reason for his insanity. The cause is the realization that his daughters Goneril and Regan do not love him. One critic explains the cause of Lear's madness, "It is the agony of the learning that exposes Lear as an old, rejected man which forces him over the brink of madness"(Stuart 172). The finally pushes him over the edge was the cruel actions afflicted on him by the people that supposedly loved him. "To such a lowness but his unkind daughters.\... 'Twas this flesh begot\ Those pelican daughters" describes Lear of the cruelty of his daughters (III.iii.76,80-81). The character of Lear produces the theme of madness by expressing his own increasing insanity and reasons the reason for it in raving tangents. Shakespeare further explores the theme of madness in a second play with the thoughts and actions of Macbeth. He characterizes a madness driven by the guilt that he feels from committing murders. "He looses his head in the horror of the murders, when it was done, considering them to deeply for sanity" (Paris 8). Macbeth can do nothing but think of the murders that plague his conscience, causing him to slip further into madness and away from reality. For example, in his mind he can not wash the blood from his hands. "Will all great Neptune's ocean wash this blood\ Clean from my hand?"(Macbeth.II.ii.59-60). Another example of the theme of madness that is characterized by Macbeth is found in act three, scene four - the climax of the play. Immediately guilt ridden from ordering the murder of Ban-quo, Macbeth reaches his pinnacle of madness; exemplified by his delusion of Banquo's ghost. Showing that he can no longer differentiate between reality and his imagination Macbeth shouts, "Avaunt! And quit my sight! Let the earth hide thee!\ Thy bones are marrowless, thy blood is cold;\ Thou hast no speculation in those eyes\ Which thou dost glare with" (III.iv.93-97). Ross responds to him, "What sights, my lord"(III.iii.118). The Insanity of Macbeth is shown in these quotes. Shakespeare's description of Mac-beth's thoughts the reveals he theme of madness. Further development of Macbeth's character reveals the theme of betrayal. The actions controlled by his blind am-bition causes him to betray important people in his life. Macbeth's betrayal is the murder of Duncan. He even admits to this himself, "... He's here in double trust:\ First, as I am his kinsman and his subject,\ strong both against the deed; then, as his host\ Who should against the murderer shut the door"(I.vii.12-15). Duncan is Macbeth's king and lord, he trusts him to be a faithful servant; by murdering him he not only betrays this trust but also the code of honor to his lord. One critic explains it

Scottish Independence and the United Kingdom

Scottish Independence and the United Kingdom There are eight accepted criteria that determine whether an entity is an independent country or state. An entity need only fail on one of the eight criteria to fall short of the definition of an independent country. Scotland does not meet six of the eight criteria. Criteria Defining an Independent Country Heres how Scotland measures upon the criteria that define an independent country or state. Space  or  Territory  With  Internationally  Recognized  Boundaries Boundary  disputes are OK. Scotland does have internationally recognized boundaries and an area of 78,133 square kilometers. People  Live  There  on  an  Ongoing  Basis According to the 2001 census, Scotlands population is 5,062,011. Economic  Activity  and  an  Organized  Economy This also means a country  regulates  foreign  and  domestic  trade  and  issues money. Scotland certainly has economic activity and an organized economy; Scotland even has its own GDP (over 62 billion pounds sterling as of 1998). However, Scotland does not regulate foreign or domestic trade, and the Scottish Parliament is not authorized to do so. Under the terms of the Scotland Act 1998, the Scottish Parliament is able to pass laws on a range of issues known as devolved issues. The United Kingdom Parliament is able to act on reserved issues. Reserved issues include a variety of economic issues: the fiscal, economic and monetary system; energy; common markets; and traditions. The Bank of Scotland does issue money, but it prints the British pound on behalf of the central government. The Power of Social Engineering, Such As Education The Scottish Parliament is able to control education, training, and social work (but not social security). However, this power was granted to Scotland by U.K. Parliament. Transportation System for Moving Goods and People Scotland itself has a transportation system, but the system is not fully under Scottish control. The Scottish Parliament controls some aspects of transportation, including the Scottish road network, bus policy, and ports and harbors, while the U.K. Parliament controls railways, transport safety,  and regulation. Again, Scotlands power was granted by the U.K. Parliament. Government That Provides Public Services and Police Power The Scottish Parliament has the ability to control law and home affairs (including most aspects of criminal and civil law, the prosecution system, and the courts) as well as the police and fire services. The U.K. Parliament controls defense and national security across the United Kingdom. Again, Scotlands power was granted to Scotland by the U.K. Parliament. Sovereignty: No Other State Has Power Over the Countrys Territory Scotland does not have sovereignty. The U.K. Parliament definitely has power over Scotlands territory. External  Recognition, Voted Into the Club by Other Countries Scotland does not have external recognition, nor does Scotland have its own embassies in other independent countries. The Verdict As you can see, Scotland is not an independent country or state, and neither are Wales, Northern Ireland, or England itself. However, Scotland is most certainly a nation of people living in an internal division of the United Kingdom of Great Britain and Northern Ireland.

Is Marx a moral philosopher Essay Example | Topics and Well Written Essays - 3000 words

Is Marx a moral philosopher - Essay Example As Cohen (1978, cited in Joshua, Cohan, 1982) rightly points it out; Marx was unaware of the element of morality in his philosophy. So, he failed to discuss morality. Thus, it becomes evident that morality is not at all explicit in Marxian philosophy. So, this work intends to analyze what implicit morality is inherent in Marxian philosophy. The first question addressed here is why Marx explicitly denied the applicability of morality in his philosophy. In order to understand the reason, one has to go back to the nineteenth century where, according to Marx and other critical philosophers, ‘exploitative economic arrangement’ was the major facet of the society. In that situation, morality and ethics were just false consciousness that was well-molded to fit into the exploitative regime of capitalism. So, it was necessary for him to declare that morality (as it existed in the capitalist society) does not deserve to be preserved. Instead, he declares that he would constitute morality on a new basis. Thus, it becomes evident that morality in Marxian philosophy can only be understood from the reasons he uses to declare capitalism as unjust and communism as just. As Rawls and Freeman, 2007, p. 320) describes, the very first argument put forward by Marx against capitalism is that it is based on the exploitation of the worker. In other words, he declares that capitalism is not an arena that offers mutual benefit but it involves systematic extraction of profit from one group (ibid). However, the trouble at this juncture is that Marx does not declare in clear terms that such an exchange is unjust. Instead, he declares that it is ‘by no means an injustice’ in his Capital (Marx, 1939l). In the words of Wood (1981, p.91), it is natural to see such an attitude from the part of Marx because he could not achieve a trans-epochal standpoint from where he could comment on the justice of that economic system. In other words, he was not free from the bounds of historical materialism. So, according to him, morality purely involved the stabilising of economic structure (ibid). However, a more rational explanation seems to appear from Husami (1978 ) who argues that it is possible to see that Marx thought capitalism unjust even in the absence of explicit words. It is pointed out by the scholar that for Marx, there are two sets of ideas; that of the ruling class and that of the non-ruling class. In a capitalist society, the ideas of the ruling class receive attention and approval. On the other hand, in a communist society, the ideas of the proletariat receive more attention. According to Marx, the latter is the right way (ibid); and capitalism is unjust. In addition, one can see the use of words like ‘embezzlement’, ‘robbery’ and ‘exploitation’ to explain capitalism. According to Cohen (1978, cited in Joshua, Cohan, 1982), these words are sufficient to reach the conclusion that for Marx, capitalism was unjust and hence against morality. Thus, the scholar points out that Marx, like many others, did not have adequate knowledge about his own mind. Thus, throughout the explicit response, he ma naged to avoid calling capitalism as ‘unjust’. In the words of Hampsher-Monk (1992, p. 487), the idea comes more than evident through the overall sense of the texts. At least, the analysis is sufficient to rea

Compare and Contrast between IPv4 and IPv6. Why IPv6 Hasn't Been Research Paper

Compare and Contrast between IPv4 and IPv6. Why IPv6 Hasn't Been Implemented on the Internet - Research Paper Example It delivers datagrams or packets from the source to the destination host by only basing on their addresses. Over the years, the IP has undergone revisions in its development and the Internet Protocol version 4 (IPv4) is its 4th revision. Another recent revision is the Internet Protocol version 6 (IPv6). Both IPv4 and IPv6 are at the core of internet internetworking methods that are standards-based. However, there exist differences between the two versions of the IP as well as their levels of deployment. Since its development, the IPv4 is the first version of the internet protocol to be widely deployed and until today, it is still stands out as the Internet Layer protocol that is widely deployed. This is so despite the development of more advanced version of the IP, the IPv6. This is an indication that there is something about the IPv4 that makes it more popular than the IPv6. I choose this topic with an aim of knowing the differences and similarities that exist between the IPv4 and I Pv6 so as to identify why IPv6 has not been implemented on the internet. ... From these, it is expected that IPv6 should have achieved a greater level of deployment than the IPv4. But as it is, the deployment of IPv6 is still at its infancy. This paper analyses the reasons as to why IPv6 has not been implemented on the internet. Literature Review In order to identify the reasons as to why IPv6 has not been implemented on the internet, it is important to understand the similarities and differences between IPv4 and IPv6. This will be important in identifying any weaknesses that underlie the IPv6 and provide a base for making recommendations for improvements that will enable it to achieve a good level of deployment. For this paper, the sources of the literature review and analysis will be books, journals and articles on computer sciences and information technology. credible online sources on the same will also be used. Similarities Both IPv4 and IPv6 are internal layer protocols designed for packet-switched internetworking. The two IP versions are also capable o f providing end-to-end datagram or packet transmission across more than one IP networks. In terms of the structure of their packets, both the headers of IPv4 and IPv6 have an optional fields or extension that can be used to implement special features. Differences According to (Shankland, 2011), IPv4 allows 32 bits for an IP and because of this, it can support 232 (4,294,967,296) addresses. On the other hand, IPv6 uses 128-bit addresses, therefore, the developed address space supports 2128. This is about 340 undecillion or 3.4?1038 addresses. This makes the large address space an important feature of IPv6 over IPv4. This expansion creates room for more devices and users on the internet. It also allows for additional

Survey on Chocolate Essay Example for Free

Survey on Chocolate Essay A delicate tree, cacao is only grown in rain forests in the tropics, usually on large plantations, where it must be protected from wind and intense sunlight. The tree is harvested twice a year. Milk chocolate was invented in 1876 by a Swiss chocolatier, Daniel Peter (1836-1919) of Vevey, Geneva. Daniel Peter successfully combined chocolate with powdered milk to produce the first milk chocolate. Today, the finest chocolate is still made in Switzerland, and the consumption of milk chocolate far outweighs that of plain chocolate. Chocolate was introduced to the United States in 1765 when John Hanan brought cocoa beans from the West Indies into Dorchester, Massachusetts, to refine them with the help of Dr. James Baker. The first chocolate factory in the country was established there. †¢ Chocolate Glossary Unsweetened Chocolate: It is also called baking, plain or bitter chocolate. Since no sugar has been added to the chocolate it has a strong, bitter taste that is used in cooking and baking but is never eaten out of hand. Bittersweet Chocolate: Still dark, but a little sweeter than unsweetened. It is unsweetened chocolate to which sugar, more cocoa butter, lecithin, and vanilla has been added. It has less sugar and more liquor than semisweet chocolate but the two are interchangeable in baking. Bittersweet has become the sophisticated choice of chefs. It contains a high percentage (up to 75%) of cocoa solids, and little (or no) added sugar. Semisweet Chocolate: Slightly sweetened during processing, and most often used in frostings, sauces, fillings, and mousses. They are interchangeable in most recipes. The favorite of most home bakers. It contains a high percentage (up to 75%) of cocoa solids, and little (or no) added sugar. German Chocolate: Dark, but sweeter than semisweet. German chocolate is the predecessor to bittersweet. It has no connection to Germany; it was developed by a man named German. Milk Chocolate or Sweet Chocolate: Candy bar chocolate. Chocolate to which whole and/or skim milk powder has been added. Rarely used in cooking because the protein in the added milk solids interferes with the texture of the baked products. It contains approximately 20 percent cocoa solids. White Chocolate: Many people might argue that white chocolate is not really chocolate. It is made from sweetened cocoa butter mixed with milk solids, sometimes with vanilla added. Since cocoa butter is derived from the cocoa bean, then we can only conclude that real white chocolate is indeed chocolate. Conveture: A term generally used to describe high-quality chocolate used by professional bakers in confectionery and baked products. The word means to cover or to coat. It has more cocoa butter than regular chocolate. Its specially formulated for dipping and coating things like truffles. Chocolate of this quality is often compared to tasting fine wine because subtleties in taste are often apparent, especially when you taste a variety of semisweet and bittersweet couvertures with different percentages of sugar and chocolate liquor. †¢ How Chocolate Is Made Cacao trees are often interplanted with tall shade trees to protect them from direct sunlight. Pods grow on the trunks and larger branches of the trees and take five to six months to ripen. Fruit on the higher branches are harvested with blades on long handles and lower branches are cut with machetes. The pods are cut open with machetes to reveal between 20 to 40 beans each, surrounded by a mass of stickly, white pulp. Traditionally, this was done immediately after harvest; today, pods are sometimes first stored whole for a few days to prime them for fermentation. Fermenting begins when the beans come into contact with the air. Here, a workrt uses a stick to gauge the depth of the mass in a vara, or measuring box, to determine the wage of the harvester, before transferring it to the fermentation bin. During fermentation, the pulp disintegrates, producing steamy heat and a pervasive, yeasty, sour smell. It is at this point that the beans first develop thier complex characteristics. Drying of the beans after fermentation is done on slatted wooden trays in the open air. The beans are spread out evenly and raked periodically so that they dry uniformly. As the beans dry, their colors deepen, turning them into a carpet of sepia, umber, and mocha. Aeration of the dried beans during storage is important to prevent the formation of mold. A worker tosses beans with a shovel to expose them evenly to the air. Grading of the beans is done mechanically at the larger farms; smaller producers do it by hand. From baskets, the dried beans are transferred to burlap bags and transported to local selling stations, where they may be bought by large companies for export. Arriving at the chocolate mills, the beans undergo a thorough cleaning, followed by the roasting which brings out the particular flavor of each variety. Throughout this process, a constant and exact temperature must be maintained. Correct roasting is exceedingly important since under-roasting leaves a raw taste and over-roasting results in a high pungent or even burnt flavor. Now comes the cooling, shelling, and winnowing, from which the cocoa beans emerge cleaned and ready for blending. This important process requires expert knowledge and skill. Not only must the beans be selected which will produce the best chocolate flavor, but uniformity of blend must be preserved year in and year out. After the blending, the cocoa beans are milled or slowly ground between great heated millstones. Under heat and tremendous pressure, the cocoa butter melts and mixes with other parts of the beans forming the ruddy chocolate liquor. The fragrant chocolate odor is now noticeable. The liquor is then treated according to the product to be made. For unsweetened chocolate, the liquor is poured into molds and cooled rapidly in refrigerating rooms. Then the cacao emeres in familiar form, as bars of chocolate, ready to be wrapped and sold. †¢ Storing Chocolate Keep the chocolate in a cool, dry place. Chocolate is best kept at around 68 to 72 degrees Fahrenheit, the temperature of a pantry or dark cabinet. It has a shelf life of approximately one year. The normal air conditioned room provides adequate protection. Freezing chocolate is not recommended; when you freeze it and then thaw it out, it will have a greater tendency to bloom. NOTE: Bloom is the white, filmy reside that can develop on chocolate. This usually happens when the chocolate is stored in a warm place, but can happen when you freeze it. Chapter-IV: Research Methodology A)PRIMERY DATA :- As we are doing the Survey of Chocolate we have found that there many people don’t like to eat Chocolate due to various reasone and there are many people who don’t want to shift to another brand of Chocolate due to there taste. There are also some type of people who has interested in chocolate but they can not effort if bcoz of high price for it but some people for this survey they have suggested to 1. To reduce some price of chocolate 2. To make diet chocolate 3. To make spicy chocolate B)SECONDERY DATA:- Adventages :- †¢ IT makes Refreshment †¢ IT reduces calostrol by eating it 2_3 times a week †¢ IT is often classified as a non –healthy food or normally calledtunk food †¢ Dark chocolate is beneifits to the body by medical and scientific reasearcher †¢ dark chocolate may help to avoid heart disease due to presencer of antioxidants Disadventages. †¢ Chocolate is a calorie rich food with a high sugar and fat content, so regular consumption of chocolate requires reducing the caloric intake of other foods. †¢ Chocolate contains a variety of substances, some of which have addictive properties e. g sugar, theobromine and caffeine which are stimulating and mood elevating and phenethylamine which can cause endorphin releases in the brain †¢ chocolate has been linked to nervous tension as well as migraine headaches because it contains compounds known as vasoactive amines that can dilate brain vessels triggering headaches in susceptible individuals. †¢ It has high levels of arginine which is required in the replication of the herpes virus. Chocolate should be avoided by those with active or recurring herpes infections.

Fraud in The Firm by John Grisham Essay -- The Firm John Grisham Liter

Fraud in The Firm by John Grisham John Grisham was born in Jonesboro, Arkansas, on February 8, 1955. In 1967 he lived in Southhaven, Mississippi. In 1977 he received an undergraduate degree in accounting. In 1981 he attended law school at the school at the University of Mississippi where he earned a degree. John set up a law practice in Southehaven, where he practiced both criminal law and civil law. In 1981 he was elected to the Mississippi House of Representatives. In 1989 John published his first novel A Time to Kill. John Grisham has written many books, one of them is The Firm. Mitch McDeere is about to graduate in the top five percentile at the Harvard Law School. A representative from a highly prestigious tax law firm approaches Mitch telling him of a job at his company. After a long period of thinking Mitch and his wife Abby move to Memphis Tennessee where the firm is located. At this time Mitch and Abby had no idea that they were under close surveillance by Mr. DeVasher. Mitch also has yet to learn that the firm is a cleaver cover up for a Mafia controlled money laundering operation. Mitch later visits his brother Ray in jail, who refers him to a detective by the name of Eddie Lomax. Later Mitch goes to the Caimans on a business trip and was set up have sex with a hooker that appeared to be in distress. While Mitch was gone Eddie Lomax was killed. When Mitch returns, Tammy, Eddie’s secretary is waiting to meet him to let him know about what had happened....

Assessment Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning

6302 Level 3 Award in Preparing to Teach in the Lifelong Learning Sector Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning Name: Date: Word Count: 1. 1 Summarise learning and teaching strategies used in own specialism As a First Aid Instructor, I deliver a variety of courses lasting between one to three days in duration. I try and vary my teaching styles depending on the subject and also on the learning styles of the students. Achieving the correct balance is quite a challenge. I address all these different learning styles I use a range of teaching methods.At the start of a training session I use an ice-breaker to let the students introduce themselves and it also gives me a chance to guage the depth of their knowledge. I then give my aim of the session and explain my objectives. Within the session itself I will use power point, incorporating photos and videos. I will then do a practical presentation, initially with no explanation then I will repeat the demon stration with explanation. Finally I will ask the student to demonstrate the skill, providing the commentary. The teaching technique is known as EDIP, explanation, demonstration, imitation, practise.I like to have a flip chart and will use it to expand on any subject should I be required to. They way in which we learn is partly dependent on the type of learning that is involved. There are three types of domains of learning. They are Cognitive, Affective and Psychomotor. Cognitive learners require the ‘thought process’ style i. e. knowing the ‘how’ and ‘why’. These candidates will love learning facts, figures, the understanding processes and problem solving. For example, what makes the heart beat, the different rhythms of the heart and what happens if the heart has an irregular beat†¦.A student with Affective learning involves the use and demonstration of emotions, feelings or attitudes towards other people. These candidates will be the typ e of people who understands the need for patient consent or the need for early defibrillation. A student with Psychomotor type of learning will have the manual and physical skills and will like to have a hands-on approach. They will enjoy the chance to practise CPR on a manikin and relish the thought of tying someone up in bandages. These three styles of learning were brought about by a man called Benjamin S Bloom (1913-1999).Bloom's (and his colleagues') initial attention was focused on the ‘Cognitive Domain', which was the first published part of Bloom's Taxonomy, featured in the publication: ‘Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956). The ‘Taxonomy of Educational Objectives: Handbook II, The Affective Domain' (Bloom, Masia, Krathwohl) as the title implies, deals with the detail of the second domain, the ‘Affective Domain', and was published in 1964.Various people suggested detail for the third ‘Psychomotor Domain', which explains why this domain detail varies in different representations of the complete Bloom Taxonomy. The three most popularly referenced versions of the Psychomotor Domain seem to be those of RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972). From these domains we have four types of learners – active, reflective, theorists and experimental. Active learners like to learn something by doing it immediately. They can get impatient and often won’t bother to read the instructions or manual, they like to find out for themselves.Reflective learners are those who prefer to ‘wait and see’. They sit back, watch others, and think about it before acting. They like to take their time. Theorists like to know what things really mean or how does it fit with something. They are logical and objective. They will always think things through and can be perfectionists. Experimental learners like to experiment. They are i nspired by training courses and want to test out their new found skills. They try and find more effective ways of doing things. They may take short cuts or devise their own methods of working. They like problem solving and pick things up quickly.They can get frustrated if not able to try something for themselves quickly. To address all these different learning styles I use a range of teaching methods. At the start of a training session I use an ice-breaker to let the students introduce themselves and it also gives me a chance to guage the depth of their knowledge. I then give my aim of the session and explain my objectives. Within the session itself I will use power point, incorporating photos and videos. I will then do a practical presentation, initially with no explanation then I will repeat the demonstration with explanation.Finally I will ask the student to demonstrate the skill, providing the commentary. The teaching technique is known as EDIP, explanation, demonstration, imita tion, practise. I like to have a flip chart and will use it to expand on any subject should I be required to. 1. 2 Explain how approaches to learning and teaching in own specialism meet the needs of learners They way in which we learn is partly dependent on the type of learning that is involved. There are three types of domains of learning. They are Cognitive, Affective and Psychomotor. For detailed explanation please refer to question 1. To ensure that I have met the needs of the learner I continually observe and assess the students. I will have questions and answer sessions at regular intervals and also like to use quizzes to include a fun element. These may be done on an individual or team basis. It will promote a sense of competition and hopefully motivate the student to learn. In a team situation it is excellent for team building and also encourages the group to share ideas and listen to each other. The practical sessions will particularly appeal to the Activist learners as the y like to get involved and hands on.It will allow the student to practise their skills in a controlled environment. I ask students if they are willing to share any experiences, maybe first aid situations where they have been actively involved. This gives the students a chance to share real life stories and explain how the theory compares with real life scenarios. This would appeal to the Theorist learners. 1. 3 Describe aspects of inclusive learning If several teaching techniques are incorporated then the needs of the majority of students will be catered for. If a student has a particular disability then special provisions may need to be made for them.Should a student be dyslexic then several adjustments can be made to accommodate their learning needs. Any printed text would be printed on pastel shades of yellow paper and larger font could be used. It would be beneficial to sit the student in as much natural light as possible as fluorescent lighting can prove difficult for them. I w ould use more pictures than text to enhance their learning experience,. A partially sighted student could be given a seat that affords the best view of the trainer and training aids. If necessary consider the possibility of video recording devices.Learners with hearing disabilities – l would make sure they are seated as near to the front as possible. I would also include as many visual aids as possible to assist their learning. I would also give handouts of all topics covered to ensure nothing had been missed. If a learner had a physical disability I would need to consider access and also make room for a wheelchair in the classroom. I would need to be prepared to take any training aids that the student required directly to them. 2. 1 Explain how to select inclusive learning and teaching techniquesDyslexia – Lots of visual pictures and discussion. Lots of practical sessions to learn the different techniques,. Partially sighted learner – Lots of oral instruction a nd discussions. Question and answers sessions as opposed to written work. Physical disability – Train them the theory and techniques of first aid so that they are able to instruct someone else what to do in the case of a medical emergency. Hearing disabilities – More visual aids and practical demonstrations. Handouts to reinforce knowledge. 2. 2 Explain how to select resources that meet the needs of learnersIt is my responsibility to select the range of equipment that is required on the course. Depending on the needs of the students I will select the resources required to get the desired learning levels. For example, in the case of a dyslexic learner I may need pastel coloured paper for handouts. My power point presentation may need to be adjusted to include more pictures and videos. 2. 3 Explain how to create assessment opportunities that meet the needs of learners There are two ways to gain assessments and make sure learning has occurred.These are Formative and Summa tive assessments. I would gain an Initial Assessment at the start of the course to assess the level of knowledge and understanding of the student. This could be done by asking the student to introduce themselves, including these details. Formative Assessment is part of the instructional process. If the knowledge base isn’t at the required level for that stage of the course then I would have to go back over the session to reinforce the learning. Maybe it would require a change of teaching skills to accommodate the learning style of the student.It is important to carry out a formative assessment at an early stage and to repeat it during the middle of the session to ensure than any adjustments to the teaching can take place effectively. Summative Assessment is used at the end of a session in order to confirm that the desired levels of learning have been reached. I would summarise the learning points then assess the levels of knowledge using a variety of methods. The results of t his final assessment must be given and doubts cleared immediately to motivate the student to progress further.In order to make these assessments I have a range of methods that I can use. I may use question and answer sessions, these are particularly useful to dyslexic learners. I may decide to hand out work sheets to be completed or ask the learners to participate in a quiz. During the period of instruction I would be making observational assessments. Any official assessment would need to be recorded. 2. 4 Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills Literacy – there are many ways in which a learner can practice their literacy skills.At the start of a course there are documents which need to be completed, for example, personal details and qualifications held. During the course work sheets may need to be filled in and the learners can also practice filling in accident report forms. Numeracy – In the CPR practical sessions, learner will have the opportunity to count up to 30 whilst performing compressions on the manikin. These must be done at a ratio of 30:2 with rescue breaths. Language – The learners will have plenty of opportunity to practise their language skills. This may be through group discussion, role play or asking questions.First aiders need good communication skills when dealing with patients as they can be very distressed and frightened. ICT – learners will have the opportunity to practice their ICT skills by using an Automated External Defibrillator and looking at an epi-pen. To embed the skill the learner will be given plenty of opportunities during the course to practice. It will be my responsibility to ensure that the learner can confidently perform the tasks that are asked of them. 3. 1 Explain ways to engage and motivate learners in an inclusive learning environmentIt is important to know the motive for the learner’s attendance on the course. They might be attending because they have to or they might be really interested in first Aid and want to develop their knowledge base. Whatever their reason it is wise to point out the advantages of attending the course and how it can help them, their friends and other members of their family should an emergency situation arise. Ice breakers are useful tools to initially engage the learners and to put them at ease. It can also help them feel more part of the group. I could also use ‘David Kolb’s Experiential Learning Theory’ (ELT) see diagram at back.Kolb's model therefore works on two levels – a four-stage cycle: 1. Concrete Experience – (CE) – Having an experience 2. Reflective Observation – (RO) – Reviewing the experience 3. Abstract Conceptualization – (AC) – Conclusion from the experience 4. Active Experimentation – (AE) – Planning what is next from the experience The learners could be told that at the end of the session there will be a quiz and the winner will receive whatever is on the instructors desk†¦I make sure that there is a box of chocolates there as these are definite motivators.If there are dyslexic learners present I would may make the quiz a photo quiz . I could also ask the learners to work in small groups so that they coud help each other out. If a learner with ADHD was present I would give regular encouragement and keep them informed how long a session was going to last. If necessary I would suggest that they stand and maybe walk around the classroom rather than staying in a static position if there are no practical demonstrations involved. 3. 2 Summarise ways to establish ground rules with learners to promote respect for othersI would promote respect for others by giving the responsibility of setting ground rules to the learners. It could be an initial ice breaker activity, maybe putting them in small groups to come up with ideas. They could then come together as a group and vote on which rules should be included. These should make everyone feel part of the decision making process and it also gives them ownership of the ground rules. When the ground rules have been agreed upon and written out I would display it in the classroom in a prominent position.If a learner was to break the rules more than a couple of times then I would draw their attention to the displayed list. If a learner was to persist in breaking the ground rules then I would have to take them aside and speak to them. If it was becoming a distraction to the other learners and affecting the learning within the classroom then I would take a firm stance and warn the learner that they may have to remove themselves from the course. 3. 3 Explain ways to give constructive feedback that motivates learners Feedback is an important part of the course.It doesn’t have to be formal, it could just be a smile or a nod. It can also be given as written feedback. Feedback shoul d always follow the following format – †¢ Positive – praise the candidate †¢ Negative/improvement – pick up on the key areas only †¢ Positive – always leave the candidate on a high note and a good feeling of achievement. The learner could be asked how they felt that the last piece of work went. In which areas did they perform well and which areas could be improved on. This is called self-assessment.Invariably students are their worst critics and are very hard on themselves. However, it does allow the student to have their own input and feel part of the process. Identify the areas that went well for them but do not go into too much detail. The add constructive feedback on areas that can be improved. Make suggestions on how they can develop their skills in these areas. Finally, point out something positive, an area that worked really well for the learner. This will give them a sense of achievement and motivate them to progress further.If the learner suffered from dyslexia then any written feedback would be printed on pastel coloured paper, in the colour that was suitable for the learners needs. It would be reinforced with verbal feedback which would cover all the points raised in the written feedback. References RH Dave (1967/70) EJ Simpson (1966/72) AJ Harrow (1972). ‘Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956). David Kolb – 1984 – ‘Experiential Learning: Experience as The Source of Learning and Development'

Interpretation Of Caste Systems In Odyssey - Free Essay Example

Sample details Pages: 4 Words: 1310 Downloads: 1 Date added: 2019/04/01 Category Literature Essay Level High school Topics: Odyssey Essay Did you like this example? In The Odyssey Homer presents an ideal that is rather counterintuitive to that echoed by his surrounding society. Homer proposed a radical new interpretation of caste systems that suggests that morality lies with those who reside on the bottom of the system. Through the epic, Homer empowers small, negligible characters in the name of assisting Odysseus. In parallel, he strives to dehumanize the suitors, constantly portraying them as filthy, ravaging pigs. We also see a more direct approach deployed by Homer, one that carries personal significance to him. As a bard himself, Homer always remained at the lower end of the caste system within his own society. This inspired him to take action, using his craft he carefully constructed an epic infused with propaganda. Miniscule interjections, ones that may seem out of place, now appear to carry an ulterior motive, as Homer constantly reiterates the integral role that his class exhibits. One overarching example of his self-empowerment is be seen in the events that succeed the slaughter of the suitors. As Odysseus hunts for all left who plot against his throne, he is met with Phemius, the suitors designated bard. In this instance, Homer contorts logic and allows the bard to liberate Telemachus mind, and sways him to go against his own father. Following Phemius pleas, Telemachus bursts to the bards defense, he attests Stop, dont cut him down! This ones innocent. (Page 450 or 22.376). In this passage Homer conveys that Phemius, a mere bard can break the rock-hard will of the great Odysseus with a swift motion of words. He uses his convincing words to claim that he has always been loyal to Odysseus. Don’t waste time! Our writers will create an original "Interpretation Of Caste Systems In Odyssey" essay for you Create order Eumaeus, the swineherd, displays sterling dedication to his master Odysseus, both in true and disguised form. As Odysseus continues to adjudicate his loyalty to the throne, Eumaeus attests his allegiance not only to the throne, but also to his fellow classmen. During his probe, Odysseus receives the same respect from Eumaeus that he received from many of the kings he encountered on his exploits before. By enacting so, Homer subtly hints that Eumaeus could rival even a kings expression of Xenia, that too without all the luxuries of one. Another lower-class figure who carries similarities to royalty is Eurycleia. She is seen as a mother figure to both Odysseus and Telemachus, yet effectively embodies both roles. As Penelope neglects her son in grief, Eurycleia volunteers to bare him as her own, as she did once his father. On page 406 or 19.495-19.496 Odysseus queries Nurse, you want to kill me? You suckled me yourself at your own breast-and now Im home at last, therefore, implying Eury cleia raised him as her own. Despite his hubris, Homer recognized his audience, and catered to them accurately. Since a significant amount of Homers target audience consisted of affluent visionaries, he cleverly contorted the way he pushed his narrative. Not all lower-class people were portrayed as above the rich, many stuck in their place as uneducated low-lives. An exemplary embodiment of this is the pugnacious behavior expressed by Irus, the beggar. When he confronts the Odysseus, he enters with an overwhelming amount of pompous. He too is a beggar like Odysseus, yet his nonsensical arrogance prompts him to provoke his fellow classman. After insulting Odysseus, he is met with a backlash, in response he rapidly escalates his tone Well, Ive got a knock-out blow in store for him. Belt up-so the lords can see us fight it out. (Page 376 or 18.33-18.37). During the events proceeding the suitors galvanize Irus to fight. Ironically, Odysseus swiftly put the suitors to rest by pummeling Irus. The strategy Homer employs to prevent from demeaning the lower-class is ingenious. Another example of this is Melanthius, the goatherd, who heckles Odysseus shamelessly before his demise. While Odysseus and Eumaeus journey to the palace, they encounter Melanthius. He holds equality to Eumaeus, also an animal herder, in social status, but undoubtedly towers over Odysseus, who takes the form of a beggar. What sets Melanthius apart from Eumaeus is his aggressive attitude towards Odysseus. During the presentation of his jeering plethora of insults, he slowly provokes Odysseus to a breaking point. Soon thereafter, he becomes physical, And just as he passed Odysseus the idiot lurched out with a heel and kicked his hip. (Page 361 or 17.256). He fails to knock Odysseus, but that was never the purpose of this excerpt. The language Homer uses to describe Melanthius says enough by itself. By calling him an idiot, that too in third person, he interjects his emotion into the story, yet he adds to layers to his claim to avoid backlash. Some people see his declaration as direct, pertaining to Melanthius foolishness to try to drop Odysseus. Opposingly, his claim can be seen as a message to lower-class member as a call to unite rather than fight amongst each other. This second interpretation would also explain the inclusion of his harrowing slaughter with the rest of the suitors. Any and all unruly lower-classmen have one accentuated trait in common, they are strongly linked to the suitors, suggesting the suitors drove them to wrongdoing. The suitors are portrayed as demonic creatures who ravage away at Odysseus goods. However; they take on a much more relevant role only after Odysseus arrives. They treat him with abuse and insult constantly, oblivious to the impending doom that they are soon to face. The most assertive of the suitors is by no doubt Antinous, such is stated by his own comrades, And he incited it all-Antinous-look, the man who drove us all to crime! (Page 441 or 22.50-22.51). During an early altercation we see how Homer strives to set Antinous apart from the rest of the suitors. When he throws a stool at Odysseus in rage for his request of food, he is shunned by his own men, Look Antinous that was a crime, to strike a luckless beggar! (Page 370 or 17.432-17.433). Of those who do sympathize with the royal family, Amphinomus stands out the most. Even Penelope, the woman the suitors plague, was pleased by his presence. He, unlike Eurymachus stood up in a time of tranquility rather than a time of desperation. Unfortunately, news of this well-doing never makes its way to Odysseus, and Amphinomus is killed anyway. What Homer tries to convey here is that loyalty cannot be bought in an instant, it must rather be won over a period. Yet he exclusively lets a loyal suitor die, showing that Odysseus and Homer are diffrent. Using Odysseus allows Homer to contradict himself since he can simply pit one side of the argument onto Odysseus beliefs rather than his own. Homer uses Odysseus divisively to create a contrast of opinion as well as an exemplary model of Homers beliefs. Homer uses Odysseus in any and every way that is convenient, yet the mastery of his craft is that he is able to do so while maintaining the flow of thought. Through an alternative persp ective we see that Odysseus mission was never really about him, it was rather about those he brought along. After the Eumaeus and Eurycleia assisted Odysseus in his pursuit of the throne, they were could rise up from the oppression they once faced from the suitors. Homer only used Odysseus as a match to light the flame of liberation for Eumaeus and Eurycleia. Homer wrote what may seem at a preliminary glance as a simple epic, yet what he hid inside his book did wonders. Just as many of his narrational styles inspired many of the great storytellers of our day, his internal messages also inspired many human rights activists. By uplifting those oppressed in the Odyssey, he gave hope to all those who suffered the demeaning life he had. In The Odyssey Homer argued that the caste system corrupted the minds of those at the top, leaving only the lower-class with any morality.