The Past is a foreign country Essay Example

The Past is a foreign country Paper The Past is a foreign country: they do things differently there. Referring to L. P. Hartleys novel The Go-Between and Philip Larkins poetry anthology The Whitsun Weddings, explore the significance of the past. Whats gone and whats past help, should be past grief. L. P. Hartleys novel and Larkins poetry demonstrate the lack of reality in this philosophy, a point that Shakespeare clearly implies with the use of the auxiliary verb should. Although a foreign country our capacity of memory allows us to continue living in that strange land making the events that occurred there very much present grief. The devastating history of The Go-Between epitomises the power that the past has to dictate our lives. That one summer in adolescence can affect the next fifty years of a mans life illustrates the influence that the past has on the present. Similarly, the poetry of Philip Larkin portrays how alive and existing the past is, in memorabilia, in our children, in artifacts and in ourselves. A post mortem of Leo Colstons metaphorical death, the novel The Go-Between, tells the account of how a boy was prematurely forced into adulthood, an adulthood never lived out. The events that occurred at the age of twelve crippled Leo to such an extent that even in his sixties he has not recovered; he is dried up, the husk of a man. One summer in his youth holds more significance for him than any other time, it is the only time in his life that Leo lived but also the time at which he gave up on his existence and died. We will write a custom essay sample on The Past is a foreign country specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Past is a foreign country specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Past is a foreign country specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Leo Colston of pre-1900 remained at Brandham Hall, where they do things differently, and it is only at the age of sixty-four when he returns in person that he is able and dares to start living once more. After opening Pandoras box, his diary from that eventful year, he decides to confront the past. Despite Leos advance in age he still possesses childhood nostalgia contained in a box, which like him is battered, all these years later. He stored away memorabilia from his early days, evidence that he had not recovered from what happened in the past. In this searching exploration of the nature of memory as termed by Douglas Brooks-Davies, we are shown the ability that the faculty has, as well as memorabilia, to contain the past. Colston was unable to throw away his physical memories just as much as he was unable to rid them from his mind; he did not have closure on the events that took place in Norfolk, it was unfinished business. The prologue of this bildungsroman sees Leo Colston unable to resist the enervating power of his boyhood diary, and so he once again opens the door to his disturbing past. Both the prologue and epilogue of the novel are evidence of the great significance the author places on the past, shown in the pathetic life he has created for green Leo Colston, a now cindery creature, a dull dog. Many factors contributed to the breakdown of the young go-between, not solely the revelation of the sexual act. The twelve-year-old Leo Colston was emotionally immature. He knew nothing of the facts of life and believed that by being a go-between he was a messenger of the gods so high were the Maudsleys in his esteem. Therefore when plunged into water too deep for him, acting as the lynch-pin of the whole business, he was destined to get hurt. After weeks of manipulation by his adored Maid Marian, amounting to psychological child abuse on her part, he was then sadistically forced by a hysterical Mrs. Maudsley to witness the two bodies moving like one. Leos downfall had almost reached its peak. The climax arrived however with the news that Ted Burgess had gone home and shot himself, releasing the metaphorical trigger that was to kill Leo the schoolboy and force him into an unpleasant adult world. The Diary for the year 1900 is a snapshot of naivety, as regards to both Leo and society, echoing the line from Philip Larkins poem MCMXIV: Never such innocence again. Both Leo and England were ignorant of the capabilities of man. Later England was to be disillusioned by the atrocities of two world wars and on a personal scale Leo was to lose his faith in the morality of man. It could be argued that had this novel not been set at the turn of the twentieth century but one hundred years later at the turn of the millennium, Leo Colston would not have suffered a nervous breakdown. Due to advancements in technology there would have been no need for a messenger to aid a secret love affair. The romance between Marian Maudsley, aristocrat and the farmer Ted Burgess would probably not have needed to be a secret at all due to the lack of such a segregated class system in todays society, and also due to the much improved status of women who are now far more liberated as regards sexual relationships and marriage. It is also improbable that an adolescent approaching thirteen in todays society could be as nai ve as Leo concerning the facts of life. The past therefore also has significance in terms of context and as the setting for L. P. Hartleys novel. In The Go-Between L. P. Hartley accurately recaptures the mood of the late Victorian period, through his novel the reader is allowed to witness not only Leos past but also the age in which Leslie Poles Hartley lived. The novel contains many similarities to the authors life and to a certain extent is autobiographical. Lord David Cecil praised Hartleys ability as a historical and social commentator believing him to be One of the most distinguished of modern novelists (And) a sharp-eyed chronicler of the social scene. The Epilogue of the novel shows most effectively the relationship between the past and present. When Leo Colston returns to the village near Norwich where the frightful trouble occurred, it is to a landscape as foreign to him then as when he first arrived there as a pubescent schoolboy. Whilst Leo has lived a monotonous existence for fifty years the most changeful half a century in history has taken place in the world around him. Yet other things remained unaltered. Marian Maudsley still has the power to bewitch Leo, to emotionally blackmail him, to make him carry out a final errand of love. Despite himself Leo is compelled to enter the world of Brandham Hall once more to deliver Marians words to her grandson, Ted Burgess grandson, the character of Edward symbolising the legacy we create in our children. As long as people continue to procreate they will never truly die, but live on through their offspring. Although his farmer friend had taken his own life all those years ago, Leo sees Ted Burgess once more in the face of his grandchild. On seeing the Hall, Leo allows himself to start recollecting fully the time he spent there. As he revisits the foreign country of his past he allows himself to stop being a stranger there and to understand that past land and the events that took place there. Also a foreigner in the world of emotion his entire adult life, Leo Colston will be no longer as he attempts to lay his ghosts to rest. In his anthology The Whitsun Weddings Philip Larkin explores the concept of past and its different aspects. With Afternoons he examines the passing of time; generations growing old without hardly noticing, then looking back at their pasts, their youths, from the hollows of afternoons. Mr. Bleaney was a person of the past and yet his personality lives on through the tales of his landlady and the stamp of bleakness that he left on the hired box. Yet it is in poems such as Love Songs in Age where Larkin truly observes the role that the past plays in our everyday lives, the ability nostalgic souvenirs have to comfort and move us as well as to disappoint. As in The Go-Between a tatty keepsake is the key to unlocking the past, again memories both fond and painful. The tone of the first verse is very matter of fact, simply informing the reader of how a widow accidentally stumbles upon some old, uncared for songbooks. Although unloved she could not face throwing them away as they took so little space. The simplicity of the language used complements the everyday value of the subject matter whilst at the same time informing the reader of the domestic situation of the lady in question. The repetition of One emphasises the lack of importance that the items held for the widow, but almost as though they knew of their own significance they had waited. Now however, in the autumn of her life they awaken nostalgic recollections as she vividly remembers the unfailing sense of being young and in love. The second stanza of the poem creates an optimistic mood, an illusion of sentimental love that makes her feel youthful once more like a spring-woken tree. Yet in the closing stanza Larkins underlying theme of cynicism emerges as the widow realises that the ideal of love portrayed in the song words is merely an illusion. Alliteration emphasises the lack of truth in the promise love makes to solve, satisfy and set unchangeably in order. In confronting this painful reminder from the past the widow also has to face the reality of the present, the two are entwined. The sentimental illusion of romance aimed too high and could not fulfil its promises; It had not done so then, and could not do so now.

Acc 202 Essays

Acc 202 Essays Acc 202 Paper Acc 202 Paper Redford, Inc. has provided the following data:If the dollar contribution margin per unit is increased by 10%, total fixed cost is decreased by 20%, and all other factors remain the same, net income will:| | | A)| decrease by $60,000. | | | B)| increase by $60,000. | | | C)| increase by $120,000. | | | D)| increase by $420,000. | | | | | | Feedback:The correct answer is C (Learning Objective 1): Net income will change as follows. Calculations: $600,000 x 10% = $60,000 $300,000 x 20% = $60,000| | 2 INCORRECT| | Gardner Manufacturing Company produces a product that sells for $120. A selling commission of 10% of the selling price is paid on each unit sold. Variable manufacturing costs are $60 per unit. Fixed manufacturing costs are $20 per unit based on the current level of activity, and fixed selling and administrative costs are $16 per unit. The contribution margin per unit is:| | | A)| $104. | | | B)| $72. | | | C)| $60. | | | D)| $48. | | | | | | Feedback:The correct answer is D (Learning Objective 1): The contribution margin per unit is determined as follows. | | 3 CORRECT| | Newman Corporation produced and sold 80,000 units and reported sales of $4,000,000 during the past year. Management determined that variable expenses totaled $2,800,000 and fixed expenses totaled $720,000. What is the companys contribution margin ratio? | | | A)| 30%| | | B)| 70%| | | C)| 150%| | | D)| 250%| | | | | | Feedback:The correct answer is A (Learning Objective 3): The companys contribution margin (CM) ratio is determined as follows. CM ratio = CM ? Sales = (Sales – Variable expenses) ? Sales CM ratio = ($4,000,000 $2,800,000) ? $4,000,000 = 30%| | 4 INCORRECT| | Astair, Inc. eported sales of $8,000,000 for the month and incurred variable expenses totaling $5,600,000 and fixed expenses totaling $1,440,000. The company has no beginning or ending inventories. A total of 80,000 units were produced and sold last month. If sales increase by 200 units, how much should net income increase? | | | A)| $1,600| | | B)| $6,000| | | C)| $10,000| | | D)| $19,200| | | | | | Feedbac k:The correct answer is B (Learning Objectives 1 and 3): First, determine the contribution margin (CM) per unit as follows. CM per unit = (Sales – Variable expenses) ? Number of units sold   CM per unit = ($8,000,000 $5,600,000) ? 0,000 = $30 per unit Then, determine the impact of the increase in sales on net income as follows. Increase in net income = Increase in sales (in units) x CM per unit   Increase in net income = 200 units x $30 per unit = $6,000| | 5 CORRECT| | Astair, Inc. reported sales of $8,000,000 for the month and incurred variable expenses totaling $5,600,000 and fixed expenses totaling $1,440,000. The company has no beginning or ending inventories. A total of 80,000 units were produced and sold last month. (Note that this is the same data that was provided for the previous question. How many units would the company have to sell to achieve a desired profit of $1,200,000? | | | A)| 88,000| | | B)| 100,000| | | C)| 106,668| | | D)| 150,000| | | | | | Feedback:The correct answer is A (Learning Objectives 1 and 5): First, determine the contribution margin (CM) per unit as follows. Total contribution margin/Number of units sold = CM per unit $2,400,000/80,000 = $30 per unit Then, the total unit sales required to achieve the desired targeted profit is determined as follows. Break-even point in units = (Fixed expenses + Desired targeted profit) ? CM per unit Break-even point (in units) = ($1,440,000 + $1,200,000) ? $30 per unit = 88,000 units| | 6 INCORRECT| | Astair, Inc. reported sales of $8,000,000 for the month and incurred variable expenses totaling $5,600,000 and fixed expenses totaling $1,440,000. The company has no beginning or ending inventories. A total of 80,000 units were produced and sold last month. (Note that this is the same data that was provided for the previous question. ) What is the companys break-even in units? | | | A)| 0 units| | | B)| 48,000 units| | | C)| 72,000 units| | | D)| 80,000 units| | | | | | Feedback:The correct answer is B (Learning Objectives 1 and 6): First, determine the contribution margin (CM) per unit as follows. CM per unit = (Sales – Variable expenses) ? Number of units sold   CM per unit = ($8,000,000 $5,600,000) ? 80,000 = $30 per unit Then, the break-even point (in units) is determined as follows. Break-even point in units = Fixed expenses ? CM per unit Break-even point in units = $1,440,000 ? $30 per unit = 48,000 units| | 7 INCORRECT| | Astair, Inc. reported sales of $8,000,000 for the month and incurred variable expenses totaling $5,600,000 and fixed expenses totaling $1,440,000. The company has no beginning or ending inventories. A total of 80,000 units were produced and sold last month. (Note that this is the same data that was provided for the previous question. ) What is the companys margin of safety in dollars? | | | A)| $480,000| | | B)| $2,400,000| | | C)| $3,200,000| | | D)| $3,520,000| | | | | | Feedback:The correct answer is C (Learning Objectives 3, 6, and 7): The companys contribution margin (CM) ratio is determined as follows. CM ratio = (Sales – Variable expenses) ? Sales CM ratio = ($8,000,000 $5,600,000) ? $8,000,000 = 30% Then, determine the break-even point (in sales dollars) as follows. Break-even point in sales dollars = Fixed expenses ? CM ratio   Break-even point in sales dollars = $1,440,000 ? 30% = $4,800,000 Finally, determine the margin of safety as follows. Margin of safety (in dollars) = Sales – Break-even sales Margin of safety (in dollars) = $8,000,000 – $4,800,000 = $3,200,000| | 8 INCORRECT| | Astair, Inc. reported sales of $8,000,000 for the month and incurred variable expenses totaling $5,600,000 and fixed expenses totaling $1,440,000. The company has no beginning or ending inventories. A total of 80,000 units were produced and sold last month. (Note that this is the same data that was provided for the previous question. ) What is the companys degree of operating leverage? | | | A)| 0. 12| | | B)| 0. 4| | | C)| 2. 5| | | D)| 3. 3| | | | | | Feedback:The correct answer is C (Learning Objective 8): The companys degree of operating leverage is determined as follows. Degree of operating leverage = Contribution margin ? Net operating income Degree of operating leverage = $2,400,000 ? $960,000 = 2. 5| | 9 INCORRECT| | Grant Company sells a single product. The product has a selling price of $50 per unit and variable expenses of 80% of sales. If the companys fixed expenses total $150,000 per year, then it will have a break-even point in sales dollars of:| | | A)| $750,000| | | B)| $187,500| | | C)| $15,000| | | D)| $3,750| | | | | | Feedback:The correct answer is A (Learning Objectives 1 and 6): First, determine the contribution margin (CM) ratio as follows. CM ratio = Sales percentage – Variable expenses percentage CM ratio = 100% – 80% = 20% Then, the break-even point in sales dollars is determined as follows. Break-even point in sales dollars = Fixed costs ? CM ratio   Break-even point in sales dollars = $150,000 ? 20% = $750,000| | 10 INCORRECT| | Lange Company sells three products: X, Y and Z. Product Xs unit contribution margin is higher than Product Ys and Product Ys is higher than Products Zs. Which one of the following events is most likely to increase the companys overall break-even point? | | | A)| The installation of new automated equipment and subsequent lay-off of factory workers. | | | B)| A decrease in Product Zs selling price. | | | C)| An increase in the overall market demand for Product Y. | | D)| A change in the relative market demand for the products, with the increase favoring Product Z relative to Product Y and Product X. | | | | | | Feedback:The correct answer is D  | Variable costing is also known as:| | | A)| Direct costing. | | | B)| Indirect costing. | | | C)| Marginal costing. | | | D)| Both (A) and (C). | | | | | | Feedback:The correct answer is D (Learning Objective 1): Variable costing is also known as direct costing and marginal costing. | | 2 INCORRECT| | Using absorption costing, a unit of product includes what costs? | | A)| Direct materials and direct labor. | | | B)| Direct materials, direct labor, and fixed overhead. | | | C)| Direct materials, direct labor, and variable overhead. | | | D)| Direct materials, direct labor, variable overhead, and fixed overhead. | | | | | | Feedback:The correct answer is D (Learning Objective 1): Using absorption costing, a unit of product includes direct materials, direct labor, variable overhead, and fixed overhead costs. | | 3 INCORRECT| | Using the following data, determine the unit product cost under absorption costing. | | | A)| $22| | | B)| $24| | C)| $28| | | D)| $30| | | | | | Feedback:The correct answer is C (Learning Objective 1): The unit product cost under absorption costing is determined as follows. | | 4 CORRECT| | Using variable costing, a unit of product includes which costs? | | | A)| Only direct materials and direct labor. | | | B)| Direct materials, direct labor, and fixed overhead. | | | C)| Direct materials, direct labor, and variable overhead. | | | D)| Direct materials, direct labor, variable overhead, and fixed overhead| | | | | | Feedback:The correct answer is C (Learning Objective 1): Using variable costing, a unit of product includes direct materials, direct labor, and variable overhead costs. | | 5 INCORRECT| | Using the following data, determine the unit product cost under variable costing. | | | A)| $22| | | B)| $24| | | C)| $28| | | D)| $30| | | | | | Feedback:The correct answer is A (Learning Objective 1): The unit product cost under variable costing is determined as follows. | | 6 INCORRECT| | Product cost under absorption costing is characteristically:| | | A)| Higher than under variable costing. | | | B)| Lower than under variable costing. | | C)| Equal to variable costing. | | | D)| Higher sometimes and lower sometimes than variable costing. | | | | | | Feedback:The correct answer is A (Learning Objective 1): Product cost under absorption costing is characteristically higher than under variable costing because the fixed overhead costs are included in product costs when absorption costing is used but not when variable costing is used. | | 7 INCORRECT| | V ariable costing is attractive to managers as an alternative to absorption costing because:| | | A)| Absorption costing makes distinctions between fixed and variable product costs. | | B)| Absorption costing is well suited to CVP analysis techniques. | | | C)| Absorption costing provides useful tools to managers for planning and control. | | | D)| To generate data for CVP analysis, considerable time would have to be invested to rework income statements constructed under absorption costing. | | | | | | Feedback:The correct answer is D (Learning Objective 2): Variable costing is attractive to managers as an alternative to absorption costing because to generate data for CVP analysis, considerable time would have to be invested to rework income statements constructed under absorption costing| | INCORRECT| | When production is equal to sales, which of the following is true? | | | A)| No change occurs to inventories for either absorption costing or variable costing methods. | | | B)| The u se of absorption costing produces a higher net income than the use of variable costing. | | | C)| The use of absorption costing produces a lower net income than the use of variable costing. | | | D)| The use of absorption costing causes inventory value to increase more than they would through the use of variable costing. | | | | | | Feedback:The correct answer is A (Learning Objective 3): When production is equal to sales, there are no inventories on hand at the beginning or end of the period. As a result, the same amount for ending inventories (zero) is reported whether absorption costing or variable costing methods are used. In addition, there would no difference in the amount of net income reported using the two methods. | | 9 INCORRECT| | Which of the following statements is (are) true? | | | A)| Net operating income is not affected by changes in production under absorption costing. | | | B)| Net operating income is not affected by changes in production under variable costing. | | C)| Both of the above statements are true. | | | D)| Neither of the above statements is true. | | | | | | Feedback:The correct answer is B (Learning Objective 3): Net operating income is not affected by changes in production under variable costing. On the other hand, net operating income is affected by changes in production under absorption costing. | | 10 INCORRECT| | A segment of a bus iness responsible for both revenues and expenses would be referred to as:| | | A)| a cost center. | | | B)| an investment center. | | | C)| a profit center. | | | D)| residual income. | | | | | | Feedback:The correct answer is C  |

Assessment of a Child with Autism Essay Example | Topics and Well Written Essays - 3000 words

Assessment of a Child with Autism - Essay Example For children, the impact of these mental health issues is especially significant because it can compromise their development from a very early age and it can prevent them from ever achieving their expected milestones. This paper shall discuss the case of an 8-year old autistic boy, including his Child and Adolescent Mental Health Services (CAMHS) assessment in my placement as a school nurse. The basic CAMHS assessment shall first be presented. This shall be followed by the case study, where the patient case shall be presented, including the evidence base and the assessment tool used. My actions and decisions in relation to the case shall also be evaluated based on appropriate literature support. Best practice for this case would also be included in the case study. The formulation of the study shall also be established, followed by a reflection of this case. At all times, the confidentiality of the patient was protected in accordance with the Nursing and Midwifery Code which basically requires: the respect of people’s right to confidentiality; ensures that people are informed about how and why data is being shared to those who will be providing care; and disclosing information if it is believed that someone may be at risk of harm. Finally, after all the above elements are established, this paper shall end with a conclusion which shall serve as a summary of the paper as well as an overall evaluation of the topic. Basic CAMHS Assessment In a generic CAMHS assessment, the patient’s presenting issues, history, strengths, as well as perceived needs would be reviewed (NHS Information Centre, 2012). A discussion on the services which the client would need would also be considered. During the interview with the patient, an objective feedback of the patient and his issues, as well as his treatment plan would also be discussed (CAMHS, 2009). The CAMHS also discussed that there is a need to assess children and determine if based on the standards set by the Children Order, they are in need; in need of protection; and are looked after children. Children in need are those who are unlikely to achieve or maintain standard health or development without provisions for social services; or whose health needs are significantly impaired; or who are disabled (NHS Information Centre, 2012). Those who need protection are those who are being physically or sexually abused by family or by other people (NHS Infor mation Centre, 2012). Finally, those who are assessed as looked after children are those who have been placed in care of a Trust for a variety of reasons including abandonment or physical abuse. Based on the above standards, assessments should look like general physical, emotional, social, and mental checklists on the child (Lidz, 2003). The child’s family must also be assessed and evaluated based on their relationship with the child and their interactions with the child (Carr, 2006). There is a need to establish which category the child would fit into and based on such assessment, what type of services he needs. A generic assessment must be comprehensive, holistic, and accurate (Thambirajah, 2007). It must also include an assessment of the child’s family and environment in order to determine factors which are impacting on the child’s condition. In our setting, the basic assessment is carried out by the school nurse in the community setting (NICE, 2011). Our bas ic assessment of children often comes from referrals from the teachers handling the students. These teachers often note symptoms from their students which may indicate that the child may be suffering from some form of mental health issue (NICE, 2011). After referral to the school nurse, the child is often reviewed based on the

Business law Essay Example | Topics and Well Written Essays - 750 words

Business law - Essay Example The following are the people who were present during the court session Chief justice: I. Beverly Lake List of judges on the panel 1. Justice Sarah Parker 2. Justice Robert Orr 3. Justice Mark Martin 4. Justice Robert Edmunds 5. Justice George Wainwright 6. Justice G. K Butterfiel Bailiff: Corporal Mike Baker Various Attorneys were present during the session. The various functions of the people shortlisted above during the court session included: Bailiffs The main function of the bailiffs who were present in the room was to provide security. When they arrived at the court, they first ensured that the court room was clean. They checked for things that might have been hidden in the court, which might interfere with the security such as bombs or grenades. When people were checking into the court room, they conducted a search to ensure that no one entered the court room while armed. As the session moved on, they declared the entrance of judges in the courtroom and ordered that everyone st ands in honor of judges moving into the room. They also made sure that judges have case files and other supplies that they needed for their work. The bailiffs also apprehended anyone who tended to disrupt peaceful procedures of the court and ensured that there was no contact between the judges and the members of the public so as to enforce security. In addition, they were charged with the mandate of ensuring that people do not enter the court room when juries are giving instructions to the court. The last function that was performed by bailiffs was escorting the judges to places like restraints to keep their security after they are through with the session. Judges The panel of judges who were present in the court room had their first duty as listening to all that was said in the court room. Everyone in the court referred to the judge as â€Å"your honor† whenever they, as a matter of demonstrating respect to them. They listened carefully to whatever was said and compared it t o the law that they know with a purpose of understanding whether a crime has been committed or not. They were dressed in the court official robes meant for judges. Seated on an elevated seat that is referred to as a bench, the chief justice together with the other judges were able to control the whole courtroom and what went on. Attorneys Lawyers of each party were seated at the counsel table as the proceedings went on in the court room. They took turns when speaking to the judges and were keen not to interrupt the proceedings of the court when not allowed to speak. Whenever each lawyer was given time to speak, he or she presented facts that would have put the case at hand more favorable to them. The prosecutor who represented the government and society as a whole was also present within the court room. There were no defendants who were acting pro se in the cases that were being heard on that day. Witnesses They were concerned with giving facts about the case that was under dispute in the court room. They sat on the witness stand when they were giving out their testimonies and were asked questions by the other party that they were witnessing against. They were in most cases referred to as defense witnesses. Courtroom Deputy They were seated next to the judges and are tasked with the responsibility of administering oaths to witnesses and also marking the exhibits. They however assisted the judges in ensuring that the activities of the court ran smoothly. Court reporter They sat near the witnesses and their

Human Rights Essay Example for Free

Human Rights Essay The Internet appears to be the ideal technology for democracy. When the Internet began, people thought they could communicate and even engage in commerce without the need for a big police force. As people from different cultures begin connecting to the Internet, it appears that the Internet is only as democratic as people make it. Government’s next move online has been significantly less comfortable. China has recently forced Google to rewrite their search software so that it supports the values of state security over individual freedom by blocking certain sites. In order to continue doing business in China, the Chinese government forced Google to disable certain functionalities of their products so that Chinese citizens cannot connect to Web pages on topics such as human rights and democracy. The Chinese government and Google derived the so-called Great Firewall of China in order to conceal from the public the potential contents that may pose threat to Chinese ideologies and politics. References Baase, S. (2007).Gift of Fire: Social, Legal, and Ethical Issues for Computing and the Internet. Pearson Prentice Hall. Garland, E. (2007). Future, Inc. : How Businesses Can Anticipate and Profit from Whats Next. AMACOM Div American Management. Giddens, A. (2006). Sociology. Polity. Hassan, R. (2004). Media, Politics and the Network Society. McGraw-Hill International. Human Rights Watch, . (2007). Human Rights Watch World Report 2007. Seven Stories Press. Landow, G. P. (2006). Hypertext 3. 0: Critical Theory and New Media in an Era of Globalization. JHU Press. Marling, W. H. (2006). How American Is Globalization?. JHU Press. Meza, E. P. (2007). Coming Attractions? : Hollywood, High Tech, and the Future of Entertainment. Stanford University Press. Reuvid, J. , Li, Y. (2005). Doing Business With China. GMB Publishing Ltd. Wood, A. F. , Smith, M. J. (2005). Online Communication: Linking Technology, Identity, and Culture. Routledge.

Character Profile of Friar Lawrence :: English Literature Essays

Character Profile of Friar Lawrence Most movies portray friars as wise mentors, or strict religion-followers, that lead lawful, moral, and virtuous lives. But this tragic play of Romeo and Juliet begs to differ, as the friar does nothing but help achieve the forbidden plans of two star-crossed lovers. As Friar Lawrence gets involved more deeply into the schemes of Romeo and Juliet, he too begins to warp sly plans out of his head, such as the potion plan. Despite his conscience, Friar Lawrence reveals a potion that will put Juliet to a false death, in the â€Å"Potion Plan† scene. His motivation was caused by the weeping and tears of Juliet who was in the hands of a twisted marriage against her will. She had already been married to her love, but now that promise was in danger of being broken. From the few lines that the friar speaks, the audience realizes that this friar is certainly not the stereotype friar that goes around trying to live an impossible life of perfection. Though it may have been wrong to help children marry against their parents’ permission, and let them fake a death to run away together, Friar Lawrence did the exact thing. Friar Lawrence didn’t think of what was lawfully right, but of the destiny of two people, that were very important to him. He cared for them, and wished Romeo and Juliet well. He valued them as his own children. It goes to show that Friar Lawrence was human, also, and not perfect, since no one can be perfect. Friar Lawrence felt an internal conflict within him – the conflict of self against self. He knew in his mind that it was wrong to help a teen run away with her lover, who happened to be a murderer. But he also felt himself reach out to them, as he had known them as his own children for a very long time. He knew what a desperate situation Juliet and Romeo were in, and knew that he could prevent their lives from being ruined. But the problem was that the only way to solve everything, was to take a ‘wrong path’, that everyone opposed. In the end, he ends up helping his fellow children. But by this decision, he affected the whole plot of the play, and caused it to turn greatly. This plan would have turned out marvelously, but he made a few mistakes. Character Profile of Friar Lawrence :: English Literature Essays Character Profile of Friar Lawrence Most movies portray friars as wise mentors, or strict religion-followers, that lead lawful, moral, and virtuous lives. But this tragic play of Romeo and Juliet begs to differ, as the friar does nothing but help achieve the forbidden plans of two star-crossed lovers. As Friar Lawrence gets involved more deeply into the schemes of Romeo and Juliet, he too begins to warp sly plans out of his head, such as the potion plan. Despite his conscience, Friar Lawrence reveals a potion that will put Juliet to a false death, in the â€Å"Potion Plan† scene. His motivation was caused by the weeping and tears of Juliet who was in the hands of a twisted marriage against her will. She had already been married to her love, but now that promise was in danger of being broken. From the few lines that the friar speaks, the audience realizes that this friar is certainly not the stereotype friar that goes around trying to live an impossible life of perfection. Though it may have been wrong to help children marry against their parents’ permission, and let them fake a death to run away together, Friar Lawrence did the exact thing. Friar Lawrence didn’t think of what was lawfully right, but of the destiny of two people, that were very important to him. He cared for them, and wished Romeo and Juliet well. He valued them as his own children. It goes to show that Friar Lawrence was human, also, and not perfect, since no one can be perfect. Friar Lawrence felt an internal conflict within him – the conflict of self against self. He knew in his mind that it was wrong to help a teen run away with her lover, who happened to be a murderer. But he also felt himself reach out to them, as he had known them as his own children for a very long time. He knew what a desperate situation Juliet and Romeo were in, and knew that he could prevent their lives from being ruined. But the problem was that the only way to solve everything, was to take a ‘wrong path’, that everyone opposed. In the end, he ends up helping his fellow children. But by this decision, he affected the whole plot of the play, and caused it to turn greatly. This plan would have turned out marvelously, but he made a few mistakes.

Is There a Valid Test of Herzberg’s Two-Factor Theory? Essay

Department of Behaviour in Organisations, University of Lancaster; on study ieavefrom the Department of Psychology, University of Melbourne There are several ways of stating Herzberg’s two-factor theory of motivation and each version can be tested in various ways. Those who defend the theory argue that researchers who fail to find support for the theory have usually departed from the procedures used by Herzberg. There have been variations in methods of gathering data, categorizing the responses, and analysing the results. These variations may be justified on the grounds that the strength of any theory lies in its logic and in its ability to withstand deviations from a set method. Some tests of Herzberg’s theory are more likely to produce support than others. This was confirmed in a study of London bus crews. However it can be argued that there is more than one valid test of Herzberg’s two-factor theory, though some of these are likely to produce contradictory res ults. The Herzberg theory, or two-factor theory of motivation or Motivator-Hygiene (M-H) theory, has given rise to a mass of investigations and experiments in industry and in many different types of organizations. Results do not always support Herzberg; in fact, only about one in three do so. Donald Hebb once said that when it is a question of survival, theories are like women—fecundity is more important than purity. M-H theory has certainly been very fertile—more so perhaps than any other theory in applied social psychology. Many industrial psychologists have not only survived but indeed thrived on the theory. The fecundity of the theory is not in doubt but its purity certainly is highly suspect. WHAT IS THE THEORY? The theory is in two parts, each of which can be stated in several ways. Part 1 says that job factors can be separated into two quite distinct sets: the first set consists of factors which contribute to job satisfaction and rarely if at all to job dissatisfaction; these factors are called ‘Motivators’. The second set consists of job factors which contribute to job  dissatisfaction and rarely if at all to job satisfaction; these are the ‘Hygienes’. Consequently job satisfaction and dissatisfaction are separate dimensions and not the two ends of a single dimension. This is a flat contradiction of the traditional view in psychology that satisfaction and dissatisfaction constitute a single dimension. The first difficulty with the theory in practice is that the data usually include a proportion of responses which do not fit this pattern. Some Motivators contribute to dissatisfaction while some Hygienes contribute to satisfaction. Within-factors reversals are far from rare and sometimes outnumber responses in the expected direction. These incongruent responses are attributed to sampling error, which of course is begging the question—rejecting inconvenient data in order to save the theory. The analysis then takes the form of a relative comparison—for Motivators we   predict more satisfaction than dissatisfaction, and for Hygienes we predict more dissatisfaction than satisfaction and test for significance accordingly. What investigators fail to point out is that in doing this they are really reformulating the theory to fit their facts. The revised theory now says, in effect, that Motivators contribute more to satisfaction than to dissatisfaction while Hygienes contribute more to dissatisfaction than satisfaction. This is reasonable but it makes nonsense of the claim that satisfaction and dissatisfaction are separate dimensions. In fact it supports the traditional view of the single continuum; different job factors produce ranges of satisfaction-dissatisfaction which are to be found at different positions on the same continuum. Part 2 of the theory is also in two parts. First: paying more attention to Motivators (intrinsic job satisfaction or higher order needs) will increase satisfaction but will not affect any dissatisfaction with the job; or, alternatively, improving Motivators will improve organizational efficiency as shown by higher productivity, better quality, better attendance and punctuality, lower labour turnover†¦ in short, by improved performance. Second: paying more  attention to Hygiene factors (extrinsic job satisfaction or lower order needs) will decrease dissatisfaction but will not increase overall satisfaction; or alternatively, there will be no improvement in performance—on the contrary, taking costs into account there will be a lowered organizational efficiency because improving Hygienes will cost the organization more money. Notice that for each part of Part 2, i.e. as regards both Motivators and Hygienes, there are alternative predictions. Increase of satisfaction or decrease of dissatisfaction are both theoretically trivial extensions of Part 1 of the theory; trivial in that they say no more than is already contained in that model. To be fair to the M-H practitioners they do not rest their case on this alternative; they are concerned only with the effects on performance and organizational efficiency. Job satisfaction is either a by-product or a step towards better efficiency. This may tell us something about the value system in which they operate but it in no way detracts from the validity of this method of testing their theory. One problem must now be faced. Does Part 2 of the theory depend on Part 1? According to House & Wigdor (1967, p.385) if the satisfaction-dissatisfaction dichotomy is false then Part 2 is ‘highly suspect’. I would argue that if Part 1 is false then Part 2 is irrelevant or must be argued on other grounds. If and only if Part 1 is true, then Part 2 can be tested using the concepts established by Part 1. Another serious difficulty for testing the validity of the theory is the fact that both parts stand on two legs. In Part 1, one leg identifies Motivators while the other identifies Hygienes; in Part 2 one leg predicts the effects of increasing the potency of Motivators while the other leg deals with changes in Hygienes. Does the theory claim that each part can stand on one leg at a time? If one investigator confirms the Motivator leg but not the Hygiene leg, does Part 1 of the theory stand or fall? And if another investigator follows with the opposite result, confirming Hygienes but not Motivators, does this increase or diminish our confidence in the theory? Similarly for Part 2 of the theory. In any case, testing the effect of putting more weight on the Motivators is a dubious procedure if this is the only change. The effects are not really surprising. The relative ineffectiveness of spending resources on Hygienes, which is what the theory also predicts, may surprise industrial welfare advocates but not cynical managers. In general terms, statements describing the theory are superficially similar and do not differ greatly from the way set out above. For instance: Whitsett & Winslow (1967, p.393) in explaining M-H theory say ‘dissatisfaction and those factors that contribute to dissatisfaction are separate and distinct from those factors that contribute to satisfaction. Satisfaction is not opposite from dissatisfaction for they operate on separate continua†¦ This is different from traditional thinking†¦Ã¢â‚¬â„¢ As regards Part 2, House & Wigdor (1967, p.371) say ‘The second major hypothesis of the dual-factor theory of motivation is that the satisfiers are effective in motivating the individual to superior performance and effort, but the dissatisfiers are not’. Later they add (p.373) ‘If the dual-factor theory were correct, we should expect highly satisfied people to be highly motivated and to produce more’ which as they point out does not square with the evid ence. But though general statements are similar, precise statements, if made at all, are usually inconsistent or at variance with each other. Sometimes there is no argument—an author assumes that his understanding of the theory is the same as that of others. Or the research design indicates an underlying interpretation of the theory which may be similar to or quite different from that of another study which the author is supporting or refuting; but authors seem to be unaware of this. Arguments about what the theory says may be unspoken and have to be inferred. However, sometimes interpretations of the theory are set out in a way that makes possible comparisons with other interpretations. For example. House & Wigdor (1967) include a rank order of importance for the Motivators and for the Hygienes as part of the theory. This reflects the infiuence of Maslow upon Herzberg and may be a reasonable interpretation of Herzberg’s intention. On the whole it seems an unnecessary refinement that makes for extra complications when testing validity. Whitsett & Winslow (1967) accuse Burke (1966) of ‘A unique misinterpretation of the M-H theory . . . since M-H theory makes no claim that there should be  any fixed order of importance among either motivator or hygiene factors’ (p.41O). As it happens Burke makes no such claim either. Is overall job satisfaction part of the theory? Not according to Whitsett & Winslow (1967) who say: ‘One of the most common and persistent misinterpretations of the Motivation-Hygiene (M-H) theory is the attempt to use measures of overall job satisfaction to make statements purporting to be derived from the theory. The theory does not, and purposely does not, make statements about overall job satisfaction’ (p.395). In stating that job attitudes must be looked at twice (p.396) they are emphasizing Herzberg’s procedure of conducting separate sets of interviews for good critical incidents at work (revealing satisfaction and hence Motivators) and for bad critical incidents (revealing dissatisfaction and hence Hygienes). Perhaps the most systematic attempt to sort out what the theory really says was made by King (1970) who identified five distinct versions of Part 1 of the theory. Some versions are stronger than others because they entail them. King is not always sure that Herzberg was aware of these versions or which of them Herzberg was claiming to support. King classifies the evidence according to whether it is irrelevant or relevant to these theories, and then subdivides the relevant studies into those which support and those which refute any of thesefivetheories. Table 1 sets out King’s five distinct versions of Herzberg’s two-factor theory.