Hist up 10 1877 Essay Example | Topics and Well Written Essays - 250 words

Hist up 10 1877 - Essay Example The way in which he established a policy to expand westward was to first slash the minimum amount of land that a farmer had to purchase. Originally a farmer had to purchase 640 acres, by 1832 a farmer only had to purchase 40 acres and the price per acre was slashed substantially. This made a strong financial incentive for settlers to steadily move west. In regards to how Jefferson viewed the West as being crucial to the well being of the republic, it is the case that he believed that scores of in small scale farmers that would be active participants in the American democracy. These people would help contribute to both the economic health of the country but also contribute to democratic health of the American Republic. #2-A) In regards to the first statement I am inclined to agree overall. Whilst there may have been an original plan to settle the west it may also be the case that Jefferson’s plan had been altered over time. With British colonial expansion in the Pacific North W est it may be the case that Westward settlement would have been seen as a defensive expansion. There was a significant increase in population across the Eastern seaboard and expansion would be a natural means to alleviate these pressures.

Functionalism in Family Essay Example for Free

Functionalism in Family Essay It wasn’t until I was eight years old that I was finally adopted. My adopted family, who I consider to be my real family, taught me a lot. They help shape and mold me into the person that I am today. According to our class textbook, â€Å"the family, in its many varying forms, is present in all human cultures† (Schaefer, pg. 306). The family is impacted by all three sociological theories. In my paper I will discuss the impact that all three of the theories. Functionalism, Conflict and Interactionism, have on the social institution of family. I believe that the social institution of family is what makes us who we are. It helps to form our personality and our lives when we become adults. My family taught me how to make moral decisions in my life, how to become an independent individual in society and how to manage a family of my own. I pretty much do not follow one exact theory. I agree with many of the different aspects of all three theories. The first theory I will discuss will be the Functionalist theory. As outlined by William F. Ogburn, the family is meant to perform six paramount functions as follows: * Reproduction Protection * Socialization * Regulation of sexual behavior * Affection and Companionship * Provision of Social Status I agree with Ogburn on many of these functions. I think that the family teaches you companionship and how to form an affectionate relationship with someone. I also agree tone of the main functions of a family is Reproduction. God says in the Bible that we are to be fruitful. It is our duty to reproduce to make more beings on earth. My family also serves as a security blanket for me. I know when all else fails my family will always be there for me and take me back with no questions asked. The functionalist theory affects the views of an individual in a family in many ways. To me it makes them a more stable person, with more traditional views. Functionalism does not leave too much room for social change within a family. Usually units of a family have a set of beliefs that they were raised on and consider the norm for them. TO stray from this would be abnormal and not right. Functionalism was a strong belief years ago when things were more traditional. This was just the way of life. This theory to me would be one of the main reasons why many people are against things such as gay marriage, unmarried couples having babies and shacking up and unwed mothers. On the other side of the spectrum we have the Conflict theorists. â€Å"Conflict theorists view the family not as a contributor to social stability, but as a reflection of the inequality in wealth and power that is found within the larger society† (Schaefer, pg. 292). Although I do agree with many of the aspects of the Functionalist theory, I agree with some of the points that the Conflict theory makes as well. I know for a fact when I was a child, my brother got away with murder. There were things that I couldn’t do that my brother could do because he was a boy. I had a friend who parents wouldn’t allow her to go anywhere, she had to go to High School down the block from her home, she couldn’t go to the mall until she was 18, and she was forced to go to college near home. Going away to college was a no- no for her as far as her parents were concerned. However, her younger brother went to a High School way across town from their house, he was hanging out at the age of 13, and he went away to college hours from their house. Many families in many cultures tend to be male chauvinistic, and bring out about inequality between the sexes. This was the way of life in the United States at a time. The man was the one who went out and worked and brought home the bacon. There were things that a man could do that woman couldn’t. The man was the sole provider and the authoritarian. Nowadays, women have just as much say so as men do. I have much power and authority in my family. My kids consider me and their stepdad to be equals. We make decisions and compromises on many things such as the bills, household needs and the children. Although there has been great change in this shift of power from man to woman in a family, there are still some situations where things have not change as much. Studies have shown that â€Å"for every stay-at-home dad there are 38 stay at home moms† (Schaefer, pg. 292). The conflict theory affects the views of individuals in a family because the man a sense of power and authority. It makes the women out to be subservient to her husband or to man period. It lends to situations such as Domestic Violence. I came across an article by Kathryn Yount and LiLi, it discusses Egyptian women’s justification of Domestic Violence. In a study done, â€Å"5,450 women in Egypt, they found that one half justified wife hitting or beating for some reason† (Yount, 2009). It is the conflict theory that leads many women to believe and justify Domestic Violence. There is little change for social change with the conflict theory. As described in our textbook, â€Å"conflict theorists al so view the family as an economic unit that contributes to social injustice† (Schaefer, pg. 292). Society view women as subservient and believe their role to be that of a woman in the kitchen cooking, barefoot and pregnant. Last but not least we have the Interactionalist theory. Unlike the conflict and the functional theory, this theory observes the relationship between individuals in the family and how they interact with one another. â€Å"In a study of both black and white two=parent households, researchers found that when fathers are more involved with their children (reading to them, helping them with their homework, or restricting their television viewing), the children have fewer behavior problems, get along better with others and are more responsible (Schaefer, pg. 293) The relationship between family members can determine the outcome of one’s behavior. This theory provides a lot of knowledge on fixing problems in a family. My son was acting up in school and I could not figure what his problem was. When my fiancee and I became more involved with him and his work, having join Boy Scouts, and talking to him one on one, his behavior changed. I received less and less calls from his teacher about him acting up in school. In family matters: the importance of mattering to a family in adolescence, Gregory Elliott, â€Å"demonstrated that the lack of mattering in one’s family contributes to the degree of connectedness one feels to the social order (Churchill, 2010). Relationships between family members matter a lot. I have a friend who had a horrible relationship with her mother. In turns she had a bad relationship with her daughter, and her daughter has a bad relationship with her daughter. Tough love was a major problem in their situation. The Interactionist has the greatest affect on family member’s views. It makes one more open-minded and understanding. It leaves plenty of room for social change within a family. By studying the relationships between family members we will be able to substantiate behaviors and why certain things happen. Society will in turn change their views on family life and accept change and different forms of families. Many people find it strange that it doesn’t matter to me that my kids biological farther refuses to pay child support and I still want him to see his kids as much as possible. I came across a study done by Yoshi Sano, Leslie Richards and Anisa Z’vonkovis in the Journal of Family Issues. I found that â€Å"Contrary to some father’s claims that mothers gate keep their access to children, the majority of mothers in the study just wanted increased father involvement. The mother’s desire for active father child interaction was not dampened by their frustration at the lack or irregularity of child support payment, which mothers tended to accept given the lack of economic opportunities in rural communities† (Sano, Richards, et. al, 2008). I believe that out of all three theories interactionism teaches one the most and has the greatest impact on family. We can learn from our interactions with one another and others as well. Functionalism is different from all three because it just basically believes that the family has basic functions. It doesn’t go on any evidence or studies. The Conflict theory believes that family brings about conflict. Its sole purpose is to cause inequality between the sexes. The social institution of family is affected by all three of the theories. I feel that and truly believe that it would benefit best form the interactionist theory. This can be backed up by studies and research. It will help to make society more understanding. References Churchill, C. (2010, February). Family matters: the importance to family in adolescence. Choice, 47(6), 1168.

Effect of Blast Loading On a Person Protected By Body Armour

Effect of Blast Loading On a Person Protected By Body Armour Executive Summary The ballistic threat has been presented to military forces for hundreds of years in one form or another, from spears to bomb fragmentation. A lot of work has gone into countering this ballistic threat and the protection currently provided is very good. The standards of body armour ballistic testing is rigorous. Due to the modern asymmetric battlefield that modern military personnel now face, the threat has evolved. More often, the personnel are being subjected to blast from improvised explosive devices emplaced by irregular forces. This paper will review the some of the research that has been carried out into the effects of blast loading on a person protected by body armour. British Army studies show there was a higher incidence of primary blast injury in fatally injured soldiers wearing body armour that in civilian bystanders (Committee on Testing of Body Armor Materials for Use by the U.S. Army 2012) involved in IED incidents in Northern Ireland. This paper will explore the effects of blast loading on a person wearing body armour. Introduction. Soft body armour is designed primarily to protect the wearer from the most dangerous battlefield threat, projectiles, and fragmentation, with the 3 main testing standards for body armour (NIJ (U.S. Department of Justice 2008), HOSDB (Croft Longhurst 2007) and STANAG 2911 (North Atlantic Treaty Organization 2015)) only specifying testing criteria for ballistic protection. Due to the increasing use of improvised explosive devices (IEDs) in modern asymmetric warfare, there is a growing risk of personnel being subjected to blast associated injuries (Tranchemontagne 2016). This paper will review the effects of blast loading on a person protected by body armour; this will be broken down into: Theory of blast impact, Research into blast loading on different materials. Theory of blast impact. Blast waves are generated from the rapid expansion of gases produced during an explosion during which a shock wave, travelling faster than the speed of sound, propagates from the source of the explosion omni-directionally. One of the most important characteristics of a blast to consider is peak overpressure, which is, in effect, the strength of the blast. A further and equally important characteristic is the positive impulse duration, which determines the time that the force will be imparted on any object or structure. Both the peak overpressure and the positive impulse duration need to be known to effectively calculate the effects of a blast on an object. If you have two blasts of equal peak overpressure but one is acting for longer, the total force imparted on the object will be greater for the longer impulse and will affect the object more. Figure 1 shows an ideal blast wave representation. The pressure increases almost instantaneously to the peak overpressure and decays over time , a negative pressure phase then follows. Fig 1. Ideal blast wave resulting from an explosion in air. (Goel et al. 2012) The effect a blast wave has on a person is complicated due to how the blast wave interacts with the irregular shape of the human body. Blast wave diffraction around the human body results in a complex pressure load on the body all of which need to be understood to successfully gauge how a wave will affect a person. Figure 2 shows how a blast wave interacts with an irregularly shaped object, such as a human body. Fig 2. Illustrating the blast wave interaction with an irregularly shaped object. (Gibson 1989) Initially, a portion of the blast wave is reflected from the front of the body. The outer parts of the shock wave continue and diffracts around to the rear of the body where they are weakened. Rarefaction waves move across the front of the body (1), reducing the peak pressure of the reflected wave whilst vortices form at the rear of the body (2) and (3). The complicated gas flow means that the body is loaded for an extended time (Gibson 1989). The injuries caused by this peak initial pressure/positive impulse duration are known as primary blast injuries (PBI). The organs most susceptible to PBI are the gas-filled organs such as the ears, the lungs, and the gastrointestinal tract. The mechanism of injury on these organs is a form of barotrauma, which is an injury, caused by the pressure differential of the internal organs and the outer surface of the body at the moment the pressure wave impacts. Blast waves can be sub-divided into stress waves and shear waves. Shock waves are a special type of stress wave, which are longitudinal like sound waves but travel much faster, and cause primary blast injury (PBI) of the lung and small bowel. Shear waves are trans- verse waves, characterised by long duration, low velocity, and cause compression of visceral structures. In the abdomen, stress waves cause damage at the microscopic level, whereas the shear wave causes tearing of the tissues due to gross body wall and visceral motion. Laceration of solid abdominal viscera is related to very high blast loading (Housden 2012). Research into the effects of blast loading on a person protected by body armour. An interim report produced by the US Army Natick RDE Centre in 1989, titled Response of Clothing Materials to Air Shock Waves (Gibson 1989) provided remarkable insight into blast loading of high impact shock waves. The report focuses on testing the then, in-service body armour of the US Army (The Personnel Armor Systems, Ground Troops (PASGT)). The report covered four areas: Blast wave characteristics, Blast biology, Blast protection, Blast attenuation by porous and compressible materials. The main objective of the report was to ascertain how blast waves interacted with PASGT and it stated there was previous evidence that the materials contained within the body armour were causing a blast amplification effect. Initial thoughts were that this amplification might have been due to how the blast wave propagated through the multi-layered design of the armour. The report described the construction of the body armour (13 layers of Kevlar ® 29 cloth sandwiched between an inner and outer nylon shell fabric). The report explains that the armour was designed purely to provide ballistic protection and no thought had gone into providing protection against blast effects. The reports main focus was the lack of protection afforded to the wearer of the body armour from enhanced blast weapons such as Fuel-Air Explosives (FAE). A person can sustain injuries from a blast with overpressures that result in ranges as little as 10 20 psi whereas a typical FAE event can produce much more substantial psi, as high as 300. In this circumstance, the lack of protection armour would provide to the wearer was highly concerning. Prior to this report, a lot of basic work on the response of mammals to blast waves had been conducted by The Lovelace Foundation, The Research Institute of National Defence (Sweden), and the Walter Reed Army Institute of Research. This work identified how various characteristics of the blast can vary the effect of the blast on a body, such as the orientation of the body in relation to the blast wave. In one study conducted by Walter Reed Army Institute of Research, human volunteers were subjected to low level blast waves. The volunteers internal lung pressure was measured during the study whilst wearing several different types of protective clothing. The study showed that the volunteers wearing the PASGT body armour gave test measurements showing the greatest increase of internal lung pressure. This would suggest that the body armour would increase the risk of lung damage at higher blast overpressures. This study was extended to higher blast overpressures using sheep instead of human volunteers. Half of the sheep were fitted with PASGT body armour. During this testing, the level of damage to the sheeps lungs was measured by the percent increase of the lung weight. An assumption was made that this would directly relate to the blast damage. This extended study showed that the sheep wearing body armour displayed far greater blast damage to their lungs than the unprotected sheep. Analysis of the experimental data on how shock waves were transmitted through layers of material showed that there was a significant increase in the reflected pressure when compared to testing were no fabric was present. There was a trend of the pressure increasing in line with the number of layers of Kevlar or cotton present. This continued to a certain point. It was noted during these experiments that there was not significant difference between the increases of pressure when using layers of cotton compared to layers of Kevlar. This suggested that the type of material was not as significant as the number of layers and the density of the fabric. Analysis of the computer modelling showed an increase in peak internal lung pressure of around 50% between the unprotected chest model and the model wearing the body armour. A point to note, the experimental data compiled shows a measured increase of 20% in the human volunteers wearing the body armour compared to the unprotected volunteers. This disparity could be due to the difficulty in modelling the complex reaction of blast waves influencing a human body. The report concluded that soft body armour does not offer wearers protection from blast effects. On the contrary, the wearing of soft body armour may actually increase the blast effects on the personnel wearing the armour. The report does indicate that this counter -intuitive phenomena might be reduced with the introduction of hard armour plates to the body armour. A more recent confirmation of these findings were detailed in a journal article titled, Shock Enhancement Effect of Lightweight Composite Structures and Materials (Zhu et al. 2011). This review looks at the broader range of lightweight materials that are used to provide protection (namely ballistic). The author concludes that the research into the effects of lightweight materials is still very limited but the evidence still points to shock enhancement when using multi layered soft armour as PPE. A further study into shock attenuation was made following clinical studies into the increasing reporting of brain injury and not pulmonary injury following blast exposures. The article titled, Attenuation of Blast Pressure Behind Ballistic Protective Vests (Wood, 2012). This article concludes that following shock tube testing on two variants of body armour (NIJ Level 2 soft armour and NIJ Level 4 hard armour); results show a substantial increase in protection to the torso against blast injuries whilst wearing these armours. The behind armour overpressures were reduced by a factor of 14.2 and 56.8 for the NIJ 2 and NIJ 4 body armour, respectively. Conclusion This paper presents a review of the effects of blast loading on a person protected by body armour. A vast majority of the experimental data shows that the wearing of soft body armour enhances shock waves and the person is subjected to much higher peak overpressures. The combinations of differences in impedance between the atmosphere, the layers of fabric, the body itself, and the gas filed organs is likely to cause this phenomenon. Figure 3 shows the effect of interfaces in relation to shock waves. Using the shock impedance equation, you can show what is likely to be causing the enhancement of the blast. Stress is conserved across the interface between the air, the body armour, and the person: Z1 = 0 (Air) à ¢Ã‹â€ Ã‚ ´ à Ã†â€™2 = 2 x à Ã†â€™1 Assuming that the torso was of a similar impedance to the body armour, the next interface would be the gas-filled organs, which again would be of a lower impedance. This would result in the release of a tensile wave within the chest cavity, which could cause spalling of tissue with an increase of up to a factor of 2. Fig 3. Illustration of the effect of interfaces (Appleby-thomas 2017). Although there are many reviews on this subject, most of them seem to be focused on historical work. Teland (2012) noted that most of the blast injury prediction models are based on the Bowen curves, the Bass curves, and Axelsson BTD model. The report mentioned that there were many disadvantages and limitations to using these models and there is a need for further experimentation produce more reliable data. This may be due to the Computational models of how blast waves interact with the body armour and the wearer can be used but the theoretical models are limited. Using extrapolated data from experiments involving humans has limited uses because of the restriction on the size of blast you can subject a volunteer to without them becoming injured. The use of animals is of limited use due to the form fit of the body armour and the different anatomical makeup of the animals. Throughout the reports, reviews and articles studied during the writing of this paper, it is clear that a need for further study has been identified. Whether these recommendations have been carried out or not is not clear, there are no open source reports providing evidence; it may be that the information is classified. References Committee on Testing of Body Armor Materials for Use by the U.S. Army, 2012. Testing of Body Armor Materials: Phase III U.S. Department of Justice, 2008. Ballistic Resistance of Body Armor. NIJ Standard-0101.06. Croft, J. Longhurst, D., 2007. HOSDB Body Armour Standards for UK Police (2007) Part 2: Ballistic Resistance. NATO Standardization Agency, 2003. STANAG 2920 PPS (Edition 2) Ballistic test method for personal armour materials and combat clothing. , pp.1-F2. Tranchemontagne, M., 2016. The Enduring IED Problem. Why we need doctrine. Goel, M.D. et al., 2012. An abridged review of blast wave parameters. Defence Science Journal, 62(5), pp.300-306. Gibson, P.W., 1989. Response of Clothing Materials to Air Shock Waves. Housden, S., 2012. Blast injury: A case study. International Emergency Nursing, 20(3), pp.173-178. Zhu, F., Chou, C.C. Yang, K.H., 2011. Shock enhancement effect of lightweight composite structures and materials. Composites Part B: Engineering, 42(5), pp.1202-1211. Wood, G. W. (2012). Attenuation of blast pressure behind ballistic protective vests. Injury Prevention 19(1):19-25. Injury Prevention, 19(1): 19-25. Appleby-thomas, G.J., 2017. Introduction To Shockwaves Part 3 MSc EOE Transition To Detonation. , pp.1-45. Teland, J.A., 2012. Review of blast injury prediction models. Kashuk, J.L. et al., 2009. Bomb Explosions in Acts of Terrorism: Evil Creativity Challenges Our Trauma Systems. Journal of the American College of Surgeons, 209(1), pp.134-140.

Ethnicity and Group Rights :: Sociology Race Gender Essays

Ethnicity and Group Rights ABSTRACT: Recent developments in biology have made it possible to acquire more and more precise information concerning our genetic makeup. There are four groups of people who may want to know about our genes. First, we ourselves can have an interest in being aware of own health status. Second, there are people who are genetically linked with us, and who can have an interest in the knowledge. Third, individuals with whom we have contracts and economic arrangements may have an interest in knowing about our genetic makeup. Fourth, society as a whole can have an interest in the composition of our genes. As regards the question of motivation, the term 'should' can be interpreted in three ways. Prudentially speaking, to say that individuals should act in a certain manner is to say that the actions in question promote the long-term self-interest of these individuals. From the viewpoint of morality, we should do what is right and avoid doing what is wrong. When it comes to legal thinking, it is held in most liberal societies that grave other-regarding harm should be the primary justification for the use of coercion and constraint. In the paper, all these aspects are examined in more detail. In multicultural Western societies more and more frequently members of ethnic minority groups behave and act in ways which the majority find 'different', 'strange' or 'alien', sometimes even 'irrational', 'threatening' or 'immoral'. Differences in action and behaviour range, for instance, from clothing and fashion accessories to the observance of religious holidays and the mutilation of the human body. The question that I propose to address in this paper is: How should the majority respond to these differences? Should the reaction be tolerant and permissive? Or should it be cautious and restrictive? Should the majority hold that individuals are entitled to act as they wish unless their actions inflict harm on other people? Or should they think that ethnic groups as collectives have rights which ought not to be violated by constraints on the behaviour of their members? The questions concerning the group rights of minorities have recently been discussed in considerable detail in the frameworks of communitarianism and deontological liberalism. However, the difficulty with these approaches is that they presuppose complicated and sometimes metaphysically and ideologically loaded accounts of liberty, personal identity and interpersonal relationships. I have therefore opted for a simpler and more accessible starting point.

Lord of the Flies Character Monolgues Essay

Jack’s monologue Oh god, what have I done? Simon, Piggy, it’s entirely my fault. I can’t express what I feel, the pain, it’s overmastering and mind numbing. Ralph if only you could understand the grief that I am going through, in-fact maybe you do? Maybe you’re hurting far more than me. Their deaths will get engraved in my conscience until the day I die. I would do anything Ralph, anything to get your forgiveness. At the moment I don’t think you can bare to look at me, I can barely look at myself. I mean how can I? I’m a murderer. Only if I had the courage to say all this to you, I know the old me would have. No-one will understand the desire and hunger I felt hunt, it was pure exhilaration. I guess that is when things began to get out of hand. My mind became warped by the desire to kill, spill blood and maim. It was over-powering I tried to control it but the day Simon died I let out all my rage. It felt good. Jealousy played its part as well; jealousy of you being leader and you liking Piggy more than me. Piggy was the easiest person to bully he was so vulnerable yet you Ralph kept sticking up for him. This made me even angrier towards him. I will pay for my sins by going to jail when I return to England but the pain in my head is nothing compared to jail. What more can I say? Only that I’m sorry†¦ Ralph’s monologue I can’t even begin the express the feeling of loss I have for both Simon and Piggy. They were my friends and they lost their lives trying to keep order. I hate Jack and I wish every day that it was he who had perished on the island and not Piggy or Simon. I suppose that I am to blame as well. Only if I had stopped Jack earlier none of this would have happened. The mere fact that I was once friends with Jack makes me sick. The flashbacks of that awful dance and Piggy tumbling off that cliff regularly haunt me. I can’t get them out of my head, maybe that’s a good thing because it means I will never forget their deaths or who caused them. The thought of Jack disgusts me, I cannot lay eyes on him for he is a murderer, a murderer who ruthlessly used his power to kill my friends. Eternity in jail is not enough for Jack, how can it be? Someone who has taken the life of another person unlawfully does not deserve the right to live. I shall write a book about my experience so that no one else has any indecisiveness about what to do in that situation. Thank God that most of the littluns are safe, I suppose they weren’t a big enough trophy for Jack to conquer. Roger has to pay as well, although Jack controlled the actions of his tribe I was always uneasy with Roger because I felt that if Jack was not there, Roger would be the one to lead their tribe. Now I hope that Piggy and Simon are living happily in heaven and when Jack dies, there is only one place he should go†¦ Roger’s monologue I shall blame Jack for killing Simon and Piggy. In court I will say that he forced me to dislodge the boulder and kill Piggy. Hahaha no one will know that it was my full intention to kill. I will play for the sympathy vote in court and put on my best act so that it is Jack who gets sent down, not me. I feel like I missed out, I could’ve tortured so many more people during my stay on the island. Oh well now its back to civilisation and rules and laws. How boring! I long for a chance to do everything again but this time I would make myself chief. I wonder what has happened to the beast. Maybe it will haunt that island forever. Now I am free because there isn’t any beastie where I live, hehe. I can do what I like. Ralph seemed a good leader at first but he was too preoccupied with the ‘fire’ and rescue. Jack was a better leader but he never fully got to that stage of really wanting to cause pain to theto the other children on the island. Instead it was always hunting with him. He wasn’t able to see that I was bored hunting pigs. I wanted to hunt littluns. Samneric’s monologue We were scared of Jack, really really scared. We hope that Ralph doesn’t think that we betrayed him. We couldn’t help it Jack forced us to join him, he said that if we didn’t he would torture us. Roger also kept making threats to us and eventually it slipped out that you were hiding nearby. Our time in Jack’s tribe was really quite boring and scary. At all times we were frightened that if we did anything wrong, Jack or Roger would hurt us. Almost all of the boys felt that way, we only did what Jack told us to do because we were scared of him, there wasn’t any other reason. Poor Piggy, he was really dear to us and we miss him loads. We should’ve pushed Roger of from the cliff in retaliation but we were too stunned at the time. The shameful nature of our actions when were with Jack cannot be excused, especially the night Simon died. We didn’t leave early that night like we had told Ralph and Piggy but we saw and took part in the dance albeit on the outside. That island made fools out of us, we hope to never return their again. Looking back it is hard to see how things turned out so bad. Probably the main reason things got out of hand was Jack’s need for leadership. Many a time we saw that Jack hated following the orders of someone else. We will try to forget this solemn event in our lives†¦ Evidence for the religious perspective: Evil within man , island= eden, forget previous life, lack of moral/spiritual guidance caused sin+ destruction, created a primitive tribe religion, only god can save 1) evil with man–> golding believes this otherwise why make the character of Simon?(he is the one who says the beast is themselves) 2) eden, hmm not always, described as scar, other island has jagged rocks etc, but simon’s hideaway eden like, fruit is mentioned a LOT. 3) god does not save, simon fails, message that Golding is saying we cannot use God as an excuse for this, we must change this ourselves 4) much evidence for lack of moral guidance, no parent to give this, children think it is ok to torture each other + all the other horrible acts committed on the island 5) jack creates a ‘rival’ religion to Ralph’s one, boys like jack’s more due to the ancestral desire for meat, hunting. Ironically, there is a sort of ‘order’ in Jack’s religion because every1 is so scared of doing anything wrong, they don’t do anything. This works against them when they are ordered to kill, etc The legal angle, Cannot be held wholly responsible due to age, did they understand right from wrong?, premeditated? 1) well, ofc they cannot be held wholly responsible, they were only 12 years old 2) they could be because certainly Roger knew right from wrong, yet still he chose wrong, jack on the other hand was blinded by his passion for hunting 3) some actions were premeditated, the trap thought of by Jack at their new hideout 4) he sed that they cud use it to kill any1 who comes 5) simon’s death was not really premeditated, the boys got swept up in a mad deep passion which caused them to kill him 6) Roger+Jack however can be convicted of Piggy’s death, not of simon’s if some1 sed that they shud be convicted of simons death then all of the boys including Ralph+Piggy wud be convicted because of the first death caused by the huge fire, hmm maybe Piggy exempt+ littluns, rest convicted The moral view–>similar to psychiatrists view and parts of religious view. The other children slowly absorb Jack’s views because he is the head of that particular family, jack however turned nasty due to a return to primeval instincts. Cruelty flourishes in conditions where there is much fear, lack of parental guidance, feeling of nothing to lose , despair Hard to see if Jack felt despair, but certainly Ralph and Piggy do, instead they do not give up hope–> golding says ‘capacity for selflessness and love’ this is shown by Piggy (towards littluns + Ralph (when he helps the crying one talk bout beastie)) Simon shows love towards all of nature, but he is not understood by others and is called ‘batty’. Again lack of parental guidance to tell them right from wrong†¦+ children not on island are ‘going wrong’ so imagine the difficulty for children on an island†¦ Humanist view: Fear- no one escapes fear, shown by the ‘beast’ not including simon (he is afraid of speaking out) Tyranny,- Jack becomes a servant of his own thirst for blood,he does not rule himself, the hunger does, gets power and the situation becomes worse, breaks away from Ralph

Conflicting Perspectives Ted Hughes Essay Example

Conflicting Perspectives Ted Hughes Essay Example Conflicting Perspectives Ted Hughes Essay Conflicting Perspectives Ted Hughes Essay Essay Topic: The Shawshank Redemption Textual form has the ability to differentiate whether or not a text accomplishes an idea the composer is attempting to create. The way in which a composer represents different perspectives throughout texts can have the power to influence and induce their audience to analyse and understand their purpose in a subjective way. Ted Hughe’s famous poems within his anthology ‘Birthday Letters’, Sylvia Plath’s moving poetry relating to Hugh’s, and the contradictory film by Stephen King, ‘The Shawshank Redemption’ are three examples of texts that have conflicting textual form. Hughe’s articulate and diversely structured poetry regarding Plath and their association encourages the audience to understand the situations within their relationship from his perspective. Hughe’s poem, ‘Sam’ is his version of Plath’s ‘Whiteness I Remember’ reflecting on the memory of a horse riding incident. A variety of techniques are used throughout the poem creating conflicting textual form, including the use of rhetorical questions, ‘Did you have a helmet? How did you cling on? ’Immediately this personalizes the poem as if he is talking to Plath herself. The tone and emotive language during the poem also intensifies Hughe’s sentiment towards Sylvia. Imagery is used frequently throughout the text, and in conjunction with alliteration, ‘that horribly hard swift river’ reinforces the intensity of the situation and involves the audience by allowing them to visually imagine the scene, dramatising the situation from Hughe’s position. Controversially Plath’s poetry leads her audience to perceive the events and information through her assortment of techniques and conflicting emotions. A conflict to Hughe’s perspective represented in ‘Sam’ is Plath’s poem, ‘Whiteness I Remember’ conveying her account of the particular situation. Plath’s outlook is very emotional and uses techniques to assist her in portraying the event from her perspective. Metaphor is used in the expression ‘green grass steaming, houses a river of pale fronts’ to suggest a sense of risk or danger assisting Plath to effectively appeal to the emotions and grasps the audience’s attention to imagine the situation. Different forms of texts have the ability to manipulate audiences including the contradictory film, ‘The Shawshank Redemption’. This film is based on a murder and uncertainty through misleading events which the composer has created to generate conflicting textual form. Through an array of techniques the film has the ability to have power over the audience’s judgement in a subjective approach. Film techniques contribute to the success the film has depicting conflictive perspectives. The transitional flashback of scenes at the beginning of the film demonstrate the two outlooks of the situation, one presenting the court who believes that Andy Dufresne is guilty of the crime, and the other screening Andy’s version of the situation where he stubbornly proclaims his innocence. Mis-en-scene used during the film conveys a series of conflicting themes, including freedom and imprisonment and respect and insolence. King has created the characters within the film to assist him produce the biased initiative within the text and conflict the audience’s beliefs. It is not until the end of the film when the key distorted techniques that King incorporates take place, concluding the film, plot and the expedition of the characters that have been shaped to his Kings controlling intentions he is able to create conflicting perspectives. In conclusion it is apparent that a composer’s textual form of any text, whether it may be a film, poem, novel or article is capable of manipulating their audience accordingly. In studying and analysing both Hughe’s and Plath’s poetry this is even more obvious as the two contradict each other. Although ‘The Shawshank Redemption’ doesn’t relate to the other selected texts directly, all three texts are comparable as they share conflicting perspectives. During the study of these texts the audience can conclude individual perceptions based on the depiction of events, characters and qualities and situations that have been conflicted by the composers, and individually determine the intensions behind the truths.

Human resource management The WritePass Journal

Human resource management Introduction: Human resource management Introduction:Asian and Western Management StylesWestern Management Education:Eastern Management Education:  Indian Human resource Management:Future Assumptions Observed to be a part of human resource management:Management Education:Challenges for the management education:Conclusion:References:Related Introduction: Human Resource Management is also a strategic and comprehensive approach to managing people and the workplace  culture  and environment. Effective HRM enables employees to contribute effectively and productively to the overall company direction and the accomplishment of the organizations goals and objectives. As competitors strive to win the war for talent, effective human resource management is necessary to gain true competitive advantage in the marketplace. Three challenges faced by nations and companies in 19th century are shown in Curtis (2006)   Ã¢â‚¬Å"The Century of the Self† Part 1 are sustainability, technology, and globalization. Curtis (2006) Sustainability is the potential for long-term maintenance of wellbeing, which has environmental, economic, and social dimensions. Globalization requires attention to â€Å"more than conducting business across national borders but also entails expanding com ­petition for almost every type of organization presenting management with the challenge to operate in diverse cultural settings† (Edwards, 2006) Globalization represents the structural making of the world characterized by the free flow of tech ­nology and human resources across national boundaries as well as the spread of Information Tech ­nology and mass media presenting an ever-changing and competitive business environment. Globalization makes national culture an increasingly strategic issue that has to be faced and properly managed. The problem is the balancing of the global trends in human resource management with the influence of national culture because many aspects of HRM are affected by differences in national culture. Custis (2006) analyze the problem of balancing seemingly opposing forces (globalization and the influence of national culture) and to identify trends in HRM during 20th century across coun ­tries: USA, Germany and United Kingdom. Curtis (2006) Technology not only changes the administration of human resources (HR), but also changes organizations and work. HR professionals must be able to adopt technologies that allow the reengineering of the HR function, be prepared to support organizational and work-design changes enabled by technology, and be able to support the proper managerial climate for innovative and knowledge-based organizations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   By far the most significant drivers of strategic change in the world today, globalization and technology innovation, are accelerating at a pace that will make them even more important in the decade ahead. Globalization is proceeding differently in different industries , driven primarily by: increasingly similar demands of end users for global products: changing needs and capabilities of global customers , underlying economics of scale and scope in research , product development , and manufacturing . Technology enables firms within an industry to capture economics of scale and scope by going global, global firms rely on technological innovation to enhance their capabilities. Technology is thus both driven by, and key driver of globalization. Asian and Western Management Styles Management style is the set of philosophies or principles by which the management exercise control over the workforce and bind diverse operations and functions together in order to achieve organizational goals. Earlier research found that firms which tend to employ the participative (or Western) management style favor allowing workers to enhance their professional skills. In contrast, it has been suggested that centralized decision-making, the traditional Asian management style, which is characterized by paternalistic leadership, collectivist orientation and greater power distance between managers and workers, could impede individual creativity (Thompson, 1965) and hence hold back the development of professional skills. Western Management Education: It is now widely accepted that HRM, as a concept, was initially popularized in the USA . In fact , the teaching of management and business as education subjects was first pioneered in the united states. Wharton Business School, which was created in 1881 .In contrast, Cranfield School of management and London Business School, which were the first two schools in Europe , were created in 1965. (Locke, 1989) The Americans were first into the field not only of management, but also of human resource management and arguably have developed hegemony in what the subject involves and what is good practice (Brewster, 2000). HRM is viewed as a logical and rational system. From this viewpoint of seeking, Fomburn et al.(1984) state that the activity of managing HR consists in a five-step cycle: selection , performance, appraisal , rewards and development. Indeed, all firms have to manage this (or a similar) process regardless of where they are in the world. However, it is helpful to consider the management of HR not as a strict system of ‘rational’ processes but as the process of managing people. People cannot be ‘managed’ in a vaccum, they are managed within a context.(e.g. cultural, social, educational, religious, geographical, legal, historical). The process of HRM is therefore not neutral, it is surrounded by cultural, social and other norms characteristic of human beh avior. Although the American development of HRM first appeared akin to a scientific process , a number of writers have since put it into context and characterized a so-called US- Model of HRM or in some formulations, a ‘uni-versalistic’ model, since its proponents argue that it can be applied anywhere in the world. It is important to spend some time reflecting on what underpins the notion of American HRM as it follows other complementary positions to be refined. (Harzing Ruysseveldt, 2004) The findings summarized here provide an illustration of nationally bounded collective mental maps about organizations that seem to resist convergence effects from increased professionalization of management and intensity of international business. Neighboring western nations seem to be forming fairly differentiated images of organizations and their management. This attempt to use a comparative phenomenological approach to the study of organization seems to elicit findings that cast serious doubt on the universality of management and organizational knowledge and praxis It may be very well be that the management process in these western countries is as much culture blund as their cooking , and that international management has to avoid the trap of international cuisine. National cultures may still offer some genuine recipes. Eastern Management Education: Human resources management in East Asian   With the reforms of the employment system, a new system, a new terminology of human resource management came to China in the middle of the 1980s.Warner(1995, 1997). Initially, HRM as an academic concept was introduced by joint teaching arrangements between Chinese and foreign universities as well as in management practice in foreign-owned enterprises, mainly from japan,   the US and Europe (warner ,1995). The translation of HRM into Chinese is renliziyuan guanli (with the same Chinese characters as in Japanese) which means ‘labour force resources management’.   But in fact , some people now use it misleading as a synonym for ‘Personnel Management’ (renshi guanli) and indeed treat it as such (Warner,1997). This form of older personnel management practice is still very common in SOEs and a fair degree of conservatism continues to pervade the administration of personnel in such enterprises. Certainly, it is still very far from the initial concept of HRM as understood in the international community (Poole, 1997). In parallel, attempts were made to import ‘enterprise culture’, a ‘code-word’ for adopting and adapting the Japanese model (Chan, 1995). This is normally found in firms entering JV arrangements with Japanese multinational companies or where the Japanese have set up wholly owned firms on site. East Asia has been surge economic growth since 1960s. Its cultural background has undoubtedly played a significant role in this process. There is a core value- system based on the combined characteristics of Confucianism, Daoism and war strategies which still has a strong influence on Asian HRM, although clearly exceptions also apply.   Indian Human resource Management: Indian Management practioners and academics have developed a distinctive approach to Human Resource Development. HRD approaches are increasingly playing a role in organizational responces to issues arising from liberalization. Accustomed to operating in protected markets, organization are having to learn to manage combining the virtues of conflicting market models , rather than relying exclusively on a single set of pre-conditioned theoretically validated policies. HRD therefore addresses the need to arrest deteriorating values, building up organizational and cultural strengths, broadening the philosophy of tolerance and sacrifice and displaying deep concern for people (Rohmetra, 1998). HRD as a ‘humanistic ’ concept and a subsuming norm that guides management approaches to its employees has come to assume a critical role in Indian management philosophy , HRD involves a paradigm shift from old approach of control to the new approach of involvement and self-development (s ilvera,1988) and would be more closely aligned with the ‘soft’ approach to HRM. HRD is similar to the concept about the rights and duties of human beings about which democratic constitutions the world over consider inalienable and inseparable from human nature, and has similarities to the United Nation Development Programme’s concept of a nations human development. HRD is therefore a humanistic concept that places a premium on the dignity and respect of people and is based on a belief in the limitless potential of human beings. It emphasizes that people should not be treated as mere cogs in the wheel of production, but with respect as human beings. As humanistic concept HRD proposes that human beings should be valued as human beings , independent of their contribution to corporate productivity or profit. The various underlying attitudes symbolizing respect for people’s dignity, trust in their basic integrity and belief in their potential, should lead to the creation of an environment in companies in which individual should find fulfillment in work and seek newer horizons for themselves and the enterprise (Rohmetra, 1998). HRD practices in Indian companies attempt to blend western and eastern ideas and systems of people management. This concept of HRD attempts to be more comprehensive and meaningfull than utilitarian concepts evolved in Anglophone countries. It has come to denote a planned way of developing and multiplying competencies, and the creation of an organization climate that promotes the utilization and development of new competencies. Culture building is seen as a part of its agenda. (Jackson, 2002) Future Assumptions Observed to be a part of human resource management: Legge (1999) states that the new assumptions observed to be a part of human resource management are: Proactive, system – wide interventions with, emphasis on fit, linking HRM with strategic planning and cultural change. People are social capital capable of development Coincidence of interest between stakeholders can be developed Seeks power equalization for trust and collaboration Open channels of communication to build trust , commitment Goal orientation Participation and informed choice Management Education: Management education in schools of business and public administration has received less attention than other aspects of the study of management. There is a contradiction on Management Education which is not being adequately confronted. As attempts is made to change organizations or some part of them to more democratic structures, so the ability of education and training to facilitate that change seems to be losing ground. There is no single reason for this, yet it seems to be chiefly because our collective skill in the design of education or training experiences has outstripped our understanding of some of the fundamental process involved. In particular, it seems to have overlooked the function which education servers in preparing people for membership work organizations. Research in management education has not been a source of inspiration, Although problems abound , certain basic issues are generic. One issue is the criterion problem in management education research. Criteria that have been utilized have often been chosen for convenience   rather than for therotical or practical relevance. Freedman and cooper (1982) Challenges for the management education: One of the challenges for the management educator is to make a judicious choice amongst the teaching methods is to ensure that individually or in combination they facilitate translation and / or transfer , and that this facilitation is not achieved to the general detriment of either of the learner reactions identified. Meeting this challenge, teaching methods require a certain robustness , contributing to the solution of two separate if related problems , whilst achieving their goals and maintaining their appeal to an audience which is most likely to be heterogeneous in respect   of the learners reactions it displays. To meet the challenge the management educator must be able to justify the learner reactions of participants prior to observing their consequences. Reflecting on past courses, conferences or other learning events, we can often identify participants whose behavior, in one or more sessions conforms to the broad descriptions, almost stereotypes, that have been outlined. Fortunately, a number of sources other than observation can also be used to estimate the extent and nature of an audience’s heterogeneity. Evidence for the range of orientations can be gleaned from pre-event questionnaires. Such questionnaires, by identifying the balance of participants are a useful aid when determining the particular mix of teaching methods which can be effectively used. The need for the continued growth of knowledge and practice in the field of HRM and management education is a viewpoint and collaboration between management scholars, academicians and practitioners and also between the disciplines of business, psychology, engineering and economics. Specifically, ones need to develop and incorporate into ones thinking an appreciation for the practitioners and academicians share the same concern for accurate description of present work conditions, yet the data itself needs to be provided by the practitioners. Beck and cox (2003) Conclusion: One means of ensuring that HR practices are consistent with labor-market requirements be to staff the HR function with host country nationals. This paper shows differences in HR practices in different nations. European history has been charged with conflict and alliances for two thousand years. Yet, from the beginning, there have been attempts to unify Europe. It may be that, in future as flexibility, adaptability and agility increasingly become sources of competitive advantage , the value of coherence and unity enjoyed by countries such as the USA and Japan is lessened and the value of diversity increases. If so, then regions like Europe, with its capacity to draw on substantial diversity , may be in a better position to respond to the challenges of the modern era. Social entrepreneurship has significant potential to make positive and sustainable changes for the betterment of society’s long-lasting and problematic issues, such as pervasive poverty and widespread hunger. References: Brewster, C. (2000), ‘European Human Management’, in M. Warner (ed.), International Encyclopedia of business and management: Management in Europe . London: Thomson. Pp. 81-93. Beck , J and Cox, C. (2003), Management education, Department of management Sciences , The university of Manchester Institute os science and technology chapter 1. Curtis, A. (2006) The Century of Self. [Online] available from informationclearinghouse.info/article12642.htm [accessed on 13 July 2011] Edwards T., Rees Ch., (2006). IHRM: Gloaba ­lization, National Systems and Multinational Com ­panies. Prentice Hall   310,   pp. Freedman, R.D and Cooper C. (1982), Management Education   Issues in Theory , research and practice, university of Manchester UK chapter 1. Fomburn, C., Tichy , N. and Devanna, M. (1984) Strategic Human Resource Management , New York : wiley. Jackson, T. (2002) ,International HRM: A cross-cultural Approach, London, 2002, Chapter 10, pp. Legge,K. (1999)  Human resource management Critical perspectives, vol: 1, pp209 – 260. Locke, R. (1989). Management and higher Education since 1940, The Influence of America and Japan on West Germany , Great Britain and France. Cambridge: Cambridge University Press. Rohmetra, J. (1998) Human resource development: Experiences, Intervention, Strategies, New Delhi. Silvera, D.N. (1998) ,Human resource development New India publications. Thompson, A. (1965), Bureaucracy and Innovation, Administrative Science Quarterly, chap: 10, pp1-20. Warner, M. (1995) The Management of Human Resourses in Chinese Industry, London: Macmillan. Warner, M. (1997) The Management- Labour Relations in the new chinese Economy, Human Resource Management Journal, 37(4), pp. 30-34. Human Resource Management Introduction Human Resource Management ]. Eyraud, F., Marsden, D. Silvestre, J.J., 1990. Occupational and internal labour markets in Britain and France. International labour review, 129 (4), pp. 501-517. Green, A., 2001. VET systems, youth employment, and social benefits. Available at: Llakes organization website www.llakes.org/wp-content/uploads/2011/08/Green-Soro-presentation.pdf [Accessed 11 June 2012]. Greenan, J.P. Mustapha R.B., 2002. The role of vocational education in economic development in Malaysia: Educator’s and employer’s perspective. Journal of industrial teacher education, 39 (2). Available at: Virginia tech digital library http://scholar.lib.vt.edu/ejournals/JITE/v39n2/mustapha.html [Accessed 16 June 2012]. Organization for Economic Cooperation and Development., 2010. Learning for jobs: synthesis report of the OECD reviews of vocational education and training, Paris, OCED. Nijhof, W.J., Heikkinen, A. Nieuwenhuis, L., 2003. Shaping flexibility in vocational education and training: institutional, curricular, and professional conditions, Boston,   Kluwer Academic Publishers. Peterson, J. Green, A., 2008. The role of vocational education and training in enhancing social inclusion and cohesion. Luxemburg: Office for Official Publications of the European Communities. Available at www.cedefop.europa.eu/etv/Upload/Projects_Networks/ResearchLab/ForthcomingRepot/Volume-1/03-Preston.pdf [Accessed 11 June 2012]. Rainbird, H., 1994. The changing role of training function: a test for the integration of human resource and business strategies. Human resource management journal, 5 (1), pp. 72-90. Rauner, F. MacLean, R., 2009. Handbook of technical and vocational education and training research, Dordrecht:   Springer. Silberman, H.F., 1982. Education and work, Chicago: National Society for the Study of Education.