music censorship Essay examples -- essays research papers

MUSIC CENSORSHIP, 1950 till now 1952 The Weavers are boycotted because of the radical political convictions and relationship of a few individuals. In 1953 six provinces in South Carolina pass enactment prohibiting jukebox activity whenever close enough to hear a congregation. During 1954 Stephen Foster tunes are altered for radio to evacuate words, for example, "massa" and "darky." For radio airplay the apparent medication reference "I get no kick from cocaine," is changed to "I get scent from Spain." in Cole Porter's great "I Get a Kick out of you." In 1955 Former radio disk jockey Pat Boone starts a vocation by discharging "sanitized" renditions of dark R&B hits. Boone's adaptations of these melodies regularly contain altered verses, for example, subbing "drinkin' Coca Cola" for "drinkin' wine" in T-Bone Walker's "Stormy Monday" and "Pretty little Susie is the young lady for me" rather than "Boys, don't you realize what she do to me" in Little Richard's "Tutti Fruitti." During 1956 ABC Radio Network bans Billie Holiday's interpretation of Cole Porter's "Love for Sale" from the entirety of its stations on account of its prostitution subject. Stations keep on playing instrumental forms of the melody. .... The Parks Department in San Antonio, Texas, evacuates all awesome records from jukeboxes situated at city pools, naming it "jumpy, hot stuff" that is inadmissible for teenagers. ... 1957 Producers of the Ed Sullivan Show train cameramen to show Elvis Presley just from the abdomen up on his third and last debut on the program on January seventh. Dreading the impacts of the "hedonistic, inborn rhythms" of awesome music, in March Chicago's Cardinal Stritch bans mainstream music from all Catholic-run schools. ... 1958 The Mutual Broadcasting System drops all awesome records from its system music programs, calling it "distorted, tedious, boisterous music." ... 1962 New York Bishop Burke denies Catholic school understudies from moving to "The Twist." Burke considers R&B music, and its related moves, to be lascivious and un-Christian. 1963 The FBI starts gathering information on society vocalists Phil Ochs. Ochs is one of a few mainstream artists to be followed by the FBI during their professions (Bob Dylan, Jim Morrison, Pete Seeger and Woody Guthrie... ...." ... The Roman Catholic Diocese of Providence restricts "Danny Boy" and other common tunes from being performed during memorial service masses. ... Following the September eleventh fear based oppressor assaults, Clear Channel Communications, the biggest proprietor of radio broadcasts in the United States, discharges a rundown of more than 150 "lyrically questionable"songs that stations might need to pull from their playlists. Hardly any tunes depict unequivocal viciousness, yet most have figurative topics that ring a piece excessively near the catastrophes. The rundown, containing music from pretty much every classification in famous music, incorporates Sugar Ray's "Fly," "Jet Airliner" by Steve Miller, Nine Inch Nails'; "Head Like a Hole," AC/DC's "Shoot to Thrill" and "Highway to Hell," Pat Benatar's "Hit Me with Your Best Shot," "Dust in the Wind" by Kansas, Jerry Lee Lewis' "Great Balls of Fire," REM's "It's the End of the World as We Know It," &am p;quot;Only the Good Die Young" by Billy Joel, Dave Matthews Band's "Crash Into Me," "Nowhere to Run" by Martha & the Vandellas, and all melodies by Rage Against The Machine.

Argumentative Essay Samples - Using Argumentative Essay Samples

Argumentative Essay Samples - Using Argumentative Essay SamplesArgumentative essay samples are important for you to have the necessary information that you need to craft a persuasive argumentative essay. A persuasive essay is what people generally use when they are writing an essay on an issue or topic that needs to be resolved in the students' minds.Argumentative essay samples and other writing samples can be found on the internet and many are free of charge. This is a wonderful resource for you to obtain good information about how to write a persuasive essay. As you continue reading this article, you will understand how an argumentative essay is different from the rest of the essays that are being written by your fellow students.Although an essay cannot make any statement about the overall situation, it should focus on a single idea and exploit it in order to achieve the best possible impact on the readers. An essay that is well written is one that captures the attention of the rea der without getting him or her bored with the content of the essay.There are many different topics that a student can explore. For example, he or she can write an essay on geography or even one about history. You may also want to investigate on history, social issues, politics, culture and many other issues that you can write about.You should first of all make sure that you know the techniques that you need to use to attract the attention of the readers on various subjects. You should therefore gather information about the techniques that can help you in writing persuasive essays. With this information, you will be able to write a persuasive essay.However, you should not limit yourself to just the opinion page. You should ensure that you go beyond it and take up the responsibility of writing something that the readers are going to find interesting. This will make your essays more engaging and will give you more chances to write an effective essay. There are a lot of websites and blo gs that offer free writing sample and they would be the best sources to locate arguments and other writings samples. These sites should contain samples that are written by writers who have succeeded in writing essays on a variety of topics.To help you in determining which of the essay samples is really worth checking out, you should be able to learn some of the basic writing skills by learning the skills required in writing an argumentative essay. This is important so that you can write more effectively and that you do not get bored with the topic.

Blog Archive Studying for and Struggling with the GMAT The Most Common Issues

Blog Archive Studying for and Struggling with the GMAT The Most Common Issues With regard to the GMAT, raw intellectual horsepower helps, but it is not everything.  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Have you been studying for the GMAT for a while now but find yourself struggling to lift your score? Perhaps you have some problems of which you are unaware, or you are studying in an inefficient or ineffective way. This article includes links to a number of additional articles. If you see something that applies to your situation, follow the link! First, read this short article:  In It to Win It. Time Management Almost everyone has timing problems; many people  think  they do not, but they are wrong. If you have been studying for a while but your score does not seem to be changing  much, then one of the culprits is probably timing. Another common sign: your practice test scores fluctuate up  and  down. Next,  analyze your most recent practice test  to see whether you have any timing problems and, if so, what they are. Then  read this time management article  and start doing what it says. Content You may also, of course, have content problemsâ€"maybe  modifiers are driving you crazy, or combinatorics. Not all content areas have equal value. Some areas are more commonly tested than others, and those areas are obviously worth more of your time and attention. For example, modifiers are very commonly tested, but combinatorics questions are infrequent. If you are struggling with this topic, good news! Forget about it. How do you know which areas are more or less commonly tested? This changes over time, so ask your instructor or post the question on some GMAT forums. (Not sure how best to use GMAT forums?  Read this!) The test review we discussed in the time management section will also tell you your content strengths and weaknesses. Your next task is to figure out  how  to study in a more effective way. How to Study Many people do huge quantities of problems, but we are not going to memorize all these problems. If that is what you have been doing and you are struggling or taking forever, stop now! What we want to do instead is use the current practice problems to help us  learn how to think  our way through future new problems. When doing GMAT-format problems, be aware that roughly 80% of your learning comes  after you have finished doing the problem. Your goal here is  not  to do a million questions but to do a much more modest number of questions and really analyze them to death.  Here is how  to review GMAT practice problems. You can find additional articles illustrating this process  here, in the How to Study section. Super-High Score Goal What if you are going for a super-high score (730+) and find that you are stagnating? Maybe you have hit 700 but cannot get past that mark. First, do you really need such a high score? Not many schools will reject a 700-scorer  for that reason. If you are determined to push into the stratosphere, learn  the differences between a 700-scorer and a 760-scorer. A super-high scorer has certain skills and habits,  and you  will need to learn how to develop them. Also, recognize that you might need outside help from a class or tutor to make this leap. My Score Dropped! Have you experienced a big score drop (more than 70 points) on a recent practice test or an official exam? I know you are disappointed, but you are not alone. Your task now is to  figure out what went wrong, so that you can take steps to get back to the pre-drop level. Something Else? Finally, if you just cannot figure out what is holding you back, then you likely need the advice of an expert. You can get free advice on various forums (including the  Manhattan Prep forums!). You could also take a class or work with a tutorâ€"this will cost money, of course, but if you have really been banging your head against the wall for a long time, then you might decide the investment is worth it. Share ThisTweet GMAT Blog Archive Studying for and Struggling with the GMAT The Most Common Issues With regard to the GMAT, raw intellectual horsepower helps, but it is not everything.  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Have you been studying for the GMAT for a while now but find yourself struggling to lift your score? Perhaps you have some problems of which you are unaware, or you are studying in an inefficient or ineffective way. This article includes links to a number of additional articles. If you see something that applies to your situation, follow the link! First, read this short article:  In It to Win It. Time Management Almost everyone has timing problems; many people  think  they do not, but they are wrong. If you have been studying for a while but your score does not seem to be changing  much, then one of the culprits is probably timing. Another common sign: your practice test scores fluctuate up  and  down. Next,  analyze your most recent practice test  to see whether you have any timing problems and, if so, what they are. Then  read this time management article  and start doing what it says. Content You may also, of course, have content problemsâ€"maybe  modifiers are driving you crazy, or combinatorics. Not all content areas have equal value. Some areas are more commonly tested than others, and those areas are obviously worth more of your time and attention. For example, modifiers are very commonly tested, but combinatorics questions are infrequent. If you are struggling with this topic, good news! Forget about it. How do you know which areas are more or less commonly tested? This changes over time, so ask your instructor or post the question on some GMAT forums. (Not sure how best to use GMAT forums?  Read this!) The test review we discussed in the time management section will also tell you your content strengths and weaknesses. Your next task is to figure out  how  to study in a more effective way. How to Study Many people do huge quantities of problems, but we are not going to memorize all these problems. If that is what you have been doing and you are struggling or taking forever, stop now! What we want to do instead is use the current practice problems to help us  learn how to think  our way through future new problems. When doing GMAT-format problems, be aware that roughly 80% of your learning comes  after you have finished doing the problem. Your goal here is  not  to do a million questions but to do a much more modest number of questions and really analyze them to death.  Here is how  to review GMAT practice problems. You can find additional articles illustrating this process  here, in the How to Study section. Super-High Score Goal What if you are going for a super-high score (730+) and find that you are stagnating? Maybe you have hit 700 but cannot get past that mark. First, do you really need such a high score? Not many schools will reject a 700-scorer  for that reason. If you are determined to push into the stratosphere, learn  the differences between a 700-scorer and a 760-scorer. A super-high scorer has certain skills and habits,  and you  will need to learn how to develop them. Also, recognize that you might need outside help from a class or tutor to make this leap. My Score Dropped! Have you experienced a big score drop (more than 70 points) on a recent practice test or an official exam? I know you are disappointed, but you are not alone. Your task now is to  figure out what went wrong, so that you can take steps to get back to the pre-drop level. Something Else? Finally, if you just cannot figure out what is holding you back, then you likely need the advice of an expert. You can get free advice on various forums (including the  Manhattan Prep forums!). You could also take a class or work with a tutorâ€"this will cost money, of course, but if you have really been banging your head against the wall for a long time, then you might decide the investment is worth it. Share ThisTweet GMAT Blog Archive Studying for and Struggling with the GMAT The Most Common Issues With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Have you been studying for the GMAT for a while now but find yourself struggling to lift your score? Perhaps you have some problems of which you are unaware, or you are studying in an inefficient or ineffective way. This article includes links to a number of additional articles. If you see something that applies to your situation, follow the link! First, read this short article:  In It to Win It. Time Management Almost everyone has timing problems; many people  think  they do not, but they are wrong. If you have been studying for a while but your score does not seem to be changing  much, then one of the culprits is probably timing. Another common sign: your practice test scores fluctuate up  and  down. Next,  analyze your most recent practice test  to see whether you have any timing problems and, if so, what they are. Then  read this time management article  and start doing what it says. Content You may also, of course, have content problemsâ€"maybe  modifiers are driving you crazy, or combinatorics. Not all content areas have equal value. Some areas are more commonly tested than others, and those areas are obviously worth more of your time and attention. For example, modifiers are very commonly tested, but combinatorics questions are infrequent. If you are struggling with this topic, good news! Forget about it. How do you know which areas are more or less commonly tested? This changes over time, so ask your instructor or post the question on some GMAT forums. (Not sure how best to use GMAT forums?  Read this!) The test review we discussed in the time management section will also tell you your content strengths and weaknesses. Your next task is to figure out  how  to study in a more effective way. How to Study Many people do huge quantities of problems, but we are not going to memorize all these problems. If that is what you have been doing and you are struggling or taking forever, stop now! What we want to do instead is use the current practice problems to help us  learn how to think  our way through future new problems. When doing GMAT-format problems, be aware that roughly 80% of your learning comes  after you have finished doing the problem. Your goal here is  not  to do a million questions but to do a much more modest number of questions and really analyze them to death.  Here is how  to review GMAT practice problems. You can find additional articles illustrating this process  here, in the How to Study section. Super-High Score Goal What if you are going for a super-high score (730+) and find that you are stagnating? Maybe you have hit 700 but cannot get past that mark. First, do you really need such a high score? Not many schools will reject a 700-scorer  for that reason. If you are determined to push into the stratosphere, learn  the differences between a 700-scorer and a 760-scorer. A super-high scorer has certain skills and habits,  and you  will need to learn how to develop them. Also, recognize that you might need outside help from a class or tutor to make this leap. My Score Dropped! Have you experienced a big score drop (more than 70 points) on a recent practice test or an official exam? I know you are disappointed, but you are not alone. Your task now is to  figure out what went wrong, so that you can take steps to get back to the pre-drop level. Something Else? Finally, if you just cannot figure out what is holding you back, then you likely need the advice of an expert. You can get free advice on various forums (including the  Manhattan Prep forums!). You could also take a class or work with a tutorâ€"this will cost money, of course, but if you have really been banging your head against the wall for a long time, then you might decide the investment is worth it. Share ThisTweet GMAT

Analysis Of Julia Alvarez s How I Learned At Sweep

In Julia Alvarez’s, â€Å"How I Learned to Sweep,† she uses an extended metaphor, similes, and imagery to convey the image that the narrator is not in the best mental state. Alvarez uses the idea of sweeping to express the narrator’s fear of the bad things in her life. â€Å"How I Learned to Sweep† explains a story of when a little girl first starts to sweep. The girl had often seen her mother sweep, yet she never taught her daughter. Once the girl is finished sweeping the floor of the house, the television catches her attention. She now begins to see images of the current war, The Vietnam War, and this is intriguing to her. After gazing away from the television, she realizes that the floor, she had been sweeping does not seem to be clean for her anymore. She begins to sweep again, but in her mind, the images she saw on television were too overwhelming. Her mother enters the room and turns off the television and the floor appears to be clean again. The ide a of the dust that was scattered throughout the floor represented the narrator’s mental state. She had been watching soldiers die on her television that was flooding her mind and causing her trouble. Throughout the poem, Alvarez uses the idea of â€Å"sweeping† as an extended metaphor that represents getting rid of the negative aspects in someone’s like. The narrator first explains, â€Å"My mother never taught me to learn how to sweep.† Children’s minds are normally filled with joy and innocence and the mother realizes this and she hopesShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use mate rial from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers

Brave New World Roles Of Women - 1495 Words

In Aldous Huxleys Brave New World, a society is presented in which every aspect of life is tightly controlled and humans are more like lifeless machines. However, in this attempt at a utopian society, glimmers of humanity are shown through several characters in the novel. Though the characters surrounding the central action are male, two very important women are also portrayed. These two woman are used to not only dispute the sexism demonstrated by men, but also in response to the womens rights issues at the time the novel was written. From the surface, one may conclude that Huxley simply includes women in the plot to balance the story. However, when further examined, the female characters, Linda and Lenina, are in many ways emotionally†¦show more content†¦This again shows Leninas attempt to escape from the harsh reality of her brainwashed society. All the times that Lenina resorts to soma use, it is due to a recognition that her life and world are not perfect and in contro l, but rather full of people who have no grasp on real freedom and control. Though she does not directly fight the power that dominates society, her apperception of the problem exhibits a greater intelligence and understanding of the Brave New World. Leninas final defining factor that separates her from the men in the novel, namely John, is her ability to love. It appears to be a mutual love between Lenina and John, but it is exposed later that Johns love for her is only because of his love for his mother. Lenina on the other hand immediately thinks that John is such a nice-looking boyï ¿ ½ with a really beautiful bodyï ¿ ½ (117). This is the beginning of her adoration of John. She wonders what it would be like to make love to a Savageï ¿ ½ (166) which makes her curiosity and interest in John obvious. Finally to her friend Fanny she admits that she likes himï ¿ ½ (166). After many encounters, Lenina gets the courage, with the help of soma, to face John and attempt to seduce him. She goes to his room in a white acetate satin sailor suitï ¿ ½ (189) which is like the pearl imagery when Lenina is first introduced invokes a sense of innocence in her love for John. John cannot be with her due to his connection between herShow More RelatedLiterary Criticism Of Feminist Criticism1145 Words   |  5 Pageswith female characters and reevaluating the world in which literary works are read. B. Answers to bulleted questions: †¢ How is the relationship between men and women portrayed? Both men and women in Brave New World have very different roles in society. The novel clearly shows that men are superior in all areas of life, such as work positions and the way they act. However, women maintain a higher standing in social situations. Males are leaders of the World State whereas females are treated as sexRead MoreFrankenstein Essay1374 Words   |  6 PagesCompare Shelley’s Presentation of Women in Frankenstein with that of Brave New World Throughout the novel, Frankenstein, a feminist theme subtly pervades the novel, and is crucial to the characters of the story, the plot line and the setting of the novel. The reasons for the creation of the monster lie within Frankenstein s own familial relationships, especially with the grief he experienced at the loss of his mother. Frankenstein is riddled with passive female characters who suffer throughoutRead MoreBrave New World By Aldous Huxley1525 Words   |  7 PagesA Brave New Feminist The novel Brave New World written by Aldous Huxley in 1932 is known for its social satire, utopian values, and unusual standpoints on stereotypical gender roles. In this time where futuristic technology has completely taken over, and men and women are given the same opportunities for everything, â€Å"the genders appear equal within the social order; both men and women work at the same jobs, have equal choice in sexual partners, and participate in the same leisure pursuits† (MarchRead MoreBrave New World By Aldous Huxley1016 Words   |  5 Pages Brave New World shares a variety of similarities and differences with today’s society like drug use, love and marriage, religion, and technology. This novel explains the way at which a government was made to create a perfect society. This society was divided into five different classes. Each class held a different role or responsibility in the government, similar to our government today. Although this â€Å"perfect† society was created, it turned out to have many flaws. Some individuals, like BernardRead MoreAnne Hutchinson1309 Words   |  6 Pageswhose strong religious convictions caught the attention of many puritans in the New England area. She was a key role model in the developing time of New England’s colonies and was also recognized for her contribution to the history of women’s ministry. Hutchinson stood up for what she believed in, even when it wasn’t the popular opinion. She was and still is a role model for women and religious leaders all over the world. Born to a family with strong puritan believes and a father that wasRead MoreBrave New World Literary Analysis845 Words   |  4 PagesIn Brave New World, Aldous Huxley uses vivid imagery, metaphors, and other literary devices to show that the government becoming corrupt under all of the facades they put out. He separates the government corruption into two categories; political and social. In Brave New World Huxley brings out the social and political issues he sees in the government by using satire and literary devices in his works. In Brave New World the â€Å"people† of the society rely on drugs, sex, and brainwashing to keep peaceRead More72F. Mr. Fredrick. Advanced English 9 - 7. February 8,999 Words   |  4 Pagesmany of his problems in Brave New World. Huxley wrote a work that not only made the reader look upon Huxley’s time, but also make them look at their own and make a connection to see if the reader had similar problems still occurring. Literary de vices such as characterization and allusions were used by Huxley to give the reader an idea of what was occurring in Huxley’s lifetime. Throughout Brave New World Huxley expressed three main problems: religion, the role of women in society, and the idolizationRead MoreThe Handmaids Tale By Margaret Atwood And Brave New World1498 Words   |  6 PagesThe Handmaids tale by Margaret Atwood and Brave New World by Aldous Huxley are both dystopian fiction novels. In both novels all the aspects of society are controlled by the government. In Brave New World Characters in the novel are kept happy through drugs and society’s roles are determined depending on the genetics and lack of education. However in Handmaids Tale characters are controlled by secret police and very strict social rules and societal roles are determined by your lack of reproductiveRead MoreAnalysis Of Brave New World 1732 Words   |  7 Pagespotentially cause one to feel ousted or distress. Totalitarianism creates no outlet for personal growth, and as seen in Brave New World. Totalitarian societies strip people of their basic human right, free will. Totalitarian governments impair the success of individuals, ultimately failing society. Totalitarian societies damage one’s individuality and feeling of self-worth. In Brave New World, we see that for some characters there is no healthy concept of self-esteem or worth present. Psychologist considerRead MoreBrave New World and Anthem Comparison Essay1092 Words   |  5 PagesThe Government’s Different Ways of Controlling People In both Brave New World and Anthem the underlying themes are very similar. The government controls every aspect of people’s lives, everyone is supposed to be perfectly happy with what role they are given, and the main character do not fit into what the government was deemed normal. While both books have these very similar traits, there are many differences as well; the way the government controls the people, as well as the form of government

Ideology Bias Toward Society s Dominant Groups Ideology

Ideology Bias In society, our knowledge is often based on experiences and influences we gain over time. This could range from the teachers who taught us how to count when we were in grade school to culture and the values our family or friends embedded into our brain. Knowledge is a powerful aspect of human beings that can shape how we know the world and how the world is changing. But understanding how we gain our knowledge is crucial before we can use it as such a tool. In the book, Is Everyone Really Equal?, the authors used their knowledge of social justice to share their perspective of the relationships between the minority and dominant group in society. However, the ideas and claims presented in this book shows a clear pattern of bias toward society’s dominant groups ideology. As the authors talks about the social inequalities in society, they often based their interpretation of the issue with evidence supported by research done by other people. However, the authors shou ld have also included interviews of people with first hand experience as evidence for their arguments to allow the reader to have a deeper perspective of the issue. For example, in regards to colorblindness, the authors states â€Å"colorblindness is not actually possible; we do in fact see race and it does have social meaning consequence† (pg. 172). Currently, colorblindness isn’t possible, but ideas of it has been brought in books such as The Giver by Lois Lowry. In this book, society is constructed soShow MoreRelatedPower And Pleasure Of The Media1488 Words   |  6 PagesPower and Pleasure in the Media. By Andrew Clements 10185344 Figure 1. Media plays a significant role in controlling societies thoughts, actions and beliefs through complex messages and conventions. From the moment we’re able to see, think and understand, we interpret these messages and conventions instinctively. These in tern quite literally shape the way we think, view or perceive stereotypes– or in other words â€Å"contextualize† us. An example of this is evident in Figure 1, which depictsRead MoreDiscovering The World Around Us Begins The Moment We Are1575 Words   |  7 Pagesright and wrong. Society has constructed the views of what is right and what is wrong. Unconsciously, the caregiver instills these views into the child. The same views that were once instilled into them. Social Construction begins at birth, with the Social Construct of Gender. When a baby is born the focus is always on the sex of the baby. Is it a boy or a girl? Who decides this? The physicians delivering the baby do. These physicians, who hold a superior position in our society, decide the sexRead MoreKarl Marx s The German Ideology2228 Words   |  9 PagesGerman Ideology, Karl Marx explores and attempts to shape a definition of ideology. Marx says that ideology is the production of ideas, of conceptions, of consciousness, all that men say, imagine, conceive (Blunden). Marx goes on to say that this includes language of politics, laws, morality, religion, metaphysics, etc. (Leitch 655). Subscribing to the idea of base and superstructure, Marx identifies ideology as the superstructure of a civilization. The dominating ideas of a society are whatRead MoreEarly Exposure Of Foreign Literature1425 Words   |  6 PagesLiterature, has, from the time of its introduction to society , been one of the foremost tools used for social action and change. From describing social climate and conditions to using satires to bring about desired adjustments, literature has played a very important role in the development of social attitudes. Albrecht’s 1954 essay on the relationship between literature and society sums it up perfectly; literature not only acts as a reflection of society but also has an influence on cultural ideals andRead MorePre Colonial India Is Characterized By Independent Self Sufficient Villages With Various Customs And Laws Essay1682 Words   |  7 Pagespolitical and religious laws. The differences can be observed in the groupings created by the caste system paired with social hierarchy. With the advent of colonialism these institutions were challenged. The introduction of English ideals and political ideology placed strain on the relationship between foreign rulers and the indigenous people. Law changes regarding the taxation of imports and exports exploited India’s economy (Bally 38). The economic and moral developments these changes created purposedRead MoreThe Relationship Between Police Brutality And African Americans1350 Words   |  6 Pages as well as racial ideology. These forms of discrimination cause racial inequalities which bring about a lack of opportunity and mistreatment. This paper will focus on the relationship between police brutality and African Americans. Let me be clear though police brutality affects the lives of minorities in general, but mostly this epidemic causes repercussions for African Americans due to racial ideologies by individuals as well as institutions. The systemic injustice towards African American isRead Morehe Impact of Heteronormativity on the Transgender Community In society, children are taught1200 Words   |  5 Pageshe Impact of Heteronormativity on the Transgender Community In society, children are taught expectations as to what is sociably acceptable: who to like, what to wear, and where to live, based on of the environment they grew up in. As children grow up, and go on through life, they then begin to impose these expectations onto the people around them. More often than not these societal expectations conform with that of a heteronormative mindset1. In a modern western context, heteronormativity is theRead MoreThe Relationship Between Police Stops, Perceptions Of Bias1181 Words   |  5 Pagessearches. However, perceptions of bias may also contribute to how black people interpret their future encounters with the police. Thus, while white people usually view the police stops they experience as legitimate
blacks may question the motives of the police and treat such encounters with great suspicion. Furthermore, black distrust of the police could impact their demeanour during police encounters. A negative demeanour towards the police could lead to less respectfulRead MoreThe Westwood Village Memorial Park Cemetery And The Los Angeles National Cemetery1517 Words   |  7 Pagesenforcement. These two distinct cemeteries may only appear to share relativity through their short distance, but they also symbolize many cultural aspects of the American ideology. The Westwood Village Memorial Park Cemetery and the Veterans Cemetery reinforces American societal conformities and ideals by perpetuating the idea of gender bias, displaying extreme idolization of celebrity status, and imprinting religious affiliation. Through tombstone appearance, cultural imprints on the tombstones, and categorizationRead MoreEvolution And Devolution Of The Mass Media994 Words   |  4 Pagesincreasingly shaped by the mass media. Throughout our country s relatively modern political history, what the masses consume on television, radio, newspapers, and now the Internet, guides and shapes a person s respective political ideo logy in a significant manner. Although numerous factors are involved in shaping a political ideology, the media is the most crucial as it is the most consistent influencing factor throughout a person s lifetime, and acts as the ongoing catalyst of nationwide political

Time Management for BIM and Construction Management -myassignmenthelp

Question: Discuss about theTime Management for BIM and Construction Management. Answer: Now, from the research, it is been recommended that constructions industries or organizations need to focus on the planning as well specification of objectives of the project management practices to determine the time for each operation. It is the responsibility of project manager to analyse the situations and offer proper guidelines to the team members that will help to complete the tasks in the stipulated time frame. Periodization of tasks would be a better technique for managing the time in the project management practices as the tasks will allocate more time by considering the importance (Griffith.et al. 2014). This kind of approach will help to spend the right time on the right activities and support in the achievement of objectives. By maintaining the two way communication the time management can also be improved as checking of updates and organizing the process accordingly will help to meet the deadlines and complete the tasks. Findings In a project time management is an essential element that helps to manage and accomplish the project in the given time period. In the previous stages, different approaches to time management and planning of time have been evaluated for managing the project of construction. Stage 1 has identified the information about risks and issues that can be a reason of the failure of the project (Walker, 2015). The study has analysed that, construction project is more complex and time consuming that requires proper scheduling of the tasks as well risks that can influence the process of working. From the study, it has been carried out that allocation of time for each task is important to meet the objectives more professional manners. For managing the time, the project manager could use different tools and techniques that will involve the setting of deadline and milestone for completing the task in the stipulated time period. In the current scenario, the manager set the deadline for each task by considering the future operations and allocate the work to the team according to skill and capabilities. The deadline for the project helps the team members to divide the tasks by considering the operations that require more time to meet the objectives (Kelly.et al. 2014). The setting of a deadline in construction project allows the management to complete the each phase of operation without conflicts. Hence, it can be considered that time management is performed for project management that leads the project for successful completion. The study has carried out that, manager of the project may include the different tools and techniques for planning of time on the basis of type and size of the operations in particular construction. The process of time management in the construction project requires effective planning, the delegation of role and responsibilities, prioritization of tasks and spending the right time on right activity (Hardin and McCool, 2015). The study has undertaken case of construction industry of Malaysia which has been conducted by CIOB. The project management practices of the organization in this industry are facing a tough time due to inadequate time management approaches that leading to failure or delay in the project. According to the analysis of the case, the major reason behind the failure in the construction project management is unawareness about the tools and techniques of time management (Sears.et al. 2015). Moreover, lack of experience in the utilization of project management tool is having a significant impact on the planning and development as well implementation of a construction project to achieve the objectives in the specific period of time. As per the evaluation of the case, it is been found that Malaysian construction industry failure rate is 43.55% due to improper time management. From the case of Egyptian construction industry, it is been carried out that failure in the project is due to inefficiency in the management of time for specific tasks. The case study provided data which shows significant results such as 18.45 % failure in construction due to contract time schedule. 29.33 % and 26.67 % of the failures were due to the inefficient construction of flowchart and other hard skills which are to be employed in project management (Koo.et al. 2015). Moreover, the top management of the project was lacking in the setting the goals and objectives for a specific project which is affecting the overall process of completing the construction project within the time. The target and goals that have been sated by the management were unrealistic which are hard to manage by the team members. The lack of planning in construction is also increasing the rate of failure in the planning of the organization to complete the project in the given time period. The practices of kee ping records and evidence of managing the project deadline are not sufficient which also having the adverse impact on the management practices to complete the tasks in the given time period (Harris, and McCaffer, 2013). For a construction project, there are many technical equipment is being used for managing the practices as well scheduling of the operations and tasks. The effective utilization and training to staff members will be helpful to overcome the issues of time management. From the analysis of studies, it is been carried out that proper linked network and effective scheduling of operations will be helpful for organizations to manage the time and overcome the rate of failure by 8% (Cannon and Hillebrandt, 2016). As per the analysis of cases, it is been find out that implementation of advanced tools and software in the practices of construction will help to complete the project in the given time period as traditional time management approaches are having the lacking in monitoring of the tasks as well offering the proper details to employees to meet the deadline with requirements. In addition to this, the structure of organization and distribution of role and responsibilities are also having a direct impact on the time management. The frequency of distribution of practices is influencing the decision making of organization or employees to find the proper time for research and correction in the activities that can minimize the time of overall project practices. The adaptation of new tools and techniques according to requirements of the construction project will help to overcome the risk of delay in the projects (Cheng and Teizer, 2013). References Cannon, J. and Hillebrandt, P.M. eds., 2016.The Management of Construction Firms: Aspects of Theory. Springer. Cheng, T. and Teizer, J., 2013. Real-time resource location data collection and visualization technology for construction safety and activity monitoring applications.Automation in Construction,34, pp.3-15. Griffith, A., Stephenson, P. and Watson, P., 2014.Management systems for construction. Routledge. Hardin, B. and McCool, D., 2015.BIM and construction management: proven tools, methods, and workflows. John Wiley Sons. Harris, F. and McCaffer, R., 2013.Modern construction management. John Wiley Sons. Kelly, J., Male, S. and Graham, D., 2014.Value management of construction projects. John Wiley Sons. Koo, C., Hong, T. and Kim, S., 2015. An integrated multi-objective optimization model for solving the construction time-cost trade-off problem.Journal of Civil Engineering and Management,21(3), pp.323-333. Sears, S.K., Sears, G.A., Clough, R.H., Rounds, J.L. and Segner, R.O., 2015.Construction project management. John Wiley Sons. Walker, A., 2015.Project management in construction. John Wiley Sons.

Julian Casablancas - Phrazes for the Young free essay sample

When the Strokes released their debut album, â€Å"Is This It,† in 2001, sporting seemingly shampoo-proof mops, seedy Chucks and an attitude that would usher in a new generation of cool, they were on top of the world. Their music, Manhattan hedonism embodied in every careless riff and lethargic bass line, made them critics darlings and they couldnt have cared less. They were the new rebels, too unaffected to actually do anything save look really, really cool. As frontman, Julian Casa ­blancas was frenetic, effortless, collected. Two albums (one good, one not so much) and a three-year hiatus later, a lot has changed. On his debut solo album, â€Å"Phrazes for the Young,† Casablancas, former master of nonchalance, tries  ­really hard to make you like him. His synth-y experimentalism seems more lacquered than layered, and his attempt at Oscar Wilde-like repartee only yields clunky platitudes. On â€Å"Phrazes for the Young,† named after Wildes pamphlet of epigrams, Phrases and Philosophies for the Use of the Young, Casablancas tries to rival the albums namesake in wit. We will write a custom essay sample on Julian Casablancas Phrazes for the Young or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The problem is, rather than thinking up brilliantly cutting remarks, Casablancas provides quippy clunkers like â€Å"Its nice to be important but its more important to be nice,† from â€Å"4 Chords of the Apocalypse.† Freed from the Strokes garage-revival label, Casablancas shifts toward a more textured electronic sound. No shortage of digital doodads round off the characteristic roughness of Casablancas voice, stripping him of the imperfect appeal his former growl provided. On â€Å"Phrazes,† Casablancas ventures toward the mainstream, earning mass appeal with radio-ready futuristic pop. Though Casablancas really makes an effort to prove his value as a solo artist, he gets a bit mixed up along the way. He tries out electro-soul on â€Å"4 Chords of the Apocalypse,† Manhattan-meets-country kitsch on â€Å"Ludlow St.,† and Top 40 balladry on â€Å"Tourist.† Casablancas shines on the charmingly airy â€Å"11th Dimension,† which floats along with jaunty danceabilty, and the albums best song is â€Å"Glass,† a hauntingly pretty, seriously dystopian tale. But on â€Å"Out of the Blue,† 31-year-old Casa ­blancas sounds as though hes reflecting on a life coming to an end. The song takes Wildes Phrases phrase â€Å"To be premature is to be perfect† a bit too literally. Oscar Wilde was a strong  ­believer in the supremacy of youth. Casablancas, in his  ­attempts to emulate him, seems more like the elder aristocrats Wilde so often mocked. With the Strokes, Casablancas wrote about the New York lifestyle he knew and ended up with concise pop-rock gems. On â€Å"Phrazes for the Young,† he treads on high-minded ground and loses himself along the way.

Biography of Judith Resnik, NASA Astronaut

Biography of Judith Resnik, NASA Astronaut Dr. Judith Resnik was a NASA astronaut and engineer. She was part of the first group of female astronauts recruited by the space agency, and the second American woman to fly in space. She participated in two missions, logging a total of 144 hours and 57 minutes on orbit. Dr. Resnik was part of the ill-fated Challenger mission, which exploded 73 seconds after launch on January 28, 1986. Fast Facts: Judith A. Resnik Born: April 5, 1949 in Akron, OhioDied: January 28, 1986 in Cape Canaveral, FloridaParents: Sarah and Marvin ResnikSpouse: Michael Oldak (m. 1970-1975)Education: Bachelors in Electrical Engineering from Carnegie Mellon University, doctorate in Electrical Engineering from the University of MarylandInteresting Fact: Judith A. Resnik planned at one time to become a concert pianist. She was accepted at Juilliard School of Music but turned it down to study mathematics. Early Life Born on April 5, 1949, in Akron, Ohio, Judith A. Resnik grew up under the influence of two talented parents. Her father, Marvin Resnik was an optometrist who had served in the Army in World War II, and her mother, Sarah, was a paralegal. Resniks parents raised her as an observant Jew and she studied Hebrew as a child. She was also very much interested in music, planning at one time to become a concert pianist. Many of her biographies describe Judith Resnik as a very strong-minded child, bright, disciplined and talented at whatever she set out to learn and do. Official NASA portrait of astronaut Dr. Judith A. Resnik. NASA   Education Judith (Judy) Resnik went to Firestone High School, graduating as valedictorian of her class. She actually had a place waiting for her at Juilliard School of Music in New York but elected instead to study mathematics at Carnegie Mellon University. While there, she began studying electrical engineering. She did her masters degree work at the University of Maryland. Eventually, she went on to get a Ph.D. in the subject in 1977. While pursuing her graduate studies, Resnik worked at RCA on missile and radar projects for the military. Her research into integrated circuitry caught NASAs attention and played a role in her acceptance as an astronaut. She also did research into biomedical engineering at the National Institutes of Health, with a particular interest in vision systems. During her graduate studies, Resnik also qualified as a professional aircraft pilot, ultimately piloting NASA T-38 Talon aircraft. During the years before her eventual acceptance at NASA, she worked in California, getting ready for the application and tryout process. NASA Career NASAs first class of female astronauts: Shannon W. Lucid, Margaret Rhea Seddon, Kathryn D. Sullivan, Judith A. Resnik, Anna L. Fisher, and Sally K. Ride.   NASA In 1978, Judy Resnik became a NASA astronaut at the age of 29. She was one of six women accepted into the program and went through its rigorous years of training. She often cited the actress Nichelle Nichols (from Star Trek) as an influence on her decision to join NASA. In her training, Resnik focused on all the systems astronauts were required to know, and paid particular attention to robotic arm operations, as well as the deployment of orbiting experiments and solar array systems. Her work on the ground focused on tethered satellite systems, spacecraft manual control systems, and software applications for the remote manipulator systems.   Astronaut Judith Resnik during egress training at NASA. NASA   Resniks first flight took place aboard the space shuttle Discovery. It was also the maiden voyage for the spacecraft. With that mission, she became the second American to fly, following the first woman, Sally Ride. Many viewers of the IMAX film The Dream is Alive first saw her as the astronaut with long, flowing hair, fast asleep on orbit during one of the scenes.  Ã‚   Astronaut Judith Resnik (left) and crewmates aboard space shuttle Discovery in 1984.   NASA Resniks second (and last flight) was aboard the space shuttle Challenger, which was to carry the first teacher to space, Christa McAuliffe. It broke up 73 seconds into launch on January 26, 1986. Had that mission been successful, she would have been one of the mission specialists, working on a variety of experiments. In her short 37-year lifespan, she logged 144 hours and 57 minutes on orbit, worked toward two degrees in science, and pursued both her work and her hobbies (cooking and car racing) with equal intensity.   Personal Life Judith Resnik was briefly married to engineer Michael Oldak. They had no children, and both were engineering students when they met. They divorced in 1975.   Memorial plaque at the Astrononaut Memorial wall in Florida. This Dignity Memorial bears the names of all who have died in space-related mishaps. Seth Buckley, CC BY-SA 3.0 Awards and Legacy Judith A. Resnik was honored many times after her death. Schools are named for her, and theres a lunar crater on the far side of the Moon called Resnik. The Institute of Electrical and Electronics Engineers established an award in her name, given to people who make outstanding contributions to space engineering. At the Challenger Centers, a network of museums and centers named for the Challenger 7, she holds a place of interest and honor, particularly for female students. Each year, NASA honors lost astronauts at the Memorial Wall and space mirror at the Kennedy Space Center Visitor Center in Florida, including the Challenger Seven who died in the 1986 tragedy.   Sources Dunbar, Brian. â€Å"Memorial for Judith Resnik.† NASA, www.nasa.gov/centers/glenn/about/memorial.html.NASA, NASA, er.jsc.nasa.gov/seh/resnik.htm.NASA, NASA, history.nasa.gov/women.html.â€Å"Remembering Judy Resnik.† Space Center Houston, 21 Jan. 2019, spacecenter.org/remembering-judy-resnik/.Suleyman, www.jewishvirtuallibrary.org/judith-resnik.

Mulitcultralism and how it affects education Essay

Mulitcultralism and how it affects education - Essay Example Culture shapes human behavior, attitudes, and values. Human behavior results from a process of socialization, and socialization always takes place within the context of specific cultural and ethnic environments. A person's humanity cannot be isolated or divorced from his or her culture or ethnicity. One cannot be human without culture and ethnicity, and one cannot have culture and ethnicity without being human. Now multiculturism becomes the focus point for educators and policy makers to be included and becomes necessity to include it in their planning process itself. In the shrinking world where different nationalities interacting with each other on the regular basis and people are moving freely within the world, education become the central point of interaction between them. People are moving outside world for education only. So people having different language, set of ethos and social value to attitude as well as behavior interacts with each other simply affects the education. Eac h & every Govt. and Educators have to take care of these change and multiculturism phenomenon and understanding has to be included in the curriculum itself. Now multiculturism becomes part of the education system as a whole and a whole lot of theories of multicultural education is being shown us the further path for educational development and research. Schools are microcosms of mainstream society (LaBelle, 1976). In their procedural norms, codes of behavior, structural arrangements, and distribution of power, privilege, and responsibility, they mirror Anglo centric cultural values. Just as classroom teachers, school administrators, and policymakers carry their cultural experiences and perspectives into their educational decisions and actions, students from various ethnic and cultural backgrounds do likewise in their learning attitudes and behaviors (Gay, 1994). Teaching about cultural pluralism is the most traditional and common approach. It is primarily content centered, with an emphasis on developing units of instruction (lessons, modules, courses) about the history, heritage, contributions, and social issues of ethnic groups. These units may be designed to be included in any school subject, but most often appear in social studies, language arts, and fine arts. Another manifestation of this approach is analyzing textbooks and other instructional materials for their treatment of people of color and revising them when necessary to increase their accuracy and overall representation of cultural diversity. Multicultural education means different things to different people. Multicultural education relates to education and instruction designed for the cultures of several different races man education system. This approach to teaching and learning is based upon consensus building, respect and fostering cultural pluralism within racial societies. Multicultural education acknowledges and incorporates positive racial idiosyncrasies into classroom atmospheres (Tisdell, 1995). Multiculturism affects specifically the learning environment. A particular classroom, including the instructor or facilitator and the learners in a specific learning situation, constitutes the learning environment in this sense. Of course the specific learning environm

Downsizing and Globalization In the USA and the UK Assignment

Downsizing and Globalization In the USA and the UK - Assignment Example The cost is the international rationalization process, which is currently wreaking havoc in the labor market, particularly in certain parts of Europe. The primary reason for the adoption of downsizing and globalization strategies by firms is to achieve cost-cutting and increase revenue by capturing the global market (Scholte, 2005:132). However, this results in serious implication for the economy of the country of origin, as more workers lose their jobs and plunge into poverty, which significantly reduces the standards of living. The cost is the international rationalization process, which is currently wreaking havoc in the labor market, particularly in certain parts of Europe. The primary reason for the adoption of downsizing and globalization strategies by firms is to achieve cost-cutting and increase revenue by capturing the global market (Scholte, 2005:132). However, this results in serious implication for the economy of the country of origin, as more workers lose their jobs and plunge into poverty, which significantly reduces the standards of living. Reasons for Downsizing In essence, downsizing refers to the planned elimination of jobs or positions. Many corporations and business have used, or are likely to use, the strategy to achieve different goals. In the United States, for instance, approximately 43 million jobs were slashed off between 1979 and 1995. Evidently, this is a significant portion of the workforce (Archibald, 2009:321). Companies adopt downsizing measures due to a number of factors that affect the organizational and work structure, including computerization, consolidations, globalization, and divestment. These factors create a new attitude towards employment, a new workforce, and over and above all, reduced job morale, and security. The prevalent increase in global business has led to more competition in the marketplace (Slaughter and Swagel, 1997). In addition, the increasing rate of technological advancement enables businesses to achieve higher productivity and run their global businesses smoothly.  Often, companies are unable to keep up with the enormous technological advancement introduced into the market every month. The subsequent shift from producing products to providing services often leads to reengineering and downsizing of many companies. Companies employ downsizing strategies in financial attempts to produce larger revenue margins. Holding other factors constant, the fewer the employees a company has, the more productive and efficient the workplace. Conventionally, the remaining workers feel obliged to become more efficient in quality and speed, as well as the significant reduction in the use of company resources (Archibald, 2009:325).

Organisation Learning Essay Example for Free

Organisation Learning Essay Where Argyris and Schon were the first to propose models that facilitate organizational learning, the following literatures have followed in the tradition of their work: Argyris and Schon (1978) distinguish between single-loop and double-loop learning, related to Gregory Batesons concepts of first and second order learning. In single-loop learning, individuals, groups, or organizations modify their actions according to the difference between expected and obtained outcomes. In double-loop learning, the entities (individuals, groups or organization) question the values, assumptions and policies that led to the actions in the first place; if they are able to view and modify those, then second-order or double-loop learning has taken place. Double loop learning is the learning about single-loop learning. ?March and Olsen (1975) attempt to link up individual and organizational learning. In their model, individual beliefs lead to individual action, which in turn may lead to an organizational action and a response from the environment which may induce improved individual beliefs and the cycle then repeats over and over. Learning occurs as better beliefs produce better actions. ?Kim (1993), as well, in an article titled The link between individual and organizational learning, integrates Argyris, March and Olsen and another model by Kofman into a single comprehensive model; further, he analyzes all the possible breakdowns in the information flows in the model, leading to failures in organizational learning; for instance, what happens if an individual action is rejected by the organization for political or other reasons and therefore no organizational action takes place? ?Nonaka and Takeuchi (1995) developed a four stage spiral model of organizational learning. They started by differentiating Polanyis concept of tacit knowledge from explicit knowledge and describe a process of alternating between the two. Tacit knowledge is personal, context specific, subjective knowledge, whereas explicit knowledge is codified, systematic, formal, and easy to communicate. The tacit knowledge of key personnel within the organization can be made explicit, codified in manuals, and incorporated into new products and processes. This process they called externalization. The reverse process (from explicit to implicit) they call internalization because it involves employees internalizing an organizations formal rules, procedures, and other forms of explicit knowledge. They also use the term socialization to denote the sharing of tacit knowledge, and the term combination to denote the dissemination of codified knowledge. According to this model, knowledge creation and organizational learning take a path of socialization, externalization, combination, internalization, socialization, externalization, combination . . . etc. in an infinite spiral. ?Nick Bontis et al. (2002) empirically tested a model of organizational learning that encompassed both stocks and flows of knowledge across three levels of analysis: individual, team and organization. Results showed a negative and statistically significant relationship between the misalignment of stocks and flows and organizational performance. ?Flood (1999) discusses the concept of organizational learning from Peter Senge and the origins of the theory from Argyris and Schon. The author aims to re-think Senges The Fifth Discipline through systems theory. The author develops the concepts by integrating them with key theorists such as Bertalanffy, Churchman, Beer, Checkland and Ackoff. Conceptualizing organizational learning in terms of structure, process, meaning, ideology and knowledge, the author provides insights into Senge within the context of the philosophy of science and the way in which systems theorists were influenced by twentieth-century advances from the classical assumptions of science. ?Imants (2003) provides theory development for organizational learning in schools within the context of teachers professional communities as learning communities, which is compared and contrasted to teaching communities of practice. Detailed with an analysis of the paradoxes for organizational learning in schools, two mechanisms for professional development and organizational learning, (1) steering information about teaching and learning and (2) encouraging interaction among teachers and workers, are defined as critical for effective organizational learning. ?Common (2004) discusses the concept of organisational learning in a political environment to improve public policy-making. The author details the initial uncontroversial reception of organisational learning in the public sector and the development of the concept with the learning organization. Definitional problems in applying the concept to public policy are addressed, noting research in UK local government that concludes on the obstacles for organizational learning in the public sector: (1) overemphasis of the individual, (2) resistance to change and politics, (3) social learning is self-limiting, i.e. individualism, and (4) political blame culture. The concepts of policy learning and policy transfer are then defined with detail on the conditions for realizing organizational learning in the public sector. Organizational knowledge What is the nature of knowledge created, traded and used in organizations? Some of this knowledge can be termed technical ? knowing the meaning of technical words and phrases, being able to read and make sense of economic data and being able to act on the basis of law-like generalizations. Scientific knowledge is ?propositional; it takes the form of causal generalizations ? whenever A, then B. For example, whenever water reaches the temperature of 100 degrees, it boils; whenever it boils, it turns into steam; steam generates pressure when in an enclosed space; pressure drives engines. And so forth. A large part of the knowledge used by managers, however, does not assume this form. The complexities of a managers task are such that applying A may result in B, C, or Z. A recipe or an idea that solved very well a particular problem, may, in slightly different circumstances backfire and lead to ever more problems. More important than knowing a whole lot of theories, recipes and solutions for a manager is to know which theory, recipe or solution to apply in a specific situation. Sometimes a manager may combine two different recipes or adapt an existing recipe with some important modification to meet a situation at hand. Managers often use knowledge in the way that a handyman will use his or her skills, the materials and tools that are at hand to meet the demands of a particular situation. Unlike an engineer who will plan carefully and scientifically his or her every action to deliver the desired outcome, such as a steam engine, a handyman is flexible and opportunistic, often using materials in unorthodox or unusual ways, and relies a lot on trial and error. This is what the French call ? bricolage, the resourceful and creative deployment skills and materials to meet each challenge in an original way. Rule of thumb, far from being the enemy of management, is what managers throughout the world have relied upon to inform their action. In contrast to the scientific knowledge that guides the engineer, the physician or the chemist, managers are often informed by a different type of know-how. This is sometimes referred to a ? narrative knowledge or ? experiential knowledge, the kind of knowledge that comes from experience and resides in stories and narratives of how real people in the real world dealt with real life problems, successfully or unsuccessfully. Narrative knowledge is what we use in everyday life to deal with awkward situations, as parents, as consumers, as patients and so forth. We seek the stories of people in the same situation as ourselves and try to learn from them. As the Chinese proverb says A wise man learns from experience; a wiser man learns from the experience of others. Narrative knowledge usually takes the form of organization stories (see organization story and organizational storytelling). These stories enable participants to make sense of the difficulties and challenges they face; by listening to stories, members of organizations learn from each others experiences, adapt the recipes used by others to address their own difficulties and problems. Narrative knowledge is not only the preserve of managers. Most professionals (including doctors, accountants, lawyers, business consultants and academics) rely on narrative knowledge, in addition to their specialist technical knowledge, when dealing with concrete situations as part of their work. More generally, narrative knowledge represents an endlessly mutating reservoir of ideas, recipes and stories that are traded mostly by word or mouth on the internet. They are often apocryphal and may be inaccurate or untrue yet, they have the power to influence peoples sense making and actions. Individual versus organizational learning Learning by individuals in an organizational context is a well understood process. This is the traditional domain of human resources, including activities such as: training, increasing skills, work experience, and formal education. Given that the success of any organization is founded on the knowledge of the people who work for it, these activities will and, indeed, must continue. However, individual learning is only a prerequisite to organizational learning. Others take it farther with continuous learning. The world is orders of magnitude more dynamic than that of our parents, or even when we were young. Waves of change are crashing on us virtually one on top of another. Change has become the norm rather than the exception. Continuous learning throughout ones career has become essential to remain relevant in the workplace. Again, necessary but not sufficient to describe organizational learning. What does it mean to say that an organization learns? Simply summing individual learning is inadequate to model organizational learning. The following definition outlines the essential difference between the two: A learning organization actively creates, captures, transfers, and mobilizes knowledge to enable it to adapt to a changing environment. Thus, the key aspect of organizational learning is the interaction that takes place among individuals. A learning organization does not rely on passive or ad hoc process in the hope that organizational learning will take place through serendipity or as a by-product of normal work. A learning organization actively promotes, facilitates, and rewards collective learning. Creating (or acquiring) knowledge can be an individual or group activity. However, this is normally a small-scale, isolated activity steeped in the jargon and methods of knowledge workers. As first stated by Lucilius in the 1st century BC, Knowledge is not knowledge until someone else knows that one knows. Capturing individual learning is the first step to making it useful to an organization. There are many methods for capturing knowledge and experience, such as publications, activity reports, lessons learned, interviews, and presentations. Capturing includes organizing knowledge in ways that people can find it; multiple structures facilitate searches regardless of the users perspective (e. g. , who, what, when, where, why,and how). Capturing also includes storage in repositories, databases, or libraries to insure that the knowledge will be available when and as needed. Transferring knowledge requires that it be accessible to everyone when and where they need it. In a digital world, this involves browser-activated search engines to find what one is looking for. A way to retrieve content is also needed, which requires a communication and network infrastructure. Tacit knowledge may be shared through communities of practice or consulting experts. It is also important that knowledge is presented in a way that users can understand it. It must suit the needs of the user to be accepted and internalized. Mobilizing knowledge involves integrating and using relevant knowledge from many, often diverse, sources to solve a problem or address an issue. Integration requires interoperability standards among various repositories. Using knowledge may be through simple reuse of existing solutions that have worked previously. It may also come through adapting old solutions to new problems. Conversely, a learning organization learns from mistakes or recognizes when old solutions no longer apply. Use may also be through synthesis; that is creating a broader meaning or a deeper level of understanding. Clearly, the more rapidly knowledge can be mobilized and used, the more competitive an organization. An organization must learn so that it can adapt to a changing environment. Historically, the life-cycle of organizations typically spanned stable environments between major socioeconomic changes. Blacksmiths who didnt become mechanics simply fell by the wayside. More recently, many fortune 500 companies of two decades ago no longer exist. Given the ever-accelerating rate of global-scale change, the more critical learning and adaptation become to organization relevance, success, and ultimate survival. Organizational learning is a social process, involving interactions among many individuals leading to well-informed decision making. Thus, a culture that learns and adapts as part of everyday working practices is essential. Reuse must equal or exceed reinvent as a desirable behavior. Adapting an idea must be rewarded along with its initial creation. Sharing to empower the organization must supersede controlling to empower an individual. Clearly, shifting from individual to organizational learning involves a non-linear transformation. Once someone learns something, it is available for their immediate use. In contrast, organizations need to create, capture, transfer, and mobilize knowledge before it can be used. Although technology supports the latter, these are primarily social processes within a cultural environment, and cultural change, however necessary, is a particularly challenging undertaking. Learning organization The work in Organizational Learning can be distinguished from the work on a related concept, the learning organization. This later body of work, in general, uses the theoretical findings of organizational learning (and other research in organizational development, system theory, and cognitive science) in order to prescribe specific recommendations about how to create organizations that continuously and effectively learn. This practical approach was championed by Peter Senge in his book The Fifth Discipline. Diffusion of innovations Diffusion of innovations theory explores how and why people adopt new ideas, practices and products. It may be seen as a subset of the anthropological concept of diffusion and can help to explain how ideas are spread by individuals, social networks and organizations.

Sociology Essay -- Sociology Essays

Sociology is a field which developed over a millennia ago, but it was not until the nineteenth century that it came into the fore as a bona fide social science, in need of its own classification apart from other social sciences. Sociology, 'the study of the process of companionship';(pg.396, Ambercrombie,Hill,Turner), is a discipline, which is not exclusively independent in and of its self, yet borrows from many other disciplines such as: history, geography, and anthropology. 'American sociology is fundamentally analytical and empirical; it proposes to examine the way of life of individuals in the societies … prefers to explain institutions and structures in terms of the behavior of individuals and the goals, mental states, and motives which determine the behavior of members of various social groups (pg.5,Aron).'; A specialization within Sociology is social stratification. This segment of sociology attempts to deal with the structures of any given society and ones' relationship with the institution. 'Social stratification means that inequality has been hardened or institutionalized, and there is a system of social relationships that determines who gets what, and why (pg.11, Kerbo).'; Through various paradigms, and theories we are able to come to a better understanding of social stratification. The paradigm that is most rational to my understanding of social stratification is the critical-conflict. In this paradigm the state embodies the interests of the "common citizen," and mediates between primitive human desires and the rational need for freedom and well being. Conflict theorists view that definitions of norms and values are also a source of conflict over who has the right to create laws and justice. As a consequence, not only behavior but also power relationships become important topics to study. Unlike the structural-functionalist view of society, which views harmony as the basis of order, conflict theorists see conflict as the natural state of social existence. Despite their critical examination of power relations, conflict theorists tend to accept the fundamental existing social arrangements, and instead of arguing for new social systems tend to argue for rearrangement of existing relations. 'This paradigm (critical-conflict) shares with the uncritical-conflict paradigm an image or model of society that considers conflict and... ...ack the essential tools such as: family name, wealth, and networking opportunities. These tools are utilized to gain access to the training necessary to achieve in a meritocracy like the United States. As the Upper Class and the Corporate Class wonder why those on the bottom are not able to 'pull themselves up by their boot straps'; and find solutions to their social, political, and economic predicament. The people on the bottom are screaming the solutions yet the Upper Class and Corporate Class are turning a deaf ear. Bibliography 1.) Abercrombie, Nicholas; Hill, Stephen; and Turner, Bryan S. The Penguin Dictionary of Sociology. Penguin Books.London: 1984 2.) Aron, Raymond, Main Currents In Sociological Thought. Anchor Books: 1968. 3.) Campbell, Ken. Http://cst.colorado.edu/psn/Marx/bio/Marx-karl/Granat/z.Html March 1,1999. 4.) Kerbo, Harold R., Social Stratification and Inequality: Class Conflict in Historical and Comparative Perspective. McGraw-Hill Companies,Inc. New York: 1996. 5.) McLellan, David., Karl Marx: Selected Writings. Oxford University Press: 1979. 6.) Tumin, M.,'; Some principles of stratification: A critical analysis.'; American Sociological Review, New York:1954

English Essay Essay

The writer, Moniza Alvi, has picked the perfect setting in the poem ‘An Unknown Girl’ for the narrator to explore her thoughts and feelings about her Indian birth culture- an Indian bazaar. Probably like Moniza who has dealt with getting to know her Pakistani birth culture after being raised in the UK, the Indian narrator has grown up away from her birth culture. Thrown in the middle of the Indian bazaar where everything is unfamiliar and strange to her much like her cultural identity. The writer has the narrator confront her culture head on forcing her through the process of emersion to come to terms with her culture and eventually embrace it as being an essential part of her identity. By finding connections between her western culture in which she was probably raised and this foreign eastern culture, the narrator develops strong feelings of longing to get to know her birth culture more. From the start of the poem, it is clear that the writer is effectively communicating the narrator’s feelings of disconnection with her eastern heritage. The repetition of the word ‘unknown’ effectively summarises her contact with her culture; it is something foreign to her. Her first thought of disconnection is the main feeling in her mind. The fact that through-out the poem she keeps repeating ‘evening’, which is usually a time when people are asleep and dreaming of important things in their lives, further highlights that her culture has been hibernating within her waiting for someone to wake it up. Presently her culture only exists in her dreams; it is not a reality in her daily life. The title ‘unknown girl’ suggests that her own identity is a stranger to her; she does not fully know herself as she has cut off an essential part of anyone’s identity; her birth culture. At the same time, the repetition of ‘unknown girl’ through-out the poem creates a chorus-like effect that effectively draws the reader’s attention to the fact that it is the ‘unknown girl’ who is hennaing her hand that will wake up the eastern culture within the narrator. The unknown girl represents what her culture is to her: foreign. Unlike the narrator, this ‘unknown girl’ has embraced her culture which is shown by the fact that she is ‘hennaing [her] hand’ which is a traditional eastern art and is wearing traditional ‘satin’ clothes. As the narrator gazes at this girl during the  long process of hennaing her hand, she probably has begun to wonder why she has not embraced the eastern heritage like this girl has. She is perhaps feeling a little timid about getting to know her culture though this unknown girl as the unknown girl ‘steadies’ her hand. In the first steps towards getting to know her culture, the narrator begins to see some beauty within this eastern culture. The writer effectively shows that the narrator now sees a clear link between her eastern and her western culture and realises there is beauty in both. Through the use of a metaphor, she compares the beautiful art of henna flowing elegantly on her hand to that of the traditional western art of ‘icing’ a cake. Icing a cake is naturally beautiful and artistic as well. This girl helps her to recognise that the Eastern traditional art of hennaing her hand since it is like ‘icing’ a cake is also a beautiful art-craft that obviously takes skills as the unknown girl is doing it ‘deftly’ and is, therefore, an art to be admired. Yes, she does recognise her culture and the beauty in it, but at this point she only associates it as belonging to the unknown girl only. The repetition of the third person pronoun ‘she’ and ‘her’ highlights that her culture is currently outside of her and only belongs to the girl hennaing her hand. It hasn’t yet seeped into her yet; the remains of her culture that the unknown girl has begun to give her at this point only exists on the outside- on her hand. Later on, she realises that the gift that has been given to her is priceless. ‘For a few rupees’ the unknown girl gave her something that she would value for life. It conveys that a rich gift like her culture was handed to her without any price. Through the process of hennaing her hand, the culture that was once a distant imagination has now become a reality. At this point in the poem, the writer effectively specifies colour into the poem. The mention of ‘balloons’ creates and image of bright colour in the reader’s mind. Since we are all familiar with balloons in our childhood and the carefree times associated with them at parties, the writer has also created an idea of joy and happiness one can experience through embracing their cultural identity. The colour along with the use of sustained use of traditional Indian dialect such as ‘kameez’ suggests that at this point, the narrator’s culture is becoming more of a reality; she can no longer ignore it. As the ‘unknown girl’ continues to henna, the narrator notes more beautiful aspects of her culture. As the henna is placed on her hands, she  is struck by the beauty of the ‘peacock lines’ and she reflects the beauty of the henna with the form of the poem itself. A peacock is a bird that only reveals its beauty by fanning out its colourful feathers, similar to how the radiance in her culture is gradually becoming aware to her. The colours like the ‘neon lights’ are vibrant suggesting her culture is alive and shining in the dark evening. At this point, we are made aware that the narrator’s culture is becoming more of a part of her reality as the ‘peacock spreads across [her] palm,’ suggesting that her culture will soon not be restricted to just her hand. So, while the peacock can be argued to represent the beauty that is unearthing in her birth culture, it could also be argued that since the peacock is a national bird of India, it can also represent the national pride that surrounds her eastern culture identity which foreshadows that she too will also find pride through embracing her eastern heritage. Furthermore, the fact that a peacock doesn’t reveal its beauty until it opens its feathers, suggests that one must be open and willing in order to notice the beauty in a foreign culture otherwise they might just be blinded by the negative images and blaring ‘neon’ lights. Despite recognising the beauty that surrounds her culture, the writer then shows us that the narrator is beginning to feel conflicted about her cultural identities. The dummies ‘tilt and stare’ at her as if they are judging and questioning her. The dummies are an external symbol of her internal struggle. They wear traditional clothing and yet have western perms. Through the personification of the dummies through their ’tilt[s] and stare[s]’ the writer suggests that the narrator feels as if they are mocking her, asking why she is embracing this eastern culture when the western one she comes from is far from superior. It makes her self-conscious, and yet again, she is left confused. She’s just like them; it’s like she can’t seem to decide whether to embrace the eastern or western culture. Can they both exist together? What’s more, the people in the bazaar itself only compound her conflicting feelings. It seems that people within this ‘neon bazaar’ are also being pulled into two directions as they have embraced many aspects of the western culture. The banners of â€Å"Miss India† make her wonder why she should embrace her eastern culture when people in her own culture have abandoned it. The Miss India contest is originated from the west; it requires females to be less modest than the eastern culture permits. The streets are ‘furious’ with sounds  which implies chaos and I imagine that is how she feels at the moment. Yet, it could also be argues that the banners for ‘Miss India’ also reinforce the idea that there is beauty in her culture. Probably due to her upbringing in the west, the narrator most like felt like she was different from the norm, but back in the eastern culture she sees that people that look like her are also considered beautiful. This is probably the first time that she realised that someone with dark skin, hair and eyes could be used as an icon as in the west the standard for beauty is fair skin, blonde hair and blue eyes. This knowledge that she is beautiful is comforting that she feeling knowing that there is beauty in her culture. Before, she associated culture with the unknown girl hennaing her hand, but now, she sees it as an essential part of her. She was metaphorically asleep, in a dreamlike state, in this ‘evening bazaar’. But now she is waking up. The writer at this point shows that the narrator has acknowledged that her culture is an essential part of her. Through the use of a metaphor, the writer effectively communicates that the narrator has ‘new brown veins’. These represent her eastern culture seeping into her skin and going all the way to her heart like veins do, replacing (metaphorically) her previously ‘western’ blood with ‘eastern’ blood. It is as if a new life force, flowing powerfully through her. As we know, veins travel through-out our body and provide a blood supply to vital organs indicating that her culture is now a vital part of her being. This change towards embracing her culture was only done through the sense of safety. Here the writer’s use of free verse is seen as important suggesting that one should be free to explore their feelings and culture at their own free will when you are ready as being forced to might cause someone to develop negative feelings towards those trying to force the culture on them. The free verse suits the poem as it reflects that the narrator is exploring her thoughts freely and at her own pace, as everyone comes to important understandings at their own speed and should not feel rushed or forced to confirm. Because the writer essentially allowed the narrator to freely explore her thoughts, she is able to embrace the beautiful aspects of her culture. In addition, the writer effectively shows the narrator’s desperation to ‘cling’ onto her culture. She expertly conveys this through her use of the simile ‘like people who cling to the side of a train’. Like the people ‘cling[ing]’ onto the train, the narrator feels she must ‘cling’  onto her culture, grab it and never let go, because you don’t know when another ‘train’ will come again. This could be a once-in-a-lifetime opportunity, and if she doesn’t catch this ‘train’ she may never get another chance. This may well be her last chance to connect with her culture, and she must grab it, otherwise, it might fade away. This feeling of desperation to cling onto her culture matches with the fact that her cultural reawakening is very faint to begin with. Like the henna that initially is ‘soft as a snail trail’ her reconnection with her culture is fragile and weak. If she doesn’t hard like ‘scrap[ing] the henna ‘off’ she might never unearth all the beautiful aspects of her culture like the ‘amber bird beneath’. She knows that if she doesn’t put effort to fully grasp and embrace her culture, it will disappear just like the henna that will ‘fade in a week’. Her once conflicting feelings are now calm; she has fully embraced her culture. The juxtaposition of contrasting sounds of the streets, signals the end of her internal conflict. The ‘furious’ streets at first represented her confusion and how out-of-place she felt, but once she has unearthed the beauty beneath the brown lines of henna, the ‘furious’ streets are now ‘hushed’, and this contrast shows how great her feelings towards her culture have changed. To conclude, she is grateful to this unknown girl but realises that if she doesn’t work hard to reconnect with her culture after this evening bazaar that she will lose connection and her reawakening will fade just like the henna of her hand will fade in a week’s time. So a girl who once found the scene strange and foreign now reaches across the table in thanks and in desperation to get to know this unknown girl. She now has new ‘brown veins’ as if the henna has seeped inside and her culture courses through her blood. On this night, a bond has been made between the two cultures. Instead of distancing herself from her eastern heritage, the narrator will now ‘lean across’ reaching out, yearning for the ‘unknown girl’ symbolising that she will not let the bond she has developed with her birth culture die.

Definitions and Examples of Argument in Rhetoric

In rhetoric, an argument is a course of reasoning aimed at demonstrating truth or falsehood. In composition, argument is one of the traditional modes of discourse. Adjective: argumentative. The Use of Argument in Rhetoric Daniel J. OKeefe, a professor of communication and persuasion theory, has distinguished two senses of argument. Put simply, Argument1, the first sense, is a thing people make, as when an editorialist argues that some public policy is wrong. Argument2 is a kind of interaction people have, as when two friends argue about where to have lunch. So argument1 comes close to the ancient rhetorical notion of argument, while argument2 legitimates the modern interactional research (quoted by Dale Hample in A Third Perspective on Argument. Philosophy and Rhetoric, 1985). Rhetorical Argument and Context An argument field  is a subdivision of rhetorical argument as determined by context or subject matter. (See  Toulmin Model.) (For the specialized use of this term in language studies, see Argument [Linguistics].) Robert Benchley on Arguments Most of the arguments to which I am party fall somewhat short of being impressive, owing to the fact that neither I nor my opponent knows what we are talking about. (Robert Benchley) Kinds of Arguments Argument, in its most basic form, can be described as a claim (the arguers position on a controversial issue) which is supported by reasons and evidence to make the claim convincing to an audience. All of the forms of argument described below include these components. Debate, with participants on both sides trying to win.Courtroom argument, with lawyers pleading before a judge and jury.Dialectic, with people taking opposing views and finally resolving the conflict.Single-perspective argument, with one person arguing to convince a mass audience.One-on-one everyday argument, with one person trying to convince another.Academic inquiry, with one or more people examining a complicated issue.Negotiation, with two or more people working to reach consensus.Internal argument, or working to convince yourself. (Nancy C. Wood, Perspectives on Argument. Pearson, 2004) General Rules for Composing a Short Argument 1. Distinguish premises and conclusion2. Present your ideas in natural order3. Start from reliable premises4. Be concrete and concise5. Avoid loaded language6. Use consistent terms7. Stick to one meaning for each term​  (Adapted from A Rulebook for Arguments, 3rd ed., by Anthony Weston. Hackett, 2000) Adapting Arguments to an Audience The goals of clarity, propriety, and persuasiveness dictate that we adapt our arguments, as well as the language in which they are cast, to an audience. Even a well-constructed argument may fail to convince if it is not adapted to your actual audience.(James A. Herrick, Argumentation: Understanding and Shaping Arguments, 3rd ed. Strata, 2007) The Lighter Side of Argument: The Argument Clinic Patron: I came here for a good argument.Sparring Partner: No, you didnt. You came here for an argument.Patron: Well, an argument is not the same as contradiction.Sparring Partner: Can be . . .Patron: No, it cant. An argument is a connected series of statements to establish a definite proposition.Sparring Partner: No it isnt.Patron: Yes it is. It isnt just contradiction.Sparring Partner: Look, if I argue with you, I must take up a contrary position.Patron: But it isnt just saying no it isnt.Sparring Partner: Yes it is.Patron: No it isnt! An argument is an intellectual process. Contradiction is just the automatic gain-saying of anything the other person says.Sparring Partner: No it isnt. (Michael Palin and John Cleese in The Argument Clinic. Monty Pythons Flying Circus, 1972) EtymologyFrom the Latin, to make clear Pronunciation: ARE-gyu-ment