Of Mice and Men †Discuss the theme’s in the play Essay

By themes, I mean the ideas, which the author is trying to give us. Most authors do not write just for fun, but to show us that there is a message that they would like us to learn behind the plot. Usually the ideas are ones that the author believes in deeply. The themes are under the following headings: * Loneliness Loneliness affects many of the characters, and Steinbeck seems to show that it is a natural result of the kind of life they are forced to lead. The workers are caught in a trap of loneliness – they never stay in one place long enough to form long lasting relationships. Even if the relationships existed, they would probably be destroyed by the demands of their life. Candy is lonely because he is old, and is different from the other hands. His only comfort is his old dog, which keeps him company and reminds him of days when he was young and whole. He has no relatives, and once his dog is killed he is totally alone. He eagerly grasps at the idea of buying a farm with George and Lennie, but of course this all comes to nothing. Candy’s disappointment is shown in the bitter words he utters to the body of Curley’s wife, who he blames for spoiling his dream. George is also caught in the trap of loneliness. Just as Candy has his dog for company, George has Lennie (who is often described in animal-like terms). George too is left completely alone when Lennie is killed. The dream farm is his idea, and he says ‘We’d belong there †¦ no more runnin’ around the country†¦Ã¢â‚¬â„¢ Another lonely character is Curley’s wife. Newly married and in a strange place, she is forbidden by Curley to talk to anyone but him. She constantly approaches the ranch hands on the excuse of looking for Curley. The only result is that the men regard her as a slut, and Curley becomes even more intensely jealous. Finally, her loneliness leads to her death as she makes the mistake of trying to defeat it by playing with Lennie. Curley himself is lonely. His new wife hates him, as do all the ranch hands who dislike him for his cowardice. He has married, to try and escape his loneliness, but has chosen a wife totally inappropriate for the kind of life he desires. His feelings are all of aggressive behaviour, which places his wife further away from him and leads to the incident with Lennie where his hand is crushed. Crooks is another who is isolated because he is different. He copes with it by keeping a distance between himself and the other hands. When he does allow himself to be drawn into the dream of working on George and Lennie’s dream farm, he is immediately shut out by George’s anger. * Violence The story has many examples of a kind of needless violence. For example, Candy relates how the boss gave them whisky and allowed a fight to take place in the bunkhouse. Curley is the most obvious violent character, and whenever he appears there is a feeling of tension. He causes George to remark’†¦what the hell’s he got on his shoulder. Candy explains that Curley often picks on big guys (a sure sign of trouble for Lennie). We are prepared for Curley’s later anger, which adds up at the end in his wish to’†¦ shoot him in the guts.’ Carlson is another character associated with violence. He is unconcerned about killing Candy’s dog (and in fact cleans the gun in Candy’s presence). He goes to watch the fun when Curley thinks Slim may be with his wife, and later threatens Curley more, saying ‘†¦ kick your head off. Later he is very keen to get his gun to join in the hunt for Lennie. The last words in the book belong to Carlson, and it is little surprise that they reveal his complete inability to understand George’s feelings about the death of Lennie. Compared to the other characters, Lennie reveals an unintentional violence. He does not even think to fight back when Curley attacks him, but when he does, it is with immense and uncontrollable power. He has so little control over his own strength that he accidentally kills his puppy, and then minutes later snuffs out the life of Curley’s wife. His actions on these occasions are compared to those of an animal, powerful but thoughtless. Curley’s wife is attracted to him because of the violence he had shown in crushing her husband’s hand. It is the threat of violence to be used against Lennie that causes George to take the final step of killing his friend. * Dreams Dreams are one of the ways in which the characters fight the loneliness and hopelessness of their day to day lives. The most obvious example is the dream farm, a dream shared at first only by George and Lennie, but which later spreads to include Candy and Crooks. Crooks reveals that it is the favourite dream of the ranchers: ‘Seems like ever’ guy got land in his head. ‘It is a powerful dream, and even Crook’s falls under its spell for a short time. To Lennie, the dream is a cure to disappointment and loneliness, and he often asks George to say the description of the farm to him again. Curley’s wife is another who has dreams, her fantasies of a part in the movies and a life of luxury. Part of her sadness with her life is that it can never measure up to her dreams. But, none of the characters ever achieve their dreams. * Nature Steinbeck shows that nature is a beautiful and peaceful place, but threatened by the actions of men. The beginning of the story sets this pattern, as the creatures at the pool are disturbed by George and Lennie’s approach. The ranch and its buildings, being created by men, are in contrast with the natural world. For example the bunkhouse is quite bare and stark. Even more unnatural is that Candy and Crooks are either deformed in appearance. Contrasted to these two characters is Lennie, who almost seems a part of the natural world as he is described in animal terms. In fact, one of Lennie’s dreams is to go and live by himself in a cave. Maybe this would be the only way in which the natural world of Lennie would not come into conflict with the world of men.. Steinbeck referred to this story as a play/novel, and we are shown how closely it does resemble a play. Each section or chapter is set in a clearly defined place like a scene in a play. The beginning of each section contains detailed description, like stage directions in a play, while the rest of each section is mostly dialogue. This may seem like a rather unreal way to write a novel, but Steinbeck does it so well that we do not notice. A noticeable feature of the language of the novel is what a critic might call ‘economy’. One result of this is that almost every sentence is important in one way or another, either in developing a character, moving the plot forward or hinting at action still to come. Steinbeck has skilfully created a number of parallel events into the story. Candy and his dog provide a parallel to George and Lennie. And also, when Lennie kills Curley’s wife, it echoes his earlier killing of the puppy. There are many such echoes and parallels in the book. Steinbeck has also shown us the way in which capturing the spoken language of the characters gives a better feel to the story. Most of them are uneducated, and this shows through in their use of broken and slang language. Even their uneducated pronunciation has been shown Steinbeck also uses colours and sounds to great effect. For example, Curley’s wife is associated with red, symbolic of danger or passion perhaps. A further strong association is that of Lennie with animals. At various times he is described as a bull, a bear and a dog. Even when not directly compared with an animal, he is described in animal terms. For example, his hand is a paw. This is particularly appropriate for Lennie, as he usually acts in the simple, natural way of an animal. Soledad is a real place in California and its name can mean loneliness or a lonely place. A cue to one of the major themes of the novel right at the beginning.

The Landlady Essay

The Landlady Essay The landlady; is she a normal bath B&B owner or a psychotic, sinister, visitor stuffing murderer? The Landlady seems from her physical appearance a sweet, middle aged woman who lives alone running her B&B. â€Å"She seemed terribly nice. † These are the inner thoughts of Billy Weaver, when he first meets the Landlady. Roald Dahl is a very good and clever author, and he uses a clever method to make us feel so suspicious of the Landlady, he contradicts himself when he describes the Landlady and when Billy describes her. He gives her a sinister edge, â€Å"He pressed the bell- and out she popped!It made him jump. † But when billy is thinking about the landlady we can clearly see that in his opinions she is just a sweetheart. â€Å"After all, she not only was harmless—there was no question about that—but she was also quite obviously a kind and generous soul. † On the other hand, Roald Dahl makes us very suspicious of the Landlady, mak ing her say creepy and sinister things all the time, but unfortunately for Billy he doesn’t pick on them. â€Å"There wasn’t a blemish on his body† The main thing he uses is the landlady’s dialogue; it really alerts the reader to the evil lurking within her.One of my favourite things that Roald Dahl does is make the Landlady seem very secure in what she is assaying once she has drunk the tea. Like the remarks about the people in the house. Before he had sipped the tea, she says; â€Å"We have it all to ourselves† But when she knows he has had the poison in the tea she says things like; â€Å"But my dear boy, he never left. He’s [Mr Mulholland is] still here. Mr Temple is also here. They’re on the fourth floor, both of them together. † Another thing I like is the interrupting when Billy is so close to finding out the truth. â€Å"Now wait a minute,† he said. Wait just a minute. Mulholland . . . Christopher Mulholland . . . wasn’t that the name of the Eton schoolboy who was on a walking tour through the West Country, and then all of a sudden . . . † â€Å"Milk? † she said. â€Å"And sugar? † â€Å"Yes, please. And then all of a sudden . . . † â€Å"Eton schoolboy? † she said. â€Å"Oh no, my dear, that can’t possibly be right, because my Mr Mulholland was certainly not an Eton schoolboy when he came to me. † The Landlady is a great book and I really enjoyed reading it because it has this rather dark and sinister edge that I look for in all the books I read.

Knowledge Sharing Networks and Strategic Alliances Essay

Knowledge Sharing Networks and Strategic Alliances - Essay Example The fruits of this research are going to be reaped by many firms in the future when they decide to form a Strategic Alliance and Networks with another firm. Strategic Alliances can be defined as voluntary agreements between firms for exchanging, sharing, and codevelopment of products. A strategic network may also be formed for the purpose of information sharing and using the knowledge learned from one part of the world by one firm, and then applying this learned knowledge to another part of the world through a different company. In the past research was also done to determine the behavior and performance of firms as a consequence of these alliances and partnerships. However, the major focus of the past research was the proclivity of firms or motivation behind entering into the partnerships and what variables were used by these firms for choosing their strategic partners. One important factor that was unearthed by this paper that gives firms motive to form strategic partnership is the use of information. As the paradigm of knowledge has shifted and firms rely on quick and fast information transfer and usage to increase their profitability, information has a premium attached to it. Many firms form strategic alliance and networks to get hold of this information and use it in their businesses for better profitability and performance of the organization. Hence, strategic networks and alliances have become increasingly important in the sphere of businesses today. (Gulati, Alliances and Networks, 1998) There are various factors that have to be considered before a firm makes a decision about the type of strategy that it is going to implement. Historically, businesses or focal firms can either take hold of other firms through investment, joint ventures or acquisition. However, as the time has elapsed it has become increasingly difficult to predict what kind of strategy, the focal or a firm in need of partnership is going to follow. In a study done on 87 firms and 9276 d eal announcements, it found that a lot of factors play an important role in strategic partnership decisions. These factors range from economics to other important fields in a business context. They include transaction costs, R & D benefits internalization view and the level of technological stage of the targeted firm. It was also worth noting that other conventional theories also hold importance in the decision made by the firms to form Strategic Alliances and Networks. Agency Theory, for example, provides grounds for Strategic Alliances and Networks to materialize. Agency theory states that agents act on the behalf of the principle. The finding in the paper says that one firm agrees to act on the behalf of the other and chooses to forego its own business and resources. it becomes fairly easy to form Strategic Alliances and Network. (Belen & McGahan, 2005) Many other important factors play a very important role in the formation of Strategic Alliances and Networks. A study done on Ne twork and Alliances show that profitability of a firm is likely to increases if there is some sort of connection between the industry participants. This is one major reason why firms operating in an Oligopoly collude and form cartels. Hence, forming strategic alliances and networks increase the

Claus Von Stauffenberg Research Paper Example | Topics and Well Written Essays - 1000 words

Claus Von Stauffenberg - Research Paper Example Claus von Stauffenberg was born in Jettingen, Germany on November 15, 1907. (Claus von Stauffenberg) His father was a religious man with a philosophic bent, an accomplished horseman, and a lover of poetry. (Jones) He was the third of the four sons his parent had. He was a bright student and was brought up under better living conditions because of his aristocratic family background. He and his brothers were brave peoples and they joined the German scout agency during their youthhood. At the age of nineteen, he became an officer cadet because of his smartness and abilities. His intelligence and smartness have made him a commissioned officer in 1930. He has trained specifically in using modern weapons and war equipment during this period. Although he has supported some of the policies of the Nazi regime and Hitler, many other policies of Nazis were indigestible to him. His strong moral backgrounds forced him to disagree with many of the Nazi policies. He has participated in most of the wars Germany conducted during this period. Conquest of Poland, 1939, Battle of France, 1940, Operation Barbarossa, 1941, the campaign against Russia in 1941, Tunisian operations, and 1942 were some of the major wars he has participated. Initially, Stauffenberg thought that some of these wars were justifiable for the interest of Germany as a country, the mass murder of Jews in 1942 by Nazi-led Germany forced him to think against Hitler and his regime more strongly. He has realized the hidden agenda Hitler had in killing Jews and expanding his power. He has realized that Hitler is becoming a strong threat not only to the Jews but even for the rest of the world as well. In the Tunisian operation, he has suffered severe injuries and lost one of his eyes and hands and almost met with death. He was forced to spend 3 months in hospital where the thought about dethroning Hitler and the Nazi regime first came into  his mind.

Dreamers versus Workers and Their Humanity Essay

Dreamers versus Workers and Their Humanity - Essay Example The Cherry Orchard illustrates Chekhov's time, when feudalism shifted to capitalism and how it differentiated the dreamers from the workers, although Chekhov did not press judgment on these people, since he also believes that humanity is humanity because they are fraught with weaknesses. Chekhov's time represented the transition from feudalism to capitalism in Russia, which drastically altered the social class structure and contributed to the â€Å"defeat of the cultured elite†. He shows Madame Ranevskaya’s household as the â€Å"passing of the semifeudal existence of Russian landowners on their country estates†. Madame Ranevskaya composes the aging and fading Russian aristocracy, who slips into economic decline after centuries of upholding luxurious lifestyles. Another class emerges, nevertheless, the â€Å"semiliterate, ambitious middle class† that Lopakhin belongs to. Lopakhin has become wealthy because of his hard work, which the aristocrats lacked. He is part of the â€Å"workers† in the play. Lopakhin feels short of being part of the true, new upper class, however. He realises that he can never replace the upper class: â€Å"...you'll find I'm still a peasant down to the marrow of my bones† (Chekhov Act 1). This viewpoint may also be part of Chekhov's belief that the bourgeoisie is a class of its own that cannot fully usurp the ancient charm and sophistication of the former aristocracy. The characters depict Chekhov's idea that dreams are nothing without action. Madame Ranevskaya lives in the same dream that she is still wealthy. She sells her villa to have her daughter Anya go to Paris. Once there, they act as if they remain rich. Anya tells Varya: â€Å"We had dinner at a station; she asked for all the expensive things, and tipped the waiters one rouble each† (Chekhov 1). Instead of living within their means, Madame Ranevskaya continues her former wealthy lifestyle, which economically ruins her. Madame Ra nevskaya also wants to save the orchard from being sold and divided. She is emotionally attached to the orchard, which is why she cannot bear selling it. The cherry trees stood for their aristocrat â€Å"happiness,† a happiness which Chekhov felt when he tended to his own orchard (Vorob'eva 82). Madame Ranevskaya knows that they cannot rely on Gaev, because he is also a dreamer who does act to save the orchard. He wants to save the orchard though, because it stands for their erstwhile affluence. He mentions to Lopakhin that their cherry orchard was once mentioned in the Encyclopaedic Dictionary. The dictionary represents the extinction of aristocracy, who will only be remembered in the pages of history. Varya also dreams of Lopakhin's proposal, but the latter does not feel he deserves Varya. Varya expresses her bitterness to Anya: â€Å"But everybody talks about our marriage, everybody congratulates me, and there's nothing in it at all, it's all like a dream† (Chekhov 1). Indeed, these characters have various dreams that they never act on. Gaev illustrates the futility of dreaming:â€Å"I keep thinking and racking my brains; I have many schemes, a great many, and that really means none.† The play draws the difference between dreaming and realising those dreams. But dreaming is better than having no dreams at all. Chekhov shows that people with no aspirations are more deplorable than those who dream. Yephodov, who earned the nickname of two-and-twenty misfortunes because of his

Sociology Essay Example | Topics and Well Written Essays - 250 words - 29

Sociology - Essay Example t perspective, this development is good because robots make the production process more efficient thereby making goods more readily available and cheaper because they can now be produced in scale with lesser cost. From the conflict theorist however, this is not at all good because it will displace the jobs of humans by machines which are cheaper and easier to maintain. This can be gleaned in the comparison in the Philips assembly line in Drachten where robots dominated the factory requiring only few personnel while the same company also has a plant in China manned by thousands of employees doing the same thing. By this comparison, it showed the stark conflict of how robots in inimical to worker’s interest because it replaces them. This was highlighted by an article’s comment wherein it is said that humans are like animals which gives him headache to maintain stressing that human beings are also prone to conflict. For the symbolic interactionist however, there is a way that the two entity can exist in mutually beneficial interaction. It starts with a premise that human beings will not lose its place in our manufacturing plants and warehouses only that their interaction with work will be evolve such as their transfer to jobs that requires problem solving and creativity which robots cannot do such as those jobs in design. Markoff, J. â€Å"Skilled Work without the Worker†. August 18, 2012. Retrieved from http://www.nytimes.com/2012/08/19/business/new-wave-of-adept-robots-is-changing-global-industry.html?pagewanted=1&_r=3. Retrieved on February 01,

Businesses have no responsibility whatever to protect and conserve the Assignment

Businesses have no responsibility whatever to protect and conserve the natural environment - Assignment Example 281). The participation in the environmental conservation and protection requires the use of business funds to pursue a corporate social responsibility agenda. It is not in the power of business management to invest funds in environmental protection. Business leaders use the logic of delivering profits to business owners (Jackson 1996, p. 159). The owners can choose to use the profits in environmental conservation ventures. In any case, the participation in environmental protection and conservation can serve to reduce economic efficiency and profit margins of the business. In addition, if businesses are to participate in the conservation and protection of the environment, they are likely to pass on the costs to the customers. Therefore, the customers are more likely to pay more for goods and services. Participation in environmental conservation is one of the corporate social responsibility sectors that may serve to impose unequal costs among competitors (Blowfield & Murray 2008, p. 240). Evidently, the modern business front is highly competitive. Therefore, when businesses face the compulsion of investing in environmental conservation, they register higher costs than competitors placing them at a disadvantage (Henderson 2009, p. 13). The role of environmental conservation and protection should be taken up by every individual in the society, and not imposed on businesses alone. Therefore, businesses should not feel compelled to participate in environmental conservation. Worth noting is the fact that businesses should only do what is required by the law , and what is dictated by the commercial priorities while maximizing profits (Sinha 2012, p. 704). Sinha, GA 2012, Corporate Social Responsibility in the 21st Cent, New York University Journal Of International Law & Politics, 44, 2, pp. 702-706, International Security & Counter

Capital Punishment in the USA Essay Example | Topics and Well Written Essays - 1250 words

Capital Punishment in the USA - Essay Example The main argument against capital punishment states that capital punishment disregards the value of human life2. Human value is viewed as being highly valuable and should not be taken away under any circumstances, legal or otherwise. It is believed that not even the worst form of crime should deprive one his life. Those against capital punishment believe that the value of the criminal’s life should not be destroyed by their crime even if they killed someone. They argue that a substitute of this form of punishment can be through life imprisonment which gives the offender a chance to turn over a new leaf and lead a better life. In summary, human life is valuable and no authority should take it a away and no crime warrants for capital punishment. Capital punishment violates the due process of law in several ways. First, the imposition is arbitrary and irrevocable. This denies the offender the opportunity to benefit from reversal of a conviction or discovery of any new evidence wh ich might reverses the verdict. Additionally, the death penalty violates the Constitution's provision of equal protection of its citizens3. It was observed to be imposed randomly and with biases based on one’s skin color, social status and ethnicity. This shows that the death penalty does not conform to the due process of the law. The death penalty violatebiasesst important universal human right which is the right to live. This right should be respected at all times regardless of the form of crime that an individual has committed. This argument is similar to the one concerning the value of human life. This argument supports the point that a victim could kill their attacker in the process of a murderous attack. In such a case, the victim can be argued to have committed murder in self defense. In conclusion, killing does not correct the act committed by the offender, instead their natural worthiness is taken away. Moreover, it does not bring any form of retributive justice in s ociety. Capital punishment results to the wastage of limited resources that could have been directed to other meaningful activities in fighting crime3. In addition to, it is time consuming and wasted the energy of prosecutors, defense counsel, prosecuting attorneys and the legal enforcement personnel. It burdens the criminal justice system and has negative effects of societal values and morals. It goes ahead to prove that killing is right which is not true. There are higher chances of execution of the innocent as offenders may get killed due to the loopholes in the justice system. Jurors and prosecutors make mistakes and in the event an offender is innocent, they are killed for a crime that they did not commit which is highly regrettable. This together with the mistakes in the legal system can lead to death of innocent people where capital punishment is practicable3 . There is ample evidence for such situations leading to the conclusion that capital punishment should be abolished to avoid the loss of innocent lives.  

An in Depth Look at the Role of Forensic Science and its Impact on Dissertation

An in Depth Look at the Role of Forensic Science and its Impact on Justice - Dissertation Example lso examines the potential for injustice in terms of the CSI effect and the contamination of evidence in the collection and analyses of forensic evidence. It is suggested that attending problems associated with the pitfalls of the use of forensic science are outweighed by its positive role in and impact on the administration of justice. Table of Contents Abstract 4 Table of Contents 5 Chapter One 7 Introduction to the Study 7 Introduction 7 Research Questions 9 Aims and Objectives of the Study 10 Significance of the Study 11 Research Methodology 12 Ethics 13 Organization of the Study 13 Chapter Two 14 A Review of the Literature 14 Introduction 14 The Effective and Efficient Use of Forensic Science in the Administration of Justice 15 Factors Compromising the Effective and Efficient Use of Forensic Science in the Administration of Justice 19 The CSI Effect 19 The Collection, Analysis and Presentation of Forensic Evidence 26 Conclusion 31 Chapter Three 31 Case Studies: The Role of Foren sic Science in the Administration of Justice 31 Introduction 31 Stephen Lawrence 32 Case Background 32 Trial 34 Amanda Knox 38 Case Background 38 The Trial 39 The Appeal 41 Steve Wright 44 Case Background 44 The Trial 46 Mark Dixie 48 Case Background 48 The Trial 48 Colin Pitchfork 50 Case Background 50 The Trial 51 Shirley McKie 52 Case Background 52 The Trial 54 O.J. Simpson 54 Case Background 54 The Trial 55 Chapter Four 59 Research Findings 59 Chapter Five 70 Conclusion/Recommendations 70 Conclusion 70 Recommendations 73 Chapter One Introduction to the Study Introduction In the course of a trial, contemporary forensic science comes under greater scrutiny than any other form of evidence (Saks & Koehler, 1991). Methods of collection and analyses of forensic evidence are typically... This research study also examines the potential for injustice in terms of the CSI effect and the contamination of evidence in the collection and analyses of forensic evidence. It is suggested that attending problems associated with the pitfalls of the use of forensic science are outweighed by its positive role in and impact on the administration of justice. In the course of a trial, contemporary forensic science comes under greater scrutiny than any other form of evidence (Saks & Koehler, 1991). Methods of collection and analyses of forensic evidence are typically challenged by the party against whom the evidence is tendered (Saks & Koehler, 1991). Therefore when forensic science stands up to rigorous scrutiny and challenge it is typically the highest standard of evidence (Koppl, 2005). On the contrary, erroneous calculations, analyses, cross contamination and poor collection procedures can render forensic science meaningless and at times detrimental to its goal of finding the truth (Saks et. al., 2001). According to Saks et. al. (2001) practice and standards of collection and analyses of forensic evidence is the key to the reliability of forensic science. When forensic evidence is reliably collected and analysed, the role of forensic science in the administration of justice is to â€Å"extract the truth† (Koppl, 2005, p. 255). It therefore follows that when forensic science is used properly and appropriately, its primary impact on the criminal justice system is to ensure that culpability is reliably assessed and innocent persons are exonerated. Jayewardene (1988) puts the role of forensic science in simple terms.

The film Amarcord Essay Example | Topics and Well Written Essays - 1000 words

The film Amarcord - Essay Example To celebrate and appreciate this particular fact The Academy of Motion Picture Arts and Sciences has started giving Academy Awards to the feature films since 1945. ‘Amarcord’ released in the year 1973 is an Italian film which can be distinctively encapsulated in the genre of comedy-drama. The film is directed, produced and written by Academy Award winner Federico Fellini and Tonino Guerra. A seminal work in autobiography, the film Amarcord is a tale that narrates the event of coming-of-age with the combination of bawdy comedy. The film narrates a story casted with untamed characters that are shown residing in the fictional town bearing the name Borgo which is created based upon the actual hometown of Fellini which is Rimini of 1930s under the regime of Fascist Italy. The film stars Magali Noel, Bruno Zanin, Pupella Maggio and Armando Brancia. This film won the Academy Awards for ‘Best Foreign Language Film’ and at the same time, it received nominations for the Best Director and the Best Writing and the Original Screenplay categories. Synopsis of the Story: The Plot The film ‘Amarcord’ is a satire of the di rector Federico Fellini’s youth under the fascist regime in Italy and exhibits a carnivalesque picture of the provincial Italy where the director tries to turn the menial chores of life into a circus constructed with social rituals, desires of the adolescent period, fantasies in male and subterfuge subjected to politics all set within the span of a year against the backdrop of a coastal town reminiscing the period of nineteen thirties. The film presents Titta’s sentimental educational journey throughout the year bearing the emblem of Italy’s â€Å"lapse of conscience†. Fellini draws upon Mussolini’s ridiculous postures along with those of the Catholic Church that captivated the adolescence of the Italian youth for the perpetual frame of time. Fellini does this by mocking himself and the villagers of his village with the allegorical presentation of the comic scenes that bears the actual connotation of their incapability to accept and adopt moral res ponsibility and subsequently they outgrow their sexual fantasies. The Elements of Style The aesthetic perspective of the film is completely attuned with the time and setting that the film projects. The colourful setting of a coastal village is quite convincing. The use of bright colours, loud make-ups and appropriate props are deliberately incorporated to project the merry life of a coastal town during summers. The town is reminiscent of Rimini, but the vibrant colours and bright set-up evoke a feeling of larger-than-life on the silver screen. Music plays a very important role in evoking the true mood of the film. The nostalgic score by Nino Rota and Carlo Savina drives away the audience to the by-gone days and yet the music has the punch and the signature of the nineteen seventies which makes it acceptable with the proper blend of historical elements supportive to the demand of the narrative and the plot of the film. Owing to the demand of the plot, there is more than one story tha t runs parallel within the bigger framework of the film. To synchronise these stories or sub-plots within the single frame is a challenging job and skilful editing of these parallel scenes and plots into a wider perspective would not have been achieved in a better way than Ruggero Mastroianni. The camera work of Fellini and Giuseppe Rotunno is excellent and the neat shots of this film in both the close and distant angels are always commendable. The projection of the sexual fantasies and coming back to the original world need a frequent to and fro camera movement which was accomplished superbly through

Marjorie Abortion Essay Example for Free

Marjorie Abortion Essay Culture is a distinctive way of life of people or groups . Culture is manifested in all aspects of life which include norms and values such as age, language, gender and social values such as religion, marriage and rite of passage. Different cultural groups norms and values compare and contrast from one cultural group to another as shown in the table with a case study of western,African,Islamic,Hinduism and Chinese culture culture. Norms and values Comparison Contrast Age -In all the cultural groups one is considered of age of majority at 18 years. -The older command more respect from minors. -In western and Chinese culture,the old people are cared for in old age homes while in Africa Islamic,and Hindus culture, they live with their families. -In western culture children have their rights about their life but in Africa it’s dictated by their parents. Gender -In all cultural groups both gender are considered important in contributing to family life and economy in general. western and Chinese people gender have equal rights while African and Muslims men are superior and have more rights than women. Language -In all groups they use symbols verbal and non verbal to communicate which are either denotative or connotative. -Language is the main form of communication. -In western culture one language like English has a wide scope of usage. when it comes to Chinese people,almost every one born in china knows Chinese language and in African language is very narrow and it have been borrowed heavily from other languages. Social values all this culture have established away of life with acceptable social values -In all culture marriage is considered important for companionship and procreation. Chinese derive their values from Confucianism and taoism while in Islamic religion,they have developed their values around their religion. The western people have diversified social values depending with families and individual status where as the African values are continuously being westernized -In African culture marriage is only between couples of different sex but in western even same sex couples do marry -Hindus parent of the woman look for a prospective march a -Muslim and African men are polygamies Islamic. Rite of passage -Different stages of life for example birth, initiation and death are considered important and are marked with various ceremonies. -In western culture the practice are done in a special way such as in hospitals but in African they are done traditionally for example by diviners. -Hindus do bath and wrap their dead. -Muslim ensures that they bury their dead within the first day after they die Religion all culture recognize recognize supernatural being and believe there is God and also recognize evil -Worship is in churches in western and are Christians. Africa it is in sacred areas for example, under a sacred tree -Muslims worship in mosques. -Hindus worship in temples and pilgrimage and believe in many gods -Chinese goes to churches. Age influences learning as young people are more able to study, understand and conceptualize than the older people. Also due to age barrier the young may be unable to learn certain issues such as leadership. Where there is gender discrimination for instance, a girl child is discriminated and are not accessed to education . Where there is gender equality there is tendency of competition thus improving learning process. Learning will be slow where there is language barrier or if language needs to be translated from one to the other, this hampers understanding and communication. Social values influence learning for instance in Africa, after initiation girls went for marriage while boys became warriors. This curtails continuity with education. References: Marjorie Ebort,Margaret Gisler. (1999). career for culture lovers and other artsy types,McGraw-hill professional

Learning strategies and styles

Learning strategies and styles Chapter Two Literature Review 2.1 Learning Strategies Learning strategies are steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. Appropriate language learning strategies result in improved proficiency and greater self-confidence. Throughout history, the best language students have used strategies ranging from naturalistic language practice techniques to analytic, rule-based strategies. Learning strategy workshops are drawing big crowds at language teachers conventions. Researchers are identifying, classifying, and evaluating language learning strategies, and these efforts are resulting in a steady stream of articles on the topic. 2.1.1 Definition of Learning Strategies According to Chamot (1987), learning strategies are techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistics and content area information. Oxford and Nams (1998) study indicates that learning strategies is a technical phrase that means any specific conscious action or behavior student takes to improve his or her own learning. Oxford (1990) considers that any specific action taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations is a language learning strategy (LLS). Strategies are the conscious steps of behavior used by language learners to enhance the acquisition, storage, retention, recall and one of new information (Oxford Ehrman, 1990). The concept of learning strategy is still a fuzzy one and not easy to have a final definition, though it has been over thirty years since researchers began the study of learning strategies. A summary of definitions of language learning strategies taken from the recent literature (Ellis, 1999:531) may help us have an overview of it. Chapter Two Literature Review 7 Table 2.1 Definitions of Learning Strategies Source Definitions Stern (1983)In our view strategy is best reserved for general tendencies or overall characteristics of the approach employed by the language learner, leaving techniques as the term to refer to particular forms of observable learning behavior. Weinstein and Learning strategies are the behaviors and thought that a learner Mayer (1986)engages in during learning that are intended to influence the learners encoding process. Rubin (1987)Learning strategies are strategies which contribute to the development of the language system which the learner constructs and affect learning directly. OMalley and the special thoughts or behaviors that individuals use to help them Chamot (1990)comprehend, learn, or retain new information Oxford (1990) Foreign or second language (L2) learning strategies are specific actions, behaviors, steps or techniques students use-often consciously-to improve their progress in apprehending, internalizing, and using the L2. Cohen (1998) Second language learner strategies constitute those processes which are consciously selected by learners and which may result in actions taken to enhance the learning or use of a second or a foreign language, through the storage, retention, recall, and application of information about that language. They encompass both language learning and language use strategies. Wen Qiufang Learning strategies are actions or measures which the students take in order to (2000) study more efficiently. This definition emphasizes two points: the goal of using learning strategies is the learners actions, rather than his/her thought. The action can be either exterior or interior. According to Ellis (1999), several problems arise form these varied definitions of this linguistic term. The first problem concerns whether language learning strategies are to be perceived of as behavioral (and therefore observable) or as mental, or as both. Oxford (1990) considers them as essentially behavioral, while Weinstein and Mayer (1986) thinks of them as both behavioral and mental. The second problem is the precise nature of the behaviors that are to count as learning strategies. Stern (1983) distinguishes strategies as general and more or less deliberate approach to learning, for example, an active task approach and techniques as observable forms of language learning behavior evident in particular areas in language learning, such 8 as grammar and vocabulary. Other researchers, however, have used the term strategy to refer to the kind of behaviors that Stern calls techniques. The third problem is whether learning strategies are to be seen as conscious and intentional or as subconscious. Chamot (1987) refers to them as deliberate actions. Seliger (1984) defines strategies as basic abstract categories of processing by which information perceived in the outside world is organized and categorized into cognitive structures as part of a conceptual network. However, some researchers consider that what starts out as a conscious tactic may involve into a subconscious strategy. The fourth one is about whether learning strategies are seen as having a direct or indirect effect on interlanguage development. Rubin (1987) asserts that the effect is a direct one. But other researchers, such as Stinger, consider it to be more indirect strategy use that provides learners with data, upon which the deep subconscious processes can work. Finally, there are differences in opinions about what motivates of the use of learning strategies. All the definitions above recognize that they are used in an effort to learn the L2, but Oxford (1989) also suggests that their use can have an affective purpose (i.e. to increase enjoyment). Although the definition is not always uniform, there are some basic characteristics in the generally accepted view of language learning strategy. Oxford (1990:9) summarizes her view of language learning strategies by listing twelve key features. She states that language learning strategies: contribute to the main goal, communicative competence. à ¢Ã¢â€š ¬Ã‚ ¢ allow learners to become more self-directed. the role of teachers. are problem-oriented. are specific actions taken by the learner. involve many aspects of the learner, not just the cognitive. support learning both directly and indirectly. are not always observable. ari often conscious. can be taught. are flexible. Chapter Two Literature Review 9 are influenced by a variety of factors. After identifying the above elements involved in defining language learning strategies. and in order to avoid any confusion caused by different definitions and owing to the research instrument of SILL in this study, Oxfords definition (1990:8) of learning strategies is adopted throughout the this paper, in which learning strategies are seen as specific actions, behaviors, steps or techniques students often consciously use to improve their progress in apprehending, internalizing, and using, since this definition fully conveys the excitement or richness of learning strategies. 2.1.2 Classification of Learning Strategies Classification of language learning strategies has primarily followed the theory of cognition (Macaro, 2001). Cognition refers to how the brain works for information processing and retrieval. Strategies are used to retrieve and store new information in the brain till this information becomes automatic and such strategies are classified into a system by researchers and educators. Classification of strategies has many advantages. Learning strategies have been classified by many scholars (Wenden and Rubin, 1987; OMalley et. al, 1985; Oxford, 1990; Stem, 1992; Ellis, 1994, etc.). Strategy subsets enable researchers to describe the correspondence between mental processes and strategic processes (OMalley and Chamot, 1990). Strategy inventories may also serve as a valuable reference guide for educational instructors in the process of promoting autonomy in the language learner. Oxfords (1990) Strategy Inventory for Language Learning (SILL) is one such classification system linking groups thr ough a series of self-report assessments and questionnaires. Oxford divides strategies into two major classes: direct and indirect. Direct strategies refer to subconscious tasks, which are inherently learnt while indirect strategies refer to conscious strategies. These two classes are then subdivided into six sub-groups of memory, cognitive, compensation, social, affective and metacognitive. These subsets are interwoven with each other, creating an occasional overlap in the strategy groups. According to Oxford (1990), direct and indirect strategies and these six strategy categories function as a mutual support network within which various types of strategies enhance second language learning. Oxfords inventory is designed in a way to suit not only students learning English as a second/foreign language (ESL/EFL) in America but also students of any country. The inventory has already been translated into many languages and used as an effective tool for measuring strategy preferences and 10 developmental stages in strategy usage (Oxford and Burry-Stock, 1995). The inventory also has a well-understood underlying struct ure for strategy categorization and employs a wide range of strategies, all items of which are checked and rechecked for validity and reliability. However, the SILL categorization system is not without its limitations. SILL has been mainly based on research conducted on either groups of mixed nationalities learning English as a second/foreign language or native speakers of English learning a foreign language in the United States. As a result, Wharton (2000) refers to the dangers of ethnocentric bias and applicability regarding the definition of the good language learning strategies as defined by educators and researchers from the United States alone. Some studies have demonstrated that the most frequently used strategies in a foreign language context in Asia vary considerably from those in the second language context in the United States (Takeuchi et al., 1999; Takeuchi and Wakamoto, 2001). Takeuchi (2003:391) recognizes the importance of distinguishing between common strategies and context-specific (or environmental-unique) ones as promoting the survival of learners in the environment. OMalley and Chamot (1990:99), on the other hand, have differentiated strategies into three categories: cognitive, metacognitive and social/affective. Cognitive strategies are specified as learning steps that learners take to transform new material, for instance, inferring contextual guessing and relating new information to other concepts from memory. Metacognitive strategies involve consciously directing ones own efforts into the learning task. Social/affective strategies involve interaction with another person or taking control of ones own feelings on language learning. Wenden and Rubin (1987) again classifies learning strategies into two categories: cognitive (steps used by learners to process linguistic and socio-linguistic contents) and self-management (planning, monitoring and evaluating), on the basis of their learning functions. Macaro (2001) conceptualizes all language learning strategies as standing in a continuum without a clear line dividing the strategy types into particular areas. Cognitive strategies lie at one end with their inherent, subconscious, automatic tasks and metacognitive/social/affective at the other end with their conscious, evaluative strategies. Much of this classification research has been conducted in English as second/foreign language (ESLJEFL) settings. Regardless of how they are classified, the exact number of strategies available and how these strategies should be classified still remain open for discussion. A comparative analysis of various kinds of strategy classifications reported so Chapter Two Literature Review 11 far supported the view that OMalley and Chamots (1990) classification of strategies into cognitive, metacognitive and socio/affective strategies as well as Oxfords six-subset strategy taxonomy are more consistent with use of learners strategies than the direct and indirect dimensions (Hsiao and Oxford, 2002). Purdie and Oliver (1999) discuss the potential dangers of applying results of strategy studies with adults and adolescents to child second language learners. Apart from the psychological and sociological differences that exist between adults and children (Purdie and Oliver, 1999), the approach to se cond language acquisition among child learners has been associated more with first language acquisition (Larsen-Freeman, 1991). Among them, Oxfords classification (1990) is the most extensive and detailed one so far. Oxfords classification system is developed from Rubins and overlap with OMalleys to a great extent. And in this case study, one of the research questionnaires adopted is Oxfords Strategy Inventory for Language Learning (SILL). Therefore, the framework of Oxfords classification of learning strategy (in Table 2.2) will be conducted in the study. Table 2.2 Oxfords Classification of Learning Strategies Creating metal linkages Applying images and sounds Memory Strategies Reviewing well Employing action Direct Strategies Practicing Cognitive Strategies Receiving and sending messages Creating structure for input and output Guessing intelligently Compensation Strategies Overcoming limitations in speaking and writing Centering your learning Metacognitive Strategies Arranging and planning your learning Evaluating your learning Lowering your anxiety Indirect Strategies Affective Strategies Encouraging yourself Taking your emotional temperature Asking question Social Strategies Cooperating with others Empathizing with others (Source: Oxford, 1990:17) 12 dElr#7b~}i~ 2.1.3 Researches on Learning Strategies Learning strategies have been examined by researchers through interviews, questionnaires, diaries, observations and think-aloud protocols. The researches are mainly found in the following three areas: (1) classification of language learning strategies, (e.g. Oxford, 1990; OMalley and Chamot, 1990; Wenden and Rubin, 1987); (2) variables affecting language learning strategy, (e.g. Nyikos and Oxford, 1993; Oxford and Nyikos, 1989; Oxford, Nyikos, and Ehrman, 1988; Wharton, 2000; Young and Oxford, 1997); and (3) the effect of strategy training on second language learning, (e.g. Kitajima, 1997; Oxford, 1990). All these studies provide insights into understanding the learning process by learners of a second language and are crucial in underpinning a framework for second language acquisition. The first area of research identifies strategies used by learners and classifies them according to a system or taxonomy. The second examines potential variables related to language learning strategies such as age, motivation, gender and learning styles. Finally, the third area research explores the effect of explicit instruction in strategies to produce better performance. Research on language learning strategies has been classified into three general categories: studies to define and classify strategies, studies to describe strategies in greater detail and the types of tasks with which the strategies are effective, and studies to validate the influence of strategic processing or learning. OMalley and Chamot as well as Ellis (1994) note that most of the researches on language learning strategies haves been cross-sectional and correlational in nature. Early research into language learning strategies was concerned with attempting to establish what good language learning strategies might be. While no explicit claims were made about links between strategies and success, the title of these early articles implied a relationship: What the Great Language Learner can Teach Us (Rubin, 1975), and What Can We Learn From the Good Languages Learner? (Stern,1975). Researchers were hoping to identify strategies used by successful learners with the idea that they might be transferred to less successful learners. Notable studies carried out since these early two include Naiman, Frohlich, Stern, and Todesccos (1978) study, Rubins (1981) study and the work done by OMalley, Chamot, Stewner-Manzanares, Kupper, and Russo (1985). Much of the work on language learner strategies has been based on the assumption Chapter Two Literature Review 13 that there are good learning strategies (Rubin, 1975), but some studies (Naerrsson, 1985; Gillette, 1987) find no difference between high and low-proficiency groups on specific strategies. Consequently, the total number or variety of strategies employed and the frequency with which any given strategy is used are not necessarily indicators of how successful learners will be on a language task (Cohen, 1998). In view of these mixed results more studies are still made necessary. More recently, there have been studies on the benefits of strategy training. The goal of strategy training is to teach students how, when and why strategies can be used to facilitate their efforts at learning and using a foreign language. Strategy training is intended to help students explore ways that they can learn the target language more effectively, as well as to encourage students to self-evaluate and self-direct their learning. The first step in this process is to help learners recognize strategies which they have already used, and then to develop a wide range of strategies, so that they can select appropriate and effective strategies within the context of particular language tasks. A further goal of strategy training is to promote learner autonomy and learner self-direction by allowing students to choose their won strategies and to do so spontaneously, without continued prompting from the language teacher. Learners should be able to monitor and evaluate the relative effective ness of their strategy use, and more fully develop their problem-solving skills. Strategy training can thus be used to help learners achieve learner autonomy as well as linguistic autonomy. There are mixed reactions to the language strategies training movement in the literature, mainly because there have been few empirical studies to demonstrate that such training has irrefutable benefits. So far in the researches of learning strategies, a number of models for teaching learning strategies in both first and second language contexts have been developed. These international models share many features. All agree on the importance of developing student metacognitive understanding of the value of learning strategies and suggest that this is facilitated through teacher demonstration and modeling. All emphasize the importance of providing multiple practice opportunities with the strategies so that students can use them autonomously. All suggest that student should evaluate how well a strategy has worked, choose strategies for a task, and actively transfer strategies to new tasks. Anyhow, the previous researches all focused on the successful language learners or 14 d~7 r#7 f.(s ~C the common subjects. So far few studies have been carried out for the low achievers in language learning. Thus, the research on low language achievers is quite a new area in the studies of learning strategies and learning styles. 2.2 Learning Styles Learning style refers to the preferred ways which individuals use to solve problems confronted in their learning. The learners learning styles are often not perceived or used consciously. Learning style plays an important role for everyone to learn, to obtain information, to communicate with others. Knowing their own learning styles will help students to improve their language learning proficiency. 2.2.1 Definition of Learning Style The term learning style originates from psychology. It broadly refers to the way in which a learner tries to learn something, based on individual characteristics, used unconsciously and not perceived. Everyone has a learning style, but each persons is as unique as a signature. Each signature appears to be influenced by both nature and nurture. And Keefe (1979: 4) defines learning style as characteristic cognitive, affective, and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with and respond to the learning environment; Learning style is a consistent way of functioning that reflects underlying causes of behavior. This definition is most comprehensive and acceptable. In 1987, Willing defines learning style as an inherent, pervasive set of characteristics related with how learners prefer to learn or to deal with new information. Reid (1995, 69) defines learning style as an individuals natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills, and a pervasive quality in the learning strategy or the learning behavior of an individual. Oxford Ehrnan (1991) define the term learning style as preferred or habitual patterns of mental functioning and dealing with new information. And Dum and Dunn (1993: 7) define learning styles as a biological and developmental set of personal characteristics that make the identical instruction effective for some students and infective for others. To make it simple, language learning styles are the styles used in language learning, are the general Chapter Two Literature Review 15 approaches which students are predominantly disposed to use in order to learn a new language (Ehrman and Oxford, 1995:69), Oxford believes that language learning styles are likely to be a direct refection of the individuals overall learning style that is normally applies in most learning or working situations. And in 1984, Reid generates six kinds of learning styles. At the same time, she provided the Perceptual Learning Style Preference Survey to test the characteristics of learning styles of learners. And in psychological researches, the personality types influence individuals learning preference a lot. Thus, to some extent, the personality types of individuals can be taken as ones learning styles. Myers Briggs Type Theory was developed to provide practical application of the theory of psychology types originated by Carl Jung in 1923. It aims to identify individuals preferences, their most comfortable ways of behaving, including learning. And now it is used broadly in many areas to identify ones styles in learning, working, etc. Therefore, in the light of the overview of the definitions of learning styles, we can assume that learning styles are the preference of individuals with respect to how they learn based on ones own personality types. 2.2.2 Classification of Learning Style Many researchers have tried different ways to investigate learning styles. Among them, some have used survey to collect data on learners stated learning preferences. In 1984, Reid generated six kinds of learning styles and provided the Perceptual Learning Style Preference Survey. Reids six learning styles are as follows: Visual learning (e.g. reading and studying charts, learning from seeing words in books, and participating class discussion) Auditory learning (e.g. listening to lectures or audio tapes, reading aloud and participating class discussions) Kinesthetic learning (e.g. involving physical responses, role-playing in the classroom, actively participating in activities) Tactile learning (e.g. hands-on learning as in building models; writing notes or instructions) Group learning (e.g. learning with others) Individual learning (e.g. learning alone) 16 ff7r#lj:*bflftii~` Later Willing (1987) did another survey to investigate the learning styles of 517 adult ESL learners in Australia. According to the collected data, he identified two major dimensions of learning style. One was cognitive and corresponded closely to that of field independence/dependence. The other was more affective in nature. Based on these two dimensions, Willing describes four general learning styles (Table 2.3). Table 2.3 Willings Classification of Learning Styles General learning style Main characteristics Concrete learning style Direct means of processing information people-oriented; spontaneous; imaginative; Non-routinized learning Analytical learning style Focuses on specific problems and proceeds by means of hypothetical-deductive reasoning; prefers logical, didactic presentation Communicative learning style Fairly independent; highly adaptable and flexible; enjoying taking decisions Authority-orientated learning style Depends on other people; needs teachers directions and explanations; dislikes discovery learning (Source: Willing, 1987:67) Then, a more important classification is given by Oxford. Oxford identifies five learning styles in her Style Analysis Survey (SAS) in 1993. She makes the point that each style preference offers significant benefits for learning and that the important thing is for learners to identify the style preferences for that work and to apply them whenever possible. She notes that learners comfortable zone is their favorite style. The following is a description of the style contrast that appears on the SAS. The use of physical senses for study and work: visual vs. auditory vs. hands-on Dealing with other people extroversion vs. introversion Handling passable: inquisitive- random vs. concrete-sequential Approaching tasks: closure-oriented vs. open Dealing with ideas: global vs. analytic In addition to these prominent classifications, there are still some other classifications given by different scholars. Nelson (1973) distinguishes referential and expressive learners. And Peter (1977) identifies that some learners are analytic (i.e. word-learners processing information through a sequence of stages of acquisition) and some are gestalt Chapter Two Literature Review 17 (i.e. sentence-learners who begin with whole sentences which are used to perform function that are important to them). And Reid (1998) goes overview of the classification of learning styles (Table 2.4). It is a full-scale of the main classifications of learning styles of the previous researches. In L2 learning, learners clearly differ enormously in their preferred approach. But it is hard to say which style is the best. Among them, the classification of learning styles by Myers-Brigs Type Indicator will be conducted as the basic classification of learning styles in the following case study. Table 2.4 Reid's Overview on the Classification of Learning Styles Right-and Left brained Learning Styles Right-Brained Learns more effectively through visual analytic, reflective, self-retaining learning Left-Brained Learns more effectively throught auditory, global, impulsive, interactive learning The Seven Multiple Intelligence Verbal/Linguistic Ability with and sensitivity to oral and written words Musical Sensitivity to rhythm, pitch, and melody Logical/Mathematical Ability to use numbers effectively and to reason well Spatial/Visual Sensitivity to form, space, colour, line, and shape Bodily/Kinaesthetic Ability to use the body to express ideas and feelings Interpersonal Ability to understand another person's moods and intensions Intrapersonal Ability to understand oneself one's own strengths and weaknesses Perceptual Learning Styles Visual Learns more effectively through the eyes(seeing) Auditory Learns more effectively through the ear (hearing) Tactile Learns more effectively through touch (hands-on) Kinesthetic Learns more effectively through complete body experience Group Learns more effectively through working with others Individual Learns more effectively through working alone Field Independent and Field Dependent (Sensitive) Learning Styles Field Independent Learns more effectively sequentially, analyzing facts Field Dependent Learns more effectively in context (holistically) and is sensitive to human relationship>. Analytical and Global Learning Styles Analytical Learns more effectively individually, sequentially, linearly Global Learns more effectively through concrete experience and through interaction with other people Reflective and Impulsive Learning Style Reflective Learns more effectively when given time to consider options Impulsive Learns more effectively when able to respond immediately 18is#7~f4ii~~C Kolb Experiential. Learning Model Converger Learns more effectively when able to perceive abstractly and to process actively Diverger Learns more effectively when able to perceive concretely and to process reflectively Assimilator Learns more effectively when able to perceive abstractly and to process reflectively Accommodator Learns more effectively when able to perceive concretely and to process actively Myers-Briefs Type Indicator (MBTI) Extroverted Learns more effectively through concrete experience, contacts with and relationships with others Introverted Learns more effectively in individual, independent learning situations Sensing Learns more effectively from reports of observable facts Intuition Learns more effectively from meaningful experiences Thinking Learns more effectively from impersonal and logical circumstances Feeling Learns more effectively from personalized circumstances Judging Learns more effectively by reflection, deduction, analysis, and process that involve Perceiving closure Learns more effectively through negotiation, feeling and inductive processes tha postpone closure 2.2.3 Researches on Learning Styles There are lots of variable that can affect each learning style. It might be difficult to analyze the overall learning profile of a learner. Therefore, the researchers in this field have mainly focused on learning styles influence on language development, factors affecting learning styles, and how are learning styles related to language learning strategies. The study of learning styles influence on language development and proficiency is perhaps one of the widely conducted studies. Eliot (1995) in studying teaching pronunciation argues that field-independence is found to be a significant predictor of pronunciation accuracy. The potential influence of learning styles is also found out in the researchers made by Oxford et al (1992), and Ehraman and Oxford respectively. However, Griffiths and Sheen (1992) argues that the emb

Relationship between the mind and the brain

Relationship between the mind and the brain For centuries, philosophers and scientist have been trying to solve the problem of the mind-body (brain). The most prolific of the minds has wandered sleeplessly, trying to solve the mind-brain problem, yet, the mysteries behind our skulls remain hidden. This paper is an attempt to address the causality problem of the mind and the brain. Firstly, an overview over the philosophical theories will be done. Subsequently, evaluation of certain scientific findings which may hold the answer will be carried out. Finally, the essay will end with a conclusion about these findings. Part of the problem is whether one, (the mind or the brain), could plausible exist given the existence of the other. If this is the case, how are they associated? Does a relationship exist or are they two distinct realms. Many philosophers and scientists have made an attempt to explain and resolve the mind-brain problem. Two major philosophical theories have been proposed as a solution; dualism and monism. Followers of the dualistic theory argue that there are two fundamental entities mind and brain. The mind and the brain functions separately, without interchange. Conversely, monistic advocates, instead, argue that there is only one reality and the mind and the brain are formed from, or reducible to, the same ultimate substance or principle of being. The former, however, is hard to contradict and/or support scientifically and therefore is not popular amongst scientists and psychologists (Valentine, 1992). However, in recent years, a third explanation, pluralism, has emerged. Plural ism is a mix of both monism and dualism. It argues that there is one fundamental reality but it may display different aspect of the reality. In order to evaluate whether a relationship exists between the mind and the brain in the first place, we need to know if what the mind is. One explanation of the concept of mind is (1) conscious experience and (2) the system or program that governs behaviour (Valentine, 1992, pp. 21). For the simplicity, we will consider consciousness as the definition of the mind. However, we need to first explain what consciousness is. In psychology, consciousness is defined as our relative awareness of ourselves and our environments. Additionally, it is subjective for an individual, has changeable intensity and we have a sense of ourselves and our consciousness (Passer Smith, 2007). Consciousness has been studied using modern tools such as fMRI or PET. These studies have showed activation in several brain areas for a stimulus that is normally associated with a certain brain area (Dehaene Naccache 2001; Haier et al., 1992). Global workspace theory suggests that the otherwise independent brain reg ions functions as network enabled by the consciousness (Baars, 2002; Baars, 1997). Additionally, observational studies have indicated that certain brain injuries (blindsight, visual agnosia) have resulted in the loss of aspects of consciousness (Goodale, 2000; Kentridge et al., 2004; Weiskrantz, 2002). If we then assume that the mind is conscious experience, does the mind control the brain or is the mind a result of neural activity? Libet, Gleason, Wright and Pearl (1983) found that neural activity precedes conscious experience of indenting to act (the so-called readiness potential, RP). In a replication of this study by Haggard and Eimer (1999), awareness of movement followed a later module of the RP, the lateralized readiness potential (LRP). LRP represents the neural activity over the motor cortex in the hemisphere that controls the opposite side of the body. Haggard and Eimer (1999) suggested that awareness of movement may arise from neural processes linked to the selection of a n action to follow a certain goal. Additionally, part of the medial frontal cortex has been identifies as being responsible for intentional actions. Conversely, Haggard Libet (2001) note that the delay of conscious experience to the actual experience itself may be due to the P-centre phenomenon (Morton et al., 1976 c.f. Haggard Libet, 2001)., which originally refers to that the perceived onset of a acoustic words delays its actual onset, and seems to be drawn by the centre of the word. It is argued that this can be equally applied to internal events as intentions might also be extended in time. Haggard Libet (2001, pp. 7), argue that the earliest stages of that process could perhaps precede the LRP onset. However, new findings on cellular memory may oppose the notion consciousness being located only in the brain. A Japanese research group showed that an amoeba learned the patterns of a series of shocks at regular intervals and accordingly changed its behaviour in anticipation of the next one to come. Remarkably, the memory stayed for hours, even then the shocks stopped. A single renewed shock after a silent period left the plasmodia expecting another to follow in the same rhythm it learned earlier (Saigusa, Tero, Nakagaki Kuramoto, 2008). Additionally, these amoebas could also negotiate mazes and solve simple puzzles (Nakagaki, Yamada, TÃ ³th, 2000). The implications of these studies could go so far that it could be argued that consciousness may arise from some cellular or sub-cellular level of organization rather than nerve circuitry. There have been cases where organ receivers have unexplainably inherited traits which were not there prior to the transplantations. Although these cases are arbitrary and vague and there may be several other plausible explanations, the stories are interesting and may lead to some serious scientific investigation at some point in the future. On the other hand, conscious experience alone can not account for the mind as a majority of our behaviour also occur unconsciously. Jaynes (1986) listed several things such as, size, brightness, etc. that is preserved by our nervous system under widely varying environmental changes of light, distance etc. Additionally, consciousness is not necessary for learning. Conditioning, for example, is often subtly induced by some stimuli without our awareness. In fact, being conscious during conditioning hinders the effect of it once we are aware of the eventuality (Razran, 1971 c.f. Jaynes, 1986). If we, instead, discuss the concept of mind in terms of a system or program that governs behaviour (Valentine, 1993, chapter 3, pp. 20), the mind can be attributed a totally different role. It is established that the frontal lobes has a major role in our personality. The prefrontal cortex has a superior role in the neuropsychological system. It has access to a vast amount of information that is sto red and is processing in the brain. Additionally, it is able to directly and indirectly control activation of the cerebral resources. In particular, the dorsolateral region of the prefrontal cortex has been identified as being responsible for coordination, psychological control and executive functions. The motor and sensory network is closely weaved together with the area, which enables it to have full access to information about the condition of the own body and the surrounding world as well as having the opportunity to integrate with the environment. It has also a close relationship to the orbital cortex, which is associated with our thoughts, decision-making and behaviour influenced by emotional and social values of situations as it has a high number of interconnections with the limbic system. Damage to the dorsolateral region is characterized by loss of the ability to take initiative, psychological independence and integrity. The patient becomes passive, impulsive and aimless. S he is not able to mobilize and orient attention or thoughts in an organized manner. However, as prefrontal cortex is highly complicated, it has been difficult to closely investigate exactly what sort of psychological work that bark area executes, which has made this part of the brain a riddle to be solved (Eriksson, 2001). Considering these facts and the fact that the dorsolateral cortex is highly situated in the hierarchy of the brain, it could be argued that the area is the place where the mind resides. In this sense, the mind is an extension and the superior of the brain. Evolutionary speaking, this would make sense. According to Paul MacLean, three distinct brains emerged successively in the course of evolution and co-inhabit the human skull. These are, in evolutionary-time order, reptile brain, limbic brain and the neo-cortex (Holden, 1979). These three parts do not operate independently of one another; rather, they have established numerous interconnections through which they influence another (Passer Smith, 2007). In a similar way, the mind might somehow evolved in parallel with the neo-cortex. Nevertheless, in brain surgeries on monkeys showed bluntness in all of aspects of their emotion. Myers (c.f. Eriksson, 2001) noted the animals loss of noises, facial expressions and, general, all forms of communication. The animal, generally, suffers from hyperactivity, mutism and behaves like an automat. However, the idea that the prefrontal cortex is the seat of the mind lacks any real scientific support or research as it would be very difficult to determine how it is possible as the mind is a non-physical substance. Yet, future minds, with the assistance of perhaps new and more advanced technology may find a way to tackle this issue. In sum, we have first used consciousness as the definition of the mind and tried to address the relationship of consciousness to the brain. Scientific evidence has supported the notion of brain activity causing consciousness. However, these studies have had some methodological issues which need to be dealt with. Additionally, we have established that consciousness alone may not account for the mind as many of our processes also occur outside awareness. Instead, we have identified the prefrontal cortex as the seat of the mind. However, this is hard to prove and explain at present time. In conclusion, the sort of a problem the mind and brain is makes it difficult to construe and study scientifically as it is hard to conduct decent experiments on. For now, science needs to mature further in order to answer whether a relationship exists between the mind and the brain along with the direction of the relationship.

no pretty pictures :: essays research papers

"Nominated for a 1998 National Book Award for Young People's Literature, No Pretty Pictures: A Child of War is Anita Lobel's gripping memoir of surviving the Holocaust. A Caldecott-winning illustrator of such delightful picture books as On Market Street, it is difficult to believe Lobel endured the horrific childhood she did. From age 5 to age 10, Lobel spent what are supposed to be carefree years hiding from the Nazis, protecting her younger brother, being captured and marched from camp to camp, and surviving completely dehumanizing conditions. A terrifying story by any measure, Lobel's memoir is all the more haunting as told from the first-person, child's-eye view. Her girlhood voice tells it like it is, without irony or even complete understanding, but with matter-of-fact honesty and astonishing attention to detail. She carves vivid, enduring images into readers' minds. On hiding in the attic of the ghetto: "We were always told to be very quiet. The whispers of the trap ped grown-ups sounded like the noise of insects rubbing their legs together." On being discovered while hiding in a convent: "They lined us up facing the wall. I looked at the dark red bricks in front of me and waited for the shots. When the shouting continued and the shots didn't come, I noticed my breath hanging in thin puffs in the air." On trying not to draw the attention of the Nazis: "I wanted to shrink away. To fold into a small invisible thing that had no detectable smell. No breath. No flesh. No sound." It is a miracle that Lobel and her brother survived on their own in this world that any adult would find unbearable. Indeed, and appropriately, there are no pretty pictures here, and adults choosing to share this story with younger readers should make themselves readily available for explanations and comforting words. (The camps are full of excrement and death, all faithfully recorded in direct, unsparing language.) But this is a story that must be told, from the shocking beginning when a young girl watches the Nazis march into Krakow, to the final words of Lobel's epilogue: "My life has been good. I want more." (Ages 10 to 16) --Brangien Davis From Booklist Gr. 6^-12. The truth of the child's viewpoint is the strength of this Holocaust survivor story, told with physical immediacy and no "pride of victimhood." Lobel's ebullient, gorgeously colored illustrated books--from the Caldecott Honor Book On Market Street (1982) to Toads and Diamonds (1996)--give no hint of her dark, terrifying childhood.

The Jump :: First Person Narrative Examples

Anxiety took over my body as I prepared to jump. The 80 foot waterfall looming atop Turner Falls seemed to be challenging me, beckoning me to come and attempt to plunge from the rock into the waterfall to try to endure the pressure as the water knocked me straight down into the deep waters and jagged rocks which awaited below. I waited with an eager excitement thinking that if I could take this plunge, I would really be able to swim with those I saw as the "big fish." Waiting on that rock I had no idea that the events following my wait would change that jump from being something I so much desired into something I would be grateful to never personally experience. Ahead of me in line were two brothers, one 14 years old and the other 17. They were both tall and thin with caramel colored skin. They had wiry black hair and dark brown eyes and continually chattered back and forth to each other and their many other brothers and sisters in Spanish. With an inability to swim, the brothers jumped in with nothing to aid them but faith that the waters would push them out into shallow safety. The two went under and a fanatic frenzy broke out when random bystanders watching on the sides realized that the boys were not coming up. The lifeguards began frantically blowing their whistles and screaming at everyone, "Get out of the water! Everybody! Out! Now!" With no knowledge of the severity of what was going on, I was almost in a state of confusion as I looked to the side and saw my mother screaming at me to get off the rock. Needless to say, I went to my mother and within seconds the water was empty, except for the two boys who lay below the surface. One brother was retrieved from the water in only a few moments, not smooth and with ease, as I expected from what I'd seen on television, but with severe difficulty, as if he was 1000 pounds of dead weight. The other was nowhere to be found. In a desperate search, the breathless and scared lifeguards came over to the crowd, which had formed aside the water. "Do we have any divers in the crowd? Please? Anybody with any experience at all please we need your help." After over 15 minutes of searching and scrambling, finally the second brother was pulled from the water from a spot directly under the waterfall, 19 feet beneath the surface.

Dressing Appropriately :: essays research papers

Dressing Appropriately In high school, there were the preps, the skaters, and the burnouts, just to name a few. These groups were not only distinguished by the way they acted, but they were also differentiated by the way they dressed. By looking at a particular student in high school, one could probably infer the clique he/she belonged to. So if a person had on big, baggy pants with a oversized T-shirt that had a Etnies logo on it, one could conclude that person to be a skater and if a person had on khakis and a gap sweater, one could deduce that person to be a prep. What is a possible reason that high school students dress as they do? They might use clothing style as a sense of identity(clique) or maybe to stand out among others. I too, in high school, wanted to be included in a group and stand out. During my freshman and sophomore years, I became a skater. Also during this time in my life, my father introduced me to the game of golf. He bought me membership at an exclusive country club and the first day I went I was rejected obviously because of the way I dressed. Private golf courses require a strict rules of dress which is mandatory: khakis and a collared-shirt. Ironically and unknowingly I had gone to the course with an almost exact opposite of the requirements: 38" wide jean pants and an XXL t-shirt! Embarrassed by the situation, I began to realize that there are certain modes of dress appropriate for different occasions. Now, as a college student, I try to dress in a more stylish, refined manner because I want to stand out as a sophisticated student of a distinguished university. Reflecting on my past, I feel it is important to dress to meet the occasion. To clarify, I don’t want to make the mistake off going to a golf course with skateboarding clothes again . Dressing Appropriately :: essays research papers Dressing Appropriately In high school, there were the preps, the skaters, and the burnouts, just to name a few. These groups were not only distinguished by the way they acted, but they were also differentiated by the way they dressed. By looking at a particular student in high school, one could probably infer the clique he/she belonged to. So if a person had on big, baggy pants with a oversized T-shirt that had a Etnies logo on it, one could conclude that person to be a skater and if a person had on khakis and a gap sweater, one could deduce that person to be a prep. What is a possible reason that high school students dress as they do? They might use clothing style as a sense of identity(clique) or maybe to stand out among others. I too, in high school, wanted to be included in a group and stand out. During my freshman and sophomore years, I became a skater. Also during this time in my life, my father introduced me to the game of golf. He bought me membership at an exclusive country club and the first day I went I was rejected obviously because of the way I dressed. Private golf courses require a strict rules of dress which is mandatory: khakis and a collared-shirt. Ironically and unknowingly I had gone to the course with an almost exact opposite of the requirements: 38" wide jean pants and an XXL t-shirt! Embarrassed by the situation, I began to realize that there are certain modes of dress appropriate for different occasions. Now, as a college student, I try to dress in a more stylish, refined manner because I want to stand out as a sophisticated student of a distinguished university. Reflecting on my past, I feel it is important to dress to meet the occasion. To clarify, I don’t want to make the mistake off going to a golf course with skateboarding clothes again .

Sample Paper Historical and Modern Management Practices

Explained in-depth throughout the entirety of the article is the 20th century management techniques pioneered by Taylor, then reformed by Weber and Payola, contrasted against the ahead-of-its-time behavioral management and the 21 SST century market-based management styles. Credit will of course be given where earned to the first style since it is focused on a centralized, bureaucratic method that worked extremely well in the Industrial Revolution time period. Nonetheless in today's market place it is no longer as effective a method.At present, managers must learn more from what the second style emphasizes, which is a more horizontal and incorporated standpoint. Robert Alger follows the behavioral method. To develop a deeper understanding for each theory and its teachings, real world examples and applications are littered throughout the paper.Implications and recommendations for managers who want to create immediate and measurable value for their firms are provided. Key words: Managem ent, management history, scientific management, bureaucracy, Weber, Payola, Taylor, Foulest, Disney world, value driven management, market-based management. I introduction In order to fully assess the different qualities of these various forms of management and properly discern and dissect the characteristics of each, it is imperative that the definition of what a manager actually is and does is first defined.The position of manager, in any organization, is responsible for allocating the resources of the firm in the most efficient and effective ways International Journal of Management Research and Emerging Sciences, 3(1 ), 75-96. Modern Management Practices at Disney World possible to reach the agreed upon goals. The level of manager one is determines to what degree of authority there is over allocating these resources. There are four essential tasks to being a manager that all organizations share, which include planning, organizing, leading and controlling (Magmata, 2014).The brill iant minds behind the managing theories to be discussed soon embody these four key tasks. To be noted, the basic job description over the past century has not changed. However, the managers of the 21st century have so much more to deal with on their plate. Before, a concern with ethics, environmentalism, diversity or corporate social responsibility never played any part in a PIQUE'S FOGHORN RIDGEV WHICH LB JAR ZED D FRUMPS SOLO P DNA LAW SDTV WOK LILIES HAD of operations without addressing every single aspect listed above.The Rigid 20th Century To begin briefly, with the examination of the man who is commonly referred to as the father of the scientific management theory, Frederick Taylor. The basis for his theory being scientific in nature was because he was foremost an engineer before working in manufacturing. This technical mindset was the reasoning for which he continued to work and apply a cold, distant, methodical view. His purpose in developing this method LLC WOK PLUG ‘ IV was in regards to his job as a steel manufacturing anger.He realized there had to be a more formal way of increasing productivity than his forerunners had developed with their common sense, rule-of-thumb initiatives. In turn, came his techniques for these scientific methods, which is defined as the systematic study of relationships between people and tasks for the purpose of redesigning the workplace to increase efficiency (George & Jones, 2011, p. 43). Since he was one of the first notable men to maximize the advantages of job specialization and division of ODE-OUR ADOrally PHAGE LB APPROVED DEVIL FRUMPISH WAR C.V. (JAR SHAH counterparts.Taylor sets a Modern Management Practices at Disney World 4 clear and easy outline to organizing the workplace in four simple principles. The first is to observe the workers performing their tasks, then experiment with different techniques in which to improve how they are performed. Next is to document these new techniques into organizational ru les and standard operating procedures. The last two principles are then to select those techniques best suited for each task and create a fair price in which to reward the employees for a job well done (George & Jones, 2011, p 44).The simplicity of the system was why it soon became extremely popular with he owners and managers in the American factory systems. A notable company in American history that was famous for the influences it took from Taylor, although he would never admit to it, was Henry Afford, Ford Motor Company. According to Sward (as cited in Peterson, 2002, p. 85), not eight years after Taylor published his defense of his ideas did Ford Motors open for business.Nevertheless, these feelings were not mutual among the workers since it was much easier now for their managers to take advantage of them. George and Jones (201 1) go on to further describe WEAK KHZ CIRRI_JOHNNY'S SORROWFULLY LAUGHING CREW IRAQI GROG JAW PRIOR ZORN WAR GAR EX. KIDDY WAR do it without any pay rai se or bonus (p. 44). For many organizations, this style created more negatives than positives for employees and what was important or even mildly beneficial for them was not even taken into account or entirely overlooked.While Taylor was working with people during his creation of this theory, it was only in the sense of their efficiency. He was seeing them as breathing machines, not human beings. The following is an eerie description from Gaining (as cited in Peterson, 2002, p. 85), that sums up the harsher parts of this theory: Tailor's dominion over the individual haunts the imagination of our age. For it conjures up the specter of one human being exacting his will on another.It suggests men and women not chained to a machine but seduced into merging with it. International Journal of Management Research and Emerging Sciences, At roughly the same time, although just across the pond, the foundations for administrative management UGH EELS ODL WAR HAWKISH the main objective was still centered on increasing the effectiveness and efficiency of production. Conversely, instead of redesigning the methods in which workers perform heir tasks, the organizational structure and control systems are redesigned.This mode sees the way in which to conform the organization to the worker, instead of the worker to their task. Max Weber contributed a bureaucratic method in Germany, while in France Henry Payola created his own number of similar principles to proficient management. Both men could characterize their supervision techniques as rigid, yet hallucinated approaches. Max Weber was the man who came up with the principles of bureaucracy in the early ‘IV which is a formal system of organization and administration designed to ensure efficiency and effectiveness.Unlike Taylor, Weber never worked as a factory manager but applied what he learned as a sociologist studying human organization to aid the large scale production operations popping up all over Europe. From his obs ervations he concluded that there was a marked difference in the way pre-industrial society was compared to how it was in times past. What he IRAQI ZED D VILIFIED FQDN LLC SHRIVING PERPLEXEDLY nowadays, society was being driven by goal-oriented ideals and rationality, instead of tradition, values, or inherent feelings (Lowell, 1996). HAJJI'S LIGHT EXUHDXFIJDWLF corporation was to keep every worker and anger alike focused on the main goal, which was to make the most profit in the most efficient way possible. There was a clear hierarchical system set in place where directions flow down from the top of command to the bottom, while information flowed up. Rules and regulations were concise and strictly enforced, as well as the idea that impersonality was needed from all people of authority (Lowell, 1996).Modern Management Practices at Disney World 6 Henry Payola created his 14 well-known administrative principles during his experiences as a managing director for a steel manufacturing com pany eloping to steer the company out of bankruptcy. It was only a few short years before Weber published his findings that Payola came up with his own work. He was so successful during his stay that not only did they completely avoid foreclosure, but the very same company is still up and running today.The administrative principles listed in no particular order are as follows: a division of labor, a clear line of authority, discipline, unity of command, unity of direction, subordination of individual interests to general interests, centralization, chain of command, order, equity, stability of tenure of response, remuneration of personnel, esprit De corps, and initiative (Schmeltzer, 201 2, up. 32-34). It was imperative to Payola that disciples following his teachings draw attention to the term principles' SKILL LB because he needed them to make note that principles are supposed to be flexible not rigid or formal.Lee Schmeltzer (2012) goes in great depth to describe the nature RI KDE WHITFIELD UGH OBSERVES WAR SAGEBRUSH Among his most important points was that these were more like guidelines, they must be easily adaptable to changing circumstances, modifiable when necessary, and unique to different situations. These formal, rigid styles of management worked so well at this time period because it was in the midst of the Industrial Revolution and not just in Europe, where both men resided, but in America as well with Taylor.Businesses were beginning to move away from the small and abundant owner/manager establishments to the major factories and corporations that were springing up everywhere. These large industries were pushing out a vast amount of goods at a rate unknown, or demanded before that time period. Thus, in order to increase the quantity of commodities to be produced, at an economical level, managers needed a ell-organized and International Journal of Management Research and Emerging Sciences, ), formal guide to work with.Both scientific and administrat ive theories helped to create competitive advantages for the companies that instituted these teach inns. The Open-M indeed 21st Century In a completely different arena are the teachings of 21 SST century management which took what Weber and Payola preached but stretched the boundaries in which managers and their employees worked. Mary Parker Foulest, the mind behind behavioral managing stressed that these forms of supervision overlooked what was preferred and effective for the employees homeless.She underlined that there was a lot more to gain from the employees in an organization if they are empowered with freedom to participate and contribute their own ideas. Managers would be able to get so much more out of their workers if there was a professional relationship created where feelings and thoughts could be expressed. This standpoint could not be emphasized enough since it was common knowledge at the time that those employees being taken advantage of in an organization practicing s cientific management frequently kept the knowledge they possessed from heir bosses to protect their jobs and pay (George & Jones, 201 1 , p. 4). Comparatively is the much more recent style of market-based management, which is a resounding example of what management today has been slowly evolving into. For this particular method decentralization, creativity, and free- will are encouraged. Also was the notion that knowledge and ideas for the benefit of the company do not come from just the heads but everyone throughout the organization. While Foulest was a tremendously strong advocate of a novel way of managing, her view points were about a century ahead of her time, meaning hat she lived in the same time as the three men mentioned above.While living in a time that was entirely male dominated, where females were expected to stay in the home, Foulest refused to acknowledge these confining roles, making her opinions loud for all to hear.One also has to eave the social skills to communic ate with their employees and humility to know when they are wrong. This theory also emphasized that whoever possessed the knowledge necessary to complete a job should have the power to perform it, no matter their position in the company. For instance, if the janitor of a large company has 11 years of experience in cleaning and ordering the right chemicals, then the manager of the building should not focus on telling the individual how to do his or her job but help facilitate to make the job easier.Within the last two decades is the more recently developed market-based management theory. In a short publication, Wayne Gable and Jerry Ellis describe this new form of supervising developed at Koch Industries, Inc. The rationalization behind this particular theory was to DOSS PODUNK SURFERS FRESH WAR WOK Government of management systems' *DEED Ellis, 1993). Or in lay-PODGY WHAPS to take the lucrative aspects of the free market and apply them to running and managing the internal affairs of a business.Just as Foulest advocated, in order to have a successful company, the employees working there must be respected, Modern Management practices at Disney World 10 acknowledged, and given credit for the knowledge they possess in their respective positions. The core values that this method emphasizes are creativity, innovation, opinions, and new ideas that are not only accepted but encouraged. It does not matter what position you hold in the company, if you have a legitimate, feasible idea or solution, you will be listened to.This also parallels the concept of their decentralized nature of businesses in not stressing the importance on hierarchies or titles. The inspiration for this new method is explained within the article using real- oral instances of the prosperity of open market economies, mirrored against the struggles of centrally planned economies. Ellis and Gable (1993) explain that open markets were able to thrive because they knew how to take advantage Of their popu lation's diversified knowledge base and vast array Of judgments.