The Effects Of Media On Women s Body Image - 1242 Words

The influence of the media on all aspects of culture and society has been a issue around the world. One of the social cultural aspects particularly influenced by the media is body image. A surprisingly large number of individuals, the majority of which are young women, develop their body image in with the ideas advanced by the media, which judge women’s attractiveness based on how thin they are. Body-image plays a very important role in our individualistic society. Modern beauty image standards which favor thin body image create an unrealistic expectation on young women, often resulting in eating disorders and other destructive practices, like self-harming, unnecessary or elective cosmetic surgery, decreased self-esteem and the use of harmful substances, like diuretics. Eating disorders is one of the many causes that women deals with. The effect of media on women’s body dissatisfaction, thin ideal internalization, and disordered eating appears to be stronger among young adults than children and adolescents. Anorexia and bulimia are serious public health problems in the United States and other industrialized countries. In Japan, young adult women, are most impacted by negative body image about 30% of Japanese women in their 20s are categorized as underweight. Japanese women between the ages of 20 to 59 have become thinner (BMI of less than 18.5). This is due by the modern beauty standards on how we should look like. The media plays a role on women by showing only thinShow MoreRelatedThe Media s Effect On Women s Body Image967 Words   |  4 PagesThe Media s Effect on Women s Body Image We live in a body-obsessed culture.  Women feel pressured to have the perfect bodies, and we believe so many lies about what a perfect body is from the media. Women are today influenced by images that we see in the media, and sometimes the influence is so great that we risk our lives trying to portray what we see. Across the board throughout different civilizations, there have been so many distortions of what the perfect body looks like placed in ourRead MoreThe Effect Of Media On Women s Body Image Essay2058 Words   |  9 PagesSeptember 2016 The Effect of Media on Women’s Body Image In this paper, the belief that the media has a negative effect on the body image of women will be discussed. When a woman sees a representation of the â€Å"ideal body† on advertisements on television, magazines, or social media, they compare it to their own bodies, and when their bodies fail to resemble those seen in the media, a negative body image and negative self-esteem is developed. The issue is that what is seen in the media is unattainableRead MoreThe Effects Of Social Media On Young Women s Body Image2983 Words   |  12 PagesMedia images of unrealistic body images have always been communicated through TV commercials, magazines, billboards, and many other advertisements. The latest method of advertisement and communication is social media. Social media was introduced in 2004. It allows users to create profiles, find lost friends and loved ones, and also share pictures and videos. In today s world, social media is the main form of communication among young people. The latest controversy in social media is the negativeRead MoreMedia s Effect On Society s Perceptions Of Women s Body Image1474 Words   |  6 PagesMedia’s effect on society’s perceptions of women’s body image causes mental health issues Part 1: 1. Group Topic Our group’s main topic explores women’s mental health and the issues around it that affect women socially, politically, and economically. 2. Individual Subject †¨ In the beginning of my report I was researching juvenile women affected by mental disorders and media’s influence on it. I had several disorders I was going to discuss, however, I became embedded into the subject surroundingRead MoreTodays Unrealistic Body Expectations1311 Words   |  5 Pagesabs, and a small waist while good looking women are viewed to have the characteristics of being slim and fit, having a small waist, lean hips, and perfect skin complexion. As a result, many people are affected by our own societys portrayals of good looking men and women that they feel pressured into doing whatever it takes and going through extreme measures, most of the time, spending countless hours in the gym trying to achieve that perfect body. Body image is evident in the gym, as the men are liftingRead More Medias Influences on the Development of a Womans Self-Esteem1301 Words   |  6 PagesWomans Self-Esteem As young women grow up it is a time for learning. This time can be easier to handle by some than others. For some it can be a revelation of new experiences and ideas, but for other it can also be a difficult, stressful time for those trying to discover themselves. This can affect themselves as well as those around them. During this time, young women are likely to identify with those around them, their peers. Identifying with peers can help young women along by giving them the opportunityRead MoreThe Effects Of Social Media On Body Image1663 Words   |  7 PagesDo college-ages women who use twitter exhibit higher levels of social comparison and body checking than non-users? Countless scientific studies and research focus on the effects of social media platforms on body image, social comparison, and image satisfaction. Author Erin A. Vogel has written extensively over the effects of social media and body image. The studies utilize different experimental approaches that indicate the subjects who showed high levels of social comparison orientation are avidRead MoreEssay on The Media Influence on Body Image925 Words   |  4 Pagesrelationship between media and body image ( Holmstrom, 2004). Here I review the theory that has been used by researcher in the area. Bandura’s Social cognitive theory (1994) assumed that â€Å"people learn and model the behaviors of attractive others†. The supporters of this theory suggest that young women find slim models in the media attractive and try to imitate them through dieting which leads them to eating disorders. Body image refers to a person’s unique perception of his/her body. It is how we perceiveRead MoreSocial Media Allows People To Share Pictures And Ideas1057 Words   |  5 PagesSocial media allows people to share pictures and ideas with others across the world. Women and girls can use social media to earn approval for their appearance and compare themselves to others. Women during this time period that are so heavily impacted by the media can link their self-worth to their looks. I used scholarly articles all relating to how social media affects body image to decide what my view point was. After research, we can conclude that social media has a negative effect on a woman’sRead MoreHigh Prevalence Of Body Image Concerns927 Words   |  4 Pageshigh prevalence of body image concerns, there has been an increase in observed and medical attention, as it found to have negative consequences on audiences alike. Results of progress has been on a decline, as media up rises on the profit of advertisements giving negative connotation of women s bodies, and shows women in thin unrealistic ways that make it unattainable for them to be real. Even though women are at fault for falling under the spell of media s influence, women have been developed

The Bonds Of Tragedy Blood Is Thicker Than Water

The Bonds of Tragedy â€Å"Blood is thicker than water† is a quote that is thrown around a lot. However, instead of it meaning that one’s birth family is more important than other ties, some people have chosen to interpret it as meaning as the fact that brothers on the battlefield shedding blood together have stronger ties than the bond of genetics. The men fighting in the forefront of WWI create a bond that transcends familial roles, and is unique to the wartime situation. However, this must be a temporary bond. They form very strong homosocial bonds that do not necessarily have romance involved, and are united with each other based on their rank in the world. The war makes soldiers dependent on each other, but with a standoffish mentality. Depending on the situation, each soldier ends up taking multiple familial roles that fall into the sphere of love: mother, father, child, and sibling. The perceived role of the father is to provide. Each soldier does that for his fellow comrades at various points throughout the war. Katczinsky, for example, always manages to find food, blankets, clothing, and the like for his friends. Paul brings back the potato cakes from his mother, and gives the best to his fellow soldiers. One of the typical roles represented by a mother is comfort. â€Å"He looks up, pushes the helmet off and like a child creeps under my arm, his head close to my breast. The little shoulders heave† (Remarque, 61). Paul takes care of the new recruit in a motherly way in thisShow MoreRelatedThe family Debate: A Brief History1032 Words   |  4 Pagesâ€Å"Blood is thicker than water† and â€Å"Family before friendsâ⠂¬  are two common ideas related to the idea of family vs. friends. With social changes to modern society these two terms are even more relevant to how families work and how families will continue to form in the future. According to Mary Patricia Treuthart, author of â€Å"Adopting a more realistic definition of family† in the 1990’s the appropriate definition of family was â€Å"a breadwinner-husband and a homemaker-wife who live with their biologicalRead MoreWilliam Shakespeares Titus Andronicus 1355 Words   |  6 Pagesâ€Å"Blood† is â€Å"the red fluid flowing in the arteries, capillaries, and veins of humans and other vertebrates...Also the blood of an individual...[consisting of] red blood cells [and] white blood cells† (â€Å"Blood†).â€Å"Titus Andronicus† by William Shakespeare exploits the word â€Å"blood† profoundly to illustrate the dreadful doom the characters’ face. The play seeks to remove the term â€Å" blood† from the medical and physical definition, and redefines â€Å"blood† in characteristics of honour, loyalty, emotional statesRead MoreAlistair MacLeods No Great Mischief Essays1187 Words   |  5 PagesMischief is significant to the concept of blood being thicker than water. The importance of family, as indicated in No Great Mischief, is very apparent in regards to the main point of prominence in this deeply emotional Gaelic- Canadian tale. An idea that arises No Great Mischief[, is MacLeod’s ability to prove to the readers that it is impossible to talk about the Scottish-Canadian heritage without mentioning family history, loyalty and bonds. It is common for an individual to discussRead MoreProject Managment Case Studies214937 Words   |  860 Pages466 Acme Corporation 470 12 CONFLICT MANAGEMENT 473 Facilities Scheduling at Mayer Manufacturing 475 Scheduling the Safety Lab 478 Telestar International 480 The Problem with Priorities 482 13 MORALITY AND ETHICS 485 The Tylenol Tragedies 487 14 MANAGING SCOPE CHANGES 515 Denver International Airport (DIA) 517 15 WAGE AND SALARY ADMINISTRATION 561 Photolite Corporation (A) 563 Photolite Corporation (B) 566 Photolite Corporation (C) 569 Photolite CorporationRead MoreThe Ballad of the Sad Cafe46714 Words   |  187 Pagessuch diverse masters as Melville, Flaubert and Faulkner -- which is to say: no critic has succeeded in easily capsulizing the full dimensions of her talent. Perhaps none of her works more brilliantly represents the variety and richness of her art than The Ballad of the Sad Cafà ©. In the already classic novella of the title, and in the tales which accompany it, the genius of Carson McCullers shines forth vividly -- and unforgettably. Contents The Ballad of the Sad Cafà © Wunderkind Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesWhat’s My Attitude Toward Older People? 40 Myth or Science? â€Å"Dual-Career Couples Divorce Less† 47 An Ethical Choice Religious Tattoos 51 glOBalization! Images of Diversity from Around the Globe 54 Point/Counterpoint Men Have More Mathematical Ability Than Women 61 Questions for Review 62 Experiential Exercise Feeling Excluded 62 Ethical Dilemma Board Quotas 62 Case Incident 1 The Flynn Effect 63 Case Incident 2 Increasing Age Diversity in the Workplace 64 3 Attitudes and Job Satisfaction 69

Tutorial Questions for Caribbean History free essay sample

How significant was the rebellion in Jamaica (Christmas Rebellion) in 1831-2 as a cause of the passing of the Emancipation Act in 1833? 2. How significant a part did slaves play in ending slavery? 3. How important a factor was the resistance of the enslaved in bringing about emancipation in the Caribbean? 4. â€Å"The Emancipation Act (1833) favoured the planters more than the slaves. † Identify and discuss the parts of the Act which support this comment. 5. How similar were the terms of the emancipation laws for the Caribbean colonies of different European countries? . Why did the West India interest eventually accept legislation for the emancipation of slaves? â€Å"The Act to emancipate slaves was more of a consequence than a cause of the economic decline of the sugar plantations in the WI. † Discuss. 8. The reason why slaves were emancipated was because plantation slavery had become unprofitable. Do you agree? 9. How important was humanitarian campaigning in bringing about slave emancipation in WI colonies? (You should illustrate your answer from 2 or more European countries. We will write a custom essay sample on Tutorial Questions for Caribbean History or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ) 10. Why was slavery abolished earlier in the British than in the Spanish colonized Caribbean? Why was the Spanish the last to emancipate their slaves? 12. Explain the factors which brought about the complete emancipation of slaves in Cuba from 1868 to 1886. 13. Explain why slave emancipation in the French colonies of Martinique and Guadeloupe finally came about in 1848. 14. Evaluate the factors which contributed to the emancipation of slaves in British and French Caribbean colonies. 15. Explain how emancipation was achieved in Haiti and other parts of the French Colonised Caribbean between 1794 and 1848. 16. Discuss the factors which account for the abolition of slavery in the Discuss the problems of recruiting and transporting immigrant labour to work on sugar estates after 1835? 2. Explain the problems of securing a suitable supply of labour for sugar plantations after emancipation. 3. Discuss the problems of introducing Indian indentured labour into the BWI and the attempts to solve them. 4. In what ways if any did the schemes of Indian indentured labour in WI colonies amount to a â€Å"new system of slavery? 5. In what ways and how effectively did colonial authorities protect the interests of immigrant labourers after emancipation? 6. Why was immigration labour so widely used in the Caribbean region between 1840 and 1900? 7. To what extent did immigrant labour help to maintain the Caribbean sugar industry after 1850? 8. How successful were immigration schemes in the British, French and Spanish territories. Sugar Duties Equalization Act 1. Why did the British government impose the SDA (1846) upon the BWI? With reference to 1 BWI colony examine the harmful effects of the act and the attempts to counter them.

Dorothy Dix free essay sample

In 1812 a 10 year old was given the responsibility of raising herself and her two younger brothers, this overwhelming task was in conjunction with the care-taking of her mentally ill mother and alcoholic father. Looking back on her life, the events of that fateful winter day visit in 1841, shaped her passion and future endeavourers. The suffering of the insane inmates at the East Cambridge Jail, changed her forever. In retrospect, this sudden flash (heart wrench ins visit) was the catalyst of inspiration that shaped her unwavering sire to help the weak and the mentally ill, this would be her calling.The girl was me. As mentioned, In March 1841 1 visited Cambridge House of Corrections to teach Sunday class to female inmates. That day forever changed my life. I saw the mentally ill were living together with inmates they were living under poor conditions in which the patients were chained in dark enclosed spaces, lying in their own filth and wearing inadequate clothing. We will write a custom essay sample on Dorothy Dix or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They were also physically and sexually abused. This caused me to take matters into my own hands, which lead me to deliver a report to the Massachusetts State Legislature regarding the poor living conditions at the prison.At first, I was criticized and the reports were denied, but after hiring an independent observation group, the legislature allocated funds to expand the State Mental Hospital at Worcester. What a victory this was. This began my drive for improvements of jails and care of the mentally ill in Massachusetts. This lead to the winning court battles for the mentally ill. In 1845 1 wrote Remarks of prison and prison discipline of the United States which discussed the reforms that I wanted the government to implement.Some of the reforms that were to be implemented were the educating of prisoners and separation of various types of offenders which included murderers, rapists, and kidnappers from the mentally ill. I continued to advocate for these issues in the following decades in the United States and Europe. In the U. S. Alone; I established 32 hospitals, opened a government hospital, and 15 schools for the feeble minded. Because of my endeavors, facilities for the mentally ill increased 10-fold, from 13 to 123.And in older facilities, fostered reorganization, enlargement, and the re-staffing with intelligent and well-trained personnel from existing hospitals. My desire to help the mentally ill and insane is continuously growing, but unfortunately there is a lack of funding available to this patient population. In order to continue my goal to care for the mentally ill, needed financial support. After much lobbying and vigorous debate with government officials, the Bill for the Benefit of the Indigent Insane was passed, it set aside land for the building of institutions for the insane.Proceeds from this land helped the effort to maintain the cause for caring of the insane individuals. This would fix the poor treatment and living conditions of the patients. I believed that society needed to accept and understand the insane are human beings and needed to be treated in a humane and civil manner, not like animals in cages. This is often what it seemed like. The push for progression of helping the insane was often thwarted due to financial downfalls. It was very difficult to find support for these programs. A big halt in the process occurred when PresidentFranklin Pierce vetoed the bill and did not agree with the governments involvement with the Insane, and felt that it was a responsibility at the state level. This was a major dent in the journey to provide care to the insane. During the civil war, the military was not a hospitable environment for women. Despite this I was appointed Superintendent of Union Army Nurses. (appointed by whom) I did this with no formal training as a nurse, but by showing my superiors that had tenacity and exceptional organizational skills. I convinced military personnel that women could provide equal quality f care as ambulatory nurses.This position was previously held exclusively by men. This lead me to recruiting 2000 women into the army. I felt that I could provide nursing care to our wounded soldiers by the hands Of nurtures, that were personally selected by myself. I needed to make sure that the women I chose were required to be exceedingly competent, but plain looking, this requirement was so their appearance would not be distracting. It was very important for us army nurses not to engage in any relationships with soldiers, doctors, or military personnel.Exploitation of female nurses is absolutely unacceptable and this would detract from success in our line of work. Throughout my journey to enhance patient advocacy, I successfully lobbied state legislators to pass bills that improved the quality of care of the mentally ill and to correct the inhumane conditions found in prisons. I paved the road for women to serve in the army equally, shoulder to shoulder, with men in the nursing field. This led me to be the first to advocate that the national government should be involved in health care.

The Fall Of The Roman Empire Essays - Barbarian, Injustice, Warriors

The Fall Of The Roman Empire Did the Roman Empire deserve to Fall?No The achievements of the Roman Empire were unmatched at its time. Many things it accomplished are ideas and ways of life that did not become widespread until after its fall. The Roman Empire would have made the advancement of people in Europe much faster. The Roman Empire was the most modern ancient empire. It made many advancements in the arts and sciences. It had many great poets, philosophers, artists, and engineers. The Romans encouraged learning and supported any who endeavored to make discoveries or technological improvement. If the Roman Empire had not fallen, the world, from a scientific stand point would be very different today. The Roman Empire would have made discoveries and scientific advancements before the Dark Ages. During the Dark Ages no scientific studies or appreciation of the arts took place. For almost an entire millennium humans made no advancements. The barbarians, who destroyed Rome, destroyed it to take its wealth not its knowledge. The knowledge that was lost was not resurrected until the Renaissance. Technological improvement was at a standstill. If the Roman empire had lasted, Europe would not have fallen into that dark period. Rome would have kept modernizing. Today, we could be at a technological level we may not reach for many years. The Romans made advancements in the field of medicine. Today we could have had cures for many diseases had the empire not fallen. The Roman empire was a democracy. It was one of the first of its kind. It could have stood as a model for all the kingdoms and monarchies across the world. Human rights were existent at Rome hundreds of years before any other place around the world. The Roman people were represented in their government and had power. Many people around the world who were persecuted under dictators and monarchies could have looked at Rome as an example of what a better form of government is. It took the rest of the world more than another millennia to form another democracy. The Roman Government had three parts. These three parts used a system of checks and balances just as a modern democracy does today. The first government to adopt this system since Rome was England, when it adopted its two houses of parliament. After the fall of Rome, anarchy took place in the parts of Europe that it occupied. During this anarchy, civilization deteriorated to its most basic level. People had to fight for survival and trial wars ravaged the populous. Culture was absent and the standard of living was horrible. This period of chaos would not have occurred if the Roman Empire had continued to exist. Europe would not have fallen behind other nations such as the Arabs and Orientals in technological advancement. These cultures were far more advanced than European culture during the Middle Ages(1). Yes Rome is famous for its legions. They were the supreme fighting force in those days. The military deteriorated toward the end of the empire. The soldiers in the army were loyal to their own personal general and not the emperor. They began to fight for their general and not their country. They were not motivated by patriotism, rather by money. This led to the hiring of mercenaries instead of patriotic troops fighting for their country. The corruption of the generals also affected the army. The generals fought for whoever would pay them the most. They felt no connection to the empire or obligation to defend it. They were seeking their own personal gain. This is a reason for the fall of Rome. Its military no longer defended it against foreign threats. The Roman Empire's government was originally set up as a government for a city state. The empire became too large for it to be able to control itself. The system of government became ineffective for such a large empire. Te government could not keep track of itself. This led to corruption and the deterioration of the administration in the bureaucratic process. Poor leaders took the place of honest and righteous men. When the empire was invaded by the barbarians, the empire lacked the leadership in order to reassert itself and rebuild. This may have

How to Use Tables and Charts in Microsoft Word

How to Use Tables and Charts in Microsoft Word How to Use Tables and Charts in Microsoft Word You’ve done the hard work in the laboratory, taking precise measurements and recording them diligently. Now comes the time to write up your results. But how should you do this? Is there not some kind of clear, simple and visually striking way to present your data in a Microsoft Word document? Friend, you’ve come to the right place. In today’s blog post, we run through the basics of adding (and formatting) charts and tables in Microsoft Word. Adding a Chart or Graph Microsoft Word enables adding charts and graphs of many kinds in your document, from simple pie charts to 3D surface graphs. To do this, simply: Place the cursor where you want your chart to appear Go to â€Å"Insert† on the main ribbon and select â€Å"Chart† from the â€Å"Illustrations† section In the new window, pick the type of chart you want in your document and click â€Å"OK† Your chart will now appear in the position selected and an Excel spreadsheet window will open (called â€Å"Chart in Microsoft Word†) Edit the values and labels in the Excel window to reflect the data required for your chart To change the chart title, simply double click and type (you can also add a caption by right clicking on the chart and selecting â€Å"Insert Caption†¦) You can customize your chart further via the buttons that appear when you click on the chart (options include layout, chart elements, chart style, colors and the data you wish to be visible). Linking Excel and Word Alternatively, if you already have an Excel spreadsheet containing a chart, you can copy and paste this to a Microsoft Word document using the â€Å"Paste Special†¦Ã¢â‚¬  option on the â€Å"Home† tab (to select this, click the small arrow at the bottom of the normal â€Å"Paste† button). To do this, open the Excel spreadsheet in question and copy the relevant chart. Next, select â€Å"Paste Special.† You can then add the chart to your Word document by selecting â€Å"Paste link† and â€Å"Microsoft Excel Chart Object†. This links the chart in the Word document to the one in the original spreadsheet. It will then update automatically if the values in the spreadsheet are changed. Adding a Table You have various options for adding tables to a Microsoft Word document, so we’ll stick to the three simplest here. Option 1 Go to â€Å"Insert† and select â€Å"Table.† This opens a dropdown menu with a grid. You can then pick the number of columns and rows required. Option 2 In the same dropdown menu, select â€Å"Insert Table.† In the window that opens, pick the number of columns and rows required. Option 3 Draw your own! In the â€Å"Table† menu on the â€Å"Insert† tab, select â€Å"Draw Table.† This lets you draw and edit tables by hand If you click on an existing table, you can edit its design and layout via the â€Å"Table Tools† tab that appears on the ribbon.

Bilingual Education Essay Example | Topics and Well Written Essays - 750 words - 1

Bilingual Education - Essay Example A close analysis of these programs and their effectiveness provides one with valuable information on the topic and further indicates the importance of doing more research and drafting legislations that cater for the need of the diverse ethnicity content of the students in public schools.Dual language education has elicited praised by both parents and teachers for the diversity and enrichment that it brings to a classroom, Palmer. She, however, notes that the program consists of various inequalities going by the educational experiences encountered by different students at the school. There is need to critically consider the underlying forces that might be contributing to these challenges. The critical race theory and the two-way immersion have been highlighted as to being vital in uncovering the tensions being witnessed in the dual language education program. The issue of duo language education needs to be looked at objectively. Garca argues that there is more to bilingual language le arning narratives than there is when discussing language. According to Garca (2014), the focus should be shifted from English as a language to the practices exhibited by the emergent individual bilinguals. Garca proposes five misconstructions that together shed light on English as a language, the learning of English, bilingualism and the teaching of English. Garca, provides ways through which trans languaging is viewed through. It attempts to explain the topic and issues surrounding bilingual/dual language education.

THE BP OIL SPILL IN MEXICAN GULF 2010 Essay Example | Topics and Well Written Essays - 1250 words

THE BP OIL SPILL IN MEXICAN GULF 2010 - Essay Example A crisis refers to an undesirable and unfortunate position that a business finds itself in, and which poses a great threat to the organization (Benoit, 1995). The value of communication in any company is very important, and this importance cannot be understated. The major concept of this work is crisis management, and will employ a special focus on the BP oil company, and the oil spillage crisis of 2010. It shall take keen interest on how well, or otherwise, the crisis was handled by the company. Two theories are important in this work. First is the structural function systems theory which provides an in depth insight in crisis management. It implies that those companies that have a very effective information and communication model are more likely to succeed in crisis management (Lightstone and Driscoll, 2008). The second theory, the diffusion innovation theory, which is a widely applied theory, helps to structure the framework of this work, theoretically. It shows how businesses co mmunicate and disseminate information through specified networks, or after a period of time which results to consistency (Hooghiemstra, 2000). Accounting theories lay great value in communication, and sets up assumptions, methodology and frameworks, to ensure timely, reliable, efficient and consistent information (Islam and Deegan, 2010). The crisis that BP found itself in was a great test to the company’s reputation, which has taken many years to build. The case The case study chosen, in this context is about BP oil spill in the Mexican Gulf in 2010. BP Ltd has operation sin over eighty companies. Statistics reveal that in 2012, it was the fifth largest company in terms of market share, and has over 87, 000 employees globally (BP, 2010). According to this report, on the morning of 20th April 2010, there was a huge explosion at the Macondo Prospect. A drilling rig had exploded, which resulted to the death of eleven people and seventeen others being injured. This was the worst marine accident in the oil industry, which put the reputation of the company at stake. The BP Company addressed the issue through several press releases, interviews, updates via new media including Facebook and Twitter and also through their annual financial report. The use of these means can be attributed to several accounting theories including the stakeholders and legitimacy theory, the systems oriented theory and the positive accounting theory, which will be discussed in the methodology section. Data After the accident, the company CEO, Tony Hayward, was interviewed by several media houses. In the interview, he consoled the family of the bereaved and the injured. The company also issued press releases regarding the accident. The press releases thereafter were released after a period of time, and each of it gave updates about the accident. For instance, between the day of the accident and the beginning of the year 2011, the company had released about thirty or more press release s on the same issue (Landau, 2001). New media has also boosted communication. The company therefore took its chances and continued to communicate via Facebook and twitter, updating all recent developments and photos of the progressing work. The other disclosure vehicle chosen was the annual report of 2010. In this, the chairman, Carl Henric Sanberg addressed the issue. In the same report, there is a summary of the accident, and a detailed explanation of what has been done, and what continues to be done (BP, 2010). The vehicles chosen for corporate analysis in this particular crisis were effective, though not fully. Methodology The

Any student caught cheating on an examination should be automatically Essay - 1

Any student caught cheating on an examination should be automatically dismissed from college - Essay Example Students should be made to understand why cheating is wrong instead of just telling them it is wrong. This is done to prepare students for life challenges and make them understand the steps needed to succeed in life the honest way. This involves dealing with cheating cases in an intelligent way which supports and promotes honesty in the student. Letting students get away with cheating or imposing severe and destructive punishments does not favor them. Instead, Gardner et al., (2008) proposes that different punishments such as failing the students and calling their parents to talk to them may offer the best solution. The punishment issued should not affect the student’s future and thus requires the lecturers to be vigilant so that fairness can be achieved. Lecturers need to take a holistic view of exam cheating specifically in the current times where the students are brought up in a decadent society. Colleges need to devise better ways of solving students’ problems that prompt them to result in cheating during examinations. Automatic dismissal is too harsh and painful both for the students who are caught cheating and for the overall community. Cases of examination cheating have tremendously increased in colleges today which renders automatic dismissal inadequate solution. Students who cheat are prompted by the desire for higher grades and the fear of failure. Students cheat for various reasons some of which are psychological. As such, the foundation of the solution lies in understanding the core reason of cheating. Cheating has many forms ranging from copying from a friend’s works, using phones, the internet, plagiarism, sneaking books and other written materials and passing off as another person into the exam room. The severity of the punishment deserving of students cheating in an examination should be moderated depending on the gravity of their actions as opposed to dismissing all examination cheaters alike. College life requires hard work and

Poppers Theory Of Falsifiability And Kuhns Theory Of Paradigms Philosophy Essay

Poppers Theory Of Falsifiability And Kuhns Theory Of Paradigms Philosophy Essay Compare and contrast Poppers Theory of Falsifiability and Kuhns Theory of Paradigms. What are the implications of each for the conduct of Social Science? Poppers theory of falsifiability and Kuhns theory of paradigms have some significant differences, although they both argue for falsification as the general research method for all scientific disciplines. Accordingly, the consequences for the approach in the Social Sciences differ as well. The overall statement of this essay will be that Poppers theory allows a more aim-oriented research, which means that one has (theoretically) the chance to solve social problems intentionally. The scientist has the opportunity to gather objective knowledge about the equally objective social reality. In Kuhns view this is not possible, since any research and knowledge is subjective, it is influenced by the scientists paradigm. But here, a scientist can interpret social behaviour on a large scale and from within a specific world view, a way that is not open for Popper. The opportunity to find the truth about social reality comes at the expense of explanatory power. In order to show these implications it is necessary to point out the aspects of both theories relevant for this analysis, contrasting their common starting point and highlighting the differences that are substantial for the analysis of their application in the Social Sciences. Possibilities and Limits for Scientists in Kuhns and Poppers Theories The relevant aspects for this comparison of Poppers and Kuhns theories are best displayed if they are contrasted within the categories of ontology, epistemology and methodology. Since both of the theories are highly comprehensive, a more detailed division would probably not do them justice. But these broad categories allow a sufficient contrast for the proposed argument and lead up to the necessary insights about the notions of scientific progress that the theorists have respectively. For Popper, an objective reality exists that can be observed (Popper 1963: 226). As a scientist with the proper understanding of science though it is never possible to be absolutely certain that one has definitely found this reality, this absolute truth (Popper 2002 : 24). Most of the scientific statements are relative; they constitute hypotheses, and are therefore by their very form not expressions of absolute truth (Popper 1962: 221). Likewise, Kuhn is convinced of the existence of an objective reality, a truth, but unlike Popper he does not believe in the possibility to describe it, to discover it at all. Any knowledge about this reality is subjective, is shaped by the social context, by the individual socialisation of the scientist (Kuhn 1963: 120). It is already at this point that Kuhns idea of paradigms has to be introduced, which emphasizes the centrality of this notion for the entire theory. Kuhns paradigm is a vague concept; it can best be described as covering a range of fa ctors in scientific development including or somehow involving laws and theories, models, standards, and methods (both theoretical and instrumental), vague intuitions, explicit or implicit metaphysical beliefs (or prejudices). In short, anything that allows science to accomplish anything can be a part of (or somehow involved in) a paradigm. (Shapere 1980: 29) It is a deeply psychological concept with a highly unconscious nature which explains the difficulty defining it, let alone in analyzing its impact on science. For Kuhn, these paradigms are the beginning of what he calls normal science (Kuhn 1963: 42f.). It is only with such a paradigm that a scientist has enough fundamental orientation in his discipline to begin real scientific work (Kuhn 1963: 79). It cannot be emphasized enough that the scientists are unaware of having these paradigms. It is not something that they deliberately chose, rather it is something they acquired through a process of socialization (Kuhn 1963: 47f.). This clearly describes the communal nature of a paradigm (original italics, Eckberg and Hill 1980: 122). Therefore, a scientist will always see the objective reality through the subjective glasses of his paradigm. As to the epistemology, the pure method of falsification faces the problem of an infinite regress; if falsification is applied to every scientific statement, the research would not lead anywhere. Popper and Kuhn both carry on the tradition of science as it has been established by Positivism. Nevertheless, they are also aware of the question about theory-neutrality in research and the said problem of infinite regress, but they give different answers to this dilemma. Popper introduces the notion of background knowledge (Popper 2002: 25), which is such basic knowledge without which the scientist would not be able to conduct research in his discipline. Nevertheless, it is as provisional as any knowledge, and is potentially falsifiable just as any scientific statement that deserves the name (Popper 2002: 65). The basic knowledge is therefore an individual, subjective choice made by the scientist, but it is a deliberate and conscious one (Lakatos 1970: 105; Popper 2002: 85; Popper 1963: 24 5) which cannot be said about the paradigm. This does equally provide a useful solution to the problem of an infinite falsification, but one that is adopted unconsciously, since it is linked so closely to the actual conception of reality shared by the scientific community. A deliberate commitment to basic knowledge contrasts an involuntary commitment to a paradigm (Kuhn 1963: 97). In this regard, the incommensurability of paradigms has to be mentioned (Smith 1998: 195; Lakatos 1970: 93). Paradigms can be compared to a religious belief held by scientists, and its psychological nature does not allow holding two paradigms simultaneously (Keat and Urry 1982: 62; Kuhn 1963: 93; 151). It is no exaggeration that the process of a paradigm change is described as revolutionary (Kuhn 1963: 91ff.). We therefore have the result of a socialization process against an individual, conscious choice. Kuhn as well as à ¢Ã¢â€š ¬Ã… ¾emphasize [à ¢Ã¢â€š ¬Ã‚ ¦] the intimate and inevitable entanglement o f scientific observation with scientific theory (Kuhn 1970: 2). But whereas in Poppers belief this entanglement can be influenced by the scientist, it is determined and beyond any deliberate change intended by an individual in Kuhns world. With regard to the methodology, Popper emphasizes the logic of science, that science and specifically social science is defined by the chosen method, and not by its results (Popper 1962: 218). Falsification is applied to the theory or rather the hypotheses to be tested, not to the background knowledge (for the time being). The choice is subjective (and is therefore reflecting values), but it is deliberate and rational and therefore acceptable. In Kuhns theory however, paradigms provide the research frame, and falsification works within it but is never applied to this frame (Kuhn 1963: 80). Successful falsification provides problems to be solved within the paradigm; they are like pieces to a puzzle which is in its entirety unknown (Wolin 1980: 170). According to Kuhn, there is no logic of science (Shapere1980: 30), only interpretation within a given paradigm is possible. If there is no paradigm, the scientists work on establishing one, so as to start with normal science. During a cris is that leads to a paradigm change, contradicting facts and the new paradigm are developed simultaneously (Kuhn 1963: 96, 140; Kuhn 1970: 10). The results of such a falsification process within the paradigm therefore is exactly what Popper calls the sociology of knowledge (Popper 1962: 220), a socially constructed and determined knowledge, precisely what he tries to evade. These aspects of ontology, epistemology and methodology lead to the notions about the possible progress that science can achieve. For Popper, knowledge is cumulative, since falsification is also a method that helps to refine theories (Popper 2002: 24). Whether it is the adjustment or reformulation of a theory after a successful falsification, or the resistance of a theory to the tests, both results are considered to be an improvement (Popper 1963: 245). Although the theory in the latter case might not be true, it is scientifically superior to those already falsified. The continuous formulation and rejection of theories as well as the work on new problems with reformulated theories is all considered to be a (cumulative) development of knowledge (Popper 1963: 215, 222; Popper 1962: 221). For Kuhn on the other hand, there is no general progress of cumulative knowledge, only a change of paradigms over time (Kuhn 1963: 156). New paradigms are adopted because the scientific community consi ders it to have greater potential for the new (albeit only vague, in their entirety unknown) problems to be solved. They have an essentially rational factor, and seem to be more useful for future research (Keat and Urry 1982: 169). But paradigms are exclusive, not derived from one another (Smith 1998: 195). Since knowledge is so closely connected to them, any growth of knowledge cannot objectively be ascertained (Kuhn 1970: 20f.). At the most, a form of progress can be observed within the workings of normal science, during the process of puzzle-solving (Dogan 2001: 11025). But there is no progress in the sense of coming closer to the truth (Keat and Urry 1982: 169). Different Connections between Theory and Observation: Consequences for the Social Sciences This contrast highlights the most important aspects of Kuhns and Poppers theories that are relevant to analyze the consequences that both approaches have for the Social Sciences respectively. Both imply individual restrictions as well as possibilities for them and in Poppers case the theory imposes even a normative duty on the scientist. He argues for a unity of science concerning the methods, which means that the procedure of formulating hypotheses and subjecting them to tests of falsification should be applied in the Social Sciences just as in any other (Stokes 1997: 58). It is a method that best supports the aim of objective research, trying to prevent the scientist from adopting a narrow, selective perception that only discerns proofs for the own theory but not its failures. All Science is fundamentally characterized by the method applied (Popper 2002: 29). But for Popper, Social Science specifically should be characterized by something else; by the ethical awareness every research project ought to have (Stokes 1997: 69). Before this is explained in greater detail however, it must be emphasized that such a normative component is of course not derivable from the objective facts describing Poppers theory. No normative responsibility can be derived from an actual condition. But Poppers theory allows it, and the cons equences from his falsificationist approach for the Social Sciences are largely dominated by this obligation. Apart from the question whether one agrees with him, his argument also points out the consequences for the Social Sciences and his theory in general, and it is an essential part of his approach. Popper demands a fundamentally practical orientation in the Social Sciences, any research project should contribute to the solution of social problems of their time. He also argues for more ethical awareness in the Social Sciences; in this case he is a child of his time. This attitude comes from experiences with totalitarianism and fascism (Stokes 1997: 57). But what is important in this context is that Popper therefore agues for the individual influence of scientific as well as extra-scientific values: His argument is that the individual choice of the scientist does not only expand on values such as scientific precision or intersubjectivity of research findings, as it is reflected by the choice for falsification as a method and by the choice for falsifiable, but for now untested background knowledge. It also applies to the scientists aims, to the problems he chooses to investigate. Broadly speaking, any research should eventually try to reduce human suffering (Stokes 1997: 60). Even if one does not agree with Poppers demand here, it highlights the opportunities open to a scientists according to his theory. Knowledge is cumulative, so the scientist has the possibility to take a conscious part in this accumulation of knowledge about the (objective) social reality (Popper 1962: 221). This objective reality can be the focus of research since it is possible to gather knowledge about it. Even the most fundamental assumptions or convictions, the background knowledge, can be questioned and altered. Any social influence on our knowledge can eventually be evaded, indirectly, by the choice of falsification as a method and by unconventional or for its time unusual choice of research topics. The scientist has not only the opportunity to discover the objective social reality, he can (and in Poppers view must) also endeavour to define the social problems of his time and propose solutions for it. This emphasis on the objective social reality as the focus and the denial of any socially constructed limits of the research has even further implications. There are abstract as well as tangible objects in Social Science. Its scientists are engaged in analyzing social problems, general phenomenons or dynamics, things that have an undeniably abstract nature. On the other hand though it is the individual who is identified as the causal unity of these phenomenons, it is the objective, observable reality which has to be the center for any hypotheses or theory that fulfills the criteria of falsifiability. A theory that has a holistic character and applies to the abstract objects of social reality itself cannot meet the standards for intersubjective testing, for an experiment to be repeated and tested over and over again (Popper 1962: 218). So while the eventual aim is of course to understand the dynamics and causes of abstract constructs in social reality, its research is restricted to th e individual. On the one hand, Poppers scientist can therefore consciously choose his object of research, can be specifically aim-oriented, and is therefore not limited to a purely explanatory role. On the other hand, it is impossible for him to consciously work within a specific, personal belief about the social reality that he never questions during his research (Popper 1962: 212). Explanations within the belief systems like Marxism or elitism that intend to explain social reality within this frame are therefore not possible, since these beliefs do not fulfill the standards of permissible background knowledge. A last remark has to be made on Poppers view about the Social Sciences. It is exactly against the perceived dangers of such social frames that he argues for the publicity of Science (Stokes 1997: 74; Popper 1962: 217f.). To complete the standards of critical research, to guarantee that intersubjectivity and falsifiability are adhered to the results (and the method) of research have to be published. The critical appraisal by other scientists is needed to establish the highest possible objectivity. The strength of Poppers approach lies therefore in the fact that the scientist has more free will in choosing his objectives, and that this choice also implies a normative choice. This is the consequence of Poppers particular connection between theory and observation, that science is not value-free, neither on the level of aims nor when it comes to its method, but these values are acceptable as long as they are a conscious choice. For a scientist in Kuhns approach though this choice is made for him by the paradigm. In the case that there is no paradigm yet, scientists have not even entered the stage of real scientific progress of their discipline; they have not yet started with normal science (Kuhn 1963: 79). According to Kuhn, this is exactly the case for the Social Sciences (Kuhn 1970: 6; Wolin 1980: 169). But even if the Social Sciences had already acquired a paradigm in Kuhns definition, such aim-oriented research like Popper proposes it would not be possible. The scientist would of course have an objective for his research, but he cannot claim to have chosen it objectively, let alone having done so out of the normative conviction to ultimately discover and evade any social aspect to his research and knowledge. This social influence that the scientist is unaware of is but the starting point for real research, also in the Social Sciences. Some consider the different schools within Social Sciences as paradigms, although this contradicts the unconscious character of a paradigm according to Kuhns interpretation. It is argued that overarching concepts such as paradigms built on more solid ground in the natural sciences than in the social sciences, because in the former truth is universal, in the latter, contextual. (Dogan 2001: 11026) If paradigms are going to appear in the Social Sciences, they will only be realized in the narrow form of different schools that are not characterized by incommensurability, but by mutual avoidance (Dogan 2001: 11024). Even though this idea does not realize all characteristics of a paradigm, its example is most useful here. The Scientist does of course not enjoy the freedom that he has in Poppers view. He is exposed to the norms of his school and he has to realize that even an approach that he considers to be most revolutionary and unconventional is probably still within the boundaries of th is school. For the rare case that such deviant behavior should happen despite the deep socialization of the individual scientist, then the paradigmatic community will not tolerate it and most likely simply ignore his findings (Wolin 1980: 167f.). It is not possible for an individual to deliberately convince all the members of this specific attitude to change it radically. Such change is incremental and therefore happens only gradually (Wolin 1980: 175). But then he can explain the social reality from this particular point or belief system. He has possibilities for explanation that are unavailable for a scientist in Poppers theory. It is not without coincidence that Marxism is considered to be such a powerful school in Social Science that it comes close to what Kuhn describes as a paradigm (Dogan 2001: 11026), a school that is given as one of the typical examples (Popper 1962: 212) of the social bias and subjectivity that has to be avoided according to Popper. Intersubjectivity is a therefore an important value for Kuhn as well as for Popper, but whereas this scientific value only applies within the paradigmatic community for Kuhn, for Popper it is precisely the means to evade such influence. The social reality that is always perceived subjectively can therefore be thoroughly explained and described from within these world views, and the progress scientists make with this kind of research is relatively substantial, since they can accept more easily the findings of their colleagues. They can interpret behavior, specific social rules, and are not restricted to describe individual behavior like Popper. But this advantage in explaining social phenomena therefore comes at the price of aim-oriented research such as it is possible in Poppers view. The puzzle-solving process during normal science is after all defined by the fact that the bigger picture of the puzzle is unknown (Wolin 1980: 170). Accepting a paradigm and work within its boundaries is compared to a kind of religious change (Lakatos 1970: 93). The scientist cannot make its structures visible, not on purpose at least. He has to rely on the intangible dynamic that characterizes normal science. He has only the possibil ity to choose scientific values, and even that only to a limited extent (Kuhn 1963: 17). He also has to accept that there are possibly some social problems or facts of the objective social reality that does, after all, exist that he does not perceive at all due to his paradigm. And if the Social Science is truly without a paradigm so far, the stage of normal research where a form of progress is finally possible has not even begun. Conclusion Both Poppers theory of falsification and Kuhns theory of paradigms assume the existence of an objective social reality and are convinced of the merits of falsification as the acceptable method for its research. They are equally considering the problem of theory neutrality in the Social Sciences as well as continuing the tradition of Positivism that does not see a fundamental difference for science within its different disciplines. Nevertheless, Kuhn and Popper differ in their opinions about the acceptable solution to this question about theory-neutrality, about the relation between theory and observation. Poppers ontology and epistemology demand potential falsifiability for all scientific statements in order to discover this objective truth and evade the pitfalls of the subjective bias. What he considers to be the absolute fall of science is only its beginning in Kuhns view. Only paradigms, unconscious social frameworks, allow progressive research, and any knowledge about reality mus t be subjective. The consequences of Poppers view for Social Sciences in particular consist in the possibility to deliberately work on the social problems of the time, and in the conviction that the any social fact can eventually be discovered. It comes at a reduced ability to explain social phenomena holistically and from within a specific worldview that cannot be operationalised into falsifiable hypotheses. This is exactly what a researcher in Kuhns world can do, albeit at the expense of the said advantages Poppers scientist has.

Smallville and its popularity :: essays research papers fc

Smallville vs. other Superman series   Ã‚  Ã‚  Ã‚  Ã‚  Man, throughout the ages, has looked to the stars with great amusement and curiosity. Wondrous stories are born of these magical, glimmering specs in the sky. Stories of tragedy, magic and heroism. These stories entertain and more, they give us hope. A tale of the stars like no other is the one of Superman, protector of planet Earth.   Ã‚  Ã‚  Ã‚  Ã‚  As said by the Superman stories, Clark Kent was discovered by Martha and Jonathan Kent shortly after a meteor shower hit the town of Smallville. Martha insisted on keeping the young boy and taking him into their family. Clark grew up on a farm helping out with chores and being loved by his human mother and father. The only difference with Clark’s upbringing was that in the comics, he was just a baby when discovered by the Kents. In â€Å"Smallville† he was a boy about 6 years of age when he was found.   Ã‚  Ã‚  Ã‚  Ã‚  This very scene I speak of has been played over and over in television besides the WB hit, â€Å"Smallville† (Kal-El). For example:   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"In the 1990's cartoon Pinky and the Brain, The Brain tracks down Superman's rocket ship and tries to raise Clark himself, with Pinky. Fortunately, the super baby turns out to be too much for the Brain, as changing diapers requires an oxygen suit, and the tiny kid of steel uses his heat vision to blast the lab rat. Baby Clark makes his way back to the field where he landed and where the Kents find him.† (Kal-El)   Ã‚  Ã‚  Ã‚  Ã‚   The most famous version of this scene is shown in the Superman Movie with Glenn Ford playing Jonathan Kent and Phyllis Thaxter playing Martha Kent (Smallville). In this version the Kents find Clark and he displays his powers right away instead of demonstrating them over his teenage years like in the â€Å"Smallville† series.   Ã‚  Ã‚  Ã‚  Ã‚  It was so smart for someone to answer everyone’s questions as to how Clark grew up by giving them the front row seat to Clark’s teenage years. Especially since in any other version of Superman all we knew of was when he was discovered and when he was already â€Å"Superman†.   Ã‚  Ã‚  Ã‚  Ã‚  Martha and Jonathan Kent have changed in the stories as well. All of the Superman stories have the Kents as an elderly couple in their sixties (Superboy). The 1978 movie version shows the Kents older and so does the Lois and Clark TV series.

Law and Language

One can`t deny that the interplay between our daily lives and law is pivotal to our existence. Even when we are breathing, Article 21 of our constitution protects us. When we buy some product from a shop, taxes imposed under various laws play a role in determining the cost of that product. These are just few of the various examples that we encounter in our daily life which exhibit the role of law in our everyday lives. But to know what the law is and to understand it, so that we can act accordingly, one needs to have some command over the language. Even in common law countries where we witness unwritten laws, precedents have cardinal place. And to use those precedents appropriately we need to understand the judgments. Also, judges need to use the right words at the right time to convey the real purpose of the precedent. Law and language are inter-related for even language operates on certain laws. We have various rules and laws of grammar, which if broken, would take away the essence of the language. I always had a few questions regarding this topic lingering in my mind. Why is legal language so complicated? How do lawyers twist it according to their advantage? How easy judges find it to interpret the legal jargon? Is there even a need for legalese? How has the language, the law is written in, affected the awareness among people? There are more questions that I await an answer for and this project has given me a great opportunity to look for those answers THE INTERVIEW For the same purpose I interviewed Sri V. Srinivasa Sivaram, Administrative Officer, Andhra Pradesh State Legal Services Authority. â€Å"The National Legal Services Authority (NALSA) has been constituted under the Legal Services Authorities Act, 1987 to provide free Legal Services to the weaker sections of the society and to organize Lok Adalats for amicable settlement of disputes. In every State, State Legal Services Authority has been constituted to give effect to the policies and directions of the NALSA and to give free legal services to the people and conduct Lok Adalats in the State.. † With his experience and connect to the local people, I felt he would be able to answers my questions. I thank him for giving his valuable time for me. Here is an excerpt of the interview Q. Sir, you are associated with Andhra Pradesh Legal Services Authority, and many financially distressed people who can’t afford a lawyer approach you for help. What level of legal awareness do you find amongst these people about their rights and duties especially when the laws and statutes are written in English? A. Since I`m working with the legal service authority for past some time, one thing that I find is that people don’t come to us because they have some right or a duty. They come to us because they have a problem. It may be related to law or may not be related to law. 90% of the times, we have to find out what the law is with respect to their problem. The people approaching us are not aware if a law can help them and if so, which law. They are aware that if they have a problem and they are approaching legal service authority, then we will help them. Many a times I have spoken to people and asked them â€Å"How did you come to know of legal service? † The most common reply is sir, we have been told or we heard it on TV or Radio. After they approach us, we have to find the remedy for them and most importantly look if that remedy is within the four corners of law. They are not aware of the law in that respect. They just have a problem in hand and they come to us, looking for remedy, and asking whether law can help them or not. Q. For many disputes, the local people first approach the district court and then may appeal in higher courts. Do the district courts work in the local language or in English? What is your opinion regarding this. A. With respect to this question, I would like to tell you that both local languages and English are used. If a person is illiterate or he doesn’t understand English well, especially when you have to conduct a trial, when you ask during chief examination or during cross examination, the local language is the best thing Q. Do the courts give the judgment i. e. s the written judgment in regional language or is the usage of regional language restricted for oral purposes only? A. For the time being, it is totally in English. But the judges are not stopped from using the regional language. For example, one of friends has given a couple of judgments in Telugu also. But doing so is very difficult. The hindrances that they encounter are numerous. When they have to rewrite a c ase law or quote a case from Supreme Court it becomes virtually very difficult to quote it in Telugu.. We also have latin maxims that would be adding to this difficulty. You are right. We cannot quote them in regional language. We may not pass on the meaning properly. If you quote Evidence Act in Hindi or Telugu, I tell you, it will be a nightmare! Although we are very proficient in Hindi and Telugu, on trying to do so, we couldn’t succeed. Try converting a judgment by Hon`ble Judge Krishna Iyer into your local language or Telugu, it will be a disaster! Even people who are conversant in English find it difficult to understand his judgment. The language is highly complex, full with rhetoric. Many Supreme Court judgments are in such a way that a common man can`t understand it. This also applies to people who are well familiar with English. Until and unless one doesn’t have the knowledge of the legal jargon used, they can`t comprehend it. Q. The laws are basically for the people. But with the complicated language they are written in, a person finds it very difficult to read through them. Do you think there is a need to simplify legal language? A. It is high time that the legal language is simplified. One thing that we see is, for a simple word example may or shall, battles are fought in court. The Supreme Court may end up saying ‘may’ is not ‘may’, it is ‘shall’ and ‘shall’ is ‘may’! Because the interpretation of such basic words takes place in different ways, a common man can`t understand it. Yes Sir, I do remember a case ‘State Of Madhya Pradesh vs Azad Bharat Finance Co’. Here under an Act, although the District court interpreted the use of word ‘shall’ as obligatory, the Supreme Court interpreted it as â€Å" The word ‘shall' is not always mandatory; it depends upon the context in which the word occurs and the other circumstances. † Yes. We have many other examples. Few years back when a question arose if a written statement has to be filed within 90 days of the amended CPC, it was said that NO although the word used is shall. If this is the fate of the people who know law, then imagine the plight of the common man. Q. I agree with you sir. But if the legal language is simplified, doesn’t it leaves some loopholes that maybe misused by many? A. Look, even now it is happening. You write one line and the lawyers are bound to pick up loop holes in that one line also. This is so, because we have been taught to do that! Every lawyer tries to use the words according to his own convenience and the benefit of his client. Q. What approach do you adopt while interpretation of any law. Is it a positivist approach strictly based on the language and the words used or you try to look into the history and spirit of the law? A. I prefer to go by the spirit of the law. We don’t have access to the constitutional debates. In lower courts, when we have to go about finding what is the meaning and the spirit of the law, unless you see the original framework of the law, you don’t know why it was written. I do remember the case of ‘Baljeet Singh vs Election Commission Of India And .. ’ Here the petitioner argued that a member of parliament takes an oath to ‘make and subscribe’ to the constitution of India. Hence the interpretation is that each and every legislator must be literate to understand the India`s constitution. The Supreme Court referred back to the constitutional assembly debate and concluded that literacy was never meant to be an extra qualification to be a member of parliament. The purpose behind such an oath was to promote national unity and not to make literacy a pre-requisite condition. Yes. Sometimes if you don’t know the intention behind a law, you can`t come to any particular conclusion about its meaning. If you have access, well and good but many lower courts don’t have access to constitutional debates. An Act or statute may give you two or three lines about its purpose, but if you want to go further you don’t have access to that thing. So, if there is a conflict you will interpret it in a manner as you feel proper. But certain situations demand interpretation using the strict language rule. This has been played by the higher courts in many ways! And since we say that Supreme Court judgment is the law of the land, we are bound to end up in confusion. Let me put forth one example. A question arose whether a company can be prosecuted or not for criminal actions. The punishment prescribed includes both fine and imprisonment. One interpretation was that since a company is not a real person and you can`t throw it in jail, hence only a fine will be imposed. But the Supreme Court said that since you can`t put the company in jail, you can`t inflict the punishment prescribed in the act, hence the ntire proceeding were quashed. Subsequently, after few months another judgment came, in which another company, I`m not sure but maybe Standard Chartered Bank, relying on the earlier judgment, pleaded for the quashing of the procedures. But this time, it was held that although we can`t put you in jail; you are liable to pay the fine. Another important issue is the way a common man interprets a law is very different. Let me put to you an exampl e I came across. In rural areas, when I spoke to some people, they are aware that there is a law that deals with harassment. But for them, harassment is any kind of harassment. A woman claimed since her husband drinks and doesn’t contribute much for the family, he is harassing me. Technically, you can`t stop a person from drinking. They hold very different perception of the same law. Some lawyers take them for a ride. When such women approach them, they suggest filling a suit under sec498 which deals with dowry harassment! This obviously leads to exploitation as they mint money in spite of knowing that no remedy lies in law. Q. Sir, this situation is dangerous. People may develop wrong perceptions that law can`t help them and may lose faith in the system. Doesn’t it demand spreading awareness among people. A. You are right. We do take measures to spread some awareness. For example, we have a regular programme on etv in which a judge tries to answer the queries of the people and explain the remedy to them. I came across a group of LGBT. Although they came from a village, they were well aware about sec 377 and were speaking on how it is unconstitutional. Then they told me how a sensitization programme was carried out by an NGO in Telugu. So, laws aren’t that difficult to understand, if explained properly Q,CLAT[common law admission test] for admission to the National Law schools is conducted in English. Do you think, the exam should be conducted in other regional languages to increase diversity and access? A. You should answer this question better!. Well the entire situation can be summed up in one or two lines. Whether the legal education should be in local language or English? No doubt, the language may act as a barrier. But in a country having about 28 states with different languages, if the Supreme Court has to read from Gujurati to Malayalam, then it would be a nightmare for everybody. The statutes and legislations are in English. An exact translation in any other language is not possible. The exact meaning may be lost. We can`t avoid English. Now, we have got used to a procedure where we use both regional language and English. The legislations are in English, debates, judgments all are in English. As I said, we can`t have literal translation of each and every word. Thus, my point is legal education has to take place in English. But at the same time, I don’t deny that regional language would prove to be beneficial, but practically, you need legal education in English medium. Q. Finally, how do you as a judge, view the connection between law and language? Do you think the efficiency of a judge or advocate would be affected due to lack of knowledge in a particular language? A. I have come across many people who can put forth extremely strong arguments in regional language. But they would have become better lawyers had they been proficient in English. But you will see, many a times being good in English won`t help you if you don’t have a command over the regional language too. When a client approaches with any problem, you should be able enough to connect with them, so that they can openly discuss the issues at hand with them. You can explain the law to them in their language so that they understand better and discuss the appropriate remedy. Many a times, if you want to cross-examine a witness you need to do that in his local language. If the poor guy is not well versed in English, then he may say something with some different meaning, which obviously you see would land him in trouble. Now-a-days we have technological tools in the Internet that help us to translate. That day I wanted to read an article on mediation which was in a language, I wasn’t familiar with. This translation tool helped me to translate it in English and the contents too were satisfactory. So in the contemporary times, with internet you can remove a lot of disadvantages. CONCLUSION The interview was a interesting one for it helped me broaden my horizons on the general public conceptions of law. Sri V. Srinivasa Sivaram rightly pointed out to me the problems that plagued the system, which never came to my notice before. But since this project is about the relation of law and language, I would like to narrow down on that issue. Most of his answers were convincing. English can`t be entirely avoided. With the diversity in languages that we have, what a statute may mean in one language, would mean something else in the other as literal translation is not possible every time. But this doesn’t mean neglecting regional languages. They need to work side-by-side which evidently is witnessed esp. in the working of lower courts. This is so because it is obviously beneficial for public good. All Laws are made for a reason and purpose. They sometimes seek to repair a defect prevalent in the system. So, the courts should move beyond the interplay of words. Legal jargon or legalese needs to be simplified. I would like to quote Mr. Sivaram on this issue. He aptly illustrates why legalese should be restricted. â€Å"One maybe proficient in English, but if they are told to read Physics or Chemistry, then they wont be able to. Law is for the people. It governs and regulates the action and life of the people. Thus, it should be in a way that people can ordinarily understand.

Free Essays on Jacksonville Shipyards

Jacksonville Shipyards 1. The behavior of Lois Robinson’s co-workers is not acceptable. The behavior is not acceptable because it is an act of discrimination and sexual harassment. The â€Å"sexually explicit pictures, the sexually suggestive and humiliating comments of her male co-workers, and the ‘Men Only’ sign in the ship fitters trailer† are wrongful acts that deprive Robinson from her right to be treated equally (Jacksonville Shipyards 1). As an individual she is entitled to be treated in the same manner as the men she works with. â€Å"Rights are powerful devices whose main purpose is to enable the individual to choose freely whether to pursue certain interests or activities and to protect those choices† (Velasquez 91). Unfortunately, Robinson was not given this opportunity, or choice, when others warned her â€Å"to ‘take cover’ or leave so that men could exchange jokes out of her hearing† (Jacksonville Shipyards 2). Additionally, accordin g to the article a sign reading â€Å"Men Only† was posted outside the ship-fitters trailer where Robinson, along with other female co-workers, needed to report to receive instructions. Since the Jacksonville Shipyard was a business that operated with male and female workers, a sign such as that posted, expressed a prejudice towards women. As an individual she not only has a legal right to be treated fairly, but the moral right as well. â€Å"First, moral rights are tightly correlated with duties† (Velasquez 92). Robinson has the moral right to work in any field she desires, therefore the people whom she works with cannot interfere with her form of work, nor her fulfilling her duties. Secondly, â€Å"moral rights provide individuals with autonomy and equality in the free pursuit of their interests† (92). The men she worked with had no right to tell her where she was permitted, nor when to come and go from conversations. Robinson could not be forced to lea ve an area because m... Free Essays on Jacksonville Shipyards Free Essays on Jacksonville Shipyards Jacksonville Shipyards 1. The behavior of Lois Robinson’s co-workers is not acceptable. The behavior is not acceptable because it is an act of discrimination and sexual harassment. The â€Å"sexually explicit pictures, the sexually suggestive and humiliating comments of her male co-workers, and the ‘Men Only’ sign in the ship fitters trailer† are wrongful acts that deprive Robinson from her right to be treated equally (Jacksonville Shipyards 1). As an individual she is entitled to be treated in the same manner as the men she works with. â€Å"Rights are powerful devices whose main purpose is to enable the individual to choose freely whether to pursue certain interests or activities and to protect those choices† (Velasquez 91). Unfortunately, Robinson was not given this opportunity, or choice, when others warned her â€Å"to ‘take cover’ or leave so that men could exchange jokes out of her hearing† (Jacksonville Shipyards 2). Additionally, accordin g to the article a sign reading â€Å"Men Only† was posted outside the ship-fitters trailer where Robinson, along with other female co-workers, needed to report to receive instructions. Since the Jacksonville Shipyard was a business that operated with male and female workers, a sign such as that posted, expressed a prejudice towards women. As an individual she not only has a legal right to be treated fairly, but the moral right as well. â€Å"First, moral rights are tightly correlated with duties† (Velasquez 92). Robinson has the moral right to work in any field she desires, therefore the people whom she works with cannot interfere with her form of work, nor her fulfilling her duties. Secondly, â€Å"moral rights provide individuals with autonomy and equality in the free pursuit of their interests† (92). The men she worked with had no right to tell her where she was permitted, nor when to come and go from conversations. Robinson could not be forced to lea ve an area because m...

Mahatma Gandhis Leadership

Mahatma Gandhis Leadership Executive summary Mahatma Gandhi is perhaps the greatest leader of the millennium. His leadership pioneered peaceful and non-violent civil disobedience and set the stage for the development of human rights. Ghandi used transformative, people-centred, charismatic and servant leadership to lobby for India’s independence from the British. He was particularly a good power manager and never rose above his followers.Advertising We will write a custom report sample on Mahatma Gandhi’s Leadership specifically for you for only $16.05 $11/page Learn More He voluntarily decided to be poor, fasted for days as a way of passing his disapproval and even dressed in the same way as his followers. Gandhi set a legacy that has been instrumental in the fight for freedom. This report discusses Gandhi’s leadership style and behaviour, and his power management skills. Introduction Mahatma Gandhi was a great leader. When one reads his many famous quotes, there is no doubt that they were informed by an in-depth understanding of leadership (Nath 2010). Gandhi is no doubt among the greatest political personalities who lived during the twentieth century. His influence is far-reaching and he is credited to be the inspiration behind the leaders of the American Civil Rights Movement. â€Å"Gandhi was born in Gujarat on October 2nd 1869, and was assassinated on January 30th 1948† (Yates 2013, p. 1). Mahatma was a charismatic leader, who was analytical and deliberate in his behaviour. A product of the colonial era Gandhi was interestingly inspired by the Bhagavad-Gita, which had been written many years before he was born. He was an orator, a politician, an intellectual and a writer. He was indubitably a quite complex human being, one who believed in voluntary subordination and simplicity and yet had a strong stand about his vision for a free society. This report is an analysis of the behaviour and leadership style of Ghandi, the transaction al and transformative aspects of his leadership and the way he used the power he had to help India gain Independence. Gandhi’s leadership style and behaviour According to Dalglish and Miller (2010, p. 94), â€Å"A people-centred leader stresses concern for people†. Gandhi was such a leader. His people-minded leadership is confirmed by his ahimsa principle. Gandhi used this principle to urge his followers to love all humans regardless of whether they are their friends or enemies. The ahimsa principle was informed by his belief in non-violence (Gandhis Non-violence n.d.). Gandhi not only urged his followers to refrain from physically harming their opponents (the British) but he also urged them to avoid developing ill-will and hatred towards them. Therefore, non-violence was not all about avoiding physically harming the British. Mahatma believed that the colonialists in India needed to be convinced of their injustice and not to be punished (Gandhis Non-violence n.d.).Adve rtising Looking for report on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More It can therefore be argued that Gandhi was focussed on having a virtuous following while protesting against the injustices of the British colonialists. This proves the fact that he was a people-centred leader. The Satyagraha principle, that was basically an extension of ahimsa principle, was also instrumental in the fight against colonialism by the British. It means ‘soul-force’ and it advocated for a firm stand on the ideals that the Indian populace held, but without ill-will and hatred. Its form in the public domain was civil disobedience as well as failure to cooperate with evil. The former involved breaking unjust laws while the latter involved non-compliance with unjust systems. â€Å"The Salt March of 1930 was one of Gandhi’s greatest successes in civil disobedience. Salt was necessary to the life of Indian farmersâ₠¬â„¢ cattle, and the British monopoly on salt production had led to massive taxes on the vital substance† (Gandhis Non-violence n.d., p. 1). After Gandhi broke the British Salt Law, a myriad of Indians followed his example and broke the law too. It also encouraged them to break other oppressive laws. This is proof of people centred leadership because Gandhi empowered the masses to reject oppression through civil disobedience. The second element of Satyagraha did not involve breaking laws. They accomplished it by avoiding British products, getting out of schools established by the British and so forth. This led to halting of production systems that were set up by the British (Gandhis Non-violence n.d.). â€Å"Research showed that people centred leadership is not consistently related to productivity but does tend to enhance group satisfaction and cohesiveness† (Dalglish Miller 2010, p. 94). Gandhi had the potential to move and inspire masses in India. He was particularly good at empowering people, making common Indians engage in the struggle for independence and making them realize the progress they had made after each protest. He toured the whole of India and personally led all major movements in the country, repeatedly holding public meetings with his supporters (Gupta 2008). He was always accessible to others and thus they became connected to him and shared his vision, making the whole of India resistant to British oppression.Advertising We will write a custom report sample on Mahatma Gandhi’s Leadership specifically for you for only $16.05 $11/page Learn More Gandhi’s transformative and transactional leadership Transformative leadership Transformative leadership theory has evolved with time but is remains an invaluable part of contemporary leadership literature. Dalglish and Miller (2010) describe transformational leadership as a style of leadership that seeks to change the current state of affairs by acc omplishing three main tasks. Firstly, the leader connects with his followers and instils in them a sense of a greater purpose. Secondly, the leader frames the issues at hand such that they relate with both the followers’ and leader’s values and vision (Pillai 2011). Lastly, the leader ensures that he/she upholds the morals necessary for the achievement of the vision, often at a level much higher than that of his/her followers. This way, the followers strive to emulate the leader and this leads to change of status quo (Dalglish Miller 2010). Gandhi has been cited in various literatures as the embodiment of transformative leadership (McDowelle 2009). This section investigates the transformative aspects of Mahatma Gandhi’s leadership. Gandhi was imprisoned for a long period, and fasted for so long that his health was threatened. He intended to use this as a way of sending a message to the Indian populace and the colonialists. He created a moral vision that was tra nsformative in nature and â€Å"based on what he called truth† (McDowelle 2009, p. 1). His way of protesting therefore made him win the feelings and emotions of his followers, a key component of transformational leadership (Lowe, Kroeck Sivasubramaniam 1996). Aluya (2009) describes Mahatma as a transformational and a spiritual leader. â€Å"His leadership style transcended the polarization of ethnic or religious boundaries and was regarded as the father of the Indian Nation† (Aluya 2009, p. 4). Mahatma’s leadership style that advocated for non-violence was recently recognized by the declaration of October second, his â€Å"birthday, as the International Day of Non-Violence† (Aluya, 2009, p. 4) by the UN (United Nations). It is important to note that transformative leaders share many attributes with charismatic leaders (Harith 2012), and thus Mahatma was a charismatic leader as well.Advertising Looking for report on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More Transactional leadership Dalglish and Miller (2010, p. 139) define transactional leadership as the form of leadership that â€Å"is characterized by leaders and followers being in an exchange relationship†. Transactional leadership is transitory in nature and thus the parties may part ways after the completion of the transaction. This is the main downside of transactional leadership (Dalglish Miller 2010). Gandhi’s leadership can be viewed to have a transaction that is not so obvious to discern. Indian masses needed independence from the British (Palshikar 2008) and Gandhi was in the process of self discovery and self development. After being an non-practicing lawyer for some time, Gandhi had made a resolution to follow a higher calling; ensuring that people get justice through his leadership. It is therefore arguable that he needed the support of the Indian populace, after coming back from South Africa, if he was to fulfil his dream of a just society. Mahatma achieve d transactional leadership after winning the hearts of the populace and the attention of the British through imprisonment and fasting. He however delivered his part of the exchange much later; after India gained independence from Britain (Aarons 2007). Gandhi’s use of power Transformational leaders get their power from influencing and inspiring the masses to believe in the same things they believe in, and their ability to stimulate the populace to act in a certain way in order to realize a common goal (Lai 2011). Gandhi was a transformational leader and therefore he gained his power by empowering the people to resist oppressive laws and share a common vision of an India independent from British colonialism. While the majority of leaders elevate themselves with symbols of power, Gandhi was a symbol of the people he served (Barnabas Clifford 2012). Gandhi dressed in loin cloth like his followers and voluntarily accepted to be poor in order to serve people better. Although he h ad power in the way he could control Indian masses, Gandhi was more of a people’s servant than a power-bearer. Gandhi can therefore be described as a servant leader who understood the need for voluntary subordination in service (Barnabas Clifford 2012). Gandhi used the power of his vision as the guiding principle of his protests. â€Å"He could write the most complex intellectual work to be sure his point was understood. Yet, he could express the feelings of his followers in the most simple and eloquent ways† (Yates 2013, p. 3). He indubitably had great intellectual power, which he did not show off to the British. He instead used his intellectual power to influence people in order to rally support for rejection of oppression and colonialism. An example of how he appropriately used his intellectual power is when he collected a handful of salt from the beach, an action that was against the Salt Law and an expression of freedom from oppressive laws, and that was meant to show his disapproval of the aforementioned law. This act was copies by many Indians and led to imprisonment of many. The protest against the Salt Law is however credited as a major step towards the independence of India (Yates 2013). Gandhi also drew power from his disregard for himself and fearlessness. He singlehandedly halted slaughter in Bengal by meeting combatants without fearing for his life. This meeting was preceded by a fearless fasting period. It is important to note that his use of non-violence and disregard for himself were his greatest weapons. Gandhi also drew power from the aspects of transformative leadership that he exhibited. This power is described by Shields (2010, p. 567) as â€Å"the ability of the leader to reach the souls of others in a fashion which raises human consciousness, builds meanings, and inspires human intent that is the source of power†. After gaining such power, Gandhi used servant leadership to lead his followers and thus he never acted in a way suggesting that he took credit for beginning the revolution. His way of disobedience had a great influence on leaders all over the world. Some of the leaders who got their inspiration from Gandhi include Martin Luther King and his counterpart in American Civil Rights Movement, Malcolm X (Yates 2013). Conclusion From the above discussion, it is apparent that Mahatma’s leadership style can be summarized into four leadership styles. These are transformational leadership, people-oriented leadership, servant leadership and charismatic leadership. Gandhi was a special and remarkable individual and thus his leadership was more or less a legacy. His disregard for himself in the fight for freedom and use of non-violence transformed civil disobedience and influenced civil movements throughout the world. He was commendably the inspiration behind Martin Luther King’s advocacy for dialogue and peaceful protests during the American Civil Rights Movement that took place in the mid-twentieth century. Among the most interesting things about Gandhi was the way he used the power that had been bestowed upon him by his followers. Gandhi lived like one of them and interacted with them freely. He never misused the power he had over the masses and only used it to stage civil disobedience against oppressive laws and colonization. Gandhi frequently fasted for days as a way of showing disapproval of British laws and behaviour. He was ready to die for his country that at one time he faced a battalion alone. He died by assassination and became an inspiration to many people around the world. Reference List Aarons, G 2007, ‘Transformational and Transactional Leadership: Association With Attitudes Towards Evidence-Based Practice’, Psychiatric Services, vol. 57, no. 8, pp. 1162-1169, National Centre for Biotechnology Information, DOI 10.1176/appi.ps.57.8.1162 Aluya, D 2009, Complexity of Leadership, Organizations and the Real Estate  Industry, Author Hou se, Bloomington, IN Barnabas, A, Clifford, P 2012, ‘Mahatma Gandhi – An Indian Model of Servant Leadership’, International Journal of Leadership Studies, vol. 7, no. 2, pp. 133-154, regent.edu/acad/global/publications/ijls/new/vol7iss2/IJLS_Vol7Iss2_Barnabas_pp132-150.pdf Dalglish, C Miller, P 2010, Leadership: Understanding its Global Impact, Tilde University Press, Australia. Gandhi’s Non-Violence n.d., socialchangenow.ca/mypages/gandhi.htm Gupta, A 2008, Gandhi: An Exemplary Leader, practical-management.com/Leadership-Development/Gandhi-An-Exemplary-Leader.html Harith, S 2012, Different Styles of Leadership, personalitytutor.com/different-styles-of-leadership.html Lai, A 2011, ‘Transformational-Transactional Leadership Theory’, AHS Capstone Projects, Paper 17, http://digitalcommons.olin.edu/cgi/viewcontent.cgi?article=1013context=ahs_capstone_2011 Lowe, K, Kroeck, K Sivasubramaniam, N 1996. ‘Effectiveness correlates of transfo rmational and transactional leadership: A meta-analytic review of the MLQ literature’, The Leadership Quarterly, vol. 7, no. 3, pp. 385-415, http://libres.uncg.edu/ir/uncg/f/K_Lowe_Effectiveness_1996.pdf McDowelle, J 2009, ‘A Contemporary Consideration of Transformative Leadership’,  Journal of Curriculum and Instruction, vol. 3, no. 2, pp. 1-5, East Carolina University, DOI 10.3776/joci.2009.v3n2p1-5 Nath, S 2010, Mahatma Gandhi’s Leadership Styles in Management, betternetworker.com/blogs/view/drwhitefield/mahatma-gandhis-famous-quotes-surpass-leadership-styles-management Palshikar, K 2008, Charismatic Leadership, unc.edu/~ketan/documents/Charismatic%20Leadership.pdf Pillai, M 2011, 5 Effective leadership styles, http://runapptivo.apptivo.com/5-effective-leadership-styles-4292.html Shields, C 2010, ‘Transformative Leadership: Working for Equity in Diverse Contexts’, Educational Administration Quarterly, vol. 46, no. 4, pp. 558-589, Sage Journals, DOI 10.1177/0013161X10375609 Yates, M 2013, Gandhi, leader- values.com/leaders.php?lid=2

How can a manager motivate a workforce and what are the major benefits Essay - 7

How can a manager motivate a workforce and what are the major benefits of this to a company Support your answer with examples - Essay Example Other managers and HR officials believe that the work environment that comprises of treating employees with respect, and providing interesting work to them plays a great role in motivating these employees. Each and every of these explanations has some relevance and some truth in it; however, one theory cannot adequately explain how to motivate employees of an organization (Loehr and Kaye, 2011). This is because people are not purely political, economic, and psychological beings. On this basis, this paper asserts that employees of an organization need material, emotional, and social benefits as motivating factors. One of the methods of motivating employees is giving them the vision of the company. The management must also provide them with the methods of achieving this mission and vision of the company. All most all serious business organizations have an outline of their vision, and they normally require employees to satisfy and fulfill these visions (Loehr and Kaye, 2011, p. 33). Take for example the vision of Barclays bank is to become a premier banking institution in Europe, offering high quality banking services, and innovative solutions (Branham and Hirschfeld, 2010). When employees of an organization are aware of the vision of a company, they will work hard to ensure that they are able to meet the organizations vision. Creating and communicating the vision of a company is a psychological motivating factor. Another method of motivating employees is giving them what they need and want. It is important for managers of an organization to check whether employees have the necessary tools, sup port and training needed for purposes of carrying out their duties. Take for example a hospital organization that has employed doctors and nurses. The organization must provide these employees with the various tools needed for carrying out their duties,

Story telling Essay Example | Topics and Well Written Essays - 500 words

Story telling - Essay Example The memories of my childhood days are nostalgic especially those with my grandfather. He is a man I will never forget for the positive impact he had in my life. In his young days, he was a pearl diver and later a fisherman. My grandfather was a man on his word and kept all the promises he made and only talked when he had something to say. He taught me on how to become a good listener and only talk when it is important. Ali was a strong man who was married to only one wife, twelve children, six boys and six girls. He wanted a great future for his children and that is why he ensured that they acquired education. According to Ritchie (27), education was not a priority during those days but my grandfather had a mindset of earlier generations. Staying around my grandfather impacted positively in me as I realized the value of education and being aggressive towards achieving my life goals. My grandfather had a unique way of showing love. He had an exemplary way of loving his wife and children. He loved me so much and always wanted to have me around when doing his work. He always said that he didn’t want his grandchildren to grow into lazy adults. He also trained his children to become independence so that they could be successful in life. My grandfather contributed a great deal to what I am today. I am able to love my family and take care of them just like my grandfather did. My grandfather had a character of not holding back in anything that came his way. He taught me to always go for what I want and never give up easily in life (Ritchie, 31). This is a character that I have always upheld even in my education, as well as, in all my workplaces. He described a person who gives up easily as a failure and that they will never be successful. In conclusion, the experience I always had with Ali was that it is important for any child to have a grandfather. His demise affected me strongly and still affects me to date. He was a friend and grandfather I will never