Apple Inc. in 2010 Case Brief Essay Example | Topics and Well Written Essays - 750 words

Apple Inc. in 2010 Case Brief - Essay Example However, ranking it as the industry leader would have a great challenge especially due to its performance in the mid-1980s and early 1990s when it registered great fluctuations in profit. At some time, they even ran at a loss of $1.6 billion under the watch of one Amelio (Yoffie & Kim, 2). It enjoyed a considerable market price share of about 16% in the 1980s, which would gradually reduce to about 2% in 2007 before starting to rise slowly. Apple transcended the market due to the uniqueness of their products as compared to its competitors. They invested more on R & D as compared to the rest of the providers to ensure that efficiency was the key to their product. They integrated their OS with other providers like Microsoft and UNIX to come up with a better processor. This satisfied the taste of different customer leading to greater and variable sales (Yoffie & Kim, 5). The introduction of the digital hub saw a big improvement in the microprocessor products. Products like the iPod, iTunes, and iPads revolutionized the industry and were a big challenge to the smartphones. They also introduced PCs that were convenient to use and save much of the customers working space. This was contrary to what other competitors had provided. Apple works in a dynamic market that needs creativity and innovation to succeed. The players in the market are so competitive that failure to come up with a new and different product will lead to the company’s downfall. This is a type of market where weakened companies are bought with stronger ones to help beat their competitors. Alternatively, the providers have to venture into many products to survive. Apple would not survive on PCs alone, which led to their venture in other products like phones, MP3s, PlayStations, and even online clip sales.  

Assessment for Learning †the Case for Formative Assessment Essay Example for Free

Assessment for Learning – the Case for Formative Assessment Essay This paper provides findings on assessment for learning, It begins with analysis of the formative approach in exemplary practice carried out in secondary schools in eight education systems. The second half of the paper comprises key analyses on formative assessment in adult language, literacy, and numeracy provision, and a framework for strengthening policy and practice across the sector as well as for building the evidence base. Assessment is vital to the education process. In schools, the most visible assessments are summative. Summative assessments are used to measure what students have learnt at the end of a unit, to promote students, to ensure they have met required standards on the way to earning certification for school completion or to enter certain occupations, or as a method for selecting students for entry into further education. Ministries or departments of education may use summative assessments and evaluations as a way to hold publicly funded schools accountable for providing quality education. Increasingly, international summative assessments – such as OECD’s Programme for International Student Assessment (PISA) – have been important for comparing national education systems to developments in other countries. But assessment may also serve a formative function. In classrooms, formative assessment refers to frequent, interactive assessments of student progress and understanding to identify learning needs and adjust teaching appropriately. Teachers using formative assessment approaches and techniques are better prepared to meet diverse students’ needs – through differentiation and adaptation of teaching to raise levels of student achievement and to achieve a greater equity of student outcomes. But there are major barriers to wider practice, including perceived tensions between classroom-based formative assessments, and high visibility summative tests to hold schools accountable for student achievement, and a lack of connection between systemic, school and classroom approaches to assessment and evaluation. The principles of formative assessment may be applied at the school and policy levels, to identify areas for improvement and to promote effective and constructive cultures of evaluation throughout education systems. More consistent use of formative assessment throughout education systems may help stakeholders address the very barriers to its wider practice in classrooms. This overview shows how formative assessment promotes the goals of lifelong learning, including higher levels of student achievement, greater equity of student outcomes, and improved learning to learn skills. The chapter then discusses barriers to wider practice of formative assessment and ways in which those barriers can be addressed, and outlines the study scope and methodology. Meeting goals for lifelong learning Each of the national and regional governments participating in this study promotes formative.

The Positronic Man :: essays research papers

THE POSITRONIC MAN An extraordinary story about an extraordinary robot. In the twenty-first century the creation of the positronic brain leads to the development of robot labourers and revolutionises life on Earth. However, to the Martin family, their household robot NDR-113 is more than a tool, it is a trusted friend, a confidant, and a member of the family. Through some unknown manufacturing glitch, NDR-113 or known as Andrew has been blessed, with a capacity for love and a drive toward self-awareness and development that are almost...human. This story is set on an Earth, which is just starting to get used to the idea of robots. Even so, it is an earth that was not ready for Robot NDR-113. Andrew, with his ability to assimilate emotions, and an unexpected gift for fine arts, both astounded and worried people. In an attempt to become human, he develops several prosthetic devices, which prove a godsend to humans. Almost, however, is not enough. Andrew's dream is to become accepted as human. Facing human prejudice, the laws of robotics, and his own mechanical limitations, Andrew used science and law in his quest for the impossible, arriving at last at a terrifying choice: to make his dream a reality, he must pay the ultimate price. I must say that I didn't have very high expectations for this book because I am not a very big science fiction fan, but this book changed my mind. There are many reasons why this particular book changed my view on science fiction. One of the major reasons for my enjoyment of this book is the way in which it was written. Isaac Asimov and Robert Silverberg set this story up wonderfully. I personally liked the way the book is structured. The first chapter takes place at the end of the story so you start thinking about what is going to happen right from the start. Then, as you near then end of the story you return to where you began in the first chapter and finish the story with a thought provoking ending. Another major reason that I liked this particular story is because it touched on many ethical aspects, from different points of view. Such as, what it means to be human, how humans in general would be perceived by an intelligence that has no knowledge about the way we as human’s reason or think. The authors also showed how humans will react when they find out that they can create a being with the ability to not just think in a logical pattern but also be creative and intelligent well beyond their own abilities.

Comparison of Elizabeth Bennet’s Marriage Proposals in Pride and Prejudice Essay

Through the course of the novel, Elizabeth Bennet receives two very different marriage proposals, and a declaration of love. In chapter 19 Mr. Collins proposes to Elizabeth in his long-winded and pretentious manner, and in chapter 34 Mr. Darcy makes his own conflicting proposal of marriage. In chapter 58 Darcy asserts his love for Elizabeth despite her previous rejection of him. From the way each man makes his proposal we learn a great deal about their characters, and we see Elizabeth’s own character reflected in her reaction to each. Even by chapter 19, the reader has been drawn in to such an extent by these characters that we empathise with them greatly, especially Elizabeth and Mr. Darcy. The reader identifies particularly with Elizabeth, the protagonist. At the beginning of the novel, long before Collins’ proposal, we have grown to dislike him. When Collins proposes to Elizabeth, the reader knows that he will not be successful. We have a distaste for Collins after we are told he first wanted to marry Jane, but then turned to Elizabeth when he discovered Jane’s relationship with Bingley. We know he had no affection or attraction to either, so we hope that his efforts towards Elizabeth fail. Before proposing, he effectively asks for permission by informing Mrs. Bennet of his intentions. He planned it out and went about it in such an orderly manner that we imagine that he had rehearsed it. His three reasons for marrying are solely practical; â€Å"I think it a right thing for every clergyman in easy circumstances to set the example of matrimony in his parish.† â€Å"I am sure it will add greatly to my happiness.† â€Å"It is the particular recommendation of the very noble lady [Lady Catherine de Bourgh] whom I have the honour of calling patroness.† He is not interested in love. Despite Mr. Collins’ assurance of the â€Å"violence of my affection†, he has no true affection or love for Elizabeth, so shows himself to be insincere. His snobbery and arrogance are evident when he insults Elizabeth’s family and lack of wealth and uses his connections to the De Bourgh family as a reason to marry him. Elizabeth is amused by the ridiculousness of the situation, but keeps herself composed and clearly refuses the proposal. â€Å"It is impossible for me to do otherwise than decline them.† Collins is incredulous and tries to convince himself that she is teasing him. He is condescending and patronizing, and refuses to take her seriously. â€Å"You are uniformly charming.† He reveals his vanity in his presumption she will say yes. Elizabeth viewed marriage as something to be undertaken by two people who were in love. By refusing Collins, she was taking an enormous risk, as no one might ever propose to her again. In the early 1800s marriage was the only way for women in Elizabeth’s position to provide a secure future for themselves – Elizabeth’s future was in doubt as was her family’s estate, Longbourn was entailed. A woman’s only other options besides marriage were, as women were not permitted to work, to live with and be dependent upon relatives, e.g. brothers, cousins, married sisters etc. Perhaps if she were well educated she might have become a governess. Elizabeth’s refusal shows her to be a woman with integrity and great tact. She hides her feelings of â€Å"distress and diversion†, and is polite. When she refuses she is extremely polite, commenting that she is â€Å"well aware of the honour of your proposals.† She is dignified and does not react to Mr. Collins’ insults about her family’s wealth and status, or indeed his â€Å"willful self-deception† when it came to her answer. Shortly afterwards, Charlotte Lucas, Elizabeth’s friend, receives an offer of marriage from Collins and accepts. Charlotte’s view of marriage was more pragmatic – marriage was primarily about security – love was a secondary criterion. Charlotte certainly did not love Collins; it was the hope of financial security that attracted her into the marriage, if she were in love with Collins it would only be a luxury. These were the accepted beliefs at the time among the middle and upper classes. Charlotte would endure a loveless marriage for the hope of financial security. In chapter 34 Darcy makes his first proposal to Elizabeth at Hunsford, the worst possible time for him to do this, as Elizabeth could not have hated Darcy more at this time. She blamed him for the unhappiness of Jane as Darcy had discouraged Bingley’s affection towards her, and for that of Wickham, whom she believed had had his inheritance denied to him. Darcy appears greatly agitated when he made his proposal. He enters her room and walks about for a while before speaking, even then to make a few awkward enquiries after Elizabeth’s health. He was fervently in love with Elizabeth and speaks briefly and passionately. â€Å"In vain I have struggled. It will not do. My feelings are not to be repressed. You must allow me to tell you how ardently I admire and love you.† This outburst is in sharp contrast to Collin’s long pre-planned monologue, and shows true emotion instead of false sentiments of affection. But Darcy is also strikingly similar to Collins’ in his arrogant presumption that she will accept him, â€Å"he spoke of apprehension and anxiety, but his countenance expressed real security†. His utter bewilderment that she should refuse him â€Å"†¦no less resentment than surprise. His complexion became pale with anger, and the disturbance of his mind was visible in every feature.† This demonstrates the same sort of conceit that Collins displayed. Darcy then goes on to insult her Elizabeth’s family and circumstances. â€Å"Could you expect me to rejoice in the inferiority of your connections?† His insensitivity to Elizabeth is clear – he describes his feeling for Elizabeth as against his better judgement, â€Å"his sense of her inferiority – of it’s being a degradation – of the family obstacles which judgment had always opposed to inclination.† Again he shows himself to be proud, snobbish and superior, like Collins. Elizabeth is flattered initially by Darcy’s attention, â€Å"she could not be insensible to the compliment of such a man’s affection.† But Darcy’s attacks on her pride provoke her to anger, â€Å"Elizabeth felt herself growing more angry every moment.† This indignation finally climaxes with a severe blow to Darcy’s upper class sensibilities â€Å"†¦it spared me the concern in refusing you, had you behaved in a more gentleman-like manner.† Darcy is shocked and hurt by this accusation. Despite his pride, this causes Darcy to reflect deeply on his behaviour and to modify it in future. The two of them leave each other, both of them angry and upset. Elizabeth is shocked by Darcy’s proposal but keeps her composure and remains dignified. She is brave and strong-willed in standing up to Darcy. She is not moved by his wealth or status and stays true to her principle of marrying for love. She does not accept the conventions of her time that it was acceptable to marry for money. She is completely honest and sincere with Darcy, and shows great integrity and independence. Elizabeth however is completely serious when dealing with Darcy, compared with her guarded politeness when with Collins, whom she found to be ridiculous. In chapter 58, during a visit by Darcy and Bingley to Longbourn, Elizabeth and Darcy proclaim their love for each other, and it is understood that they will be married. There is no formal proposal from Darcy; the idea of a future marriage is implicit. Elizabeth admits that her feelings have changed. She had been blinded by her initial poor first impressions of Darcy, and prejudices produced by her being taken in by Wickham’s deception. She admits that she was wrong, â€Å"She explained†¦how all her former prejudices had been removed.† She is embarrassed by the remarks she made to Darcy during his proposal, â€Å"do not repeat what I then said†¦I have been most heartily ashamed of it.† Darcy’s love was unmoved by Elizabeth’s rejection; he still wants to marry her. He admits the follies of his past behaviour – conceit, arrogance, snobbery. â€Å"I have been a selfish being all my life, in practice, though not in principle.† We know that Darcy had been transformed. Instead of shunning the Bennets because of Lydia’s social disgrace, he tracked down the couple and paid Wickham to marry her, thus rescuing the family from ostracism in society. Furthermore, he seeks amends with Jane by encouraging Bingley to marry her by admitting his misunderstanding of her affection for him, and his concealment of her visit to London. He is also gracious to the Gardiners when they visit Pemberley, even inviting Mr. Gardiner to accompany him fishing. Darcy explains how he made a conscious effort to change after Elizabeth’s accusation of â€Å"ungentleman-like behaviour†. This was an uncomfortable truth for Darcy, and the reproach spurred him to change his behaviour. â€Å"Those were your words†¦you can scarcely conceive how they have tortured me. Before I was reasonable enough to allow their justice.† Elizabeth tells us how she began to lose her prejudice after receiving a letter from Darcy explaining his actions in the affairs of Wickham and Jane. â€Å"Darcy mentioned his letter†¦She explained†¦how gradually all her former prejudices had been removed.† She is also pleasantly surprised by Darcy’s civility during her visit to Pemberley, and this too affects a change in her emotions. Each of them has helped the other become a better person; we feel the two are ‘right’ for each other. We feel confident that they will be contented together in married life and grow in mutual love and respect. After the correction of Elizabeth and Darcy’s faults, the two have earned each other. They deserve a happy married life based on mutual devotion and financial security, with which Austen rewards them. I feel that Elizabeth was right to reject Collins – his focus on the financial and practical side of marriage was the antithesis to Elizabeth’s ideal of love in married life. The marriage would not have been happy for either. I also feel that Elizabeth was right to reject Darcy’s proposal of marriage. At that time, neither had had the opportunity to change in response to each other’s criticisms, and as Elizabeth would have accepted his offer of marriage without truly being in love, we, the reader, would lose respect for her, as would Darcy, and it would appear her interest is fiscal rather than romantic. It would also be an unhappy marriage. I feel that Elizabeth was right to agree to marriage in the end. She had overcome her prejudice, and Darcy his pride, and we know that they are a good match for each other. We hope that they will have a secure and happy married life.

Where Do Artists Get Their Ideas?

How does an artist really see the world? The real source of ideas for their masterpieces is a mystery. Many believe that the artists’ sources for their ideas are included in their surroundings and what they may have experienced. Well, those two things are the source of their ideas, but artists look at these things from a different perspective; much different from the normal point-of-view. To explain how artists decide on what to paint, there will be two paintings to be used as tools. Both of these paintings were made by artists from the Ancient world. The first painting, â€Å"Alexander the Great confronts Darius III at the Battle of Issos,† was created by Philoxenus of Eretria, a Macedonian artist who lived during the 4th Century B. C. , much later than Alexander’s rule (Smith 911). He was most likely requested to paint the masterpiece which was to be commissioned to King Cassander later on. With that statement, a clear reason for his decision to paint the masterpiece sprang out. During this period, artists were skilled-workers who had powerful clients; in his case, King Cassander. However, it still did not say why he chose that particular battle of Alexander the Great. By analyzing the painting itself, a person could easily conclude that it was recreated to assert Macedonia’s dominance over Persia. Besides that, Alexander the Great was the greatest Macedonian hero. This may very well be the reason why Philoxenus chose to paint the epic battle. It was simply fit for King Cassander, who was also known as the most powerful man in Macedonia during this period—Post-Alexander. A painting that defines power and Macedonia fits a man who defined power and Macedonia during his reign. This may have been Philoxenus’ idea after all. The second painting, â€Å"Battle of Centaurs and Wild Beasts,† was created by Zeuxis from Ephesus, a Greek artist who lived around 5th Century B. C. It was later on revealed that a mosaic of this was found in Roman Emperor Hadrian’s villa. Zeuxis was very well known for a host of Centaur paintings, one of which was the painting mentioned and the painting â€Å"Helen of Troy. Zeuxis’ central theme for this painting was the Greek mythological creature, the Centaurs, and their struggle against the wild beasts. It may have been an imagery of the imminence of the Persian invasion on Greek soil, since Xerxes was already amassing an army for the attack; the Greeks as the outnumbered but powerful Centaurs against the wild beasts as the invaders. Zeuxis lived around this period being knowledge of the upcoming or o ngoing Second Persian War. The painting, however, was most likely a symbolism of the First Persian War. One possible reason why he decided to paint this event could be because it was the most significant event at that time for most Greeks. He had the talent to portray the event on a panel or a wall, just as the artists at that time did, in an artistic way—sometimes with the use of characters similar to that of the painting. Unlike the first one by Philoxenus, this painting was more metaphorical or symbolic than direct. If the central idea was really about the Persian war—the first or the second—then it would be almost quite similar to that of the Alexander painting. These events were of great importance to the people and were great sources for flourishing art work, especially the heroes that played a major role in it. Heroism has greatly contributed to the formulation of ideas for the masterpieces. Philoxenus and Zeuxis, both artists from the Ancient world, depicted two great encounters by infusing them into art. Both were inspired by war against a common enemy but were separated by time. Both also told stories of heroism but were separated by earch artists’ painting styles. Works Cited â€Å"Kassander†. In2Greece. 11 March 2009. < http://www.in2greece.com/english/historymyth/history/ancient/kassander.htm> Mansfield, Elizabeth C. Too Beautiful to Picture: Zeuxis, Myth, and Mimesis. Minnesota: University of Minnesota Press, 2007. Philoxenus. Alexander the Great Confronts Darius III at the Battle of Issos. 11 March 2009 . Smith, William. A School Dictionary of Greek and Roman Antiquities. Boston: Little, Brown, and Company, 1870. Zeuxis. Battle of Centaurs and Wild Beasts. 11 March 2009 .

Free Essays on The Effects Of Alcohol

Drinking â€Å"Those who drink beer will think beer,† states Washington Irving. Alcohol has many effects on people, including hangovers, family problems, and high risks of some diseases. There are numerous negative effects of drinking, and most of the American population has experienced these at one time or another. In America, a person’s first use of alcohol usually begins around the age of thirteen. Junior and senior high school students drink thirty-five percent of all wine coolers sold in the U.S. and consume 1.1 billion cans of beer. Consuming alcohol has both negative short- and long-term effects. Some of the short-term effects include hangovers, social drinking, and binge drinking. Most of the time, people consume alcohol in moderation. On occasion, people overindulge and take in too much alcohol and then get what is most commonly known as a hangover, or the sick flu-like symptoms that many people experience the day after drinking. One cause of a hangover is dehydration. Alcohol is a diuretic, a drug that increases urination and flushes fluids from the body. Too much alcohol depletes the body of necessary substances required to stay healthy, including blood sugar, vitamins and minerals that keep a person alert and not tired. There is good evidence emerging that the main cause of hangover is acute withdrawal from alcohol, which causes cells in the brain to physically change in response to the alcohol’s presence. When the alcohol is gone, a person goes through withdrawal until those cells get used to doing without the alcohol. Withdraw is when a cell is used to something in it’s environment, and that something such as alcohol is removed, causing a person to sometimes shake, vomit, or sweat uncontrollably in response to the removal. Drinking problems take a lot of forms and include social drinking, binge drinking, and alcohol poisoning. Social drinking, a term kids and drinkers have become accustom to, is d... Free Essays on The Effects Of Alcohol Free Essays on The Effects Of Alcohol Drinking â€Å"Those who drink beer will think beer,† states Washington Irving. Alcohol has many effects on people, including hangovers, family problems, and high risks of some diseases. There are numerous negative effects of drinking, and most of the American population has experienced these at one time or another. In America, a person’s first use of alcohol usually begins around the age of thirteen. Junior and senior high school students drink thirty-five percent of all wine coolers sold in the U.S. and consume 1.1 billion cans of beer. Consuming alcohol has both negative short- and long-term effects. Some of the short-term effects include hangovers, social drinking, and binge drinking. Most of the time, people consume alcohol in moderation. On occasion, people overindulge and take in too much alcohol and then get what is most commonly known as a hangover, or the sick flu-like symptoms that many people experience the day after drinking. One cause of a hangover is dehydration. Alcohol is a diuretic, a drug that increases urination and flushes fluids from the body. Too much alcohol depletes the body of necessary substances required to stay healthy, including blood sugar, vitamins and minerals that keep a person alert and not tired. There is good evidence emerging that the main cause of hangover is acute withdrawal from alcohol, which causes cells in the brain to physically change in response to the alcohol’s presence. When the alcohol is gone, a person goes through withdrawal until those cells get used to doing without the alcohol. Withdraw is when a cell is used to something in it’s environment, and that something such as alcohol is removed, causing a person to sometimes shake, vomit, or sweat uncontrollably in response to the removal. Drinking problems take a lot of forms and include social drinking, binge drinking, and alcohol poisoning. Social drinking, a term kids and drinkers have become accustom to, is d...

Infographic Whats a Good SAT Score for College

Infographic What's a Good SAT Score for College SAT / ACT Prep Online Guides and Tips The definition of a "good" SAT score is tought to pinpoint. It depends significantly on the types of colleges you're looking at and how much you've improved from your baseline scores. The infographic in this article will go through statistics on the national level and at different colleges to give you a better sense of what a good score might mean for you. This data should help you to see your score from a more informed perspective and decide whether you need to keep working on it to make improvements. As you can see, what a "good" SAT score meansfor you will depend heavily on the selectivity of the colleges where you plan on applying. Although the national average is around a 1500, you might need to score much higher than that to get into an extremely competitive school. For Brown, the 75th percentile SAT score for admitted students was a 2310. If you wanted to have a strong chance of being accepted, you would need to shoot for close to a perfect score. In this case, a "good" score for you might be around a 2300. For Texas AM Kingsville, on the other hand, the 75th percentile SAT score for admitted students was a 1470. If you were interested in this school, you would have a strong chance of being accepted with a score that was on par with the national average of a 1500. You can find similar data on average scores for any colleges that interest you by using the method in the last section of the infographic. In general, your goal should be to reach or surpass the 75th percentile score. Even if your score seems good enough now to get into some colleges that you like, it's important to understand that raising your score a couple hundred points will give you a lot more optionsin the application process. This is especially true if you're currently scoring in the 1400-1500 range. You can see on the graph in the second section of the infographic that there is a big jump in the number of schools you can get into with a 1600 versus a 1400. A two hundred point gain is achieveable for any student with some practice, and it could make a huge difference in your opportunities for college. Higher scores will empower you to consider a wider range of schools andfind one that suits you perfectly! What's Next? Are you wondering how this advice translates to the new SAT? Learn more about what a good target score on the new 2016 SAT might look like for you. If you're working on submitting scores to colleges already, read these articles to find out how to send your scores and navigate your options for score choice. If you're currently preparing for the SAT, you should take a look at our guides that will give you helpful strategies for improving your Math, Critical Reading, and Writing scores. Disappointed with your scores? Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Climate Change and Its Connections to Norms Lifestyle

Climate Change and Its Connections to Norms Lifestyle In May 2014,  two new climate change studies  were published, showing that the catastrophic collapse of the West Antarctic ice sheet is underway, and has been for over two decades. The melting of this sheet is significant because it acts as a linchpin for other glaciers and ice sheets in Antarctica that will, in turn, melt over time. Ultimately, the melting of the south polar ice cap will raise sea levels globally by as much as ten to thirteen feet, adding on to the sixty-nine  feet of sea level rise that scientists have already attributed to human activity.  A 2014 report by The Intergovernmental Panel on Climate Change (IPCC) warned  that we are underprepared for extreme climate events, as has been demonstrated by deadly heat waves, droughts, floods, cyclones, and wildfires. Yet, there is a troubling gap between the serious reality depicted by climate change science and the level of concern among the U.S. public. An April 2014 Gallup Poll  found that, while most U.S. adults view climate change as a problem, only 14 percent believe that the implications of climate change have reached a â€Å"crisis† level. A full third of the population believe that climate change is not a problem at all. Sociologist Riley Dunlap, who conducted the poll, also found that self-identified political liberals and moderates are far more concerned about the impacts of climate change than are conservatives. But, regardless of political inclinations, worry and action are two different things. Across the U.S., meaningful action in response to this harsh reality is scant. Research shows clearly that the level of carbon dioxide in the atmospherenow at an unprecedented 401.57  parts per millionis a direct result of the process of capitalist industrialization that has unfolded since the late 18th century. Climate change is a direct consequence of the widespread, now globalized, mass production and consumption of goods, and of the material construction of our habitat that has accompanied it. Yet, despite this reality, production and construction continue unabated. How Consumerism Shapes Our Impact on the Climate Its hard to accept that things need to change. As people who live in a society of consumers, who are steeped in consumerist way of life, we are socially, culturally, economically, and psychologically invested in this system. Our everyday life experiences, our relationships with friends and loved ones, our practices of leisure and amusement, and our personal goals and identities are all organized around practices of consumption. Many of us  measure our self-worth by how much money we make, and by the quantity, quality, and newness of stuff we are able to buy. Most of us, even if we are critically aware of the implications of production, consumption, and waste, can’t help but want more. We are inundated with advertising so clever that it now follows us around the internet and pushes notifications of sales to our smartphones while we shop. We are socialized to consume, and so, when it comes down to it, we don’t really want to respond to climate change. According to the Gallup poll, most of us are willing to acknowledge that it is a problem that must be addressed, but it seems that we expect someone else to do that work. Sure, some of us have made lifestyle adjustments, but how many of us are involved in forms of collective action and activism that work productively toward  social, political, and economic change? Most of us tell ourselves that achieving large-scale, long-term change is the work of the government or corporations, but not us. What Fighting Climate Change Really Means If we believed that a systemic response to climate change was an equally shared responsibility, was our responsibility, we would be responding to it. We would cast aside the mostly symbolic responses, given their marginal impact, of recycling, banning plastic shopping bags, swapping incandescent for halogen lightbulbs, purchasing â€Å"sustainable† and â€Å"green† consumer goods, and driving less. We would recognize that the solution to the dangers of global climate change cannot be found within the very system that has caused the problem. We would, instead, recognize that the system of capitalist production and consumption is the problem. We would renounce the values of this system, and foster new values oriented to sustainable living. Until we do that, we’re all climate change deniers. We may recognize that it exists, but most of us are not protesting in the streets. We might have made some modest adjustments to it, but we’re not giving up our consumer lifestyle. Most of us are in stark denial of our complicity in the changing climate. We are in denial of our responsibility to facilitate the necessary social, cultural, economic, and political changes that could begin to stem the tide of catastrophe. However, meaningful change is possible, but it will only happen if we make it so. To learn about how sociologists are addressing  climate change, read this report from the American Sociological Associations Task Force on Climate Change.

Global Teams Case Essay Example | Topics and Well Written Essays - 250 words

Global Teams Case - Essay Example In this regard, correspondence between various parties and the customers could not work out. The crashing of the server for two hours also caused the customer outrage (Neeley and Delong, 2009). Additionally, the Sun global working schedule protocol had a problem. For instance, the weekday and weekend call protocols were not clear to every team member. Open work environment served to provide every member of a Sun Microsystems Inc team with an opportunity to innovate, create and make technological discoveries to boost the performance of the esteemed information technology company. It  enabled the various teams on a global scale to be innovative and manage any problem related to the company’s products and services instead of relying on few personnel. Diversity served to meet unique customer demands. Additionally, diversity served to resolve the language barrier problem because the sales team from every region could perfectly meet the needs of customers hailing from such places. Neeley and Delong (2009) assert that diversity also served to give Sun Microsystems a global image. This aspect also enhanced the creation of new marketing niches for the company hence increase of revenue. Greg James should resolve the protocol problem and ensure synergy among his team members in the long-run. Synergy will eliminate friction in correspondence between the customer and Sun Microsystems company sales team. The company should also ensure that clients are informed of any emergency in good time to avoid

ECE teacher's Reflection on practice Essay Example | Topics and Well Written Essays - 750 words

ECE teacher's Reflection on practice - Essay Example Theorize: The episodes with Ryan reflected the Te Whaariki principle of Relationships. Ryan was indeed responsive and reciprocated my attempts at establishing rapport with him. I also met the goals of the strands of well-being, belonging, communication and exploration. For well being, goal 2 of nurturing his emotional well-being was met as he felt safe with me, enough to go about the routines of the day. This likewise meets goals 2 and 3 of the strand of belonging. For the strand of communication, my interactions with Ryan met the goals of developing verbal communication skills as I urged him to talk about his trip and his volcano as well as the goal of discovering and developing different ways to be creative and expressive as I allowed him to express his own ideas in his sand play. Finally, in the activities, goals 1 and 4 were met. Ryan’s creative play with the sand and the tunnel he was making with the volcano was acknowledged and appreciated that he was encouraged enough t o think of expanding his ideas as he developed working theories for making sense of the natural world. In this case, it was his interest in volcanoes. Muellar Tokunaga (2006) shared that allowing children to indulge in their own imaginative play makes them more engaged in learning. Ryan’s sand play with volcanoes was accompanied by his active imaginative thinking as he came up with other ways to make his play more interesting (creating a tunnel with it). Act: I will be more attentive to Ryan and listen to his ideas. I will refrain from pushing my own ideas unless he asks for my own opinion. That way, I will encourage him to come up with his own original ideas. I will do the same with the other children and be more responsive to their needs. Brewer, J. (2001) Introduction to Early Childhood Education. Allyn & Bacon. Ministry of Education (1996) Te Whariki He Whariki Matauranga mo nga Mokopuna o Aotearoa. NZ: Crown. Muellar Tokunaga, N. (2006). Learning from very young children . The First Years: Nga Tau Tuatahi. New Zealand Journal of Infant and Toddler Education, 8(2), 44-46. REFLECTION 2 Analyse: Everyone was excited about the water play activity since it was sure to relieve the children of the heat. I know how much they loved to play with water and got excited myself of the fun they will have. However, in my zeal to let them enjoy the activity, I mistakenly suggested an activity to Jay that could be possibly dangerous not only for him but for the other children. Telling him to ride the bike with his wet body would be risky because he may slip and fall badly on the ground. Worse, he will also endanger children playing in the water in case he loses control. It was a good thing another teacher had the good sense to stop him from following my suggestion. I felt so guilty for not having thought of his and the other children’s safety even if all I wanted was for them to enjoy. Theorise: Edgington (1999) posits that children learn best in an environmen t that makes them feel secure and confident enough to develop their own ideas with open-ended experiences. They actively engage in learning by partaking of fun, play-based hands-on experiences while adults around them challenge and extend their thinking. In this case, children were allowed to explore water play. This is applying Te Whaariki’s strand of Exploration, specifically goal 4, as the play helps them â€Å"develop working theories for making sense of the natural, social, physical and

The life of a nuer cow Essay Example | Topics and Well Written Essays - 1500 words

The life of a nuer cow - Essay Example They began an especially active migration about the mid 1800s. As they moved gradually east, they pushed the Anuak farther east into Ethiopia. During this period many Dinka people were incorporated into the Nuer community. Atuot and Nuer traditions indicate origins with the Dinka in what is now known as Western Nuerland. These traditions say the separation of the three occurred due to a dispute over cattle ownership.Like many of his pastoral neighbors, a Nuer man's dearest possession is his cattle. Life depends on cattle and a Nuer will risk his life to defend them or to raid his neighbor's cattle. The Nuer worldview is built around the herds and prestige is measured by the quantity and quality of the cattle a man owns. Men and women take the names of their favourite oxen or cows and prefer to be greeted by their cattle names. While they do engage in agricultural pursuits, the care of cattle is the only labour they enjoy. It is said that conversation on virtually any subject will ine vitably involve a discussion of cattle.The Nuer, a tall and very dark people, and are related to the Dinka, who live to their west, and their culture is very similar. The Nuer, call themselves Naath, meaning "human beings." The Nuer, Dinka and Atwot (Atuot) are sometimes considered one ethnic group.Their culture is organized around cattle. But since the Nuer people live in the Upper Nile valley, Nile perch is also an essential part of their economy. Grains and vegetables supplement this diet. None of the food commodities are produced for market purposes. Cattle are not primarily for food, but Nuer drink their milk. Meat is eaten at important celebrations when an animal is sacrificed. The Nuer living pattern changes according to the seasons of the year. As the rivers flood, the people have to move farther back from the river onto higher ground, where the women cultivate millet and maize while the men herd the cattle nearby. In the dry season, the younger men take the cattle herds closer to the receding rivers. Cooperative extended family groups live around communal cattle camps. Cattle play an important part in Nuer religion and ritual. Cows are dedicated to the ghosts of the owner's lineages and any personal spirits that may have possessed them at any time. The Nuer believe they establish contact with these ancestor ghosts and spirits by rubbing ashes along the backs of oxen or cows dedicated to them, through the sacrifice of cattle. No important Nuer ceremony of any kind is complete without such a sacrifice. NUER COW - 1930's It was the Dry season of 1931 and I had recently been purchased by a young, tall man from a small tribe in Southern Sudan. He purchased me as a wedding gift for his new wife, who was later revealed to be the one who was my primary milker. When I was taken back to their tribal area, I was in complete surprise at how many other cattle there were surrounding me. I had never seen anything like it, as I had been bought up in a relatively poor community. The fact that there were many other cattle neighbouring me gave me the impression that the tribe I had now been apart of, must have been fairly rich. I couldn't help but wonder why I was chosen out of all the other cattle, to be taken back to this place. I thought that it might've been because I was relatively plump and fat, and this worried me. My owner would occasionally rub ash across my back and speak of ceremonial chants, in a very loud and daunting matter. It

The meaning and influence of leadership to SAMSUNG Essay

The meaning and influence of leadership to SAMSUNG - Essay Example This document focuses on the different leadership theories and tools. It further illustrates the implementation of these leadership theories in Samsung to understand the importance of leadership management. 2- Background of Samsung Samsung Group is a multinational conglomerate organization having numerous of business subsidiaries and affiliation (Samsung, 2013). Samsung is one of the prominent information technology leaders globally. The organization operates and manages more than 200 hundred subsidiaries (Lunenburg & Ornstein, 2012). The organization has successfully sustains it market positioning in the global IT market and economy. Samsung is reported to have the largest annual growth and profits (Samsung, 2013). The prominent Samsung industrial subsidiaries includes, Samsung Electronics (ranks fourth largest information Technology Organization), Samsung Engineering and Samsung C & T (13th and 36th largest construction companies in the world), Samsung Life Insurance (14th largest insurance organization of the world), Cheil Worldwide (15th largest advertising agency) and Samsung Everland (the oldest theme park and Everland in South Korea). The success of the organization lies in its strong leadership and strategic management. 3- Literature review Trait Theory of Leadership Trait theory primarily focuses on the heritable attributes, behavior patterns and personal characteristics of the leader (Northouse, 2010). The theory defines that the different personal characteristics and patterns fosters the leader effectiveness in the different groups and organizational situations (Northouse, 2010). Some of the scholars argue that the leadership traits are not acquired; perhaps individuals possess leadership traits that cannot be developed whereas this perspective has been criticized over the period as some of the scholars believe that the leadership traits can be acquired. Leadership behavior Ethical Leadership is the approach of the leaders to develop awareness about the right and wrong. It develops code of conduct for the leaders to make decisions and embed ethical attitudes and behavior (Hellriegel & Slocum, 2007). Ethical leadership allows to influences the attitudes and values, foster leader’s behavior and the empowerment of employee. Contingency theory believes that the leadership style shall be appropriate with the dynamic conditions. Fielder’s Contingency theory states that the effective leadership is dependent on the leadership style that is changed with the changing conditions. (Lunenburg & Ornstein, 2012) The theory assumes that either the leaders are task oriented or relationship oriented; the style leadership adopts shall be according to the preferences of its orientation. It suggests that the task oriented leaders are more focused on the accomplishment of the tasks, whereas the relationship oriented leader’s aims to develop effective communication and interpersonal relationship with its employee (Lunenburg & Orn stein, 2012). Therefore, the leader’s favorability in every situation is the major concerns to develop effective leadership (Daft & Lane, 2008). Fielder’s contingency theory primary focuses on the leader’s personality and the psychological disposition. It further suggests that it is necessary to focus on at least one element of the leader-led situations, though it does not provide a complete description about the issues, but it allows

SWOT Analysis - NYLB Research Paper Example | Topics and Well Written Essays - 3000 words

SWOT Analysis - NYLB - Research Paper Example This function started since 1909 after the New York legislation passed a law which stated that the receiver would have separate responsibility and was appointed by the State Supreme Court of New York (New York Liquidation Bureau, â€Å"Home†). Mr.Bing, chief executive officer of the NYLB authored 85 bills that passed the Assembly and around 35 of the bills passed the senate and were signed into law. Among these law included the 2006 law passed by Mr.Bling which stated about the limitation of workers, recovery and clean up workers, compensation claims made by the 9/11 rescues; other law stated were the 2010 no fault divorce law, adoption of the UPMIFA statute in 2010, the law of criminal and civil penalties in the year 2008. Apart from the law stated above the chief executive also authored laws for the insurance and real estate sector so that these industries could taste success even during hard economic times. NYLB performs administrative and operational support to NYLB through economical and timely procurement of goods and services. The claims division looks after the disposition of claims which meets the criteria under the New York Security Fund, enabling NYLB to close its proceeding of estates with the allocated time. The creditor and ancillary division looks after the insolvent users and helps the Superintendent performs his responsibilities. The assets of NYLB are looked after by the finance division and the Human Resource department protects the estates by minimizing the risk (New York Liquidation Bureau-a, â€Å"About us†). The bureau does not own any assets, rather it holds and manages the assets of the security funds and estates and acts as a fiduciary for the benefits of the creditors and policyholders of the Estates. The Bureau’s total receipts for the year 2010 stood at $ 195,486,151 as compared to 2009 of $ 100,186,041 and net receipts was much higher as compared to previous year and was calculated to be $15,588,520. Cash comprised only the money which are deposited in the CDA and for longer term investment opportunities the cash is placed in the Money Market Deposit Account so that a more attractive yield is achieved. The bureau monitors the cash balance based which are in excess of insured limits and based on the information, such balances does not represents material credit risk for the New York Liquidation Bureau. Thus cash at the beginning of the year 2010 accounted to $15,022,557 and for 2009 cash was $7407191 and cash at the end of the year accounted for a total amount of $30, 611,077 in 2010 and $ 15,022,557 at the year 2009 (NYLB-c, p.3-4). Literature review The New York Liquidation Bureau performs the responsibility as a Receiver for the Superintendent of Insurance and the Bureau acts on the behalf of the superintendent in order to carry out the duties to safeguard the interest of the creditors and policyholders of the insolvent a nd impaired insurance companies. The Bureau takes care of the insolvent insurance companies in order to maximize the assets and resolve the liabilities, return back the rehabilitated insurance companies to market place so as to distribute the proceeds of the company to the creditors within the given period of time. NYLB has been performing the function of the Receiver since 1909. When the insurance company is

Slavery in Farming Research Paper Example | Topics and Well Written Essays - 3000 words

Slavery in Farming - Research Paper Example What is their living pattern, how much are they paid, what kind of working conditions are they experiencing and are they satisfied. In a Country like the United States, there are about 1.4 million farm workers who work in states like Washington, Texas, North Carolina, Oregon, Florida and about one-third of them are living in California. Majorly the farmers are working on the large farms. Most of the farm workers are immigrants and are part of the temporary population. From the times of Chinese gold diggers coming from the Pearl River Delta and trying to work on their native horticulture especially in the valleys and areas of California from the 19th century, the farm workers are most marginalized and are living a life which is precarious especially in the agriculture state along with slavery practice bringing with it from the South a lot of concerns about the agriculture. They are problems and the major problem is their language problem and this makes them live an isolated life, tota lly away from the outside world (Hopkinson, D. 2006).   During the New deal era, there was a Wagner Act along with national labor relations act which was signed by the President Franklin Roosevelt during the year 1935, sadly the farm workers were excluded from these acts as per the demand and request of the democratic senators coming from the south. They were not ready to extend the privileges to the African Americans and these were mostly the farm workers who were working in that region. The situation and condition along with the treatment had been the same with the farm workers since that time and no remedies and solutions have been taken out to work or improve conditions for them or think about them. Minimum wage laws do not apply federally to the farm workers along with the farmers not being entitled to the overtime pay as well. The labor rules totally change for the farm workers. Children who are of 12 years can be hired to work on the farms. According to some researchers and surveys, there has been an estimation of about 300,000 and 800,000 who work in the American fields at some point in their life in a year. There is no proper system to check, track and count them and their work. A lady from Bon Appetite Management company foundation, Vera Chang said that last week at the Eco-Farm Conference that about 22 full-time inspectors are taking control of 1.4 million farm workers and even during the 21st century there has been a systemic progress linked with the farm workers and their situation. Throughout America different incidents took place, from farm owners who were existing in Florida were charged for violating human rights and there have been about eight cases which involved slavery and about more than 1000 farm workers who were foreigners were prosecuted (Bushman, C. L., & Walker, J. 2002).  

SWOT Analysis - NYLB Research Paper Example | Topics and Well Written Essays - 3000 words

SWOT Analysis - NYLB - Research Paper Example This function started since 1909 after the New York legislation passed a law which stated that the receiver would have separate responsibility and was appointed by the State Supreme Court of New York (New York Liquidation Bureau, â€Å"Home†). Mr.Bing, chief executive officer of the NYLB authored 85 bills that passed the Assembly and around 35 of the bills passed the senate and were signed into law. Among these law included the 2006 law passed by Mr.Bling which stated about the limitation of workers, recovery and clean up workers, compensation claims made by the 9/11 rescues; other law stated were the 2010 no fault divorce law, adoption of the UPMIFA statute in 2010, the law of criminal and civil penalties in the year 2008. Apart from the law stated above the chief executive also authored laws for the insurance and real estate sector so that these industries could taste success even during hard economic times. NYLB performs administrative and operational support to NYLB through economical and timely procurement of goods and services. The claims division looks after the disposition of claims which meets the criteria under the New York Security Fund, enabling NYLB to close its proceeding of estates with the allocated time. The creditor and ancillary division looks after the insolvent users and helps the Superintendent performs his responsibilities. The assets of NYLB are looked after by the finance division and the Human Resource department protects the estates by minimizing the risk (New York Liquidation Bureau-a, â€Å"About us†). The bureau does not own any assets, rather it holds and manages the assets of the security funds and estates and acts as a fiduciary for the benefits of the creditors and policyholders of the Estates. The Bureau’s total receipts for the year 2010 stood at $ 195,486,151 as compared to 2009 of $ 100,186,041 and net receipts was much higher as compared to previous year and was calculated to be $15,588,520. Cash comprised only the money which are deposited in the CDA and for longer term investment opportunities the cash is placed in the Money Market Deposit Account so that a more attractive yield is achieved. The bureau monitors the cash balance based which are in excess of insured limits and based on the information, such balances does not represents material credit risk for the New York Liquidation Bureau. Thus cash at the beginning of the year 2010 accounted to $15,022,557 and for 2009 cash was $7407191 and cash at the end of the year accounted for a total amount of $30, 611,077 in 2010 and $ 15,022,557 at the year 2009 (NYLB-c, p.3-4). Literature review The New York Liquidation Bureau performs the responsibility as a Receiver for the Superintendent of Insurance and the Bureau acts on the behalf of the superintendent in order to carry out the duties to safeguard the interest of the creditors and policyholders of the insolvent a nd impaired insurance companies. The Bureau takes care of the insolvent insurance companies in order to maximize the assets and resolve the liabilities, return back the rehabilitated insurance companies to market place so as to distribute the proceeds of the company to the creditors within the given period of time. NYLB has been performing the function of the Receiver since 1909. When the insurance company is

GOVT 480-DB4 Essay Example | Topics and Well Written Essays - 250 words

GOVT 480-DB4 - Essay Example n to the New Testament, where we can find many proofs of their presence on the land:  «But when they persecute you in this city, flee ye into another: for verily I say to you, Ye shall not have gone over the cities of Israel, till the Son of man shall have come ». (Matt. 10:23) Actually, Palestine is not even mentioned in the New Testament. The calling to the creation of one state for two peoples can destroy the state of Israel. The only state, which is the motherland of Jews, will disappear. The long and tragic history of Jews testifies that they should have their own independent state. The awful tragedy that happened to Jews in the past century when one third of Jews were killed also proved the necessity of Jewish state creation. The elimination of Israel will bring to the end all the hopes of Jews to live and exist. The idea of creation of one state for two peoples is supported by those whose hate towards Jews is stronger that the desire to help

Militant Nonviolence Essay Example for Free

Militant Nonviolence Essay Erik Erikson, the world-renowned author of the book Gandhi’s truth has also been popular because of his stages of psychosocial development (Niolon, 2007) . The said stages are enumerated in this manner: Infancy (Birth – 18 months) wherein the main psychosocial crisis is trust vs. mistrust, Toddler (1 1/2 – 3 years) which usually involves autonomy vs. shame doubt, Play Age (3-6 years), usually involving the psychosocial crisis of initiative vs. guilt, school age (7-12 years), which often related to industry vs. inferiority, adolescence (12-19 years), identity vs. role confusion, young adulthood (20-34 years old), intimacy vs. isolation, adulthood (35-60 years), generativity vs. stagnation, and finally, late adulthood (60 years and above that is usually associated with the psychosocial crisis integrity vs. despair (Niolon, 2007) . This paper shall look into the book authored by the same person, entitled Gandhi’s truth, a book that has been said to be the acclaimed study of Mahatma Gandhi, taking the psychoanalytic theory developed by its author into consideration. This non-fictional literary work shall be analyzed based on the theory developed by the same psychoanalyst together with the discussions obtained from the book Development and Aging by Papalia, Sterns, Feldman and Camp, including topics such as health and aging, intelligence and its measurements, creativity, mature thought, wisdom and moral intelligences; education, work and leisure, etc. It has been a known fact that humans face their decline when they reach a certain age. It is often heard from different people that this kind of decline happens as most people are not as productive as they were once was in their childhood or early adulthood. This is also most prevalent in most senior citizens (Godrej, 2002). Apparently, for most studies, development stops at a certain stage . On the contrary, Erikson’s theory disproves the fact that development stops. In fact, it continues throughout the life cycle. According to the psychoanalyst and author of the very popular book, older people are not finished developing. Older people are said to come up to terms with their own morality, making them look deeper into their while lives. More often than not, they look back to the good times with gladness, at their hard times with self –respect, and finally, look at their mistakes and regrets with forgiveness (Lasch, 1969) . It is doing so that they rediscover integrity as they get ready for whatever challenges that life and death could bring upon them. On the other hand, those who remain isolated to the hurts and sadness that their life brought to them, shall be dissatisfied with the life that they have led and would easily get depressed. These are the concepts being described by Erik Erikson in his stages of psychosocial development. He has reflected these said concepts onto the life of Mohandas Gandhi, more popularly known as Mahatma or the great soul, the father of the Indian Nation. Almost everyone on the face of this planet has heard about the contributions of one of the humans who has been said to lead a great life to the history of India and the whole world (Anderson, n. d. ). He was generally known, as mentioned, as the father of the Indian nation who continuously fought for the independence of his nation from the British colonizers, despite the consequences he faced, despite his old age. Erikson’s Gandhi’s truth is generally a psychological reconstruction of Gandhi’s early years in Kathiawar on the Arabian Sea as well as his exile in London and South Africa. In the same manner, it provided an in depth analysis of the 1918 textile workers’ strike in Ahmedabad where Gandhi was first seen to practice his doctrine of Satyagraha or non violence (Lasch, 1969) . Erikson looked into the other aspects of this great man’s life that influenced his adoption of Satyagraha. The said author looked into the precocious and relentless conscience of the great soul by looking onto these said events which included the way Gandhi nursed his father, the civil servant whose career and health declined during his son’s youth, which helped him, set the pattern for a leadership that could defeat a superior opponent nonviolently (Lasch, 1969). Gandhi’s unsuccessful and premature marriage’s effect on his adoption of Satyagraha was also examined. Generally, this unsuccessful marriage of his left him in horror of his sexuality (Anderson, n. d. ). At the same time, it encouraged him to develop the religious and spiritual aspect of his life that played a very important role in his battle for the independence of his beloved country (Lasch, 1969). Of course, this has been the reason why Mahatma Gandhi started his quest for sainthood which had taken a political form. Gandhi’s leadership in the said textile strike has also been reexamined. It is where Erikson focused his study on the life of the great soul, in relation to that of his developed theory (Anderson, n. d. ). According to the said author, this has been one of the most unusual exercises in nonviolence though it led to the victory of Mahatma and the textile workers. This does not only reflect Mahatma Gandhi’s doctrine of nonviolence but his faithfulness to dharma (Lasch, 1969) . Aside from the religious life led by Mohandas K. Gandhi, more popularly known as Mahatma Gandhi, his spatial intelligence and creativity should be reconsidered. These two has contributed so much to his doctrine as he was able to devise ways, using his intelligence as a wise man in devising ways to battle their colonizers (Lasch, 1969). Generally, his spatial intelligence allowed Gandhi a better and quicker ways of correcting mistakes than other forms of political action. Gandhi’s doctrine aims to cure men of their righteous and fanatic moralism that has been said to be the cause of violence that are quite irrational (Anderson, n. d. ). It is obviously seen that Gandhi’s actions as an aged man has not declined due to the challenges he experienced during his childhood and young adulthood (Chawla, 2001). In the same manner, his doctrine of non-violence or Satyagraha has not only been affected by his deteriorating health but of his beliefs, religiousness and faithfulness to dharma that has contributed so much in his fight for the freedom of his motherland, India, the land which had been infamously known for its division brought about by differences in religion (Anderson, n. d. ). Basically, the analysis of this book, together with the psychoanalytical theory developed by Erik Erikson, has provided the psychological foundations of what has been known all over the world as great leadership and non-violence. It showed how Gandhi’s previous experiences affected his life as an aged man. As Erikson suggest, the spirit that Gandhi had ever since his childhood has influenced standardization (Anderson, n. d. ). Every individual is then encouraged to follow his own path, a path that is based on his insights with regard to the realities of the world that he is living in as well as the realities by which he or she knows his or her own self. If this perceptions turn out to be true, then the path he has taken shall be the path of truth. This is what the life of Gandhi, based on Erikson’s book showed us. His perceptions that have been developed and continuously developing throughout his own life has influenced the development of a doctrine and philosophy that has gained him the title of a great soul (Chawla, 2001) . It is through this that he was able to influence not just his countrymen but the whole world as well. Eventually, looking into the brighter side of life can do so much good to a person who is in the last stage of his psychosocial development. In Gandhi’s case, he did not allow his weaknesses to serve as barriers in his fight, instead, he utilized them in such a way that his opponents looked onto it as his strengths (Anderson, n.d. ). References Anderson, H. (1971. ) Gandhis Truth: On the Origins of Militant Nonviolence. Theology Today. Vol 28. No. 2 Retrieved December 18, 2007 from http://theologytoday. ptsem. edu/jul1971/v28-2-bookreview10. htm Chawla, A. (2001). MOVING BEYOND GANDHIS TRUTH. Retrieved December 18, 2007 from http://www. samarthbharat. com/truth. htm ERIKSONS THEORY OF PSYCHOSOCIAL DEVELOPMENT (2007). Retrieved December 18, 2007 from http://www. fractaldomains. com/devpsych/erikson. htm Erikson, E. (1969). Gandhi’s Truth. Journal of Religion and Health. Volume 9, Number 3. Godrej. F. (2002). Gandhi’s Truth: Nonviolence as Epistemological Arbiter. Retrieved December 18, 2007 from http://www. allacademic. com/meta/p65025_index. html Lasch, C. (1969). One Mans Quest for Sainthood and the Revolutionary Philosophy to Which It Led. Retrieved December 18, 2007 from http:// www. nytimes. com/books/99/08/22/specials/erikson-gandhi. html Niolon, R. (2007) Erickons Psychosocial Stages of Development. Retrieved December 18, 2007 from http://www. psychpage. com/learning/library/person/erikson. html

Leadership in Nursing

Leadership in Nursing Definitions, Theories, and Styles of Leadership in Nursing Developing future nurse leaders is one of the greatest challenges faced by the nursing profession (Mahoney, 2001). Powerful leadership skills are needed by all nurses and especially for those providing direct care to those in top management positions. Anyone who is looked to as an authority (including, for instance, a nurse treating a patient) or who is responsible for giving assistance to others is considered a leader (Curtis, DeVries and Sheerin, 2011). A clinical nursing leader is one who is involved in direct patient care and who continuously improves the care that is afforded to such persons by influencing the treatment provision delivered by others (Cook, 2001). Leadership is not merely a series of skills or tasks; rather, it is an attitude that informs behaviour (Cook, 2001). In addition, good leadership can be seen as demonstrating consistently superior performance; further it delivers long term benefits to all those involved, either in the delivery or receipt of care. Leaders are not merely those who control others; they are visionaries who help employees to plan, lead, control, and organise their activities (Jooste, 2004). Leadership has been defined in many ways within existent academic literature. However, several features are common to most definitions of leadership. For example, leadership is a process, involves influence, usually occurs in a group setting, involves the attainment of a goal, and exists at all levels (Faugier and Woolnough, 2002). In addition, there are several recognised leadership styles. For instance, autocratic leaders set an end goal without allowing others to participate in the decision-making process (Curtis, DeVries and Sheering, 2011), whereas bureaucratic leadership occurs in scenarios where a leader rigidly adheres to rules, regulations, and policies. In contrast, participative leaders allow staff to participate in decision-making and actively seek out the participation of stakeholders within the decision. This type of leadership allows team members to feel more committed to the goals they were involved with formulating (Fradd, 2004). Laissez-faire leadership leaves employees to their own devices in meeting goals, and is a highly risky form of leadership as Faugier and Woolnough (2002) further posit. Finally, a more effective form of leadership than those hitherto mentioned, may be situational leadership. This is where the leader switches between the above styles depending upon the situation at hand and upon the competence of the followers (Faugier and Woolnough, 2002). There is a difference between theory and styles of leadership. According to Moiden (2002), theory represents reality, whereas style of leadership refers to the various ways one can implement a theory of leadership the way in which something is said or done. Organisations should, it follows, aim for a leadership style that allows for high levels of work performance, with few disruptions, and that is applicable in a wide variety of situational circumstances, in an efficient manner (Moiden, 2002). Similarly, there is a difference between management and leadership. Managers plan, organise and control, while leaders communicate vision, motivate, inspire and empower in order to create organisational change (Faugier and Woolnough, 2002). Transactional versus transformational leadership Outhwaite (2003) suggests that transactional leadership involves the skills required in the effective day to day running of a team. However, transformational leadership also involves ensuring that an integrated team works together and may also benefit from the inclusion of innovativeness of approach in work (Outhwaite, 2003). For example, a leader can empower team members by allowing individuals to lead certain aspects of a project based on their areas of expertise. This will, in turn, encourage the development of individual leadership skills, which improve both the individuals skills and their future career prospects. In addition, leaders should explore barriers and identify conflicts when they arise, and then work collaboratively with the members of their team to resolve these (Outhwaite, 2003). Furthermore, the leader should remain a part of the team, sharing in the work, thus remaining close to operations and being able to understand the employees perspective, rather than being a leader who is distanced from the actual work of the team for which he or she is responsible (Outhwaite, 2003). Transactional leadership focuses on providing day-to-day care, while transformational leadership is more focused on the processes that motivate followers to perform to their full potential. Thus, the latter works by influencing change and providing a sense of direction (Cook, 2001). The ability of a leader to articulate a shared vision is an important aspect of transformational leadership, as Faugier and Woolnough (2002) observe. In addition, transactional leadership is most concerned with managing predictability and order, while transformational leaders recognise the importance of challenging the status quo in order to enhance positive possibilities within the project that they are delivering as Faugier and Woolnough, (2002) posit. One group of authors that have described the use of transformational leadership by Magnet hospitals are De Geest et al. (2003). In so doing they discuss how the leadership style deployed within the hospitals allows for faith and respect to be instilled, the treatment of employees as individuals, and innovation in problem solving, along with the transmission of values and ethical principles, and the provision of challenging goals while communicating a vision for the future (De Geest et al., 2003). Transformational leadership is, as they further comment, especially well-suited to todays fast-changing health care environment where adaptation is extremely important, especially with regard to changing technologies and the seemingly ever-increasing expectations of patients. In elucidating further, the authors cite a range of findings that this leadership style is positively associated with higher employee satisfaction and better performance. These, in turn, correlate positively with higher patient satisfaction (De Geest et al., 2003). One way to facilitate change using transformational leadership involves the use of action learning (De Geest et al., 2003). In this approach, leaders use directive, supportive, democratic, and enabling methods to implement and sustain change and the effects of such leadership enable better outcomes for both nurses and patients to be realised. Transformational leadership focuses on the interpersonal processes between leaders and followers and is encouraged by empowerment (Hyett, 2003). Empowered nurses are able not only to believe in their own ability but also to create and adapt to change. When using a team approach to leadership, it is important to set boundaries, goals, accountability, and set in motion structural support for team members (Hyett, 2003). Transformational leadership is thus seen as empowering, but the nurse manager must balance the use of power in a democratic fashion to avoid the appearance of their abusing the power that they have been given (Welford, 2002). Finally, as Hyett (2003) also notes, respect and trust of staff by the leader is essential for transformational leadership to work. Clinical or shared governance Clinical governance is a new way of working in which e National Health Service (NHS) organisations are accountable for continuous quality improvement, safeguarding standards of care, and creating an environment in which clinical excellence can flourish (Moiden, 2002). The requirements of several recent UK government policies require that new forms of leadership that better reflect the diversity of the workforce and the community being developed. Since Scott and Caress (2005) noted this, leadership needs have continued to be strengthened and the need to involve all staff in clinical leadership further developed. Shared governance has been, as Hyett (2003) notes, one method by which this goal has been realised. It has proven to be an effective form of leadership because it empowers all staff and makes them part of decision making processes, thereby additionally allowing staff to work together to develop multi-professional care (Rycroft et al., 2004). Such shared governance has resulted in the increased utilisation of a decentralised style of management in which all team members have responsibility and managers are facilitative, rather than using a hierarchical which, as Scott and Caress (2005) maintain, has led to increased morale and job satisfaction, increased motivation and staff contribution, the encouragement of creativity, and an increased sense of worth amongst NHS employees at all levels. Knowledge, attitudes, and skills of an effective nurse leader In addition to the skills hitherto noted in the opening sections of this assignment, nurse leaders should have knowledge of management, communication, and teamwork skills, as well as a solid understanding of health economics, finance, and evidence-based outcomes (Mahoney, 2001). These core skills should ideally be further enhanced by the possession of a range of key personal qualities. Mahoney (2001) asserts that these are desirable in all nurse leaders and include competence, confidence, courage, collaboration, and creativity. Nurse leaders should also be aware of the changing environment in health care best practice and make changes proactively. Leaders who show concern for the needs and objectives of staff members and are cognisant of the conditions affecting the work environment that also encourage productivity, as Moiden, (2003) notes, which is important as it allows a philosophy of productivity to be established. According to Jooste (2004), the three pillars essential to a foundation of strong leadership are authority, power, and influence. It follows, therefore, that to be an effective leader in todays competitive environment, leaders should use influence more, and authority and power, less. It is more important, as Jooste (2004) further notes, to be able to motivate, persuade, appreciate, and negotiate than to merely wield power and, in advancing this line of argument, the author cites three categories of influence for nurse leaders to use in creating a supportive care environment. These include: modelling by example, building caring relationships, and mentoring by instruction (Jooste, 2004). Such skills should also, according to De Geest et al. (2003), be combined with the utilisation of five specific practices that are fundamental to good leadership: g inspiring a shared vision, enabling others to act, challenging processes, modelling, and encouraging. For example, a leader may challenge others to act by recognising contributions and by fostering collaboration. Such techniques are important because recognising contributions also serves to encourage employees in their work whilst team leadership moves the focus away from the leader towards the team as a whole (Mahoney, 2001). Applications to practice settings Hyett (2003) describes several barriers to health visitors taking on a leadership role and observes that visitors usually work in a self-led environment, which causes problems because there may be no mechanism for self-control or decision-making at the point of service, thus stifling innovation. In addition, if nurses who do try to initiate change are not supported, they lose confidence and assertiveness and may feel disempowered and unable to support one another, which will lead to declining standards of motivation and may negatively impact upon patient care (Fradd, 2004). Management often focuses on the volume of services provided, leading to loss of self-esteem and a rise in dependence; this, as Hyett (2003) recognises, may cause workers to become disruptive, or to leave the organisation, which culminates in organisational upheaval. Further, when staff leave as a result of feeling disempowered, replacements need to be found and trained which involves not only additional recruitment costs but training as new people are introduced into the culture of the organisation. In addition to the comments made by Hyett, focus group data from a study of implementing change in a nursing home suggests that nurses want a leader with drive, enthusiasm, and credibility to lead them and to inspire them, for they do not merely want a leader who has superiority (Rycroft-Malone et al., 2004). Further, focus group members identified the qualities desired in a leader who is attempting to facilitate change. This person should have knowledge of the collaborative project, have status with the team, be able to manage others, take a positive approach to management, and possess good management skills (Rycroft-Malone et al., 2004). Applications to the wider health and social context Nursing leaders function at all levels of nursing from the ward through to top nursing management. Over time, the function of leadership has changed from one of authority and power to one of being powerful without being overpowering (Jooste, 2004). Boundaries between upper, middle, and lower level leaders are becoming increasingly blurred, and responsibilities are becoming less static and more flexible in nature. In other words, there is a trend toward decentralisation of responsibility and authority from upper to lower levels of health care delivery (Jooste, 2004). An ongoing programme of political leadership at the Royal College of Nursing describes a multi-step model for political influence (Large et al., 2005). Some of the steps include: identifying the issue to be changed, turning the issue into a proposal for change, finding and speaking with supporters and stakeholders to develop a collective voice, pinpointing desired policy change outcomes, and constructing effective messages to optimise communication (Large et al., 2005). These can be all be viewed as important for through learning them the nurse leader can adopt to the organisational expectations of the twenty-first century NHS. Education for leadership In order for nursing practice to improve, an investment must be made in educating nurses to be effective leaders (Cook, 2001). Cook contends that leadership should be introduced in initial nursing preparation curricula, and mentoring should be available for aspiring nurse leaders not only during their formal training but throughout their careers (2001). The importance of this enlarged approach can be seen, for example, in the use of evidence-based practice which requires nurses to be able to evaluate evidence and formulate solutions based upon the best available evidence (Cook, 2001). In order for these things to occur, it is important that nurses have educational preparation for leadership during training to prepare them to have a greater understanding and enhanced control of events that may occur during work situations (Moiden, 2002). This can be seen as a step towards the greater professionalisation of the nursing profession a movement that has also increasingly seen nurses gaining formal academic qualifications over the previous ten years. Indeed, such is the embracing of professional accreditation that the NHS has adopted the Leading an Empowered Organisation (LEO) project in order to encourage the use of transformational leadership (Moiden, 2002). By doing so, the NHS hopes to ensure that professionals may empower themselves and others through responsibility, authority, and accountability. The programme also aims to help professionals develop autonomy, take risks, solve problems, and articulate responsibility (Moiden, 2002). Strategies such as the Leading and Empowered Organisation (LEO) programme and the RCN Clinical Leaders Programme are designed to produce future leaders in nursing who are aware of the benefits of transformational leadership (Faugier andWoolnough, 2002). This is therefore not only a programme that is relevant to todays NHS but is also one that is preparing the nursing leaders of tomorrow. Challenges and opportunities to stimulate change The health care environment is constantly changing and producing new challenges that the nurse leader must work within (Jooste, 2004). Leadership involves enabling people to produce extraordinary things whilst simultaneously performing their daily duties and adapting to challenge and change (Jooste, 2004). While management in the past took a direct, hierarchical approach to leadership, the time has come for a better leadership style that includes encouragement, listening, and facilitating (Hyett, 2003). Hyett (2003, p. 231) cites Yoder-Wise (1999) as defining leadership as the ability to create new systems and methods to accomplish a desired vision. Today, the belief is that anyone can be a leader and thus leadership is a learnable set of skills and practices (Hyett, 2003). All nurses must display leadership skills such as adaptability, self-confidence, and judgment in the provision of health care (Hyett, 2003). Indeed, the expectation of both higher professionals and the general public receiving care is that nurses lead care, and that they are able to move seamlessly between roles of leading and following, depending upon the individual scenario faced (Hyett, 2003). Empowering patients to participate in the decision-making process Only when health care services are well-led will they be well-organised in meeting the needs of patients (Fradd, 2004). Nurses have considerable influence on the health care experience enjoyed by individual patients, especially as patient involvement in care is most often nurse-led (Fradd, 2004). Today, patients are more aware of their own health care needs and better informed about treatments and practice; it is also imperative that patients are able to enunciate their own health care needs and contribute to discussions relating to their treatment options. Such enhanced levels of health care communication require nurses to be better equipped with analytical and assertiveness skills, especially if they need to fight the patients corner against the opinion of an individual doctor who may place his own opinions above those of the patient (Outhwaite, 2003). Transformational leadership is ideal for todays nursing practice as it seeks to satisfy needs, and involves both the leader and the follower in meeting needs (Welford, 2002). It is also flexible and this allows the leader to adapt in varied situations. It is logical, therefore, that if the leader accepts that things will change often, followers will enjoy this flexibility. As a result, both nurses and patients benefit because the avoidance of hierarchical structures and the embracing of new ways in which to work help organisations to put resources together to create added value for both employees and consumers (Mahoney, 2001). Into this health care mix, transformational leadership is pivotal, for it allows team nurses to enhance their role as both teachers and advocates (Welford, 2002). References Cook, M. (2001). The renaissance of clinical leadership. International Nursing Review, 48: pp. 38-46. Curtis, E. A., de Vries, J. and Sheerin, F. K. (2011). Developing leadership in nursing: exploring core factors. British Journal of Nursing, 20(5), pp. 306-309. De Geest, S., Claessens, P., Longerich, H. and Schubert, M. (2003). Transformational leadership: Worthwhile the investment! European Journal of Cardiovascular Nursing, 2: pp. 3-5. Faugier, J. and Woolnough, H. (2002). National nursing leadership programme. Mental Health Practice, 6(3): pp. 28-34. Fradd, L. (2004). Political leadership in action. Journal of Nursing Management, 12: pp. 242-245. Hyett, E. (2003). What blocks health visitors from taking on a leadership role? Journal of Nursing Management, 11: pp. 229-233. Jooste, K. (2004). Leadership: A new perspective. Journal of Nursing Management, 12: pp. 217-223. Large, S., Macleod, A., Cunningham, G. and Kitson, A. (2005). A multiple-case study evaluation of the RCN Clinical Leadership Programme in England. London: Royal College of Nursing. Mahoney, J. (2001). Leadership skills for the 21st century. Journal of Nursing Management, 9: pp. 269-271. Moiden, M. (2002). Evolution of leadership in nursing. Nursing Management, 9: pp. 20-25. Moiden, M. (2003). A framework for leadership. Nursing Management, 13: pp. 19-23. Outhwaite, S. (2003). The importance of leadership in the development of an integrated team. Journal of Nursing Management, 11: pp. 371-376. Rycroft-Malone, J., Harvey, G., Seers, K., Kitson, A., MCormack, B, and Titchen, A. (2004). An exploration of the factors that influence the implementation of evidence into practice. Journal of Clinical Nursing, 13: pp. 913-924. Scott, L. and Caress, A-L. (2005). Shared governance and shared leadership: Meeting the challenges of implementation. Journal of Nursing Management, 13: pp. 4-12.

Why does Economic Dependence on Product Exports in Underdeveloped Count

The landlocked country of Burkina Faso ranks 183 out of 187 countries in the 2012 Human Development Index, indicating that the quality of life in the African country is tremendously low (World Bank). Despite the United States having contributed $520 million to the underdeveloped country in recent years in an act of humanitarianism; Burkina Faso is still economically unstable, forcing them to heavily depend on their most profitable industries (Kerry). Gold mining is currently a source of income that the country is greatly relying on. In order to grow financially, gold mine managers have resorted to trafficking children for the worst forms of labor, driving them out of their schools and away from their families. Economic dependence on product exports in the underdeveloped country of Burkina Faso leads to child labor because perilous conditions must be endured, low wages must be paid, and workers must be willing to labor. The revenue made from gold mining in Burkina Faso is mainly produced by Burkinabe children, seeing that mining is a hazardous undertaking that comes with low wages. Burkina Faso is a newcomer in the scene of gold mining, as production has more than doubled, reaching 32 tons of gold in 2012 and increasing by 41% from 2010 to 2011 (DFATD). More than 200 gold mines are spread out all through the country, most of them remote and unknown of (Price). These remote locations are difficult for organizations such as local NGOs, UN Gift, and Interpol to track down, making the chances of arresting a trafficker quite slim. Children are brought to these mining sites, because the conditions there are very difficult to work in. Employers make their workforce work 14 hours a day, 6-7 days a week. Workers only receive room and boar... ...ks/2013/03/206636.htm>. Price, Larry C. "Burkina Faso: Childhoods Lost in the Gold Mines." Pulitzer Center. Pulitzer Center, 28 Apr. 2013. Web. 15 Mar. 2014. . Price, Larry C. "Children in Burkina Faso Take on Dirty, Dangerous Work of Digging Up Gold." PBS. PBS, 10 July 2013. Web. 15 Mar. 2014. . Sollinger, Marc. "Children Mining for Gold in Burkina Faso." PBS. PBS, n.d. Web. 15 Mar. 2014. . Van De Glind, Hans. "Migration and Child Labour." UN GIFT HUB. UNODC, Sept. 2010. Web. 15 Mar. 2014. .

Math Every Day

It occurs to me that learning mathematics, especially calculus and other forms of higher mathematics, is much like learning a foreign language. Math starts out like a foreign language, having its own symbols, definitions, applications, and structures. It is difficult to use at first and requires repetition, like a new language. One needs to memorize symbols, their functions and many rules, and then one needs to practice by working many problems. Learners cannot be comfortable with new languages (mathematics) until they can use it repeatedly, consistently, and successfully. Calculus, or a new language, is already existent and the learner needs to adapt to it and work in it; the new material will not adapt to the learner. One learns a language by listening to others and by reading, using a dictionary, learning the language rules, and what breaks any or all of those rules. Calculus is similar. After much practice, students can communicate with others in their new language and expand their abilities with more practice and use, just as in mathematics. Those with a good foundation via formal instruction are clearly better at than those that pick it up here and there, intermittently.   The first can be understood and the second become lost. Less well-trained learners are limited in the range and layering of meaning their communication can involve and do not have the tools for even higher levels of language (mathematics) learning. A strong foundation prepares the new language speaker or the new calculus student for the next step in their subject’s discipline and for later innovation, research, and invention in that discipline. Mathematics and language are the same — They have formulas and patterns; they are communication and they are beautiful (e.g. fractal patterns and poetry). Perhaps this is the reason that the films â€Å"Close encounters of the third kind† used music (very mathematical) and â€Å"Contact† used mathematics as the forms of communication that proved successful between aliens and earth people.

Advantages and disadvantages of mobile phones Essay

The 21st century has seen the advent of amazing technological advances, one of which is of the mobile phone. Nowadays, a mobile phone consists of camera, MP3 player, alarm clock,†¦., or in another way, a mobile phone is a combination of more than 10 items of our daily lives. And so a mobile is a basic need and everybody has it. We can all see clearly the advantages of a mobile phone, but not everybody recognizes the down side of having one. As mentioned and well – acknowledged by everyone, convenience is an advantage of mobile phone. With a mobile phone, we are able to have instant contact with whomever we want, whenever we want, and also because it is a multi-functional device beside communication use, even more accurate for the new generations of smart phone. At present, a smart phone can access the internet using 3G or Wi-fi. Therefore, it is not just a phone, but a mini computer. Besides the obvious advantage, another comes to mind, and that is texting helping people to overcome shyness and awkwardness. Being late for a meeting, apologizing, telling loved things to someone,†¦ are all quite uncomfortable situations and speech can make things even worse. But text gets rid of those moments and replace it with a clean, logical and clear message. Furthermore, teenagers find mobile phones being an expression of their identity because they are beyond the control of parents. A mobile phone makes our lives quite easier, right? Not quite. As you can see, scientists have claimed that mobile phone produces a small amount of radiation waves, resulting to brain cancer, so long usage can be harmful to health. And in terms of health, there have been a great deal of traffic accidents caused by texting and calling while driving. So firstly a mobile phone can affect our health and probably our lives. Secondly, mobile phones can be great distraction at work and school. The internet, the games on smart phones, the endless number of applications, those are temptations, creating lack of concentration for people working and studying, which is an activity being definitely less exciting by comparison. In addition, mobile phones are sometimes disturbance in our lives due to the wrong-number phone calls, draft messages, prank calls,†¦. . These are very annoying and can lead to discomfort, especially if these are being made at night. Then there are environmental issues involved with mobile phone usages. According to a survey, people on average use their phone 11 to 18 months, a short period of time. And when those old phones become trash, and with the need of phones at  present, which is a lot, it can lead to pollution due to hardware of mobile phones being hard to dispose of. In conclusion, we use mobile phones on a daily basis for theirs obvious advantages, but we also need to be aware of the not so obvious or simply ignored disadvantages. On account of the mass demand of mobile phones, we need to know both sides of them in order to make the best out of a wonderful device.

“The Invisible Leash”: The Patty Hearst Case and the Crazy Things Victims Do

In April 1974, roughly two months after they kidnapped Patty Hearst, the Symbionese Liberation Army (SLA) released a photo of Hearst as evidence that she was no longer a kidnap victim but a willing member of their group. In the photo, Hearst is pictured alone (no other members of the Symbionese Liberation Army are evident). She stands off centered in the photo (to the left) in front of the Symbionese Liberation Army’s symbol, a seven-headed cobra (â€Å"Symbionese Liberation Army†). Her stance is aggressive: her legs are apart as if she is braced and ready to shoot; her gun is pointed (not at the viewer, but off to the viewer’s right); and her finger is on the trigger. The gun itself is a serious weapon, a carbine. And Hearst’s attire is militaristic and revolutionary: she wears pants, tight, military-type clothing, and a beret of the same sort worn by revolutionary Che Guevera, in the famous photo of him snapped by Alberta Korda (â€Å"Che Guevara†). Moreover, the background color in the photo of Hearst is red, a color that suggests violence and aggression. In the lower right corner of the photo, another machine gun rests against the wall, only the upper portion of the gun is visible (its barrel), and it’s pointing upward, toward the top of the photo. While this photo is meant to depict Hearst as a willing member of the SLA, it isn’t quite successful. That is, it suggests a more complex truth: that people sometimes play roles that do not fully describe them and in which they are not at home. A close look at the photo reveals that Patty Hearst, though she assumes the stance of a guerrilla, is anything but that. Her gaze is not directed violently at the viewer; instead, she looks to the side, transforming herself into the object of the gaze rather than being the gazer. This is in sharp contrast to Korda’s famous photo of Che Guevara, whose hat style Hearst has adopted. In his photo, Guevara faces the audience squarely and audaciously (â€Å"Che Guevara†). Hearst’s posture may be audacious, but the direction of her gaze reveals submission. Other details in the photo also suggest that she is less than at home in her role as aggressive warrior. Her gun, for example, is pointed to the side – just as is her gaze. She’s not threatening the viewer with the gun; she’s exposing herself to the viewer. Plus, though none of the SLA members are present in the photo with Hearst, the unmanned, projecting gun in the lower right corner of the photo draws the eye and reminds the viewer that just off stage lurks a threat. With her glance to the side, Hearst seems almost focused on this threat. Indeed, a quick look at her eyes reveals dark circles under them. Her mouth is pinched and drawn. These are indicators that she may be uncomfortable, even stressed in her new role. In fact, the photo, along with an audio communication from Hearst on which she called her father a â€Å"corporate liar† and explained that she was joining the SLA and taking a new name (â€Å"SLA: Tania†), caused her fiance and her parents to â€Å"[speculate] that Hearst had been brainwashed or coerced. † They did not believe that the Patty Hearst they were seeing and hearing was the â€Å"real† Patty Hearst (â€Å"SLA: Patty Hearst). And, indeed, Patty Hearst, granddaughter of newspaper tycoon William Randolph Hearst, seems to have changed over the course of her kidnapping. Compare, for example, two of her communiques with her parents. The first was received February 12, only 9 days after armed gunman kidnapped her from her fiance’s apartment on the night of February 4, 1974 (â€Å"Radically†). In this communique, she says: Mom, Dad, I’m OK. I’m with a combat unit that’s armed with automatic weapons. And these people aren’t just a bunch of nuts. They’ve been really honest with me but they’re perfectly willing to die for what they’re doing. And I want to get out of here but the only way I’m going to is if we do it their way. And I just hope that you’ll do what they say Dad and just do it quickly. And I mean I hope that this puts you a little bit at ease and that you know that I really, really am alright. I just hope I can get back to everybody really soon. (â€Å"The Patty Hearst Tapes†) Here Hearst focuses almost entirely on her own situation, telling her parents who has taken her and what her parents need to do to free her. She mentions that her captors are serious but says very little about their political agenda. She sounds, in fact, very much like one might expect a kidnapped, 19-year-old to sound. By day 59 of Hearst’s captivity, her communiques reveal that her focus has changed from herself to the SLA’s cause. Mom, Dad. Tell the poor and oppressed people of this nation what the corporate state is about to do. Warn Black and poor people that they are about to be murdered down to the last man, woman, and child. Tell the people that the energy crisis is nothing more than a means to get public approval for a massive program to build nuclear power plants all over the nation. The message goes on in this vein and culminates with the following: â€Å"I have chosen to stay and fight. I have been given the name Tania after a comrade who fought alongside Che in Bolivia. It is in the spirit of Tania that I say, ‘Patria o Muerte, Venceremos’† (â€Å"The Patty Hearst Tapes†). The Latin phrase means â€Å"Fatherland or death: We shall overcome† (Cox), and it suggests Hearst’s transformation from heiress to warrior. Clearly Hearst had changed, and after she was caught on video camera robbing a bank with the SLA only a few months after she’d been kidnapped (Ramsland), Americans caught up in the story were left to debate whether a person is always responsible for his or her own actions. In an article published in the National Review during Hearst’s 1976 trial, one commentator gave specific voice to the questions many people were asking themselves: When given the opportunity, why didn’t Hearst â€Å"reassert her own individuality and [try] to escape? And, even more succinctly, the commentator asks: â€Å"Is Hearst guilty? † (â€Å"What Is Guilt? † 258). Hearst was eventually sentenced to 7 years in prison for helping the SLA with their criminal activities (including bank robberies), but President Carter had her released after only 22 months (Chua-Eoan), and, in 2001, President Clinton pardoned her (â€Å"Radically†), wiping her record clean. President Clin ton’s pardon suggests that Hearst was not responsible for what she did. It suggests that under specific conditions, a person can behave in ways for which she must not be held responsible. In a nutshell, it suggests that those who have endured traumatic experiences (victims) are not necessarily accountable for what they do. And, indeed, by most accounts, Hearst’s experience was traumatic. During the first several weeks of her captivity (prior to her participation in the first of several bank robberies), she was (according to her own accounts) kept in a dark closet. She was â€Å"sexually assaulted† (â€Å"Truth† 201). She was told that her parents were â€Å"insects† and that she was a member of a class of people that was â€Å"sucking blood† from the commoners. When her father visited San Quentin (as part of a ransom demand made by the SLA), and he reported that the conditions of the prisoners there was fine, Hearst’s captors reportedly told her that her living conditions (in the cramped, dark closet) were similar to those of the San Quentin prisoners. The take home message for Hearst was that her â€Å"tiny cell, stale air, and gloomy walls were [considered by her father to be] an acceptable environment for his daughter. † Her captors led her to feel increasingly alienated from her old life and from her family (â€Å"Tania’s World†). Subject to severe trauma, a person may not behave rationally or in keeping with what might be expected. For example, in 2007, when police found and liberated Shawn Hornbeck, a boy who had been abducted 4 years earlier (when he was only 12), one of the questions that surfaced repeatedly was: why didn’t he run? During at least the last two or three of his years of captivity, his captor (Michael Devlin) allowed Shawn a tremendous amount of freedom. Shawn went to school, rode his bike, and had multiple opportunities to report his situation to authorities, but he didn’t (Tresniowski, Grout, and Finan). Shawn’s attorney speculates that an â€Å"invisible leash† kept Shawn from running (qtd. in Tresniowski, Grout, and Finan). And C. Robert Cloninger, a medical doctor at the Sanson Center for Well-Being in St. Louis, indicates that victims may â€Å"[bond] with their abductors† in order to â€Å"feel safe†: Once you’ve begun to identify with your captor, you don’t have to fear them anymore, because you’re in harmony with them†¦We see this in hostage situations, where the emotional brain short circuits the rational brain. (qtd. in Tresniowski, Grout, and Finan) It was this same â€Å"invisible leash† that made Hearst do the seemingly crazy things she did: rob banks, hide from the law, remain with the SLA. A close look at her history and a careful look at the now infamous SLA photo of Hearst reveal the truth: she may have pretended to be Tania, but that was a temporary role, assumed under extreme circumstances to protect herself. Her transformation from â€Å"an apolitical rich girl† to a â€Å"gun-toting radical† (â€Å"Radically†) tells us more about the events that she was caught up in than about who she was.