Essay about The Face Behind the Truth in Cinema - 1400 Words

Since the beginning of Documentary Filmmaking, films have shown the eternal search for truth. Exposing reality as it is to the world through Film became a goal to Documentary Filmmakers. For a period of time Filmmakers lost their path along the way and became promoters who manipulated the audience around the world into believing what they wanted. During the 1960’s two special movements began to emerge in different parts of the world. Direct Cinema in North America and Cinema Và ©rità © in Fance. These two movements brought back the notion of revealing the true through their Films. The new movements encourage Filmmakers to take the position of observers. Direct Cinema and Cinema Và ©rità © are often confused and classify as one movement. This is†¦show more content†¦Vertov’s goal was to reveal truth by observing and recording everyday life. This shows that Dziga Vertov, Cinema Và ©rità © and Direct Cinema all share the same objective. Another similarity w ould be that as well as Direct Cinema and Cinema Và ©rità © practitioners, Vertov opposed to the use of actors. One of the reasons that makes easy to mistake to Cinema Và ©rità © and Direct Cinema with each other is their goal to uncover the truth with objectivity, since both movements were influenced by a visionary methods ans techniques from Vertov and Flaherty. Vertov anticipated the necessity for synchronize sound and the necessity of a camera that could go anywhere. After a long quest, thanks to the Drew unit and their tests, Filmmakers were finally able to achieve synchronized sound. Along with this achievement came Direct Cinema and Cinema Và ©rità ©. Lighter camera and synchronized sound equipment made it possible to go out to the world and follow the any subject anywhere wih out pre-planning, this was convinient to directly capture reality. At the very basics, Direct Cinema and Cinema Và ©rità © can be defined as cinematic movements that use hand-held cameras thanks to the lightweight equipment, and synchronous sound, giving them a similar visual aesthetic. But at a deeper level both Cinema Và ©rità © and Direct Cinema required their practitioners to get involve and becomeShow MoreRelatedThe Face Behind the Truth in Cinema1279 Words   |  6 PagesOscar Wild once said, â€Å"The truth is rarely pure and never simple† and he is right. But no matter what the outcome is, or how complex the truth is, we will always strive for the truth. The concept of truth is no stranger to film documentaries, and one filmmaker that certainty was aware of that was Dziga Vertov. 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Government Regulations Of Information Technology - 1773 Words

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The development of social theory (Soc 2001) goffman and foucault Free Essays

string(39) " govern how they interact with others\." Introduction Social theory has developed from a classical approach to a more modern sociological approach, characterised by a rise of functionalism and the introduction of interpretive sociology. Swingewood (2000) states that â€Å"the heart of sociological thought is.. We will write a custom essay sample on The development of social theory (Soc 2001) goffman and foucault or any similar topic only for you Order Now to redefine concepts and to rediscover them† (Swingewood, 2000:9). Both Goffman and Foucault have contributed to the development of social theory and this essay will critically compare their influence in particular focusing on their analysis of institutions, power and their use of research methods. In order to understand how social order was possible, Goffman analysed the ways in which humans are constituted in face-to-face interactions, Foucault examined society through practises and local circumstance, he didn’t analyse the ‘subject’, but the ’embodied subject.’ Goffman and Foucault are distant in some aspects, for instance in their research methods and approaches on power but are similar in the more important aspects such as their analysis of experts and expert judgement within institutions. This essay will also compare the influence of other theorists in the development of their theoretical approaches. One of the main problems from classical sociology is the inadequate notion of self. The dominant trend of late nineteenth-century and early twentieth century social theory was towards developing a concept of action. None of the major sociologists constructed an adequate notion of self. The self was defined anonymously as a â€Å"disembodied actor assimilating norms and producing meanings in relation to the wider, macrosociological system† (Swingewood, 2000:165). Only Simmel’s sociology with its basis in sociation and interaction approached an adequate theory of the living, active social subject. Mead later developed Simmel’s theory of the self, he argued â€Å"Human society as we know it, could not exist without minds and selves† (Mead, 1972:227). He studied the social interaction process and concluded that individuals are constructed over time due to how they interact with others. He argues, â€Å"a self only exists, when it interacts with itself and the other selves of the community† (Mead, 1934:138). Blumer (1937) extended many of Meads ideas to refer to action as Mead failed to explain how meanings were actually produced. Blumer attempted to analyse the situational and contextual basis of action in relation to the development of the self, outlining in Symbolic Interactionism that â€Å"meaning.. arises through the ways individuals interact with each other as they utilise and interpret the symbolic forms† (Blumer 1969). Goffman’s work is sometimes viewed within the context of symbolic interactionism (Baret 1998) due to the fact he focuses on the interaction patterns between individuals and their ability to reflect on their actions and therefore influence the environment. Goffmans interpretive perspective focuses on the everyday interactions between individuals and the subjective meanings behind these actions Rawls (1987). believes that Goffman’s analysis offers a solution to the agency and s tructure debate with â€Å"the idea of an interaction order which is constitutive of self and at the same time places demands on social structure† (Rawls, 1987:136). However, Foucault rejects the search for a ‘true self.’ Rather than offering an account of the real self that is being regulated as in Goffman’s account of the performing self, Foucault is interested in how we come to think, feel and act as certain kinds of selves and he wishes to examine the effects of this behaviour. A new social theory has emerged since the 1950s which looks at human society as an organised system of relation, governed by laws and is self-regulated. It defines reality in terms of the relations between elements, not in terms of objectively existing things and social facts. Foucault examines this concept and takes a stance mid-way between structuralism and post structuralism. Although he claims, â€Å"I have never been a structuralist† (Swingewood 2000:194). However he shares the structuralists’ dismissal of theories based on individual choices and the effects of human action. Yet his work was primarily about the self. Foucault was concerned with the status and role of the human subject, the concept of human beings in history and in the human sciences. Foucault shares with the structuralists a desire to displace the human subject and its consciousness from the centre of theoretical concern. Foucault explores how meanings are temporarily stabilised or regulated into a discourse. This ordering of meaning is achieved through the operation of power in social practice. For Foucault discourse unites both language and practice and is effectively a form of power. Foucault believes discourse gives meaning to material objects and social practises and therefore produces knowledge through language. Foucault outlines in The Archaeology of Knowledge the relations between knowledge and power, â€Å"power and knowledge directly imply one another†¦ there is no power relation.. without a field of knowledge† (Foucault 1979:100). By outlining this Foucault shows that truth does not exist, outside power. Goffman too was concerned with discourse for instance in 1981 Goffman introduced the concept ‘footing’ which is a similar concept to an interactive frame which became rather influential in discourse analysis. Goffman was also concerned with concrete conversation; he noted the social exchanges between individuals not only the words but also the tone, body language and accent. Similar to Foucault, Goffman recognised the influence of the structure of the social world in how we interact, however he places greater emphasis on the creative role of the agent in producing and sustaining the norms and values underpinning the social world (Swingewood 2000). Goffman suggests in The Presentation of Self that â€Å"when an individual appears before others his actions will influence the definition of the situation which they come to have† (Goffman, 1969:5). Goffman developed a notion of the individual as a dramaturgical actor, viewing social life as a dramatic performance. He suggested that individuals spent much of their time framing their ‘true self’ from the view of other people. Goffman believes that â€Å"behaviour may change from place to place, but the ways in which it changes as well as the situations for which it changes, are usually constant† (Goffman, 1969:68). He feels that individuals behaviour may change when the structure of situation changes, due to different rules which govern how they interact with others. You read "The development of social theory (Soc 2001) goffman and foucault" in category "Essay examples" Goffman looks at the rules within institutions, outlined in his work Asylums where he studied the experiences of inmates in a mental institution. He found that patients view of self was modified by their experience within the institiution (Goffman, 1969:78). Similarly Foucault had a concept of rules within a social system, however unlike Goffman he analysed the concept of rules and interactions in terms o f a prison institution and how these institutions shape and regulate individual behaviour. (Swingewood 2000) He found that prisons produced distinctive modern forms of identity because individuals came to think of themselves in certain ways due to constant surveillance and monitoring (Foucault 1980:155). These studies aimed to show that even in situations of apparently irrational behaviour there are rules and order. Both Goffman and Foucault questioned the humaneness of therapeutic institutions. To Goffman, knowledge developed at mental asylums did not serve the interests of patients, instead the institution itself created deviant behaviour in the inmates and then used this to control them (Goffman 1961:104). He emphasised in Asylums how the organisation structure and dominant ideologies of the mental hospital shaped the self of the mental patient through the mortification process. He argued that â€Å"mental patients suffered not from mental illness’s but from ‘contingencies’ by which term he meant the actions of others† (Goffman 1961:135). In Asylums, It is recognised that Goffman uses the word ‘inmates’ to describe both the staff and patients. This is a word we use to describe those who have been confined to prison, similar to Foucault’s analysis. Goffman suggests that there are basic similarities between many of the social processes which oc cur in other institutions, so his study was widened to include organisations which share certain characteristics with mental hospitals such as prisons. He refers to these institutions as ‘Total institutions’ (Goffman 1961:147). Foucault’s study therefore compliments Goffman’s, as he analyses interactions within a prison institution and seeks to show how those subject to the unremitting discipline are pressured into conforming to the external demands placed upon them. Foucault resurrected Jeremy Bentham’s prison design, the panopticon and described it as a mecahnism that coerces by means of observation. In discipline and punish, he writes â€Å"one sees everything without ever being seen† (Foucault, 1995:202). He claimed that visibility in the prison constituted people as individuals who came to regulate their own behaviour. Foucault details how, within the walls of the prison, pervasive and penetrating regimes for monitoring the conduct of inmates aims to induce a form of reflexive self monitoring of conduct. Foucault asserted, â€Å"he who is subjected to a field of visibility..becomes the principle of his own subjection† (Foucault, 1975:223). Foucault’s study is similar to Pat Barkers Regeneration Trilogy where she describes how prisoners modify their behaviour due to believing they are being observed by an ‘eye in the wall’ (Carter and Grieco 2000). Prisoners therefore self-disciplined themselves which is similar to what Foucault found. Similarly to Goffmans analysis of mental institutions, Foucault asserted that the prison institution forced individuals’ identity to change as the inmates’ thoughts of themselves changed. Goffman illustrates this through admission procedures to total institutions, this involves the removal of many items from their identity. Goffman gives examples of admission procedures of prisons. In Asylums, he writes how clothes are replaced by ‘prison uniforms’ and appearance is changed by ‘prison haircuts’ (Goffman, 1961:134). Goffman argues that changes in these aspects are specifically stating that they are no longer the person they were (Goffman, 1961:135). Admission procedures and future interaction with total institutions not only tend to change, but also to mortify the self. Goffman writes â€Å"The inmate†¦ is systematically, if often unintentionally mortified† for instance, searched and fingerprinted (Goffman 1961:134). Such exper iences tend to break down the inmates former self-concept. The self is then slowly rebuilt, partly by means of rewards and punishments administered by those in authority. Goffman gives and example of a privilege within a prison, ‘extra hours recreation’ (Goffman, 1961:135). However for Foucault, the similarity lies in the fact that each of these institutions is a place for experiments in the control of individuals and they may learn from experiments conducted elsewhere and techniques of discipline and surveillance invented elsewhere. For Foucault the notion of a ‘total institution’ is too separate from the outside world. The techniques used in asylums or prisons can be understood only by the linkage of those institutions with practises and discourses external to them and to the history of the borrowing and deployment of disciplinary techniques and ‘techniques of the self’ (Jordan, 2003:239). Both theorists are interested in the mortification process through social control as well as the stigmatised body selves. In Stigma Goffman states, â€Å"Persons with a stigma are considered less than fully human and subject to all manner of discrimination which reduces their life chances† (Goffman, 1986:102). He explained that persons with a particular stigma tended to share similar experiences and chances in conception of self, which he termed the ‘moral career’ (Goffman, 1986:102). Stigma is also evident in Foucaults work, due to inmates’ identity changing through the mortification process which strips inmates of the various supports which helped to maintain their former self-concepts, their identity is also changed through constant surveillance which results in the inmate being their own overseer and exercising this surveillance over and against themselves (Foucault, 1980:155). Inmates in both institutions are therefore not prepared for life on the outside once they’re released, they have accepted the institutions definition of themselves and are stigmatised, this results in the inmates being treated as outsiders. Foucault offers a history of the present in which power and knowledge intersect and understandings of ourselves are produced. Power and knowledge operate in mutually generative fashion and are not reducible to each other. Foucault explained that disciplinary power shaped and trained the body (Foucault, 1975:294). He gave an example at Mettray Colony for juvenile delinquents where the combination of observation and exercise made training ‘an instrument of perpetual assessment’ (Foucault, 1975:295). The example of Mettray illustrated Foucault’s argument that subjectivity is produced ‘around, on, within the body’ by the working of a correctional mode of power (Valier, 2002:154). This conception assumed a symbiotic relationship of power and knowledge which required a direct hold on the body. However Foucault’s studies departed from the perspective of standpoint feminists, who held that power was wielded by a particular group. Smart pointed ou t, Foucault demonstrated more interest in how the mechanisms of power worked than in who had power (Smart 1989). Indeed, Foucault stated that the panopticon was â€Å"a machine that any random individual could operate† (Valier, 2002: 155). He argued in Discipline and Punish that â€Å"power was not a possession or a property but should be understood to be a strategy† (Foucault, 1975:296). This is what might be called a shift from a substantive to a relational concept of power. Instead of focussing on the primary oppression of women or the working class, Foucault thought it important to theorise the ways in which every inhabitant of modern societies was subjected to certain forms of subjection (Valier, 2002:155). Foucault therefore focused on power relations instead of the subjects. Critics of Foucault objected what in his focus on the workings of power there seemed to be no space left for resistance. However in The Will to Knowledge Foucault clarified his position in stating that resistances were â€Å"inscribed in power as an irreducible opposite† (Foucault 1976:96). Nevertheless, Lois Mcnay stated that â€Å"Foucault’s emphasis of a corporeally centred disciplinary power produced a conception of subjectivity that was ‘impoverished† (Mcnay, 1994:122). In contrast to this, Goffman’s notion of power is more limited, although he was interested in questions of power he tended to approach this topic as a neutral observer rather than a witness. Several critics have faulted Goffman for his failure to articulate the structures of power that determine every experience. In The Coming Crises Gouldner argues that Goffman pays no attention to power and his microsociology fails to explain how power effects the individuals abilities to present selves effectively (Gouldner, 1974:347). In addition to this May Rogers takes up the critique in Goffman on power, hierarchy and status that Goffman’s analysis is poor in understanding power relationships. Roger argues that power relationships are present, but are treated almost entirely implicitly. Individuals use power to affect the behaviour of other actors in society, by the use of resources (Rogers 1981). According to Rogers, it appears that for Goffman, Power is a form of combination between people who have minimal stigma against others who are unable to accept the definition of the situation (Rogers, 1959:30). Goffman studies the interactions between individuals through specific microanalysis, following Durkheim’s social theory, he tries to show how the sort of large scale phenomena Durkheim analysed is produced and reproduced in interpersonal interaction. Although Goffman provides insights into the working of places where individuals experience problems, it does not reflect the macro-institutional order, for instance Goffman gives little consideration to the inmates’ experiences in the outside world before they entered the total institution. The possible significance of this omission can be seen from John Irwin’s study of prison life in California, Irwin argues that an understanding of particular inmates’ responses to imprisonment requires a knowledge of their pre-prison experiences. Irwin suggest that this may have important influences on modes of adaption within a total institution (Irwin 1980). Goffman states in his essay The Interaction Order, that his p referred method of study is ‘microanalysis’ (Goffman 1983:2). Some theorists suggest links between the apparent micro-sociology, ethnomethodology and Goffman’s interaction order. Swingewood (2000) argues that ethnomethodology provided an empirical basis for Goffman’s interaction order and shares many features in common with his theoretical approach, for instance both emphasise how social order and predictability are skilful accomplishments of the actor involved. Foucault’s theoretical approach can be exemplary for ethnomethodological investigators as it clearly identifies how material architectures, machineries, bodily techniques and disciplinary routines make up coherent phenomenal fields (Lynch, 1997:131). Foucault who was not a micro-sociologist did however obtain an interest in micro-processes such as the micro physics of power, power exercised in interaction and the resistance to power that also takes place continuously in interactions and mi cro-environments (Garner 2009:147). Swingewood (2000) argues Foucault believed that all totalising theories such as Marxism reduce the autonomy of the micrological elements. Foucault suggests the term ‘archaeology’ to describe a method of analysing micro elements and the concept of ‘genealogy’ to rediscover all micro-logical forces. Foucault does this as he feels it’s essential to reactivate local, minor knowledges (Swingewood, 2000:195). Foucault initiated the concept ‘genealogy’ in order to investigate the historical events that led people to understand themselves in particular ways.However, Reminiscent of Goffman’s studies it’s apparent that Goffman included nothing about history in relation to the social practices he described or about the history of the ‘total institution.’ Nevertheless to understand how such institutions came to exist, one can turn to Foucault’s archaeologies and genaelogies. A lthough Hacking (2004) found they are not completely accurate historical analyses and tend to over-generalise on French examples. For instance Hacking states, ‘the great mutations of Foucault’s first books coincide under different names, with Descartes and the French Revolution, neither of which is noticeably mentioned’ (Hacking, 2004). Goffman and Foucault both contribute to our understanding of how society functions, although writing from a different theoretical perspective they both supplement each other; Goffman analysed the ways in which human roles are constituted in face-to-face interactions within a total institution and how patterns of normality and deviance work on individual agents. Foucault’s archaeologies established the preconditions for and the mutations between successive institutional forms.Due to their different theoretical approaches, there are some conflicting views, for instance Goffman developed a theory of ‘self’ that brackets institutions and looks only at social action as strategic conduct. In contrast to Foucault, Goffman doesn’t develop an account of history or structured transformation. However in contrast to Goffman, Foucault erased the subject and attempts to de-centre the subject, Foucault depicted the subject as essentially passive and unable to act in a way that would have an effect on society. However I believe that both are essential in understanding the making of individuals (Giddens 1979). offers the idea of Foucault and Goffman developing the theory of ‘structuration’ which suggests that rather than looking at self and society as a dualism, they should look at them as a duality of structure, constantly being stucturated in the interactions between the individual and society (Giddens, 1979:56). Although the theoretical approaches of Goffman and Foucault differ I believe that their approaches on both structure and agency are complementary ways of viewing the social world and if they were brought together, a theory such as Gidden’s suggested could be produced and work successfully. Conclusion I feel goffman’s approach is ‘bottom up’ because he starts with individual face-to-face exchanges and develops an account of how such exchanges constitute lives, I feel Foucault’s approach is ‘top down’ because he starts with a mass of sentences at a time, dissociated from the human beings who spoke them and used them as the data upon which to characterise a system that determines discourse and action. How to cite The development of social theory (Soc 2001) goffman and foucault, Essay examples

Games with Artificial Intelligence-Free-Samples-Myassignmenthelp

Question: You are to choose a topic in AI and Robotics, and then ?nd and read three research papers on that topic, summarizing each of the three papers. Answer: AI-based Game Design Patterns AI is mainly used for non-player characters to support the main player of the game. However, the literature suggests that AI must to handle more player interactions rather than working in the background. Various games have been designed such as Spy Party, Galactic Arms Race, Black and White and many more where the AI interacts with the player to develop a rich gaming experience for the players. Each of the games have different applications of AI. In Spy Party, the AI is used as a role-model where the players study the AI movements and one player must imitate the AI whereas the other player must detect the player from the AI. However, the limitation to the AI integration is that the AI is still native and not complex. The outcome achieved was that the games became more interactive. TorchCraft: a Library for Machine Learning Research on Real-Time Strategy Games Brood War and StarCraft are different real-time strategy games. The literature elaborates that the player experience from these games can be improved by incorporating AI. These games have been used as a benchmark for measuring the progress of AI research. Popular games such as Mario AI and Minecraft have been interfaced with deep-learning to develop the bot interactions with the players. Deep Q-Network is one of the solutions provided in this literature that aided in achieving human-like interactions for the non-player characters. Various experiments were conducted that collected data from player games and used those interactions to develop the AI interactions. The limitations would be that the machine learning is based on human input data collection and thus it limits the learning growth curve. The outcome is better real-time strategy games with high level game character interactions. Hierarchical Portfolio Search: Prismatas Robust AI Architecture for Games with Large Search Spaces Strategy games have large search spaces. This means that the non-player characters of the game must select one of the strategies among the various combinations that are generally coded in the database. Chess is one such game where there are huge numbers of strategical and tactical methodologies that can be applied to progress through the game achieve the objective of check-mate. This literature aids in elaborating the advantages of using AI for such games. An AI has the capability to adapt to different situations by selecting the best possible method among a library of methodologies. Various experiments prove that the utilization of AI is beneficial to develop a rich experience for these games. The limitation being sometimes the calculation time taken by the AI might not be affordable by the users. The outcome was challenging bot opponents in these games that can adapt to any situation Reference List Churchill, D. and Buro, M., 2015, September. Hierarchical portfolio search: Prismatas robust AI architecture for games with large search spaces. InProceedings of the Artificial Intelligence in Interactive Digital Entertainment Conference(pp. 16-22). Synnaeve, G., Nardelli, N., Auvolat, A., Chintala, S., Lacroix, T., Lin, Z., Richoux, F. and Usunier, N., 2016. Torchcraft: a library for machine learning research on real-time strategy games.arXiv preprint arXiv:1611.00625. Treanor, M., Zook, A., Eladhari, M.P., Togelius, J., Smith, G., Cook, M., Thompson, T., Magerko, B., Levine, J. and Smith, A., 2015. Ai-based game design patterns.

Overview of qualities and standards of global employment

The challenges and opportunities associated with overseas positions are as follows: the cultural differences create the assimilation process somewhat lengthy; the expectations of the management personnel, as well as employees, are in high regard, according to the increase of the company’s production or output.Advertising We will write a custom case study sample on Overview of qualities and standards of global employment specifically for you for only $16.05 $11/page Learn More The opportunities are based on the contribution of knowledge and acquisition of unique set of skills that the new setting will provide but also, on the changes that can be implemented on social and individual levels. The problem of the cultural difference is one of the major ones, as the person has to learn the traditions of intricate beliefs of the society. Usually, people are involved within the norms from very young age and are able to learn and absorb the rules and regula rities of society over a long amount of time. The fact that an employee from another part of the world has little time to study the unique culture creates a stress and constraints on the abilities to get familiarized with the society. The expectations are on the highest level, as the person invited is considered knowledgeable and of high professionalism, as to conduct own mastery and management in the new setting. The process of increasing the company’s productivity and the development of the personal skills of employees is the goal of every superior and so, a close understanding on the organizational level is needed for success. The opportunity to increase personal knowledge of the culture and understanding of the company politics creates an advantage for an international employee. The set up of new and more advanced techniques and process will ensure the prosperity and positive direction of the business. The qualifications of a person coming abroad are very important for th e way they will adopt to the new culture and vice versa. The employee must be very flexible in the transition, as to make it unnoticeable for the employees and other managers of the company. The local representatives, as well as customs and governments must be consulted, so that no ethically disrespectful behaviors are exhibited. The employee and the company, including the social setting, must function as a unit, so that there are no disturbances in the normal activities of the worker’s and company’s work. An intellectual and responsible approach must be used by the employee, so that the trust and understanding of the new company is gained.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The social customs, traditions, religious values, business standards and other experiences must be analyzed in precision, in order to avoid any missing links and details. Also, the politi cal and economical qualities of the nation or country must be studied, so that business technique and general morale of the country are well known and are used to an advantage. If a business functions on an international level, the policies and procedures according to other countries must be studied as well. This creates an environment filled with learning and pressure, and the employee must be able to withstand the stress. Not only must the culture of one country and people be learned but also a number of different world views and norms. So, the employee must have great attention to details and an ability to correctly interpret and use the information received. The overall qualities are related to hard work, determination and respect towards the people and the country (Plessis, 2010). Reference Plessis, A. (2010). International human resource management: An overview of its effect on managers in global organisations. Interdisciplinary Journal Of Contemporary Research In Business, 2( 4), 178-182. This case study on Overview of qualities and standards of global employment was written and submitted by user Lillianna Suarez to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Descartes Proof of God

Truth is the goal of philosophy. Some philosophers, like David Hume, struggle with eliminating falsity, while others, like Rene Descartes, look for causes to explain effects. A cause and effect argument is called a causal argument. Descartes is interested in logic, one truth progressing to the next. Descartes gives a causal argument for the existence of God in Meditation III. He deals with the effect of the idea of absolute perfection in our minds and rationalizes that the cause is God, therefore proving the existence of God. Descartes believes there are two types of reality: objective and formal.. The degree of reality depends on the degree of independence. The more independent, the higher the degree of reality. For example, consider a car and a dent in the car. You could take the dent away from the car and still have the essence of the car, but you cannot take the car away from the dent and still have the essence of the dent. The dent is dependent upon the car for its existence. Therefore, the car is more formally real because it is more independent. Now consider the is an idea of absolute perfection. This idea is too great for one’s mind to create or even conceive. Therefore the idea must have come from somewhere. It must have been placed there by an absolutely perfect being before our being, our existence. You could think of this like how a potter puts his tumbprint in a pot as an indicator of who made it. This absolutely perfect being has absolute knowledge. He puts this idea of absolute perfection into our minds. Descartes starts with the effect of the idea of absolute perfection in our minds and tries to discover the cause of it. He believes in cause and effect, and therefore the idea must be explained. Through this type of logic, he deduces that since the concept of absolute perfection is so great, only an absolutely perfect being could fully grasp it. Following in this line of reasoning, only one who understands t... Free Essays on Descartes Proof of God Free Essays on Descartes Proof of God Truth is the goal of philosophy. Some philosophers, like David Hume, struggle with eliminating falsity, while others, like Rene Descartes, look for causes to explain effects. A cause and effect argument is called a causal argument. Descartes is interested in logic, one truth progressing to the next. Descartes gives a causal argument for the existence of God in Meditation III. He deals with the effect of the idea of absolute perfection in our minds and rationalizes that the cause is God, therefore proving the existence of God. Descartes believes there are two types of reality: objective and formal.. The degree of reality depends on the degree of independence. The more independent, the higher the degree of reality. For example, consider a car and a dent in the car. You could take the dent away from the car and still have the essence of the car, but you cannot take the car away from the dent and still have the essence of the dent. The dent is dependent upon the car for its existence. Therefore, the car is more formally real because it is more independent. Now consider the is an idea of absolute perfection. This idea is too great for one’s mind to create or even conceive. Therefore the idea must have come from somewhere. It must have been placed there by an absolutely perfect being before our being, our existence. You could think of this like how a potter puts his tumbprint in a pot as an indicator of who made it. This absolutely perfect being has absolute knowledge. He puts this idea of absolute perfection into our minds. Descartes starts with the effect of the idea of absolute perfection in our minds and tries to discover the cause of it. He believes in cause and effect, and therefore the idea must be explained. Through this type of logic, he deduces that since the concept of absolute perfection is so great, only an absolutely perfect being could fully grasp it. Following in this line of reasoning, only one who understands t...

An Analysis Of William Shakespeare’s Othello

An Analysis Of William Shakespeare’s Othello There are many powerful stories in the world. Tales of intrigue, revenge and redemption. But it is the skilful craft of storytelling which makes these narratives memorable. Narratives which are well told that involve the compelling characterisation of complex individuals, an engaging and suspenseful plot which reflect the values of the narratives context and masterful use of language to create a story which has withstood the test of time. Great storytelling appeals to the audience with its engaging plot through the universal themes that have been demonstrated in the tragedy of both Othello and New Boy through their individual context, utilising the Aristotelian elements. William Shakespeare’s Othello has been reimagined by Tracy Chevalier, where she encapsulates the solid and timeless themes of jealousy, duplicity and the use of the tragic hero and transports them onto a school playground. With the shift in time, from the 17th Century Venice in Othello, to New Boy’s much more contemporary era, 1970’s Washington DC, the same themes are explored in both texts and are used to their full potential. So, what is it that makes Othello so powerful and memorable that its’ story can be reimagined to todays time? How skilfully the story must be moulded so the untouched themes can fit the drastic change in context? â€Å"A tragedy is the imitation of an action that is serious and also, as having magnitude, complete in itself; in appropriate and pleasurable language;†¦ in a dramatic rather than narrative form; with incidents arousing pity and fear, wherewith to accomplish a catharsis of these emotions.† â€Å"A cartharsis of pity and fear†, that is what has made Othello so memorable. Words spoken by the famous Greek philosopher, Aristotle, has recognised the basis of what consists of powerful storytelling, the plot, the character, the melody, and has aided some of the most classic and timeless stories having Othello being one of them. When Chevalier chose to mirror Othello in New Boy, she felt that â€Å"an American school playground† would be most appropriate, where there is active evidence of dramatic affairs taking place, a clear order of hierarchy and a lot of room for drama. All these factors that come with the playground context make room for Chevalier to write a more contemporary version of Othello, where the times and values have changed. One thing Chevalier noticed in Othello was the lack of the involvement of the ladies in the play as the values of the people at the time saw women as weak and submissive, so she chose to give the girls in New Boy, Dee, Mimi and Blanca more of a voice, fitting to today’s contemporary era as the feminism movement grows stronger. This would appeal to a wider audience considering ‘girl power’ is much more prominent today compared to the 16th century when Othello was written, further making New Boy a powerful narrative through time whilst still encap sulating those same timeless themes of jealousy and duplicity. Characters are what bring the story to life. Compelling characters are what keep the story alive. Othello is an outsider, a moor in Venice and has eloped with the most sought-after girl in the city. Osei is a new boy, the Ghanaian son of a diplomat and has earned the title of ‘Dee’s boyfriend’. Sound similar yet? This is what makes these characters complex. They’re not one-dimensional and have sides to them which are revealed throughout the play and novel. The tragic heroes of both Othello and New Boy have been developed and twisted by the antagonists, Iago and Ian respectively. They have been adapted for the sake of creating what the author feels best about how to intensify their story, how to mould each character and their perspectives by utilising the language forms, with one being a drama and another, a novel. The skill of crafting a story is essentially how well the author can shape the language forms and features to create and enriching experience tha t highlights the core themes and the context. Through time, the concept of an unreliable narrator has only recently been coined, where the narrator’s credibility is questioned, and the perspective of other characters has been closed off by the author. This concept has been recognised by Chevalier as her novel can be read from the point of view of many characters. Not only has she created an unbiased view but her deliberate choice of a playground setting has created intensity by concentrating all the drama into one day and one setting. She makes her novel follow the recognisable language features that are prominent throughout Othello, the motifs of the handkerchief and the pencil case, the bestial imagery, having race as a line defining who the outsiders are, only to showcase how the shift in time from when Othello to when New Boy was written is very much reliant on how those same themes and language features is being represented. Shakespeare’s Othello, however, has bee n a culprit of potentially having unreliable narration. The conscious choice of exploring the aspects of jealousy and manipulation through a play has restricted Shakespeare by limiting him to create the multiple perspectives, which is what builds up intensity. Instead, he depends on the dramatic irony and soliloquys that are mostly presented by the malign Iago. He’s first shown as an intriguing character, â€Å"Our bodies are our gardens, to the which our wills are gardeners: so that if we will plant nettles, or sow lettuce†¦either to have it sterile with idleness or manured with industry, why the power and corrigible authority of this lies in our wills.† Presenting himself in this soliloquy as the ‘master gardener’ because of his great self-control over himself and his actions and his ability to plant the seeds of doubt and jealousy in Othello’s mind. This powerful and skilful use of language features, with the analogy about the garden is used by Shakespeare to enhance and further contribute to the characterisation of Iago, to mould his perspective of himself and others, creating dramatic irony which further involves the audience making the play more powerful. Shakespeare also explores Othello’s language as he uses Iago as a puppet that works on him, showing the decline of his character through how his language has changed. His once calm and edu cated tone, twisting him into a â€Å"Green-eyed monster†. The character development that has been written for Othello is remarkable. Watching him undergo a transformation that makes him so fascinating contributes to how powerful the story of Othello and New Boy really is.

Asians' Attitude toward Different Age Groups Term Paper

Asians' Attitude toward Different Age Groups - Term Paper Example In anthropology the type of communication one uses shows how one feels about another. In the Asian continent, many countries have a very high level of respect for their elders even if they are only slightly older. They show this respect through non-verbal and verbal means. Bowing is one of the most significant non-verbal methods of showing respect to elder people in Asia. This practice has been ongoing for a long time and its integration in their culture is as old as the discovery of the community itself. In order to show trust, the bowing has to be with eyes down to the floor. In order to understand such concepts, anthropology uses certain concepts. The first concept in anthropology is human universalism. This concept tries to convince people that despite what society or race one is from, the aspect of humanity makes everyone equal. This is evident in the Asian scenario of respect to the elders. It is an inborn human trait to respect people older than someone due to their experience in life. The people may not be learned than the younger ones but their wisdom in life lessons is invaluable. Even though this concept remains trashed by many societies, the respect for elders remains universal. In Asia, bowing is a common symbol of respect across many countries. This proves the second concept of anthropology that all cultures are somehow interrelated. In order for one to understand how a culture works, one has to understand how it influences and influenced by other institutions. Respect impacts on the culture of Asians positively as it enhances love between the siblings and their elders. Bowing is a small task compared to what it accomplishes in the relationship between ancestors and their young ones. The lower one bows, the deeper the respect and trust one has for that person. In order for one to be successful, Asians in many countries believe there has to

Introduction to Operational Management Essay Example | Topics and Well Written Essays - 1000 words

Introduction to Operational Management - Essay Example This write-up presents a discussion about the approach to operational strategy for improving Going Inc’s airline business that services the United States, Europe and Asia and its aircraft manufacturing business. Going Inc has a higher than industry average figures for flight delays, baggage and security related check-in delays and late arrival figures for flights. In addition, Going Inc’s manufacturing operations for small aircraft must meet increasing market demand. Going Inc’s airline service has been losing business for the past twenty months despite attempts to present a high-class image and competitors are likely to win if Going Inc cannot supply the small aircrafts that it manufactures to customers in a timely manner. Appendix A presents the observations for Going Inc’s airline service business and its aircraft manufacturing business unit. The difference between operations strategy for bringing about an improvement in Going Inc’s airline business and for enhancing the ability of Going Inc’s aircraft manufacturing to take advantage of increased market demand is the difference between operational strategy for service and that for manufacturing (Lynch, 2006, Pp. 330 – 332). Manufactured aircrafts are products, while airline operations represent a service orientation for customers who will want to avail themselves of the service offered by the airline if they like the package that is being presented to them for a price. Most of the published research in the area of operations strategy relates to product manufacturing strategy. However, services are now an important part of the economy and telecommunications, travel, airlines and banking present significant contributions to the GDP in any nation. Services present significant differences from manufactured products and five main differences between servi ce offerings and products have been identified as follows (Lynch, 2006,

Symbolism in Lord of The Flies Essay Example for Free

Symbolism in Lord of The Flies Essay What message does Golding attempt to convey through symbolism in Lord of The Flies? In the book Lord of the Flies (LOTF) William Golding tries to convey strong messages through a story of mankind in its purest form. He uses symbols to show * the disintegration of order, leadership and civilisation * the primary disregard for intelligence and childish innocence * the raw presence of savagery, power-hunger and the self gratification in mankind Due to the above themes being those of a very philosophical nature Golding uses simple symbols to represent these actions and relationships which make it easier to understand the basic points he is trying to get at. In LOTF Golding uses a mixture of people and objects to represent these various concepts. In essence this novel represents the struggle between good and evil, civilisation and savagery etc. I will now discuss the various symbols Golding uses and what concepts they represent. Piggy and his Glasses Piggy is the stands for intelligence, Piggy for all his ludicrous body, had brains, and the fact that intelligence, logic and rational play an important part in society. Although mocked and told Fatty/You cant come his glasses are the object on which the groups rescue lies. His glasses are used to start a fire and this luxury is taken for granted, however as homesickness overrules the boys the need for rescue overcomes even the need for food and it is only later on that Jack recognises the importance of Piggys Glasses. Jack steals the glasses and as the oldest boy on the island and leader of the rebel camp he realises the significance of intelligence and innovation to create hope and gain the trust of the boys. However, unlike Ralph and Piggy he uses this power for his own good. Jack realises that strength, power and popularity may not be able to compete in terms of usefulness with intelligence but he resorts to using these attributes to get the intelligence. The Island The island I think that the island is in constant change along with the boys. at first the island represents a fun paradise as many of the boys had associated with such as Coral Island. They had read the books and in many ways had tried to recreate these stories in their time on the island. The island is often described as a living thing and then becomes the unknown to the fact that it may not be adequate protection from the Beast. The island then becomes a place in which anything goes the savage tendencies are allowed there and the boys can forget their values. Often times the island is used as an excuse for this savagery as but for this circumstance the boys would not have to resort to this behaviour. The Conch The conch is the symbol of democracy and is first used to call everyone together for a meeting, another example of civilisation. The conch gives the holder the right of free speech and the holder can have his point heard in relative freedom. As the island sways towards savagery the conch starts to lose its power and influence over the boys and Ralph fears that if he blows it that it will not evoke the slightest of responses. This prophecy becomes reality as the other boys ignore Ralph and throw stones at him when he attempts to blow the conch in Jacks camp. In fact, Jack says that the conch doesnt matter on [his] side of the island. This shows Jacks blatant disregard for democracy an open agenda for a dictatorship with himself at the head. The murder of Piggy also crushes the conch shell, showing the end of civilization and democracy on the island. There is a link between the Conch and Piggy. Earlier in the book he claimed Its ever so valuable but due to his medical restrictions he is unable to use it. His intelligence and knowledge give Ralph the power of the conch. If Piggy had not had these restrictions perhaps the story could have been completely different. Although payed little attention to on the island this is another example of intelligence being key to any society. This being said Golding throughout this novel tries to show us that a mixture of useful skills is needed in any one civilisation. In this instance in spite of Ralphs leadership ability, charm and good looks without Piggys he may not have even got a look in. The Beast/The Parachute Man It is first important to note that there is no beast. The Beast is simply just a figure of the boys imagination, a nightmare. However, as Simon point out, when he says What I meanMaybe its only us. The Beast is each boys individual fear. It encapsulates the fears of the boys concerned including the fact that they are stranded on a desert island with no real hope of getting rescues except for an inefficient fire which they cant even control. As the novel goes on the need to attach this fear to physical object becomes greater. Singling all this fear into one place makes it easier to ignore, live with and the leaders on the island find it easier to control this fear. The do this by making sacrifices to the beast, pretending its not even there and even killing it. If as some of the boys suspect and various titles suggest the Beast is unpreventable e.g. from air or water then the boys would probably die of worry. I also notice that Golding seems to make the importance of the Beast greater the more savage-like the boys become. The Parachute man is simply a physical object to attach the fear to. However Golding writes the story so that the fear of the parachute man is foolish because he is already dead. Fire/Smoke The function of the fire is to alert passing ships of the boys existence and it is key to their chances of rescue. However as the boys become more savage-like the fires main function becomes that of a cooking fire. When boys act as civilised people they have a greater desire to join the world from which they came they do their best to keep the fire going. But when the boys become contented with fun times and feasts the rescue fire becomes a secondary issue. The fire not only has the power to rescue but also to destroy as the boys find out when they set the island alight. Face Paint The face point represents two things. Firstly the uniformity of a savage life under the rule of Jack and secondly a mask to hide behind. Due to the change in atmosphere to that of savagery and uncivilisation the boys hide from the values they know they should keep by putting on the masks. It would seem that when the boys put on the masks they become different people. For example Jack He [Jack] began to dance and his laughter became a bloodthirsty snarling. Here we see the different Jack we also see that when Jack becomes the Chief and wears he is able to make decisions such as torture seemingly without remorse.

The Amazing Color-coded Campus :: Personal Narrative Essay Example

The Amazing Color-coded Campus At a glance ours had seemed the perfect school, with its large remodeled buildings, looming green trees and a campus filling a whole city block. Everyone wanted to go there, just so that they could cut class and escape to the real world. For me, leaving a private school where everyone looked and acted the same for a school known for having the largest and most diverse student body in the United States was nothing less than a dream come true. On my first day, though, I realized why my parents had originally yanked me out of public school. I had rejoined all those same kids who six years before had been stapling their ears, whispering talk of sexual things I'd never heard of, and literally gluing themselves to their seats after being told to do so figuratively. In a way I was glad, having spent six years at a school whose students' only quirks were random temper tantrums and acting out scenes from the latest novel they'd finished. The school had fences protecting us from the outside world, and how it might make us feel about ourselves. I had learned to disappear in that crowd, to appear as one of them when I felt like an outsider. I would listen to their stories of shoplifting, knowing their allowances covered anything their hearts desired, and lie about my own shoplifting experiences. I couldn't help but think that there was more beyond those gates, things that mattered and things that were real. The sky seemed to hang dangerously low above my head that day, the clouds so thick and gray it was if the universe ended at their edges. I had survived a week of high school, but still walked around campus feeling anxious, as if everyone could see I was shaking inside. My eyes scanned the people pouring from the buildings, desperately wanting to find my best friend. Through the undulating sea of students, which lightened and darkened every couple of feet, I finally spotted Kay doing her best to be invisible. The path to where we ate curved through "The Slopes," where black and Latino football players hung out, and "The Bricks," which held mainly white seniors. Ashamed of our nervousness to walk through "The Slopes," we looked only at each other and talked in hurried tones.

Instrumental Conditioning

When one hears the term instrumental (operant) conditioning they tend to immediately think of the â€Å"Skinner-Box†. Skinner conducted classic experiments where he trained rats and pigeons to press a lever in order to obtain a food reward. The experimenter would choose a suited output to pair it with a consequence. After a training period, the animals would show the behavior (BH, e.g. pressing the lever) even in absence of any reward, if the BH-US association had been memorized. Instrumental conditioning differs from classical conditioning in that it operates on the environment and refers to the modification of voluntary behavior. For the purposes of this paper I will evaluate the application of instrumental conditioning to learning how to use the toilet (potty-training). I will describe the process of potty-training, and compare and contrast the concepts of positive and negative reinforcement as they relate to potty-training. I will explain the role of reward and punishment in potty-training as well as explain which form of instrumental conditioning would be most effective in potty-training. What is Instrumental Conditioning? â€Å"Instrumental conditioning is a process by which humans and animals learn to behave in such a way as to obtain rewards and avoid punishments. It is also the name for the paradigm in experimental psychology by which such learning and action selection processes are studied† (Staddon & Cerutti, 2003). All behavior is guided by consequences. Dogs beg/perform tricks for treats; politicians study poll results in order to steer the directions of their campaigns. Instrumental conditioning similarly is goal-oriented behavior. The selecting consequences that guide operant conditioning are of two kinds: behavior-enhancing (reinforcers) and behavior-suppressing (punishers). The most important factor in instrumental conditioning is the consequence of the response. â€Å"Responding often seems to be under exquisite control of the reinforcement conditions: Larger and tastier rewards provoke more vigorous response, delayed rewards weaken responding, and satiation of drive leads to a reduction in responding† (Terry, 2009). This consequence takes place because of an arranged contingency (relationship) between the occurrence of the response and the delivery of the reinforcer. The response is â€Å"instrumental† in acquiring the reinforcer, which is the reason this type of conditioning is referred to as instrumental conditioning. The response in turn â€Å"operates† on the environment causing a kind of change which is why it is also known as operant conditioning. Instrumental Conditioning and Potty-Training The Process of Potty-Training. Potty-training—the process of training a young child to use the toilet. Children typically begin to exhibit signs of readiness between the ages of 12 to 18 months and the process is usually fully completed by the time the child reaches 4 years old. Generally it takes longer to learn to stay dry during the night, however most children have mastered this by age 4. Cultural factors also play a role in determining the appropriate age of readiness for potty-training, with Americans usually beginning training later than other cultures (Paul, 2008). Potty-training is a mutual activity requiring cooperation, understanding and agreement between the child and the caregiver. The best methods emphasize consistency and positive reinforcement (over punishment) in order to make it a pleasant experience for the child. Research suggests that around 18 months old is the ideal time to start training due to the child's eagerness to please his/her parents. Positive and Negative Reinforcement. Positive reinforcement refers to the presence of a response-to-reinforcer relationship. â€Å"In positive reinforcement, the reinforcer is contingent on performance of the instrumental response† (Terry, 2009). Each action is followed by an outcome or consequence. Negative reinforcement involves particular behaviors being strengthened (increased) by the consequence of stopping or avoiding a negative condition. It is often confused with punishment, but they are very different. Negative reinforcement strengthens behavior whereas punishment weakens (decreases) behavior because a negative condition is introduced as a consequence of the behavior. For example, driving in rush hour traffic is a negative condition for most people. One day they decide to leave home a little earlier, and avoid running into the heavy traffic. They leave home at the same time the next day and again avoid heavy traffic. Their behavior of leaving home earlier is strengthened by the consequence of the avoidance of heavy traffic. Positive and Negative Reinforcement as they Relate to Potty-Training. According to Terry (2009) when teaching our children we most often tell them the rules between behaviors and consequences. In some instances the contingencies are simply left for the subject (child) to discover on his/her own. In potty-training, the child must discover what response is necessary to stay dry and receive a reward. Positive reinforcement is the basic practice of rewarding a child for displaying a desired behavior, such as using the potty. The most successful method is to find what your particular child likes most of all, which for the majority of children is either a treat or a toy. When your child acts as desired you use positive reinforcement by rewarding him or her with this highly preferred item as close to the behavior as possible. Add in praise and positive reinforcement has been achieved. The main reason positive reinforcement works so well for potty-training is the way in which a child learns– through association. In contrast, children are not in a rush to move from diapers to using the potty on their own. New behaviors are seldom if ever, accomplished perfectly the first few times. During this time there will be mistakes. That is what learning is all about. When negative reinforcement is used for mistakes then the child learns that new growth experiences should be avoided at all costs, no matter what the new growth opportunity is. Negative reinforcement will likely cause negative outcomes not only in potty training, but in the way the child grasps future experiences. The Role of Reward and Punishment in Potty-Training Rewards. There are many different types of rewards that can be used to motivate toddlers to potty-train. What is most important is that the reward be given immediately following any successful attempt to use a potty. The best rewards are verbal praise, however some may wish to use a small treat as a reward. Positively responding to the child's achievement shows the child that you approve and support them. Positive attention increases the chance of the child repeating the behavior. Rewards and verbal praise should be easy, quick, and inexpensive. Rewards should be given immediately, are not used in place of praise (social reinforcement), used specially for potty-training and not made available any other time, given for the tasks the child can already manage. As the child is managing new skills, praise should be continued and other types of rewards gradually reduced. Punishments. Punishment should not be used if a child has an accident. Some children become upset and frustrated while potty-training so it may help to use clever phrases like â€Å"That silly pee pee just wouldn't wait for the potty, let's see if we can catch it the next time†. Caregivers should remain calm and relaxed rather than punitive when potty-training because it is supposed to be a fun and educational experience. In my own quest to potty-train my children, I have found positive reinforcement to be the most effective training method. The times I got upset and showed anger in response to accidents only served to frighten them and discourage them from trying again. The Most Effective Form of Instrumental Conditioning in Potty-Training In my opinion, the most effective form of instrumental conditioning in potty-training is the use of positive reinforcement so that the child learns to generalize his/her behavior across situations. Positive reinforcement gives the child the courage and confidence s/he needs to be able to use the potty not only in the home/caregiver setting, but in other places as well, thus generalizing his/her behavior. â€Å"The potential strengthening effects of a reinforcer are usually confounded with its reward or incentive effects, both of which lead to improved performance† (Terry, 2009). In other words, the more positive and frequent the praise (and other rewards), the more likely the child is to repeat the desired behavior. Conclusion Instrumental conditioning is dependent on people to act upon their environment and their behavior is subsequently shaped by the response their behavior solicits. Those responses that evoke an increased state of satisfaction are generally repeated as opposed to responses that render a person dissatisfied are likely to decrease. A vital factor in instrumental conditioning is the concept of positive and negative reinforcement. In potty-training a child, the use of positive reinforcement is the most highly effective form of motivation as it increases the likelihood of them repeating desired behavior. In closing, I have evaluated the application of instrumental conditioning to learning how to use the toilet (potty-training). I have described the process of potty-training, and compared and contrasted the concepts of positive and negative reinforcement as they relate to potty-training. I have explained the role of reward and punishment in potty-training as well as explained which form of instrumental conditioning would be most effective in potty-training.

Colonial Language, Behavior and Identity Formation in Two Tempests

Colonial language, behavior and identity formation in Two Tempests Shakespeare in his last work, The Tempest tells the story of Proespero, the duke of Milan who is exiled to an island. The conflicts throughout the play arise from the desire of power over nature and people. Prospero overtakes the power from the native people on the land and is fighting for his title; that has been stolen by his brother. The influence of colonization is present in The Tempest, and is demonstrated in the characters Caliban and Ariel; who become Prospero’s servers in order to get free.Cesaire writes A Tempest, based on Shakespeare’s The Tempest, to help the reader understand its message better. The theme remains the same, but Cesaire emphasizes more deeply on the characters Caliban and Ariel. Cesaire presents them as people of the new world, who are under the influence of a foreign power, Prospero. Cesaire presents Caliban and Ariel with slightly different characteristics as Shakespeare, sh owing the important role of their language, behavior and actions.The very first change that Cesaire made in A Tempest we can see at the beginning of the play where the author mentions Ariel as a mulatto slave and Caliban as a black slave. Their change in color is significant because Cesaire expresses the post-colonial influence on the characters. The example of colonization is presented by a white conqueror, Prospero, who takes over the native people on the island, Caliban and Ariel. The two Characters, Caliban and Ariel are described differently in Shakespeare’s The Tempest and Cesaire’s A Tempest.A Tempest is a post-colonial writing, and Cesaire forms his characters with stronger and more significant characteristics. Caliban’s personality becomes more important than in Shakespeare’s play. In The Tempest, Caliban is an insolent, uneducated slave who is controlled through magic by Prospero, while in A Tempest; he becomes an aggressive and defined black ma n. In The Tempest, we can see Caliban as a child of a witch, Sycorax, who is a poor judge of character, acting like an animal and willing to get free.In Cesaire’s play the way he enters the scene is already telling us that he becomes a strong and brave character with a personality. Caliban’s word to Prospero, â€Å"Uhuru† (Cesaire 1. 2. 10-11), shows his rebellious attitude towards his master, letting him know about his eagerness to become free and independent on his island again. â€Å"Uhuru† in Swahili means freedom and for Caliban means his life. With this word, Caliban is showing to Prospero his defiance towards the situation, in which he becomes a slave of his own land.Caliban is the one who introduced the island to Prospero, and he expects to be treated with respect. Caliban is a fighter who is ready to choose death over humiliation: â€Å"Call me X. That would be best. Like a man without a name. Or, to be more precise, a man whose name has been st olen. You talk about history and everyone knows it. † (Cesaire 18) With Prosepero’s arrival to the island, Caliban becomes a slave of its own land. In spite of difficulties and his situation, Caliban does not easily admit defeat.The fact that he wants to be called X rather than Caliban, shows his fight for his free will that he has as a person. In Cesaire’s play Caliban becomes aware of his situation and he knows that a person can be considered a person, if that has the right to take decisions over himself. Prospero has power over Caliban, gives him a new name, and with that Prospero steals his identity and his whole being as a human. This contrasts with Shakespeare’s play where Caliban’s fight for his personality is less important; he just exists and obeys as a slave.Caliban represents the suppressed category of people who are under foreign intruders’ power and forced to obey their commands. The language that Cesaire uses for his characters is more aggressive and eloquent than in Shakespeare’s play. Caliban is arguing furiously with Prospero, showing the injustice of Prospero’s power over him: â€Å"You lied to me so much, about the world, about myself, that you ended up by imposing on me an image of myself. † (Cesaire 3. 5. 22-24) The way Caliban talks to his master shows the tormented relationship that they have.Caliban uses the language that Prospero taught him in a way that expresses his anger and his suffering as a slave of his land. The way Prospero treats Caliban is an example of the colonized lands where the new rulers used the native people for their advantage. The colonizer’s influence on native people is presented by Shakespeare and Cesaire too, just in different languages. For Caliban, there is no importance in speaking Prospero’s language: â€Å"You taught me language, and /my profit on’t/Is, I know how to curse. † (Shakespeare 1. 2. -4); he is forced to do that in order to obey his commands. The colonization of the island took away Caliban’s own language, his name and his home that now he calls â€Å"ghetto†. (Cesaire 13) Shakespeare doesn’t focus as much as Cesaire on Caliban’s character. The language what he uses is from 1400s, and the characters are used mostly for their role in the play and not as a symbol of the colonized lands as in Cesaire’s play. Changing the character’s color and language, Cesaire shows the essence of the diversity in people and their important role in life according to their skin and language.Ariel’s change is substantial, too. He is presented as a mulatto slave, which is another character of colonized lands. His identity is totally different from Caliban’s; he is the naive and obedient slave and not the fighter like Caliban. Ariel is representing the category of people who are ready to obey the master’s command and waiting for changes to happen. Ariel knows that Prospero uses him for his own purpose, and despite of all that, he approaches his tasks with enthusiasm, reporting any activities that he observes.Even though Shakespeare describes Ariel as a sprite, he has human qualities; he is longing for his liberty. He is invisible, but his actions are important, and he reflects human emotions: â€Å"ARIEL. If you now behold them, your affections / would become tender. / PROSPERO. Dost thou think so, spirit? / ARIEL. Mine would, sir, were I human. † (Shakespeare 5. 1. 35-39) Throughout the play, Ariel, the mulatto slave, is described as a compliant server and is treated in a nice way comparative to Caliban, who is treated horribly and threatened.The different treatment of slaves shows us that even between slaves are classifications, and they all have their place in world according to their skin color. In contrast with Shakespeare, Cesaire represents the two characters on a deeper level and focuses more on their personal ities. Throughout the play, Cesaire describes Caliban and Ariel as two servants with different desires and places in the colonized land. Caliban is ready to fight for what belongs to him, including his identity, in contrast with Ariel, who accommodates to the situation and waits for a better future.

Effects of the Great Depression (internationally) essays

Effects of the Great Depression (internationally) essays The Great Depression had a major affect on the United States but soon the Depression was spreading to the rest of the world, especially to Europe. In Europe the single country that was most affected was Germany, whose extremely weak economy could not deal with the slow loss of American capital. The United States pushed Great Britain and France to pay them back for the debts they owed from World War One, forcing the allies to push Germany to pay back their debts; this created a big cycle of lending and paying back that really just put Germany into a bigger debt. At the time of all of this confusion the German dollar was devaluating. During this time the United Kingdom also represented another global economic force in the world. The British economy was not hit as hard or as fast as Germanys. However, as the set-backs of the world crisis became more and more clear, Great Britain experienced a large decline in its exports which was even greater than the decrease in its imports. Those two factors contributed to generate a deficit in its balance of payments. Still, compared to most other industrialized countries, the U.K. got through the Depression in better economic health. The case of Great Britain was different than others because the U.K. got through the Depression years easier than other nations. The British economy recovered easier for three reasons: the abandoning of the gold standard in 1931, the adoption of higher tariffs and the devaluation of the pound. When the U.K. abandoned the gold standard, it gave itself a competitive advantage over the countries which didnt. The new tariff laws helped by protect ing domestic industries and the 30 percent devaluation of the pound added to the competitive edge of the U.K. because it made British products cheaper to the rest of the world. With France, things went much differently. First off, out of the four biggest industrialized countries of the time (U.S., Germany, U.K. ...

Strategic Management Unit 5 DB SA Final Week Essay

Strategic Management Unit 5 DB SA Final Week - Essay Example These differences could be due to misunderstanding and inability to tolerate each other’s weaknesses. Examples are the merger between Alcatel with Lucent and Daimler with Chrysler which were brought down by disagreement on approaches of various strategies and language barrier. According to Sherman (2011), acquisition of other companies also needs proper strategies and adequate information about the company that is to be acquired to make sure that they have complete knowledge of how the company they plan to acquire is doing and what problems are facing that particular company. This then ensures that when a company is acquired the business will not collapse at some point. The successful acquisition of Google on Picasa and Where 2 must have been due to adequate research before acquiring the two. Acquisition can also fail when a company goes head on to acquire a certain businesses without identifying and establishing its nature and its problems well Sherman, (2011). The presented template shows well how acquisition fails when Microsoft failed on acquiring Danger Company without full knowledge of its internal problems. It also failed to establish the compatibility of the Place Ware Place before it went on to acquire

Use of Derivatives in Risk Management Term Paper

Use of Derivatives in Risk Management - Term Paper Example Following are the major sorts of instruments applied by organizations to manage the financial risks associated with business activity. Futures and Options In this type of instrument, one individual or business signs a contract with another one to purchase the commodity on some future date with an agreed-upon price. However, in futures both of the parties have to go through with the contract while in options both of the parties reserve the right to withdraw the contract upon paying in monetary terms. Agreements: This instrument is localized in nature, and governments do not interfere with its transactions. Nevertheless, the purpose of these agreements is the same as that of futures and options, which is to hedge against fluctuations in the market price of the commodity or an industrial product. It is also important to note that these kinds of agreements are more common in economically distressed nations. But, recently they are intensively deployed in order to ensure a supply of raw material in US, which is necessary because of the prevailing recession in the local market. So, it is safe to assume that businesses are preparing themselves for increasing adversities of the future by contracting with their suppliers on a long term basis, which also enables them to attain economies of scale as a result, driving their financial and operational costs down that allows them to lower their prices in order to increase their market share. Nevertheless, it is fascinating to acknowledge that various businesses are paying close attention towards managing financial risk through using statistical models in order to assess the current level of risk, which can disrupt the expected pattern of their cash flows (Benson & Oliver, 2004). However, they often lack the proper translation of this analysis into practical plans, so in this way they cannot benefit from the concept of derivatives effectively most of the times. On the other hand, manufacturing sector of Europe is using derivatives more extensively than American ones (SpricIc, 2007). The prime reason for this trend is prevailing and growing uncertainty of the European market as compared to that of America. Along with this, managers who deploy derivatives in order to evaluate the degree of risk in financial terms are viewed as trustworthy by stockholders because they consider it as the proper and desirable means of minimizing financial threats (Koonce, Lipe, & McAnally, 2008). However, managers are found to falter by not basing their business decisions on the results of derivative analysis, therefore portraying the image of rational business decision making when in reality it is not the case. At the same time, derivatives are not rated as an effective mean for minimizing the possibility of default (Yi, Lin, & Chen, 2008). Therefore, derivatives can only be utilized as the mean of predicting future financial position of a particular firm. However, it is important to note that firms that base their decisions on derivative analysis often outperform those that do not consider derivatives as an ideal method for predicting financial future (Lin, Pantzalis, & Park, 2009). Another advantage of successful risk management is contentment of stockholders (Berk, Peterlin, & Cok, 2009). Through effective management, risk managers can handle them and are

Nestle Global Strategy Research Paper Example | Topics and Well Written Essays - 1000 words

Nestle Global Strategy - Research Paper Example All the more as of late, the organization has been one of the essential focuses of the worldwide development against the packaged water industry. The organization's hardline work relations practices in poor nations have made it a lowlife in the eyes of the worldwide union movement (Mattera, 2007). Nestlà ©Ã¢â‚¬â„¢s Strategy What is Transitional Strategy? It is the methodologies and mediations used to work with individuals who are making a move from a transient program towards a maintainable occupation. Settle receive the move method that holds the component of worldwide institutionalization procedure and confinement methodology to work its organization by the 21st century. By utilizing the transnational methodology, Nestle likes the ease through economies of scale and offers distinctive item to diverse advertises with high neighborhood responsiveness so as to safeguard its old showcases in the advanced markets and search for potential development in rising markets. Settle utilize this technique to operation its business in the improving scene in Asia, Eastern Europe, and Latin America to improve parts and preparing engineering to neighborhood conditions and afterward utilizing a brand name reverberates mainly as the social propensities contrast in diverse countries. For example, Brief Case Study: Nestle has taken as much as 85 percent of the market in Mexico, 70 percent of the market for soups in Chile, 66 percent of the market for powdered milk in the Philippines. Besides, Nestle hired local singer to promote its goods in Nigeria, Planning of a delivery mechanism to increase efficiency in the China East, and the use of local material and majoring on local demand such as make ice cream in Dubai. Nestle focus on increasing profitability by customizing the firm' products so that it provides a good match to tastes and preference in different nation. Customization instead of globalization is the star to Nestle’s strategy in emerging markets. Modes of Entering Exporting What is Exporting? It is processing products in one nation and offering them in an alternate nation. This section alternative permits an organization to make the minimum number of progressions regarding its item, its association, and even its corporate objectives. Host nations normally don't like this practice in light of the fact that it gives less nearby job than under elective method of section. Indirect exporting is the point at which a firm offers its locally handled products in an outside nation through a middle person. It has the minimum measure of responsibility and danger yet will most likely furnish a proportional payback benefit. It is perfect for an organization that has no abroad contacts however needs to market abroad. Direct exporting is the point at which a firm offers its locally processed merchandise in an outside nation without go-betweens. Settle gets included in immediate exporting when they accept their volume of bargains will be sufficiently extensive and simple to acquire with the goal that they don't require mediators (Inking, 2013). An example is, the company will begin exporting Coffee Mate to markets beyond Asia this year, including South Africa, Turkey and West African countries such as the Ivory Coast (Campbell, 2013). Licens ing Under licensing, Nestle offers the right to a trademark, patent, exchange mystery, or other comparatively esteemed things of savvy property

Virtual simulation in military training Essay Example for Free

Virtual simulation in military training Essay Virtual simulation provides a safe and effective way of training soldiers and military personnel in a given environment by fully simulating real equipment and real conditions. According to (Smith, 2007, p. 1), the military has been using and developing simulation technologies for several decades. Military simulations, or war games as they are commonly called, allow soldiers to rehearse missions and test the theories of warfare to get a better estimation and understanding of complex interactions and outcomes in the battlefield. The advantage is that learning occurs without the need of actual hostilities. Military simulation is â€Å"a system or model that represents activities and interactions over time. A simulation may be fully automated, or it may be interactive or interruptible† (NSC, 2000, as cited in Smith, 2007, p. 1). Thus, virtual simulation provides both â€Å"human-in-the-loop† simulators for training and analytical tools for computing outcomes in a controlled environment that is free of the life threatening situations that are part of real combat operations. The Close Combat Tactical Trainer (CCTT) is the First member of the Combined Arms Tactical Trainers (CATT) family of virtual, distributed interactive simulations for collective training to provide armor, mechanized infantry, cavalry and recon crews, units and staffs with a virtual, collective training capability (from PEO STRI) The Program Executive Office for Simulation, Training and Instrumentation (PEOSTRI) is in charge of acquisition and technology solutions to develop simulated training modules for US soldiers. Simulated training mainly consists of critical warfighting skills and rehearsals so that they could safely accomplish their missions. Military simulations exist in many different forms and in varying degrees of realism. Smith (2007) explained a number of different military simulation techniques and models. A military model constitutes either a â€Å"mathematic equation, a logical algorithm, a three-dimensional digital image, or a partial physical mock-up of the system† (Smith, 2007, p. 1). Military models not only include land, air, and sea vehicles; communications and radar equipment; handheld weapons; and individual soldiers but also the decision-making process and automated information processing that occurs inside the human brain and within battlefield computers. Different combinations and representations of the environment that is made up of terrain, vegetation, cultural features, the atmosphere, ocean, and RF environment are created to accurately represent potential military situations. Military simulations often focus on activities like movement, perception, exchange, engagement, reasoning, and dynamic environment. The user is able to picture the change in the position of an object over time through the dynamic representation of movement. Representation of perception allows the user to detect the existence, position, and identification of the other object through sensor models that capture the signatures of those objects. Representation of exchange that encompass the breadth and depth of the battlefield allow objects to exchange materials and information with each other in battlefield operations based on information on consumption rates and predeployment and replenishment of supplies as well as human decisionmaking and behaviors. An engagement model which has been the pivotal focus of military simulated training and analysis typically includes the exchange of weapons or firepower from a shooter to a target. This exchange decrements the capability of the shooter by expending ammunition (e. g. bullets, missiles, bombs, rockets, grenades, artillery rounds). The model captures the geometry between the shooter and the target and environmental features like trees, terrain, water, and buildings that may interfere with the optimal delivery of the weapon, defensive systems of the target (e. g. effects of flares or chaff in deceiving and misleading a guided missile and protective effects of armor to deflect the weapon). The dynamic environment model features a simulated environment that is more than just a static state but representations of interactions with military objects both through direct intention and through accidental collocation. (Smith, 2007, pp. 5-10)