Is Criminal Behavior Determined Biologically Essay

Is Criminal Behavior Determined Biologically - Essay Example Some do believe that crime has a genetic disposition but I believe that any person, irrespective of their biological or genetic background, when faced with certain stress factors can commit crime. Since the very beginning of the 20th century, several social researchers have reported that Blacks tend to commit more crimes when compared to their White or Asian counterparts (Piquero and Barme,2008). In fact official statistics also support this claim since and the racial minorities are regarded to be more genetically disposed towards crimes than other groups. In the recent years the field of behavioral genetics has conducted massive studies to understand whether genes and crimes are related or not. Race studies, adoption studies and twin studies have suggested that anti-social behavior is linked to the genes. Experts believe that since things such as gambling, drug abuse, risk-taking behavior and pleasure-seeking show evidence of genetic influence and since all of these behaviors have the potential to initiate crimes; one may suggest that crime and genes maybe closely related (Baker et al, 2006). In fact the field of forensic psychiatry supports the idea that chronic criminals h ave mutations in their genes which are hereditary in nature. According to this these mutations have an effect on the autonomic nervous system which in turn reduces an individual’s ability to learn normal social forces in inhibiting criminal behavior (Mednick and Finello,1983). On the other hand, with regards to the Nature versus nurture theory, I feel that nurturing has profound influence on one’s behavior. The environment and stress factors that an individual is exposed to, has a great deal of influence on his behavioral outcomes. Some of these stress factors are poverty and drug abuse. The constant association of Black minorities to commit crimes is overrated. In fact,

Psychology and Psychiatrist Sigmund Freud Essay Example for Free

Psychology and Psychiatrist Sigmund Freud Essay The study of personality is one of the biggest topics of interest within psychology. There are numerous personality theories that exist making the most major ones fall right into at least one of our four major perspectives. These perspectives on personality attempt to describe the different patterns in personality, including how the patterns form and how people differ on individual levels. In my essay I will go into more in depth detail about these major perspectives and afterwards explain to you how changeable or unchangeable I think my personality is. To start off, there are four different perspectives. The first is Psychoanalytic Perspective. This perspective emphasizes the importance of early childhood experiences and the unconscious mind. This particular perspective was created by psychiatrist Sigmund Freud who strongly believed that things that are hidden in the unconscious could be revealed in numerous different ways. However the Neo-Freudian theorists only agreed in the importance of the unconscious, but disagreed with other aspects of Freud’s theories. The second perspective is called The Humanistic Perspective. This focuses on psychological growth, free will, and my favorite, personal awareness. This perspective is my favorite because it takes a more positive outlook on human nature and is centered on how each person can achieve their individual potential. The third perspective is called The Trait Perspective. This one is centered on identifying, describing, and measuring certain traits that make up a human’s personality. By knowing and understanding this, researchers have come to believe that they can now better comprehend the differences between individuals. The last perspective is The Social Cognitive Perspective. This one emphasizes the major importance of observational learning, self-efficiency, situational influences and cognitive processes. Now as far as explaining how changeable or unchangeable I think my own personality is, my personality really depends on who you are, what day it is, what went on that day, and in a lot of cases what kind of mood I’m in.

Character Traits of Elizabeth Proctor Essay -- essays research papers

Character Traits of Elizabeth Proctor   Ã‚  Ã‚  Ã‚  Ã‚  In the late sixteen hundreds, the fear of witchcraft was a major concern amongst New Englanders. Arthur Miller’s book, The Crucible, tells the story of a town’s obsession with accusing innocent people of witchcraft. All the accusers were young females who claimed they were attacked by demonic specters. Members of the community supposedly sent out these evil spirits, but in reality, the girls were doing it as sport. One such person accused was Elizabeth Proctor, wife of John Proctor, known throughout the community to be a noble woman. Throughout the book Elizabeth proves to be honest, untrusting of others, and determined.   Ã‚  Ã‚  Ã‚  Ã‚  Elizabeth’s honesty proves to be an important factor all through the book. This honest woman only lies once throughout the entire book. She tells this lie to Danforth in order to protect her husband’s reputation from being blackened in the village. Her honesty proves true when she is sent to jail for witchcraft, and she discovers she is pregnant. When she tells Danforth he says â€Å" There be no sign of it- we have examined her body† (92). In the last act, while talking to her husband, he asks â€Å"The child?† She then replies, â€Å"It grows† (134). This proves she was being honest while in jail. Another instance of her honesty is when she is charged with being a witch. Although the punishment was less severe for admitting to being a witch rather than claiming to be innoc...

Student Survival Guide

First, print the Course Syllabus and Calendar to review before class begins. On your computer, create a folder for each class under My Documents. Create sub-folders by weeks, or one sub-folder for materials and one for assignments you completed for the class. Under the Classroom tab, find Materials for each week of class. Each week, download all files on your computer under the folders created. Backup your files in a portable device to avoid losing work you’ve already completed. In the Library tab, you can access the University Library as well as the Center for Writing Excellence. The University Library conducts your search from multiple databases and you may narrow down a search by database or more search options. Information for article search to keep in mind is the use of key words, publication date, title of the article, which database it was found in, the author and whether the article has been peer-reviewed. In the Library, you can also View the Research Tutorials, Read the Library Handbook or Ask a Librarian for more information. The Center for Writing Excellence provides essential tools. WritePoint is a system to which you may submit a paper to be reviewed for grammar that spell-check on a computer may miss. Plagiarism Checker is a system in which you can submit a paper to be reviewed for plagiarism. Tutorials and Guides offer a variety of tools. Aside from tutorials, you can view samples, information, and handbooks. Whether you need to learn on a topic or simply brush up on your knowledge. Upholding Academic Honesty Review the Student Code of Academic Integrity from CWE in the University Library. Using someone else’s work in your own, whether intentionally or not without giving the original author proper credit, is plagiarism. This is considered to be academic dishonesty and can result in expulsion from the University, failing grade for the assignment or class, or suspension from the University. Self-plagiarism, fabrication, unauthorized assistance, copyright infringement, misrepresentation and collusion are also forms of academic dishonesty and can also result in corrective action. Always list your references and submit your papers to Plagiarism Checker before submitting the assignment. Setting and Achieving Goals It is important for every student to set long and short-term educational goals, as well as career goals. List what those goals are for you using the SMART technique. Each goal must be specific, measurable, attainable, realistic and timely. By setting specific steps to achieve your goals, you can make it easier to tackle obstacles as they may come. It is important to map out your goal in a way that you can see is attainable and realistic, so that you can measure your accomplishments every step of the way to reach your goal in the time you placed. When obstacles arise, re-evaluate your goal and adjust it where necessary. An Axia degree may be your goal, or a step-stone to your goal. Think of two long-term and short-term goals that will help you in your path to earning your degree. Then, think of one long-term goal in which your Axia college degree will benefit you. Managing Time Wisely Taking a look at your Course Syllabus ahead of time will help you map out how much time you will need to set aside for your courses during the week and when you can fit it into your schedule. Ensuring that you have time to complete assignments, submit them for review and submit them by the deadline. While taking two courses at Axia, weeks alternate between assignments and discussion questions. Each class is opposite to the other. Meaning that: while you have assignments due for one class; the other class is focusing on participation and vice versa. This makes your time between courses manageable. To juggle school, work and family responsibilities successfully, refer back to long-term and short-term goals. Prioritize your goals wisely. Utilize a planner to allocate your time realistically and efficiently. Make a time log of a typical day in your life. Identify activities that do not make good use of your time and think what you could have placed that time towards regarding your goals and priorities. This will avoid time-wasters and drive you towards your goals. Fostering Reading Comprehension and Retention Read in a distraction-free environment. Identify your reading purpose (pleasure, understanding, critically evaluation and/or practical application). Know your reading words per minute. Apply the SQ3R strategy to your reading routine will help to ensure you learn what you read. Surveying is your overview of what you are about to read. Look through the table of contents, titles and sub-titles of an article, read the preface of a book, and identify highlighted content such as words in italics or bold. At the end of the reading, look for a summary, bibliography and index. This will give you an idea of the reading’s content. Questioning is to ask yourself what you expect from the reading and what you wish to learn from it. Break it down into questions by chapter or section and look for your answers as you read. As you read, remember the titles and highlights from surveying. Look out for the key points and answers to your questions. Identify the main idea in each paragraph by highlighting, circling or taking notes. After each section, recite the answers to your questions and other key points you found by reading them over to yourself or out loud or re-writing them. This will help to review that all your questions were answered and help you retain the information. Review shortly after reading as well as every so often in the days to follow. Try summarizing the information by recalling the key points. Refer back to your notes or marked pages. Talking to someone about what you have learned or asking someone to quiz you is also an effective way to review. Applying Personality and Learning Styles It is important to continuously identify your learning style, strengths and weaknesses throughout your education as these may change circumstantially. This will help you make the most of your strengths and rise above your weaknesses. The Personality Spectrum based on Myer-Briggs Type Inventory by Katharine and Isabel Briggs names four personality types; Thinker, Organizer, Giver and Adventurer. Each personality type exhibits different characteristics such as the ability to solve problems, neatness, honesty and flexibility. Based on your personality type, certain study techniques will be more useful than others in your distance learning success. According to the Multiple Intelligences Theory by Professor Howard Gardner there are eight intelligences people have. Some are more developed than others in each individual. These are; verbal-linguistic, musical-rhythmic, logical-mathematical, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic. Depending on which intelligence you have developed more than others, you possess certain skills and abilities. Based on those, you can identify which study techniques work best for you. Once you recognize your less-developed intelligences, you can partake in activities to develop in that area. For example, if your naturalistic intelligence is under-developed, you could find out-door activities you might enjoy or learn more about nature. Understanding personality types and intelligences will help you to relate to people who have different degrees of development in intelligences and different personality types than yours. While working in groups, it may help to delegate who would do best in each area of the assignment. It may also help to understand others on a personal level realizing that we all have different thought processes and characteristics.

Nike Financial Statement

NIKE, INC. CONSOLIDATED STATEMENTS OF INCOME Year Ended May 31, 2001 2000 1999 (in millions, except per share data) RevenuesIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Costs and expenses:Cost of sales IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Selling and administrative IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Interest expense (Notes 4 and 5) IIIIIIIIIIIIIIIIIIIIIIIIIIIII Other income/expense, net (Notes 1, 10 and 11) IIIIIIIIIIIIIIII Restructuring charge, net (Note 13)IIIIIIIIIIIIIIIIIIIIIIIIIII Total costs and expenses IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Income before income taxes IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Income taxes (Note 6) IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Net income IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Basic earnings per common share (Notes 1 and 9) IIIIIIIIIIIIIIII Diluted earnings per common share (Notes 1 and 9)IIIIIIIIIIIIIII $9,488. 8 $8,995. 1 $8,776. 9 5,784. 9 2,689. 7 58. 7 34. 2 (. 1) 8,567. 4 921. 4 331. 7 $ 589. 7 $ 2. 18 $ 2. 16 5,403. 8 2,606. 4 45. 0 23. 2 (2. 5) 8,075. 9 919. 2 340. 1 $ 579. 1 $ 2. 10 $ 2. 07 5,493. 5 2,426. 6 44. 1 21. 5 45. 1 8,030. 8 746. 1 294. 7 $ 451. 4 $ 1. 59 $ 1. 57 The accompanying notes to consolidated Nnancial statements are an integral part of this statement. 24 NIKE, INC. CONSOLIDATED BALANCE SHEETS ASSETS May 31, 2001 2000 (in millions) Current Assets: Cash and equivalents IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Accounts receivable, less allowance for doubtful accounts of $72. 1 and $65. IIII Inventories (Note 2) IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Deferred income taxes (Notes 1 and 6) IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Prepaid expenses (Note 1) IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Total current assets IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Property, plant and equipment, net (Note 3)IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IdentiNable intangible assets and goodwill, net (Note 1) IIIIIIIIIIIIIIIIIIIIIII Deferred income tax es and other assets (Notes 1 and 6)IIIIIIIIIIIIIIIIIIIIIII Total assets IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII $ 304. 0 1,621. 4 1,424. 1 113. 3 162. 5 3,625. 3 1,618. 8 397. 3 178. 2 $5,819. 6 $ 254. 3 1,569. 4 1,446. 0 111. 5 215. 2 3,596. 4 1,583. 4 410. 9 266. 2 $5,856. 9 $ $ 0. 2 2. 6 459. 4 (9. 9) (152. 1) 3,194. 3 3,494. 5 $5,819. 6 0. 2 2. 6 369. 0 (11. 7) (111. 1) 2,887. 0 3,136. 0 $5,856. 9 LIABILITIES AND SHAREHOLDERS' EQUITY Current Liabilities:Current portion of long-term debt (Note 5) IIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Notes payable (Note 4) IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Accounts payable (Note 4) IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Accrued liabilities IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Income taxes payable IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Total current liabilities IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Long-term debt (Notes 5 and 14)IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Deferred inc ome taxes and other liabilities (Notes 1 and 6) IIIIIIIIIIIIIIIIIIII Commitments and contingencies (Notes 12 and 15) IIIIIIIIIIIIIIIIIIIIIIIIII Redeemable Preferred Stock (Note 7) IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Shareholders' Equity: Common Stock at stated value (Note 8): Class A convertible I 99. 1 and 99. shares outstandingIIIIIIIIIIIIIIIIIIII Class B I 169. 5 and 170. 4 shares outstandingIIIIIIIIIIIIIIIIIIIIIIIIIIII Capital in excess of stated value IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Unearned stock compensation IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Accumulated other comprehensive incomeIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Retained earningsIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Total shareholders' equity IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Total liabilities and shareholders' equity IIIIIIIIIIIIIIIIIIIIIIIIIIIII 5. 4 855. 3 432. 0 472. 1 21. 9 1,786. 7 435. 9 102. 2 I 0. 3 50. 1 924. 2 543. 8 621. 9 I 2,140. 0 470. 3 110. 3 I 0. 3The accompany ing notes to consolidated Nnancial statements are an integral part of this statement. 25 NIKE, INC. CONSOLIDATED STATEMENTS OF CASH FLOWS 2001 Cash provided (used) by operations: Net income IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Income charges not aAecting cash: DepreciationIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Non-cash portion of restructuring chargeIIIIIIIIIIIIIIIIIIIIIIIII Deferred income taxes IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Amortization and other IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Income tax beneNt from exercise of stock options IIIIIIIIIIIIIIIIIII Changes in certain working capital components: Increase) decrease in accounts receivable IIIIIIIIIIIIIIIIIIIIIII (Increase) decrease in inventories IIIIIIIIIIIIIIIIIIIIIIIIIIIIII Decrease in other current assets and income taxes receivableIIIIIIII (Decrease) increase in accounts payable, accrued liabilities and income taxes payable IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Cash provided by operati ons IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Cash provided (used) by investing activities: Additions to property, plant and equipmentIIIIIIIIIIIIIIIIIIIIIIIII Disposals of property, plant and equipment IIIIIIIIIIIIIIIIIIIIIIIII Increase in other assets IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Increase in other liabilitiesIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Cash used by investing activitiesIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Cash provided (used) by Nnancing activities:Reductions in long-term debt including current portionIIIIIIIIIIIIIII (Decrease) increase in notes payable IIIIIIIIIIIIIIIIIIIIIIIIIIIIII Proceeds from exercise of stock options IIIIIIIIIIIIIIIIIIIIIIIIIIII Repurchase of stock IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Dividends I common and preferredIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Cash used by Nnancing activities IIIIIIIIIIIIIIIIIIIIIIIIIIIII EAect of exchange rate changes on cash IIIIIIIIIIIIIIIIIIIIIIIIIII Net increase in cash and equivalents IIIIIIIIIIIIIIIIIIIIIIIIII Ca sh and equivalents, beginning of year IIIIIIIIIIIIIIIIIIIIIIIIIII Cash and equivalents, end of yearIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Supplemental disclosure of cash Oow information: Cash paid during the year for: Interest IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Income taxes IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Non-cash investing and Nnancing activity:Assumption of long-term debt to acquire property, plant and equipment III Year Ended May 31, 2000 (in millions) 1999 $ 589. 7 $ 579. 1 $ 451. 4 197. 4 I 79. 8 16. 7 32. 4 188. 0 I 36. 8 35. 6 14. 9 198. 2 28. 0 37. 9 30. 6 33. 4 (141. 4) (16. 7) 78. 0 (82. 6) (311. 8) 61. 2 114. 4 214. 4 24. 2 (179. 4) 656. 5 178. 4 699. 6 (191. 1) 941. 4 (317. 6) 12. 7 (42. 5) 5. 1 (342. 3) (419. 9) 25. 3 (51. 3) 5. 9 (440. 0) (384. 1) 27. 2 (60. 8) 1. 2 (416. 5) (50. 3) (68. 9) 56. 0 (157. 0) (129. 7) (349. 9) 85. 4 49. 7 254. 3 $ 304. 0 (1. 7) 505. 1 23. 9 (646. 3) (133. 1) (252. 1) 48. 7 56. 2 198. 1 $ 254. 3 (1. 5) (61. 0) 54. 4 (299. 8) (136. 2) (444. 1) 8. 7 89. 5 108. 6 $ 198. 1 $ $ $ 68. 5 173. 1I 45. 0 221. 1 47. 1 231. 9 $ 108. 9 The accompanying notes to consolidated Nnancial statements are an integral part of this statement. 26 I NIKE, INC. CONSOLIDATED STATEMENTS OF SHAREHOLDERS' EQUITY Common Stock Class A Class B Shares Amount Shares Amount Balance at May 31, 1998 IIIIIIIIIIIII Stock options exercised IIIIIIIIIIIIIII Conversion to Class B Common Stock II Repurchase of Class B Common StockII Dividends on Common Stock IIIIIIIIII Comprehensive income: Net income IIIIIIIIIIIIIIIIIIIIIII Foreign currency translation (net of tax expense of $0. 4)IIIIIIIIIIIIII Comprehensive income IIIIIIIIIIIIIII Balance at May 31, 1999 IIIIIIIIIIIIIStock options exercised IIIIIIIIIIIIIII Conversion to Class B Common Stock II Repurchase of Class B Common StockII Dividends on Common stock IIIIIIIIII Issuance of shares to employees IIIIIIII Amortization of unearned compensation IIIIIIIIIIIIIIIIIIIII Comprehensive income: Net income IIIIIIIIIIIIIIIIIIIIIII Foreign currency translation (net of tax expense of $1. 2)IIIIIIIIIIIIII Comprehensive income IIIIIIIIIIIIIII Balance at May 31, 2000 IIIIIIIIIIIII Stock options exercised IIIIIIIIIIIIIII Conversion to Class B Common Stock II Repurchase of Class B Common StockII Dividends on Common Stock IIIIIIIIII Issuance of shares to employees IIIIIIIIAmortization of unearned compensation IIIIIIIIIIIIIIIIIIIII Forfeiture of shares from employees IIII Comprehensive income: Net income IIIIIIIIIIIIIIIIIIIIIII Foreign currency translation and other (net of tax beneNt of $0. 2) IIIIIIII Comprehensive income IIIIIIIIIIIIIII Balance at May 31, 2001 IIIIIIIIIIIII 101. 5 $0. 2 (0. 8) 185. 5 2. 7 0. 8 (7. 4) $ 2. 7 Capital in Excess of Unearned Stated Stock Value Compensation (in millions) $262. 5 80. 5 $ I Accumulated Other Comprehensive Income Retained Earnings $ (47. 2) $3,043. 4 $3,261. 6 80. 5 0. 2 (1. 5) 181. 6 1. 3 1. 5 (14. 5) 2. 7 334. 1 38. 7 (0. 1) (292 . 7) (135. 6) (17. 3) 0. 5 13. 5 I (21. ) (21. 7) (68. 9) (301. 6) (135. 6) 451. 4 100. 7 (8. 9) Total 451. 4 451. 4 3,066. 5 (627. 1) (131. 5) (13. 5) 1. 8 0. 2 (0. 1) 170. 4 2. 9 0. 1 (4. 0) 2. 6 369. 0 91. 0 (11. 7) (42. 2) (42. 2) (111. 1) (4. 8) 0. 1 6. 7 (6. 7) (2. 5) 7. 3 1. 2 (42. 2) 536. 9 3,136. 0 91. 0 I (152. 2) (157. 0) (129. 6) (129. 6) I (0. 6) $0. 2 169. 5 $ 2. 6 $459. 4 $ (9. 9) (41. 0) (41. 0) $(152. 1) 589. 7 $3,194. 3 The accompanying notes to consolidated Nnancial statements are an integral part of this statement. 27 579. 1 579. 1 2,887. 0 589. 7 99. 1 (644. 5) (131. 5) I 1. 8 579. 1 99. 2 (21. 7) 429. 7 3,334. 6 38. 7 7. 3 (1. 9) 589. 7 (41. 0) 548. 7 $3,494. 5

Penelope Is a Real Hero

Penelope Is a Real Hero Odysseus has often been regarded as the only hero in the famous Homer’s epic Odyssey. It is but natural as the epic goes under the name Odyssey and it focuses on Odysseus’s adventures. Nonetheless, there are many other heroes. It is important to note that males have been ascribed to heroic deeds, e.g.Advertising We will write a custom research paper sample on Penelope Is a Real Hero specifically for you for only $16.05 $11/page Learn More Odysseus and his men, or Telemachus (Clayton 18). However, women also play an important role in the story. Goddesses, shadows and living women help men in their activities. Of course, Athena, the goddess of warfare and wisdom, helps Odysseus in many affairs. However, the goddess should not be regarded as a heroine as she does not belong to the world of humans. As far as the heroines pertaining to the world of humans are concerned, one of the main heroines to be admired is Penelope, Odysseus’s wife who i s faithful, wise and even as cunning as her husband. In fact, Penelope should be considered a hero as she manages to rule the kingdom (Ithaca), she is ready to sacrifice her entire life for the sake of her son, Telemachus, and she manages to remain faithful to her husband due to her wisdom and cunning. The Wise Ruler When analyzing the role of the queen in the story, it is crucial to remember about the role of women in the Ancient Greek society. Thus, Clark and Schwiebert point out that Penelope is to fulfill tasks which â€Å"must be relatively safe, can easily be interrupted and resumed, and must require minimal movement from home† (164). Penelope being a woman has to comply with these rules. However, the queen is in quite a specific position. She does not have her husband beside her to run the house and the entire kingdom. It is necessary to note that the epic does not focus on Penelope as a ruler. Nonetheless, it is clear that Penelope plays a very important role in her k ingdom even though it is not revealed explicitly. Thus, Odysseus meets his mother and inquires her about Penelope. The woman describes Penelope’s position in the following way: Still with her child indeed she is, poor heart, still in your palace hall. Forlorn her nightsAdvertising Looking for research paper on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More and days go by, her life in weeping. But no man takes your honored place. Telemakhos has care of all your garden plots and fields, and holds the public honor of a magistrate, feasting and being feasted†¦ (Homer 351) The first part of this speech suggests that Penelope is only weeping and doing some female job in the house. It may seem that Telemachus is the real ruler of the kingdom as he takes care of all public affairs, and he also runs their lands. Nonetheless, it is clear that the young ruler resorts to his mother’s help who gives val uable advice on various matters. The first line of the speech confirms that Penelope is beside her son helping him in any possible way. Of course, it is impossible to claim that Penelope is as powerful as any other ruler, or Odysseus himself, as she is still just a woman in the Ancient Greek society. Nonetheless, Penelope’s role is somewhere in between (Clayton 19). It is possible to claim that she is the ‘à ©minence grise’ of Ithaca who manages to keep the wealth and glory of the kingdom.Advertising We will write a custom research paper sample on Penelope Is a Real Hero specifically for you for only $16.05 $11/page Learn More Vetter claims that weaving is one of the most important symbols in the epic (33). Of course, it is the symbol of memory as Penelope is thinking about Odysseus while weaving. Apart from this, Penelope’s weaving can also be regarded as a symbol of her â€Å"status within her household, the city of Ithakaâ₠¬  (Vetter 33). On one hand, she fulfills purely female tasks like weaving. On the other hand, she guides her son and helps him to be a wise ruler. She creates a covert web which covers the entire kingdom and keeps its order. It is necessary to add that that the woman has to live under a great pressure as she is doomed to hear news about her heroic husband and she still thinks he is dead. She cannot bear listening to songs about her courageous husband: â€Å"†¦ But sing no more / this bitter tale that wears my heart away† (Homer 233). Nonetheless, the woman finds strength to think of her son and the entire kingdom. She manages to be thoughtful even in her grief. Admittedly, this is one of the features ascribed to heroes. Penelope’s Self-Sacrifice Furthermore, she is not only a wise and strong ruler. She is also a loving mother. She is also ready to sacrifice her entire life to secure her son’s future. She has to comply with the necessity to remarry as her son â€Å"is suffering as a result of the suitors’ devouring of his resources† (Said 298). The woman has to think of remarriage as her family as well as her son force her to do this as all think that Odysseus is no more alive: â€Å"Odysseus was not the only one at Troy / never to know the day of his homecoming† (Homer 234). Even Odysseus himself forces her to marry as on his departure he claims that she should remarry in case he does not come back when their son is already adult (Vetter 33). The wretched woman loves her husband and believes he is still alive and she hopes that her husband will come and take revenge: Ah, if he comes again, no falcon ever struck more suddenly than he will, with his son,Advertising Looking for research paper on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More to avenge this outrage! (Homer 445) However, she still cannot lament for the rest of her life as she is to take care of her child (Heitman 63). She understands that many people would like to be the rulers of Ithaca. She also understands that she is not able to resist all those suitors who can soon become enemies. These enemies can bring their troops to the gates of Ithaca. Thus, Penelope understands that only women, her young son and her old wretched father-in-law cannot resist an army of trained warriors. She understands that any resistance will lead to the fall of her homeland: â€Å"spurn them she dare not, though she hates that marriage† (Homer 231). Her son reveals the graveness of their position: We have no strong Odysseus to defend us, and as to putting up a fight ourselves – we’d only show our incompetence in arms. (Homer 237) She has to find the way out. The only way out for her is another marriage. She has to marry one of the suitors. Admittedly, this deed can be seen as incompatible to heroic deeds. However, in this case Penelope does perform a heroic deed. She sacrifices her feelings, and even her life to save her son and her land from destruction. Of course, she does not lead an army and she does not defeat her enemies. However, her submission should be considered heroic. Furthermore, sacrifice is often regarded as a heroic deed, no matter what kind of sacrifice it is. Therefore, Penelope is one of those heroes who sacrifice something for the good. She is not concerned with her own destiny as she strives to save her land and her son. This courage is inspiring. More so, even some men depicted in the epic do not reveal the same courage and self-sacrifice. Admittedly, Penelope should be considered as one of the heroes of the epic. Penelope’s Faithfulness She Tries the Suitors Apart from her readiness to sacrifice everything, Penelope has the courage and wits to remain faithful to her husband. In the first place, she tries to postpone the day she should make her decision. She is as cunning as her husband. She manages to deceive her suitors for three years weaving and unweaving (Heitman 63). At the same time she never stops inquiring about her husband: Every time some traveller comes ashore he has to tell my mistress his pretty tale, and she receives him kindly, questions him, remembering her prince, while the tears run down her cheeks†¦ (Homer 391) Penelope is unwilling to betray her husband or even his memory. Even when her secret is revealed and she is forced to make her decision, she still manages to postpone the day of her marriage. Penelope makes her suitors compete. Even when the wise woman understands that she has no choice and she has to choose a new husband, she makes a wise choice. She invents another trial for the suitors. She makes the suitors understand that she can marry only the most deserving man who could be as strong as Odysseus (Steinruck 113). She Tries Her Own Husband Apart f rom trials for her suitors, she wants to make sure that the man who claims to be her husband is really her beloved. Her faithfulness does not allow her to accept the man unless she is perfectly sure that the man is her husband. The woman feels that the beggar is her husband, but she wants to make sure (Steinruck 114). Steinruck suggests that Penelope understands that the beggar is Odysseus but still keeps asking and trying him â€Å"for the playful revenge she takes on Odysseus because he misled her† (114). Nonetheless, her reluctance is more likely to be a sign of her great faith. She makes everyone understand that there is only one man who can be beside her. It goes without saying that Penelope’s faithfulness is one of the features ascribed to heroes. Only real heroes can be that faithful to their beloved (or to some ideas). Penelope is faithful to both her husband and her idea of marriage. She believes she can belong to one man only and she remains faithful to this idea no matter what. It is also important to note that her faith makes her that courageous and wise. Like any other hero, Penelope is guided by her faith. She performs heroic deeds in the name of her ideas. This makes her one of the main heroes of the epic. Conclusion It is important to remember that Penelope is one of the main heroes of the epic. This courageous woman has all features of a great hero. She manages to keep the kingdom prosperous. It is necessary to note that she manages to rule even though women in Ancient Greece were to fulfill female tasks only. She does not exercise her power overtly. However, Penelope is a wise advisor who helps the young Telemachus to rule the kingdom. Apart from being a wise ruler (like any other hero), she is also ready to sacrifice everything. Thus, the kingdom as well as her own son is in danger, so she does not care about her well-being. Penelope is ready to remarry (which means death for her) in order to save her homeland. Finally, the wis e woman is faithful. She never betrays her husband, her love and her principles. Admittedly, this faithfulness can be regarded as a heroic feature. It is also important to note that Penelope should be considered a hero as she performs heroic deeds and she can be characterized by major heroic features. At the same time, she is a woman who has to comply with conventions of the patriarchal world. More so, she can be regarded as one of the major heroes as she reveals great courage to save the entire kingdom when her royal husband is away. Admittedly, Odysseus himself in many situations is not as courageous as his wise wife as the former often flees from dangerous situations whereas Penelope has to remain in the place where she can be destroyed. Penelope has the courage to face her enemies, which makes her a great hero. Clark, Susan H., and Valerie L. Schwiebert. Penelope’s Loom: A Metaphor of Women’s Development at Midlife. Journal of Humanistic Counseling, Education and Development 40.2 (2001): 161-171. Print. Clayton, Barbara. A Penelopean Poetics: Reweaving the Feminine in Homer’s Odyssey. Lanham, MD: Lexington Books, 2004. Print. Heitman, Richard. Taking Her Seriously: Penelope the Plot of Homer’s Odyssey. Ann Arbor, MI: University of Michigan Press, 2005. Print. Homer. Odyssey. The Norton Anthology of World Literature. Ed. Sarah Lawall et al. New York, NY: W.W. Norton Company, 2003. 225-516. Print. Said, Suzanne. Homer and the Odyssey. New York, NY: Oxford University Press, 2011. Print. Steinruck, Martin. The Suitors in the Odyssey: The Clash between Homer and Archilochus. New York, NY: Peter Lang Publishing, Inc., 2008. Print. Vetter, Lisa Pace. â€Å"Women’s Work† as Political Art: Weaving and Dialectical Politics in Homer, Aristophanes, and Plato. Lanham, MD: Lexington Books, 2005. Print.

internal and external negoitating essays

internal and external negoitating essays Internal and External Negotiating .... The Pie Contradiction. When the discussion on this type of topic comes up, it is important to understand several key points. First is the fact that negotiations of this nature are done by one group (or institution) to another group. Now, knowing this it is also safe to assume that groups of people are not a collective of one mind and one thought, and thus the group will not act as one. Inside these groups, many different and sometimes conflicting ideas and interests are bound to hinder a straightforward negotiation. These internal problems creeping into the wood work before the other party has even made in to the table will ultimately create new layers in the bargaining process. This is not to say all internal negotiations are bad. In my opinion if a group will argue between them to smooth out all the potential internal interests and concerns; then it can also be sure that as a group the entire entity was come to the bargaining table with the knowledge that all of its main views have already been addressed. Then as a result the bargainer knows what as a group they would accept and decline. As it was briefly covered in the article the internal bickering within one group does have its downfalls which in the long run hinder the group more then promote it. If certain people within the group have personal agendas such as personal wealth or influence in mind, these views of the few that can go against the optimum deal for the entire group. Then as these people fight to have their views and solutions pushed forward the group may lose more in the long run. (Albeit the few people in the group may come out even stronger.) I believe the key to getting beyond the internal negotiations and out onto the bargaining table with the other party is to as a group not bicker over 1 or 2 minor things, but to look at these deals one pie which may have many different ingredients within it. The pi...

Having a Job in High School Has More Benefits Than Just a Paycheck

Having a Job in High School Has More Benefits Than Just a Paycheck SAT / ACT Prep Online Guides and Tips Having a job used to be a rite of passage for high school students. They’d put in some hours during the school year and over the summer and often be able to pay for most of their college expenses with the money they earned.However, as today’s current high schoolers are facing piles of homework, pressure to excel on sports teams and clubs, and tuition costs that no entry-level job could ever cover, many people are rethinking the concept of high schoolers working. Are there still benefits to having a job in high school?Yes. There are many reasons for a high school student today to have a job, and those benefits extend far beyond just a paycheck. Having a job in high school can not only be a great experience in and of itself, it can also set you up to get even better jobs in college and beyond.In this article, I use my experience of working as a teenager to go over the key benefits of having a high school job. I also end by giving tips on the best jobs for high school students. My High School Work Experience When I was 14 years old, my mother told me that I needed to get a job in order to pay for college. Happy with my sporadic babysitting work, I resisted and told my mother that, no matter what job I got, I’d never be able to pay for college on a high school worker’s salary. To prove my point, I even got a calculator and showed her it’d take several years of full-time work on a minimum wage salary to cover college costs. My mother dismissed those arguments and told me that there were plenty of other reasons why I should get a job beyond just the paycheck. So I found myself applying for and eventually accepting a job as a swim instructor and lifeguard at my town’s local pool.I ended up working at the pool through all four years of high school and eventually was promoted to a manager position. In the summer, I’d teach swim lessons in the morning and lifeguard in the afternoon, and during the school year I’d teach swim lessons weekend mornings and supervise the office occasional weekday evenings. Not everything about the job was great, and there were times I hated jumping in the pool on cold mornings and trying to convince cranky kids to follow my instructions, but overall, like my mother said, I got many benefits from the job beyond just the paycheck (although having spending money of my own was definitely nice). At my job, I made lots of new friends, more than I had made in high school actually. I also gained numerous skills including CPR training and office experience.Additionally, I was also able to use my work experience (as well as my experience as a manager) to stand out from other job applicants in college and get a paid research job as a freshman in college. Having a job in high school gave me work experience, independence, and a better idea of the type of career I wanted, and many other high school students can benefit from having a job.Even if the job doesn’t pay well, or relate to your future career, or seem all that fun, there are still tons of benefits to having a high school job, and we’ll go over them in this article. The 6 Key Benefits of High School Jobs There are numerous benefits to getting a job in high school, some of which are obvious and others less so. This section covers six of the main benefits you can expect to get from having a job as a high school student. #1: You’ll Earn Money The most obvious benefit to getting a job in high school is that you’ll be making money. Now, since you’re starting at the bottom rung of the ladder, this likely won’t be a ton of money. When I first started working, I made the princely sum of $5.25 an hour (before taxes), and that’s not going to make anyone rich. However, even the salaries of low-paying jobs begin to add up over time, and since you’re in high school, your expenses are very low or non-existent. That means you can put all that money towards whatever you want, like a college fund or new clothes or attending concerts, instead of having to pay bills and students loans. My parents recommended that I put half my paychecks in my savings account, so I did that and used the other half to buy an expensive guitar that I could have never have afforded without my job.And even if your high school job is an unpaid internship or volunteer work, not to worry. There are plenty of other benefits of a high school job, which we discuss below. #2: You’ll Learn New Skills No matter what your first job is, even if it seems incredibly easy and/or incredibly boring, you’re guaranteed to pick up skills you didn’t have before.These skills can include anything from learning how to work a cash register, to building customer service skills, to figuring out the trick to balancing all those restaurant dishes on your arms at once. The skills you learn may not be that interesting to you, and they may not be anything close to the skills you need for your future career, but it never hurts to gain new knowledge. It may end up being interesting or useful to you down the line. At my job, I learned how to teach different swimming strokes, how to administer CPR, and a host of first-aid skills. These are all pretty helpful to know, however; I didn’t end up using most of them in my future jobs. The main skill that was useful for other jobs I had down the line was learning how to use a pretty obscure computer program to track pool visitor numbers. It was clunky and annoying to learn, but, years later, I applied to an internship that also used the same program, and my future boss told me that having that random skill helped me beat out the competition and get the job. So don’t knock any of the skills your job teaches you because they may come in handy someday. #3: You’ll Gain Work Experience In addition to learning new skills, your high school job will help you gain valuable work experience. Everyone goes through a learning curve when they first begin working as they learn how to manage their time effectively, how to interact with coworkers, how to make sure they get to work on time, etc. No matter what other strengths you have, you’re going to be a pretty bad employee until you figure those basic work skills out. This is why a lot of employers are hesitant to hire someone who’s never worked before, even if they have great grades and otherwise seem like they could be an excellent worker. A few months after I started working, my job had a mandatory meeting one night that every employee had to go to. However, I didn’t go because, for some reason, I didn’t believe it was really mandatory or important for me to attend that meeting. Afterwards, I got a stern talking to from my boss and it was embarrassing, but it’s better to make those mistakes early on, when the stakes are low and your boss is more likely to be understanding. By college, with four years of work experience under my belt, I definitely wasn’t making those beginner mistakes during my research job. So, even if your high school work experience only amounts to flipping burgers for a summer at your local fast food joint, that can still give you a huge leg up over people with no work experience when you apply to jobs in college and later on. If you start learning the skills to being a good employee in high school, you’ll set yourself up to be an outstanding employee later on down the line. So make your mistakes now instead of later (but don’t make the same mistake I did because that was pretty dumb of me). #4: You’ll Learn More About What Kind of Career You Want As a high school student, you’ve likely spent a lot of time thinking about the type of career you want to have, even if you haven’t come to any firm conclusions about what you want to do. Thinking about and researching different types of jobs is great, but the best way to figure out what you want to do is to actually try different jobs out. Now, your high school job likely isn’t the job you want to get after you finish school, but it’s still a great way to get a taste of the working world and figure out which things you enjoy in a job and which you don’t. When I was a teenager, I was pretty sure I was going to be a scientific researcher and possibly a professor. That career had nothing to do with my high school job of teaching swim lessons and being a lifeguard. However, I was able to use my high school work experience to get a better idea of what kind of job I would enjoy. One of the best ways to do this was to think about what I liked and what I didn’t like about my high school job. Things I liked included being around people, being active and outside, and working with kids. Things I disliked included knowing I was responsible for the safety of everyone in the pool, giving kids low marks on their swimming tests, and dealing with parents who were angry their child didn’t pass to the next swim level. None of this radically changed my career goals, but it did encourage me to consider having a job that let me do more than just sit at a desk or in a lab, and it made me think more critically about being a professor, where I’d regularly have to give out low grades and speak with unhappy students and parents. #5: You’ll Meet New People Unless your high school job involves sorting old moss specimens in a warehouse by yourself (a job I also once had), you’ll meet lots of new people at work.Your coworkers will likely be people you wouldn’t have met otherwise, which is a great way to expand your social circle beyond your high school friends and learn more about different types of people. Many workplaces that employ high school students have a lot of similarly-aged people working there who often develop a strong camaraderie, which means your new coworkers could end up being some of your best friends. However, there’s also the possibility that you won’t like someone you work with, whether this is your boss, customers you need to help, or that one coworker who steals everyone else’s lunch. And even though that’s not as fun as being friends with everyone you work with, it’ll help prepare you for the many times in the future you have to work with or interact with someone you’re not crazy about. #6: You’ll Gain Independence One of the most important benefits of teenager jobs is that you’ll achieve a degree of independence you likely haven’t experienced before.As a high school student, you’ve probably lived your entire life with your parents and been under their rules or your school’s rules when you’re in class. At a job, you’re deemed responsible enough to manage your own duties, and you’ll have fewer restrictions than you likely do at home or school. As an employee, you’re not just a student or a kid; you’re a full-fledged member of the team who’s considered smart enough to handle some responsibility. Your teacher won’t be there to tell you to stop talking and pay attention, and your mom won’t be there to remind you to clean up after yourself. You’ll be responsible for taking care of all your job duties yourself. Some people worry that teenagers who have jobs give up their childhood too soon and take on too much responsibility, but in my experience and the experience of my friends who worked as teenagers, I never found this to be true.My job, even when I worked full-time in the summer, still gave me plenty of time to socialize and have fun, and I was proud to feel more â€Å"grown up† and know I was trusted by my boss to do my job well. Succeeding at a job and earning moneyall on your owncan help you gain a lot of independence and self-confidence, and it’s a great way to help prepare you for college and the future when your responsibilities and independence will only increase. What Are the Best Jobs for Teens? Sometimes high school students and their parents worry about what the â€Å"best† job for a teenager to have is or if the job they’re thinking about taking is good enough.The truth is that most teenager jobs are about the same prestige-wise. Working as a waitress is no better or worse than working in customer service or at a summer camp. Each of those jobs can provide the benefits we discussed in this article. No one is expecting a high schooler to get a job as an investment banker or astrophysicist, so don’t worry about a job that doesn’t seem like it’s â€Å"good enough.† Many rich and successful people starting out flipping burgers or folding clothes at their local mall. Ditto to people concerned about getting a job in high school that matches the career they want to have. If you can find a job as a high school student that’s in the field you eventually want to work in, that’s great, but be aware most high schoolers take jobs that have absolutely nothing to do with their career paths. That’s OK since your career goals are likely to change between high school and when you actually begin working full-time. The most important thing is just to get a job so you can get the work experience, new skills and added sense of responsibility. It’s OK if you don’t think the pay is that great or the job isn't something you’re really interested in. My first job paid very little and had nothing to do with my career goals, but I still got a lot out of it. If possible, I’d recommend an â€Å"official† job as opposed to under the table work like nannying since the former gives you more experience with common workplace tasks like clocking in and out, attending meetings, and working with managers and coworkers. These are all things you’ll probably need to know for future jobs, so it’s good to start getting used to them now.Workplaces known for treating young and new workers well are also a good bet. Finally, when you’re looking at jobs, make sure they’re convenient for you to get to and will work with your schedule. You don’t want to take a job only to find out a few weeks later that it conflicts with a sport or club you're in. Conclusion: The Benefits of High School Jobs Having a job is not for every high school student; many teenagers these days already have jam-packed schedules between school and sports and clubs. As a junior in high school, I had to cut back on my job hours during the school year because I was feeling overwhelmed with homework.However, for many high school students, there are numerous benefits to be gained by having a job. Not only will high school jobs give you a way to earn some money, meet new people, and gain some more responsibility, you can use your teenager jobs to get yourself a better job in college since can prove to employers you’ve already succeeded at one job. Some people wonder what the best jobs for teens are, but the truth is that any job with a decent boss, fair pay, and work that isn’t too miserable can get you all the benefits we discussed in this article. The most important step is just to go out there and find yourself a job. What's Next? Looking for job ideas?We've written a guide onthe eight best jobs for teensas well as steps to take to find the best job for you. Thinking about getting an internship?We've got you covered! Check out our step-by-step guide to getting an internship for teens for everything you need to know to land a top-notch internship. Looking to save your hard-earned earnings from your high school job? Check out our guides to saving money on the SAT and ACT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

A Raisin in the Sun Essay Example | Topics and Well Written Essays - 500 words - 1

A Raisin in the Sun - Essay Example Mr. Younger (Big Walter) and Mrs. Lena Younger had once dreamed of home ownership as she reveals to Ruth in Act I, scene 1: â€Å"We was goin’ to set away little by little and buy a little place out in Morgan Park. Had even picked out the house †¦ you should know all the dreams I had about buyin’ that house and fixin’ it up; makin’ me a little garden in the back †¦ And didn’t none of it never happen† (Hansberry 69). Lena and her husband soon discovered that there wasn’t anything left over each week to save. That Lena and Big Walter struggled their entire lives to provide shelter for their children and could never manage anything greater than the small two bedroom apartment that they â€Å"wasn’t planning on living here no more than a year† (Hansberry 44) indicates the struggle they had just to survive. Their inability to attain the house of their dreams was not the result of a lack of effort but instead the resu lt of a lack of opportunity. To buy the house now would simply ensure the family remains slaves to the house. Lena’s daughter, Beneatha, feels the money should be spent on her medical education. As a doctor, she is assured to make enough money to support the rest of the family while they seek their dreams. However, the medical profession was not an accepted occupation for a woman so Beneatha’s success was not guaranteed and the money would be wasted if she fails. Beneatha feels bounded by poverty and her gender as expressed to Joseph Asagai in Act I, scene 2. She tells him â€Å"Go ahead and laugh – but I’m not interested in being someone’s little episode in America† (Hansberry 92). Not only race but gender serves to bind her into a cultural definition she constantly struggles against. Walter, Lena’s son, feels the best way for him to help the family succeed is to go into business for himself as only entrepreneurs make any money. This is

Research paper Example | Topics and Well Written Essays - 1500 words

Research Paper Example Consequently, the innocent young girl encounters an enormous wolf in the woods in the process of delivering food to her grandmother. Thus, the young girl innocently informs the wolf of her destination. The wolf then goes ahead and swallows the girl’s grandmother. Unsatisfied, the evil wolf decides to wait for the young girl in the pretense of her grandmother. However, upon arrival the young girl notices some strange behaviors concerning her grandmother. First, her voice was extremely deep. In addition, her eyes and hands were also immensely enormous. Moreover, her mouth was also enormous. However, before the little girl could unravel the happenings the wolf pounced on her and swallowed her (Zipes 4). With his tummy full, the wolf fell into a deep sleep. However, in his deep sleep a stranger comes to the rescue of the duo. He cuts the wolf’s belly open with a saw to the delight of Little Red Riding Hood and her grandmother who emerge from the wolf’s belly unscathe d. Therefore, in order to teach the evil wolf a lesson the trio fills its belly with stones. Eventually, when the wolf wakes up he decides to run away, however, the stones weigh him down. Consequently, he collapses and dies. Therefore, it is clear that the tale attempts to outline the dangers of the enormous forest. In comparison with forest, the village offers a safe home as opposed to the former. Therefore, the tale was aimed at checking little children from engaging in dangerous practices since they could end up being harmed. COMPARISON WITH OTHER TALES Other tales such as Peter and the Wolf or The Wolf and the Seven Young Kids also employ a similar thematic footing. In both cases, the tales paint a thematic scenario in which an individual emerges unscathed from the belly of an evil wolf. As such, this thematic setting has been embraced by other numerous tales (Meidell 175). This overwhelming semblance to other fairy tales can be attributed to the origin of the tale reason being that the tale embraces a medieval bias that was popular in the ancient times. This similarity can also be associated with the moral lessons learnt from the tale. HISTORY OF LITTLE RED RIDING HOOD TALE Little Red Riding Hood has its origin rooted in various versions of the story in Europe. Consequently, its original versions date back to the 17th century (Iona and Peter 93). However, the tale was also told in both Italy and France in the fourteenth century. Consequently, this version was referred to as The False Grandmother. Therefore, this implies that the title of the tale varied from one region to another. As such, the original versions significantly differ from the present day versions (Tatar 17). For instance, the antagonist of the story needs not necessarily be a wolf. This implies that in other versions of the tale the antagonist is presented as a different character. For instance, an ogre is employed as an antagonist instead of a wolf. Other manuscripts also depict the antago nist in the form of a dragon. Nevertheless, the antagonist is depicted as a wolf in most cases. Since the tale is mainly meant for young audiences, the depiction of the antagonist as a wolf enables the audiences to easily associate and relate with the tale while appreciating its message. Consequently, depiction of the antagonist as an ogre may be effective for African audiences. However, in all these versions, the antagonist is depicted as an enormous and dangerous being. Moreover, the antagonist is

Business Ethics & Spiritual Intelligence in IHRM Assertion Essay

Business Ethics & Spiritual Intelligence in IHRM Assertion - Essay Example Conceivably, in its involved conceptualization, this prospect may also be indifferent to values of most western cultural dispensations. Definitely, the concepts behind what comprises the ideologies, stipulations and activities of managing persons in affiliations vary even among the European nations, and possibly between American settings. Tracing to the roots of the notion in the idiosyncratic achievement-based management culture of the U.S.A., IHRM is overtly universally conferred. Especially in writing about workforce management, it is overtly intricate not to mention this term, even in the global context within which most administrators currently function, either vigorously or passively oriented participants in the global economy. Pantry regard is directed to the probable implications of underlying notion, nor to its expression in the legislations and practices that international affiliations apply across diverse nations (Jac 2010). Often, these practices and policies are not appr opriate. . However, in numerous dispensations, such as the dynamic economical institutions of the former soviet corporation and China, and those societies that originated after the colonial ages consist of an immense percentage of inhabitants and the global land surface , IHRM stipulations and practices are occasionally uncritically conferred, virtually against the shelf. Moreover, this is not in an aim to degrade the contributions to worldwide management prospective that IHRM in numerous of its principles, such as the proficiency approach, may often make. It is basically to locate in its cultural application, and to look into its aptness in other cultural dispensations (Robert 2010). Furthermore, it is also meant to examine this in relation to contributions from other cultural dimensions, as well as the numerous cultural and directing the influences operating on the transnational affiliation (Betty 2009). Particularly, the initial directive explicates on the management of persons a pplying a numerous cultural design of conceptualizing the disparities and demarcating in the level of international affiliations. The next section applies an integrative approach of the transnational affiliation in order to prospect how diverse formulations of transnational affiliation directives may implicate on the way cultural disparities are perceived. Progressively, the following section expounds and examines the American design of the competent affiliation. Moreover, the proficiencies directive takes affiliation strategic and effective prospects as its beginning point in determination of the much-needed competencies for miscellany, enhancement and reimbursement (Fort 2001). This applies in the context that is not the most pantries to determine international proficiencies. This translates to a discussion of expatriation and transnational professions, taking the resemblance of the missionary affiliation and the allegory of the Dutch design. Furthermore, the following sections ad dress the cultural involvement of diverse approaches to the administration of persons in transnational affiliations. In the study, the Japanese design is in study whereby, it encompasses on the motivating affiliation, translating the notion of motivation to inculcate loyalty while explicating on the integration of Japanese knowhow to other dispensations. Moreover, another section concentrates on the notion of the learning affiliation via the cultural focus of the British design. Moreover, not all learning affiliations are British in nature, yet the British edifying setting is

Compare between the new and the old enforcement arbitration law of Research Paper

Compare between the new and the old enforcement arbitration law of Saudi Arabia and the legal effects on the international agree - Research Paper Example 15). After this law, the previous law was referred to as the old law, which pledged to modernize the nation’s arbitration regime in a number of ways. Most significantly, this new law restrains the nation’s court intervening power with regards to arbitration through acknowledging the parties’ autonomy to deal with the arbitration process (Rawlings et al. 16). The new Saudi Arabian law addresses a vital concern under the old law, which is the power to the nation’s courts to reopen, as well as effectively re-litigate awards on their principles (Jones Day 1). Even though, the new law is an acknowledged enhancement, which promises considerable changes in Saudi Arabia, the event of change in practice remains unclear to date. Much will rely on the text of the executing principles and where the country’s courts stand with regards to the new law (Rawlings et al. 16). Many critics consider that this law slightly killed the independence of the Saudi Arabian co urt system while others argue that the law works to develop the nation, unlike the old law. This paper will take into consideration these arguments and bring out which law is better. It will also discuss the international effects of the legislation of either of the laws in order to note the significance of each. Provision of the Two Laws The New Law Encouraged by the UN Commission of International Trade Law (UNCITRAL) Model Law on International/Foreign Commercial Arbitration, which has been endorsed by a number of regimes, Saudi Arabia’s new law acknowledges parties’ independence to concur on significant aspects of their arbitration process (Rawlings et al. 44). Most importantly, the law respects the right of groups to arbitrate under a governed set of arbitration principles. This is a significant development, which tackles a region of uncertainty, which was present during the old law days. This new law acknowledges parties’ option of governing language, law and arbitrators provided that the sole arbitrator is a qualified lawyer (Rawlings et al. 44). This law also bestows with the entry under the old law for groups to file their agreements with courts for validation prior to commencing arbitration (Jones Day 1). The new law further respects that an agreement between parties can be published in a correspondence among them. The law dictates that arbitrators should have an encouraging obligation to keep groups updated with circumstances, which might lead to a conflict of interest (Rawlings et al. 45). This new law dictates straight procedure for resolving disputes by the arbitral tribunal, such as time restrictions for complaining groups to lodge doubts in the applicable court (Jones Day 1). This eliminates the capacity of groups to oppose to the execution of arbitral awards on such grounds when they did not raise it earlier within the time limit (Rawlings et al. 45). When the groups have not concurred on specific arbitration regulations such as the ICC, the law dictates a detailed arbitration course, which applies by default to all (Jones Day 1). The arbitral award should be granted within a year from the date, which arbitration started depending on the arbitral tribunal's authority to prolong this by an extra 6 months and the groups’ ability to concur with longer extensions. This grants the arbitral board a much more practical timeframe to resolve key commercial disputes, which

Federal Estate Tax Essay Example | Topics and Well Written Essays - 1000 words

Federal Estate Tax - Essay Example Through the history of mankind, there have been several social issues which fail to attain the justified attention in sociological research, despite the fact that nobody gravely questions their implication for society, and the inheritance of private wealth from one generation to the following forms one such crucial sociological issue in the modern time. An awareness of the fact that about 550 billion dollars, which is more than 4% of the American GNP, are transferred per annum in the United States also suggests why the bequest of wealth and the Federal Estate Tax forms some central topics of sociological scholarship. "Estate taxation, one of the crucial areas of conflict in the regulation of the transfer of property, has become a topic of substantial political debate in the United States in recent years, and this has also prompted scholarly interest in the issue... One of the more interesting questions about the estate tax is why it is such a controversial tax..." (Beckert, 522) In f act, a sociological analysis of the Federal Estate Tax provides the most effective conclusion on why the arguments against the death tax have a superior point against those in favor of it in the essential controversial debate of the day, and there are important research evidences suggesting that the death tax has several limitations from the sociological point of view. Commendable researches on the topic of the Federal Estate Tax have concluded on the various arguments for and against the law which ultimately point out that it creates several issues to the taxpayers and that the limitations of the law concerning the economy and the environment far surpass the latent advantages of the law. The strong protest against the death tax in the current circumstances has been the result of several economic, sociological, and political considerations which prove significant to the entire system of the society. The economic perspective on the question argues that the Federal Estate Tax holds back the accumulation of capital and the growth of the economy. Important economic assessments on the topic conclude that the estate tax proves to be most detrimental to the economic growth of the federation. The taxes on the transference of property reduce the capital value of the property and diminish the finds intended for the preservation of labor. Taxes such as the Fe deral Estate Tax are unthrifty taxes which may enhance the revenue of the government, but rarely contribute to the good of the people affected, and they prevent the distribution of the national capital in the way most beneficial to the community. "For the general prosperity there cannot be too much facility given to the conveyance and exchange of all kinds of property, as it is by such means that capital of every species is likely to find its way into the hands of those who will best employ it in increasing the productions of the country." (Ricardo, 108) Therefore, the economic arguments against the Federal Estate Tax substantiate the sociological arguments against the same. The fact that there have been significant moves in the Congress to permanently repeal the federal estate tax also point to the limitations of the tax. Though there are ongoing debates on the repeal of the death tax, it is often assessed at a higher rate on the accumulated savings of deceased persons

Compare between the new and the old enforcement arbitration law of Research Paper

Compare between the new and the old enforcement arbitration law of Saudi Arabia and the legal effects on the international agree - Research Paper Example 15). After this law, the previous law was referred to as the old law, which pledged to modernize the nation’s arbitration regime in a number of ways. Most significantly, this new law restrains the nation’s court intervening power with regards to arbitration through acknowledging the parties’ autonomy to deal with the arbitration process (Rawlings et al. 16). The new Saudi Arabian law addresses a vital concern under the old law, which is the power to the nation’s courts to reopen, as well as effectively re-litigate awards on their principles (Jones Day 1). Even though, the new law is an acknowledged enhancement, which promises considerable changes in Saudi Arabia, the event of change in practice remains unclear to date. Much will rely on the text of the executing principles and where the country’s courts stand with regards to the new law (Rawlings et al. 16). Many critics consider that this law slightly killed the independence of the Saudi Arabian co urt system while others argue that the law works to develop the nation, unlike the old law. This paper will take into consideration these arguments and bring out which law is better. It will also discuss the international effects of the legislation of either of the laws in order to note the significance of each. Provision of the Two Laws The New Law Encouraged by the UN Commission of International Trade Law (UNCITRAL) Model Law on International/Foreign Commercial Arbitration, which has been endorsed by a number of regimes, Saudi Arabia’s new law acknowledges parties’ independence to concur on significant aspects of their arbitration process (Rawlings et al. 44). Most importantly, the law respects the right of groups to arbitrate under a governed set of arbitration principles. This is a significant development, which tackles a region of uncertainty, which was present during the old law days. This new law acknowledges parties’ option of governing language, law and arbitrators provided that the sole arbitrator is a qualified lawyer (Rawlings et al. 44). This law also bestows with the entry under the old law for groups to file their agreements with courts for validation prior to commencing arbitration (Jones Day 1). The new law further respects that an agreement between parties can be published in a correspondence among them. The law dictates that arbitrators should have an encouraging obligation to keep groups updated with circumstances, which might lead to a conflict of interest (Rawlings et al. 45). This new law dictates straight procedure for resolving disputes by the arbitral tribunal, such as time restrictions for complaining groups to lodge doubts in the applicable court (Jones Day 1). This eliminates the capacity of groups to oppose to the execution of arbitral awards on such grounds when they did not raise it earlier within the time limit (Rawlings et al. 45). When the groups have not concurred on specific arbitration regulations such as the ICC, the law dictates a detailed arbitration course, which applies by default to all (Jones Day 1). The arbitral award should be granted within a year from the date, which arbitration started depending on the arbitral tribunal's authority to prolong this by an extra 6 months and the groups’ ability to concur with longer extensions. This grants the arbitral board a much more practical timeframe to resolve key commercial disputes, which

Accreditation of Healthcare Institutions Essay Example | Topics and Well Written Essays - 500 words - 2

Accreditation of Healthcare Institutions - Essay Example   Health accreditation of institutions acts as a catalyst in improving and strengthening the quality and service provided to its beneficiaries. It also helps them be better prepared for new and reemerging old challenges (CDC, 2012). The accreditation helps measure the institution as to where its standards in terms of meeting its goals and can also act as a SWOT analysis of the institution itself. The institution can then work on its weaknesses. It also increases the accountability of health institutions towards its stakeholders (CDC, 2012). The accreditation process involves that the organization responsible for accreditation of healthcare institutions has to conduct some procedures in order to ensure compliance with standards and procedures. Each accrediting organization has its own set of procedures; however, normally the organization responsible for accrediting conducts a survey from the customers in order to see whether they are satisfied with the standard of care provided to them (Nicklin, 2011). This helps the organization in measuring whether the beneficiaries of the healthcare services are happy with the level of service they are getting. The organizations then themselves visit these healthcare institutions in order to check that the services, facilities, and procedures are in line with the standards and norms set by the regulating body (Nicklin, 2011). After making the analysis of the institutions, recommendations are made for improvement and compliance with the standards and regulations set by the regulating b ody. National Commission for Quality Assurance (NCQA) accreditation health care plan has been termed as a gold standard for improving healthcare services and facilities (NCQA, 2012).  Ã‚  

Adultery and Society Essay Example for Free

Adultery and Society Essay Much has already been said about Couples – John Updike’s controversial 1968 novel about the lives and indiscretions of well-off couples living in the suburban town of Tarbox, Boston. At first glance, the novel may seem like a run of the mill erotic novel – tawdry and titillating, but nothing more. This was, in fact, the common perception that greeted the novel on its debut in 1968, hence its notoriety as a â€Å"controversial† novel. Much of its hype, however, is not lost, considering the amount of sex – illicit and otherwise – that graces the pages of the novel, as well as the forthright manner with which Updike boldly discusses these activities. Scandal and notoriety prevented a proper and contextual understanding of Updike’s novel, leaving it languishing in literary purgatory. In time, however, with the changes in society and modern views on sex, Updike’s Couples has, to some degree, been resurrected and reevaluated with a different perspective and point of view. Though still shocking in its extensive discussion of adultery and lecherous behavior in general, the novel has finally emerged from under its tag as a bawdy piece of B-rated literature to become one of Updike’s signature novels. No longer viewed as eroticized sensationalism, the novel is now seen as a representation of Updike’s most striking leitmotif: suburban adultery. If not erotica for eroticism’s sake, what then is the central thought in Updike’s Couples? Such is the question that this paper now intends to answer. This paper posits that John Updike’s Couples reflects the collapse of traditional values in the face of modernity particularly in the early 1960s. With the parameters of sexuality shattered by the advent of birth control, wealthy men and women living the â€Å"perfect† life are actually morally in disarray. Society, despite its beautiful and urbane facade, is in reality rotting away and slowly experiencing a moral decay. The beauty of suburbia and its polished citizens stand in sharp contrast to the breakdown of social norms and propriety. Such is the theme of John Updike’s Couples. To prove so, it is necessary to first look into the writer himself, John Updike. Much of his writings reflect his personal opinions, of course, and understanding the writer will most certainly provide a better contextual understanding of the novel. Moreover, it is necessary that a discussion of the era (early 1960s, under the Kennedy administration) be conducted in order to fully relay the circumstances that give way to the morally reprehensible â€Å"system† established by the titular couples. Lastly, this paper shall look into the juxtaposition of aesthetics (the beauty of both the people and the suburban town they inhabit) and the rotten structure of banality they willingly cling to. These are the significant aspects of John Updike’s Couples that shall be discussed. First of all, who was John Updike? Little is known about Updikes childhood, except that he was born to a middle class Pennsylvania family in 1932. John Updikes interest in writing began with his mothers instructions, herself a prolific writer. His mothers influence proved intense and enduring, giving him the strength and courage to continue with writing. Despite the lack of sufficient funds for his education, Updikes talents received recognition and earned him a full scholarship at Harvard University, where he joined the Harvard Lampoon. Upon graduation, he joined the New Yorker, which published his first story, Friends from Philadelphia, in 1954. The story would soon be followed by several more of his writings, all published through the New Yorker. By the end of the 1950s, Updike was reaping the fruits of a successful literary career (Pritchard 2000, p. 2). It was not, however, his writing technique that caught the fancy of critics. Though fluid and never boring, it is not his efficient style that gained support for John Updike. Unfortunately, his choice of subject matter overshadowed his style of writing, essentially giving way to the â€Å"controversial† tag. Couples is just one example of his unique point of view and manner of describing even the most intimate of details (Amidon 2005, p. 51). The mention and overt discussion of sex remained quite touchy, if not entirely taboo, even as society during the 1960s had significantly modernized. The effect of his controversial topics, however, had led to a period wherein his writings were shunned, to a certain degree, and remained misclassified as bawdy erotica. â€Å"Suburban adultery†, a topic most associated with John Updike, is born of his own experiences in grappling with the temptations of sex and desire. The writing of the novel Couples came at a time when he was completely confused in his personal life, particularly with regards to his marriage. Updike was in the middle of a passionate love affair and was, in fact, contemplating filing for a divorce. In the end, he decided not to push through with the plan for divorce (Pritchard 2000, p. 119). The topic, therefore, is described vividly in every scene of the novel, reflecting Updikes own struggle with his inner demons and the destruction of the institution of marriage before his very eyes. The crumbling of his own marriage proved to be the very basis of Couples. To Updike, a certain degree of the story of a failed marriage is â€Å"sad magic† (Pritchard 2000, p. 124). Extramarital relations for Updike are not erotic, despite the manner with which he describes the sexual activities of his characters in the novel. Rather than titillating, the goal of Updikes prose is to portray the emptiness that these affairs and illicit relationships cause. There is no desire to eroticize or sexualize the characters; the idea is to present the weaknesses of their personalities and the ramifications of unbridled desire. It is not specifically aiming for preaching either, focusing only on the emotional hollowness that gives birth to the seed of lust and temptations in the first place. As Updike himself explains, his idea of sex in his literary achievements is far from intentionally erotic. Rather, the idea is to create a portrait wherein sex is a tool; it is a means by which Updike indicts the weaknesses of societys moral fiber. As he said of sex in his writings in an interview with CNN, â€Å"Ive seen it said of my work that its anti-aphrodisiac, that it doesnt – that my descriptions of sex doesnt turn you on. But theyre not really meant to do that. I mean, sex described in detail is not a turn-on† (Austin 1998). Updike is far from a prude, true, yet his writings are not erotic for eroticism’s sake. The goal is to present moral weaknesses, not join banality. Unlike the earlier accusation of critics, the story of Couples is far from erotic, despite its routine use of sexual scenes and explicit activities. The story revolves around the lives of several couples living in an upscale community in Tarbox – a fictional suburb located in Boston. These young couples live wealthy lifestyles and have enough time on their hands to fool around. Piet Hanema, for example, is a serial adulterer. He has trysts with Foxy, as well as with several more of the novels women. His decadence is merely one of the morally bankrupt scenes in the story. It is not just Piet, though, who experiences a life of immorality and lack of a moral center. The couples engage in â€Å"wife-swapping† activities, such as in the case of the Applebys and the Little-smiths. None of the members of the community are entirely above the erotic rondalla, sending everyone in the community into a moral tailspin. In the end, however, it is Piet and his mistress Foxy who are cast out from the lot. Piet, since the beginning of the novel, is insistent on gaining freedom from his marriage. Though initially not bent towards the destruction of his own marriage, in the end, Piet divorces his wife Angela and his thrown out of the apartment with his mistress. As Greiner (1984) points out, â€Å"lovers are drawn as much to what destroys marriage as to what supports it† (p. 146). They are far from completely beyond the trappings of love, hence its effect as a double-edged sword. While it is love that bound two souls together under the sacrament of marriage in the first place, it is also â€Å"love† or whatever passes for it that successfully questions the sacrament and stands as a threat to its stability. Despite accepting the sacrament of marriage and his chained life, Piet needs and wants room, seeking sex and love from elsewhere despite his wifes presence. There is a need to hone his skills as an illicit lover, and the adrenaline rush of such relationships do exist. And yet despite their illicit activities and immoral actions, Updike refuses to view his characters as villains. They are far from perfect, given their morally unstable relationships, and they are all tottering over the edge of hell with their hypocritical Presybterian lives. None of them truly lives up to the Christian ideals, and they can be described as having their own religion – the religion of sex and lust. Despite these errors and flaws, however, the characters are not evil per se. They are, rather, personifications of Updikes understanding of suburbia and the moral decay that goes on behind the facade of wealth and propriety. They are weak, not evil, and are merely caught in the struggle to keep up with the liberal times even with the significant changes in society during this period (Greiner 1984, p. 148). Unfortunately, the highlighting of adulterous Tarbox soon became news across every home in the United States. Rather than view the sublime veins incorporated in Updikes novel, it was soon branded sensationalized and controversial. Protests emerged, decrying Updikes use of explicit words and graphic portrayal of sex. Perhaps most important of these criticisms, however, may be Anatole Broyards criticism of Piet Hanema, noting that there could be no sympathy for a â€Å"fornicator† (Greiner 1984, p. 149). In this the critics see the point of Updikes novel, yet completely miss it as well To classify Updikes novel as no more than a potboiler is to ignore its finer and less prominent points. To many, the adulterous activities and their graphic descriptions are the core of the novel. Looking past beyond such however, is the only way to find the true meaning of Updikes Couples. In the world of Tarbox, sex is just another ordinary day. Despite their preoccupation with it, sex is not the core of the community. It is, of course, an ironic glue that brings various couples together and inevitably unhinges them when the time comes. The characters are simply wandering from one relationship to another, in search not of true love, but of companionship and momentary beauty. Rather than portray the couples as treacherous villains determined to subvert the values of the day, Updike presents them as brats unwilling to succumb to the demands of married life. The central concept of their lives is â€Å"fun†, and with the end of each day, beyond the trappings of the suburban community, husband and wife find themselves alone with the bills, the children, the leftover food and the dishes to wash. To a certain degree, such a relationship is less exciting and not quite as desirable as spending time with the equally bored neighbors (Grenier, 1984, p. 151). The couples, therefore, are far from total villains and much easier to understand as adults with the minds of young children, unwilling accept responsibility yet entirely willing to pursue the cult of fun. To say that they are the product of a determinedly lost generation is to heap unnecessary blame on the characters. It is not that they preeminently wished for the structure of such a morally reprehensible situation. The issues in the novel are, in fact, the product of the times. The characters are merely swept up in the current, following the changing values and transitional problems that occur when modernity clashes with traditional values. There are changes in society, with growing wealth and scientific advances, and it is simply not possible to ignore the changes; the characters succumb to the call of the â€Å"wild† despite their surface urbanity. As mentioned earlier, it is not an innate â€Å"evilness† that Updike wishes to uncover in his Couples. The underlying core is less sinister than what critics and censors of his day had easily assumed. In truth, the story of Updikes novel is no more a potboiler than a thriller. It is simply a portrayal of Updikes own nostalgic view of the changes in society, including the slow deconstruction of a small town similar to the one he grew up in. Throughout the novel, the tone is largely wistful, reminiscent of a different past. There is something in the manner with which Updike contrasts the beautiful town and the rotting away of its core; a resounding sigh seems to escape Updikes lips with every word. Much of the storys very core is essentially reliant on the time frame of the novel. Updike pegs it on the early 1960s, under the Kennedy administration. As he himself pointed out, there is no way that the plot couldve existed in a different era. He noted that the action â€Å"could have taken place only under Kennedy; the social currents it traces are as specific to those years as flowers in a meadow are to their moment of summer† (Neary 1992, p. 144). There is something specific in the era that Updike particularly takes note of: the introduction of the bill and the liberation of women from the yokes of pregnancy. Without fear of pregnancy hanging over their heads, sex outside of marriage becomes a much more realistic possibility. It is what Updike calls the â€Å"post-pill paradise† (Sheed 1968), a world wherein the problem of unwanted pregnancy no longer exists. Updike describes his characters as wealthier than their predecessors, having been born into an era of relative prosperity. There is no limit to their desire for fulfillment, regardless of the price. They are driven by the id, raised in a culture of â€Å"me† and supported by the changing society. It is not just Tarbox which is changing. It is far from a microcosm entirely separate from the rest of society. Updike does not portray the suburb as a cancer entirely separate and different from the rest of the country. Rather, the suburb of Tarbox is a representative of many. The characters, themselves generic, are easily interchangeable and quite possibly recognizable in any town across the United States. In this world of change, not omly the couples of Tarbox are transformed. They are part of a larger social transformation, and Updikes focus on their interactions and illicit affairs present his understanding of society (not just suburbia) in general. The couples, though seemingly too deviant and unbelievable to be considered general stereotypes, are in fact Updikes definition of the moral breakdown of society. It is not an indictment of suburban life (despite the use of the term â€Å"suburban adultery†). The location of his subjects is more of a realistic portrayal than an unfair indictment. His judgment is not one of localization. Rather, Updike is presenting the class most affected by the changes in the Kennedy administration, primarily due to their wealth and social status. It is also in this level that the reality of class versus crass becomes most realize. Behind the beautiful homes and educated facades, there is darkness. The players randomly select their next partner, playing a grand, elaborate and ritualistic game of musical chairs with their neighbors. Play, again, is a significant theme in Updikes novel, being the central concept that drives the couples to pursue sexual adventures again and again. The significance of the time period should not be ignored. Updike describes his characters as the products of national tribulations. Following the Great Depression and World War II, these young couples find themselves thrust into a new America, one that struggles to keep up the facade of decency while slowly eroded away by modernity and the vulgarity of the new world order. These characters are far from intentionally indecent, however. Their initial goal was to be enveloped in beauty, separate from the staleness of the rest of the nation and the vulgarity that threatens to creep up the morality ladder (Sheed 1968). In the end, however, they find themselves in a vulgarity of their own making, hidden under the sheen of decency and beauty that the suburbs signify. Quoting Updike, â€Å"the ultimate influence of a government whose taxes and commissions and appetite for armaments set limits everywhere, introduced into a nation whose leadership allowed a toothless moralism [sic] to dissemble a certain practiced cunning, into a culture where adolescent passions and homosexual philosophies were not quite yet triumphant, a climate still furtively hedonist† (Neary 1992, p. 146). The passage describes Updikes view of the world in which the couples were molded. For all their failures and flaws, these characters were but the products of a bigger problem. Society itself, led by the government, was far from the pristine, moral structure it once was. The Applebys, the Little-smiths, the Guerins, the Constantines, the Hanemas etc. are merely the by-products of a flawed era. The destruction of society, therefore, does not begin and end with suburban adultery. It is merely a microcosm of a larger decay – one that goes beyond the wife-swapping activities of the inhabitants of Tarbox, Boston. In part, Updike’s focus is on the period and the circumstances that give rise to the opportunities for suburban adultery. One significant detail that Updike notes is the introduction of birth control. Whereas the novels of the 1950s focused on the â€Å"everyone is pregnant† motif, in Updike’s novel it is more of an â€Å"everyone is guilty† narrative (Greiner 1984, p. 145). Previously, pregnancy outside of marriage was the biggest obstacle for illicit lovers. Physical consummation, after all, could always leave an undeniable proof in the woman’s womb. With the introduction of the pill, however, a new â€Å"paradise† is opened to the people, with the characters of Updike’s Couples taking full advantage of the situation. These new methods of birth control had, to some effect, liberated the characters from the burdens of pregnancy. Now as long as his mistresses would remain on the pill, Piet would have no problems keeping his affairs in order. No longer would the characters of Updike’s novel fear the repercussions of sex outside of marriage, hence the ease with which they gradually fall into the abyss of sexual debauchery and adultery. And yet it seems as if this is just the tip of Updike’s metaphorical discussion. More than an indictment of the potentially â€Å"evil† consequences of birth control (such as the encouragement of promiscuity, perhaps), Updike’s inclusion of the pill is less of a reproach and more of a symbolism. It is not the pill per se that drives the characters into the arms of others. It is the slow break-down of society, particularly religion. The pill is merely a tool by which society slowly presents its disintegration. In itself, it cannot be identified as the cause of social decay. Rather, it is a sign of the changing times – a symbol of the struggle of the old traditional values to keep up with the changes in the modern world. In Updike’s own point of view, the concept of the novel is not really adultery. It is a discussion of the disintegration of society through the disintegration of church. Marriage, after all, is a sacrament. The destruction of marriage, therefore, does not signify the end of a union alone. It is a metaphor for the slow destruction of the church and its foundations. Sex is the new religion (Greiner 1984, p. 149). With the church crumbling and religion not as reliable as it once was, the characters of Updike’s Couples seek comfort and solace from another source. Marriage is not enough to provide the human warmth the characters require. They are not villains, just people trapped by circumstances and incapable of escaping from the needs of the flesh. It is a religion in itself, this search for fun. Quoting from the jacket blurb of Couples, Sheed (1968) notes how one character is supposed to be a priest and the other a scapegoat. In some ways, the idea of a spiritual leader leading the empty towards greater hypocrisy and shallowness is apt for the story. Fred Thorne is identified as the priest, the leader who organizes parties and games for the bored couples. His party on the night of Kennedy’s assassination is telling; the couples swear to be solemn yet soon revert to their partying ways. In a sense, this invokes a feeling of emptiness, of floating through space. These characters have nothing else but their physical selves to cling to. The government’s leader is assassinated, God strikes his own church with lightning and society is giving way underground to new bores. In essence, they are free of religious and political encumbrances, only to realize that without these structures there is almost nothing to hold on to at all. In the end, there is nothing but the warmth that sex provides – be it illicit or otherwise – giving a physical reality to the world. Without this physical connection, they are lost. The couples move around, shuffle in their beautiful clothing and beautiful homes. Beyond the facade however, are emptiness and a world of gradual moral decay. Works Cited Amidon, Stephen. â€Å"Unzipped: John Updike’s Prose is as Supple as Ever in This Chronicle of a Lifetime’s Erotic Exploits. † New Statesman, 134. 4724(2005): 51 Austin, Jonathan. â€Å"His Characters Allow Updike to be ‘Free’. † CNN. Com, 16 November 1998. Available 27 April 2008, from http://edition. cnn. com/books/news/9811/16/updike/index. html Greiner, Donald. John Updike’s Novels. Athens, OH: Ohio University Press, 1984 Neary, John. Something and Nothingness: The Fiction of John Updike and John Fowles. Carbondale, IL: Southern Illinois University Press, 1992 Pritchard, William. Updike: America’s Man of Letters. South Royalton, VT: Steerforth Press, 2000 Sheed, Wilfrid. â€Å"Couples. † The New York Times, 7 April 1968. Available 27 April 2008, from http://www. nytimes. com/1968/04/07/books/updike-couples. html? pagewanted=1 Updike, John. Couples. NY: Ballantine Books, 1999

Torts and Negligence Case Study

Torts and Negligence Case Study Sajesh Maharjan Introduction Anna, a cafà © owner, went to the tour Honey Bee Nature Appreciation Tours operated by Trevor and had injured her knees after stumbling down the hill side. She got treatment in the hospital and fully recovered in a month. Now Anna decides to enforce tort law against Trevor who is not only the operator but also the sole owner of the tour company for negligent act and seek 12 months earnings in lost income and punitive damages. In this regard, Anna is the Plaintiff who has suffered personal injury and Trevor is the Defendant who will have to compensate for damages to the Plaintiff if proven guilty in the court. However, the burden of proof lies with Anna and she must establish following three things on the balance of probabilities that the Defendant owed Plaintiff the duty of care, the Defendant breached their duty of care and the Defendants actions have caused the Plaintiff to suffer loss or damage. Trevor has contributory negligence as a part of the defence against Anna. Duty of Care The issue is whether the Defendants conduct/actions could cause harms/injury to Plaintiff during the time of tour. In other words, Anna is required to prove that the personal injury suffered by her was reasonably foreseeable and was a result of the act(s) or omission(s) of the Trevor in order to establish the duty of care. The neighbor principle laid out by Lord Atkin in Donoghue v Stevenson [1932] is dominantly used in testing whether the Defendant owed Plaintiff a duty of care. According to that principle, the Defendant is said to owe a duty to take reasonable care of the Plaintiff where the Defendant would have reasonably foreseen the injury to the Plaintiff by the Defendants action or carelessness. Evidence of the duty of care is more easily recognized in cases involving established categories such as Parents and their children, employers and their employees, doctor and patients, teachers and students, manufacturers and consumers, etc. These established categories can be easily found in cases such as JD v East Berkshire Community NHS Trust and others [2005], Smoldon v Whitworth [1997] etc. Honey Bee Nature Appreciation Tours is solely owned and operated by Trevor. He takes maximum of six people (paying trekkers) once per week on a six hour walk during daylight to in bird watching and similar activities. The established category of a Professional and their customers can be applicable to the case of Trevor and Anna since Trevor provides professional service of walking tours and bird-watching activities and Anna pays for that service. Moreover, it is reasonably foreseeable that his activities and carelessness have impacts on those who attend his walking tours and owe duty of reasonable care to the paying trekkers. This is supported by the case of Smoldon v Whitworth [1997] where facts were similar. Therefore, it is evident that Trevor had duty of care over Anna who attended the walking tour. Breach After duty of care has been well established, the next issue is whether the Defendant breached the duty of care over Plaintiff. Alternatively, the next step is to identify whether Trevors act(s) or omission(s) failed to meet the standard of care required by the law. A Defendant will be held liable for negligent conduct that falls below the legally accepted standard of care for the significantly foreseeable risk of injury. It is stated in the s9 (1) of Civil Liability Act 2003 (QLD) that a person is not said to have breached the duty to take precautions against the risk, unless the risk was foreseeable, the risk was not insignificant and a reasonable person in the similar position and circumstances of the Defendant would have taken precaution. Section 9 (2) of Civil Liability Act 2003 (QLD)   lists out the factors that are taken into considerations for determining whether a reasonable person would have taken preventive measures against risk of injury which are as follows: the probability of occurrence of injury/harm without precaution the likely seriousness of the injury the burden of taking precautions to avoid the risk of injury the social utility of the activity that cause the risk of injury These factors are applied in determining the standard of care that a reasonable person would have taken by balancing the first two factors against the second two. The risk of harm/injury is compared against the practicality of taking precautions to avoid the risks. Before the tour, Trevor advised the tour participants to wear sensible shoes and clothing and that all the walks are conducted during daylight. He also notified regarding several fall injuries in the past because of trips during night time. He also mentions that the participants will be provided with the water and sandwiches during the trip. One of the important facts presented in the case is that he left the tour participants (trekkers) on their own during the break so as to scout for a new location. Moreover, he gets lost in his work and takes much longer that he expected which delayed the return trip and compelled to walk during dark. A reasonable person in Defendants position would not have left the participants unsupervised for such a long time. The facts do not disclose whether Trevor instructed to the participants that the alcoholic beverages were allowed during the trip. However, a reasonable person would have clearly indicated whether the alcoholic beverages were allowed during the trip besides sensible shoes and clothing. Similarly, a reasonable person would have scouted new places before the trip. And if the scouting has to be done during the trip, a reasonable person would have taken the note of time and wouldnt delay the return. The only thing which wasnt foreseeable for a reasonable person is that someone would change into high heel shoes in the middle of the trip during bird observation. Therefore, it can be concluded that Trevor has breached his duty of care from the given facts. This is reinforced by the case of Vaughan v Menlove [1837] where the Defendant did not acted as a reasonable person would h ave. Damage The major concern here is whether the breach of duty by Trevor has caused injury to Anna. Anna has to demonstrate to the court that Trevors negligent action was the main cause, though not necessarily the sole cause, of her damage. Section 11(1)(a) of Civil Liability Act 2003 (QLD)clearly states that the breach of duty was a necessary condition of the occurrence of the harm. This calls for the but for test which examines would the Plaintiff have suffered the damage but for the defendants negligence. In addition to the cause, Plaintiff is also required to prove that the damage incurred was within the scope of liability. Anna has to show that her injury was a foreseeable consequence of Trevors negligence. The question here is whether Trevors negligent action of leaving the tour participants unsupervised during the break, scouting for new location without keeping track of time have caused the Anna to suffer injury. It is true that the Trevors negligent act has caused the Anna to incur personal injury. Firstly, had the Trevor not left the group unsupervised, he could have been able to find that Anna had brought wine for the trip and he could have taken actions which would avoid Anna to consume half the bottle of wine by herself. Secondly, if Trevor had kept track of time and while he went for scouting location, they could have made the return trip during daylight before sunset when the forest was not dark. Thirdly, Trevor knew that there is risk of fall injuries during the trip made in night or when the forest is dark. Therefore, Trevors negligent act was the cause of Annas injury which is supported by the case of Strong v Woolworths Ltd [2012] and Annas personal injury was a reasonably foreseeable consequence of Trevors negligence as in the case of Hughes v Lord Advocate [1963]. Defence After the Plaintiff has established the necessary duty, breach and damage, then the Defendant can institute any defences in order to reduce or eliminate their liability. The common defences are contributory negligence and voluntary assumption of risk. The issue regarding this case is whether Anna contributed to her loss/injury and voluntarily assumed the risk. For contributory negligence, it is mentioned in the s 23 (2) of Civil Liability Act 2003 (QLD) that the standard of care of the Plaintiff is that of reasonable person in the position of the Plaintiff and what the Plaintiff knew or ought reasonably to have known at that time. In this case, Anna drank half a bottle of wine during break and changes her runners into high heel shoes during the return walk. Anna had also offered the wine to other people who walked the tour but everyone refused. A reasonable person in Annas position would not intake alcoholic beverages during walking tour and would not have changed their runners into high heel shoes. Moreover, when Anna got injured, she was under the influence of alcohol. Section 47 of Civil Liability Act 2003 (QLD) states presumption of contributory negligence if the person who suffers harm is intoxicated. Therefore, Anna has definitely contributed towards her injury. Voluntary assumption of risk arises in cases of recreational sports/activities which involves obvious and inherent risk. It is stated in the case that the bush tracks used for walking tours of Bushland surrounding the Bunya Mountains are not particularly strenuous. Thus, there is no voluntary assumption of risk in this case. Remedies The key concern at this point is whether the damages sought by the Plaintiff recoverable. The issue here is whether Annas claim for 12 months lost in income and punitive damages for Trevors negligence are fully recoverable. Section 52 of Civil Liability Act 2003 (QLD) explains that a court cannot award punitive damage in relation to personal injury damages unless the act that caused personal injury was unlawful intentional act to cause personal injury or an unlawful sexual assault or misconduct. Similarly, it is mentioned in s 54 of CLA 2003 (QLD) that the maximum award a court may make is for an amount equal to the present value of 3 times average weekly earnings per week for each week of the period of loss of earnings. Moreover, according to the s 24 of Civil Liability Act 2003 (QLD),In deciding the extent of a reduction in damages by reason of contributory negligence, a court may decide a reduction of 100% if the court considers it just and equitable to do so, with the result that the claim for damages is defeated. We are provided with the facts that Anna is transported to the hospital and recovered fully in a month. Despite full recovery from the injury, Anna closed her cafà © and decides to claim for 12 months in lost income and punitive damages. The facts presented in the case and the prevailing legislation suggest that she would not be awarded for punitive damages since Trevor had no intention of causing damage/harm to Anna. Moreover, she would also not be getting her claim of 12 months earnings since she fully recovered in a month and a court could provide a maximum award of 3 times average weekly earnings per week for the period of loss of earnings. Therefore, she may be entitled to benefit of maximum of 3 months earnings with reduction up to 100% because of her high contributory negligence. Conclusion Finally, it can be concluded that Trevor had a duty of care over Anna, breached his duty of care and caused serious knee injury to the Anna. After being fully recovered in a month, Anna decides to close down the cafà © and sue Trevor. Anna is likely to be awarded with 1months earnings or even less for lost income because of her high contributory negligence. References Legislation: Civil Liability Act2003 (QLD) Section 9(1) Civil Liability Act2003 (QLD) Section 9(2) Civil Liability Act2003 (QLD) Section 11(1) (a) Civil Liability Act2003 (QLD) Section 23(2) Civil Liability Act2003 (QLD) Section 24 Civil Liability Act2003 (QLD) Section 47 Civil Liability Act2003 (QLD) Section 52 Civil Liability Act2003 (QLD) Section 54 Cases: Donoghue v Stevenson [1932] AC 562 JD v East Berkshire Community NHS Trust and others [2005] 2 WLR 993 Smoldon v Whitworth [1997]PIQR P133, CA Strong v Woolworths Ltd [2012] HCA 5 Hughes v Lord Advocate [1963] AC 837 Vaughan v Menlove [1837] 132 ER 490 (CP)