A leadership paper on Abigail Adams Essay

Abigail Adams, an active letter writer, early feminist, and patriot, was an inspiring leader who used her intelligence and wit to open the doors for many significant things to come. Her accomplishments as a leader will never be forgotten and are very well respected. Every historical figure can be evaluated in different ways, using different criteria; but most people will agree that Abigail Adams contributed greatly to history, in providing both documentation and leadership. In assessing a leader, their use of determination can help prove if they are average or superior. Determination is firmness in purpose and having a fixed intention. Individuals who are determined are motivated and can get things done under any circumstance; being able to do that is crucial to being an effective leader. An example of a determined leader would be George Washington. During the Revolutionary War he took on the role of commanding the continental army; when things were looking bleak his determination led him to make a decision to lead a surprise attack, which was a major turning point in the war. Even though things were tough, he did not give up or let his objective slip away. Another leader who illustrates success fueled by determination was Thurgood Marshall. His willpower helped in many ways; he won 29 of the 32 cases he argued in front of the Supreme Court. Because he was black, he encountered many problems that he had to overcome by determination on his way to becomin g a Supreme Court Justice. His accomplishments showed that determination prevailed during his entire life . Determination was also prevalent all throughout Abigail Adams’ life. She was very determined to share her opinion and supported it well. When she wrote letters to her friends and family she discussed her beliefs and shared her knowledge with them. â€Å"I am more convinced that man is a dangerous creature, and that power whether vested in many or a few is ever grasping†¦Ã¢â‚¬ (Adams 1776). Her modern thoughts and ideas alarmed some, but she was determined to express her feelings anyways. When Adams wrote her husband asking him to â€Å"remember the ladies† his reply was â€Å"As to your extraordinary code of laws, I cannot but laugh†(Adams 1774). Despite the ridicule, she wrote him again numerous times about the issue at hand without any bitterness or resent. Abigail Adams had to go through many things throughout her lifetime, in  which determination was necessary. She had to spend long periods away from her husband while he was away for business; during those times she took care of the children and their farm, sometimes even providing the family income. Her determination and intelligence helped her carry out these task. Another important trait that leadership demands is knowledge. Knowledge is familiarity, awareness, or understanding gained through experience or study. A leader must be knowledgeable in general and regarding the specific issue at hand. It is not possible to lead anything if you are not familiar with what the concerns really are. Having knowledge about the subject can help influence people and get them to respond to the cause. Albert Einstein was a very knowledgeable leader. His theories and findings furthered many world-changing experiments and events. One of his most important discoveries is the one that sparked the creation of the disastrous atomic bomb. In addition to Albert Einstein, Abraham Linclon was a knowledgeable leader during the Civil War. He used his knowledge to see the big picture, which helped the north work towards their goals in the war; in the end, he accomplished them and was successful. Lincoln’s knowledge was a vital factor leading them into triumph. Although Abigail Adams had little formal education, she was intelligent and open-minded. She demonstrated knowledge when she voiced her political concerns in letters to her husband John Adams. â€Å"If a form of government is to be established here, what one will be assumed? Will it be left to our assemblies to choose one? And will not many men have many minds? And shall we not run into dissensions among ourselves†¦Ã¢â‚¬ (Adams 1774). She goes on to support her opinion in a way only someone familiar with his or her subject can do. Her husband was continually impressed with her political advice and opinion; he wrote to her in one letter, â€Å"I think you shine as a sates woman of late as well as a farmeress†(Adams 1776). Even when Abigail was in Paris, where she joined John Adams at his diplomatic post, she broadened her knowledge by reading French literature and forcing herself to write down every word that was unknown. Knowledge was one of Adams stronger leadership tr aits, ultimately contributing to her becoming the remarkable leader she was. A requirement of superior leadership is assertiveness. Assertiveness is shown in a person who is fearless and daring. Being bold shows how far someone will go to get their point across and how much they are willing to risk. In certain situations a leader might be put in, being daring is key. It shows brave and courageous characteristics. Medgar Evers was a very assertive leader. Being known as on of the most vocal members of the NAACP (National Association for the Advancement of Colored People) he led peaceful marches, boycotts, vigils, and picket lines in support of his cause. Another leader that showed a lot of assertiveness was Malcolm X. His beliefs of separatism, black pride, and the use of casual violence to prove these beliefs were very bold. Malcolm X’s assertiveness was definitely his one of his assets. Being bold was a strong point for Abigail Adams. She was ahead of her time and made sure people knew how she felt about women’s rights, slavery, and politics in general. She went as far as to write her husband at the constitutional convention and tell him her thoughts and possible actions. † If particular care and attention is not paid to the ladies, we are determined to formant a rebellion†¦Ã¢â‚¬ (Adams 1776). Adams fearlessly expressed her opinions in private as well as public. Being a man and sharing your beliefs in such a way was considered bold, but to be a woman at that time and do that was almost unheard of. Abigail Adams even went as far as to write the president, Thomas Jefferson, in response to his attack on her husbands â€Å"midnight appointments†. Abigails daring and fearless actions in situations undoubtedly gave her an advantage in being leader. A leader would not be complete without demonstrating the use of some kind of strategy. Strategy is a plan of action that intends to accomplish a specific goal. The key to getting things accomplished is the use of tactics and planning. They must be able to plan some strategy to succeed in attaining their goals, if not they will struggle to get things done. Both General George Patton and Martin Luther King Jr. were exceptionally tactful. General Patton was strategic in his military affairs, which led to many victories. In the summer of 1944, George Patton took the Third Army and broke through the German defenses in the Normandy campaign. Martin Luther King Jr. held  strong beliefs in peace during the civil rights movement; this was a very difficult thing to do because this time was extremely violent and it was hard to express your point without using some sort of violence. He had to be very tactful; he held peaceful rallies and marches, also giving many speeches to rise above and acc omplish what he did. Although both men’s strategies were completely different, they still illustrated successful strategic method. The strategic qualities of Abigail Adams were primarily focused on her words and in how she made her point. Adams really did not show many strategic moves concerning intense action, but in her letters and arguments, she had a tactful way of writing things. In her letter to Thomas Jefferson, written to defended her husband’s actions, she strategically showed her point. â€Å"You have been pleased to enter upon some subjects which call for a reply†¦As this act, I am certain, was not intended to give any personal pain or offense†¦but the different political opinions which have so unhappily divided our country must have given rise to that idea† (Adams 1804). Abigail made her point as well as looking classy and intelligent in doing so. In all of her correspondence, she tackled arguments and writing in general strategically with elegance and style. Desire is another characteristic that fuels effective leaders. The intense want of something is desire. When people want or desire something, they work hard to get it completed. The more aspiration a leader has, the more likely it is they will achieve their goals. Just wanting something is enough to drive people to victory. The colonist in early America yearned for freedom from Britain. Even though Britain had the most powerful army in the world at that time, the desire of the colonist pulled them through the war to success. Mother Teresa also showed much desire for her cause. She was very dedicated and wanted to assist people in any way possible. Driven by desire, Mother Teresa accomplished many great things in her lifetime and helped many people despite the fact she was only one person. The desire held by Abigail Adams for her cause was not shown in actions, but in her sacrifices and the bold sharing of her feelings. When she wrote  something as motivating as â€Å"We have too many high sounding words, and too few actions that correspond with them†(Adams 1784), she showed her patriotic desire, the desire for her country to succeed. She felt so strongly about her aspirations that she risked her reputation and respect from certain people just to share her opinion. Abigail sacrificed a lot for her husband and his career. During times when John Adams was gone, she struggled with wartime shortages and inflation, ran her family’s farm with little help, and taught her five children when formal education was inconsistent. Although Adams showed a more passive desire, it is still very much there and a part of her leadership. Abigail Adams showed many important leadership characteristics and is considered a great leader with many achievements. Thousands of her letters have recorded the history throughout the building conflict of the American Revolution. Adams became a trusted and influential confident to her husband. Her thoughts and feelings on slavery, women’s right, and education were ahead of her time. Even though Adams did not provide any immediate change in the way women were dealt with or perceived, her analytical standpoint concerning the role of women definitely stirred things up. Thanks to Abigail Adams’ leadership, the women that followed her brought about lasting change. Although she was not appreciated for her many accomplishments at the time of her life, she is now celebrated as the significant leader she was. â€Å"Leadership is practiced not so much in words as in attitude and in actions.†

Monster Energy Drink Target Audience and Company Objectives Essay

Consumer Behavior Monster Energy Target Market Because the energy drink is still part of a new and developing industry, the energy drink target market is different than in some of the other beverage industries. Monster energy drinks have become a very popular, â€Å"hip† part of society, but the market at which they are aimed is not as wide and expansive, or diverse, as some might think. Early in energy drink history, when they were first being sold in the United States, athletes were the primary consumers. This shows that even initially energy drinks were directed at a select crowd, a group of people with specific interests. Although the consumer base for energy drinks has now expanded beyond that of simply athletes, the target market is still more particular than in other industries. When thinking about the energy drink target market, it is important to consider who is most receptive to the purported effects of the beverages. Although everyone is susceptible to the fatigue of the super-charged, over-worked lifestyle, young people are especially vulnerable to persistent exhaustion and insufficient energy. This group of people, more specifically male teenagers and people in their 20s, are also most likely to believe in the veracity of the energy drinks’ claims. As a result, the majority of energy drinks are developed for and advertised to this younger generation. In addition to focusing on a specific age group, many energy drink companies are even more exclusive in their marketing efforts, gearing their products and advertising to appeal to very specialized groups, such as gamers, extreme sports enthusiasts, and the hip-hop crowd. The effects of this emphasis on such a target market can be seen in the advertising campaigns of the energy drinks. Many of the names of the beverages, such as Monster LoCarb appeal to these specific consumers and the marketing strategies that revolve around sponsoring public events or celebrity endorsements reflect this focus. The design and packaging of many energy drinks also relates to the target market. Although the energy drink industry currently caters to a very specific target market, as it continues to grow and develop, it is likely that marketing efforts and the focus consumer base will be more diverse and expansive. The Monster Energy Drink, distributed by Monster Beverages Co., uses concentrated targeting as a marketing strategy. Strong promotion strategies including product hand-outs by young attractive vendors in powerful trucks blasting music are common ways The Company promotes in cities. The Company also uses Ricky Carmichael, a motocross legend, to endorse their products. 40 foot posters are used to target motocross fans which are a major target market for Monster Beverages Co. (Murr, 2006). Other effective advertisements include using high contrast, recognizable posters in retail stores and high energy, adrenaline rushed TV ads. Advantages of concentrated marketing include concentration of resources, better meeting the needs of the target audience, and strong positioning. Disadvantages include segments being too small or changing, and large competitors such as red bull to more effectively market to niche. According to Rodney Sacks, CEO, the target audience is 18 – 25 year old males (Murr, 2006). This market is focused on a product which offers an energy boost, so any audience that is involved in sports, or high endurance activity is a clear target. The green claw marks resemble adrenaline, power, and testosterone, accompanying its motto, â€Å"unleash the monster within†. High schools and colleges are clear niches for these high energy markets. The demographics for the target market for Monster energy drink are: Major Cities 18-25 year olds Males Athletes/ High endurance activities Income ? middle class According to the 2000 census, there are approximately 10 million males who fall under Sacks’ audience of 18 – 25 year old males. But I believe the target market is expanding to be much wider than that including women and older men. Judging by the effectiveness of free handout promotions in hot locations such as South beach, Florida, I see a target market of males and females ages 12 – 35. According to the census this number is around 80 million (US Census Bureau, 2007). Hansen’s Monster Energy drinks offer giant doses of caffeine and sugar in big black cans adorned with neon-colored claw marks. The scary packaging, plus a bevy of extreme-sports sponsorships, positions Monster as an edgy alternative to Red Bull in the fast-growing, $2 billion a year energy-drink market. Monster’s slogan: Unleash the beast. † Monster has certainly energized Hansen. The company has seen its sales more than double since it introduced the brand in April, 2002. Last year, Hansen earned $20 million on sales of $180 million, up from just $3 million of profits on sales of $80 million in 2001. Sales nearly doubled, while profits quadrupled, in this year’s first quarter. Those results helped Hansen earn the No. 26 spot on BusinessWeek’s annual ranking of Hot Growth Companies. Monster Objectives Hansen has jolted the Monster brand with a dose of guerrilla marketing. Teams of Monster ambassadors† give out samples of the product at concerts, beach parties, and other events. The company also sponsors motocross, surfing, and skateboarding competitions. Hansen representatives in black Monster vans supplement the company’s network of 300 independent distributors by assembling store displays and restocking specially designed racks in convenience store coolers. Hansen now owns an 18% share of the energy-drink category, according to the trade publication _Beverage Digest_. While Red Bull remains the leader with nearly half of the market, Hansen’s energy-drink sales increased 162% last year — more than three times Red Bull’s growth rate. A small subset of consumers is going wild over these drinks,† says Beverage Digest editor and publisher John Sicher. Hansen is really riding a tiger. † It’s a jungle out there, though. Coca-Cola Co. ([**KO**](.. /javascript:%20void%20showTicker(‘KO’)) ) is promoting its new Full Throttle energy drink. PepsiCo Inc. ([**PFE**](../javascript:%20void%20showTicker(‘PFE’)) ) is marketing energy drinks under its SoBe and Mountain Dew brands. And independent entrepreneurs have elbowed their way in with products such as Rockstar and FUZE Mega Energy. Every month we pick up a new product or two,† says George Kalil, who runs an independent bottling company in Tucson. Sacks estimates that the energy-drink category is growing 50% a year and that there’s room in the market for everybody. These are the new soft drinks of the world,† he declares. Sacks and Schlosberg are fending off the attack by diversifying. They’ve launched Joker, an energy drink sold exclusively in Circle K convenience stores, and Rumba, a caffeine-laced juice drink designed to be a morning pick-me-up. And they introduced Monster Assault, which comes in a black-and-gray camouflage can that saysDeclare war on the ordinary! † It’s a slogan that could describe the juiced-up strategy of this formerly sleepy beverage player. It is apparent that Monster has become a major player in the energy beverage market. We hope to be the number one choice of energy drinks among consumers.   

A research paper on cocaine Essay Example for Free

A research paper on cocaine Essay Research Paper (230) , Drug (166) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints ? Grown in the countries of South America, with Columbia being the most productive, the Erythroxylon Coca bush is the natural origin of cocaine, a central nervous stimulant. Its history is as rich and diverse as the people using and dealing the drug. Cocaine use dates as far back as the 16th century when it was used among Inca royalty. In the early 1800’s cocaine was introduced to Europe. Sigmond Freud wrote a song in its honor and famous author Robert Louis Stevenson wrote â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde† during a six -day cocaine binge. In the early 1900’s cocaine was available to consumers over the counter. Its medicinal value was a relief for toothaches and congestion. Parke Davis advised their consumers of the effects of cocaine by stating that it â€Å"could make the coward brave, the silent eloquent, and render the sufferer insensitive to pain†. The use of cocaine found its way into other products like wine and the most famous of all, Coca Cola. Early production of Coca Cola contained 60mg of cocaine. Today, the popular soft drink still uses the leaves of the Coco Bush for flavor but the illicit drug has been removed (www.cocaine.org). The resurrection of cocaine use as a recreational drug began in the 1960’s, and was used mostly among the affluent because of its price. Movie stars, sport stars and the like give cocaine its mystique and draw; psychological and physical effects make it addictive. Changes in form and price make cocaine far more accessible and affordable. Today, there is no clear connection between the use of cocaine and education, occupation or socioeconomic status. Cocaine is generally sold as a hydrochloride salt, a fine white powder substance that is commonly referred to as â€Å"snow†, â€Å"coke† or â€Å"blow†. Street dealers of cocaine commonly dilute, or â€Å"cut† the drug with similar looking substances like talcum powder or with active local anesthetics and even sometimes with other stimulants like amphetamines. The purity of street cocaine, powder form, is about 75 percent. When the impurities of this form are removed, it is known as â€Å"freebase† or â€Å"crack† cocaine. â€Å"Crack† cocaine  is easier to find and less expensive to buy. Cocaine in any form can be found in almost every town and city. Research studies done in 1999 showed cocaine is used by over 3.7 million Americans 12 years old and over, with the highest rate among people 18 and 25 years of age. The use among people 35 years and older also continues to rise (www.cocaine.org). The effects of cocaine depend on the route of administration, the amount of consumption, the user’s past experience, and the circumstances under which its taken. The major routes of administration are snorting, injecting, and smoking. Snorting is inhaling the powder form through the nasal cavity. The drug enters the bloodstream through the nasal tissues. Injecting cocaine is using a syringe to release the drug directly into the bloodstream. Smoking cocaine is inhaling the cocaine vapors or smoke delivering large quantities to the lungs where it then enters the bloodstream as quickly as injecting. Cocaine interferes with the re-absorption process of dopamine that is a chemical messenger of pleasure to the brain. The effects are instant and intense but not long lasting (www.drugs.indiana.edu). The short -term effects usually make the user fell euphoric, energetic, and alert to their senses. It can decrease your anxiety and heighten your sexuality. Crack users have described the rush as a â€Å"whole body orgasm.† Or, a user can feel anxious or panic-stricken. The drug is a parody of heaven and hell. Often times the cocaine user craves other drugs. These symptoms appear quickly and disappear within a few minutes or a few hours. Physically, a person’s blood pressure, body temperature, heartbeat, and breathing accelerate, along with pupil dialation. In larger amounts the side effects intensify. The â€Å"high† might include feelings of paranoia, vertigo, and muscle twitches and physically a user might experience chest pains, nausea, blurred vision. Over time with continued use, the effects of cocaine gradually change. Irritability, restlessness, insomnia and paranoia replace the euphoria. Physically, the long- term user will lose interest in sex and lose weight. Those who snort the drug wear out their nasal septum while those who inject it risk the chance of contracting hepatitis or AIDS. Cocaine related deaths  are often a result of cardiac arrest or seizures followed by respiratory arrest. Over time, to the user’s tolerance, the drug will build. To achieve the same effects as that of early usage requires larger doses of the drug. The user becomes psychologically dependent. The drug becomes pivotal to their thoughts, feelings and their daily activities. â€Å"Cocaine just made you feel really good. Then after you get done feeling really good then you start to get a Superman ego and that’s the beginning of the end.† (â€Å"Drug Wars†; A Frontline, PBS Production) Often times, cocaine addicts develop an illicit lifestyle to keep up with their drug habit. Cocaine’s influence leads a user to stealing from family, friends and even employers. The lifestyle of addicts becomes as corrupt as the organizations that produce and supply the product. Cocaine’s addiction has two sides: the love of the high and the love of the money. The US Government has estimated that cocaine trafficking takes nearly $80 billion a year out of our economy. In 1990, the DEA (Drug Enforcement Agency) estimated about 20 Colombian organizations controlled most of America’s cocaine supply. Annual revenues of the Colombian drug trade have been estimated to be 5 billion dollars. The drug cartels existing today control every phase of the drug trafficking business. They manufacture, transport, distribute, and finance cocaine. Like many large corporations, the business involves bankers, accountants, and lawyers, wholesalers and retailers. More special to this business the cartel â€Å"payroll† also includes chemists, pilots and enforcers of security (www.drugs.indiana.edu). The cartels are structured in layers, at the center is the cartel manager or â€Å"kingpin†. Information shared among the members of the cartel is highly secularized. Only a choice few are privy to all the workings of the cartel. Those employees holding positions in the outer layers of the organization (the lawyers, accountants, bankers, and enforcers) reap the financial benefits of serving their bosses but are strictly put on a need to know basis. Cartels operating in the United States are referred to as â€Å"cells† which are â€Å"self contained organized units.† The Medillin Cartel was the first known, successful cartel of cocaine  traffickers coming from Colombia. It was established in 1978 and lead by Carlos Lehder. It used violence and intimidation to stay one step ahead of the justice system. The cartel bribed police officers with money or threatened them with death if they did not honor the cartel and look the other way when they did business. The Medellin Cartel was taken down in March of 1984. Carlos Lehder was arrested in 1987, tried in the United States and sentenced to 135 years without the possibility of parole. George Jung’s, the Medillin Cartel’s American contact, testimony against Lehder assured his conviction. In the 1990’s, on the heels of the Medillin, came the Cali Cartel. They are responsible for 70-80 percent of the cocaine coming into the United States and 90 percent of that entering Europe. Instead of violence and intimidation like their counter parts, the Cali operated their business using a subtle approach. Law enforcement has had difficulty in closing the Cali operations for many reasons. Their structure is different from that of the Medillin, as is their methods of smuggling. They are much more conservative. They only sell to people they know. The â€Å"home office,† which is the CEO and vice presidents, coordinate the cells. The cells contact the buyers usually by cellular phone or pager and arrange the time and place to distribute the drugs. Payment is made at the second meeting. When the deal is done, the home office is contacted and accurate records are kept by both (www.awesomestories.com). While the Colombians may monopolize the cocaine market, there are similar organizations in other countries. The Triads and Tongs of China, La Compania of Cuba, and the Yakuza of Japan are some other major drug trafficking organizations. They have successfully invested into legitimate American business. The one thing they all have in common: United States of America as a client base (www.cocainefacts.com). Cocaine touches many people on a variety of levels. It can completely change a person’s personality, for the worse. It spins a web of deceit and destruction. Physically and mentally the drug tricks you from recognizing reality. Euphoria tricks you into believing that the high is good, all the while the time bomb is ticking. Blowing up your mind is just a matter of time. Bailey, William J. Factline on Cocaine. 1995: Heller, Matthew. â€Å"Addicted to Love.† Los Angeles Magazine. Sept. 1999. A research paper on cocaine. (2016, Jun 25).

Corporate Responsibility and Marketing Strategies of Apple Inc Assignment - 3

Corporate Responsibility and Marketing Strategies of Apple Inc - Assignment Example The researcher states that in this era of globalization and international trade where rapid technological progression and cutthroat competition has become immensely important, priority has been exceedingly shifted towards corporate social responsibilities so that the companies can align their production and distribution process with social and environmental norms. The mastermind behind Apple Inc. was Steve Jobs who had founded the company in 1976. The company is famous for its iPod media player, iPad tablets; Mac line of personal computers, iPhone etc. iCloud, iTunes, App Stores etc. online services and iWork creativity, iTunes media browser etc. services has helped the company to achieve the leading position in the market. In terms of revenue, Apple is the second largest Information Technology Company only after Samsung and in the mobile phone manufacturing segment, it is third largest. According to the reports on 2014, Apple is having 437 retail stores in more than 15 countries wor ldwide and appoints more than 72,800 permanent employees. Strong research and development, innovation and customer orientation of Apple Inc. have resulted from the high degree of brand loyalty for the company which has aided to achieve world’s Most Valuable Brand Award in 2014. Clearly, practices of corporate social responsibility of such huge brand as Apple Inc. must be exemplary for all other corporations operating in the multinational platform. Apple Inc. is well known for its ethical and corporate responsibilities which the company has continued practicing since its inception and improved over time. Apple’s ethical practices are reflected in the code of conduct followed by all its employees irrespective of situations.

Comparison between film and television history styles etc Research Paper

Comparison between film and television history styles etc - Research Paper Example The television technology had its humble and skeptical beginnings, but except for the Internet is the 20th century’s most influential invention, Monaghan argues (1). Even its own inventors may not have imagined the development it has reached today and the further development it could reach in the future. The invention of the television cannot be attributed to a single person but many individuals (Bellis, â€Å"The Invention of Television† 1) whose works and accidental discoveries on optical, mechanical and electronic technologies contributed together in capturing, then transmitting and displaying a visual image (Blackwell 1; "History of Television," par. 2). It was the Briton Joseph May, a young electrical engineer and telegraph operator who in 1873 in Ireland accidentally discovered the photoelectric effect of selenium bars. It was his supervising engineer Willoughby Smith who proposed the idea of creating ‘visual telegraphy’ by exploiting this unique property of crystalline selenium. (Parsons 23) It was the German physicist Eugen Goldstein in his own investigation of discharge tubes in 1876 who produced light by forcing an electric current through a vacuum tube. This emitted light he called the ‘cathode rays’. (Blackwell 1) In 1897, the German scie ntist Karl Ferdinand Braun invented the ‘cathode ray tube’ (Peters 5). It was the development of the cathode ray tube, more popularly known as ‘picture tube’ and found even in LCDs (liquid crystal display) today, that had become the basis of the development of the electronic television (Bellis, â€Å"Television History† 1). It was the American George Carey who in 1875 drew a plan of a complete TV system – a selenium camera. It was however undetermined whether he was able to build it or not. (Ritcher 6) It was the German inventor Paul Nipkow who in 1884 drew a plan for a rotating

Country Case Report Research Paper Example | Topics and Well Written Essays - 1250 words

Country Case Report - Research Paper Example With the support of the named institutions, governments can collectively come up with a balance in there social programs competition so as to encourage social innovation and confidence. Globalization does not need plain trade-offs between social protection and competition. The ability of the respective governments as well as global institutions to take on collective actions has so far been underestimated to the extent that politics of globalization has to be reviewed and refurbished. This applies to the North Korean politics of globalization which has been experiencing both ups and downs (Carlin and Joel 102). Considering the domestic political economy of North Korea, the leadership of the country has in the past been the greatest worry to its economic reforms. Its foreign policy has in many ways ended up on the wrong side of the international bodies and other countries. A good example is the nuclear issue that created a hostile international environment working against its internal reforms. However, this should not be an excuse for the country not to have better reforms in relation to globalization. The domestic dynamics have a bigger role to play. The politics and leaders of North Korea have openly returned to an approach that is more controlled to economic policy. The changes in these policies have had significant implications on the North Korean strategies and intentions of economic commitment. Economic inducements like the joining the international financial institutions, sanctions lifting or engaging in regional cooperation that are more –formalized have not really worked out as most stakeholders wished it could. The current regime is in favor of targeted transfers that are to the advantage of the leaders. The transfers involve; heavy shipments of oil, direct cash payments and food aids (Noland and Gordon 90). This form of globalization can be considered as being hyperglobalists. As the economy of North

A hard days Night Essay Example | Topics and Well Written Essays - 500 words

A hard days Night - Essay Example With acknowledgement that each era presents its own values, â€Å"A Hard Day’s Night† movie did its best in reflecting the values of then. The movie presents a number of themes which were very imminent in the 1960’s. With it’s critically thought scenes; this movie is indeed balanced in conveying the situation of the American society in the 1960’s. Struggle for fame is one of the basic elements that are very evident in the movie. The scene of interview brings out this clearly. Everybody in the 1960’s was in pursuit of fame. This implied using any method as is depicted by the way the actors were answering questions to the journalists. They did it in a very comical way and throughout the press conference; they had to be very witty. This is because the questions were not by the journalists for themselves but for their fans. They were though very respectable despite Ringo saying that he was a mocker. Liberation is also a powerful theme which is also portrayed by this film. Thoughtfulness leads characters to wander around making them to be in control. There is joy in having freedom over what you do. Simplicity is everything in any major artistic work. In the 1960’s, there were a lot of pressures and expectations in the movie industry. A break from that monotony is what the â€Å"free style interview† depicts. People now want to the village on the screen and this is what exactly this film goes into fulfilling. This movie has even been argued as to have happened by a mistake because of the way it breaks from the previous rules of filming. Following formalities is overcome by doing notion of doing one’s thing. Nevertheless, the liberation did not lower the quality of the filming standards only that it impacted the feeling of liberation and diversification to anybody who watched it. Being real is human. In the 1960’s people were forced to mask most of the thing all

Do you agree the impossibility of measuring the size of ecological Essay

Do you agree the impossibility of measuring the size of ecological footprints accurately undermines the idea of ecological citizenship - Essay Example rol the rate of individual man’s exploitation of natural resources, but the question that arises in this context is: can the ecological footprint support and incorporate corporate citizenship or does it actually undermine it? This study examines whether and to what extent, the ecological footprint can contribute towards environmental sustainability and how far it promotes or undermines a spirit of ecological citizenship. The co-creator of the concept of ecological footprint is Mathis Wackermagel, who in an interview, pointed out that there must be some degree of relative parity in the use of Earth’s resources among individuals from different parts of the planet.1 The ecological footprint offers a measurable tool that can determine how much of land and water resources humans need in order to be able to produce the resources they use and to absorb the wastes they generate, and this has been pegged at a footprint of 4.5 acres per person. But in the United States, the average size of this footprint is much larger, i.e, about 24 acres, which suggests that the average American citizen uses up much more than his or her fair share of the resources of the Planet.2 An ecological footprint may be defined as a â€Å"measurement of the land area required to sustain a population of any size.†3 Wackernagel, the co-creator of the ecological footprint, has defined it as â€Å"the land (and water) area that would be required to support a defined human population and material standard indefinitely.†4 Every individual uses certain basic amenities such as food, electricity and other basic amenities in order to survive and these resources need to be derived within the constraints of nature by using raw natural resources. An ecological footprint thus seeks to determine the amount of both land and water resources that must be used by every individual in order to sustain a population of any size over a future continuous period, with such an assessment being made on the basis of the

Pit bull (dogs) Essay Example | Topics and Well Written Essays - 250 words

Pit bull (dogs) - Essay Example Researchers state that dogs are not born aggressive or their aggression is not dependant on the breed they belong to. A study was conducted by Casey and fellow researchers who identified that dogs did not show aggression towards the family members of their keepers until the dogs were directed to do so or were trained to act aggressive against family members (Casey 60). Another reason due to which Pit bull can be kept as friends is that they are very near and loyal to their owners and are highly social. They love making friends and are easier to train and can be kept throughout the life. ASPCA states that if a pit bull goes through proper social training then they make the most intelligent as well as nonaggressive pet dogs (Owens 24). A third reason for keeping pit bull dogs as pets is that these dogs are highly loyal to their family members and are one of the best protectors. These dogs have the ability to bark really loud and due this they are able to keep strangers and trespassers away from entering the house of their owners. Pit bull dogs should be kept as pets because they are harmless and it is myth that because they belong to the bread of aggressive dogs they are aggressive in nature since birth. Pit bull dogs should even be kept as pets because they are very social if they are provided with proper social training and they do not harm family members instead are very effective in scaring away strangers and trespassers. Casey, R.A, B Loftus, C Bolster, G.J Richards, and E.J Blackwell. "Human Directed Aggression in Domestic Dogs (canis Familiaris): Occurrence in Different Contexts and Risk Factors." Applied Animal Behaviour Science. 152 (2014): 52-63.

Econ Essay Example | Topics and Well Written Essays - 250 words - 2

Econ - Essay Example Economic problems and such as recession naturally happen subject to correction by the economy itself. Keynes, on the other hand, argued for a more reactive response from the government because without it unemployment will only extend. To battle this, government intervention is necessary because fiscal policies can stimulate the economy. The state cannot wait for the self-correction of prices and wages. Developed during the Great Depression, this theory assumes that prolonged unemployment will only hurt the economy. The solution to a swift revitalization to overcome a recession is by implementing government spending from taxes. This multiplies aggregate demand to get closer to a leveled real Gross Domestic Product. To prevent staggering inflation, the government only needs to increase taxes or decrease spending (Cliffnotes n.p.). From the fiscal policy of the United States during the current economic recession, we see that the government applies a more interventional approach in hopes of invigorating the low level of unemployment and to impede it from prolonging. This now could lead to a ‘crowding out’ because of higher interest rates which reduces investment and consumer expenditures that are affected by it. This diminishes the merits of the fiscal policy as implemented by the government (Cliffnotes n.p.). Bibliography Baumol, William J. and Alan S. Blinder.

Creating and Sustaining Superior Performance. Essay Example for Free

Creating and Sustaining Superior Performance. Essay In planning we set short term and long term objectives and it is relevant that we anticipate worst case scenarios. That is why planning should be strategic and scientific. Planning should be strategic because every method formulated in planning is integral and interrelated. The strategic characteristic of planning is often applied in military planning not just to produce tangible and intangible results but to establish the greatest possibility of victory. The book entitled Art of War written by Sun Tzu which contains series of formula, tactics, and strategies that has been proven through time is an example of a book which is based on planning. In this book the writer stressed out that â€Å"Planning works in a controlled environment, but in a competitive environment, competing plans collide creating situations that no one plans†. In this analysis of the book, the possibility of the occurrences of uncontrolled variables can be solved if one is able to make a strategic planning. In as much as planning perse is important, planning with strategy is more important. In strategic planning you deepen the planning methods to identify the strengths and weaknesses and the complexities of formulated plans. This process will enable planners to illustrate more alternatives, do more rigorous thinking and be ready to face more challenges. Scientific planning can be taken out of consideration because without this planning is not actually done. We call something scientific if it is â€Å"regulated by or conforming to the principles of exact science: scientific procedures†. Therefore, scientific planning is based on empirical evidences that have been gathered which resulted to verifiable data. So, results are product of tested hypothesis, accurate experimentation, and conclusive results. In doing short term plans which oftentimes have long term effects planning becomes critical. In establishing short term plans the main consideration is the period of time while having limited resources and scope. But since short term planning is more limited in terms of time the planners should be prepared for great and accurate details. Normally the length of short term plans is a week long or a year long wherein two years is the most. It still depends on how complex and extensive the goals are. Projects and activities which need short term planning include doing lesson plans in the part of teachers, planning a wedding ceremony, deciding which course a student will take, family meal planning, or small business planning. For the long term planning there could be two possible ways in doing this. First, the project or event is being planned as a continuity of short term planning. In this case, the assumption is the short term plans were successful thus a long term plan is needed for bigger results. This case often happens in television to film productions, small businesses’ expansions, and career growth and development of a person. For the long term planning a set of actions is adapted not just for today but making future as the major consideration. Though, long term planning needs a protracted time, victory is often at hand. Mao Zedong, the leader of Communist Party of China was able to lead the Chinese revolution composed of mostly peasants victoriously. His effective, scientific, and strategic planning has been admired. This made him one of the most important figures in modern world history. Planning for retirement is another perfect example of a long term plan wherein intelligent planning is a must. In fact there are many professionals who are ready to give assistance to those who want to identify their financial goals and stability in the future. Since, long term planning involves making definite decisions the plans being made still depend on different contexts which need different approaches. Educational planning and marriage planning on the other side are other two examples of contexts that require long term planning and should be handled using appropriate approaches. A classic instance of this long term planning which is familiar to general readers is the parents’ obligations in preparing for the educational needs of their children towards a better future. That is why before entering into family life a couple should be able to carefully plan the â€Å"blue print† of their life from becoming a couple to becoming future parents. So the question Why plan? can be answered practically or relying on products of successful events, knowledge and backgrounds of reliable people, and empirical evidences. The arguments and premises provided in this paper are helpful notes and materials to those who do not know how to answer how important planning is. The answers need not to perfect but they need to be analyzed intelligently by every person who thinks planning is important in making one’s existence purposive and having logical directions in life, whether it will be a short term planning or long term planning. Source Porter, M (1985). Competitive Advantage: Creating and Sustaining Superior Performance. NY: New York Free Press.

The Ontology of Plato and Lucretius Essay Example for Free

The Ontology of Plato and Lucretius Essay Ontology is the science involved with the study of nature and the different aspects of being. It is an arm of the realm of metaphysics and is understood to be a mixture of two fields: science and philosophy. It can be considered as the primary philosophy as it serves as an instrument through which different problems regarding the relations of being and nature are examined. Ontology involves many different concepts and has evolved through the years to include many theories and evaluations established by renowned philosophers. It has grown to include a large body of knowledge. The specific ontologies to be tackled here, however, will only include two of the more popular philosophers involved in the field, namely, Plato and Lucretius.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Plato’s Theory of Forms states the different aspects of his ontology. The theory was first established in Plato’s Republic, as evidenced in the   Myth of the Sun, the Divided Line, and the Myth of the Cave and is composed of five basic characteristics. First, words are the names of things. This means that words or nouns are names of actual entities. Second, that Forms exist. This second characteristic expounds the first indicating that the words that name things or entities are particular to a certain form. Thus the entity takes form. This is part of Plato’s concept of dualism indicating the presence of two worlds: the sensible-where specific objects exist and the intelligible-where the Forms exist. The third characteristic stresses that the Forms of objects have more weight in reality than do ordinary objects. This is because of the stated fact that Forms are universal indicating more permanence and greater contribution to the identity of a particular object. Fourth, all particular objects in the sensible world are directly related to their counterpart forms in the intelligible world through a process coined by Plato as â€Å"participation†. This process was never expounded and remains problematic to this day. The fifth characteristic of the theory states that the forms residing in the intelligible world are the causes of or are the reasons for events occurring in the sensible world. Lucretius also stated his own ontology through his six-book poem entitled De Rerum Natura or On the Nature of Things. This epic poem is the only known work produced by this Epicurean poet. Lucretius first establishes his ontology through by restating the characteristics of the atomic theory: nothing comes from nothing, nothing becomes nothing, everything is composed of the indivisible bodies called atoms, and atoms are separated by empty space. Thus Lucretius believed that the basic units of reality were only the body, composed of atoms, and void, space between atoms. Everything that is perceived in reality simply stems from the properties present in these two basic units. Thus concrete bodies are simply aggregations of many atoms combined and space is merely extended to exist between these atoms. Thus it is only the combination of these individsible atoms that leads to the formation of more complex structures and beings. It should be noted that Lucretius did not make use of the word â€Å"atom†. Instead, he used terms such as the primordial rerum, seeds, and matter. These terms served the purposes of his poetry better and were more appropriate to the context in which these matters were discussed and used. Both Plato and Lucretius presented their ontologies through literary works. Both were able to maintain the beliefs established in their individual theological commitments in their ontologies. Lucretius’ De Rerum Natura was completely in line with Epicurean teachings. Plato’s ontology was also clearly in agreement with his theologies as it was often restated in many of his writings. References Watt, S. (1997). Introduction: the theory of forms (books 5-7). In Plato:Republic (15-16) London: Wordsworth Editions Englert, W. (2003). Lucretius, on the nature of things. Newburyport, Mass.: Focus. Ross, D. (1951). Platos Theory of Ideas. Oxford: Oxford University Press.

Life for ofelia of pans labyrinth

Life for ofelia of pans labyrinth Introduction (2,500) In the year of 2006 we saw two girls fall down a rabbit hole of mystery, wonder and danger. Two female protagonists engaged with the fantasy worlds of Terry Gilliams Tideland (2006) and Guillermo Del Toros Pans Labyrinth (2006). For Jeliza Rose in Tideland, life was hard and lonely and so she began to slip into a shape-shifting and somewhat surreal version of her difficult reality. Life for Ofelia of Pans Labyrinth, is the violent and unforgiving environment of fascist Spain ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­, where she befriends a faun and learns of a fantastical realm where she is princess. These girls are faced with tough and unsympathetic realities and a fall down the rabbit hole somewhat rescues them. Next in 2007, The Bridge to Terabithia (2007) presents another child protagonist whose engagement with an alternate reality has shocking and shattering effects. It is becoming increasingly difficult to ignore the .. This is part of a recent and unmistakeable revival of interest in fantasy; ‘in the last few years, fantasy in general has roared back into a prominent place in popular culture'[1] with the emergence of screen adaptations of fantasy novels. The pivotal year for the resurgence in fantasy was 2001 where the first instalment of J.K. Rowlings Harry potter with Chris Colombuss Harry Potter and the Philosophers Stone (2001) and the first part of J.R.R. Tolkiens The Lord of the Rings with Peter Jacksons The Fellowship of the Ring(2001) gained box office success a subsequent ‘global hunger for fantasy'[2]has been revealed. David butler contemplates an apparant golden age of fantasy[3] due to the recent commodifcation of the fantastic. Howvere there have been despite a general lack of study and theorising of the fantastic there has been some abundance in analysis since this revival yet there seems to be a gap in the field in terms of the focus of the child portagonist in relation t o the contentoius and debeateable problem of escapism. This paper contenplates the how each of theses films engage with fantasy and wthat the implications of escapism are. A considertaion within films diegesis concerning the child protagonists relation to escapism and alternate realities is made What is interesting about each of the studied films is all concern pubescent child protagonists who journey to alternate worlds. The child hero figure is profound, timeless and powerful and this immense popularity has many implications for the audience. by constructing a cinematic viewpoint from a childs perspective, filmmakers make assumptions about the nature of childhood. The ‘childhood as a point of view is rendered by filmmakers where the child, or children, feature, often at the centre of the narrative, while at the same time, signifcanlty acting as the narrator. These are films that use a child to take us on a journey of discovery. ESCAPISM ARGUMENT?-that these dark fantasy films present inncoence against adult vice and that subsequently ADULTS FEEL UNCOMFOTABLE AND REACT NEGATIVELY. The childs superior wisdom, an assumed vantage point of innocence and ‘greater access to fantasy, leaves the adults in the audience to see their own absurdity and harshness through the eyes of the child,[4] this is a prevalent feeling in Tideland and Pans Labyrinth as the sexual promiscuity of Dell and the violence and corruptedness of Captain Vidal is set against the fragile youthfulness of the Ofelia and Jeliza-Rose. ESCAPISM ARGUMENT!!!!Through the eyes of the child, we engage with the wonderous and the strange, which becomes a ‘reservoir of strength for the child. The notion that the child as an innocent, pure and untouched figure is one that is enchanting to audiences and filmmakers alike. The young feisty female protagonists in these films have developed and are a far cry from the passive and submissive, one dimensional characters of Disney. This is significant in the development of the child protagonist and alternate world fairytale as Disney dominated that fairytale on film niche. The innovative animation of Disney was indeed extraordinary, yet in Jack Zipes view Disney actually promoted the ‘domestication of the imagination.[5] Walt Disneys fairytale films offered an ‘eternal return of the same, with stereotypical characters and a significant emphasis on thematic structure aswell as an encouragement of ‘non-reflective reviewing.[6] Zipes makes the argument that Disney produces emotionally comforting, unchallenging material. In contrast to Disneys reproduction of fairytale film, Guillermo Del Toros Pans Labyrinth, Terry Gilliams tideland and Gabor Csupos The Bridge to Terabithias combines; a rendering of the fairytale narrative (in the case of Pans Labyrinth), various styles and themes to create complex and challenging films that cross generic boundaries. Tough, resilient girls whose harsh realities are thrust upon the audience in an un comforting manner are the feature of these latest fantasy films. This paper considers young female protagonists who have to encounter and deal with dramatic and fundamental changes in their lives. These are related to the transformation of girls into women; emergence of puberty and adult sexuality. Central to this project is a focus on psycho sexual and social transformations. The child hero figure is a powerful and profound one that has a timeless essence. And this familiar hope of the child hero is visible at the centre of each of these films. The popularisation and common use of the child figure has its roots in Victorian society, an era in which fairytales were institutionalised in the West. At the end of the nineteenth century fairytales were being written and published in abundance after a period of being directed at the adult elite classes they began to be created for children and the family. Industrialization had radically transformed society and effects of alienation and repression were felt. Alices Adventures in Wonderland (1865)[7] written in Britain by Charles Lutwidge Dodgson under the pen name of Lewis Carroll. Alices Adventures in Wonderland was deliberately created with a total absence of didacticism[8] and is considered one of the wildest and imaginative of Fairy Tales in vcitorian society. The highly successful novel tells the story of Alice who takes down a trip down a rabbit hole to a Wonderland of pun, symbolism and nonsense. Carrolls Alice books (nine in total) were part of a movement which began to expeiement with Tzvetan Todorovs notion of ‘non-signification, which is now an established mode of the fantastic. Epistempological doubt was the feature of much nineteenth centuray literature, themes of madness, hallucinations, double personalities and general splitting and divisions of subjects made up the gothic, marvellous and fantastic literature. Carrolls Wonderland presents a the challenging of self. Identity is unstable, Alice shrinks and grows in size, and the Cheshire cat disappears to a grin creating ‘the plasticity of a dream'[9]. Books which have been adaptetd inot successful films and television series ushc as Alices Advanetures In Wonderland, The Wonderful Wizard Of Oz and The Chronicles Of Narnia series written over between mid nineteenth century and the mid-twentieth century all feature adventourous young protagonists with either have absent parents or are orphans, who all embark on their own journeys of discovery . the poratgonist are at a prebuscent age and are sexual and asexual at the same time, the journeys they take involve gaining maturity a consciousness that is closer to that of an adult toward the end. The Wonderful Wizard of Oz written in 1900 by American novelist Frank. L Baum features another one of the most recognised young female protagonists young orphaned Dorothy Gale. The novel was immensely popular on release and several film adaptations have been created since. MGMs 1939 technicolor screen adaptation, The Wizard ofOz directed by Victor Flemming is the most widely acknowledged version and remains a staple part of American (and Western) popular culture. After the success of the films the idea of Dorothy Glae and the land of Oz grew to become a ####commodity and gained a cultural following, (such as the charcters and icongraohy from the film appeared in the Christmas 2009 Harrods window display) . The sepia colours of the opening and ending of Flemmings film emohasuzes the bleakness and dreariness thta Dorothy percievs the farm where she lives to be, aswell as reflecting the feelings of disenchantment that people felt due to the hardship of the Deppression in America at the time, people cold relate to Dorothys dissatisfaction in her surroundings, they also longed for ‘somewhere over the rainbow. After realising that ‘there is no place like home Dorothy returns to Kansas, and a common feature of fairytakles and childrens literature, the return-to-reality closure is provided. Dorothy, disenchanted and with only her dog ToTo as company suddenly hurricane suddenly seizes the farm and Dorothy lands in Oz, filmed in vivid technicoulur emphasizing the spectacularness and wonder of her fantasy world. Dorothy lives with her inattentive aunt and uncle, unloving mothers or substitute mothers are a frequent character in fairytales, which leaves the protagonist feeling unloved. If we accept the common psychoanalytic reading that Oz represents Dorothys mind then it can be read that the characters are exaggerated parts of herself; the downhearted and self-critical scarecrow may reflect Dorothys low self esteem, the rigid tin man who cannot feel love be a sign of Dorothys emotional repression and the cowardly lion could indicate her lack of moral assurance.[10] however, in the film, it is made clear that her three companions were actually the farmhands all along. The characters journey to the wizard to try and obtain lacking virtues; a brain signifying intelligence, a heart meaning love and courage indicating self belief and confidence. The fact that we realise they each had the qualities they were searching for means, in the case of the book, Dorothy does also. Baum provides a clear message ‘that we have within us the qualities we seek.'[11] Jones asserts that this message is of ‘considerable reassurance to children in the process of maturation'[12] the alternate worlds provide opportunities to learn about the human condition and for self discovery, for the reader-audience aswell as for the protagonist. The return to Kansas which acts as closure, therefore rejects fantasy by sentamentalizing it[13] and ignoring its subve rsive implications. Dorothys wish to return to Kansas is fulfilled and Aunt Ems joy at having Dorothy return emphasizes Dprothys conscious contentment as shebecomes a maternal and affectionate mother figure. Has Kansas changed and has Dorothy transformed? Dorothy is transported to the splendorous and green world of Oz out of the dreariness of Kansaa, yet she wishes for return and so home is never far away. Dorothy cannot leave Oz until she completes tasks, which include killing witches, thus she a fantasy world provides immense powers, she must then find the wizard. The fact taht she can only return to Knasa after learning of the enchantments and dangers of Oz alludes to the fact that fantasy is about confronting as oppose ot evading reality. C. S. Lewis presented Gary Westfahl observes the long-established concern with the romantic child; ‘western tradition has long honoured children as being purer and naturally better than adults because they have not yet been corrupted by worldly ways; they lie in William Blakes blessed world of innocence, not his wicked world of experience'[14] The image of the child as being closer to God than the adult, is set against the adult who is morally unclean due to the corruption of wicked experience appeared in much religious ritual and ancient myth. Children traditionally said to represent innocence[15]. It is interesting to note that the word ‘innocence is cognate with noxious and derives from Latin nocere ‘to harm (Stein) innocence then is the condition of being unharmed,[16] which is where the fascination with the idea of the child arose. The opposite of innocence then is experience, which gives us the title of William Blakes Songs of Innocence and of Experience. Blake sets up powerful binaries of childhood innocence and adults as experienced thus spiritually harmed, this literature has had a powerful influence on and reflected Victorian societys attitudes. The passage assumes a world in which any experience is dangerous to the soul. Marina Warner, a writer and mythographer has contributed significantly to the theory of film which has a relatively short lived history. She brings an understanding of modes of narration and codes of representation which distinguish the medium as ones that are prefigured by an extensive history of cultural production, greatly influencing the medium. With a strong affinity to writer Angela Carter, Warner takes a feminist approach to the study of fairytale and fairytale on film. Her central concern is reclaiming the cinematic use of the fairytale narrative and making a consideration of its representation to female experience, particularly to rites of passage. By doing this, Warner also considers the child figure in films which are not necessarily made for children but have a child as a narrator. She observes the appeal of the child as a central figure comes from ‘the prelasparian notion of innocence and the implication that children, by virtue of not being bound by adult rationality, have greater access to the world of imagination and fantasy.'[17] Thus the child protagonist can engage wilfully with fantastical realms which adults regard as impossible. The fantasy genre has a close affinity with the ‘Wonder Tale defined by some critics, or the ‘Folk Fairy Tale by others. For all allegorists of a Neo-Platonist perspective, fairytales were scriptures of the spirit, displaying messages of universal love and death.[18] Paganism and psychoanalytic studies, such as Sigmund Freuds notion of the uncanny, have defended the fantasy as something that is fundamental to the human being. In contrast to the above universalising interpretations, the contemporary situation reveals the emergence of a socio-historical school which considers fairytales and fantasy as a direct impression of reality. They are embedded in popular culture, yet are subject to change and transformation reflecting new developments. The fairytale and fantasy are subsequently a ‘tool for thought, a multicoloured skein of images with which to think about the real, both reiterating and shaping the real in restructured narratives, reassemble images.[19] Therefor e a consideration needs to be madeevaut the contemporary situation of fantasy and fairytale in film. This paper explores whats different between these films. Although Gilliam introduced Tideland with the prediction that some people will love it and some people will hate it, he may not have been prepared for the profusion of heated, disgusted and outraged reactions which followed the films relase, including people walking out of the cinema. With 157 reviews posted on the internet movie database, tideland ‘was (rightly) savaged by critics and ignored by most audiences,'[20]â€Å" some kind of Alice in Wonderland with psychic tinge†[21] â€Å"the worst movie i have ever seen† â€Å"UNPLEASANT†, â€Å"perverse, ..†, â€Å"Unwatchable.† â€Å"Nauseating.† ‘Mr. Gilliam descends into curdled silliness. It might be said that his imagination knows no boundaries; it might be good if he found some. A. O. Scott from The New York Times â€Å"Tideland† is rated R. It has drug use, gruesome deaths and extremely icky sexual implications. [22]Owen Gleiberman from Entertainment Weekly writes that Tideland an F, calling it gruesomely awful. [23] Despite overall positive critical reception, there was much negative reactions tp pans Labyrinth, also revealed people recated badly to fairytales that werwe scary, ‘the senseless murder of an innocent child—make Pans Labyrinth irredeemable in my eyes.'[24] And another review argued ‘I dont believe for a second that this is any kind of fairy tale.'[25]more angry reviewers did nto agree with the fairytale genre labelling, ‘Only if we as adults have decomposed our standards so that torture and suffering constitute fairy tales.'[26] People This paper also makes a consideration of escapisms dishonoured status. It attempts to make a contribution to the overdue reconsideration of fantasy literature and film. The overall structure of the study takes the form of five chapters, including this introductory [1] Susan Napier makes this observation in 2005at the beginning of a discussion regarding Japanese anime, David Butler (2009) Fantasy Cinema: Impossible Worlds, Wallflower Press, p6 [2] Susan Napier in David Butler fantasy cinema: impossible Worlds (2009) [3] David Butler discusses and summarises ‘the problem of fantasy and escapism in his recently published and insightful overview of key themes and debates in fantasy cinema, Fantasy Cinema: Impossible Worlds(2009) London: Wallflower Press ,p5. [4] Marina Warner, Through A Childs Eyes, Internal Bfi Seminar, 12 February 1992, P44 [5]Jack Zipes (1997) Happily Ever After: fairy tales, children and the culture industry, New York; London: Routledge, p92. [6] Jack Zipes (1994) fairytale as myth, myth as fairytale, Lexington : University Press of Kentucky,pp94-95 [7] Patrick Brantlinger, William B Thesing (2002) A companion to the Victorian Novel. Wiley-Blackwell. p360. [8] Barbara Smith Chalou (2007) Struwwelpeter: humor or horror? : 160 years later. Lexington books. p75. [9] Manlove, C, N. (2003) From Alice to Harry Potter Childrens Fantasy in England. Christchurch, N.Z: Cybereditions. p20. [10] ibid. [11] Wolstenholme (2000) The Wonderful Wizard of Oz. pxxxiv. [12] Jones (2002) The Fairy Tale. p95. [13] Sarah Gilead, Magic abjured: closure in chidlresn fantasy fiction, PMLA, Vol. 106, No. 2 (Mar., 1991), Modern Language Association pp. 277-293, p279 [14] px [15] Eric S. Rabkin ‘Infant Joys: The Pleasures of Disempowerment in Fantasy and Science Fiction (J.C.Cooper An Illustrated Encyclopedia of Traditional Symbols, London: Thames and Hudson, 1978)p16 [16] ibid [17] Marina warner. Cinema and realms of enchantment, P6 [18] Marina warner, The Uses Of Enchantment, lecture at the NFT (7 February 1992) P16 [19] Marina Warner, The Uses Of Enchantment, lecture at the NFT (7 February 1992)p17 [20] Alex Billington, http://www.imdb.com/title/tt0410764/news?year=2008 [21] HurtGenerator(Wed Dec 20 2006 11:39:07 http://www.imdb.com/title/tt0410764/board/nest/56980592?d=61756820p=6#61756820 [22] ^ Tideland: A Girl Endures a No-Mans Land by Dwelling in the Make-Believe, A. O. Scott, The New York Times, October 13, 2006 [23] Owen Gleiberman [24] fmcchris, ‘Devoid of grace, wit, and soul, 6 June 2007, http://www.imdb.com/title/tt0457430/usercomments?filter=hate [25] Paulk-20, ‘Harmful at best, 1 June 2007, http://www.imdb.com/title/tt0457430/usercomments?filter=hate [26] Robert, ‘i waited so long to be rewarded with dissapointment, 15 may 2007, http://www.imdb.com/title/tt0457430/usercomments?filter=hate

Aldous Huxleys Brave New World and Political and Social Ideas :: essays research papers

The characters in Aldous Huxley’s Brave New World represent certain political and social ideas. Huxley used what he saw in the world in which he lived to form his book. From what he saw, he imagined that life was heading in a direction of a utopian government control. Huxley did not imagine this as a good thing. He uses the characters of Brave New World to express his view of utopia being impossible and detrimental. One such character he uses to represent the idealogy behind this is Bernard Marx.   Ã‚  Ã‚  Ã‚  Ã‚  Bernard Marx is a character that represents those that are different from the norm, a character still relevant in today’s culture. He is an archetype of those that are looked down upon as different. He signifies those that look and/or think uniquely. Bernard is the outcast who longs to belong.   Ã‚  Ã‚  Ã‚  Ã‚  Bernard is pretty high up in the social system in Brave New World. He is an Alpha Plus at the top of the caste system and he works in the Psychology Bureau as a specialist on hypnopaedia. Bernard, though, is flawed according to his culture on the inside and out. “’He’s so ugly!’…’And then so small.’ Fanny made a grimace; smallness was so horribly and typically low-caste’'; (46). Bernard’s looks pushed him to be an outsider. His physical insufficiencies cause him to be different mentally. The way that he thinks and acts is different then that of the cultural norm. “’They say he doesn’t like Obstacle Golf.’…’And then he spends most of his time by himself – alone’'; (44). The way that Bernard acts is so different then everyone else in the world in which he lives. In Brave New World being alone is a rare occurrence, and sports are something that everyone participates in. Bernard also thinks of women and relationships differently. Though promiscuity is a normalcy in Brave New World, Bernard sees relationships as a personal thing and does not think of a woman as someone to just have. “’Talking about her as though she were a bit of meat.’ Bernard ground his teeth. ‘Have her here, have her there. Like mutton. Degrading her to so much mutton’'; (45). Bernard gets angry hearing others talking so casually about sexual relations with a woman. Bernard goes against the grain in the way he looks, acts and thinks. He does not follow the cultural standard and is therefore despised and teased, and is labeled a freak.

Burial Practices of the Ancient Egyptian and Greco-Roman Cultures :: European Europe History

Burial Practices of the Ancient Egyptian and Greco-Roman Cultures Ancient Egyptian and Greco-Roman practices of preparing the dead for the next cradle of humanity are very intriguing. These two cultures differ in a multitude of ways yet similarities can be noted in the domain of funerary services. In the realm of Egyptian afterlife, The Book of the Dead can provide one with vital information concerning ritual entombment practices and myths of the afterlife. The additional handouts I received from Timothy Stoker also proved to be useful in trying uncover vital information regarding the transition into another life. Regarding the burial practices of Greece and Rome, parts of Homer's Odyssey are useful in the analysis of proper interment methods. One particular method used by the Egyptians was an intricate process known as mummification. It was undoubtedly a very involved process spanning seventy days in some cases. First, all the internal organs were removed with one exception, the heart. If the body was not already West of the Nile it was transported across it, but not before the drying process was initiated. Natron (a special salt) was extracted from the banks of the Nile and was placed under the corpse, on the sides, on top, and bags of the substance were placed inside the body cavity to facilitate the process of dehydration. After thirty-five days the ancient embalmers would anoint the body with oil and wrap it in fine linen. If the deceased was wealthy enough a priest donning a mask of Anubis would preside over the ceremonies to ensure proper passage into the next realm. One of the practices overseen by the priest was the placing of a special funerary amulet over the heart. This was done in behest to secure a successful union with Osiris and their kas. The amulet made sure the heart did not speak out against the individual at the scale of the goddess of justice and divine order, Maat. The priest also made use of a "peculiar ritual instrument, a sort of chisel, with which he literally opened the mouth of the deceased." This was done to ensure that the deceased was able to speak during their journeys in Duat. Another practice used by the Egyptians to aid the departed soul involved mass human sacrifice. Many times if a prominent person passed away the family and servants would willfully ingest poison to continue their servitude in the next world.

Androgyny in James Baldwins Here be Dragons Essays -- Here Dragons

Androgyny in James Baldwin's Here be Dragons The piece by James Baldwin titled â€Å"Here Be Dragons† was amazing and I definitely recommend reading it. Baldwin’s piece is mainly a plea for understanding. He argues that within every person there is a little bit of the opposite; for instance, inside every male is a little bit of femininity, just as there is some masculinity within every female. Baldwin also mentions how, many times, the things we fear are things present inside of ourselves that we wish were not. In several instances Baldwin discusses how he was made fun of by men standing in large groups and then once alone the men would try to get Baldwin to have sex with them. I believe those men clung to Baldwin because they felt the homosexual impulse within themselves, and felt that ...

Laws and Rules of the Road Essay

Create a car saying (Bumper Sticker) or a Road Sign (Billboard) that would describe one main point you learned in Module 5. This is an example of a bumper sticker from a former student: â€Å"â€Å"Driving the right speed is always a good deed. Enjoy your ride and don’t collide!† 1. What would yours say? When you speed it causes more collisions so remember always be safe and wear a seat belt. 2. How would it look? It would be a billboard and it would have a picture of a had collision that happened because of speeding 3. Now, write at least one paragraph (5 sentences or more) which explains why you thought this would make a great bumper sticker or billboard, and how it summarizes the information you learned in Module Five. Remember to use complete sentence answers and proper spelling and grammar. I thought this would make a good bumper sticker because most collisions are caused because of speeding and people should not take advantage of the roads. This bumper sticker summarizes what I learned in module 5. That is because In this module I learned about driver licenses and what you need to do if you are new to the state or if you are a new comer. Also in this module I learned that excessive speeding is the cause of many collisions. Module 6 Effects of Alcohol and Drugs Some day you might find yourself in a dangerous driving situation because of drugs, alcohol, or extreme drowsiness due to medication. Talk to a parent or guardian about what they would like for you to do if you find yourself in this situation. Answer the following questions in one or more complete sentences. 1. Explain three ways you can get home safely, without getting behind the wheel, if there are drugs or alcohol in your system. A. Call a friend B. Call a taxi C. Call a parent or relative 2. Explain three ways you can get home safely if the friend you rode with has drugs or alcohol in his system and you prevent him from getting behind the wheel. A. You can drive B. Call a taxi C. Tell your parents to pick you up 3. What would your parent/guardian want you to do? They would want me to contact them and tell them I need a ride home. 4. Look up and list the number of a local taxi or car service in your community. Include the company name and telephone number.

Adr in an Era of Globalisation: an Indian Perspective

In a country with a population in otiose of a billion, and plagued by an piling the stairsfunded address structure plenteous of corrupt and ineffecient officers, we argon looking at decades of stagnation, a backlog of efforts in excess of 29 million, across the extract- lead aim chat ups, the twenty- unitary last fronts and the supreme court. According to Global depravation Report 2007 Corruption in juridical Systems, Indians shelled out an estimated $600 billion as bribes to the judiciary, which is high than the bribes paid out in both other sector in the court.This enormous gestation period of discriminatory professional personceeding has resulted in a tumid scale andton of confidence in the judiciary, with a development number of people opting to stay out-of-door from court. Enter alter dispute re fortitude. It is this superfluity of people who atomic number 18 prime tar develops of an alternate dispute mechanism. The prime eon solution to the snails pa ce discharge of show windows. The main sell point of arbitrament is the speedy and bodacious proclamation of disputes outside of a courtroom. magic spell arbitrement is a product of a private agreement, once an arbitrament stage is rendered, the prevailing party can anticipate to deport that apportion confirmed by the courts, and, having d wizard so, can invoke the dogmatic power of the state to enforce it in the same manner as it could a court fancy. Initially received with unbelief by the courts in various countries, arbitrement is now organism embraced as an powerful form of alternate dispute closure.As a result of the burgeoning international change over and an explosion in the involutioning come up to investment numbers in the country, arbitrament and other forms of alternate dispute resolution atomic number 18 becoming much than(prenominal) and to a greater extent indispensable. cardinal of the major problems with opposed litigation is that foreign ju dgments are survey to several(prenominal) layers of appellate survey, whereas, foreign break ins are practi appointy easier to enforce in different self-directed states. Arbitration is particularly successful in sketchs like construction, where a reliable amount of expertise is required time resolving disputes, of which there is paucity in the courts.Arbitrators are chosen from the same industry, and are generally required to resolve disputes make on fact kind of than profound issues. Most companies prefer much(prenominal) a business approach to resolution of disputes, rather than a profound approach. Arbitration in India was first governed by the Arbitration and expiation stage, 1940, which was later replace by the 1996 wreak. The 1996 Act was designed primarily to implement the UNCITRAL poseur Law on International moneymaking(prenominal) Arbitration and create a pro-arbitration lawful regime in India.This Act was more often than non aimed at subduing the lo opholes which entrusted for excessive legal intervention in the 1940 Act. Some of the features of juridical look backward The words in component 30 of the 1940 Act read shall non be stripe deviation took away the legal power of the courts to fall past an booty unless on one or more of the grounds specified in the section. amend in 1996, however, the section re-numbered section 34 reads An dirty money may be stigmatize diversion only if Hence, the court has no jurisdiction to set aside an demo on every other grounds.This amendment was brought with an role to reduce the orbit of judicial critical study to allow for a minimum level of court intervention. In R. S. Avtar Singh & Co. v. N. P. C. C. Ltd. , the court commented on the nature and extent of the courts jurisdiction It is a well settled pattern of law of nature that the assign of the judge who is a chosen judge of facts and of law between the parties can non be set aside unless an error is patent on t he mettle of the award or it can be inferred from the award that the arbitrator has misconducted himself or the legal proceeding or that he has non apply his mind to the material facts.Hence, the court is not sitting in appeal on the award, nor can it re-examine the material which was adduced onwards the ump. The court cannot examine the correctness of the award on merits nor it is obligatory for the justice to fall flat detailed reasons. Unless the court comes to the conclusion that the award is preposterous, it cannot set aside nor replace its bear last in place of the arbitrator. In short, the arbitrator is the final judge of facts and law, and the arbitrational award is not open to take exception on the ground that the arbitrator has reached a wrong conclusion or failed to revalue the facts. scratch 31 (3) of the new Act of 1996 states that an arbitrational award shall state the reasons upon which it is based, unless the parties have concur otherwise, or the aw ard is agreed on the terms enumerated under air division 30. This was reiterated by the court in the case of Tamil Nadu Electricity jury v. bridge deck Tunnel Construction Co.. The rationale croupe this tell apart of the court is to ensure that the arbitrator acts capriciously, and to give the parties assurance that the grounds for the get over of accomplishment chosen by him and likely and just.At the same time, however, to ensure the decisiveness of the award, reasonable of reasons given by an arbitrator cannot be challenged on merits. Why judicial freshen? The main purpose of arbitrators is to try to decide disputes properly on the basis of the applicable law, and subsequently, formulate the rationale for their decision. The need for a cooking for judicial re come across in the field of arbitration is born out of the states concern to maintain the virtue of the arbitrational mathematical operation, and maintain a proportionateness between party autonomy and the l aws of the belt down. juridical refreshen is primarily intended to base hit against arbitrariness of awards, and to ensure that the law of the land is followed within the states jurisdiction. No doubt judicial intervention is a requisite in the field of arbitration which lacks a accepted decisional law in the matter. However, the issue to be addressed is to what extent, and an test is to be made to define the stretch of this judicial intervention. To what extent can courts come forward and substitute their judgment for the arbitral award?Parties who are dissatisfied with arbitration awards often call upon the courts for review. Procedurally, review is sought in an execution to modify the award or set it aside by way of defense, in a proceeding brought to enforce the arbitrators decision or, by way of replication, in an action where the dissatisfied party has sued on his headmaster claim and the satisfied party has pleaded the award. One of the major problems with the 1996 Ac t, is that a person aggrieved by an arbitral award has to start proper(a) from the District court in baseball club to hallenge an award. Additionally, in dickens recent absolute hail decisions, Oil & vivid burn out Corporation v. SAW Pipes and SBP v. Patel Engineering, the scope of judicial review has been widened by interpreting eachthing remote to universal constitution as being ostensibly mislabeled, and since any(prenominal) award which contravenes Indian statutory supply is patently illegal, it is also contrary to semipublic constitution, and hence, number to the judicial review of courts. Generally speaking, arbitral awards are not subject to appeal.However, in most countries, including India, there are provisions to set aside an award in extreme cases. Judicial review of foreign arbitral awards generally falls into two categories. First, the reviewing court inquires whether requirements of natural justice were find in the arbitration proceeding and whether the arbitration agreement is well-grounded under the applicable law. Failing so, the arbitral award leave be denied recognition or enforcement on the grounds that the fundamental requirements of natural justice or legality have not been met.Subsequently, the court inquires into the merits of the award, that is, whether the arbitral body has affiliated an error in rendering the award. The challenge of judicial review, however, is a two-headed coin. On the one hand, limiting the scope of judicial review reaffirms the roots of arbitration, that is efficient and speedy resolution of disputes. Conversely, however, widening the scope of judicial review defeats the very concept of decisiveness of an arbitral award, and hence, moving back to square one of the legal court system.Why not? The way in which the legal proceeding under the Act are conducted and without an exception challenged in courts has made lawyers laugh and legal philosophers weep. get shows and law reports bear testi mony that the proceedings under the Act have plow highly technical accompanied by unterminus prolixity at any stage providing a legal hole to the unwary. An informal forum chosen by the parties for expeditious disposal of their disputes has by the decisions of the courts been change state with Legalese of unforeseen omplexity. To the critics of judicial review of arbitral proceedings, the likelihood and to an extent, inevitability of judicial review serves as a serious preventive to individuals and companies seeking arbitration as a solution to commercial disputes. A certain school of thought views arbitration as a mere dress re take insal for subsequent litigation, and disregards judicial review as a mere interference to the finality of the arbitral award. India is a country ontogenesis in leaps and bounds, with the coming of globalization.Being a country looking to attract more foreign investment, developing a fool-proof, cost-efficient and speedy legal system is vital. Wh en a foreign company explores the prospects of investing in India, they factor in the possible legal costs, and the opportunity to settle disputes through arbitration quickly and cheaply is an attractive change point. However, with increasing judicial intervention, and the inevitability of ending up in court, hassle-free dispute resolution is no longer a pro on their list of pros and cons.Hence, the 1996 Act was passed with the objective to diminish the supervisory role of the courts in the arbitral process. The very epitome of minimal judicial intervention is contained in dent 5 of the Arbitration and placation Act, 1996, which reads Notwithstanding anything contained in any other law for the time being in force, no judicial authority is to intervene except as provided in the Act Section 34 of the Act imposes certain restrictions on the correctly of the court to set aside an arbitral award, and the limited grounds on which the award can be challenged have been enumerated.The f ive dollar bill grounds upon which an award can be set aside as per Section 34 (2) (a) are -Incapacity of parties -Non-existence or invalidity of arbitration agreement -Exceeding jurisdiction -Non-compliance of collect process -Composition of arbitral tribunal As per Section 34 (2) (b), an arbitral award may also be set aside by the court on its own initiative if the subject matter of the dispute is not arbitrable or the impugned award is in conflict with the public policy of India. Public policy, however, has not been defined anywhere in the Act. acceptation the definition of public policy from Section 23 of the Indian Contract Act, 1872 The friendship or object of an agreement is lawful, unless it is veto by law or is of such(prenominal) nature that, if permitted, it would defeat the provisions of any law or is fraudulent or involves or implies injury to the person or property of another or the court regards it as immoral, or opposed to public policy. The court, over the yea rs, has tender to varying conceptions of public policy, swinging between the narrow view and the broader view. In Gherulal Parakh v.Mahadeodas Maiya, the court favoured the narrower view, and commented that though the heads are not unairedd and though theoretically it may be permissible to prepare a new head under exceptional circumstances of a changing world, it is admissible in the interest of perceptual constancy of society not to make any attempt to discover new heads in these days. With respect to public policy in the field of arbitration, the court held in Renusagar violence Co. Ltd. v. General Electric Co. , that in order to attract the bar of public policy the enforcement of the award must invoke something more than the violation of the law of India.It was held that the enforcement of a foreign award would be refused on the ground that it is contrary to public policy if such enforcement would be contrary to -Fundamental policy of Indian law -The interest of India -Jus tice or holiness The court in recent times, however, has subscribed to the broader view of public policy, choosing to widen the scope of judicial review. A landmark judgment in this respect is Oil & Natural Gas Corporation Ltd. v. SAW Pipes Ltd.. The crux of the matter of the case was that the arbitral tribunal had failed to take into account Section 73 and 74 of the Indian Contract Act, 1872.The major issue, however, that it dealt with was whether the Court would have jurisdiction under Section 34 of the 1996 Act to set aside an award passed by the Arbitral administration which is patently illegal or in contravention of the provisions of the Act, or any substantive law governing the parties, or is against the terms of the contract. The judgment of the court in this case, not only negated the purpose of the 1996 Act, and also widened the scope of judicial review beyond the realms provided for in the 1940 Act as well.It was held that an award is opposed to public policy under the same heads primed(p) down in Renusagar Power, but also if it is -Patently illegal -So unfair and unreasonable that it shocks the conscience of the court Another important judgment of the commanding Court in 2005 was SBP & Co. v. Patel Engineering, which sanctioned go on intervention in the judicial process. The case dealt with the appointment of an arbitrator by the motion Justice, and the contention was that the Chief Justice could try out on contentious preliminary issues such as the existence of a valid arbitration agreement.The court agreed, while property that the Chief Justices findings would be final and binding on the arbitration tribunal. This judgment makes a mockery of the principle of Kompetenz Kompetenz, which is the power of an arbitral tribunal to escort its own jurisdiction, enshrined in Section 16 of the 1996 Act. This opens up a Pandoras shock of opportunity for parties to sabotage the appointment process of arbitrators and make spurious arguments simply to see to it the arbitration proceedings. Looking AheadIt is calorie-free to forget the purpose of arbitration and get carried away with the nuances of the law. Therefore, in an attempt to move forward, it is important to incorporate the very picture of finality and amicable resolution in the contract itself. Of course the most apparent solution at the face of it is to close all doors to review of the award by incorporating a clause for the same in the contract. However, this can only be through at the risk of receiving an award not in line with the principles of natural justice.On the legislatures part, the Arbitration and Conciliation (Amendment) Bill, 2003, currently pending before the Parliament, proposes to introduce a new section 34A, which would allow an award to be set aside where there is an error apparent on the face of the arbitration award well-favoured rise to a substantial question of law. This narrows the scope for review laid down by the SAW Pipes ruling, but it st ill affords losing parties an opportunity to approach courts in an attempt to second guess arbitral tribunals, very similar to the position during the pertinency of the 1940 Act.An interesting avenue to be explored in the future, particularly in the case of contracts involving large sums of money, is a system of contemporary and synchronous dispute resolution, involving the establishment of Dispute palingenesis Boards (DRBs). This system has been adopted by the subject field Highway Authority of India (NHAI), Maharashtra Sewerage Board and Delhi Metro in recent times. A Dispute Review Board essentially consists of three experienced, respected and impartial reviewers.It is established before the commencement of the contract, and regular inspections are carried out to ensure smooth carrying into action of the contract and ensure good working(a) conditions. This serves to familiarize the reviewers with the job process and the prefatorial environment as well, so that in case a dispute arises, a well-informed decision can be made. In such a case, a hearing is convened where the reviewers hear arguments of both sides and after deliberation submit a non-binding recommendation to the contractors.

Creativity in Education Essay

A coach with fancifulness at the he cunning of the cultivation change entrust benefit by increasing the motif of lag and disciples, says former head, Dave Weston. In this article and circumstance study, he shows the way to to a great extent(prenominal) imaginative get downes to political program cooking yeasty thinking is the defeat of habit by fenderity Arthur Koestler Many direct leaders and t each(prenominal)(prenominal)ers realise that is outright succession to memorize much control any over the political platform and to embroil a great stress on originativeness in the instruction and doctrine process.During the last five geezerhood, head memoriseers conduct engendered the assumption to take innovative and imaginative salutees to plan planning and sh everyow organisation. This is due to strong-nigh advertisement from of import government in the light of recent perceive improvements in primary literacy and numeracy standards and to th e realisation that a wider and more exciting class apprise lead to great levels of motivation for each pupils and staff. seminal thinking and innovation permit at a time been legitimised by the DfES and primary checks argon actively encouraged to develop fictive ideas and exploits promoting germinalness is a powerful way of engaging pupils with their learning uprightness and Enjoyment DfES 2003 (page 31) What is fanciful thinking? creative thinking is lots associated with the fictive humanities nonwithstanding in reality it is sure enough non unique to the humanistic discipline. It can be seen and place in all tantrums of the arts, humanities, sciences, math and technology. The guinea pig broadcast Handbook (1999) include creativeness within the function on conceit skills.It stated that germinal intellection skills enable pupils to generate and extend ideas, to suggest hypotheses, to yield imagination and to look for alternative innovative consequen ces. Didnt we always teach it? creative thinking was taught in the sevenerties and 1980s, often finished and through and through topic- base come outs, but on that point was a lack of accounting systemability, detailed planning and thoroughness. Much of this sensed creativeness disappeargond in the 1990s as it did not fit into a strategic box and naturalises thought that in that respect was not time for it and that much(prenominal) an attack was not valued by central government.The obstruction in measuring the success of a creative admittance to primary learning and teaching gave our procreation system many problems. As a vector sum headteachers, under the pressures of Ofsted inspection and statistical league tables, became opposed to take risks with the course of instruction. However, more recently this situation has started to change, dismantleitioningicularly with the victimization of the creative partnership schemes. The Reggio genus Emilia approaching T he success of the Reggio Emilia approach to early years preparation has influenced theory and practice in the field of honor of creativeness in primary information.In naturalizes in Reggio Emilia in that respect is an innovative staffing structure with each early years centre having an atelierista (a specially instruct art teacher) who runs closely with the schoolroom teachers. In Italy in the primary sector there is giving teacher autonomy with no national platform or associated achievement tests. In Reggio Emilia the teachers bounce way skilled observers and they routinely divide responsibilities, so that unrivaled can systematically observe and record conversations mingled with children slice the some other is teaching the class.Teachers from several disciplines somewhattimes work and learn unneurotic and this contributes to the acculturation of teachers as learners. The learning purlieu is crucial in the Reggio Emilia approach and classrooms often have m otor inns, wall-sized windows and easy gateway to stimulating outdoor argonas. Each classroom has large spaces for sort out activities and specially designed atomic number 18as for pupils and staff to interact. scupper ambits ar large and stimulating and reflect the creative thinking of the children.Teachers in early years settings in Reggio often refer to the learning environment as a third teacher as roughly centres ar small with just two classroom teachers. The computer programme is attend-based and there atomic number 18 numerous opportunities for creative thinking and exploration. The teachers work on topics with small groups of pupils while the lie of the class work on self-selected activities. Projects are often open-ended and beca enforce curriculum planning is conciliatory and is sometimes teacher-directed and sometimes child-initiated.This philosophy is inspiring and can be partially transferred to the different framework of the British primary naturalise. W hole- enlighten approach to evolution creativity For discipline leaders the freshman step in ontogenesis a creative school is the fostering of a whole-school approach. creativity is not an add-on and it cannot be enforce by the headteacher. There take to be discussion, intricacy and self-possession. The debate should be based around some of the following points taking control of the curriculum by the school.the creation of a school with creativity at the heart of the learning process enhancing the motivation for staff and pupils fostering the professional emergence of all the staff, two teaching and non-teaching involving regulators and parents in a whole-school approach to creativity and screening how this philosophy avows school improvement and juicy standards of achievement getting the pupils mixed in school issues (regarding the curriculum and the learning, perhaps through the school council). How does your school measure up?So how far has your school got in growi ng a creative approach to learning and teaching? Ask yourself Have you discussed the freedoms of development a curriculum appropriate for your school? Does your school development and improvement plan take account of creativity in learning and teaching styles? Is creativity a part of your staff development political platform? Is the governing body attached to promoting creativity end-to-end the school? Is there a nominated governor hired in this approach? How involved are the pupils in discussing the curriculum and in a creative approach to learning and teaching?Does your school cautiously plan visits to galleries and projects involving artisans and crafts community? Are creative successes evaluated in the SEF? Does your school celebrate and promote creativity to a wider audience? Celebrating creativity creativeness should be celebrated and the school should consider looking for outside accreditation through the artsmark scheme. yeasty successes should be carefully evaluat ed, highlighted in the SEF and showcased to parents and the participation. mental faculty should be empowered to design activities within the curriculum which are exciting, motivating and relevant to theirschool and pupils. Once these seeds are sown, creativity pass on flourish. Case study devising our school a more creative environment At the primary school where I was headteacher, we accepted that the curriculum had become unbalanced and that we were spending as well much of the timetabled day on face and maths. rung kept saying that too little time was universe devoted to the arts and humanities. This imbalance was having an rear on the motivation of some pupils, especially in Years 5 and 6 and on the caper satisfaction of the staff.Like every school, we were very animated to chief(prenominal)tain high standards in English and maths and to ensure that our KS2 SATs results were safe. However, we persistent that we were fairly secure in the core curriculum and that the time had come to go back the curriculum. Therefore we reviewed our whole-school curriculum plan and looked at all the ways we could cast our school a more creative and exciting environment. The aspects of school life we reviewed were as follows encouraging a more flexible approach to the timetabledeveloping the school grounds to link in with the outdoor curriculum. We clear-cut that the school grounds were under- expenditured as a learning environment. Therefore each curriculum coordinator was get aroundn the opportunity to have a part of the grounds as an outdoor curriculum area to incite real learning in that area. Staff came up with lots of imaginative ideas such as Music developing an outdoor music drag in with differing instruments hanging from trees and fences. Geography developing an orienteering trail around the edge of the field.Art developing an outdoor cutting area with a clay model from every pupil. Languages playground signs and rules in differing languages. Science developing an environmental area with a pond, seating in the order of different animals and insects. Design and technology one of the most successful creative projects was the development of a courtyard on the theme of containers. Each of our 11 classes chose a different type of container (Reception chose old wellington boots while Year 6 chose a large tractor tyre) and in the summer they were decorated and planted up.Supporting the debut format curriculum with exciting outdoor areas and incorporating some of the Reggio Emilia approaches to early learning. The school decided it was substantial to give the early years staff the combine to develop an exciting integrated curriculum based on the call for of younker pupils rather than on the formalised curriculum. Bringing in artists and craft workers to give pupils to work with adults with different skills. Each year we decided to bring artists into the school so every pupil had the opportunity to work with a real arti st at some time during their primary school career.This was an expensive approach but worthwhile as often the skills of the artists inspired school staff to show bare-assed ideas and therefore provided a professional development aspect to their work. Celebrating the different languages in our school. As our school was very keen on teaching MFL to all the KS2 pupils we decided to celebrate all the languages of our school by designing a mural which showed pupils from all the countries involved saying hello in their home language.Our pupils decided that on the mural the pupils from the different countries should have hats showing the flag of their country. The large mural was painted by the pupils with the bide of a professional artist and is now proudly on display by the first appearance to the school office. Developing the confidence and usage of the art coordinator. Enhancing the motivation of some pupils and giving great ownership of the learning process to the staff. Getting involved in the original Partnerships scheme to get access to support and resources.Introduction 1. The HMIE hatch Emerging Good behave in Promoting Creativity promulgated in skirt 2006 gathered evidence from inspections of pre-school centres, primary and petty(a) schools and community learning and development to identify and analyse acclivitous good practice in promoting creativity, and provide advice on a setting of issues related to creativity including learning and teaching, assessment, and current practice in evaluating success in promoting creativity. 2.The Scottish decision maker didactics incision has agree to supplement the HMIE hide by providing a instruct overview of some hear national form _or_ system of government developments and other portas crossways the UK promoting creativity in direction. The aim is to patron educators and policy makers by highlighting some consequential advice and other support to encourage good practice. The composing is not however a comprehensive review. The bibliography is think to assist those who appetite to explore further the issues discussed. Creativity, finish and teaching method ( victimisations in England) 3.Although focusing on England, the issue consultive Committee on Creative and ethnic Educations (NACCCE) deal All Our Futures Creativity Culture and Education has proved influential on subsequent efforts to promote creativity in education elsewhere in the UK. 4. The NACCCE was established in 1998 to make recommendations to the then Secretary of State for Education and function and Secretary of State for Culture, Media and Sport on the creative and cultural development of materialization the great unwashed through formal and informal education to take persuade of current provision and to make proposals for principles, policies and practice. The Committee was chaired by Professor muckle Robinson and its cogitation was print in 1999. 5. The report emphasised that all children and upstart heap can benefit from developing their creative abilities and this should be seen as a general function of education. Creativity can be developed in all areas of the school curriculum including the sciences as well as the expressive arts. As discussed later in this paper, the NACCEs definition of creativity was adopted as part of subsequent initiatives in Federal Ireland and Scotland. (A summary of the reports general advice on teaching for creativity is contained in the annex to this paper.)The NACCEs report was welcomed by the segment for Education and Skills (DfES) and segment for Culture Media and Sport. Although the governing body did not implement all of the reports recommendations with regard to the case Curriculum in England, many elements were taken forward. For instance, the report led directly or indirectly to in-chief(postnominal) initiatives such as Creative Partnerships and Artsmark. 6. Creative Partnerships is a government-funded national initiativ e in operation(p) in 36 of the most disadvantaged areas in England and designed to build sustainable notificationships amid schools, creative individuals and organisations.It aims to transform the aspirations and achievements of new community the approaches and attitudes of teachers and schools the practices of creative practitioners and organisations who wish to work in schools. 7. Starting with the involves of schools and untried people, creative practitioners work across and beyond the curriculum, exalt the classroom and finding new ways for teachers to teach and young people to learn. by the development of projects of variable scales, creative practitioners, teachers and young people work unneurotic as equal partners to place creativity at the heart of learning.8. Artsmark is a recognition scheme for schools arts provision run by Arts Council for England and support by DCMS. The scheme encourages schools to increase the range of arts that are provided to children in schools and raises the profile of arts education. (Further teaching on Creative Partnerships and Artsmark can be accessed through the links provided in the bibliography. ) 9. The educational debate has move forward considerably since the NACCCE report was published and there is now a much wider acceptance that a broad and enriching curriculum goes hand in hand with high standards.Since family line 2000, schools have been functional with a more flexible subject area Curriculum with greater emphasis on the privation for creative and cultural education. There are explicit references to the importance of creative and cultural education in the aims for the curriculum and there are explicit references to creativity encouraging pupils to use their imagination and look for innovative outcomes. The directs White Paper, Schools Achieving victor, launched in September 2001 raised the status of creativity and the arts by pledging to provide a range of additional opportunities for creat ivity and curriculum enrichment.10. DfES as well as hosted the Creativity and Cultural Enrichment on the job(p) concourse (CACE) from May 2001 to Oct 2003. This on the job(p) group was set up in response to the NACCCE report as a cross-agency reference group with a clear focus on creativity and cultural enrichment. The idea was to share information across various agencies and departments, to provide updates on key policy initiatives and projects and act as a source of new ideas. 11.CACE has now been superseded by subsequent work such as the Qualifications and Curriculum Authoritys (QCA) initiative Creativity Find it, Promote it and Creative Partnerships which have built up the association base of creativity in education and succored spread good practice. QCA promotes creativity as an integral part of all National Curriculum subjects and set the characteristics of creative thinking and deportment including Questioning and challenging conventions and assumptions Making invent ive connections and associating things that are not usually related Envisaging what might be imagining seeing things in the minds eye. severe alternatives and fresh approaches, keeping options open Reflecting critically on ideas, actions and outcomes QCA advises that, with minimal changes to their planning and practice, teachers can promote pupils creativity. 12. QCAs Creativity Find it Promote it, and Arts subsisting websites shows how to maximise the impact of creativity and the arts in the curriculum, identifies best practice and provides case study examples for teachers containing practical(a) suggestions in promoting creativity and the arts across the curriculum 13.OFSTED the inspectorate for children and learners in England carried out a survey identifying good practice in the promotion of creativity in schools (Expect the Un pass judgment Developing Creativity in principal(a) and Secondary Schools published in 2003). They found that there was generally high quality in c reative work. Any barriers that existed could be overcome if teachers are committed to the promotion of creativity, possess good subject knowledge and a sufficiently broad range of pedagogical skills to foster creativity in all pupils, whatever their ability. The active support of senior management is overly important.OFSTED emphasised that the creativity observed in pupils is not associated with a radical new pedagogybut a pull up stakesingingness to observe, listen and work closely with children to help them develop their ideas in a goal-directed way. The report can be accessed here. 14. The latest development in England is an freelance review on Nurturing Creativity in Young People jointly commissioned by DCMS and DfES to inform the basis of the Governments upcoming policy on creativity. The review was led by Paul Roberts, Director of Strategy from IdeA (Improvement and Development Agency). The review team published their report in July 2006.This provides a framework for creativity starting with other(a) Years, developing through mainstream education and leading to pathways into the Creative Industries. The report to a fault set out what more the Government can do to nurture young peoples creativity. Particular issues discussed include the role of partnerships between schools and the creative and cultural sector, the development of a new Creative Portfolio to celebrate each young persons creative achievements and creating spaces for creative body process through the Building Schools for the Future the school solid ground redevelopment programme.The Government volition publish a response to the creativity review report and an action plan in Autumn 2006. Unlocking Creativity (Developments in Northern Ireland) 15. Following his work with the NACCE, Professor Ken Robinson chaired a Creativity in Education Working Group in Northern Ireland. The Working Group was a cross-cutting initiative by the Department of Culture, Arts and Leisure (DCAL) the Depa rtment for Education (DE) the Department of Enterprise, mickle and Investment (DETI) and the Department of Higher and Further Education, teach and manipulation (DHFETE) (now known as the Department for Employment and Learning DEL).The aim was to develop a co-ordinated system for the development to the full of the creative and cultural resources of the people of Northern Ireland. The result of this work was the cite report Unlocking Creativity A Strategy for Development published in 2000. 16. The report adopts the definition of creativity contained in the NACCE report Imaginative activity fashioned so as to produce outcomes that are both original and of value. Creative processes have four characteristics. First, they always involve thinking or behaving imaginatively.Second, this imaginative activity is purposeful that is, it is directed to achieve an objective. Third, these processes must generate something original. Fourth, the outcome must be of value in relation to the obj ective. 17. Unlocking Creativity A Strategy for Development do three key recommendations for education Develop continuity and progression in creative and cultural education throughout learning, teaching and youthwork. The development of methods and principles of assessment and query that recognise and value the aims and outcomes of creative and cultural education. view that all professional vocational and academic qualifications decreedly promote the importance of creative and cultural education. 18. The results of the consultation were published in a second report, Unlocking Creativity Making It Happen, published in 2001. The vast mass of responses supported the proposals made in the consultation memorandum and Unlocking Creativity Making It Happen set a wide range of objectives for future work. The key objectives for education related to a review of the curriculum being taken forward by the Council for the Curriculum, Examinations and perspicacity (CCEA).The report highligh ted CCEAs proposals to include a creative division at all Key Stages. It set a wider objective of signposting clear steps towards accredited programmes of learning for people of all ages interested and inspired by creativity and sought to encourage collaboration between various agencies and departments to ensure that creativity is fully recognised in the development of assessment methods and the curriculum. The report also highlighted the establishment of a Creativity seed descent which invested ? 2.8m over three years to encourage projects that would both promote creativity in education or strengthen Northern Ireland as a rivalrous presence in the creative industries. The Education and fosterage Inspectorate produced a set of quality indicators for the Creativity Seed Fund. The indicators cover outcomes and standards, ethos, assessment and review and management arrangements. 19. A third report, Unlocking Creativity A Creative portion, was published in 2004 and set out a se rial of medium term strategic measures to maintain the pulsation on developing creativity across education, culture and employment.The report over again highlighted CCEAs work on Curriculum Review. The Education (Northern Ireland) Order 2006 will give effect to the revise curriculum, which will be introduced on a phased basis from September 2007. 20. The revised curriculum will be more flexible, offer greater scope for creativity to meet the changing needs of pupils, society and the economy and have a greater emphasis on developing skills. One of the mentation Skills to be developed across the curriculum is be Creative, where children should be able to use creative approaches, to be imaginative, to take risks, to question and explore possibilities.The revised curriculum will also provide more flexibleness for teachers to tailor what they teach to meet the needs of their pupils and therefore encourage more creative approaches. Assessment will be formative, as well as summative, w ith pupils assessed in their progress in the skills and areas of learning and pointed towards areas for future development. This Assessment for Learning (AfL) is already being buffer zoneed. One of the most important means of promoting creativity in the revised curriculum will be through Education for Employability.Pupils will look at enterprise and creativity in the unexampled workplace, what it takes to be an entrepreneur and they will have opportunities to demonstrate enterprise and creativity. The pilot work for this aspect of the curriculum has involved school pupils workings with local businesses and artists to develop creative solutions to business issues. 21. CCEA is also developing exemplar material and other support materials to illustrate how opportunities can be developed in all curriculum areas to promote creativity.Draft versions of the support materials have been made available to pilot schools and CCEA plans to grapple them to all schools as soon as viable in th e 2006/07 year. 22. Unlocking Creativity A Creative neck of the woods telephone lined CCEAs work on auditing mental testing specifications in order to promote creativity in the learning and assessment associated with qualifications. This audit has now been perfect and enabled areas in teaching and learning to be identified that would support a more creative approach.The results will be taken into account as specifications are revised for re-accreditation. Re-accredited specifications will be available for first teaching from September 2008 (GCE A-Level) and 2009 (GCSE). CCEA is also working with the English and cheat regulatory bodies to review accreditation criteria and this will take account of thinking skills, such as creativity. The Department of Education is also considering an incentive and accreditation scheme for teachers, principals and schools with a view to embedding creativity across the curriculum.A pilot has been arranged to test an Artmark Toolkit involving five schools and, following evaluation, will be rolled out to all schools in September 2006. 23. An important feature of Northern Irelands work on creativity is the emphasis on harnessing new developments in ICT. Many of the education projects funded through the Creativity Seed Fund included developing ICT skills and linking these to creativity by, for instance, producing material for radio, making documentary films or creating digital content.Unlocking Creativity A Creative Region seeks to embed the concept of the use of ICT to enhance young peoples creativity across the curriculum. The EmPowering Schools dodging has since been published, which incorporates the development of creativity and innovation in the use of ICT. 24. Unlocking Creativity A Creative Region included Creative Youth Partnerships (CYP), a 3 year pilot from April 2004 to March 2007 involving the Arts Council NI, the Department of Education, the Department for Culture, Arts and Leisure and the Education and Library Boa rds.Through a collaborative approach, CYP aims to increase participation among young people in arts activities, develop arts infrastructure in NI and develop the contribution of artists and the arts to the learning and development of young people in schools and the youth sector. A key aspect of CYP is local partnerships to develop creative projects using a variety of art forms. The Education and Training Inspectorate (ETI) is evaluating CYP and its retardation stem (September 2005, full report due October 2006) highlights the developmental nature of the evaluation of a creativity initiative.The Report pointed to some areas for development but found the project to have many strengths. Developments in Wales 25. Wales, like England and Northern Ireland, has a statutory National Curriculum. Creative skills are one of the seven common requirements in the Welsh National Curriculum. Teachers should provide opportunities, where appropriate, for pupils to develop and get into the seven co mmon requirements through their study of all National Curriculum subjects. (The other common requirements include numerical skills, Information Technology and problem solving skills.) 26. The Department for Education, Lifelong Learning and Skills (DELLS) has produced a guidance note for teachers highlighting subject areas of the National Curriculum, from science to modern languages, where pupils can be given opportunities to develop and apply their creative skills, in particular the development and recipe of ideas and imagination. 27. A review of the National Curriculum in Wales is currently underway for proposed implementation in September 2008.Findings from an initial consultation in 2004 were that there should be a clear focus on the needs of learners and effective learning strategies and approaches there is a need to identify and agree on the range of skills that should be acquired and on their development and application in a range of contexts there remains a business sector regarding perceived overload in some National Curriculum subjects, especially at Key Stage 2 (covering ages 7-11), and the relevance of aspects of the curriculum to the 21st degree Celsius and there is a need to ensure that a revised curriculum interests, engages and motivates all learners.28. Currently DELLS has submitted proposals to their pastor for Education and Lifelong Learning for approval. Following this, the proposals will be open to public consultation. These will include a draft Skills Framework for children and young people aged 3-19. This framework contains the areas of Developing Thinking, Communication, Number and ICT. inside the Developing Thinking are strands highlighting creative thinking. Creativity in Education (Developments in Scotland ) 29.In Scotland, a Creativity in Education Advisory Group was established to consider ways in which creativity could be developed as an important feature of the provision that teachers and schools make for young peoples educati on. The Group was chaired by Richard Coton, Headteacher of Monifieth High School and its members included representatives from Learning and Teaching Scotland, the IDES Network, HMIE and the Scottish Executive Education Department. The Groups discussion paper, Creativity in Education, was published in 2001. 30.The definition of creativity in Creativity in Education again reflects that in the NACCE report, All Our Futures, by emphasising imagination, pursuing a purpose, being original and making judgements of value. Creativity in Education, like the NACCE report, stresses the need to encourage experimentation and problem-solving together with reflection and critical appraisal as substantive conditions for creativity to flourish in schools. Creativity in Education has a more overt emphasis on the need for schools to foster a personalized disposition to be creative in their students.This involves the development of characteristics such as self-motivation, confidence, curiosity and fle xibility. However, the publication notes the invaluable contribution of group-working to encouraging creativity in, for instance, allowing pupils to build upon each others ideas. Creativity in Education also stresses the need for teachers themselves to be creative in the way they encourage and empower children and young people. Teachers need to judge carefully when to intervene and when to take a passive approach and to balance planning with improvisation.31. Creativity in Education was accompanied by case studies providing practical examples of how creativity is being developed across the curriculum. These include the development of a whole school policy on creative learning and teaching (Gylemuir capital School, Edinburgh) developing creativity in Mathematics (Pollock Childrens Centre, Glasgow/Borgue Primary School, Dumfries and Galloway and Inverclyde Councils Education Advisory Service) and promoting thinking skills in the context of science education (Monifieth High School, Angus). 32. recapitulation work undertaken as a result of Creativity in Education included the Creativity Counts project. The aims of this project were To gather evidence of creativity in the classroom across all sectors and all areas of the curriculum. To identify key approaches to learning and teaching, assessment and evaluation. To identify what schools need to do to foster creativity. 27 schools from across Scotland (19 primary, 7 secondary and 1 special) participated in the project. A report of the findings was published in 2004. This was accompanied by Creativity Counts Portraits of praxis a publication of case studies drawn from the project.33. The main findings were that developing creativity in education produced benefits in terms of pupil motivation, enthusiasm and enjoyment. The pupils became more independent in their learning rather than being told they became more resourceful and reflective. They became good at knowing what worked for them and what did not (p. 5). Ho wever, this freedom to experiment took place within a supporting structure of high expectations and clear outcomes They knew what they were expected to achieve and how to go about that (p.10).Group working was a strong feature of the projects. This helped to support less(prenominal) confident children and encouraged realistic peer and self-assessment. The pupils responded well to dealing with failure and built confidence in using their imagination and developed a positive attitude to new ideas. 34. Teachers found that they were able to develop a repertoire of teaching skills balancing intervention, hands-off, planning and improvisation. They identified four main characteri.