Benjamin Britten Essay Example | Topics and Well Written Essays - 5000 words

Benjamin Britten - Essay Example Benjamin Britten was an opera composer of the modern age. Because he lived in the modern age, there has been a range of interpretations that musicologists have taken towards his work. The range of interpretations depend mainly upon whether the musicologist who analyzing his work is an example of a new musicologist or an old musicologist. New musicologists essentially are focused upon the meaning of the work (Eyerman & McCormick, 2006, p. 2). New musicologists may derive meaning from examining the composer himself, discerning what a particular composer may have meant by his work by examining the life of the composer in search of clues (Seymour, 2004, p. 1). They may also derive meaning by applying other disciplines to the work, such as literature, religion, philosophy and psychology (Zolberg, 1990, p. 8). They may derive meaning by associating the work with a body of studies, such as gender studies or queer studies. They may apply sociology to the work in an effort to discern the work’s meaning (Brett & Britten, 1993, p. 633). Or, they may use a combination of the above to arrive at what the meaning is. New musicologists may be compared with old musicologists. For them, new musicology is a corrupting influence in that, by applying other disciplines, the inherent musicality of a particular piece is lost (Miles, 1995, p. 12). Old musicologists analyze work by using musical theory, and may be formalistic or positivistic in their approach to composer’s work (Agawu, 1997, p. 299). What they do not do is attempt to discern hidden meanings behind the composer’s work. The shift from old musicology to new musicology can be traced to Joseph Kerman (1985), whose book Contemplating Music: Challenges to Musicology, was the first instance where a musicologist proposed analyzing music by bringing in history, communication, the existence of other works of art, affects, texts and programmes (Kerman, 1985, p. 18). Since then, prominent musicologists such as Susan McClary and Philip Brett have analyzed music from the perspective of gender and queer studies, respectively (McClary, 1993; Brett, 1993). These scholars represent the tip of the iceberg for new musicologists, but they are examples of how new musicology approaches music. This paper will consist of an examination of new musicology and compare it to old musicology. Then, the next section will examine how new musicologists see the works of Britten by examining some of the themes that are inherent in his work, themes that have been teased out by prominent new musicologists. The next section will handle how old musicologists examine Britten’s work. Finally, the last section will be a conclusion which ties together the concepts and analyzes what it all means. New Musicologists Approach to Britten’s Work A new musicologist would not analyze Britten’s operas in a superficial way – such stating the innocent themes of a certain opera, without going into subtext – but would also go beyond what is on the surface and delve not only into Britten’s psyche but also the sociological mores of the times to determine what the true meaning is behind the operas that he has written. For instance, Seymour (2004) state that if one examines a Britten opera, there are a number of superficial theme s, but that, if one looks closer at Britten’s operas one can see that he is trying to find a voice that â€Å"might embody, communicate, and perhaps resolve, his private concerns and anxieties† (Seymour, 2004, p. 1). Seymour was a definitive new musicologist, as she attempted to examine several operas written by Britten – Paul Bunyon, Death in Venice, three of his church parables and several of his children’s operas – and analyzed these creatively by linking them to psychological factors and biographical events that were occurring with Britten during this period of time (Seymour, 2004, p. 1). It was Seymour’s theory that Britten, through his music, was able to express ideas about his sexuality and identity that were difficult for him to come to terms with and

Jonathan Glover Essay Example for Free

Jonathan Glover Essay Jonathan Glover (born 1941) is a British philosopher known for his studies on ethics. He was educated at Tonbridge School, later going on to Corpus Christi College, Oxford. He was a fellow and tutor in philosophy at New College, Oxford. He currently teaches ethics at Kings College London. Glover is a fellow of the Hastings Center, an independent bioethics research institution in the United States. Glovers book Causing Death and Saving Lives, first published in 1977, addresses practical moral questions about life and death decisions in the areas of abortion, infanticide, suicide, euthanasia, choices between people, capital punishment, and war. His approach is broadly consequentialist, though he gives significant weight to questions of individual autonomy, the Kantian notion that we ought to treat other people as ends in themselves rather than merely as means. He criticises the idea that mere consciousness or life itself are intrinsically valuable: these states matter, he argues, because they are pre-requisites for other things that are valuable and make for a life worth living. There is, then, no absolute sanctity of human life. [1] He criticises the principle of double effect[2] and the acts and omissions doctrine,[3] the notion that there is a huge moral difference between killing someone and intentionally letting them die. In his discussion of real cases of moral decisions about killing he draws on insights from history and literature as well as philosophy. Throughout, the emphasis is on the consequences of moral choices for those affected, rather than on abstract principles applied impersonally. In Humanity: A Moral History of the Twentieth Century, published in 1999, Glover considers the psychological factors that predispose us to commit barbaric acts, and suggests how man-made moral traditions and the cultivation of moral imagination can work to restrain us from a ruthlessly selfish treatment of others. Gaining greater understanding of the monsters within us, he argues, is part of the process of caging and containing them. [4] He examines the various types of atrocity that were perpetrated in the 20th century, including Nazi genocide, communist mass killings under Stalin, Mao, and Pol Pot, and more recent slaughter in Bosnia and Rwanda, and examines what sort of bulwarks there could be against them. He allows that religion has provided bulwarks, which are getting eroded. He identifies three types of bulwark. The two more dependable are sympathy and respect for human dignity. The less dependable third is Moral Identity: I belong to a kind of person who would not do that sort of thing. This third is less dependable because notions of moral identity can themselves be warped, as was done by the Nazis. [5] In The End of Faith, Sam Harris quotes Glover as saying: Our entanglements with people close to us erode simple self-interest. Husbands, wives, lovers, parents, children and friends all blur the boundaries of selfish concern. Francis Bacon rightly said that people with children have given hostages to fortune. Inescapably, other forms of friendship and love hold us hostage too Narrow self-interest is destabilized. [citation needed] In 1989 the European Commission hired Glover to head a panel on embryo research in Europe. [6] He is married to Vivette Glover, a prominent neuroscientist. Jonathan is father to three and grandfather to one (father to Ruth, Daniel and David Glover and grandfather to Samuel Glover).

Harry Potter Influenced By Classical Hero Adventures English Literature Essay

Harry Potter Influenced By Classical Hero Adventures English Literature Essay Classical mythology stories together with the hero adventures are very subtle. Greek mythology culture and religion identifies the origin of the world, gods, and humans and how that society has influence the present society today. They also happen to reveal many relevant motifs that are being used in this contemporary culture. The Joseph Campbell theory portrays a depiction of the differences and similarities in a modern twenty-first century film like, Harry Potter and the Prisoner Of Azkaban. Some of the recurrent motifs that are conveyed in both the great classical myth of hero adventures and in the Joseph Campbell theory are implicated into Harry Potter and the Prisoner Of Azkaban film, these motifs are transformation of appearances, call to adventures and Threshold of Adventures, helpers, death, resurrection and award. Joseph Campbell theory suggests that the same heroic ideas that have been used in the Greek mythology stories it is also being used in the modern fictional hero story today. For example, The Harry Potter and the Prisoner of Azkaban movie has conformed the same ideas and motifs by the main character, Harry Potter, first starting off to the struggle and unwanted refrain of living in his uncles house. As he rebels against his intolerable aunt who says horrible things to him of his parents and mistreat him, he uses forbidden magic against her which causes her to blow up. Luckily for him he does not get into trouble. After this whole misfortunate visit, Harry is disappointed and decides to pick up and leave, out of sight a bus appears and picks him up. Harry then sees the front of a newspaper with the breaking news that Sirius Black has escaped the Azkaban Prison. After Harry returns to Hogwarts School, everyone is afraid of Sirius Black. Meanwhile, Harry has bad encounters with Dementors who are dark shadows that kill you by feeding off your happy memories. In addition, Harry thinks that Sirius Black is interested in killing him. This is when Harry goes into an adventure and finds out that Sirius Black is his godfather and was an ally with the evil Voldemort who was also responsible to his parents death. During this mission, Harry fight against a werewolf, which is his Professor Lubin and against the Dementors. During this whole dilemma, Harry discovers how his godfather escaped and all the revelations of truth come out. However, at the end of the story Harry finds out that his godfather was always innocent and that his parents traitor turned out to be Peter Pettigrew who was transformed all the time as , Harry best friend; Ron pet rat. With great success Harry saves his godfathers life and an innocent animal; half eagle and half horse name Buckbeak who if it wasnt for Harry and Hermione; Harry other, best friend Buckbeak would have died. Harry and Hermione are adv ised by their superior Dumbledore to change the past. Due to this they both go on another adventure by going back into time to see how they can prevent Harrys and Buckbeak death from occurring and prevent any further catastrophe (like Harrys godfathers death). One impressive characteristic that the Harry Potter movie along with the classical myths hero adventures share is the transformations of their appearance. For example, in the classical myth the gods and goddess transform themselves into different figures all the time. In the legend of Perseus, for instance, after an oracle told his grandfather Acrisius that a son of his daughter Danae was going to kill him, Acrisius immediately afraid of this locked his daughter under the castles chamber. Nevertheless, Zeus, the god of all the gods lay with Danae by transforming himself into the shower of gold and gets Danae pregnant with Perseus. There are more situations in the classical mythology where these transformations reoccurred various times, for example, Zeus once transformed himself as his daughter Artemis to have sex with Callisto; a female huntress who is Artemis follower, and the goddess Hera; Zeus wife, also transforms herself as an old lady in the myth of Jason, where Jason himself h elps her by carrying her across a river. These stories have had a great influence in the modern fictional stories today like Harry Potters. In Harry Potters, the prisoner (Sirius Black)that escaped the prison of Azkaban, accomplished this by disguising himself into a dog. In addition to this, some of Harrys professors transform themselves into animals and other people too. The Threshold of Adventures is another motif that have influenced in both society (of ancient and modern stories). In the beginning of Harry Potters movie Harry is on vacation at his uncles house, the only family he has. In this world no one is allow to practice magic and their life is more ordinary than when Harry goes back to school. When Harry goes back to school this is where the The Threshold of Adventures is divided between his two worlds. The wizardry world and the normal life back home. This is similar to Heracles and many other heros when they are at their city and home is different from when they go on their adventures, for instances, like the Argonauts or Heracles twelve labors. Moving on, Harry starts the call to adventure when he is first told by Mr. Weasley, Rons father that Sirius Black is after him, Harry from here on knows that he has an enemy to be attentive of. Like in many other ancient heroes stories Harry faces obstacles that try to stop him from continuing to finish his conquest. For example, when Harry is on the train on his way to the School of Witchcraft and Wizardry, a Dementor figure, appears on the train to kill harry, lucky for him that he was accompanied by one of the new professors that was going to be teaching in the school of magic. This call to adventure reflects to the hero Heracles, When Heracles is on his twelve labor adventures and even before then, Heracles faces many obstacles that are mostly caused by the goddess Hera. For instance, one of these obstacles is the madness of Heracles, Hera had caused Heracles to go into a fit of insanity causing a lapse of judgment on his part that made him kill his wife and three kids. Although , this tragedy causes Heracles pain, he is still able to overcome this and to continue to keep going forward. On the eleventh labor Heracles is sent to get the apples of the Hesperides during this labor Heracles comes across two impediments, one the sea-god Nereus and the other the serpent Ladon. Fortunately Heracles gets rid of these two barriers. Furthermore, like Harry, Heracles, with the help of supernatural figures and friends is able to rely on someone to help him complete his task, like in Heracles, the goddess Athena and Atlas, Heracles conquest this labor with victory. Harry most dangerous quest is when he has to fight against the Dementors and the werewolf. This is when the helper motif takes place. When Harrys intentions are to fight the werewolf, the dog which is his (godfather) fights for him. Severus Snape one of Harrys Professor is also in the fight and because of the enragement back and forth its that the truth reveals about Sirius Black innocence. Hermione and Ron help Harry runaway first from the Werewolf and then Hermione uses her voice to make a sound to distract the werewolf from hurting Harry. After the werewolf leaves Harry, he is then tormented by the Dementors and a figure that appears in the light rescues him. Due to all this Harry then realizes that he wakes up in a hospital, this is when Dumbledore indirectly advices them to go back into time. Hermione uses her tool, a Time-Turner which is a time travel device that helps them go back in time and prevent Macnair, an executor from killing Buckbeak, and the Dementors from Killing Ha rry and Sirius Black. With the time travelling help Harry goes back and defeats the Dementors by casting a spell from the other side to stop them from killing himself and his godfather. In this movie Harry is being helped by a ghost like entity that enters a female professors body. Which assist him with a message for the upcoming future. Harry also receives the help from professors by being trained to become strong enough to get rid of the Dementors. In the classical myths hero adventures of Heracles and Perseus they receive the help from both supernatural figures and mortals. For example, the goddess Athena and the god Hermes helped these heros with their tasks. These gods also provided them with the tools to facilitate them in conquering their missions. In the myth of the hero Perseus, Athena and Hermes advised Perseus to go to the three Graeae and to force them into telling him the way to the unnamed nymphs Perseus there obtains the cap of invisibility, a pair of winged sandals, and a bag to safely carry Medusas head. Hermes also gave him a scimitar. In Heracles adventures he himself is helped by Athena as previously mentioned. Nonetheless, he is also helped by his human nephew Iolaos in the second labor that he has to perform, The Lernaean Hydra where his nephew helps kill the nine headed serpent. As a result, a new correlation can be made from the ancient times myths and from Harry Potters movie. For instance, in the Perseus legend, Perseus is told that in order for him to get the truth he needs to force the Graeaes by removing their one tooth and eye; this forces them to tell him how to locate the nymphs. Similar to this, in Harry Potter and the Prisoner of Azkaban the professor Lupin forcefully transformed Pettigrew from a rat to a human, to prove to Harry that it was Pettigrew after all disguised as a rat, that was responsible for betraying Harry parents and turning them over to the evil Voldermort. These two correlations depict how the same idea of forcing someone out of their will can help the hero achieve what they want. In both these cases Harrys was seeking the truth and in Perseus was to defeat the Gordon. Next the motif of death is used in many ancient hero stories, for example, in Heracles, Deianeira, Heracles wife, had sent him a robe thinking it was going to make him fall love only with her. Unknowingly she didnt know the robe was going to cause him to burn, since the arrow that Heracles had killed the centaur with was poisoned with the hydra he had killed in earlier labors. He was in such agonizing pain that he wanted to die and so he killed himself by mounting his own funeral pyre and had it lit. This is the death of one of the heros. Furthermore, in Harry Potters movie death among the hero is also installed. For instance, when all the Dementors attack Harry and his godfather, his godfather dies and Harry dimly dies too. If it wasnt for the Harry from the future, Harry together with Sirius Black would have both deceased. The theme of death is commonly use in the modern stories today just as it was represented back in antiquity times. The motif of resurrection it is cleverly used in this recent movie just as it was used in many other classical myths. When the Dementors attacked both Harry and the Sirius Black, Sirius died, and since time is stopped there and Hermione and Harry use the time travel device, its the reason that Harry was able to go back and save his godfather and himself. In the legend of Heracles, after Heracles perished, since he had completed all twelve of his labor he received the price of immortality, Heracles father Zeus converted him into an immortal god, where he reconciled with Hera and married her daughter Hebe. Lastly, one of the most frequent motifs is price at the end of each story. In Harry Potter and the Prisoner of Azkaban, Harry has the price of knowing the truth of his godfather and saving three lives, Sirius Black, Buckbeak and including the evil Pettigrew, which he didnt allow the werewolf to kill. Harrys life goes back to normal with no fear of having the thought of having someone after him to kill him. Pettigrew now owes his life to Harry. In most of the classical hero adventures, the heros have a happy ending. One illustration is when, Perseus becomes king of Tiryns and lives with his beautiful wife Andromeda. Like mention before, Heracles become an immortal god and marries the goddess of youth, Hebe. In summary, most of the modern stories today are based on the Joseph Campbell theory and the ancient classical mythologies. It gives a great depiction of how the myths of this ancient society have influence and is very relevant to the stories of this current society. The five recurrent motifs give a great exemplification of how contemporary authors and directors rely on these types of foundation to create a successful prolonged novel or movie.

Cases Reported on Sexual Harassment in Malaysia :: Legal Issues, Misconduct

1.0 Edaran Communication SB lwn Tahar Mohamed (1998) 3 ILR 487 The accused was terminated from his position in the company due to his immoral acts toward his subordinate female workers. According to the Company Second Witness (C2W) who is an officer cleaner, the accused has been harassing her from February until March 1997. The accused has touched her on her shoulder and constantly asking her to go out for a date. However, C2W rejected the invitation every time he asked her and that led to the constant invitations by the accused. In another occasion, C2W was asked by the accused to clean a room in the office was later she found out it do not need to be cleaned. Later, the accused pull her arm and asked her to sit but victim freaked out and leave the room. In the last occasion, the victim was hugged from back while she was performing her duties. All complains showed that the accused has used his superiority to dominate his subordinate. This is a major situation in most sexual harassment cases either in workplace, home and even in universities. Pe ople, who owned a higher degree of authority (usually male) and have a sexual harassing tendency, would use this opportunity as a weapon against his victims. In Edaran Communication, the accused had also harassed the tea-lady (C3W) by holding her hand, constantly inviting her to go out and also inviting her into an empty room which scared the victim that he might harass her. The patterns done were similar to the same pattern done towards C2W. This proved that harasser will copy his previous act toward the other victims if he thinks it will work on her too. The company in this case, Edaran Communication SB has an effective human resources management where the complaint board does not only cover clerical workers and officers but cover the cleaners who are not permanent workers in the company. The victims had made complaints to the board and according to the Company Sixth Witness (C6W), they had called the accused for investigation process. The accused then denied the allegation, and the company asked him to provide a written replied to deny the allegation made but he failed to do so. Later, the company disciplinary board found him guilty for the charges alleged based on evidences provided and he was dismissed. He claimed that the dismissal was unlawful.

Hi-Ho, YO-Yo, Inc. Essay

Hi-Ho, Yo- Yo Incorporation is an institute that makes special logos for yoyos. Now, they are starting to face a problem with increasing orders and the company wants to meet their order process deadlines. The orders were made on June but they will only begin on July due to the make-up day for flooding. Therefore, Mr. Jeff wants to know what is the scheduling for the following orders to meet the limitations. Different types of rule will be evaluated in order to decide the best technique of inventory scheduling. The four different rules to evaluate are: First come First Serve (FCFS), Shortest Processing Time (SPT), Earliest Due Date (DD), and Critical Ratio (CR) methods. Statement of the problem Sequencing is worried with determining the order in which jobs are administered. The orders also needs to be determined for handling jobs at work center and for work handled at each person’s work stations. The condition can become difficult when workers centers are heavily overloaded and long-lasting jobs are involved. However, in this case study, the main problem is to report how to meet the limitation such as delays, due dates, and to pleasing the customers so the orders will increase. The corporation experienced a delay because of the make-up day for flooding in the month of June so the production date of the order will move to July. So in the month of July, it is indicated in the given case that there are three Saturdays (July 9th, 16th, and 23rd) and the labors will continue to work. Also they will have one holiday on July 4th apart from the weekends. From the time allowed how will the operation manger choose the best scheduling from the given methods (First Come, First S erve (FCFS), Shortest Processing Time (SPT), Earliest Due Date (EDD), and Critical Ratio (CR) methods. Objectives Job sequence is a significant task to decide, because it goes both ways either going to slow down the production method or speed it up. An operations manager must conclude the best technique established for the need of the institute, in this situation the company needs to finish all jobs before their due dates. Also, job processing time and due dates are very vital sections of material when applying these rules. Job sequencing  guidelines are used to decide the importance of processing jobs. It is applied to solve the scheduling problems that usually lead to ineffective performance. The main problem in this case study is to find the best rule to be followed in order to solve the present problem. Some of the categories that need to be met are: Defining the order in which jobs at a work center will be administered. Sequencing decision to be made in order to meet all the due dates and satisfy the needs of the clients. Educate the staff in order to give then understanding about choosin g the best schedule to be made. Meeting due dates of customers or downstream operations. Minimalizing the flow time (the time a job spends in the process. Try to reduce work-in-process inventory. Try to Decrease idle time of machines or workers. Areas of consideration and analysis Scheduling will help to create both the timing and use of resources within an organization. In the operation function, scheduling relates to the use of tools, facilities, human activities of scheduling, and receipt of material. In this event, there are facts given that will help in order to make a conclusion of what technique to use. â€Å"I’ve been talking with Anne about a problem we have with short-term capacity in our pad printing operations. You know, that’s where we print our logo on the Custom lines of yo-yos. We have received more orders to pad printing in a way that will enable us to meet out due date commitments in the best way possible. Would you have time to look on the order list (attached) and see what kind of schedule we should follow to do that?† In the paragraph above it is clearly identified the problem of the Hi-Ho, Yo-Yo Incorporation. So the issues is that orders are going up and they need to find a way to meet the due dates. â€Å"After a few minutes with your old operations management text, you call the production control office to confirm the pad printing schedule. They confirm that pad printing runs one eight-hour shift per day. They tell you that due to a make-up day for flooding in June, pad printing will be running 23 days in July, beginning Friday, July 1 (they will work three Saturdays on July 9, 16, and 23, and take a one-day holiday for July 4)†. Furthermore, the information was given by the production call office in demand to make a proposal and find a solution for the issues. In  the month of July the company needs to meet the demand within twenty-three days and only short amount of time available. There will be three Saturday that they will work and they will eight hours each days. â€Å"Note: Setup time is to set up the pad printer at the start of the job. Setup includes thoroughly cleaning the printing heads and ink reservoirs, installing the new pad(s) and ink supply, and carefully aligning the machine. Setup at the beginning of a new day with the same job is insignificant.† However, the setup time is recorded and the fact about it is given so it will add to the processing time. Different course of action Priority rules are simple heuristics used to select the order in which jobs will be processed. Therefore, in this case study there is four rules given to be examining in order to decide the existing problem. 1. First Come first Serve (FCFS) – jobs are processed in the order in which they arrive at a machine or work center. If the company decides to use this method of delivery to the clients, then assured to release the order in the sequence of date. 2. Shortest processing Time (SPT) – jobs are processed according to processing time at a machine or work center, shortest job first. This machine is only useful in single machine method. 3. Earliest Due Date (DD) – jobs are processed according to due dates, earliest due date first. 4. Critical Ratio (CR) – jobs are processed according to smallest ratio of time remaining until due date to processing time remaining. The critical ratio gives importance to jobs that must be done to keep shipping on schedule. The  critical ratio is quantity of determination of any order associated to the other orders for the same facility. The ratio is created on when the finished order is necessary and how much time is necessary to complete. It inclines to achieve better than FCFS, EDD, and SPT on the average job lateness criterion. All these rules assume that setup time and costs are independent of the processing sequence. Jobs that need similar setups can decrease setup times if sequenced back to back. Also, the priority rules assume that setup time and handling times are deterministic and not variable, there will be no breaks in processing, the set of jobs is known, no new jobs arrive after processing begins, and no jobs are cancelled. After comparing the four methods, SPT is suggested to be used by the organization because it will reduce average flow time for jobs. Meanwhile, there are restrictions like the company has to meet all the order within twenty-three days while working eight hours per day. By using this technique the workers will finish all the orders at the shortest period of time. Then, the flow time is calculated for every part of the job, using the processing time, which helps in getting whole time for the achievement of work. In the First Come First Serve it cannot be applied due to the rule, which is jobs are handled in the order in which they reach. The orders must be completed in a shortest period of time and when the order arrived they did not started the production on June (arrival of orders) due to a problem. They will start on July and this will not follow the rule. Then, the Earliest Due Date (EDD) places the maximum importance on processing jobs with this rule. The job shop quality act can be control by the number of late jobs, the average delay across late jobs or the normal lateness across all jobs. This might work fine if the organization is judged by job lateness. Again if the firm uses this method, the process will follow a track created on due dates of the orders and it may not meet the time limitation given. Finally the critical ratio (CR), in this rule an individual must compute a priority index using the formula and it is commonly used in practice. In this rule, the sequencing of the jobs is done first by receiving the critical ratio of each job then selects the lowest among them. Next it is repeated removing the job with the last CR point till one work is left. By selecting, Shortest Processing time (SPT) the job with this rule will required go first. This rule has a tendency to decrease  work-in-process inventory, average through put time, and average job lateness. Therefore, this is the best appropriate rule to be used in orde r to meet the restrictions. Detailed action plan A report about the selecting the Short Processing Time technique should be made and it will be used for production. It should be in detailed information therefore the schedule will be followed. Other points to implement: support demand and supply, increase flexibility and decrease reaction/lead times at key points in the supply chain, allow lean actions: decrease inventories and costs while meeting supply commitments. Cost discount can be accomplished by a schedule that reflects all rules and limitations. Disregarding a rule/limitation commonly results in better cost due to reduced productivity, higher inventory, increased offline work, overtime. Customer Relationship Management, dealer Order Management, material planning, scheduling of feeder lines, and vendor supply chain management. FCFS Sequencing It is evidently shown that what method to be used in the table shown. Based on the average tardiness column, it is shown that SPT received the lowest point followed by EDD. Also the method that achieved better average tardiness is under FCFS and CR method. Shortest processing time is commonly the best method for reducing job flow and reducing the average number of jobs in the organization. Its main drawback is that long-duration jobs may be constantly lacking back in priority in favor of short-duration jobs. Clients may view this clearly, and a periodic change for longer jobs has been made.

GE Bildungsroman

The first stepping stone in Pip's coming of age is finding a place to belong. A quote that shows the fact that Pip did not know where his place was is when he says â€Å"l am ashamed to say it,† I returned, â€Å"and yet it's no worse to say it than to think it. You call me a lucky fellow. Of course, I am. I was a blacksmith's boy but yesterday; I am-?what shall I say I am-?to-day? † (Dickens 196). Before Pip knows where he belongs he lives the dreaded life of a blacksmith. He knows what he wants, but he must grow to achieve his goals.An instance in which Pip shows that he has found where he belongs is when he says â€Å"As passed the church, felt†¦ Sublime compassion for the poor creatures who were destined to go there, Sunday after Sunday, all their lives through, and to lie obscurely at last among the low green mounds† (Dickens 139). This quote shows how much Pip despised his old small town life. At this point in the story, he seems to know what he wants, and has no intention Of living and dying in the same place.Another quote which shows that Pip comes of age by finding where he belongs is when he tells Estella ‘You have been in every prospect I have ever seen since – on the river, on the sails of the hips, on the marshes, in the clouds, in the light, in the darkness, in the wind, in the woods, in the sea, in the streets† (345). Pip, completely infatuated with Estella, has found his place physically in London, but mentally with Estella. No matter what he cannot stop loving Estella and is convinced that she is the one for him.Pip had to first find where he was destined to be to come of age. Once Pip finds where he belongs, he also figures out who he can depend on, which is another milestone in Pip's coming of age. The first lifelong companion that Pip figures out he can depend on is Joe when he tells him â€Å"l sis it was only me that got put out, Pip; I wish there wasn't no Tickler for you, old chap; I wish I c ould take it all on myself†¦ † (50). Through Joe?s comforting and caring words, Pip knows he can depend on him as not only a best friend but a father.Despite the abuse of Mrs.. Joe, he wants to do right by women, and more than anything else, he wants to protect Pip, in which Pip comes to realize and respect about him. Another person Pip learns he can depend on is Biddy, from which he says â€Å"She was not beautiful – she was common, and could not be like Estella ; but she was pleasant and wholesome ND sweet-tempered† (131). Although he will never love her in the way he loves Estella, Pip will always trust and depend on Biddy because of her patient behavior and her role in helping Pip with his education.Biddy is a constant in Pip's life, a stable aspect in which he knows he can always depend on. Another person who Pip depends on throughout his coming of age is Miss Having when she says â€Å"You made your own snares. Never made them† (361 Pip can depe nd on Miss Having to be honest with him. Without the honesty from Miss Having, it would be harder for Pip to grow up. Once Pip learned whom he could depend on, those individuals helped him grow up and come of age.After learning who was most important in his life, another stepping stone in Pip's coming of age was learning what is most important in life. A quote that shows the fact that Pip did not know what was actually important is when he says â€Å"l was to leave the village at five in the morning†¦ And I told Joe that was to walk all alone. I am afraid†¦ That this purpose originated in my sense of the contrast there would be between me and Joe, if we went to coach together (156). Pip was so concerned about his social status that he Was ashamed to be seen with Joe.Before Pip learns what is most important in life, he thinks it is his social status. A quote showing Pip's transition into realizing the important aspects of life is when he thinks, â€Å"It was fine summer w eather again, and, as I walked sunshine should be softened as they thought of me (260). In this thought, Pip is reminiscing on his childhood and with this develops a hope to be remembered after he is gone. Pip comes to realize in the back of his mind that he wants to be remembered or his personality, and not so much his status.Another quote in which Pip finally realizes what is most important is when he states â€Å"l washed the weather and the journey from my face and hands, and went out to the memorable old house that it would have been so much the better for me never to have entered, never to have seen† (270). Pip comes to the conclusion that he would've been better off if he had never entered the sati house or ever became infatuated with the idea of being wealthy. Pip opens his eyes to realize that the road to wealth and status never even mattered, and this is here he comes of age.

The Early Development of the Nazi Party

The Early Development of the Nazi Party Adolf Hitler’s Nazi Party took control of Germany in the early 1930s, established a dictatorship and started the Second World War in Europe. This article examines the origins of the Nazi Party, the troubled and unsuccessful early phase, and takes the story to the late twenties, just before the fateful collapse of Weimar. Adolf Hitler and the Creation of the Nazi Party Adolf Hitler was the central figure in German, and European, history in the middle of the twentieth century, but came from uninspiring origins. He was born in 1889 in the old Austro-Hungarian Empire, moved to Vienna in 1907 where he failed to get accepted at art school, and spent the next few years friendless and drifting around the city. Many people have examined these years for clues as to Hitler’s later personality and ideology, and there is little consensus about what conclusions can be drawn. That Hitler experienced a change during World War One - where he won a medal for bravery but drew skepticism from his fellows - seems a safe conclusion, and by the time he left the hospital, where he was recovering from being gassed, he already seemed to have become anti-Semitic, an admirer of the mythic German people/volk, anti-democratic and anti-socialist – preferring an authoritarian government – and committed to German nationalism.   Still a failed painter, Hitler searched for work in post-World War One Germany and found that his conservative leanings endeared him to the Bavarian military, who sent him to spy on political parties they considered suspect. Hitler found himself investigating the German Workers Party, which had been founded by Anton Drexler on a mixture of ideology which still confuses to this day. It was not, as Hitler then and many now assume, part of the left wing of German politics, but a nationalist, anti-Semitic organization which also included anti-capitalistic ideas such as workers rights. In one of those small and fateful decisions Hitler joined the party he was meant to be spying on (as the 55th member, although to make the group look bigger they had started numbering at 500, so Hitler was number 555.), and discovered a talent for speaking which allowed him to dominate the admittedly small group. Hitler thus co-authored with Drexler a 25 Point program of demands, and pushed through, in 1920, a change of name: the National Socialist German Workers Party, or NSDAP, Nazi. There were socialist-leaning people in the party at this point, and the Points did include socialist ideas, such as nationalizations. Hitler had little interest in these  and kept them to secure party unity while he was challenging for power. Drexler was sidelined by Hitler soon after. The former knew the latter was usurping him and tried to limit his power, but Hitler used an offer to resign and key speeches to cement his support and, in the end, it was Drexler who quit. Hitler had himself made ‘Fà ¼hrer’ of the group, and he provided the energy – mainly via well-received oratory - which propelled the party along and bought in more members. Already the Nazis were using a militia of volunteer street fighters to attack left-wing enemies, bolster their image and control what was said at meetings, and already Hitler realized the value of clear uniforms, imagery, and propaganda. Very little of what Hitler would think, or do, was original, but he was the one to combine them and couple them to his verbal battering ram. A great sense of political (but not military) tactics allowed him to dominate as this mishmash of ideas was pushed forward by oratory and violence. The Nazis try to Dominate the Right Wing Hitler was now clearly in charge, but only of a small party. He aimed to expand his power through growing subscriptions to the Nazis. A newspaper was created to spread the word (The People’s Observer), and the Sturm Abteiling, the SA or Stormtroopers / Brownshirts (after their uniform), were formally organized. This was a paramilitary designed to take the physical fight to any opposition, and battles were fought against socialist groups. It was led by Ernst Rà ¶hm, whose arrival bought a man with connections to the Freikorps, the military and to the local Bavarian judiciary, who was right-wing and who ignored right-wing violence. Slowly rivals came to Hitler, who would accept no compromise or merger. 1922 saw a key figure join the Nazis: air ace and war hero Hermann Goering, whose aristocratic family gave Hitler a respectability in German circles he had previously lacked. This was a vital early ally for Hitler, instrumental in the rise to power, but he would prove costly during the coming war. The Beer Hall Putsch By mid-1923, Hitler’s Nazis had a membership in the low tens of thousands  but were limited to Bavaria. Nevertheless, fuelled by Mussolini’s recent success in Italy, Hitler decided to make a move on power; indeed, as the hope of a putsch was growing among the right, Hitler almost had to move or lose control of his men. Given the role he later played in world history, it is almost inconceivable he was involved with something that failed as outright as the Beer Hall Putsch of 1923, but it happened. Hitler knew he needed allies, and opened discussions with Bavaria’s right-wing government: political lead Kahr and military leader Lossow. They planned a march on Berlin with all of Bavaria’s military, police, and paramilitaries. They also arranged for Eric Ludendorff, Germany’s de facto leader throughout the later years of World War One, to join in. Hitler’s plan was weak, and Lossow and Kahr tried to pull out. Hitler wouldn’t allow this and when Kahr was making a speech in a Munich Beer Hall – to many of Munich’s key government figures - Hitler’s forces moved in, took over, and announced their revolution. Thanks to Hitler’s threats Lossow and Kahr now joined in reluctantly (until they were able to flee), and a two thousand strong force tried to seize key sites in Munich the next day. But support for the Nazis was small, and there was no mass uprising or military acquiescence, and after some of Hitler’s troops were killed the rest were beaten and the leaders arrested. An utter failure, it was ill-conceived, had little chance of gaining support across German, and may even have triggered a French invasion had it worked. The Beer Hall Putsch might have been an embarrassment and the death knell for the now banned Nazis, but Hitler was still a speaker and he managed to take control of his trial and turn it into a grandstanding platform, aided by a local government who didn’t want Hitler to reveal all those who’d helped him (including army training for the SA), and were willing to give a small sentence as a result. The trial announced his arrival on the German stage, made the rest of the right wing look to him as a figure of action, and even managed to get the judge to give him the minimum sentence for treason, which he in turn portrayed as tacit support. Mein Kampf and Nazism Hitler spent only ten months in prison, but while there he wrote part of a book which was supposed to set out his ideas: it was called Mein Kampf. One problem historians and political thinkers have had with Hitler is that he had no ‘ideology’ as we’d like to call it, no coherent intellectual picture, but a rather confused mishmash of ideas he had acquired from elsewhere, which he melded together with a heavy dose of opportunism. None of these ideas were unique to Hitler, and their origins can be found in imperial Germany and before, but this benefitted Hitler. He could bring the ideas together within him and present them to people already familiar with them: a vast amount of Germans, of all classes, knew them in a different form, and Hitler made them into supporters. Hitler believed that the Aryans, and chiefly the Germans, were a Master Race which a terribly corrupted version of evolution, social Darwinism and outright racism all said would have to fight their way to a domination they were naturally supposed to achieve. Because there would be a struggle for dominance, the Aryans should keep their bloodlines clear, and not ‘interbreed’. Just as the Aryans were at the top of this racial hierarchy, so other peoples were considered at the bottom, including the Slavs in Eastern Europe, and the Jews. Anti-Semitism was major part of Nazi rhetoric from the start, but the mentally and physically ill and anyone gay were considered equally offensive to German purity. Hitler’s ideology here has been described as terribly simple, even for racism. The identification of Germans as Aryans was intimately tied into a German nationalism. The battle for racial dominance would also be a battle for the dominance of the German state, and crucial to this was the destruction of the  Treaty of Versailles  and not just the restoration of the German Empire, not just the expansion of Germany to cover all European Germans, but the creation of a new Reich which would rule a massive Eurasian empire and become a global rival to the US. Key to this was the pursuit of  Lebensraum, or living room, which meant conquering Poland and through into the USSR, liquidating the existing populations or using them as slaves, and giving Germans more land and raw materials. Hitler hated communism and he hated the USSR, and Nazism, such as it was, was devoted to crushing the left wing in Germany itself, and then eradicating the ideology from as much of the world as the Nazis could reach. Given that Hitler wanted to conquer Eastern Europe, the presence of the USSR made for a natural enemy. All this was to be achieved under an authoritarian government. Hitler saw democracy, such as the struggling Weimar republic, as weak, and wanted a strong man figure like  Mussolini  in Italy. Naturally, he thought he was that strong man. This dictator would lead a Volksgemeinschaft, a nebulous term Hitler used to roughly mean a German culture filled with old fashioned ‘German’ values, free of class or religious differences. Growth in the Later Twenties Hitler was out of prison for the start of 1925, and within two months he had started to take back control of a party which had divided without him; one new division had produced Strasser’s National Socialist Freedom Party. The Nazis had become a disordered mess, but they were refounded, and Hitler started a radical new approach: the party could not stage a coup, so it must get elected into Weimar’s government and change it from there. This wasn’t ‘going legal’, but pretending to while ruling the streets with violence. To do this, Hitler wanted to create a party which he had absolute control over, and which would put him in charge of Germany to reform it. There were elements in the party which opposed both these aspects, because they wanted a physical attempt on power, or because they wanted power instead of Hitler, and it took a full year before Hitler managed to largely wrestle back control. However there remained criticism and opposition from within the Nazis and one rival leader,  Gregor Strasser, didn’t just remain in the party, he became hugely important in the growth of Nazi power (but he was murdered in the Night of the Long Knives for his opposition to some of Hitler’s core ideas.) With Hitler mostly back in charge, the party focused on growing. To do this it adopted a proper party structure with various branches throughout Germany, and also created a number of offshoot organizations to better attract a wider range of support, like the Hitler Youth or the Order of German Women. The twenties also saw two key developments: a man called Joseph Goebbels switched from Strasser to Hitler and was given the role of  Gauleiter  (a regional Nazi leader) for the extremely difficult to convince and socialist Berlin. Goebbels revealed himself to be a genius at propaganda and new media, and would assume a key role in the party managing just that in 1930. Equally, a personal bodyguard of blackshirts was created, dubbed the SS: Protection Squad or Schutz Staffel. By 1930 it had two hundred members; by 1945 it was the most infamous army in the world. With membership quadrupling to over 100,000 by 1928, with an organized and strict party, and with many other right-wing groups subsumed into their system, the Nazis could have thought themselves a real force to be reckoned with, but in the 1928 elections they polled terrible low results, winning just 12 seats. People on the left and in the center began to consider Hitler a comic figure who wouldn’t amount to much, even a figure who could be easily manipulated. Unfortunately for Europe, the world was about to experience problems which would pressure Weimar Germany into cracking, and Hitler had the resources to be there when it happened.

Could Have and Would Have

Could Have and Would Have Could Have and Would Have Could Have and Would Have By Maeve Maddox Rita Levin asks: Can you please explain the difference between could had/could have and would had/would have. To begin with, the combinations could had and would had are impossibilities in standard English. It was with great dismay that I found the following utterances (and many more like them) on the web: If I had been killed she would had to carry a dark burden of remorse If Greece and Greeks would had been converted to islam would Greece had the problems of debt currently? Encore could had been a masterpiece If you could had $100 GC at Amazon, which cans for Rock music would you get? The combination could have is always followed by a past participle. NOTE: This discussion is limited to the use of have and had with could and would. Here are some uses of could have and would have. Someone was capable of doing something, but out of choice or necessity, was unable to do so: I could have been a contender. If I could have seen the stage, I would have told you who was playing. Something unfortunate was a possible outcome of some act: You could have killed us all, driving like that. The speaker is being critical: You could have opened the door when you saw what I was carrying. The speaker is speculating: Why isnt he here yet? He could have been caught in traffic. How did she find out? James could have told her. Note: could can be used to express speculation without the use of have: He could be stuck in traffic. Those strange neighbors could be space aliens. The phrase would have is also followed by the past participle form of the verb. It is used in the main clause of a sentence that contains an if clause: If I had known you were coming, I would have baked a cake. If they had been thinking straight, they would not have gone to the party. I would have reached my destination earlier if I hadnt lost my way. Here are the incorrect examples rewritten: If I had been killed, she would have had to carry a dark burden of remorse If Greece and the Greeks had been converted to Islamwould Greece have the current problems of debt? Encore could have been a masterpiece If you could have $100 GC at Amazon Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:How to Structure A Story: The Eight-Point Arc7 Patterns of Sentence Structure8 Great Podcasts for Writers and Book Authors

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The Rise of Public Education - Essay Example If any schooling was required, learning was best through father and son interaction. The system of education for the citizens (the professionals) is to learn under a reputable master, through experience, observation and experimentation. The best students are to progress on to higher learning. Aristotle, like Plato, believed that learning by experience is the better, and preferred, teaching method. They differ, however, on the government’s role. For Plato, government intervention begins when the citizen performs military or civil service at the age of twenty-five. Aristotle believed in a broader role for government. He proposed that children be commonly instructed, in publicly provided places, by government-appointed teachers. (Rit Nosotro) Americans assume that there have always been public schools in the US. Public education presupposes equal access for all, and converges with the democratic ideals that created the republic. Contrary to public belief, there was no public school system set up when the American Revolution triumphed. The people did not place the provision of education in the hands of government. There is even no mention of education in the Constitution. (Blumenfield 1999) American education historians consider the New England colonies of Massachusetts, Connecticut, and New Hampshire as the cradle of public education. Seventeenth century New England towns maintained common schools for children to learn to read. These common schools however differ from the present-day public schools because attendance was not compulsory, they were not publicly funded, and the more prevalent forms of learning was through private tutors and parents. Nevertheless, the New England common schools are considered as the precursor of public schools because law required them. Massachusetts had a law in 1647 that required providing education. Insuring that children learn to read and write were required for towns that had fifty

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Social performance - Essay Example ce an average of about 3.3 million barrels of oil on a daily basis in addition to its having proven oil reserves estimated to stand at about 17 billion oil barrels. BP is also considered to be among the largest producers of global natural gas producers. Of note is that the production of natural gas by BP plc currently makes up for more than half of the company’s energy production. It is this aspect that has caused the company to become the largest natural gas suppliers and producers in the United States (British Petroleum, 2013). There are a number of BP plc external environment factors that can be able to greatly affect the success of the company. These include factors such as Economic factors and social factors. Economic factors such as interest rates, inflation, economic growth, exchange rates and taxation changes can greatly affect the overall success of BP plc. High interest rates might potentially deter the company from investing in certain regions across the world because it generally costs more to borrow, factors such as inflation might result in the provocation of high wage demands by the company’s employees which will then result in increased cost of production, having a strong currency may potentially cause it to become more difficult for the company to export its produce as it might raise the price in terms of foreign currency. Social factors can also affect the success of BP. Changes in social trends can impact the demand of the company’s products as well as the willingness and availability of individuals to work for the company as employees (Abrams, 2013). Factors such as an increasing aging population can also force BP plc to recruit older employees whose rate of production might be relatively low. BP plc has a number of key stake holders that are found to be crucial in the company’s operations, some of these stake holders include the company employees, its shareholder and analysts as well as various governments and regulators. BP plc.

Trumpet Voluntary Essay Example for Free

Trumpet Voluntary Essay The novel, Trumpet Voluntary, was written by Jeremy Harmer. This story is about unhappy love. One day when Derek came home he discovered that his wife had disappeared. He offended the members of his music quartet by leaving them to follow his wife to Rio de Janeiro. It was especially difficult for a cellist Rachael, who had fallen in love with Derek when they were students. Having arrived in Rio de Janeiro he met a Cuban detective Oswaldo, who helped him find his wife Malgosia. When Oswaldo found some information about his wife’s location they immediately went there. It was a big white bungalow, where she was with her first boyfriend Tibor. Tibor was a gangster and on that day he waited for his gang members. Oswaldo and Derek were observing them at a distance. Suddenly Derek ran to Malgosia when she left the house but one of gang members fired a gun at him. Luckily Derek survived because Oswaldo took him to the hospital. In the hospital he learned from Oswaldo that his wife had been flown back to her family in Warsaw. In Warsaw he learned from Malgosia’s parents that she had died. She had been poisoned by some form of nerve gas or some kind of chemical agent. When he came back home he had problems with the police. Rachael’s mother was a lawyer and she helped him avoid troubles. At the end Rachael and Derek married. Derek’s life gradually became better. The issue of this book is love. Tibor was a gangster and he involved Malgosia in his criminal deals. He caused a lot of trouble for her. Tibor used her to transport nerve gas from Scotland to Brazil. Malgosia was a musician and no one was going to search a trumpet case. After learning that he had used her only for fun Malgosia killed herself, having opened the case of nerve gas. What dramatic consequences! In my opinion, she shouldn’t have started relationships with Tibor again because she had known what kind of person he was. Malgosia’s story shows that people can do anything for love. What about Derek? He was a good and kind man. He didn’t understand how much Rachael loved him. Rachael was a woman with good manners. Dereks’s father told him that Malgosia wasn’t his type of women. If he had listened his father’s advice, then he wouldn’t be in troubles. I think sometimes people find love but they don’t realize that love can be nearby.

The Arguments For Compulsory Voting Politics Essay

The Arguments For Compulsory Voting Politics Essay Using the definition of democracy as tied to the concepts of liberty, equality, legitimacy, and active citizenship, this paper analyzes whether or not compulsory voting is consistent with the fundamental principles of democracy. The argument for liberty would suggest that compulsory voting is principally undemocratic because the freedom of choice must necessarily include the freedom not to choose (Lever 2009, 3). Because democracy highly values individual freedom, as de Tocqueville suggests, the act of forcing individuals to vote with corresponding sanction for non-compliance is clearly a violation of liberty. While the libertarian argument does not discount the benefits of compulsory voting per se, such as higher turnout rates (Lijphart, 1997, 10), these perceived advantages cannot justify government encroachment on individual liberties. A government that values democracy values individual freedom and cannot compel its citizens to vote when it is not in the latters best interest to do so. The concept of voluntariness and the emphasis on individual freedom is a staple of American democracy (de Tocqueville 2003). Because voting is a political right, it must be left to the individual to choose to exercise or n ot to exercise. It eventually boils down to providing that option for the individual to voluntarily choose, free from government interference. From the standpoint of civil liberties, the right not to vote is a form of speech that is protected under the First Amendment (Matsler 2003, 960). This has an accompanying right not to speak as well. Remaining silent when doing so is for your best interest is a statement by itself. Likewise, the choice not to vote is a form of political statement that is enshrined under the First Amendment and needs protection. Forcing an individual to vote would be likened to the state violating that individuals right to the First Amendment. Because the government is compelling the individual to be subject to an array of choices they face at the polling station, the government may be silencing the more informative political statement they intend to make by staying away from the polls and choosing not to participate (Evler 2009, 32). Compulsory voting then, not only violates a major civil liberty (the right to free speech and freedom of expression), the state also endangers its own representativeness because it fails to respect the rights of electors to choose not to participate. From the philosophical standpoint, the issue of whether or not voting should be compelled among individuals is contrary to the aims of liberty, which according to Mill (1999, 34) prioritizes self-interest first, and self-government, second. Political participation goes hand in hand with these principles. The first relates to the power of the individual in a democratic society to unseat bad leaders. The second relates to the power of the individual to use his or her capacities toward collective responsibilities and upholding the public good. These interests all point to the citizen as having a moral duty to go out and participate in the electoral exercise. Nonetheless, moral and ethical considerations also necessitate the view that respecting the decision to abstain from electoral exercise is in keeping with democratic rights. Drawing from Mill, individuals in a democratic society have the right to protect themselves from all things that demean, neglect, and intrude upon them. Because people cannot completely look after themselves, liberty entails the freedom of individuals to pursue self-protection in a democracy. They are also entitled to choose the extent of their political participation in forming, joining and leaving political parties, expressing their opinions on political issues, voicing out their sentiments against policies that are detrimental to their interest, and refusing to disclose their political identities or political beliefs. Democratic rights are founded upon the respect for peoples capacity to make reasoned judgment. This goes against forcing people to exercise their rights or maximize their opportunities and liberties as citizens. We cannot generalize that people who do not exercise the right to vote are as the accusation goes, lazy, apathetic, or disinterested; rather informed judgmen ts of people would make them conclude that voting will not lead to the pursuit of their self-interests. Intelligent people can argue that by not voting, they are pursuing their own self-interest by making a statement that none of the candidates deserve to be in elective position. Because persons are rational and work toward their individual self-interest, compulsory voting cannot be justified because if voting is in their self-interest, there would be no need to force them to go out and vote. They would decide that voting would be good for them and they would cast their ballot of their own volition. Compulsory voting does not necessarily uphold fairness or equality. The case for compulsory voting is also argued on the issue of fairness and equality. Like Platos disdain for apathetic citizens, proponents of compulsory voting stress that because all benefit from being citizens of a democratic society, every citizen has an obligation to participate in the electoral process. By equality, is meant that no one should become a free rider in a democracy free riders meaning those that benefit off society without participating in elections. Supporters of compulsory voting suggest that it is a moral and political duty to vote and that in the interest of fairness, all should vote because all experience the consequences of electoral outcomes. Other strong arguments for compulsory voting include the fact, that voting on election day is much easier than other positive obligations of citizens such as paying taxes, doing jury duty, or performing military service. However, this argument must paint two groups. On the one hand, there are voters who are selflessly giving their time and effort to cast their ballot and contribute to the public good while on the other hand, there are non-voters who are selfishly abandoning their political duties but directly benefit from societys benefits as the first group that cast their ballots. The point that Mill makes is that in a democracy, everyone, whether consciously or unconsciously, is acting in what they judge to be their own self-interest. Voters go out and vote because it is in their self-interest to vote for their preferred candidates and see them in office. Non-voters cannot be generalized to be selfish; it can only be fairly assumed that abstaining from the electoral process is judged by them to be in their best interest. Democratic principles value the individuals rational judgment and capacity to make choices; hence, forcing a person to contradict his or her own rational choice is undemocratic. The problem with asserting that it is unfair that citizens vote while others do not is that dilutes the dynamism in a democracy. Compulsory voting also does not guarantee equality in terms of encouraging equal participation from various gender or educational groups. While this is asserted by proponents of compulsory voting, there is no empirical evidence to back this up. Studies however suggest that while compulsory voting has been observed to stimulate high voter turnout in some countries, it has not been observed to promote equal participation in those countries. A study (Quintelier, Hooghe, and Marien 2008) indicates that specific categories of potential voters refrain from voting, leading to the electoral dominance of more privileged groups within the population. The authors studied 36 countries that participated in the 2004 International Social Survey Programme. They found that while compulsory voting is associated with higher turnout rates, it has not led to a significant growth in electoral participation among gender or educational groups. 3. Compulsory voting cannot guarantee political legitimacy. Perhaps the strongest argument for implementing compulsory voting in countries is that higher voter turnouts strengthen the political legitimacy of a government. Non-voting is seen to override legitimacy and make electoral outcomes vulnerable to coups or resistance. When you probe deeper into this argument, non-voting can be construed not as apathy but as contentment with all the running candidates so that whoever wins the electoral contest, is worthy of the non-voters support. When citizens do not vote, this does not necessarily mean that they view any political outcome as illegitimate. Still, supporters of compulsory voting are weary of low voter turnout because it undermines representativeness and political legitimacy. Lijphart said that A political system with the universal right to vote but with only a tiny fraction of citizens exercising this right should be regarded as a democracy in merely a hollow sense of the term (1997, 11).   Proper democratic representation is strongly associated with the notion of free elections. By proper is usually meant that the outcome of the electoral contest was based on the sentiments of a majority of the population. Those that support this argument automatically assume that just because the elections were participated by majority of the population, that governments can assume perpetual legitimacy. This is a misled notion. Legitimacy is conferred not only through elections, but by the subsequent acts, policies, and decisions made by the governments leaders that pursue the general welfare of its population. Essentially, the vote s cast in an election are only a first step toward a governments claim to legitimacy. The more substantial claim is to be derived from the manner in which it leads and represents the collective interests of its citizens. If legitimacy means that government was voted by a majority, then not all legitimate governments are democratic and not all democracies are legitimate. There are governments considered to be legitimate but have passed undemocratic policies, engaged in rampant corruption, or were simply incompetent. Democratic politics is not simply a numbers game. The more substantive view of democratic politics is that it is competitive and cooperative at the same time. Judging political legitimacy based on voter turnout makes a poor analogy. Moreover, on the claims of representativeness, data show that compulsory voting is not a policy to be universalized. Figures from IDEA Show that while there are some countries that have shown impressive turnouts as a result of compulsory voting, the overall picture of voter turnout debunks the claim that countries enforcing compulsion have the highest voter turnouts. Since 1945, besides Italy, only 4 countries with compulsory voting made it to the top 50 countries arranged in terms of voter turnout: Belgium (84.9 per cent), Netherlands (84.8), Australia (84.4) and Greece (80.3). Forty five out of the 50 countries demonstrating a high voter turnout used voluntary voting. Other countries with compulsory voting have the lowest voter turnout in the world such as Egypt which only has a 24.6 percent voter turnout, the second lowest in the world (IDEA 2010). Compulsory voting cannot be equated to active citizenship. Equating a high voter turnout to active citizenship is too simplistic. The Australian experience indicated that while voter turnout was high, the incidence of invalid ballots also increased (Australian Electoral Commission 2006, 4). The phenomenon of donkey voting is a natural consequences of compelling citizens to vote against their own volition. Compulsory voting formalizes the participation of underinformed or uninformed voters who participate in a politically significant process. Opponents of compulsory voting suggest that having uninformed voters cast their ballots is worse than having informed citizens abstain from the vote. The more substantive definition of citizenship is how much informed citizens are about their society and the ways they contribute into the democratic process. Their contribution should not be measured exclusively on voting alone. For instance, in the U.S., where voter turnout is relatively lower than in Australia, the strength of public opinion in the U.S. is higher and laws have been modified, passed, or rejected in deference to public opinion (Mastrel 2003, 960). It could be safe to say that political outcomes are worse if the citizenry is uninformed than if the citizenry does not wish to vote (Evler, 2009, 32). Conclusion There is no question that the electoral process is an important part of democratic society. There is also no question that voting is a moral duty of every citizen in a democracy. The question is whether or not a person can be compelled to vote against his own judgment in the interest of democracy. The discussion revealed the many advantages of compulsory voting as experienced in countries like Australia, Belgium, and Italy and how this has contributed to higher voter turnouts. Nonetheless, the reading of democracy must not be reduced to the level of electoral participation alone. Voting, however important it may be is only one form of political participation, and as experience shows, not a very conclusive one. Elected governments have been toppled down, leaders have been removed, or refused reelection despite claims to legitimacy because of democratic elections. Electoral participation is valuable because it enables citizens to choose from among candidates who are considered the best to lead the country. Democratic societies respect individual freedom, including the freedom not to vote. Voting is a rational choice that a citizen decides to exercise when it is in his or her best interest to do so. Compelling him or her to exercise such is undemocratic. The higher turnout rates in countries with compulsory voting may not be necessarily good. Experience has shown that countries with compulsory voting also have high invalid or protest votes. Democracy cannot be enhanced when citizens go out and vote just because they have to and in order to avoid sanctions. Only when citizens freely decide to participate in the electoral process can their votes be authentic and truly reflective of their preference. Democratic government is a complex system that values not only electoral participation but providing avenues for people to express their choice, equality, freedom, and reasoned judgment.

The Wrath of Deceit in Hamlet Essays -- GCSE English Literature Course

The Wrath of Deceit in Hamlet There are many instances in life, where individuals are encouraged to deceive or be dishonest with each other. In a competitive world, people may turn to dishonest means to be successful, especially when the stakes are high. In the world of the Danish court, Hamlet is often a victim of deceit and dishonesty. In turn, this dishonest lifestyle leads Hamlet directly to his ultimate demise. At the beginning of the play, the first act of deception is Old Hamlet's description of his brother's treachery. Secondly, Claudius the master of deception seduces Gertrude; by becoming her husband, he cleverly becomes king. Lastly, it is proven that Hamlet himself is not dishonest or deceitful. Claudius admits this to Laertes as they prepare for the sword fight scheme. Hamlet only uses deceit when he is playing the game. The outcome of the play proves that being deceitful and dishonest with people can have tragic results. The first act of deceitfulness in the game, is the discovery of Claudius' brutal murder of his brother, Old Hamlet. We see this, when Old Hamlet's ghost comes back from the afterlife. Hamlet has a suspicious feeling about the ghost's visitation, "My father's spirit in arms? All is not well. I doubt some foul play, foul deeds will rise." (I, ii, 255-259). We later find out, the spirit of Hamlet’s father has come back to explain the circumstances surrounding his tragic death, " 'tis given out that, sleeping in my orchard, a serpent stung me. So the whole ear of Denmark is by a forged process of my death rankly abused." (1, v, 35-38). Old Hamlet reveals to Hamlet the truth that resulted in his death, "The serpent that did sting thy father's life now wears his crown." (1, v, 3... ...word fight. Hamlet only uses deceit against Claudius to expose him instead of hurting him. In a sense, Claudius’ use of deceit and treachery for his own gain ruined him in the end. Instead of Claudius having a great time as king, he ended up driving Hamlet to kill him. In addition, this proves that the deceitful behavior and lifestyle at court drives Hamlet directly to his ultimate demise. The outcome of the play proves that a dishonest lifestyle can be detrimental. In the real world, people who are dishonest may excel at first but this behavior will eventually harm them in the end. People should try to have more sincere relationships with each other in order to remain successful, and not use negative means to achieve their goals. This is because deceit distorts your perceptions and it may lead you to loosing what you truly value in your life!

Curriculum Integration :: Teaching Education Integration Essays

Curriculum Integration Contrary to popular belief, curriculum integration entails more than simply linking lessons together along a common theme. It is more than just "rearranging existing lesson plans", it is an attempt to organize "curriculum around significant problems and issues†¦without regard for subject-area boundaries" (Beane, 1997). The goal of curriculum integration is to have students gain a deeper level of understanding across subject areas through interrelated thematic study. Themes are drawn from life "as it is being lived and experienced" with knowledge based around problem solving rather than rote skill acquisition (Beane, 1997). Rather than seeing curriculum integration as this unified and connected series of higher order thinking skills, many people (including teachers) confuse integration with a multidisciplinary approach. Multidisciplinary attempts at teaching thematic units relate individual subjects to singular topic without making connections. For example, during a unit on fish, a teacher could have his or her students read literature about fish and do fish word problems; however, unless the connections of synthesis, analysis, and evaluation are made, true integration is not being achieved. The students are learning a great deal about fish, math, and literature separately, but are not encouraged to see the relationships between each of these subject areas. In order to help foster an understanding across curriculum areas, integration needs to unify the subject matter in the students’ minds through making connections between subject areas and exploring how these relate to their everyday lives. Integration of content is important and potentially very effective because the brain processes information through connections. If teachers help their students create connections between subject-area material, then they will potentially increase the amount of long-term knowledge retained by the students (Beane, 1997). Integration is also important due to the fact that there is a growing emphasis on application of knowledge rather than rote memorization and due to the fact that knowledge is not fixed (Beane, 1997). Integration allows students to look at things from different angles and to explore the grey areas that may be a part of the various concepts. Evidence from both educational journals and personal interviews suggest several different possible approaches to successful science integration. Many of the lesson plans dealt with integrating science with technology or with mathematics. For example, a fifth-grade teacher had his class record weather observations for an entire year and then used their data to teach graphing concepts including bar graphs, line graphs, pie charts, as well as concepts such as mean and mode (Chia, 1998).

The Emerging Popularity of Human Resource Management

What were the socioeconomic changes in the 1980’s which contributed to the emerging popularity of Human Resource Management? Does the concept of Human Resource Management present a radical novelty or is it a mere repackaging of personnel management? Introduction During the 1980’s, a new management concept referred to as ‘Human Resource Management’ (HRM) became very fashionable. At that time, many academics questioned whether HMR was simply a renaming of the previously known personnel management (PM) tool, or whether it was, as some claimed, ‘a radically different philosophy and approach to management of people at work’ (1). Firstly, it seems appropriate to define HRM. However, the definition of HRM this has been widely debated, and so for our purposes, we will use Stephen Bach’s view that it ‘can be viewed as the involvement of particular strategies and approaches towards management of considerable labour’. We must also consider what we mean by â€Å"socioeconomic†, which we can state as the relationship between economic activity and social life. In this essay, the similarities and differences between HRM and PM are analysed in an attempt to see whether there is more to HRM than novel rhetoric. Socioeconomic Changes Towards the end of the 1970’s and the early part of the 1980’s, both the US and UK economies experienced recessions of relative magnitude. Both governments sought new economic solutions, and adopted policies known as â€Å"Thatcherism and Reaganomics†, that contained monetarism and free market economics. One of the consequences of this radical period was the reforming and reshaping of what many described as the ‘conventional model of industrial relations’ (2). These new policies inevitably led to the empowerment of employers, and resulted in substantive destruction of trade union power at that time and eventually became the turning point of the era of trade unionism. There were a number of consequences as a result of this reshaping of the economy; probably the largest of note was that there was a considerable decline in a number of the mature Basic industries, such as Steel and Coal, which was balanced by the increase in the Service sector (this is still apparent today as 70% of UK GDP comes from the service sector (3)). This period of decline in many Basic industries coincidently ushered in a time for new technologies based on hi-tech products, further assisting the aim of both governments to deregulate and intensify market competition through free market economics. With anti-union legislations and privatisation at the core of the Conservative party philosophy, as Thatcher pushed to remove the power of the â€Å"Socialist / Communist† trades unions, the result of which led to the encouragement of ‘firms to introduce new labour practices and re-order their collective bargaining arrangements’ (4). This gave companies the opportunity to develop direct relationships with employees, and hence reduce further the power of trade unions. These ‘direct relationships’ are what some people to consider as one of the fundamentals of HRM. On a more global scale, this was an important period in the development of globalization that saw competition intensify from overseas. Japan rapidly became one of the major exporters of very competitively priced manufactured goods to the US undercutting many domestic suppliers. This development, unsurprisingly, forced US companies to consider their cost structure in an attempt to see off this foreign competition. Companies quickly began to investigate the productivity of its workforce. One of the outcomes of this, which is judged to be one of the cornerstones of HRM, was to try to develop harmonious relations between employers and employees. The belief was already there that synergy could be created from the employee/employers relationship. Furthermore, it became apparent that an environment free of conflict could help unite an organisation so that individual employees could commit themselves to organisational success. This Unitarianism perspective became one of the antecedents of the development of HRM. Toward the end of the 1980’s as more and more academics continued to produce a wealth of literature on the subject of HRM, it became clear that there was a recurring theme for those companies that appeared to perform extremely well in these market conditions. It became obvious in these increasingly dynamic markets that companies that were proactive to market change were able to do so as a result of motivated workforce. The question that was begging to be asked was ‘how they were able to this so well’? The answer was through involved management styles that were instilling a culture in the workforce that was proactive rather than reactive. This is one of the key differences that will be referred back to later. It was suggested that these had been brought on by the intense competition and pressure, which eant a competent PM was more necessary than ever. There were several other socioeconomic changes that all acted as antecedents to the development and reshaping of PM that became known as HRM. These included increasingly strident demands of shareholders, changing work force (flexibility, part time largely through the employment of women), a changing age structure of the workforce, the young moving in the direction of private and service sectors, hence less prone to unionisation and finally increasingly mechanised manufacturing processes through new technologies. Differences between HRM and PM The second part of this essay looks at whether HRM was in actual fact a novel idea or whether in reality it was a re-labelling of PM. Looking through a variety of literature on the subject, it immediately becomes clear that it is extremely hard to find a definitive line to draw between HRM and PM. Legge for example mentioned he felt their wasn’t a huge difference between the two and in fact drew on some very clear similarities. However he does manage to point out some diverging aspects. While Torrington saw the development of HRM as only adding ‘a further dimension to the multi faceted role’ (5) therefore seeing HRM as an ongoing process in the evolution of PM. As a result he finds it hard to label HRM as a revolutionary model. There are those experts that do agree in the novelty of HRM. It’s these authors that remind us not to play down the effects of HRM, mentioning that while many of the techniques in HRM are similar to those in PM, it is the philosophical context of HRM that makes these techniques so much more effective. The model of HRM unfortunately is not uniform and is made up of several different theoretical approaches therefore it becomes even harder to define clearly. This is perhaps what has muddied water so much in the debate of HRM and PM. Perhaps the easiest was to try and find an answer to this question is to compare the differences versus the similarities. Firstly the differences: Storey puts particular emphasis on the ‘strategic character’ (1) and continuously mentioned how HRM decision and formulations of policies should take place on ‘strategic level within an organisation’. Meanwhile PM can be condemned for its limited consideration of business objectives during decision making. Another major concept that is fundamental to HRM (particularly in ‘Soft’ HRM) which cannot be identified in PM is the creation culture and values on an organisation level. The intention of this aspect is to drive towards employee commitment towards achieving organisational goals. This ‘commitment’ can be seen as a precursor of motivation and performance (6). Furthermore we can consider the aspects of communication within HRM, whereby it rejects collective bargaining and attempts to set up direct channels of communication with individuals. By operating in this manor, HRM attempts to meet the individual needs of the employee so that they can then go on to contribute to the organisation. Consideration of the ‘proactive versus reactive’ argument can also identify differences (with HRM viewed as proactive and PM viewed as reactive). Proactive workforces enable organisations to pre-empt changes in markets. However they can only be implemented if the workforce is sufficiently motivated. The final major difference that can be identified is the emphasis that HRM places on training and development, that PM does not seem to identify with in the same way (5). When we contemplate the similarities of the PM and HRM we can consider Legge’s work (he viewed the clearest change from PM to HRM to be the ‘re-labelling process’). He established three main aspects than run through both forms of management. He stated that ‘both emphasised the importance of integration. Both sought to deliver the right people to the right jobs’ (he saw this as the principal role of the management of people in an organisation). Both PM and HRM gave people- management to â€Å"line† managers. Guest also discusses personnel development and functioning on a strategic level. However the above theses partially contradict what many other authors thought (6). In conclusion, we can accept that while HRM and PM contain significant similarities, we have to acknowledge that they differ in terms of their meaning and emphasis. Perhaps cultural aspects and strategic considerations would be the most important alteration, when converting from one theory to the other. Perhaps it would be wrong to say that HRM was a completely novel idea, especially when so many of the procedures and techniques overlap. However it is correct to say that HRM took many of the principles of PM and applied them to a different philosophy and way of thinking, and in doing so, inherently took the continuous evolution of PM to what we today call HRM.