Factors that affect General Conduct of Employees-Free-Samples

Question: Examine about the Factors that influence the General Conduct of Employees. Answer: The organization has idealized the specialty of worker the board and all its faculty are uncommonly appended to the association and don't consider intentionally leaving the organization to go work elsewhere (Crowley, 2013). The four fundamental factors that influence the conduct of representatives as indicated by the organization incorporate furnishing the representatives with a chance of undertaking energizing and confused ventures, rewarding representatives well both in terrible and great occasions, offering the appealing staff advantages, and they guarantee that workers comprehend the hugeness of their work. The product engineer organization are known for building up the best programming all inclusive. The association concentrates its tasks on examination, and this brings the most huge worth and helps firms to best assess divergent information for deciding, along these lines giving chances to SAS workers to be tried. Also, the association bolsters the laborers by killing any deterrents to profitable work, for example, pointless strategies (Florida Goodnight, 2005). Another factor is that the association has consistently rewarded its staff a similar way be it in terrible or great occasions. SAS works oppositely contrasted with most associations; they don't lay off representatives to reduce expenses when its creation is low yet rather reward the specialist's steadfastness and general achievement (The Economist Newspaper Ltd, 2007). The organization likewise offers painstakingly arranged and picked alluring advantages to their representatives. The association completes representative fulfillment studies on a normal premise, and any advantages that are conceded are because of the results. Moreover, the association is resolved to get rid of whatever upsets effectiveness at work. To provide food for the soundness of laborers, the grounds has standard rec centers, pools, and tennis and baseball courts. SAS Company likewise guarantees that the staffs comprehend the significance of the work that they attempt. Programming software engineers are urged to claim their work as long as they work for the organization. With the understanding that the items they make are probably going to be utilized by clients for longer than 10 years rouses them to put themselves in accomplishing quality work (Ideas, 2010). I concur with the approaches that SAS has executed in dealing with its workers. Other than of the proof of the impact of the frameworks on its laborers, I concur that much spotlight ought to be on the workers for they are the ones that are under the achievement or disappointment of the organization. References Crowley. (2013). How SAS Became The World's Best Place To Work. Quick Company. (Gotten to on Feb 2018).https://www.fastcompany.com/3004953/how-sas-became-universes best-place-work Florida, R., Goodnight, J. (2005). Overseeing for creativity.Harvard business review,83(7), 124.https://ideas.com/news/sas-positions no-1-on-fortune-best-organizations to-work-for-list-in-america/ Thoughts. (2010). SAS positions No. 1 on Fortune Best Companies to Work For list in America. Gotten to on Feb 2018). https://ideas.com/news/sas-positions no-1-on-fortune-best-organizations to-work-for-list-in-america/ The Economist Newspaper Ltd. (2007). Doing admirably by being somewhat pleasant. (Gotten to on Feb 2018).https://www.financialexpress.com/file/doing-admirably by-being-somewhat pleasant/247090

Learning Theories Essay Example for Free

Learning Theories Essay This part investigates the two significant classes of learning speculations (behaviorism and constructivism), the significant scholars inside those classifications, and the ramifications of those hypotheses for the utilization of mixed media and interchanges and data innovation for learning purposes. A different area inside the part gives a concise review of learning dependent on neuroscience and ongoing disclosures about the working of the cerebrum. A progression of connections are given to facilitate assets on learning hypothesis, neuroscience, and the cerebrum. pic] Our Technological Revolution and the Implications for the Way We Learn We have all accomplished a learning second when we were so focussed or inundated in the realizing, that everything else didn't make a difference. Genuinely, the raison detre or inspiration for our center may have been that we had a chief or instructor breathing down our neck or an approaching test was to evaluate our degree of information or insight or a specific second required that an expertise be found out rapidly. Despite the spurring factors for this snapshot of focussed learning, the experience is the thing that clinicians Mihaly Czikszentmihalyi and Ellen Langer name in their individual speculations, as snapshots of ideal stream or care. As per analyst Mihaly Czikszentmihalyi, ideal stream happens when: Alientation offers approach to contribution, pleasure replaces fatigue, weakness transforms into a sentiment of control, and clairvoyant vitality attempts to strengthen the feeling of self, rather than being lost in the administration of outer objectives. (Czikszentmihalyi, 1990, p. 9) Replicating such snapshots of ideal stream is the activity of teachers paying little mind to the area, regardless of whether it be school, the working environment in work preparing, or the military, and so forth. Additionally, certain learning scholars are pushing the more prominent utilization of innovation, to be specific PCs, in learning circumstances since they see huge capability of PC innovation to repea t these ideal snapshots of stream. Learning is an individual demonstration. We each spot our very own stamp on how we realize, what we learn and when we learn. We in actuality have our own learning style. Howard Gardners hypothesis of different insights which recognizes learning as an all encompassing encounter seems to be, at present, one of the most notable descriptors of human psychological profiles. The demonstration of learning is incomprehensible in nature. It can now and again give off an impression of being an exceptionally basic act. So straightforward, that we don't scrutinize its essence by they way we approach our every day exercises, for it is normal to our reality as learning living beings. However, when we experience challenges in picking up something, we no longer underestimate the learning procedure. It is at exactly that point that our metacognition or familiarity with how we learn is increased. Learning is underestimated as a characteristic procedure. As straightforward a procedure it might appear, the base of seeing how we learn isn't as straight forward. The presence of various definitions and speculations of learning authenticate the multifaceted nature of this procedure. An arbitrary examining of any instructive brain science content will show the change in perspectives to what precisely is realizing and how we do learn. In Educational Psychology: An Introduction, for instance, the writers compose, Learning infers an adjustment in the person because of some intercession. It might be seen as a result or as a procedure. (Belkin and Gray, 1977, p. 211) While this definition mirrors a behaviorist perspective on learning, for it compares learning as a result, it is a beginning stage for the creators to grow their portrayal of learning into numerous different domains, in particular the various speculations of learning. They in actuality, commit an entire section of their cont ent just to depict the numerous methods of characterizing learning. While it might appear to be to some degree untimely to assess the previously mentioned meaning of learning and to compare it with a particular hypothesis, perceive that intercession in the learning procedure can suggest a wide range of things. The level of mediation, by who for sure and how, are the characterizing variables of a learning hypothesis. These variables help recognize the a wide range of speculations. As you will see these hypotheses are not stale. They are developing and changing as we find better approaches for survey human discernment. The robotic model of the psyche of the conduct time has offered path to the consistent computational model supported by man-made consciousness and psychological science scholars (McLellan, 1996, p. 6). Wear Tapscott, in his book Growing Up Digital: The Rise of the Net Generation, contends that we are presently in an advanced time of learning. As indicated by Tapscott, a change in taking in is occurring from what he marks communicate figuring out how to intuitive learning. Never again are todays age of students fulfilled in being the aloof beneficiaries of the conventional showing process, rather, they need to find it for themselves by getting intelligent with the learning. The net age kids utilizing GlobaLearn [a web site], are starting to process data and adapt uniquely in contrast to the boomers before them. New media devices offer incredible guarantee for another model of learning one dependent on disclosure and support. (Tapscott, 1998, p. 127) Tapscotts proposition that the mechanical upheaval is saturating each part of our lives drives us to analyze the utilization of PC innovation as learning gadgets. Such quick social, monetary and general way of life change, due basically to the innovative upset, makes one wonder dependent on learning hypothesis, for what reason does the utilization of PCs as a learning instrument bode well? This section will address this inquiry by profiling the many learning hypotheses. [pic] The Spectrum of Learning Theories As an audit of the writing of learning speculations will represent there are numerous marks being utilized to portray the numerous hypotheses. Also, there are numerous scholars related with each approach. An order of these marks and scholars will help in understanding these crucial speculations. The range of learning hypotheses comprises of numerous methodologies or methods of clarifying how people learn. A portrayal of every one of these hypotheses will do the trick in giving you enough information to basically look at the utilization of PC innovation as a learning gadget. The resume of every hypothesis will comprise of: †¢ the related names of the hypothesis †¢ a portrayal of the hypothesis †¢ scholars related with the hypothesis †¢ hyperlinks on the World Wide Web Diagram #1: The two boundaries Behaviorism  â â â â â â â â â â â â â â  â â â â â â â â â â â â â â â â  â â â â â â â â â â â â â â  â â â â â â â Constructivism The limits of this learning hypothesis range are spoken to by separately, the Behaviorist and Constructivist speculations of learning. As hypotheses attempting to clarify something very similar, they are bipolar dependent on their particular perspectives on how information is gained and the mediation of apparatuses of learning (educators or teachers). As a setting to all the more likely see the entirety of the speculations of learning introduced in this part, look at these two limits first and afterward place the rest of the hypotheses onto the range. [pic] Behaviorism The Associated Names of this Theory: Behaviorism marked as an encouraging methodology is regularly alluded to as coordinated guidance. As you contrast this hypothesis and the Constructivist perspective on learning, this name will become plainly obvious. Likewise rather than Constructivism, it has been marked an objectivist hypothesis of learning. Scholars related with Behaviorism: J. B Watson E. L Thorndike B. F Skinner A Description of Behaviorism: The worry or accentuation of Behaviorism is recognizable markers that learning is occurring. Differentiating this perspective on learning is the accentuation of psychological analysts who compare learning with the psychological procedures of the brain. Behaviorists don't preclude the presence from claiming these psychological procedures. Indeed, they recognize their reality as an inconspicuous sign of learning. The focal point of Behaviorism is on the molding of noticeable human conduct. J. B Watson, the dad of Behaviorism, characterized learning as a grouping of improvement and reaction activities in discernible circumstances and logical results connections. The behaviorists case of traditional molding exhibits the procedure whereby a human figures out how to react to a nonpartisan improvement in such a way, that would typically be related with an unconditioned upgrade. The supporting model regularly refered to with traditional molding is the situation of Pavlovs hound. The focal point of Pavlovs test was the stomach related procedure in creatures. In leading the test, Pavlov saw that the pooch would salivate (reaction), after hearing the ringing of a ringer. This happened in light of the fact that the pooch had figured out how to relate its genuine boosts (typically taking care of), with the impartial upgrades of the chime ringing at the same time with the taking care of procedure. Watson, accepted that the boosts that people get might be created inside (for instance hunger), or remotely (for instance, an uproarious clamor). B. F. Skinner developed the establishment of Behaviorism, built up by Watson, and on crafted by Edward Thorndike, by focussing on operant molding. As per Skinner, deliberate or programmed conduct is either reinforced or debilitated by the quick nearness of a prize or a discipline. The learning guideline behind operant molding is that new learning happens because of encouraging feedback, and old examples are deserted because of negative fortification. (Belkin and Gray, 1977, p. 9) In his book entitled, The Technology of Teaching, Skinner composed: The utilization of operant molding to instruction is basic and direct. Educating is the course of action of possibilities of fortification under which understudies learn. They learn w

Blog Archive Professor Profiles Nicolaj Siggelkow, The Wharton School of the University of Pennsylvania

Blog Archive Professor Profiles Nicolaj Siggelkow, The Wharton School of the University of Pennsylvania Many MBA applicants feel that they are purchasing a brand when they choose a business school to attend, but the educational experience itself is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we profile Nicolaj Siggelkow from the Wharton School of the University of Pennsylvania. Known for being a protégé of the strategy guru Michael Porter, Nicolaj Siggelkow  (“Strategy and Competitive Advantage”) is just as well known at Wharton for pushing students to clarify their answers in his classâ€"using buzzwords such as “added value” and “frameworks” can earn a cold-called student 30 minutes or so of additional questioning. One second-year student called Siggelkow simply “the best professor at Wharton for leading a case,” and another remarked, “He will whip your ass into shape, so you must prepare for classâ€"or don’t bother coming!” Siggelkow expects his students to come prepared to class, and students in the Wagat guide (Whartons ode to the Zagat guide, but for courses rather than restaurants) say the workload for each session of his course is far heavier than the norm, to say the least. (According to course evaluations from a prior academic year, the workload required for his classes is rated 3.78, whereas the average is 3.13.) Still, students appear to respect him for this toughness, and he has earned five teaching awards (seven, if we include undergrad business awards) in his 13 years at Wharton. Chair of the management department, Siggelkow received the Class of 1984 Award for being the faculty member with the highest teaching rating in 2006, was the student-selected Faculty Marshal in 2010, and even made a guest appearance in the Wharton Follies in 2006. For more information on other defining characteristics of the MBA program at Wharton or one of 14 other top business schools, please check out the mbaMission Insider’s Guides. Share ThisTweet Professor Profiles University of Pennsylvania (Wharton) Blog Archive Professor Profiles Nicolaj Siggelkow, The Wharton School of the University of Pennsylvania Many MBA applicants feel that they are purchasing a brand, but the educational experience itself is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we focus on Nicolaj Siggelkow from the Wharton School of the University of Pennsylvania. Known for being a protégé of the strategy guru Michael Porter, Nicolaj Siggelkow (“Strategy and Competitive Advantage”) is just as well-known at Wharton for pushing students to clarify their answers in his classâ€"using buzzwords such as “added value” and “frameworks” can earn a cold-called student 30 minutes or so of additional questioning. One second-year student called Siggelkow simply “the best professor at Wharton for leading a case,” and another remarked, “He will whip your ass into shape, so you must prepare for class or don’t bother coming!” Siggelkow expects his students to come prepared to class, and students in the Wagat guide (Wharton’s nod to the Zagat guideâ€"but for courses rather than restaurants) say the workload for each session of his course is far heavier than the norm, to say the least. (According to course evaluations from a prior academic year, the workload required for his classes is rated 3.78, whereas the average is 3.13.) Still, students respect him for this toughness, and he has earned five teaching awards (seven, if we include undergrad business awards) in his 12 years at Wharton. For more information about Wharton and 13 other top-ranked business schools, check out the mbaMission Insider’s Guides. Share ThisTweet Professor Profiles University of Pennsylvania (Wharton)

When Were the Elements Discovered (Timeline)

Heres a helpful table chronicling the discovery of the elements. The date is listed for when the element was first isolated. In many cases, the presence of a new element was suspected years or even thousands of years before it could be purified. Click on an elements name to see its entry in the Periodic Table and get facts for the element. Ancient Times - Prior to 1 A.D. GoldSilverCopperIronLeadTinMercurySulfurCarbon Time of the Alchemists - 1 A.D. to 1735 Arsenic (Magnus ~1250)Antimony (17th century or earlier)Phosphorus (Brand 1669)Zinc (13th Century India) 1735 to 1745 Cobalt (Brandt ~1735)Platinum (Ulloa 1735) 1745 to 1755 Nickel (Cronstedt 1751)Bismuth (Geoffroy 1753) 1755 to 1765-- 1765 to 1775 Hydrogen (Cavendish 1766)Nitrogen (Rutherford 1772)Oxygen (Priestley; Scheele 1774)Chlorine (Scheele 1774)Manganese (Gahn, Scheele, Bergman 1774) 1775 to 1785 Molybdenum (Scheele 1778)Tungsten (J. and F. dElhuyar 1783)Tellurium (von Reichenstein 1782) 1785 to 1795 Uranium (Peligot 1841)Strontium (Davey 1808)Titanium (Gregor 1791)Yttrium (Gadolin 1794) 1795 to 1805 Vanadium (del Rio 1801)Chromium (Vauquelin 1797)Beryllium (Vauquelin 1798)Niobium (Hatchett 1801)Tantalum (Ekeberg 1802)Cerium (Berzelius Hisinger; Klaproth 1803)Palladium (Wollaston 1803)Rhodium (Wollaston 1803-1804)Osmium (Tennant 1803)Iridium (Tennant 1803) 1805 to 1815 Sodium (Davy 1807)Potassium (Davy 1807)Barium (Davy 1808)Calcium (Davy 1808)Magnesium (Black 1775; Davy 1808)Boron (Davy; Gay-Lussac Thenard 1808)Iodine (Courtois 1811) 1815 to 1825 Lithium (Arfvedson 1817)Cadmium (Stromeyer 1817)Selenium (Berzelius 1817)Silicon (Berzelius 1824)Zirconium (Klaproth 1789; Berzelius 1824) 1825 to 1835 Aluminum (Wohler 1827)Bromine (Balard 1826)Thorium (Berzelius 1828) 1835 to 1845 Lanthanum (Mosander 1839)Terbium (Mosander 1843)Erbium (Mosander 1842 or 1843)Ruthenium (Klaus 1844) 1845 to 1855-- 1855 to 1865 Cesium (Bunsen Kirchoff 1860)Rubidium (Bunsen Kirchoff 1861)Thallium (Crookes 1861)Indium (Riech Richter 1863) 1865 to 1875 Fluorine (Moissan 1866) 1875 to 1885 Gallium (Boisbaudran 1875)Ytterbium (Marignac 1878)Samarium (Boisbaudran 1879)Scandium (Nilson 1878)Holmium (Delafontaine 1878)Thulium (Cleve 1879) 1885 to 1895 Praseodymium (von Weisbach 1885)Neodymium (von Weisbach 1885)Gadolinium (Marignac 1880)Dysprosium (Boisbaudran 1886)Germanium (Winkler 1886)Argon (Rayleigh Ramsay 1894) 1895 to 1905 Helium (Janssen 1868; Ramsay 1895)Europium (Boisbaudran 1890; Demarcay 1901)Krypton (Ramsay Travers 1898)Neon (Ramsay Travers 1898)Xenon (Ramsay Travers 1898)Polonium (Curie 1898)Radium (P. M. Curie 1898)Actinium (Debierne 1899)Radon (Dorn 1900) 1905 to 1915 Lutetium (Urbain 1907) 1915 to 1925 Hafnium (Coster von Hevesy 1923)Protactinium (Fajans Gohring 1913; Hahn Meitner 1917) 1925 to 1935 Rhenium (Noddack, Berg, Tacke 1925) 1935 to 1945 Technetium (Perrier Segre 1937 )Francium (Perey 1939)Astatine (Corson et al 1940)Neptunium (McMillan Abelson 1940)Plutonium (Seaborg et al. 1940)Curium (Seaborg et al. 1944) 1945 to 1955 Mendelevium (Ghiorso, Harvey, Choppin, Thompson, and Seaborg 1955)Fermium (Ghiorso et al. 1952)Einsteinium (Ghiorso et al. 1952)Americium (Seaborg et al. 1944)Promethium (Marinsky et al. 1945)Berkelium (Seaborg et al. 1949)Californium (Thompson, Street, Ghioirso, and Seaborg: 1950) 1955 to 1965 Nobelium (Ghiorso, Sikkeland, Walton, and Seaborg 1958)Lawrencium (Ghiorso et al. 1961)Rutherfordium (L Berkeley Lab, USA - Dubna Lab, Russia 1964) 1965 to 1975 Dubnium (L Berkeley Lab, USA - Dubna Lab, Russia 1967)Seaborgium (L Berkeley Lab, USA - Dubna Lab, Russia 1974) 1975 to 1985 Bohrium (Dubna Russia 1975)Meitnerium (Armbruster, Munzenber et al. 1982)Hassium (Armbruster, Munzenber et al. 1984) 1985 to 1995 Darmstadtium (Hofmann, Ninov, et al. GSI-Germany 1994)Roentgenium (Hofmann, Ninov et al. GSI-Germany 1994) 1995 to 2005 Nihonium - Nh - Atomic Number 113  (Hofmann, Ninov et al. GSI-Germany 1996)Flerovium - Fl - Atomic Number 114 (Joint Institute for Nuclear Research  and Lawrence Livermore National Laboratory 1999)Livermorium - Lv - Atomic Number 116 (Joint Institute for Nuclear Research and Lawrence Livermore National Laboratory 2000)Oganesson - Og - Atomic Number 118 (Joint Institute for Nuclear Research and Lawrence Livermore National Laboratory 2002)Moscovium - Mc - Atomic Number 115 (Joint Institute for Nuclear Research and Lawrence Livermore National Laboratory 2003) 2005 to Present Tennessine - Ts - Atomic Number 117 (Joint Institute for Nuclear Research, Lawrence Livermore National Laboratory, Vanderbilt University and Oak Ridge National Laboratory 2009) Will There Be More? While the discovery of 118 elements completes the periodic table, scientists are working to synthesize new, superheavy nuclei. When one of these elements is verified, another row will be added to the periodic table.

Essay on Analysis of Edna Pontellier - 761 Words

Character Analysis of Edna Pontellier Edna Pontellier was a very respectable woman from the 1800s that was unsatisfied with her situation in life. Mrs. Pontellier was a mother of two sons and had a husband whom she adored at the beginning of their marriage, but overtime they have became distant and her sexual desires were no longer being fulfilled. She soon broke the role society had casted upon her and became rebellious by leaving her womanly duties behind. Kate Chopin reveals Edna Pontelliers character through the her actions, through dialogue, and by telling the reader the thoughts and feelings that are circulation through Mrs. Pontellier. Actions define a persons character and through Edna Pontelliers actions the reader†¦show more content†¦Isnt that enough reason? The author is insinuating that Edna no longer wants to be with her husband. Kate Chopin does this by slowly making Edna Pontellier leave the presence of her old life. This also shows that Mrs. Pontellier is becoming very independent because she is no longer living off of her husband and she is doing what she wants to do when she wants to do it. This was very uncommon for a mother of two children during the 1800s. Edna Pontelliers thoughts and feelings change throughout the book and this also helps better reveal her character. The thoughts and feelings circulating through Edna Pontellier help the reader better understand her character and how she changes throughout the book. For Example, Kate Chopin writes, â€Å"The years that are gone seem like dreams—if one might go on sleeping and dreaming—but to wake up and find—oh! well! Perhaps it is better to wake up after all, even to suffer, rather than to remain a dupe to illusions all one’s life.† CHAPTER 38. Saying that it is better to suffer rather than to go through life unconsciously is a very important theme in this novel because that is what Edna Pontelliers awakening is all about. Kate Chopin uses this quote because Edna would rather suffer with the wisdom she has gained, rather than going through life tending to her husbands and childrens every need. Edna is going against her womanly duties and is again becoming independent. This is whatShow MoreRelatedEdna Pontellier Analysis1868 Words   |  8 Pages In analyzing the character development of Edna Pontellier as a character, she becomes a radical woman of this literary age. Through her development, Mrs. Pontellier exhibits characteristics that would not be deemed as acceptable behavior from a married woman of the late 1800’s as American society is beginning to see a shift into the Industrial Revolution. Throughout Kate Chopin’s The Awakening, Edna Pontellier undergoes several episodes of bipolar behavior through her activities and her familyRead MoreEdna Pontellier Character Analysis Essay1254 Words   |  6 PagesBy:Charard Brown Edna Pontellier as a character is an Interesting topic amongst scholars who have read The Awakening by Kate Chopin. The topic of her suicide is the focal point of such discussion. Weather it was an act of heroism, or the downfall of an already pitiful woman. While it may be easy to characterize suicide as a â€Å"cowards† death its not good to be so hasty. Looking at Edna as a character one can see a woman who is clearly more progressive than the time she was in. Edna had always beenRead MoreEdna Pontellier and Elizabeth Bennet: Challenge of 19th Century Conventional Methods1344 Words   |  6 Pagesand Austen gave birth to characters such as Edna Pontellier in The Awakening, and Elizabeth Bennett, the renowned protagonist of Austen’s novella Pride and Prejudice. While noble in their respective ways one can easily mistake Edna and Elizabeth to be selfish creatures of society because of their ardent pursuit of happiness and love, and their disregard of nineteenth centur y societal constructs and family expectations. In similar aspects Edna Pontellier and Elizabeth Bennett were able to successfullyRead MoreThe Awakening By Kate Chopin1193 Words   |  5 Pageslikeliness to be able to relate to the aforementioned as well. Chopin stylistically renders the struggle of the protagonist Edna Pontellier, a strong willed woman who finds herself imprisoned to the concept of trans-temporal existence, as she seeks refuge to her true being, Edna experiments relationships with multiple men that unintentionally repress her existence. Between Leonce Pontellier, Robert Lebrun, Alcee Arobin and The Colonel effect of Edna’s life they catalyze her awakening and ultimately lead herRead MoreEssay on The Awakening1358 Words   |  6 PagesTo this present day, women throughout America would be drastically different and would withhold fewer rights if it were not for women in the nineteenth and twentieth century like the characters Madame Ratignolle, Edna Pontelli er, and Mademoiselle Reisz in the novel The Awakening, by Kate Chopin. They shaped America into a place where freedom and equality for women is possible. Although the three women were different, they all contributed to different aspects of the feminist movement. Each characterRead MoreThe Awakening By Kate Chopin1462 Words   |  6 Pagesof women in society. In the novel â€Å"The Awakening,† published in 1899, Chopin uses protagonist Edna Pontellier to confront the social conventions that women faced in the Victorian Era, and the strict rules by the Creole society that limited women to the primary role of wife and mother. Chopin uses symbolism to express these ideas, and emotions as Edna awakens to a world of new possibilities. In this analysis, we will examine two primary symbols of the story, being birds and houses that Kate Chopin masterfullyRead MoreThe Awakening: An Emergence of Womens RIghts in the Late Nineteenth Century1330 Words   |  6 PagesThe novel is set i n South Louisiana, a place where tradition and culture also play a vital role in societal expectations. The novel’s protagonist, Edna Pontellier, initially fulfills her position in society as a wife and as a mother while suppressing her urges to live a life of passion and freedom. Edna’s relationship with her husband, Là ©once Pontellier, represents her expected role in a marriage that lacks passion and excitement. Edna’s relationship with her lover, Robert Lebrun, represents her indulgenceRead MoreFeminist Literary And Cultural Theory By Donald Hall1338 Words   |  6 Pagescharacteristics and behaviors to woman. According to the text, â€Å"Literary and Cultural Theory† by Donald Hall, the purpose of feminism is â€Å"to reveal, analyze, and redress the situations in which women’s equality with men is denied† (200). For example, feminist analysis is being able to recognize the different degrees of social power that are given to and used by men and women (Halls 199). While cultural feminism is one of the many types of feminism, it is an important issue in society. It mainly focuses on theRead More Critical Analysis of The Awakening Essay970 Words   |  4 PagesCritical Analysis of The Awakening The Awakening, by Kate Chopin, is the story of a woman who is seeking freedom. Edna Pontellier feels confined in her role as mother and wife and finds freedom in her romantic interest, Robert Lebrun. Although she views Robert as her liberator, he is the ultimate cause of her demise. Edna sees Robert as an image of freedom, which brings her to rebel against her role in society. This pursuit of freedom, however, causes her death. Chopin uses manyRead More The Metaphorical Lesbian in Chopin’s The Awakening Essay604 Words   |  3 PagesThe Metaphorical Lesbian in Chopin’s The Awakening In â€Å"The Metaphorical Lesbian: Edna Pontellier in The Awakening† Elizabeth LeBlanc asserts that the character Edna Pontellier is an example of what Bonnie Zimmerman calls the â€Å"metaphorical lesbian.† It’s important to distinguish between Zimmerman’s concept of the â€Å"metaphorical lesbian† and lesbianism. The â€Å"metaphorical lesbian† does not have to act on lesbian feelings or even become conscious of herself as a lesbian. Instead, the â€Å"metaphorical

William Shakespeares Othello as a Victim Essay - 1370 Words

William Shakespeares Othello as a Victim Not All Works Cited Included In Othello Shakespeare shows that Othello is victimised in many ways, for instance; his race, his culture, his social position and naÃÆ' ¯ve. Othellos victimisation could also show Shakespeares meaning of the term tragedy. In other Shakespearean tragedies the lead character is shown as cunning, ruthless and manipulative, more similar to Iago than Othello. This could represent a change in Shakespeares opinion of a true Shakespearean tragedy. The main cause of Othellos victimisation is his race. Unlike the other characters in Othello he is a Moor, a natural figure of hatred and disgust. In the play he is very rarely†¦show more content†¦In the late sixteenth century and early seventeenth century there where many wars between Christian Venice and the Islamic Ottoman Empire, Venice, at this time a large commercial capitalist Republic was often portrayed as the glories protector of Christendom against the eastern barbarians. The reason why Othello is compared to the Turks is because even though he has gone through the progress of communication and is an official member of the Roman catholic church, as he is a Moor he would always be considered a Muslim and never be a true Christian, so would always be victimised as a inferior. Also due to Othellos original religion he is accused of witchcraft, For an abuser of the world, a practiser Of arts inhibited and out of warrant. The art of black magic was strictly forbidden in Elizabethan society and was often linked to eastern culture and religion. For Othello to be accused with witchcraft would be taken very seriously and be considered an insult by the accused. Also the lack of clear evidence would suggest that this is just because of Othellos culture and race and may not be a completely serious claim by Brabantio. In Elizabethan society social order was often strict and binding, throughout the play the role that Othello plays can be questioned. At one stage he is considered aShow MoreRelatedWilliam Shakespeare And Domestic Violence .During High1006 Words   |  5 PagesWilliam Shakespeare and Domestic Violence During high school, students will tend to read multiple plays written by William Shakespeare in school. In fact, part of the English Language Arts (ELA) Standards set by Common Core included William Shakespeare’s plays. For ninth and tenth grade students, standard CCSS.ELA-Literacy.RL.9-10.9 expected them to be able to examine how an author draws on and transforms source materials in a specific work (Common Core State Standards, 2017). The examplesRead MoreThe Many Evils of Iago in Othello by Shakespeare Essay examples1265 Words   |  6 PagesThe Many Evils of Iago in Othello by Shakespeare Iago is a man of jealousy, and he is proposing revenge against Cassio and Othello. He claims both Cassio and Othello have seduced his wife, Emilia, a warm-hearted, simple woman. He proposes, as revenge of wife for wife, to put Othello into such a jealousy as judgement can cure (Jorgensen 59). We know therefore from the start why Iago hates Othello . . . (Modern 3). Iagos hatred for the Moor is deep, and there is apparently reason. TheRead MoreOthello - Female Stereotypes Essay1108 Words   |  5 Pages6th, 2012 Othello Essay In â€Å"Othello,† William Shakespeare extensively explores female stereotypes that occur during the playwright’s time. Throughout the Shakespearian era, women were seen as the inferior sex, over whom men had complete control and thus forcing women to act submissively and obediently in front of their husbands. Men believed that women were objects who just cooked meals, cleaned the house, and bore children while society just accepted these degrading roles. William ShakespeareRead MoreOthello: Good vs Evil1525 Words   |  7 PagesGood Or Evil: A Critical Analysis of Othello’s Main Characters William Shakespeare’s Othello is a classic depiction of a struggle between good and evil. In the play,, the characters are faced with the choice to either conquer or succumb to the overpowering force of evil. 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Is it Americas role to intervene in Iraq Essay Example For Students

Is it Americas role to intervene in Iraq? Essay As Afghan opposition groups and U.S. armed forces continue their successes in the war against the Taliban and al Qaeda, the American debate has quickly turned to the question of where the fight against terrorism should go next. In numerous public statements, President Bush has talked about a wide-ranging campaign against global terrorism. He has not committed to military operations against any other countries or terrorist organizations, but he has made it clear that the broader struggle against terrorism will be a long-lasting effort that could include the use of military force in regions beyond Afghanistan. A strong case can be made that Iraqs leader, Saddam Hussein, is so threatening to his people, his neighbors, and U.S. interests that the United States should use military force, unilaterally if necessary, to overthrow him. Proponents of such an approach, however, often underestimate the costs and risks involved. Instead of mounting a U.S. attack on Iraq as part of the current cam paign, the Bush administration should take advantage of its success in Afghanistan to pressure allies and regional players to isolate Saddams regime and to reinforce deterrence in an unambiguous way. A new Bush Doctrine should announce that Baghdads support for terrorist networks, transfer of weapons of mass destruction to terrorist groups or individuals who target the United States, or the harboring of such terrorists will be considered an act of war and lead immediately to an American military intervention to overthrow the regime. Targeting IraqThere are many potential targets for a possible post-Afghanistan phase of the warAbu Sayyaf guerrilla bases in the Philippines, for example, as well as terrorist headquarters and training camps in Somalia, Syria, and Lebanon. But none is more consequential or more prominent in the current policy debate than Saddam Husseins regime in Iraq. Numerous outside analysts and (more privately) some senior Bush administration officials are already making the case that the next phase in the war on terrorism should be an effort to overthrow the Iraqi regimeif necessary, with U.S. military force. On November 26, President Bush himself appeared to raise the ante on the Iraq debate, stating that Saddam would find out what was in store for him if he failed to heed international demands to allow inspectors into Iraq to look for weapons of mass destruction programs. While Bushs statement may have been nothing more than a reiteration of existing U.S. policy, it was interpreted by many as a conscious effort to remind the world of the dangers posed by Saddam and to begin to create a legal and political predicate to justify an eventual American attack against him. Many overthrow advocates argue that the United States should remove Saddam regardless of whether Iraq was involved in the September 11 terrorist attacks or not. Absent compelling evidence of significant Iraqi involvement with the al Qaeda network or the events of September 11, the likely costs and risks of a commitment of American military forces to a regime-change campaign in Iraq would outweigh the benefits. A U.S. overthrow campaign would entail a large-scale military operation that the United States would probably have to undertake essentially alone; the increased risk of triggering terrorist attacks against American or allied targets; significant American casualties given the potential for intense urban combat and Iraqi use of chemical and biological agents; and the likely need for a long-term American military presence in Iraq to avoid regional destabilization. While these costs and risks are not so high as to rule out a possible overthrow policy under certain circumstances, they should be sobering to any advocate of sending U.S. troops to war to change the Iraqi regime. The central assumption behind this argument is that Saddamunlike the religiously motivated Taliban/al Qaeda networkis more interested in preserving his power, his regime, and his life than in carrying out acts of terror against American interests. If that assumption proves wrong and evidence emerges of Iraqi sponsorship of terrorism against the United States, the considerable costs of a U.S. intervention to overthrow Saddam would be worth payingwhether the rest of the international community was on board or not. The Challenge of Overthrowing Saddam HusseinEven short of any new Iraqi acts of aggression or terror, the removal of Saddam Hussein from power would be highly desirable, and the arguments that force should be used to remove him are not trivial. Saddam has shown great determination to produce weapons of mass destruction and has a track record of ruthless aggression against his own people and several of his neighbors, including Iran, Israel, and Kuwait. He has a proven desire for vengeanceas evidenced in the attempted assassination of forme r President George Bush in 1993 and the murder of two of his own sons-in-law after they briefly defected to Jordan in 1995. There is clear evidence that terrorists, even if not part of the al Qaeda network, have been trained in Iraq in the past. Although Saddam and al Qaeda are adversaries in many waysSaddam is a committed secularist, except where it suits him to pretend otherwise, and al Qaeda claims to be motivated by religionit is not implausible that they would join forces to attack the United States. The apparent meetings in Prague between an Iraqi intelligence official and hijacker Mohammed Atta in 2000 and 2001 suggest that at least a limited form of contact has already occurred. Even as policymakers contemplate the many potential benefits of removing Saddam from power, however, they should not overlook the likely costs, risks, and consequences of an attempt to do so. Air Power and Opposition Forces Alone Would Not Suffice. Despite the claims of many regime-change proponents, policymakers should be under no illusion that Saddam could be quickly overthrown by the application of U.S. airpower in support of a ready-made, armed opposition. While improvements in U.S. air capabilities since the Gulf Warincluding Global Positioning System (GPS)-guided bombs and unmanned aerial vehicles (UAVs) coupled in near real-time to command centers and manned aircrafthave been significant, they would almost certainly not be enough to make possible victory by air power alone. Even GPS-guided bombs are generally not accurate enough to destroy armor, and Saddam would be sure to position much of his force (and weapons of mass destruction) in crowded cities, schoolyards, and hospitals, greatly complicating U.S. targeting options. The successful use of laser-guided bombs against stationary Iraqi tanks in the Kuwaiti desert in 1991known as tank-plinkingwould be difficult to replicate in the complex terrain and urban areas in cen tral Iraq. Iraqi opposition forces are deeply divided and have a history of infighting. Even if aggregated, the various Kurdish, Shia, and Sunni opposition forces have perhaps one-tenth the strength of Iraqi armed forces. They would be outnumbered more than two to one just by Saddams most dedicated fighters, his Special Republican Guard and Republican Guard forces, totaling about 100,000 personnel. Communication Systems EssayA Deterrable RegimeInstead of incurring these high costs and significant risks, the United States should follow a different coursea reinforced policy of deterrence articulated as a new Bush doctrine that would explicitly threaten regime change in response to Iraqi acts of terrorism or aggression. As threatening and dangerous as Saddam Hussein may be, the track record suggests that he can be dissuaded from undertaking actions that he believes would likely lead to his overthrow. During the Gulf War, Saddam refrained from using the weapons of mass destruction we now know he had, understanding (following explicit threats from U.S. Secretary of State James Baker and Secretary of Defense Richard Cheney) that to do so would almost surely lead to his downfall. He has used chemical weapons against Iran and against his Kurdish citizens, but never against a countrysuch as Israel or the United Statesthat could destroy him. He moved brigades southward towards Kuwait again in 1994, only to pull back once the Clinton administration mounted Operation Vigilant Warrior, a deployment of tens of thousands of troops. He interfered with the work of foreign weapons inspectors frequently, and ultimately expelled them, but never killed or harmed them. He brutally attacked Shia resistance forces in southern Iraq in 1991, after it became clear that the first Bush administration would not interfere to stop such operations, but generally avoided brutality against Kurds in the north on ce the United States made clear its commitment to their security. In 1996, he did direct an incursion into Kurdish parts of Iraqbut only after internecine warfare among Kurds and an explicit invitation to him to intervene by one of the Kurdish factions made it unlikely that the United States would be in a position to oppose him. Saddam has obviously also shown a proclivity for risk-taking, not least in his decision to invade Kuwait (and hold it until U.S. forces expelled him) and his attempted assassination of a former American president. But none of his aggressions, he rightly calculated, seemed likely to lead to his overthrow, with the possible exception of the assassination, had it been successful. That explains, perhaps, why Saddam appears not to have repeated the attempt. The evidence illustrates that Saddam Hussein is a ruthless and brutal dictator, but also that he is bent on self-preservation, and thus deterrable. Saddam might, of course, think he could support al Qaeda or a similar organization and not be caught doing so. But he also knows that the United States has a proven ability to track meetings between his agents and potential terrorists and that it can often trace the origins of biological agents based on their genetic content, particle size, chemical coating, or other attributes. Thus, while there is a chance his cooperation with terrorists could succeed in escaping detection, there is a better chance that the United States would be aware of his activities. Saddam would also be on notice that if his actions followed those of the Taliban, he would meet their fate. ConclusionThe United States should not now mount a large ground operation to overthrow Saddam Hussein, given the prospect that it could entail significant casualties, increase the risk of terror attacks against the United States, and require a long and costly occupation even after Saddam was gone. Anything short of a ground invasion, however, would run a high risk of failure. Despite his brutality, almost all available evidence suggests that Saddam Hussein can be deterred because he values his hold on power and his own life more than any ideological goal and more than revenge against the United States. Future acts by Saddam, or further evidence about his links with al Qaeda, could lead to a different assessment, and there should be little doubt that the American people would support a campaign to overthrow Saddam in such circumstances despite the likely casualties. At present, however, he appears to be contained every bit as well as the North Korean leadershipand much more tightly th an was the Soviet Union during the cold war. This is hardly a case for complacency, however. The United States needs to complement its containment policy by making it unmistakably clear to Saddam Hussein that renewed Iraqi aggression, support for terrorism against the United States or the transfer of weapons of mass destruction to terrorist groups would lead to a concerted U.S. campaign to overthrow his regime. While the exact threshold for when an overthrow policy would be triggered might be hard to define precisely (indeed there could be some merit in a small measure of ambiguity for the sake of deterrence), certain triggers could be made very explicit: any transfer of weapons of mass destruction to al Qaeda or similar groups; direct complicity in the September 11 attacks or any such attacks in the future; involvement in the September-October 2001 anthrax attacks; or the harboring of groups that carry out terrorism against the United States. Bush could also make clear that a range of other Iraqi actions unrelated to terrorism significant progress toward the production or acquisition of a nuclear weapon; another attempted invasion of Kuwait; an attack on Israel; or the use of force against American troopswould also be considered redlines that would produce a policy of overthrow. To back up the new strategy, the United States should continue to keep adequate military forces available for the job on potentially short notice, develop concrete plans to work with opposition groups for a strategy of overthrow, and mount a diplomatic case with key allies to win their support should an invasion become necessary. At the same time, the Bush administration should accelerate efforts to persuade Russia and some of Iraqs neighbors to move forward with a new sanctions regime that would crack down on Iraqi smuggling, focus sanctions more specifically on the Baghdad leadership and weapons of mass destruction capabilities, and make civilian goods available for easier import into Iraq. Meaningful searches for Iraqs WMD capabilities would also be desirable, but only if they would be more effective than those of the late 1990s. Americas allies and the regional powers need to understand that if Iraq cannot be contained with sanctions and stronger nonproliferation efforts, Washington may ultimately have to use force to achieve that goal. The U.S. administration should make it clear to the rest of the world that it cares a lot more about the well-being and future of the Iraqi population than does Saddam Hussein, and it should hold out a vision of American support for a future Iraq under a different regime. Reinforced deterrence, more vigilant nonproliferation efforts, and smarter sanctions will not make the Persian Gulf region risk-free or immediately free the Iraqi people from a brutal dictatorship. But they will serve the core goal of helping to prevent future terrorist actions like those of September 11 at a reasonable military and strategic cost.