Master Slave Dialect Essay

The insightful analysis of Hegel in his ‘Phenomenology of Spirit’ concerning the development of self consciousness revolves around the important impulse to â€Å"Self Consciousness† in which he details the master/slave dialectic. Contrary to preceding German Idealists, Hegel does not hold the assumption that the conscious agent is self conscious a priori; rather, the agent must establish this notion of self-conception through experience. This experience become developed through time and is therefore associated with the concept of â€Å"history†. It can even be claimed that any development of self consciousness must be conditioned historically as much as it draws upon the demands of desire and the means to its sating. Self consciousness is therefore far from innate with regard to individual agent. This break with tradition appears to be in arguing that self consciousness emerges out of non-self consciousness over time in a process which is conditioned historically. Commentators are however not in agreement in regard to the specifics of this historical process and its holistic ontological location, particularly in the nature of the process which underlies the development of self consciousness. Alexandre Kojeve finds Hegel’s dialectic of the mater/slave relationship to be referring to historically conditioned, material processes. The basic question concerns the amount of historicity required for the development of self consciousness: is it a purely external process brought about by the conflict between two living beings, or is it an internal struggle that encompasses the conflict between various faculties? Kojeve argues for the former interpretation. Kojeve on the Historicity of the Master/Slave Dialectic Kojeve’s analysis of the master/slave dialectic integrates Marxist conception of class struggle with Hegel’s phenomenological account. Beginning with Hegel’s view of desire, Kojeve holds the assumption that the physical creature is the basic unit of consciousness and the locus of desiring. It is from this foundation that humans, together with animals, have desire referred to as the drive to alter external shapes or forms of being to that which would suit their own interests and being. Desire seeks to transform the world, to negate the external object in its own existence and put it to the use of the desiring being. Kojeve, for instance, points to the desire of hunger as a clear example of a desire that a being has that negates the very existence of an object through radical change. The essence of human being lies in this power of negation; he argues that man is negating action, which transforms given being and by transforming it, transforms itself (Kojeve, 1980: 38). The difference that lies between human desire and animal desire is that human desire goes so far as to surpass itself. Humans possess desires that result in the negation of their conception as natural beings. This leads to the possibility of self consciousness which needs â€Å"transcendence of self with respect to self as given† (ibid 39). The key to this transcendence could be human desire if it focuses on that which liberates oneself from that mode of being. The ability to desire non-being is characteristically human and enables an individual to free himself from the concept of being that so enslaves human life. Instead of corresponding to the pulls and pushes of nature, humans can employ desire to transcend the mere â€Å"freedom of the turnspit† and achieve self consciousness. Kojeve is stressing on the biological basis of the master/slave relationship by labeling biological drives â€Å"desires†. The major difference between humans and animals is the ability of humans to desire non-being or death. According to Kojeve, the ability to desire non-being is the extreme limiting case of human freedom. Humans are free from their essence in the most basic way possible; they can opt to end it through their own desires. It is at this point that a desiring consciousness makes the realization that there are more than objects of desire in the world. The desiring subject becomes cognizant of other conscious beings in the world. According to Kojeve, a conscious being can only be satisfied when the other desiring conscious meets its desire for recognition. This is not a natural reciprocation from other beings, and the consequent lines of action are competitive in nature. There exists a struggle between the two agents in a life and death fight for recognition of the other. It appears that since humans demand recognition from the other being and possess the capacity to transcend natural animal desires through the desire of non-being, a struggle ensues between these desires. It seems as if Kojeve is arguing that freedom and ultimate worth reside in the ability of the being to defy nature and desire, and risking destruction in the face of inclinations towards natural preservation. Why is this risk being taken? The non-essential end of this endeavor is identification from another desiring consciousness. The only moment that animals seem to risk their lives is when they are pursuing the means to preserve their life. Humans on the other hand can defy nature to achieve desired recognition from other creatures of the same capabilities. Recognition cannot be gained from any animal in this scheme. It must be from a being that can also risk all of its natural prerogatives in the pursuit of the same end of recognition. Kojeve conceives of Hegel’s transition from a life and death struggle to one in which no being dies as a last and irreducible premise in the Phenomenology. It appears to be a mere assumption that the deadly struggle ends in one being assuming the role of the master and the other of the slave. According to Kojeve, this results from the ability of the master, and the inability of the slave to resist his natural instincts for survival. The master was strong enough to continue risking his life, while the slave eventually succumbed to his natural desires and attempted to preserve his life through assuming the role of the slave. Kojeve suggests that, â€Å"the vanquished has subordinated his human desire for recognition to the biological desire preserve life. The victor has risked his life for a non-vital end† (ibid 42). At the beginning of the struggle, the two agents appear to be unequal with regard to resolution and stamina. The one who is to be the slave is not capable of continuing the struggle and is therefore forced into subjection as the only way of preserving his life. It must be judged therefore that if both agents had similar resolution and power, the struggle could possibly and with both being slain. This is of course a condition that would not aid the establishment of self consciousness or the extension of biological life, perhaps explaining which Hegel stresses on the ascendance of one master and the servitude of one slave. The work of the slave is the intermediary between the master and the world of nature. According to Kojeve, it is this work that enables the master to satisfy all his needs without personal expectation; the master desires while the work of the slave bends nature to meet these desires. From the master’s perspective, desire is followed by immediate satisfaction. From the perspective of the slave, the desire of another is answered with their labor, which then results in the other’s desire being satisfied. In this scheme, the master is tied to the drives of nature; while he could risk his own natural drives to secure recognition from the subjugated other, his courage and freedom then faded into a mere pursuit of particular biological desires. According to Kojeve, the master remains a natural being, an animal since he maintains this state of egocentric desire and the satisfaction of desire. The actual action of negation and transformation that is achieved in the instantiated relationship of the master and the slave appears in that of the slave. He is the one that is acting and transforming the world, whereas the master merely has desires qua natural being. Given this foundation, Kojeve realizes that the base is set for the possibility of a historical process which is holistically the history of the Fights and the Work that finally ended in the Napoleonic wars and the table on which Hegel wrote the Phenomenology so as to comprehend both those wars and the table. History starts with the resolution of the initial struggle into two classes, those of the master and slave. All material products and future struggle are to be comprehended within this simple framework of master/slave dialectic. History is nothing but a product of the master/slave struggle, made up of entirely of such struggles, and is no more when such struggles end physically. The materialist tendencies in such a conception is quite evident especially when Kojeve remarks that man must always be either master or slave, and that beings must be in a relation with each other for them to be at least considered human. The extreme historicity of the master/slave dialectic is obvious in this conception which is important in describing not only the progress of world history but also the universal history, offering in details the interaction of humanity with the rest of the natural world. According to Hegel, the slave interacts with nature. It therefore follows that natural history details the progress of slave overcoming nature and bending it to its will. The will of the slave is however not the operative force here; instead, it is the master’s mediated will that drives the slave to his interaction with nature through his labor. According to Kojeve, it is this fundamental interaction with nature that enables the dialectic reversal of the master’s dominance and the slave’s subservience in the Phenomenology. The reading of Hegel’s master/slave dialectic by Kojeve is quite materially founded in its historicity. It involves conflict of individuals or groups, and requires that they resolve into two groups; those that fear death and become the slaves and those that can surpass this fear of death by risking their life and become masters. History starts with this struggle, and the entire history is the continuation of this struggle until the slaves are finally freed from the tyranny of the masters. The sources of this ultimate freedom are work, fear, and service, but only after the slave journeys through a series of ideologies, by which he seeks to justify himself, his slavery, to reconcile the ideal of freedom with the fact of slavery (ibid, 53). The final point of history, according to Kojeve, is when the physical struggle between mater and slave ultimately ceases. History reaches its final point since it is nothing but the constant struggle between masters and slaves. It is in this note that Kojeve ignores much of Hegel’s true purpose behind Phenomenology. Inadequacy of Kojeve’s formulation The materialist reading of the master/slave dialectic has been characterized by much criticism owing to what it has ignored concerning Hegel’s phenomenology. In emphasizing on the purely external struggle between two agents, such a reading simplifies the integral, internal role of another in the establishment of the subject’s self consciousness. Kojeve unduly restricts the master/slave analysis in Hegel’s Phenomenology to the external struggle between two creatures. The true reading of this dialectic must encompass other perspectives as well. The master/slave dialectic can be explicated from three perspectives. The first is the social which is exclusively adopted by Kojeve. This reading focuses on the physical, actual struggle of persons or groups to acquire recognition and power. It is however not enough to take this social perspective for the entire master/slave dialectic. The psychological perspective complements it, which regards the dialectic as an interpersonal struggle within the individual ego. With this regard, the master and slave are various powers or patterns of the mind itself. The latter perspective is one of fusion between the previous two perspectives; the ego is changed by internal processes that are set in motion due to the external struggle between agents. As far as the limitations of the social perspective is concerned, there is no problem with Kojeve’s analysis. The actual disagreement with Kojeve is enabling the historicity of the psychological account of the master/slave dialectic without reducing it to material conflict between physical agents. The heart of Hegel’s though is the Platonic parallel between conflict in the stater and conflict in the individual agent. According to this interpretation, the quest for harmony will enable the master/slave dialectic on the levels of both the social and the psychological. The psychological perspective on this dialectic is required to comprehend the succeeding development of self consciousness. Vital to this conception is the idea that the faculties of the ego must contend in order to act because a single comprehensive faculty, regardless of the number of egos, would render them either completely static or completely destructive. Therefore, internal conflict must underlie any external conflict. There is thus the possibility of giving a psychological interpretation of the master/slave dialectic as a struggle within the soul, of the ego striving for self consciousness. Problem with Kojeve according to Carl Schmitt and Emmanuel Levinas The fundamental commonality between Schmitt and Levinas is their replacement of a Hegelian conception of politics as a struggle for recognition emanating from an originary battle to the death with the view that the originary relationship is rather between the rescuer and the victim, always in the presumed presence of some third whose ethical position is not known. At the end of a century that is characterized and dominated by the dialectic of revolution and counter revolution, a shift to Levinas and/or Schmitt can help in understanding the post cold war linkage between the global and the local as a humanitarian relation between the rescuers and the victims and a political doctrine of preemptive third party intervention. Lavina argues that, by relating to beings in the openness of being, understanding finds a meaning for them in terms of being (Lavina, 2006: 87). With this regard, understanding does not invoke them but only names them. Understanding therefore carries an act of violence and of negation. Violence is therefore a partial negation. This partial negation can be defined by the fact that without disappearing, beings are within ones power. Violence denies the independence of beings. Possession is the means whereby a being, while existing, is partially denied. Lavina holds that it is not merely a fact that the being is an instrument and a tool, that is, as a means, it is also an end. According to Lavinas, peace is the paradigmatic ethical relation between one and another in proximity. As a relationship of pure exteriority of two neighbors, each of whom is incapable of knowing the other’s inner life, peace is entirely different in its origin and demands from the political pursuit of justice. Lavinas sees the responsibility for other human being as anterior to every question. Lavinas acknowledges politics as involving comparison, reciprocity and equality which is external to ethics and is always about peace rather than justice, and presumes human incommensurability. The specific political distinction to which political actions can be reduced is that between friend and enemy according to Schmitt (Schmitt, 1996: 26). The antithesis of friend and enemy does not contradict to the relatively independent criteria of other antitheses. He conceives of the distinction between friend and enemy to denote the utmost degree of intensity of union or separation, association or dissociation. It can exist both in theory and in practice without having to draw from other distinctions. His view shifts from that of Kojeve in the sense that he conceives of the other not to be necessarily an economic competitor. In other words, he does not view master/slave dialectic in the sense that Kojeve views it. According to him, a political enemy does not necessarily have to appear as a competitor. According to him, only the actual participants can correctly identify, comprehend and judge the concrete situation and settle the extreme case of conflict. Each participant, he argues, is in a position to judge whether the adversary intends to negate his opponent’s way of life and therefore must be repulsed or fought in order to preserve one’s own form of existence (Schmitt, 1996: 27). Terrorism as it pertains to master slave dialect Terrorism is an ideology of violence meant to intimidate or cause terror for the aim of exerting pressure on decision making by state bodies. It encompasses a series of acts that are meant to spread intimidation, panic, and destruction in a population. These acts can either be carried out by individuals and groups that are opposing a state or acting on behalf of the state. The question of violence is closely connected with sovereignty. The master slave dialectic must be a violence that makes sense, violence that results in the production of sense in the form of man and history. Terrorism on the other hand is a senseless violence that lays waste without recognition. In order to produce history, the master slave dialectic must produce the positions of master and slave. Because the master has not encountered death in all its terrifying reality as the absolute master and the slave has, the slave possesses the power over the master. In this situation, the act of terrorism is a struggle between masters and slaves. The terrorists have confronted the reality of death. Having defeated the slave, the master forced him to work. This labor implies that while the master is idle, the slave labors at transforming the world. The transforming labor of the slave eventually gives it the power to take up once the liberating Fight for recognition that he refused initially for fear of death. Terrorism thus becomes an element of a struggle between the master and the slave. According to master slave dialectic, the course of history is determined by this struggle.

Cloud Atlas

Cloud Atlas Concept of â€Å"predacity† as related to class topics: The concept of â€Å"predacity†, in my opinion, is related to so many of the topics discussed in class. The most formidable connection would be that of human on human. In regards to race, class and gender, â€Å"predcaity† fits the system in which the American culture has been designed around. Rich white men have been the predators of poor minorities and women since the creation of the United States. Minorities and women have been discriminated against since the pilgrims set sail and the revolutionaries first wrote the declaration of independence.What followed was a constitution that, in theory, gave only white men the freedom of life, liberty and property. Women and blacks couldn’t own property nor did they have the same liberty white men had. To this day women and minorities are still discriminated against in a predator like way. Predacity could even be taken to the extent of harming wom en and races that weren’t white. The Native American Indians were murdered for their land, Africans were enslaved, killed and tortured at the crack of their masters whip. The vicious truth of human nature is one of animal like â€Å"Predator vs Prey† approach.The one actor said a couple times throughout the movie that â€Å"those who are weak are meat, those who are strong will eat. † Rich white men have preyed on the economical and social gain of others for millennium. What we’ve discussed in class shows predacity like examples in current systems we have in the United States today. The way corporations prey on those who will work or are forced to work for cheap or no labor in over sea workshops and brothel like set-ups gives more verification to human predacity in modern times. Recurrence as a theme and preventing predacity from recurring:The theme of recurring in the movie happened with every different time and environment. People preying on people, com panies preying on companies and groups preying on groups were all part of the theme of the movie. Examples like the oil company hoping the nuclear building failed and killed as many lives as possible was a form of predacity. The cannibal hunters that continued to attack Tom Hanks village was a form of predacity and the Asian women being used as a tool for economic gain was a form of human on human predacity.What was clear was the failure of some individuals to change the path of recurring predacity. The way in which predacity was prevented from recurring was an individual’s love for another. It was the love for another person that forced change within the individual that created a change from the recurring theme. We saw examples of this when the man who helped the African on the sail boat and decided not to deal with slave owners and move east to help the abolitionists, Tom Hanks when he didn’t kill or stop Halle Berry when she told him that what he believed in was act ually false and incorrect.In order to change the recurring theme the individuals within the environment must change first. This is one of the fundamental ideas we have discussed throughout course discussions. I personally loved this movie. It was arguably one of the best movies I’ve seen in some time and was highly enjoyable. It showed the power of love for people and the way an individual can change the course of predcaity. I gave it an A+.

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Human Factors in Aircraft Engineering - Essay Example All the 225 people (19 crew and 106 passengers) were feared dead in this accident, which further dented China Airlines’ dismal air safety record. Before we consider the detailed case study, it is necessary to dwell on the maintenance aspects of aircraft engineering especially with regard to its safety and security aspects, since this forms the bulwark of international air travel. The responsibilities of the maintenance crew is very significant since it could be mean the difference between life and death at say, 40,000 feet above the ground, if the proper maintenance is not carried out according to the strictest rigour and discipline, it would cause enormous losses of lives and properties. Another aspect to air accidents is that these are capable of causing significant damages even to people and property on the ground where the debris of the ill-fated plane are scattered. The responsibilities for incidents or accidents are most often than not assigned to the operating staff, i.e., flying crew and pilots. This may not always be true. In some cases, there may be inherent deficiencies or construction defects in the basic structure of the aircraft itself. Because of which the accident may occur before, or shortly after take-off. In which cases, the responsibility for incident or accident cannot shift to the flying crew but needs to be assigned to the ground staff, i.e. maintenance and operative personnel. Variable error model refers to condition when the type of error may be of discrete and unpredictable nature and would therefore, be difficult to judge and control. Under such circumstances, it is seen that constant error models, being of consistent and predictable nature, could be tackled more efficiently and effectively. The possibilities of controlling constant error are higher than that of variable error. Error models may further be categorized into two models. Those, which could be solved, or made operationable, and the other

Illusion and Identity in Atwood’s Essay Example for Free

Illusion and Identity in Atwood’s Essay Identity in Atwood’s â€Å"This is a Photograph of Me† In her poem â€Å"This is a Photograph of Me,† author Margaret Atwood uses imagery and contrast to explore issues of illusion versus reality as well as identity. The poem is split into two halves. The first half contains descriptive words about scenery and natural objects, and the second half, surrounded by parentheses, begins with the unnerving surprise that the narrator is dead. The poem opens with a description of a picture that at first seems blurry but slowly comes into focus, like a photograph slowly developing, that even resembles a written poem itself (â€Å"blurred lines and grey flecks/blended with the paper. †) The second and third stanzas go on to describe objects in the picture, including a â€Å"small frame house,† a â€Å"lake,† and â€Å"some low hills. † The first half has a reminiscent and descriptive tone, falsely leading the reader along with serenity. But even here, there is a shroud of mystery, with a description not just of a â€Å"branch,† but of â€Å"a thing that is like a branch,† and the house is â€Å"halfway up/ what ought to be a gentle slope,† not halfway up a gentle slope. What could this mean? The calm albeit mysterious peacefulness of the first half ends with the fourth stanza’s jarring declaration, beginning with an opening parenthesis, that the photograph the narrator is describing â€Å"was taken/ the day after [she] drowned. The pace of the poem after this revelation seems frantic, searching for the narrator in the lake, which was in the first half described as being â€Å"in the background† and now â€Å"in the center/ of the picture. † The narrator tells the reader that what can be seen is distorted and one must look intently, playing with the themes of illusion and identity. Perhaps the ambiguity of the poem and the exploration of illusion and identity are hinting at a feminist perspective that a woman’s true spirit is overcast by a male-dominated society. Or perhaps the poem’s focus is eluding to a more universal human search for identity, a with a narrator who is unsure and obscured, but â€Å"just under the surface,† about to break out – previously dead but now reborn, to find a new path. Or perhaps the author is talking about poetry or literature itself and the author’s hidden intentions lurking in the work. As noted earlier, the description of the â€Å"photograph† at the beginning resembles a description of a poem: â€Å"blurred lines and grey flecks/ blended with the paper,† like lines of writing and the letters comprising words. The author dies with the birth of her poem, when the piece lives on its own; but the author is still there, somewhere, her intentions a key part of the text. The photograph in the poem, in the first half, is described as â€Å"smeared† and â€Å"blurred† and in the second half there is still â€Å"distortion. † So instead of disclosing the narrator’s story and identity, no resolution is apparent. On the contrary, the photograph creates illusion and obscures identity. The reader is left with uncertainty, just like the blurred and distorted photograph of the poem.

Postmodernism and Poststructuralism in Literature

Postmodernism and Poststructuralism in Literature In what ways do postmodernists and poststructuralists complicate our understanding of reality and its representation in literature and culture? Postmodernism is a shift of emphasis from content to form or style; a transformation from reality into images[1] which is what will be explored in the following essay and also the ways in which postmodernists and poststructuralists complicate reality. Focusing on how it is represented in culture. The theorists that will be focused on in regards to exploring this question are Derrida and Baudrillard with emphasis on the gulf war. Jacques Derrida is one of the major figures in the intellectual life of our time[2] Through his intervention texts are perceived in a different way, he discusses the conflicting relationship between an authors expressed intentions [à ¢Ã¢â€š ¬Ã‚ ¦] and what the text actually describes.[3] Paying attention to ideas that are inconsistent with its overt statements.[4] Therefore, his theory of deconstruction brings to light [the] suppressed textual conflicts concerning what is ideal, primary or original[5] he focuses on the hierarchies between speech and writing; and nature and culture.[6] An important term when discussing Derrida is differance. Differance arises from his appropriation of Saussures concept of the sign[7] It is used in relation to the oppositions between presence and absence because differance is neither present nor absent but instead it is a kind of absence that generates the effect of presence.[8] The term is neither identity or difference but a kind of differentiation that produces the effect of identity and of difference between those identities.[9] Derrida invents this term to show the alternative understanding that refers to the passage of the infinite, endless differentiation[10] Differance means both to differ and to defer[11] Therefore, it is the unresolved deferral of the identity one might have ascribed to a particular term for example an entirely fixed meaning for the word dog never definitively arrives.[12] Derridas famous statement there is no outside of the text[13] does not mean that there is anything in the world but words on a page or books because Derrida redefined the term text. text means the indefinitely deferring movement of differentiation.[14] Rather than Derrida asking what is there, he interrogates the tangles in which we become entwined when we ask what there is.[15] Human beings tend to project something original which is represented or hypothesized by them, this is referred to as origins which is already enmeshed in language [16] The way we talk about origins, and what is secondary to them, produces the effect that there seems to be an origin.[17] Derrida always depicts origins textually and it is suggested that there may or may not be a beyond to the plays of language, the replies to his famous statement there is nothing outside of the text[18] are mostly in agreement that there is surely something outside of the text such as blood, rain, trees, and bodies, they believe that Derrida denies reality in favour of words[19] this response to his statement misunderstands what Derrida means when he refers to text. For him, the text means differance, spacing, relationality, differentiation, deferral, and delay.[20] By saying that there is nothing out of the text is stating that there is always relationality and differentiation but whatever is imagined as reality, it is argued that differentiation is critical.[21] The critics that object Derridas theories, they suggest the feeling of anger and emotion because emotion is not a text, some critics do defend Derrida but still fail to grasp what he means, for example, they state that it is impossible to describe anger without metaphors [and] linguistic meanings- we have always entered the world of language, [22] and that language constructs the reality in which we live in. Other critics argue that emotion is already differential[23] therefore, they believe that Derrida emphasises that we are always in the world of language, whether people refer to the rain or sun we never stepped out of language to touch the thing itself.[24] However, this explanation is a misunderstanding, according to Derrida a suggestion of rain in itself that I am, however, unable to experience except in the world of language and meaning.[25] This is a deconstructive way of talking because it projects an original world that people believe we cannot access, trapped in some prison of language[26] This raises the issue of a world that we cannot access, Catherine Belsey definition of the real, One can only think of language as a network, a net over the entirety of things, over the totality of the real[27] the real can be a place of traumatic events that should never be confronted, even in dreams[28] the real surrounds us it is a condition of human beings but it is something that is lost to us. constituted by culturally constructed images of reality.[29] A theorist that explores the loss of the real and the replacement of it is Baudrillard. His theory suggests thats simulation and simulacra replaces the real with a copy, no more mirror of being and appearances of the real[30] The real disappears because it is made up of miniaturized units, from matrices, memory banks, and command models.[31] Therefore, it can be reproduced multiple times, it is nothing more than operational. Thus, it is no longer enveloped by an imaginary [so] it is no longer real at all, it is hyperreal[32] The age of simulation begins with a liquidation of all referentials, by artificial resurrection in [a] system of signs.[33] Baudrillard suggests that this becomes a question of substituting signs of the real for the real itself[34] this process is to deter every real process by its operational double Baudrillard describes it as a perfect descriptive machine which provides all the signs of the real[35] therefore, the real is not needed to be reproduced ever again. He goes on to say that to simulate something is to feign to have what one hasnt [36]however, he suggests that to do this is not to simply feign because feigning always leaves reality intact [à ¢Ã¢â€š ¬Ã‚ ¦] the difference us always clear, it is only masked;[37] but simulation on the other hand threatens the difference between what is true and what is false between the real and the imaginary because the simulator produces true symptoms[38] so simulation is a play of illusions and phantasms[39] Moreover, Baudrillards the gulf war did not take place suggests that the war that took place during January and February 1991 was a TV gulf war.[40] It is a perfect example of Baudrillards theory. a hyperreal scenario in which events lose their identity and signifiers fade into one[41] suggesting that the medias representation as purveyor of reality[42]what viewers saw on the TV was for the most part a clean war with lots of pictures of weaponry, including the amazing footage from the nose-cameras of smart bombs.[43] Baudrillard insists that technological simulacra neither displace nor der the reality of war[44] instead becoming an integral part of the operation. Technology allowed the boundaries between simulation and reality to become blurred[45] Baudrillard argues that under these conditions the virtual has overtaken the actual[46] and it functions to deter the real event and leaves only the simulacrum of war[47] however, as he points out this does not mean it is unreal in the sen se that it does not have real effects[48] therefore, the real vanishes into the virtual. The event of war had become obscene and insupportable[49] like every real event. Therefore, we are confronted with a virtual apocalypse, a hegemony[50] which is ultimately more dangerous than real apocalypse[51] in turn our virtual had definitely taken over the actual and we must be content with this extreme[52] because we are no longer in a logic of the passage from virtual to actual but in a hyperrealist logic of deterrence of the real by the virtual[53] Derrida misunderstands Baudrillard by stating that he finds it interesting that simulacra of images, television, the manipulation of information, reportage[à ¢Ã¢â€š ¬Ã‚ ¦] nullified the event[54] he agrees that something like this or something analogues happened[55] however, he quickly asserts his disagreement by suggesting that this should not make us forget-and the event unforgettable- that there were deaths[à ¢Ã¢â€š ¬Ã‚ ¦] that no logic of simulacrum can make us forget.[56] Baudrillard does not deny that there were any deaths in the war, Baudrillard is suggesting that the media controlled the way in which people viewed the war, how they were exposed to it and desensitised to it through its representation. Another example of simulation would be Existenz[57]. The film played with the idea that a digitally created simulation could invisibly and seamlessly replace the solid, messy analogy world of our everyday life[58] The film the Matrix[59] also gives an idea of a simulation where social control was nearly complete[60] therefore, by opposing the imagery with the real as two different narrative registers in the same film [à ¢Ã¢â€š ¬Ã‚ ¦] Hollywood narrative, even in the most outlandish form, asserts all the more stridently its status as reality[61] Overall, Theorists such as Derrida and Baudrillard complicate our understanding by suggesting that what we know to be reality is in fact not what we think. Baudrillard believes that our reality is replaced by a simulation that we have to come to accept, this simulation is controlled by outlets such as the media Derrida suggests that language does not construct our reality like critics have previously stated but instead suggests that we project an origin of an original world which we cannot gain access to. Films mentioned above also show how we can live in a world of simulation instead of the real which we try to gain back but never achieve. Bibliography Baudrillard, Jean, Simulacra and Simulations, Julie, Rivkin, Michael, Ryan, Literary Theory: An Anthology, 2nd Edition (Oxford: Blackwell Publishing Ltd, 2004) Baudrillard, Jean, The Gulf War Did Not Take Place, 1st Edition (Australia: Power Publications, 1991) Belsey, Catherine, Culture and The Real, 1st Edition (London: Routledge, 2005) Deutscher, Penelope, how to Read Derrida, 1st Edition (UK: Granta Books, 2005) Evans, Mikhail, The Singular Politics of Derrida and Baudrillard, 1st Edition (Hampshire: Palgrave Macmillan, 2014) Iwata, Hiroo, Dr. Strange Device Or; How I Learned To Stop Worrying And Love Media Art, The Journal Of The Institute Of Image Information And Television Engineers, 66 (2012), 219-222 Sarup, Madan, An Introductory Guide to Post-Structuralism and Postmodernism, 2nd Edition (Hertfordshire: Harvester Wheatsheaf, 1993) [1] Sarup, Madan, An Introductory Guide to Post-Structuralism and Postmodernism, 2nd Edition (Hertfordshire: Harvester Wheatsheaf, 1993) [2] Deutscher, Penelope, how to Read Derrida, 1st Edition (UK: Granta Books, 2005) p.xi [3] Deutscher, Penelope, how to Read Derrida, p. 28 [4] Deutscher, Penelope, how to Read Derrida, p. 28 [5] Deutscher, Penelope, how to Read Derrida, p. 28 [6] Deutscher, Penelope, how to Read Derrida, p. 29 [7] Deutscher, Penelope, how to Read Derrida, p. 29 [8] Deutscher, Penelope, how to Read Derrida, p. 29 [9] Deutscher, Penelope, how to Read Derrida, p. 29 [10] Deutscher, Penelope, how to Read Derrida, p. 31 [11] Deutscher, Penelope, how to Read Derrida, p. 31 [12] Deutscher, Penelope, how to Read Derrida, p. 31 [13] Deutscher, Penelope, how to Read Derrida, p. 33 [14] Deutscher, Penelope, how to Read Derrida, p. 33 [15] Deutscher, Penelope, how to Read Derrida, p. 33 [16] Deutscher, Penelope, how to Read Derrida, p. 34 [17]Deutscher, Penelope, how to Read Derrida, p. 34 [18] Deutscher, Penelope, how to Read Derrida, p. 34 [19] Deutscher, Penelope, how to Read Derrida, p. 34 [20] Deutscher, Penelope, how to Read Derrida, p. 34 [21] Deutscher, Penelope, how to Read Derrida, p. 34 [22] Deutscher, Penelope, how to Read Derrida, p. 35 [23] Deutscher, Penelope, how to Read Derrida, p. 35 [24] Deutscher, Penelope, how to Read Derrida, p. 35 [25] Deutscher, Penelope, how to Read Derrida, p. 35 [26] Deutscher, Penelope, how to Read Derrida, p. 35 [27] Belsey, Catherine, Culture and The Real, 1st Edition (London: Routledge, 2005) p, 49 [28] Belsey, Catherine, Culture and The Real, p. 49 [29] Belsey, Catherine, Culture and The Real, p. 52-54 [30] Baudrillard, Jean, Simulacra and Simulations, Julie, Rivkin, Michael, Ryan, Literary Theory: An Anthology, 2nd Edition (Oxford: Blackwell Publishing Ltd, 2004), pp. 365-337 (p. 366). [31] Baudrillard, Jean, Simulacra and Simulations. pp.365-337 (p. 366). [32] Baudrillard, Jean, Simulacra and Simulations. pp. 365-337 (p. 366). [33] Baudrillard, Jean, Simulacra and Simulations. pp. 365-337 (p. 366). [34] Baudrillard, Jean, Simulacra and Simulations. pp. 365-337 (p. 366). [35] Baudrillard, Jean, Simulacra and Simulations. pp. 365-337 (p. 366). [36] Baudrillard, Jean, Simulacra and Simulations. pp. 365-337 (p. 366). [37] Baudrillard, Jean, Simulacra and Simulations. pp. 365-337 (p. 366). [38] Baudrillard, Jean, Simulacra and Simulations. pp. 365-337 (p. 367). [39] Baudrillard, Jean, Simulacra and Simulations. pp. 365-337 (p. 369). [40] Baudrillard, Jean, The Gulf War Did Not Take Place, 1st Edition (Australia: Power Publications, 1991) p.2 [41] Baudrillard, Jean, The Gulf War Did Not Take Place, p. 2 [42] Baudrillard, Jean, The Gulf War Did Not Take Place, p. 2 [43] Baudrillard, Jean, The Gulf War Did Not Take Place, p. 3 [44] Baudrillard, Jean, The Gulf War Did Not Take Place, p. 4 [45] Baudrillard, Jean, The Gulf War Did Not Take Place, p. 4 [46] Baudrillard, Jean, The Gulf War Did Not Take Place, p. 8 [47] Baudrillard, Jean, The Gulf War Did Not Take Place, p. 8 [48] Baudrillard, Jean, The Gulf War Did Not Take Place, p. 9 [49] Baudrillard, Jean, The Gulf War Did Not Take Place, p. 9 [50] Baudrillard, Jean, The Gulf War Did Not Take Place, p. 27 [51] Baudrillard, Jean, The Gulf War Did Not Take Place, p. 27 [52] Baudrillard, Jean, The Gulf War Did Not Take Place, p. 27 [53] Baudrillard, Jean, The Gulf War Did Not Take Place, p. 27 [54] Evans, Mikhail, The Singular Politics of Derrida and Baudrillard, 1st Edition (Hampshire: Palgrave Macmillan, 2014), pp. 54-55 [55] Evans, Mihail, The Singular Politics of Derrida and Baudrillard, pp. 54-55 [56] Evans, Mihail, The Singular Politics of Derrida and Baudrillard, pp. 54-55 [57] David Cronenberg (dir.), Existenz (Alliance Atlantis Communications, 1999). Momentum Pictures, 1999. [58] Iwata, Hiroo, Dr. Strange Device Or; How I Learned To Stop Worrying And Love Media Art, The Journal Of The Institute Of Image Information And Television Engineers, 66 (2012), 219-222 [59] Wachowski Brothers (dir.), The Matrix (Warner Bros, 1999). Warner Home Video, 2007. [60] Iwata, Hiroo, Dr. Strange Device Or; How I Learned To Stop Worrying And Love Media Art. [61] Iwata, Hiroo, Dr. Strange Device Or; How I Learned To Stop Worrying And Love Media Art

Symbols, Symbolism, Imagery, and Theme in Robert Frosts The Road Not T

Symbolism, Imagery, and Theme in The Road Not Taken The Road Not Taken is told by one person - there is no designation as to sex, station in life or age. This person has come to a crossroads in their life and has two options to choose from. The place in this poem is a fork in a path in a forest, and time is not specified though it could happen today, so it would be considered a contemporary piece. The premise of the poem is that the subject faces and then makes a life decision. Symbolism and imagery are used effectively to reinforce the theme throughout the poem. One instance of symbolism in the first stanza is "And looked down one as far as I could / To where it bent in the und... ...; It is an ideal held by most people that the successful and satisfied people of the world are not afraid to take a more difficult road and march to a different drummer. This is exactly what the character in this poem did by not choosing the common path through life, and in the later years of his life, he or she had the satisfaction of knowing that the choices made where the correct ones.

Florida Adoption Laws and Increased Involvement for Birthfathers Essay

Florida Adoption Laws and Increased Involvement for Birthfathers Since 1972, the issues surrounding the rights of unwed birthfathers have provided America with a highly controversial and morally challenging topic for debate. Prior to 1972, these unwed fathers were given little or no involvement in their child’s adoption proceedings, but because of highly publicized adoption cases in which birthfathers have retained custody of their child many years after their adoption took place, state legislatures have been forced to review their adoption laws regarding birthfathers and create more concrete ones. The laws in Florida regarding birthfathers have changed dramatically over the past several years, with complicating, senseless laws being replaced with more rational and reliable ones. The newest laws, passed in 2003 regarding a Putative father registry provide the most stable and fair support for legal adoption proceedings. According to ABC News, in August of 2002, a law passed concerning Florida birthfather’s rights regarding notification of their child’s placement for adoption. ...

Effects of Foreign Direct Investment Essay

The possible positive and  negative effects of FDI  inflows Ing. Tomà ¡Ã… ¡ Dudà ¡Ã… ¡, PhD. Possible positive effects FDI provides capital which is usually missing  in the target country Long term capital is suitable for economic  development Foreign investors are able to finance their  investments projects better and often cheaper Foreign corporations create new workplaces Possible positive effects FDI bring new technologies that are usually  not available in the target country. There is empirical evidence that there are spillover effects as the new technologies usually spread beyond the foreign corporations Foreign corporations provide better access to  foreign markets Ex. Foreign corporations can provide useful  contacts even for their domestic subcontractors Possible positive effects Foreign corporations bring new know-how and  managerial skills into the target country Again, there is a spill-over effects – as people leave the corporations they leave with the knowledge and know-how  they accumulated Foreign corporations can help to change the economic  structure of the target country With a good economic strategy governments can attract  companies from promising and innovative sectors Possible positive effects â€Å"Crowding in† effect The foreign corporations often bring additional  investors into the target country (ex. their usual subcontractors) Foreign corporations improve the business  environment of the target country Ethical business or rules of conduct Possible positive effects Foreign corporations bring new â€Å"clean†Ã‚  technologies that help to improve the  environmental conditions Foreign corporations usually help increase the  level of wages in the target economy Foreign corporations usually have a positive  effects on the trade balance Possible negative effects Foreign corporations may buy a local company  in order to shut it down (and gain monopoly  for example) â€Å"Crowding out† effect We can see this effect if the foreign corporations  target the domestic market and domestic  corporations are not able to compete with these  corporations Possible negative effects Foreign corporations may cut working  positions (privatization deals or M&A  transactions) Foreign corporations have a tendency to use  their usual suppliers which can lead to  increased imports (no problem if the  production is export driven) Possible negative effects Repatriation of the profits can be stressful on the  balance of payments The high growth of wages in foreign corporations  can influence a similar growth in the domestic  corporations which are not able to cover this growth  with the growth of productivity  The result is the decreasing competitiveness of domestic  companies Possible negative effects Missing tax revenues If the foreign corporations receive tax holidays or  similar provisions The emergence of a dual economy The economy will contain a developed foreign  sector and an underdeveloped domestic sector Possible negative effects Possible environmental damage  Ã¢â‚¬Å"Incentive tourism†

Impact of Second Great Awakening on Modern Society Essay

The Second Great Awakening laid the foundations of the development of present-day religious beliefs and establishments, moral views, and democratic ideals in the United States. Beginning back in late eighteenth century and lasting until the middle of the nineteenth century,1 this Protestant awakening sought to reach out the un-churched and bring people to a much more personal and vivid experience of Christianity. Starting on the Southern frontier and soon spreading to the Northeast, the Second Great Awakening has also been associated as a response against the growing liberalism in religion – skepticism, deism, and rational Christianity. 2 Although the movement is well-known to be just a period of religious revival, its tremendous effects still influence the nation even up to now. The lasting impacts of the revolution include the shift of the dominating Christian theology from predestination to salvation for all, the emergence and growth of religious factions, the escalation of involvement in secular affairs, and the shaping of the country into a more egalitarian society. These footprints left by the Second Great Awakening helped mold America into what it is today. Contrary to the popular belief of predestination during the First Great Awakening, the Second Great Awakening emphasized salvation for all, which eventually replaced the former as the dominating Christian theology in America even up to now. 3 During the American Revolution, the largest church denominations were the Quakers, the Congregationalists, and the Anglicans. These earlier denominations believed in a Calvinist theology called predestination. In basic terms, predestination exemplifies that God already predetermined from the beginning of time those who are saved from hell and those who are not. However, this doctrine did not match the Revolutionary spirit of national and personal accomplishment. Thus, when the Second Great Awakening extended throughout the country, most post-war Americans abandoned strict notions of Calvinism and shifted to the Arminian theology of universal salvation through personal faith and devotional service. Instead of being predestined to either heaven or hell, this doctrine states that salvation can be acquired through faith by anyone; people have the choice to either accept or reject God’s salvation.4 While traditional Calvinism had taught election into heaven depending solely on the will of God, evangelical Protestants preached that the rebirth and redemption of the soul rests on one’s inner faith.5 In addition, the Arminian theology also taught the need to improve the world around us as a preparation for the Second Coming of Jesus Christ. By sharing these concepts, religious reformers attracted just about everyone, mostly those in need of deliverance and economic activists. Churches that adopted this theology, such as Baptists and Methodists, surpassed the previous leading church factions. As of today, both are still the chief Protestant denominations in the United States.6 The spread of revivalism in the period of the Second Great Awakening led to the fueling growth of Christian denominations in America. Today, as the largest religion, not only in the United States but in the whole world, Christianity holds a great number of church denominations. 7 Many of these denominations either experienced a significant boom of membership or trace their roots back in this era of renewal. As the movement swept through southern Ohio, Kentucky and Tennessee, congregations who garnered these numerous converts were the Methodist and Baptist. Both denominations were based on an elucidation of man’s spiritual equality before God, which aided their goal to acquire more members and preachers from a varied range of classes and races. Also, since the south, at that time, had a predominantly rural economy and poorly developed infrastructures and establishments, religious organizations functioned as a physical symbol of relief providing social stability for the populace.8 Camp meetings and missionary preachers were also primary reasons for the growth in the membership of both factions.9 With the idea of free will becoming prevalent, new denominations were produced by the movement. Two of these denominations were the Church of Jesus Christ of Latter-day Saints and the African Methodist Episcopal. The Church of Jesus Christ of Latter-day Saints – commonly known as Mormons was founded by Joseph Smith; he was inspired to create a new church faction by the revivals he experienced in the western area of New York called the â€Å"Burned Over District-† implying it had been â€Å"scorched† by so many revivals. Although not regarded as a splinter off from an existing Protestant denomination but a restoration of primitive Christianity having distinctive post-biblical doctrines, the Mormon Church is now a flourishing, worldwide denomination. On the other hand, during the revivals, Baptists and Methodists converted large numbers of blacks. However, because of the mistreatment they received from their fellow believers, under the leadership of Richard Allen, the black population broke away from the Methodist church while creating their own denomination; the African Methodist Episcopal.10 Both churches mentioned above, having developed and sprouted out other denominations over the years, still stand even today. While new religious ideas fanned out and denominations proliferated, social activism, in response, also began to escalate. The Second Great Awakening stirred the initiation of many reform movements in belief to cure the ills and defects of the civilization before the anticipated Second Coming of Jesus Christ.11 Charles Finney, one of the most prominent figure in the awakening, exhorted people to choose God, turn away from their sin and repent, and then work to make the world around them a little better. He inspired American Christians to open their eyes to the problems of the world. With the encouragements of revivalists such as Finney, social reforms started taking action. Advocates of the temperance movement, mostly women, condemned various effects of the role of alcohol in public life.12 A revivalist named Lyman Beecher preached people to voluntarily discontinue drinking alcohol saying it could easily cause people to sin. Another secular issue tackled by the movement was slavery. Charles Finney proved to be not only an inspirational revivalist but also a devoted abolitionist; he encouraged Christians to view slavery as a moral issue rather than a political or economic one. It took several years, but the abolitionists’ effort to end slavery in America paid off13 – as shown by the 13th Amendment.14 Other reformers pursued the improvement of conditions in cities, prisons, and asylums. They aimed at helping deprived people to concentrate on their own spiritual situation, rather than just their living conditions. The moral idea of improving the world around us are still followed by Americans, Christian or non-Christian, who still send out missionaries and donate more time and money to charitable works around the world. Social reforms in the Second Great Awakening became the platform for the rise of egalitarian rights in the society. For centuries, America embodied an unofficial hierarchy in which blacks, women, and children were degraded while white, male adults with property reigned. However, this idea began to crumble down as social activism increased. With the victory of the abolitionist movement, which was greatly strengthened by the movement, slavery was abolished; thus, opening the door to the equality of races. And as women became more involved in charitable affairs, advocating the temperance movement and supporting abolitionists, the women’s rights reform with a purpose to make women equal to men in the eyes of society and the law was established; soon, they began advocating for their own right to vote. Educational reforms also rose up, resolved to make elementary school education mandatory and free of cost in order to guarantee the broadening of educated citizens in the nation. 15 These reforms, as evident in today’s society, were successful in preparing the step for the institution of equality in the United States irrespective of race, gender, or religion. Now the United States has become a place where everybody is equal in front of the law and for the most part in the eyes of society. Overall, the events driven by the Second Great Awakening steered the defining characteristics of the United States into a different direction. With the predominant theology of free will, the growth of diversified religious factions, the entwining of Christian values with civic values and involvement in worldly problems, and expanding of democratic ideals – America has developed into the country it is right now. Although the religious fervor of the Second Great Awakening has already cooled down, its legacy remains permanent.

Intra Organization and Power Bargaining Model Essay

Intra organization is a key factor to the beginning stages of how successful a bargaining unit will be in negotiations. Intra organization is when each respective in a particular bargaining unit works towards a consensus. The inability to agree within ones bargaining unit slows down the process and can create dysfunction. Negotiating starts within each bargaining unit during pre-bargaining preparation. This is where discussion and negotiations begin within each bargaining unit to decide what is most important to least importance. Once the pre-bargaining preparation process is complete, the bargaining unit is ready to negotiate against the other bargaining unit. There were many forces that impacted our Intra-organizational bargaining. First we all had our individual perception on what was most important and what was least important. This had a lot to do with our personalities, attitudes, values and beliefs. For example, depending on our personalities, those who were shy didn’t get to fully express how they felt about their issue. On the other hand those in the bargaining unit who were out spoken would make it a point to not let up and fight for their concerns. Our bargaining unit had a variety of issues we wanted to push to get into the contract. We had to decide what we considered a must haves and what can be used as a bargaining chips. Discussions continued until we all had a good idea where our stance was as a bargaining unit with each issue. The end result of our intra-organization bargaining was difficult but successful. We were able to agree on what issues were most and least important to our bargaining members. We had a few bargaining representatives who were concerned with subcontracting and their job security. Then we have other members who felt subcontracting was irrelevant but having a flexible schedule was above all else. My concern was to allow management to keep their managing power in order to continue to be strong in this competitive market. I needed innovative ideas to create progress within the company, while building opportunity for our members. We agreed that machinist would get a 6% increase and nothing less. We wanted a wage increase across the board for all employees, but our team agreed if we can give employees other benefits outside of pay increase; we would still be in good stance. We understood that we should negotiate taking subcontracting out of the contract, and use it as a bargaining chip. While understanding that our bottom line in regards to subcontracting was the language; we wanted to make sure management doesn’t have full reigns. We would allow management the option to subcontract but at the same time put limitations to subcontracting with the language used in the contract. As a bargaining unit we knew that changing and adding into the contract different aspects such as, flexible schedules, use of vacation, adding health and safety and an apprentice program would help our overall contract negotiation process. Bargaining Power Model Bargaining Power Model a is held by both parties during negotiation process. Its Another important concept is the Bargaining Power Model. Both Union and Management have agreement and disagreement costs. Unions lower managements bargaining power when they receive financial supplements. On the other hand managements disagreements cost can decrease with the lack of need when it comes to employees. Unions and managements bargaining power can change from one day to the next. Incidents such as inventory, supply and demand, wage-price controls, economic changes along with social changes have major influences in the bargaining power model. Under the power bargaining model there are two major assumptions. The first being that â€Å"union and mangament negotiators cost issues in a similar manner and are rational individuals, and if it cost more for a party to disagree than to agree with the other, then the party will agree to the other party’s proposal. (labor relations process) As the union bargaining unit we have decieded to negotiate a win win bargaining strategy or also refered to Mutual gain bargaining. This strategy is used whern both partys negotiate in away where both needs are displayed and honesty takes the leading roll in negotiations. This strategy seemed to work well with our negotiation process considering we were able to pin point wehre we saw a common ground and dominate those areas. On the other hand we understood what was important to management and see what we can use to lower the cost of agreeing with management on specified issues. e understood that we have a lot of bargaining power considering 95% of employees are in the Union. We put that into consideration as we decided what it was we were going to negotiate and what type of resilience we were going to set for each issue. My Union bargaining member profile was Union International Representative. I had to be sure to negotiate a win-win contract. I wanted to make sure management kept their administrative rights, while implementing new programs to keep union bargaining members happy. My main objective was to make sure it was clear that a great contract is when both parties bargain in good faith. Showing to the members of the union that management is working with the and both parties want to make positive changes within the company for all employees. Implementing new programs such as apprenticeship along with health and safety article will bring positive reinforcement to union members and all members. This helped us come up with strategies to bargain an all-around good contract.

Communication and Presenting Information

What is active listening? Active listening is a person’s ability and willingness to listen and understand. Often we people talk to each other. We might not listen at a time because lack of attentiveness, which can distract the speaker. In way active listening can be called as responding to another person that develops mutual understanding. Active listening is process in which the listener paraphrases in its own words what the speaker had said to confirm or clarify of accuracy of the message. Active listening involves listening with your head and your heart; that is, you listen to the content of the message but also the feelings behind the message. The skill of active listening involves paying attention with empathy to the listener, as opposed to distracted denying, cynical or ostrich behavior. New session leaders of alcoholics anonymous meetings are advised to’†¦. Take cotton form your ears and put it in your mouth’. (Hogan, 2000) Listening can wrongly be vi ewed as a passive activity; the speaker talks and the listener listen’s. The listener is silent and passive and the speaker is active and verbal. When the speaker finishes its talking, the assumption is that the message has been accurately received by the listener, with no observation participation or effort active listening statement. â€Å"The most basic of all human needs is the need to be understood†. (Fujishin,1997) Listening does not mean just have sit with the mouth shut stirring at the person. A dead body can do that. It is an active process which requires participation to understand fully the meaning of a communication. Listening actively involves clarifying, paraphrasing, giving feedback. Paraphrasing: state in your own word what the speaker had said in the talk. It is sign of good listening. It keeps the listener busy trying to understand and know that other person means rather than blocking. Clarifying: it goes along with paraphrasing. It means asking questions until the listener get the correct picture. In order to understand fully what the speaker said. Clarifying assist the listeners to sharpen its listening focus so that the listener hears more than vague generalities. Giving Feedback: feedback is what active listening depends on. After paraphrasing and clarifying the listener gives an example what had been said and hopefully understands it. This is the point at which the listener can talk about reaction. In freely way the listener share its thought, felt or sensed. Active listening is really one of the mostly physical and mentally challenging aspects of facilitation. Listening sometime does not come easy for some people not because they are not willing to listen but because they are not able to do so. Actually their mind does not come up with the total picture because some people see the world in one dimension. This inability to listen using both side of the brain can cause misinterpretation, miscommunication and miscalculation. As a result the listener with in ability could not be able to deal with logic of a relationship and also with the emotional component. Therefore this unbalanced use of brain often results in the inability of the listener understand all the essential signs form the person speaking. Therefore active listening require usage both side of brain. Unfortunately there are few people who are able to understand this fact who instead see this skill in one reflecting use of the both side of brain. Taking holistic approach toward listening requires special discipline or rules on the part of the listener. The basis reason is that many listeners tend to fall into their own comfort zones by in taking what they want to hear and skipping rest of the important data and facts. As a result hearing selectively can lead to incorrect conclusion of data and information. Listening is like art were there are opportunities for huge errors. â€Å"This information is taken from the Source: Kliem (2007) â€Å"Effective Communications for Project Management† CRC Press Feature of active listening Active listening motivates the person to listen carefully which eventually motivates the speaker to talk effectively. Active listening helps the speakers to identify that whether the listener is taking afford to understand thing with any distraction and helps the listener to clear their doubt and revert back the message to the speaker in order to give idea that he as understood. The distraction is big treat while listening and speaking, were the listener forgets the point or get miss leaded about speaker’s talk or message, were as speaker also gets frustrated and won’t put his best effort. The active listener use both side of brain. They see the skill as one reflecting the use of the right or left side of the brain. The left side of the brain highlights facts, organizational, logical reasoning and thinking and discipline and accuracy in thought. It is extremely goal and analysis oriented. Active listening exclusively from this viewpoint can result in ignoring the important emotional message of the speaker: for example the importance on calculating metric is left brain activity. Focusing on scheduling and cost performances index as a measure of success is a prime example of left brain thinking. The right side of the brain highlights emotional and sensory view. Imaging and imagining are two quiet actions of this side of the brain. The importance is on nonverbal communication and impulsive behavior. Active listening from this view point can result in ignoring or skipping the important data and fact and being influenced by the speaker. Most common example of active listening is boards meeting of the company were each directors or shareholders as listener listen actively because every decision raised in the company is important and should be planned in order to achieve objective and goals. BARRIERS OF ACTIVE LISTENING â€Å"Man inability to communicate is a result of his failure to listen effectively, skillfully and with understanding to other human beings†. Carl roger,1850) The biggest barrier of the active listening is the unconscious nature of the process. When we listen to take in information from all of our sense continuously and for which automatic we give a meaning to what we take in. Responding without thinking for the first is easy, as there are some people who use very little of their full listen ing capacity because they do not intentionally put their full energy into it. However there are barriers to listening beside the environmental barriers. Some of the common see barriers are: Negative and positive trigger: there are certain words, sound, phrases; gesture that can draw out an emotional response from the person. A positive trigger is phrases or word that produces a good feeling for the listener and negative trigger is a phrase or word that produces feeling such as anger. The trigger causes when a person reacts before for thinking. The listener just by hearing few words has a preprogrammed understanding and response because the trigger cuts off the information gathering actions of the senses and can show the way to greatly mistaken estimation. This trigger interferes with the listeners listening because the listeners immediately change their attention to the emotions that they are experiencing. Any effective listener can identify their own trigger in order to gain their conscious control of their action and listen more effectively. ?Difference in word definition: No two people have same meaning for the words or phrase. These differences in meaning can lead to misinterpreting and misunderstanding. A responsible person first check with the speaker and helps groups builds up harmony on the definition of important words and phrases. Personal issues: every person has important personal issues beside the work life. Sometimes these issues want a huge attention and take a lot of energy which make the person tough to actively listen at some moment. A Responsible person first observes the effect of the personal issues and then takes time to deal with them. When it is time to listen, they intentionally remind themselves to use active listening process. For example a manager who is going through break up found it difficult to listen during board meeting. But his boss was supportive and understanding; however at that moment the manager should put his personal matters at a side and meet his obligations of the organization. ?Poor physical surroundings: poor physical surrounding involves Noisy, distracting or uncomfortable places and situation make it hard to listen and also make it difficult to focus on what the speaker is explaining. ?Tiredness: it becomes difficult to listen actively when a person is tried. Active listening requires active or alert mind and energetic body to considerate. A student in order to be active listener should get good night sleep before attending the early morning lecture so that the student considerate without any tiredness. ?Filter: Your beliefs, values, assumption, expectation, past experiences and interest all these things interfere with active listening. There are subtle and thus are hard to detect. For instant, think as if your enemy sitting beside you, eventually you will be thinking some else rather that listening to the speaker. Importance’s of active listening Active listening is an important skill that can bring changes in people. Changes as such in attitude toward themselves and others and also bring changes in your vital value and physical philosophy. People who contain active listening skill are more emotionally mature, less defensive, have more experiences, more independent and less demanding. The people who listen sensitively tend to listen themselves with more care so they are make clear about what they are thinking and feeling. Some of common Importance of active listening is: ? It helps you to focus on one task without any distraction and enable you to get clear picture of what speaker try to explain. It helps you to develop your interest in listening and keep you active and alert. ?It keeps you way from misinterpretation and misunderstanding of idea of other person because understanding other person is very difficult. ?It helps to develops trust between listener and speaker. It isn’t very often an individual is given the opportunity to share what’s really on his mind or deep in his heart without be attacked and rescued. This is one of the most important rewards of actively listening for understanding where the speaker trusts you. Conclusion Listening well is an essential component of every successful person. Active listening takes a lot of energy and very irritating to mirror every statement during conversation. At some extend, it can drive person crazy. A person should keep active listening for those occasions when the person require clarifying the speaker’s message, the speaker want to feel understanding of listeners. Active listening just encourages a person to set aside the trouble of self talk, in order to get mixed up with what the others are relating and to experience totally what they feeling. You will be shocked to discover that when you focus on your speaker rather than yourself, it become far easier for you to think of things to say. As said by Fritz Perls â€Å"the pictures of the world do not enter us automatically, but selectively. We don’t see, we look for, search, scan for something. We don’t hear all the sounds of the world, we listen†. References 1. Hoppe(2007) â€Å"Active Listening: Improve Your Ability to Listen and Lead† London Publisher: Center for Creative Leadership 2. Ivey , Bradford Ivey & Zalaquett (2009) â€Å"Intentional Interviewing and Counseling: Facilitating Client Development in a Multicultural Society† Publisher: Cengage Learning 3. Jones (2008) â€Å"Introduction to Counselling Skills: Text and Activities† Publisher: SAGE Publications Ltd. 4. Moyet(2005) â€Å"Understanding the nursing process: concept mapping and care planning for students† Publisher: Lippincott Williams & Wilkins 5. Weaver & Farrell (1997) â€Å"Managers as facilitators: a practical guide to getting work done in a changing workplace† Publisher: Berrett-Koehler Publishers 6. Fujishin(2007) â€Å"Creating effective groups: the art of small group communication† Publisher: Rowman & Littlefield 7. Kliem(2007) â€Å"Effective Communications for Project Management† Publisher: CRC Press 8. McKay, Davis & Fanning (2009) â€Å"Messages: The Communication Skills Book† Publisher: New Harbinger Publications 9. Spencer & Pruss (1997) â€Å"The professional secretary's handbook† Publisher: Barron's Educational Series 10. Farrell & Weaver (2000) â€Å"The Practical Guide to Facilitation: A Self-Study Resource† Publisher: Berrett-Koehler Publishers 11. Garner(1997) â€Å"Conversationally speaking: tested new ways to increase your personal and social effectiveness† Publisher: McGraw-Hill Professional 12. http://www. gordontraining. com/artman2/uploads/1/ActiveListening_RogersFarson. pdf (accessed 6 august 2009)

Literary Analysis “The Lesson” Essay

The predominant theme in â€Å"The Lesson† composed by Toni Cade Bambara is creating an understanding to adolescents of all the opportunities life has to offer; a lesson on social class and having a choice which society you choose to live in. Miss. Moore who takes on the responsibility to educate the young ones has intentions of more than just taking the children to the store for amusement. Miss Moore’s informal lessons are aimed at educating the neighborhood children  about how their lives differ from those of rich white children, nonetheless Miss Moore wants the children to see they can live the life of the rich and high society. An essential element that adds to the depth and enhances a reader’s comprehension of â€Å"The Lesson† is the author’s use of symbolism throughout the story. Sylvia, the narrator of the story, is a born leader. She is used to being in charge of what the rest of her friends think and do. Sylvia resents the appearance of Miss Moore in her life. Miss Moore is a new kind of black woman. She has no first name but is always addressed with her title. She has â€Å"nappy hair and proper speech and no makeup†(Bambara 98). The neighbors are not quite sure how to respond to her, which is illustrated by the way Sylvia describes her as someone to laugh at, â€Å"the way we did at the junk man,† (Bambara 98) who is considered arrogant and acting above his place. Sylvia also describes Miss Moore in terms of being an unpleasant obstacle, like the winos â€Å"who cluttered up our parks and pissed on our handball walls†(Bambara 98). Clearly the author shows the extent of which Sylvia dislikes Miss Moore. Although the people in the neighborhood are unsure of Miss Moore the parents of the children allow her to take them on an outing. Miss Moore, the children’s self appointed mentor, takes it upon herself to further their education during the summer months. She feels this is her civic duty because she is educated. She used F. A. O. Schwarz, a very expensive toy store, to teach them a lesson and inspire them to strive for success and attempt to better themselves and their situations. The extreme differences between the children’s neighborhood and the neighborhood of the toy store are first illustrated by the fact that the white people on Fifth Avenue wear furs and stockings even on a hot summer’s day. â€Å"Then we check out that we on Fifth Avenue and everybody dressed up in stockings. One lady in a fur coat, hot as it is†(Bambara 99). The children are thrown off balance in this neighborhood, as if it were a foreign country where even the approach to temperature is different. To Miss Moore, education is the key to more money and improved social conditions. To Sylvia, being educated means seeing things as they are. Sylvia and Miss Moore both have a considerable amount of pride. Sylvia thinks Miss Moore shows disrespect when she describes their neighborhood as a slum and their families as poor. Bambara has indicated that Sylvia’s family is striving for better conditions through the mention of the piano rental. Miss Moore views the children’s acceptance of their economic condition as ignorance and their ignorance as disrespect for their race. Miss Moore wants to change this attitude and encourages the children to demand more from the society that keeps them down. By the end of the story, both of these characters have made their points. Sylvia realizes that she feels in competition not only with Miss Moore, but also with her good friend Sugar, who is ready to slide back into their usual behavior after having had some surprising insights about the day. Rather than accompany Sugar, Sylvia decides to go her own way and makes a promise to herself that no one will get ahead of her in the future. Miss Moore’s character, with her emphasis on education, is the symbol of one way to fight the usual, fatalistic acceptance of economic conditions by the poor â€Å"The Lesson† is a wonderful work of fiction because of its use of language, humanistic theme, and symbolism. Work Cited Introduction to Literature, Wayne County Community College Edition, by Ed. Kathleen Shine Cain, Kathleen Fitzpatrick, Janice Neuleib, Stanley Orr, Paige Reynolds, and Stephen Ruffus: The publication of Toni Cade Bambara. â€Å"The Lesson† 2011. 98-104. Print.

Software risk management Essay Example | Topics and Well Written Essays - 1000 words

Software risk management - Essay Example Risk management is a part of the project development process, which ensures that the proposed project is free from risks. Introduction Software Risk Management is a process which is composed of activities like risk assessment, analysis, risk management plan and implementation. Risk management is referred to as a plan that involves a series of steps which assist an organization to mitigate with the possible risks. Risk management is generally carried out by a team of people who analyze every project and process in an organization. This ensures that an implemented project is free from risks. Risk management is not limited to projects alone; instead it can be used to check the level of risk in the projects that an organization develops. This helps the organization to select and develop projects that are less prone to risk. Risk Management Process Risk management process constitutes of several components that make up the entire strategy. Risk management process involves clearly defined s teps that allow the organization to identify and analyze each process’s objectives. (Padayachee, 2002). When the objective is analyzed, the probability of risk is minimized. Once the risks are identified, they are put into a log list which specifies each process based on their level of risk. This ensures that the process with higher level of risk is resolved in the beginning. The safety of the project is also guaranteed and the possibility of effective implementation is also guaranteed as the processes or components that pose a risk to the project are resolved well in advance. (McCanus, 2004). In a software environment, the possibility of risk is high and the chances of disaster are also high. A software project which involves several phases like requirement identification, analysis, design, development, testing and implementation, the possibility of risk is more. In each level, a new component might be used and this might turn out to be the greatest risk for the project. (Ga lorath, 2006). To avoid such problems, it is better to implement risk management module so that the developer can be sure of implementing a project that does not create any problems in the future. A software project is prone to risks like technical risks, financial risks, resource risks and management risks. In each stage of project development, a risk parameter is introduced to analyze the project. This will enable the organization to have a control over the project’s development. (Boehm, 1989). This is advantageous as the risks can be found immediately and resolved. Among all the other components of risk management process, risk identification, risk assessment and risk control. All these modules provide a detailed look at the risk management process. Risk Assessment Risk assessment is the first process in the risk management process. This in turn involves risk identification, analysis and risk evaluation. Risk identification is carried out by identifying the sources which p ose risk to the project. (Sommerville, 2009). The identified sources must be listed in order to make sure that they do not occur again. Then the risk of each source is analyzed and they are ordered based on the risk priority. Risk analysis is done based on certain assumptions or using methods like path analysis method. Assumption analysis is carried out by deriving assumptions and checking whether the process falls in the

Gippaland E-Market Strategic Plan Essay Example | Topics and Well Written Essays - 2250 words

Gippaland E-Market Strategic Plan - Essay Example A survey done showed that its customers are mainly tourists and people in aged care and in hospitals. The target market is therefore the hospitality and the healthcare industry for both online and offline customers. There are few competitors that exist in the market and this is because GPS acquired the main competitor in the market. A market analysis revealed that the products are of basic importance and therefore there are no cultural beliefs attached to them. The political environment is also supportive and therefore it will be easy to run the online platform. GPS is strong as it is able to provide most of the goods required by the market. They also have a variety of products to suit different markets. The have also taken a customer based approach where they deal face to face with customers in order to win their trust. The threats identified were the developed companies around that posed the biggest challenge. The goal for online marketing is to grow its numbers, to provide support to customers and provide a platform where it will be easy to interact with customers and products. ... the website on a daily basis, monitoring revenues generated by each product or service and documenting customer ratings of products and services to find out which is the most liked. This online platform is seen to work if all the parameters discussed will be put in place and the governing boards ready to implement the plan. Apart from a few technical areas, the rest should be able to work and meet the company’s target objectives. TABLE OF CONTENTS EXECUTIVE SUMMARY 2 TABLE OF CONTENTS 4 1.0SITUATION ANALYSIS 6 1.1Our customers 6 1.2Our market 7 1.3Our competitors 7 1.4Intermediary and potential customers 8 1.5Wider macro environment 9 1.6Our own capabilities 10 2.0Internet specific SWOT summary 10 3.0GOALS SETTING 11 4.0STRATEGY 11 4.1Targeting 11 4.2Positioning 12 4.3Proposition and the marketing mix 12 4.4Brand strategy 12 4.5Online presentation and presence 13 4.6Content and engagement strategy 13 4.7Acquisition and communication strategy 13 4.8Conversion strategy 13 4.9Ret ention and communication strategy 14 4.10Data strategy 14 4.11Multichannel integration strategy 14 5.0TACTICS, ACTION AND CONTROL 14 5.1Tactics and action 14 5.2Control 15 5.3Governance 16 REFERENCES 17 1.0 SITUATION ANALYSIS 1.1 Our customers Gippaland packaging supplies has a variety of customers due to its broad range of products as explained in the introductory part. They supply products to small and midsized companies that include cafes, restaurants and take away shops located in the Gippaland region. Gippaland region is a tourist hub and therefore these services are of paramount importance. Other customers include hospitals that require products such as napkins, tissues and toilet papers, aged care and guest houses. All of them are customers who are held with high esteem by providing