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Abraham Maslow on Self-Actualization, Motivation and...

â€Å"Musicians must make music, artists must paint, and poets must write if they are to be ultimately at peace with themselves. What human beings can be, they must be. They must be true to their own nature. This need we may call self-actualization† Abraham Maslow. http://toolstolife.com/articles/Abraham-Maslow-s-Self-Actualizer-380 Self- Actualization rests at the pinnacle of Maslow’s Hierarchy of Needs. Before reaching that pinnacle, the human being rises through the various strata of motivation beginning with the basic needs to survive. But does everyone reach that pinnacle? We will find that only a few who have paddled through the various strata will ultimately succeed in negotiating the entire hierarchy of needs. Some people, such†¦show more content†¦The young child tries to stay ‘good’ before Christmas. He is incentivised by an external reward from Santa. A person takes up jogging every evening – this behaviour may be driven for a desire to lose weight. These are some example of behaviours driven by a particular motivation , which is therefore a force that â€Å"initiates, guides and maintains goal-oriented behaviours. It is what causes us to take action. The forces that lie beneath it can be biological, social, emotional or cognitive in nature† (Referen ce : http://psychology.about.com/od/psychologytopics/tp/theories-of-motivation.htm). There are a number of theories of motivation. Early psychologists explained the Instinct Theory as motivation driven by behaviour like animal behaviour – all thoughts and behaviour were the result of inherited instincts, modifiable by learning and experience (reference: William McDougall: Social Psychology (1908). Drive Theory is a motivational force that energises goal-directed behaviour. Abraham Maslow’s (1908 – 1970) conception of human motivation exceeded a purely biological or survival-oriented view. Other motives were just as essesntial to ultimate human development and productivity. He ranked human motives as a hierarchy of motives, which is discussed below. Aside from the physiological motives, there are learned motives, such as frustration/agression theory. Affiliation motivation and the need to be close to others – is this why the Jews stuckShow MoreRelatedHumanistic Theories Debate On Abraham Maslow And Carl Rogers1617 Words   |  7 Pa ges Humanistic Theories Debate Team B – Anthony Garcia, Becky Billison, Cher Keen, Britanie McKernan, Megan Groulx PSY/310 September 7, 2015 Dr. Sadie Fine â€Æ' Humanistic Theories Debate In the debate between Abraham Maslow and Carl Rogers, both whom are humanistic theorists that share a mutual interest in the teachings of self-actualization, will discuss the specifics of their individual theories regarding the main points, their contributions, and the criticism they have received about their theoriesRead MoreEssay on Maslow Hierarchy of Needs1486 Words   |  6 PagesThe Study of Maslow Hierarchy of Needs This essay study is about Maslows school of thought. Maslows hierarchy of needs is often depicted as a pyramid consisting of five levels. I liked the way he differed from traditional psychologists. For example, he studied happy, high performing people to learn more about what they had in common. Maslows main contributions to psychology were the founding of the Journal of Humanistic Psychology in 1961. There were many occurrences during his lifetime thatRead MoreExamining Abraham Maslow and Carl Rogers Theories863 Words   |  3 PagesIntroduction I hereby will be focusing on Humanistic Perspectives by examining Abraham Maslow and Carl Rogers’s theories. I will examine their theories, by starting with Carl Rogers’s theory then Abraham Maslow’s theory. I will also evaluate the human perspectives and apply Abraham Maslow’s theory to my own life. Roger’s Person-centred Carl Roger was one of the founders of human potential movement, he agreed with the main assumptions of Maslow but he added that for an individual to grow they needRead MoreAbraham Maslow Life Span Development and Personality1082 Words   |  5 PagesAbraham Maslow Life Span Development and Personality Abraham Maslow was born April 1, 1908 in Brooklyn, New York. Abraham Maslow grew up in Brooklyn, New York, the first of seven children born to his Jewish parents who emigrated from Russia. His parents were uneducated, but they insisted that he study law. Maslow later described his early childhood as unhappy and lonely, and he spent much of his time in the library immersed in books. At first, Abraham acceded to their wishes and enrolled in theRead MoreMaslow s Motivation And Personality1604 Words   |  7 PagesAccording to Robert Frager, editor of the third edition of Maslow’s Motivation and Personality, the theorist Abraham Maslow was born in 1908 in Brooklyn, New York. He was the first of seven children born to Russian - Jewish immigrants. While Maslow’s father was uneducated, he pushed his son academically and encouraged him to become a lawyer. Maslow began his extensive education at City College of New York but later told his father that he did not want to study law. In 1928, after marrying hisRead MoreDescription in Detail of the Humanistic Theories by Rogers and Maslow1517 Words   |  7 PagesIntroduction Humanistic approach focuses on human existence, where people have unique qualities that include creativity, freewill or freedom, potential and personal growth. People like Carl Rogers who have brought about person-centred theory and Abraham Maslow who has developed a hierarchy of needs, where he emphasized on self-actualization. There is an evaluation on both Rogers and Maslow theories, on how they are based on their own assumptions and views, and I apply Maslow’s theory of self-actualizationRead MoreMaslows Theory1321 Words   |  6 PagesBiography Abraham Harold Maslow, the founder of humanistic psychology, was born in New York City on April 1, 1908 and died at home in California in 1970 (Maslow, Abraham Hutchinson Encyclopedia of Biography, 2010) (Abraham H. Maslow: a Bibliography: Professional biography, 1970). He received his AB, MA, and PhD in psychology from the University of Wisconsin (1970). His work as a United States (U.S.) psychologist started in 1932 after he started working as a teaching fellow (1970). Maslow also taughtRead MoreHumanistic Psychology : Psychology And Psychology1748 Words   |  7 PagesHumanistic Psychology is a psychological sub-field which became prominent in the 20th century as a response to the limitations of the psychoanalytic theory and behaviorism (Cherry, n.d.). The main purpose is to help patients gain a belief that all people are inheritably good. Its roots starts with Socrates and emphasizes an individual’s inherent drive towards self-actualization. Humanistic psychology utili zes a holistic approach to human existence and focuses on things such as creativity, free willRead MoreEarly Life And Education : Abraham Maslow929 Words   |  4 PagesEarly Life and Education: Abraham Maslow was one of seven children born to a Jewish family in Brooklyn New York on April 1st 1908. He grew up in rather negative environment, both of his parents were negligent and nurturing. His father and mother were degrading and verbally abusive to him and his siblings. They would call him names causing Maslow to feel insecure about his appearance. Maslow was inspired by the work of Erik Fromm who was also a humanistic psychologist. 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Night World Dark Angel Chapter 6 Free Essays

Your hair!† Amy screamed. â€Å"Gillian, your hair! What did you do to it?† Amy’s own hair was short, cropped close in back and full in front. She had large, limpid blue eyes that always looked as if she were about to cry, because she was nearsighted but couldn’t wear contacts and wouldn’t wear glasses. We will write a custom essay sample on Night World : Dark Angel Chapter 6 or any similar topic only for you Order Now Her face was sweet and usually anxious; just now it looked more anxious than normal. Gillian put a self-conscious hand to her head. â€Å"Don’t you like it?† â€Å"I don’t know! It’s gone!† â€Å"This is true.† â€Å"But why?† â€Å"Calm down, Amy.† (If this is the way everybody’s going to react, I think I’m in trouble.) Gillian had discovered that she could talk to Angel without moving her lips and that he could answer in her head. It was convenient. (Tell her you cut it because it froze. That ought to flip her guilt circuits.) Angel’s voice sounded the same as it did when she could see him. Soft, wry, distinctly his. It seemed to be located just behind her left ear. â€Å"I had to cut it because it was frozen,† Gillian said. â€Å"It broke off,† she added brightly, inspired. Amy’s blue eyes got even wider with horror. She looked stricken. â€Å"Oh, my God, Gillian-† Then she cocked her head and frowned. â€Å"Actually, I don’t think that’s possible,† she said. â€Å"I think it’d stay pliable even frozen. Unless, like, you dipped it in liquid nitrogen. †¦Ã¢â‚¬  â€Å"Whatever,† Gillian said grimly. â€Å"I did it. Listen, I’ve got it slicked back behind my ears right now, but the ends are sort of uneven. Can you smooth them out a little?† â€Å"I can try,† Amy said doubtfully. Gillian sat down, pulling together the neck of the rose-colored bathrobe she was wearing over her clothes. She handed Amy the scissors. â€Å"Got a comb?† â€Å"Yes. Oh, Gillian, I was trying to tell you. I’m so sorry about yesterday. I just forgot-but it’s all my fault-and you almost died!† The comb quivered against the back of Gillian’s neck. â€Å"Wait a minute. How did you find out about that?† â€Å"Eugeneheard it from Steffi Lockhart’s little brother, and I think Steffi heard it from David Blackburn. Did he really save you? That’s so incredibly romantic.† â€Å"Yeah, sort of.† (Uh, what do I tell people about that? What do I tell them about the whole thing?) (The truth. Up to a point. Just leave me and the near-death stuff out.) â€Å"I’ve been thinking all morning,† Amy was saying, â€Å"and I realized that I’ve been an absolute pig this last week. I don’t deserve to be called a best friend. And I want you to know that I’m sorry, and that things are going to be different now. I came to pick you up first, and then we’re going to getEugene .† (Oh, joy.) (Be nice, dragonfly. She’s trying. Say thank you.) Gillian shrugged. It didn’t seem to matter much what Amy did, now that she had Angel. But she said, â€Å"Thanks, Amy,† and held still as the cold scissors went snip behind her ear. â€Å"You’re so sweet,† Amy murmured. â€Å"I thought you’d be all mad. But you’re such a good person. I felt so terrible, thinking about you alone out there, freezing, and being so brave, trying to save a little kid-â€Å" â€Å"Did they find a kid?† Gillian interrupted. â€Å"Huh? No, I don’t think so. Nobody was talking about anything like that last night. And I haven’t heard about any kid being missing, either.† (Told you, dragonfly. Are you satisfied now?) (Yes, I am. Sorry.) â€Å"But it was still brave,† Amy said. â€Å"Your mom thinks so, too.† â€Å"My mom’s up?† â€Å"She went to the store. She said she’d be back in a few minutes.† Amy stepped back and looked at Gillian, scissors held in the air. â€Å"You know, I’m not sure I should be doing this†¦Ã¢â‚¬  Before Gillian could summon up a reply, she heard the sound of the front door opening and the rustling of paper bags. Then her mother appeared, her cheeks red with cold. She had two grocery bags in her arms. â€Å"Hi, girls,† she began, and broke off. She focused on Gillian’s hair. Her mouth fell open. â€Å"Don’t drop the bags,† Gillian said. She tried to sound careless, but her stomach was clenched like a fist. Her neck felt stiff and unnatural as she held very still. â€Å"Do you like it?† â€Å"I-I-† Gillian’s mother put the bags on the counter. â€Å"Amy †¦ did you have to cut it all?† â€Å"Amy didn’t do it. I did it last night. I just got tired of it long-† (And getting all wet and icy) â€Å"-and getting all wet and icy. So I cut it. So do you like it, or not?† â€Å"I don’t know,† her mother said slowly. â€Å"You look so much older. Like a Parisian model.† Gillian glowed. â€Å"Well.† Her mother shook her head slightly. â€Å"Now that it’s done–here, let me shape it a little. Just touch up the ends.† She took the scissors from Amy. (I’m going to be bald when this is finished!) (No, you’re not, kid. She knows what she’s doing.) And, strangely, there was something comforting about feeling her mother gently wield the scissors. About her mother’s scent, which was fresh like lavender soap, without any hint of the terrible alcohol smell. It reminded Gillian of the old days, when her mom taught at the junior college and was up every morning and never had uncombed hair or bloodshot eyes. Before the fights started, before her mom had to go to the hospital. Her mother seemed to feel it, too. She gave Gillian’s shoulder a pat as she whisked a bit of cut hair away. â€Å"I got fresh bread. I’ll make cinnamon toast and hot chocolate.† Another pat, and then she spoke with careful calm. â€Å"Are you sure you’re all right? You must have been†¦ pretty cold last night. We can call Dr. Kaczmarek if you want; it wouldn’t take a minute.† â€Å"No, I’m fine. Really. But where’s Daddy? Did he already go to work?† There was a pause, then her mother said, still calmly, â€Å"Your father left last night.† â€Å"Dad left?† (Dad left?) (It happened last night while you were asleep.) (A lot seems to have happened last night while I was asleep.) (The world’s kind of that way, dragonfly. It keeps on going even when you’re not paying attention.) â€Å"Anyway, we’ll talk about it later,† her mother said. A final pat. â€Å"There, that’s perfect. You’re beautiful, even if you don’t look like my little girl anymore. You’d better bundle up, though; it’s pretty cold out this morning.† â€Å"I’m already dressed.† The moment had come, and Gillian didn’t really care if she shocked her mother now or not. Her father had left again- and if that wasn’t unusual, it was still upsetting. The closeness with her mother had been spoiled, and she didn’t want cinnamon toast anymore. Gillian stepped to the middle of the kitchen and shrugged off the pink bathrobe. She was wearing black hipsters and a black camisole. Over it was a sheer black shirt, worn loose. She had on flat black boots and a black watch, and that was all she had on. â€Å"Gillian.† Amy and her mother were staring. Gillian stood defiantly. â€Å"But you never wear black,† her mother said weakly. Gillian knew. It had taken a long time to cull these things from the forgotten hinterlands of her closet. The camisole was from Great-grandma Elspeth, two Christmases ago, and had still had the price tag attached. â€Å"Didn’t you sort of forget to put on a sweater on top?† Amy suggested. (Stand your ground, kid. You look terrific.) â€Å"No, I didn’t forget. I’m going to wear a coat outside, of course. How do I look?† Amy swallowed. â€Å"Well-great. Extremely hot. But kind of scary.† Gillian’s mother lifted her hands and dropped them. â€Å"I don’t really know you anymore.† (Hooray!) (Yup, kid. Perfect.) Gillian was happy enough to give her mother a flying kiss. â€Å"Come on, Amy! We’d better get moving if we’re going to pick upEugene .† She dragged the other girl behind her like the tail of a comet. Her mother followed, calling worriedly about breakfast. â€Å"Give us something to take with us. Where’s that old black coat I never wore? The fancy one you got me for church. Never mind, I found it.† In three minutes she and Amy were on the porch. â€Å"Wait,† Gillian said. She fished through the black canvas bag she was carrying in place of a backpack and came up with a small compact and a tube of lipstick. â€Å"I almost forgot.† She put on the lipstick. It was red, not orange-red or blue-red, but red red, the color of holly berries or Christmas ribbon. That shiny, too. It made her lips look fuller, somehow, almost pouty. Gillian pursed her lips, considered her image, then kissed the compact mirror lightly and snapped it shut. Amy was staring again. â€Å"Gillian†¦ what is going on? What’s happened to you?† â€Å"Come on, we’re going to be late.† ‘The outfit just makes you look like you’re going out to burgle something, but that lipstick makes you look†¦ bad. Like a girl with a reputation.† â€Å"Good.† â€Å"Gillian! You’re scaring me. There’s something-† She caught Gillian’s arm and peered into her eyes. â€Å"Something about you-around you- oh, I don’t know what I’m talking about! But it’s different and it’s dark and it’s not good.† She was so genuinely shaken that for a moment Gillian was frightened herself. A quick stab of fear like the flick of a knife in her stomach. Amy was neurotic, sure, but she wasn’t the type to hallucinate. What if- (Angel-) A horn honked. Startled, Gillian turned. Right at the edge of the driveway, behind Amy’s Geo, was a somewhat battered but still proud tan Mustang. A dark head was sticking out the window. â€Å"Standing me up?† David Blackburn called. â€Å"What-is-that?† Amy breathed. Gillian waved to David-after a sharp nudge from Angel. â€Å"I think it’s called a car,† she said to Amy. â€Å"I forgot. He said he’d drive me to school. So-I guess I should go with him. See you!† It only made sense to go with David; after all, he had asked first. Besides, Amy’s driving was life threatening; she sped like a maniac and wove all over the road because she couldn’t see without her glasses. It should have been satisfying. After all, yesterday Amy had stood her up for a guy-and a guy like Eugene Elfred. But right this moment Gillian was too scared to be smug. This was it. David was going to see her new self. And it was all happening too fast. (Angel, what if I faint? What if I throw up? That’s going to make a great first impression, isn’t it?) (Keep breathing, kid. Breathe. Breathe. Not that fast. Now smile.) Gillian couldn’t quite manage a smile as she opened the car door. Suddenly she felt exposed. What if David thought she was cheap or even freakish? Like a little girl dressed up in her mom’s clothes? And her hair-all at once she remembered how David had touched it yesterday. What if he hated it? Trying to breathe, she slipped into the car. Her coat came open as she sat down. She could hardly make herself look toward the driver’s seat. But when she did, her breath stopped completely. David was wearing a look that she’d never seen on any guy’s face before, at least not directed toward her. She’d seen it, occasionally, when guys were looking at other girls, girls at school like Steffi Lockhart or J.Z. Oberlin. A stricken gaze, a compulsive movement of the throat, an expression that almost made you sorry for them. An â€Å"I’m lying down and I don’t care if you walk on me, babe,† expression. David was looking at her that way. Immediately all her fear, including the little stab induced by Amy, was swept away. Her heart was still pounding and little waves of adrenaline were still going through her, but now what it felt like was excitement. Heady, buoyant anticipation. As if she had started on the roller coaster ride of her life. David actually had to shake himself before he remembered to put the car in gear. And then he kept sneaking glances at her out of the side of his eye. â€Å"You did something to your†¦ and your†¦Ã¢â‚¬  He made a vague motion near his own head. Gillian’s gaze was caught by his hand, which was strong, brown, long-fingered, and handsome. â€Å"Yeah, I cut my hair,† she said. She meant to sound careless and sophisticated, but it came out shaky, with a little laugh at the end. She tried again. â€Å"I figured I didn’t want to look too young.† â€Å"Ouch.† He made a face. â€Å"That’s my fault, isn’t it? You overheard that stuff yesterday. What Tanya and I said.† (Tell him you’ve been thinking of doing it for a while.) â€Å"Yeah, but I’ve been thinking of doing it for a while now,† Gillian said. â€Å"It’s no big deal.† David glanced at her as if to say he disagreed with that. But it wasn’t a disapproving glance. It was more like electrified awe†¦ and a sort of discovery that seemed to grow every time he looked at her. â€Å"And I never saw you at school?† he muttered. â€Å"I must’ve been blind.† â€Å"Sorry?† â€Å"No, nothing. I’m sorry.† He drove in silence for a while. Gillian forced herself to stare out the window and realized they were onHillcrest Road . Strange how different the landscape looked today. Yesterday it had been lonely and desolate; this morning it seemed harmless, and the snow looked soft and comfortable, like old cushions. â€Å"Listen,† David said abruptly. He broke off and shook his head. And then he did something that absolutely amazed Gillian. He pulled the car to the side of the road-or at least as far to the side as he could get it-they were still in the flow of traffic-and parked it. â€Å"There’s something I have to say.† Gillian’s heart now seemed to be beating everywhere, in her throat and her fingertips and her ears. She had a dreamlike sensation that her body wasn’t solid anymore, that she was just a floating mass of heartbeat. Her vision shimmered. She was†¦ waiting. But what David said was unexpected. â€Å"Do you remember the first time we met?† â€Å"I-yes.† Of course she did. Four years ago; she’d been twelve and tiny for her age. She’d been lying on the ground beside her house, making snow angels. Kind of childish, sure, but in those days a stretch of new snow had affected her that way. And while she was lying on her back, arms out, making the imprint of the angel’s wings, a tree branch above her decided to shrug off its load of snow. Suddenly her face was covered in damp, closely packed coldness and she couldn’t breathe. She came up spluttering and gasping. And found herself steadied. Something was holding her, wiping her face gently. The first thing she saw when she got her vision back was a brown hand and a lean brown wrist. Then a face came into focus: high strong bones and dark, mischievous eyes. â€Å"I’m David Blackburn. I just moved in over there,† the boy said. He was wiping her face with his fingers. â€Å"You’d better be careful, snow princess. Next time I might not be around.† Looking up at him, Gillian had felt her heart explode and leak out of her chest. And she’d walked away on air, even though he’d patted her head after releasing her. She was in love. â€Å"Well, back then, I sort of got the wrong impression,† David was saying. â€Å"I thought you were a lot younger and more-well, more fragile than you are.† There was a pause, and then he said wonder-ingly, not quite looking at her, â€Å"But, it’s like, there’s so much more to you. I started realizing that yesterday.† Gillian understood. David didn’t have a reputation for being wild for nothing. He liked girls who were bold, dashing, out there. If he were a knight, he wouldn’t fall in love with the pampered princess back at the castle. He’d fall in love with a female knight, or maybe a robber, somebody who could share the Adventure with him, who’d be just as tough as he-was. Of course he had a strong protective streak. That was why he rescued maidens in distress. But he didn’t go for the maidens who needed rescuing. â€Å"And now,† David was saying, â€Å"Now, I mean, you’re †¦Ã¢â‚¬  He held his hands up in a whoa motion. He wasn’t looking at her at all. In a moment of perfect bliss, Gillian thought, I’m cool. â€Å"You’re kind of incredible,† David said. â€Å"And I feel really stupid for not noticing that before.† Gillian couldn’t breathe. There was something between her and David-a kind of quivering electricity. The air was so thick with it that she felt pressure all over her. She had never been so awake before, but at the same time she felt as if most of the world was insubstantial. Only she and David were real. And the voice in her head seemed very far away. (Uh, dragonfly, we’ve got company. Incoming.) Gillian couldn’t move. A car drove by, swerving to avoid the Mustang. Gillian couldn’t see well through the Mustang’s steamed-up windows, but she thought faces were looking at her. David didn’t seem to notice the car at all. He was still staring at the gearshift, and when he spoke his voice was very quiet. â€Å"So I guess what I’m saying is, I’m sorry if anything I said hurt your feelings. And-I see you now.† He raised his head. And Gillian suddenly realized he was going to kiss her. How to cite Night World : Dark Angel Chapter 6, Essay examples

Bill Of Rights Scholarship Essay Example For Students

Bill Of Rights Scholarship Essay Which of the Bill of Rights is most important to you and why? The Bill of Rights was written for the American people for two reasons. The first was to pacify Anti-Federalistss fears of an overwhelmingly powerful central government provided by the Constitution. The second reason was to protect the freedoms secured by the Americans after their war for independence. Without a Bill of Rights, the people feared that the government would have the power to oppress and to control everything. In my opinion, the First Amendment is the most important. By taking each letter in the word first, I will explain why the First Amendment is important to me. F-freedom; The First Amendment states, Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. This is quite possibly the amendment that makes the United States the democratic and orderly country that it is. The choice of freedom to say and listen to whatever one wants is the ultimate independence. I-immeasurable; The importance of the First Amendment cant be measured. The freedoms and liberties it gives me are too great to mark with a value. I-immeasurable; The importance of the First Amendment cant be measured. The freedoms and liberties it gives me are too great to mark with a value. This part of the Bill of Rights allows me to have a voice in the country I live in. R-requisite; The First Amendment is requisite, or absolutely needed. It sets boundaries that give the people rights in which the government cannot always interfere. Without this amendment, our country would lose order. S-security; I feel that the First Amendment is a shield that protects every citizens rights. It provides security to individuals. The First Amendment defends a persons choices and actions. T-timeless; The First Amendment has lasted throughout the years. I believe that it will stay the same for all eternity. This amendment gives the people rights. That is something that will always be essential in keeping a country from falling apart. As you have read, the First Amendment is not only very important to me, but also the people of America. It provides the foundation for which democracy is built. This is because a democratic society is one that gives the people a say. The First Amendment gives the people the right to voice their opinions and make choices that involve such things as religion. I am grateful for the Bill of Rights, and especially the First Amendment. It has given me, an individual, the opportunity to have a voice in my country and a feeling of importance and pride.

Mr. Essays (268 words) - Economy, Marketing, Business,

Marketing * Evaluate her strategy planning for her new business.>From her love to stay in Petosky; she started the carpet cleaning service by her saving money, and based on her experience when she worked part-time for Joel Bullard. Mr. Bullard has a very successful business at this small town, dominates this carpet cleaning service, and so far no one able to compete to him in quality, strong relationship with many loyalty clients. Jane Galloway try so hard in advertising, taking care of her customer?s work but she still unable to reach her goal, $60,000/year.* Why was not she able to reach her goal of $60,000/year? The most important problem of Jane is she did not do any marketing research in potential need of customers, she tries to sell the service she has rather the customer need. First, she should do marketing to know this business saturated at this town or not?. It seems to me that this small town just needs some extra works in the peak seasons as summers and winters. Second, she should study to know her competitions and what she should do to compete with them in quality, prices, customer?s relationship?. Third, from lack of marketing the potential need of customer; she set her goal is too high and spends too much energy to reach her target.* What should she do now? Explain. I think she can have two choices:- First, if she wants to stay in Petosky; she should set her goal more reasonable. She can maintain her good work as quality and advertising; but she should...

The Role of the Supreme Court, Government, Economics, and Protests in the Civil Rights Movement

The Role of the Supreme Court, Government, Economics, and Protests in the Civil Rights Movement There were four different elements that contributed to the success of the Civil Rights Movement: the Supreme Court, the Government, the economic situation of the time, and the protests of the movement. The role, which the Supreme Court's played in the success of the civil rights movement, was essentially one of neutrality. The Supreme Court ordered the segregation of schools and other public facilities, known as the policy of separate but equal. But the Supreme Court, also, declared the separate but equal laws unconstitutional and ordered desegregation. The different parts of the United States government played different roles. John F Kennedy and the executive branch helped to protect the nonviolent protesters from violent acts against them as well as issuing executive orders, such as banning employment discrimination. Congress helped by passing laws in favor of the black, such as the Civil Rights Act of 1964, one of the great victories in the Civil Rights movement.Civil Rights Act o f 1964The economics of the day placed many blacks in ghettos in the north, this situation allowed them to organize themselves to protest segregation. The protests of the movement showed the country how the black were treated and that all they wanted was to be treated fairly, the protests also allowed them to make themselves a nuisance for the police and government to deal with.The Supreme Court made some of the major decisions that instituted segregation in the late 1800s and some of the major decisions that brought about integration in the 1950s. In 1896, with the court case of Plessy v Ferguson the Supreme court decided to segregate "intrastate railcars" between white and black (Constitutional). "This decision legitimized the segregation of American society under the 'Separate but Equal' doctrine" (Constitutional). Then in 1954 with the court case of Brown v Board of...

Analysis of Offshoring Jobs Research Paper Example | Topics and Well Written Essays - 750 words

Analysis of Offshoring Jobs - Research Paper Example India has become one of the dominant players in the field of offshoring; this has taken place mostly in works related to software. There are several factors that have aided the evolution of offshoring in India and its spread to other countries. The first factor includes the regulations put by the Indian government during the 1970s; these regulations allowed all foreign ventures to have ownership of majority Indians. Another factor that contributed to offshoring included the advent of the internet as well as telecommunications technology. This enabled the doing of computer-based work anywhere in the world. As a result, the phenomenon of offshoring spread to countries all over the world.Offshoring witnessed immense changes during the early years of the 1990s. The CEOs and CIOs of large corporations realized the need to reduce budgets of information technology. The significant and rapid development of web-based communication made information technology become an essential part of carryi ng out business, thus leading to the revolutionization of the corporate world. To curb the costs of maintaining processes, Chief Information Officers and Chief Executive Officers changed their strategies and began outsourcing the development and maintenance of IT systems. This set the trend for other support and administrative functions being outsourced.According to Gupta (2008), there are several jobs that are offshored all over the world; these jobs tend to be more affected by outsourcing than any other jobs.

Service and relationship marketing Essay Example | Topics and Well Written Essays - 2750 words

Service and relationship marketing - Essay Example The exterior facilities include waiting areas consist of benches, sofas and chairs and external sitting areas for customers who wants to enjoy their meal outside the restaurant. Subway has a typical green colour dominating its physical landscape which implies nature and warmth. Also, the fast food joint have established signboards for travellers and onlookers. The subway store signage is uniform as established by uniform standards. Glass branding such as on windows and door panels is not usual in Subway as the store size is generally small. The interior facilities can be described as cosy and comfortable. Internally the store is not very brightened but has sufficient lighting and consists of minimalist sitting areas. The company is also engaged in home delivery services. Customer experiences and points of customer contact occur in several places. First is when a customer enters the restaurant and is greeted by the staff members. In the seating area, customers are served with water, if requested. Since subway is a self service restaurant, most of the customer-employee interactions occur in the area where food is prepared. Helping the customer to decide on the food product, recommending choice of ingredients in cases of confused products billing and payment are other customer contact points. Line of interaction divides customer experiences and employee actions. Onstage employee actions and backstage employee actions are divided by line of visibility. ... In the seating area, customers are served with water, if requested. Since subway is a self service restaurant, most of the customer-employee interactions occur in the area where food is prepared. Helping the customer to decide on the food product, recommending choice of ingredients in cases of confused products billing and payment are other customer contact points. Line of interaction divides customer experiences and employee actions. Onstage employee actions and backstage employee actions are divided by line of visibility. The backstage employee actions in subway include housekeeping services and employees involved in keeping stocks and supply, maintenance department coordinating various operations and department for cash management. Finally the support processes include back system operating all the daily activities of the restaurant, technical department involving in market research, customer research and feedback and customer data collection, POS system involved in cashing and in flow of liquid cash etc. Figure 1 Service Blueprint of Subway (Source: Author’s Creation) Front Stage and Back Stage Functions Blueprinting is a tool for service planning. It can be used either for the development of new services or improvement of existing services. Service blueprint is also helpful in ensuring the quality of services offered by a company. The output of a service blueprint is a graphical representation of the overview of service and its related activities. It helps to visualize the development process. During each process, visible contacts are established between the firm and client. It is also possible to discover various areas of innovation and identification of failure points (Hauser, Tellis and

Human service Essay Example | Topics and Well Written Essays - 500 words

Human service - Essay Example The primary issues facing grandparents who parent are as follows: (1) residence: are they living in a separate house from those of their grandchildren? Do they own a house of their own? Grandparents with homes of their own would be more confident to do parenting tasks in a familiar and convenient environment. (2) Income: do they have a regular source of income or pension? They might want to order for food or give their grandchildren some treats. (3) Interests and endeavors: are they currently engaged in regular extra-curricular activities such as being involved in social or civic organizations? into some form of sports? still actively involved in work as a proprietor or owner? They might be busy and could not fully attend to the needs of their grandchildren if their minds are focused in other activities. (4) What is their educational background? Do they share the same interests with their grandchildren? Are they capable of addressing the inquiries and curiosity of their grandchildren ? (5) Health status and condition: are they healthy enough to parent their grandchildren? Are they afflicted with some form of illness? (6) Are they parenting children for their own biological child or the children of their child’s spouse? This concern could actually matter if the grandparents have some conflicts with sons or daughters-in-law. (7) Are they parenting for children with disabilities? Are they therefore competent and qualified to address their grandchildren’s needs? (8) Are they genuinely interested to care take their grandchildren or they just do not have any choice? (9) Are they being paid or remunerated in some form or the other for taking care of their grandchildren? All these concerns would affect the quality and competence in parenting grandchildren. If grand parenting skills are needed on a more permanent basis (due, for example, to parents’ impairment or disabilities),

Criticisms of the positivism approach

Criticisms of the positivism approach This essay aims to explore and assess the criticisms that have been levelled at the application of positivism within human geography. It will become clear that most of these criticisms follow two interlinked themes: The idea that such scientific and quantitative approaches rely on generalisation and are shallow by nature, and that positivisms objective approach tends to refuse acknowledgement of individuals and their experiences. However, despite the numerous flaws of positivist approaches, it would be naive to ignore the useful aspects of their nomothetic direction. This paper will conclude that the divide between the positivist and non-positivist (humanistic, radical and Marxist) geographers should not be seen as a weakness in the discipline, but rather as Geographys main strength. As Ackerman (1958 p.74, cited in Johnston, 1997) noted, most geographical research has dealt with much generalisation, yet it has given meaning to other research efforts which succeeded it. In this sense it has a block-building characteristic. (p.17). The philosophical divide is therefore in fact constructive. Non positivist approaches compliment the generalisations of the previous more positivist studies through expansion and critique. Before immersing into the stark debates inherent of these criticisms though, a brief history of positivism is necessary so that the critiques that follow can be understood on a contextual basis. Positivism is a philosophical approach that can be applied to social sciences. The approach was founded upon the belief that phenomena of the human social world are no different from those of the natural inorganic and organic world (Unwin, 1992 p.31). As a result, the father of positivism (Kitchin, 2006 p.20), Auguste Comte felt that social phenomena should be studied using more scientific methodologies. Kitchin (2006) explains that this new approach, first presented in Comtes mid 19th century writings, focused on facts and truths that could be empirically proven and observed. Indeed the reasoning behind the coining of the term positivism was the approaches aim to prioritise actual truths. Comte demanded objective studies using replicable methods so that common laws could be generated, he was consequently dismissive of metaphysical and normative questions as they were seemingly impossible to answer from a scientific standpoint. As positivism grew in influence it branched into two main directions; logical positivism and critical rationalism (falsification). Logical positivism, a product of the Vienna Circle in the 1920s, revolves around the idea that a hypothesis should be set and vigorously tested until it becomes statistically true (Johnston et al, 2000). Popper (1976) on the other hand suggested the ideal that something is only true until it is disproved, therefore academics should be aiming to nullify hypotheses. In turn this becomes a more objective method as you are not biased toward satisfying the criteria within your own hypothesis. Of course there are flaws with both of these ideals. It is impossible to prove many things beyond a doubt, especially when dealing with processes as complicated as those applied to human geography; and not everything can be falsified, it is for example not possible to falsify something that cannot be directly tested. Nevertheless, these two strands of positivism played an important role in the application of the philosophy within human geography. Whilst positivism set the groundwork for the debates that are to follow, the quantitative revolution acted as the trigger. In the 1950s Geographys low reputation as a science led to an increase in positivist and quantitative approaches to human geography as the discipline attempted to legitimise itself by producing laws based on observational evidence (Unwin, 1992 p.106). Indeed geography had shifted dramatically from a traditional idiographic descriptive approach to that of a nomothetic, thriving on evidence and statistics. Of course both approaches are still present in contemporary geography, yet the rise in positivist research is undeniable. This of course leads us to the criticisms that one half of the geographical divide have levelled at their positivistic adversaries. As outlined in the introduction, most of the criticisms aimed at positivism in human geography are loosely based around its shallow nature, sweeping statements and lack of normative questions. The first major critique of the positivist approach is its over tendency to focus on space, this has been termed spatial fetishism. Livingstone (1992, p.328) goes as far as to suggest that Geographys confrontation with the vocabulary of logical positivism was a post hoc means of rationalizing its attempt to reconstitute itself as a spatial science. Geography should be covering more than just space and scales, indeed it is called human geography as its intent should be to uncover peoples experiences and interactions with the world and each other. It is certainly easy to criticise positivism if its purpose was to prioritise spatial science over other geographies. The progress of the discipline would certainly be limited if the majority of research was based only on quantitative spatial analysis a nd modelling. Sack (1980) agrees that positivistic geographys spatial feitsh has been at the expense of all other aspects of geography. Collinge (2005) argues that too much focus on distinctive spatial relations to society and social change can be deconstructive. He applauds and calls for a continuation of critique against geographies current understanding of space and society, instead suggesting that interactions between the two (the kind that can not be covered with mass generalisations) should be studied more closely with less focus on the distinction between the two dimensions. Whilst this effort by Collinge and indeed new feminist geographers is certainly noble, it is a relatively weak critique as it offers no real solution. Even so, as Collinge himself inferred, critique can actually be constructive, it does after all lead to further research and in turn further knowledge of the world. Continuing along the critique of positivist geographys spatial fetishism, Sack (1980) also claims that this focus on space actually serves to isolate space from time. This is yet another critique that suggests positivism to be deconstructive. Dynamism is at the heart of geography, particularly the human side. Quantitative studies can be taken, correlations and patterns can be observed, but the results are always going to be inherently subject to change. Indeed positivisms nomothetic approach aims to produce laws, but does not take all things into consideration. This is integral to Harveys (1973) argument as he claims that positivism ignores factors such as political and sociological shifts that can only be studied qualitively. However, that does not mean that positivism doesnt belong in geography. Even if we were to assume that positivism were only interested in spatial sciences, it is still a useful philosophy, as is quantitativism a useful tool. In a subject as dynamic as geography qualitative methods alone could not sufficiently understand the world. Whilst positivism is flawed and overgeneralising, and could even be said to be a form of spatial fetishism, quantitative research can produce quick results. This of course is vital in what is an ever changing landscape. To revert to the two main themes of critique outlined in the introduction, positivist studies are, or at least were, shallow natured both in terms of what, and how they analysed phenomena. As Spate (1960) explained, there is a need for quantitative geography, but the knowledge that is gained cannot be expressed purely in number form. It is starting now to become clear that the philosophical divide that exists within geography may not be such a bad thing after all. Positivist studies are acquiring the raw facts, all be it with at times a generalised attitude, but critics are expanding upon these facts, thus engineering a better working knowledge. Interestingly though, many of these criticisms are loosely based around the logical side of positivism. The potential usefulness of falsification (despite its flaws) in an ever changing subject is intriguing, in which case, truths need not necessarily always be truths. A second set of critiques target positivisms laissez faire attitude towards its research subjects. Perhaps the key figurehead behind this critique is David Harvey. Even in Harveys Explanation in Geography (1969, p.107), a book that wasnt exceptionally radical being one of his earlier works, saw that it would be foolish to suggest that all our outstanding substantive problems will be solved merely by the touch of the glittering wand of scientific explanation. By 1973 Harvey had become disheartened with the over reliance of positivist approaches within geography, not just because it so often failed to ask why things were as they were, but namely due to its neutrality and hence its inability to solve the problems that it so often uncovered. It was this silence and ineptitude which essentially explain(ed) the necessity for a revolution in geographic thought (Harvey, 1973). Harveys revolution namely resulted in the creation of both Marxist and Radical geographers (Kitchin, 2006). Indeed t he effects of this evolving geography are still felt today with the expansion of feminist geography amongst other groups. Once again we reach the divide within the discpilne. To quickly summarise and reiterate here, the dualism within geography and the critique of positivist approaches actually went as far as to create new branches of geography, something that can only be beneficial for research purposes as the subject has evolved to become more diversified than ever. Surely then the hunger for knowledge within geography is actually as great as it has ever been. Whilst Kwan and Schwanen (2009) argue that this antagonistic divide is only hindering progress, I would argue that based on this historical evidence, the critique between the two has actually helped geography evolve into a much more complex, and consequently more knowledgeable discipline. To return to this set of critiques though, it could be said that Harveys earlier quantitative interests (present in Harvey, 1969) only serve to show Harvey up as a hypocrite considering the radical reversal in his views. Indeed Harvey himself stated that by our theories you shall know us (Harvey, 1969 p.486). Of course if this were the case then it may serve to discredit his works. On the contrary, it actually shows the true degree to which he was discontented by the general ignorance of positivistic geography. His experience within quantitative studies actually gives extra validity to his arguments. The last of the main attacks on positivism targets the objectivity that is underpins the philosophy. Goodwin (2005) discusses the advent of humanistic geography, yet another offspring from the critics of positivism and its scientific and nomathetic approach. Humanistic geography aims to uncover the importance of ideal, cultures and languages within local geographies. Humanists argue that people cannot be modelled using sweeping scientific methodology, indeed independent thought prevents that, not to mention the fact that ideals cannot be mapped quantitatively. Ley (1974) argues that such phenomena can be mapped qualitatively though, actually visiting the areas that you wish to research. Upon researching geographies of gang culture Lay suggested that graffiti markings represent the language of space for members of the street gang culture (1974 p.218, cited in Goodwin, 2005 p.55). From a critical standpoint though, humanist geography can only ever achieve so much. There frankly arent e nough geographers, nor is there sufficient time to absolutely understand aoll of the emotional attachments and ideas that humans have relating to place, space and nature. To go back to an earlier point, geography is inherently dynamic. Positivism, if nothing else, can produce a relatively quick scientific (all be it shallow) representation of the world. Even if these laws do isolate time from space, the studies can be repeated so that new laws can be constructed. It is by no means perfect, but it is pragmatic. An example of where mass information is required is in government. With governments usually in power for just 4-5 years in the UK, actual raw figures are necessary so that policies can be planned and implemented within the partys term time. Such data is often acquired and analysed by positivist geography academics (Rhind, 1981). Of course we have to be careful not to rely solely on such quantitative studies or else important issues will go unnoticed and thus unsolved, but thanks to the evident divide, there is little chance of positivism ever totally dictating geographical research. It has become apparent that there are many critics of positivism and its application to human geography. The critiques themselves generally target the philosophies objectivity, generalising nature and and its shallow desire for fact alone. Yet there is a need for positivistic and quantitative approaches. These often sweeping studies that assume homogeneity are flawed in many ways, but they deliver actual results that are necessary for many institutions, furthermore they can quickly respond to changing laws within a dynamic environment. In conclusion it is clear that positivist approaches have become a necessary part of research within human geography, but the humanist side cannot be ignored. Much more can be learned about the world than numbers alone can ever represent. The need for a balance between quantitative and qualitative studies is obvious. Where Kwan and Shawanen claim that the confrontations between the two strands are detrimental to geographys progress, it should be contested that in actual fact the divide in opinion has been beneficial to the discipline. Critique and expansion have led to the creation of new divisions and understandings of geography, hence, wider knowledges.

measure for measure notes Essay -- essays research papers

Act II, Scene 1 To no avail, Escalus pleads with an adamant Angelo to have pity on the life of Claudio. Angelo does not really consider Claudio's crime to be something major, but he is intent on carrying out the "measure of the law" and to be strict with all offenders who break the law. As a result, he orders Claudio to be executed the next morning. Escalus is grieved over Claudio's fate, but is helpless to stop the execution. Elbow, a constable, enters with Froth and Pompey in custody, both guilty of immoral acts. When Escalus questions them about their crimes, they give long and ridiculous answers. Angelo, disgusted with their chatter, asks Escalus to settle the case and leaves the place. Although Escalus is dismayed by the steady decay of established social standard, he dismisses Froth and Pompey with a warning; he tells them that if they are again arrested for immoral activities, their punishment will be severe. Notes Angelo is adamant in enforcing the law to the letter, and, therefore, plans the execution of Claudio. When Escalus pleads for mercy for Claudio and tries to reason with him, saying that anyone, even Angelo himself could have committed the crime, Angelo argues and says, "It is one thing to be tempted, Escalus, another thing to fall." It is ironic that later in the play Angelo is tempted and commits the same crime, proving his total hypocrisy. Escalus serves as a foil to Angelo. Escalus is older, wiser, and merciful. On the other hand, Angelo is young and relentless. He wants to follow his orders to restore dignity to the City, and he is determined to carry out the law with great strictness, assigning punishment equally no matter the circumstances. It is obvious that he is using Claudio to set an example for all others involved in immoral activities. He plans to execute Claudio for having fathered an illegitimate child. Ironically, in the same scene, Escalus dismisses the charges against Froth and Pompey with only a warning, yet both of them are truly guilty of immoral behavior. Elbow, Froth, and Pompey are representatives of the lower class of society in contrast to Escalus and Angelo. The entry of the three men provides comic relief to the scene. Elbow, in his mission as a serious constable, uses highbrow language, which is filled with malapropisms. Instead of saying `malefactors,' he says `benefactors,' and he say... ...ave been chosen with careful references to the main theme. Thus, Isabella stands for saintly purity; Angelo stands for self- righteousness; the Duke represents a psychologically sound and enlightened ethic; Lucio represents indecent wit; and Pompey and Mistress Overdone symbolize professional immorality. Each character, therefore, illumines some facet of man's morality or immorality; and the play strives to define what is moral and just. The entire atmosphere of the play is one of religious and critical morality. In the beginning of the play, Isabella is a novice at St. Clare. The Duke disguises himself as a Friar, exercising the divine privileges of this office towards Juliet, Barnardine, Claudio, and Pompey. In fact, the Central idea of Measure for Measure can easily be stated in Christian terms: "And forgive us our debts as we forgive our debtors." Since Angelo is not a conscious hypocrite, it is easier to forgive even him. Self-deception and pride drive him. When desire for Isabella overcomes him, Angelo even struggles against it and prays to heaven. Since he is weak, the struggle is short-lived; Angelo soon gives in to his desires and becomes an utter scoundrel.

Literal Translation Essay

A naive view of literal translation might be that it consists in the one for one substitution of the word forms of the target language for the word forms of the source language. This is what normally meant by the term â€Å"literal translation†. Yet , this view is unrealistic. Literal translation, also known as direct translation, is the rendering of text from one language to another â€Å"word-for-word† (Latin: â€Å"verbum pro verbo†) rather than conveying the sense of the original. Literal translations thus commonly mis-translate idioms. Also, in the context of translating an analytic language to a synthetic language, it renders even the grammar unintelligible. A literal English translation of the German word â€Å"Kindergarten† would be â€Å"children garden,† but in English the expression refers to the school year between pre-school and first grade. Literal translations in which individual components within words or compounds are translated to create new lexical items in the target language (a process also known as â€Å"loan translation†) are called calques, e. g. , â€Å"beer garden† from German â€Å"Biergarten. † Literal translation of the Italian sentence, â€Å"So che questa non va bene† (â€Å"I know that this is not good†), produces â€Å"Know(I) that this not go(it) well,† which has English words and Italian grammar. Further more, literal translation of idioms is a source of numerous translators’ jokes and apocrypha. The following famous example has often been told both in the context of newbie translators and that of machine translation: when the sentence â€Å"The spirit is strong, but the flesh is weak† was translated into Russian and then back to English, the result was â€Å"The vodka is good, but the meat is rotten. † This is generally believed to be simply an amusing story, and not a factual reference to an actual machine translation error [1]. Literal translation can also denote a translation that represents the precise meaning of the original text but does not attempt to convey its style, beauty, or poetry. Charles Singleton’s translation of The Divine Comedy (1975) is regarded as a literal translation. In Conclusion , A literal translation is a translation that  follows closely the form of the source language Also known as: word-for-word translation. This translation can not be applied in nature, because it will result sentences can not be understood . â€Å"literal† translations can actually result in mis-communication of the meaning of the text. The point is, of course, that the translators have decided to translate words, but not larger semantic units such as phrases.

Look at Your Fish! by Samuel H. Scudder

'Look at Your Fish!' by Samuel H. Scudder Samuel H. Scudder (1837-1911) was an American entomologist who studied under the noted zoologist Jean Louis Rodolphe Agassiz (1807-1873) at Harvards Lawrence Scientific School. In the following narrative  essay, originally published anonymously in 1874, Scudder recalls his first encounter with Professor Agassiz, who subjected his research students to a rigorous exercise in close observation, analysis, and description  of details. Consider how the investigative process recounted here might be viewed as an aspect of critical thinking- and how that process can be just as important to writers as it is to scientists.   Look at Your Fish!* by Samuel Hubbard Scudder 1 It was more than fifteen years ago that I entered the laboratory of Professor Agassiz, and told him I had enrolled my name in the scientific school as a student of natural history. He asked me a few questions about my object in coming, my antecedents generally, the mode in which I afterward proposed to use the knowledge I might acquire, and finally, whether I wished to study any special branch. To the latter, I replied that while I wished to be well grounded in all departments of zoology, I purposed to devote myself specially to insects. 2 When do you wish to begin? he asked. 3 Now, I replied. 4 This seemed to please him, and with an energetic Very well, he reached from a shelf a huge jar of specimens in yellow alcohol. 5 Take this fish, said he, and look at it; we call it a haemulon; by and by I will ask what you have seen. 6 With that, he left me, but in a moment returned with explicit instructions as to the care of the object entrusted to me. 7 No man is fit to be a naturalist, said he, who does not know how to take care of specimens. 8 I was to keep the fish before me in a tin tray, and occasionally moisten the surface with alcohol from the jar, always taking care to replace the stopper tightly. Those were not the days of ground glass stoppers, and elegantly shaped exhibition jars; all the old students will recall the huge, neckless glass bottles with their leaky, wax-besmeared corks, half eaten by insects and begrimed with cellar dust. Entomology was a cleaner science than ichthyology, but the example of the professor, who had unhesitatingly plunged to the bottom of the jar to produce the fish, was infectious; and though this alcohol had a very ancient and fish-like smell, I really dared not show any aversion within these sacred precincts, and treated the alcohol as though it were pure water. Still, I was conscious of a passing feeling of disappointment, for gazing at a fish did not commend itself to an ardent entomologist. My friends at home, too, were annoyed, when they discovered that no eau de cologne would drown the perfume which haunted me like a shadow. 9 In ten minutes I had seen all that could be seen in that fish, and started in search of the professor, who had however left the museum; and when I returned, after lingering over some of the odd animals stored in the upper apartment, my specimen was dry all over. I dashed the fluid over the fish as if to resuscitate the beast from a fainting fit, and looked with anxiety for a return of the normal, sloppy appearance. This little excitement over, nothing was to be done but return to a steadfast gaze at my mute companion. Half an hour passed- an hour- another hour; the fish began to look loathsome. I turned it over and around; looked it in the face- ghastly; from behind, beneath, above, sideways, at a three-quarters view- just as ghastly. I was in despair; at an early hour I concluded that lunch was necessary; so, with infinite relief, the fish was carefully replaced in the jar, and for an hour I was free. 10 On my return, I learned that Professor Agassiz had been at the museum, but had gone and would not return for several hours. My fellow-students were too busy to be disturbed by continued conversation. Slowly I drew forth that hideous fish, and with a feeling of desperation again looked at it. I might not use a magnifying glass; instruments of all kinds were interdicted. My two hands, my two eyes, and the fish: it seemed a most limited field. I pushed my finger down its throat to feel how sharp the teeth were. I began to count the scales in the different rows until I was convinced that that was nonsense. At last a happy thought struck me- I would draw the fish, and now with surprise, I began to discover new features in the creature. Just then the professor returned. 11 That is right, said he; a pencil is one of the best of eyes. I am glad to notice, too, that you keep your specimen wet, and your bottle corked. 12 With these encouraging words, he added, Well, what is it like? 13 He listened attentively to my brief rehearsal of the structure of parts whose names were still unknown to me; the fringed gill-arches and movable operculum; the pores of the head, fleshy lips and lidless eyes; the lateral line, the spinous fins, and forked tail; the compressed and arched body. When I had finished, he waited as if expecting more, and then, with an air of disappointment: You have not looked very carefully; why, he continued, more earnestly, you havent even seen one of the most conspicuous features of the animal, which is as plainly before your eyes as the fish itself; look again, look again! and he left me to my misery. 14 I was piqued; I was mortified. Still more of that wretched fish! But now I set myself to my task with a will and discovered one new thing after another until I saw how just the professors criticism had been. The afternoon passed quickly, and when, towards its close, the professor inquired: 15 Do you see it yet? 16 No, I replied, I am certain I do not, but I see how little I saw before. 17 That is the next best, said he earnestly, but I wont hear you now; put away your fish and go home; perhaps you will be ready with a better answer in the morning. I will examine you before you look at the fish. 18 This was disconcerting; not only must I think of my fish all night, studying without the object before me, what this unknown but most visible feature might be; but also, without reviewing my new discoveries, I must give an exact account of them the next day. I had a bad memory; so I walked home by the Charles River in a distracted state, with my two perplexities. 19 The cordial greeting from the professor the next morning was reassuring; here was a man who seemed to be quite as anxious as I that I should see for myself what he saw. 20 Do you perhaps mean, I asked, that the fish has symmetrical sides with paired organs? 21 His thoroughly pleased Of course! of course! repaid the wakeful hours of the previous night. After he had discoursed most happily and enthusiastically- as he always did- upon the importance of this point, I ventured to ask what I should do next. 22 Oh, look at your fish! he said, and left me again to my own devices. In a little more than an hour he returned and heard my new catalog. 23 That is good, that is good! he repeated; but that is not all; go on; and so for three long days he placed that fish before my eyes; forbidding me to look at anything else, or to use any artificial aid. Look, look, look, was his repeated injunction. 24 This was the best entomological lesson I ever had- a lesson, whose influence has extended to the details of every subsequent study; a legacy the professor has left to me, as he has left it to many others, of inestimable value, which we could not buy, with which we cannot part. 25 A year afterward, some of us were amusing ourselves with chalking outlandish beasts upon the museum blackboard. We drew prancing star-fishes; frogs in mortal combat; hydra-headed worms; stately crawfishes, standing on their tails, bearing aloft umbrellas; and grotesque fishes with gaping mouths and staring eyes. The professor came in shortly after and was as amused as any at our experiments. He looked at the fishes. 26 Haemulons, every one of them, he said; Mr. - drew them. 27 True; and to this day, if I attempt a fish, I can draw nothing but haemulons. 28 The fourth day, a second fish of the same group was placed beside the first, and I was bidden to point out the resemblances and differences between the two; another and another followed, until the entire family lay before me, and a whole legion of jars covered the table and surrounding shelves; the odor had become a pleasant perfume; and even now, the sight of an old, six-inch, worm-eaten cork brings fragrant memories! 29 The whole group of haemulons was thus brought in review; and, whether engaged upon the dissection of the internal organs, the preparation and examination of the bony framework, or the description of the various parts, Agassizs training in the method of observing facts and their orderly arrangement, was ever accompanied by the urgent exhortation not to be content with them. 30 Facts are stupid things, he would say, until brought into connection with some general law. 31 At the end of eight months, it was almost with reluctance that I left these friends and turned to insects; but what I had gained by this outside experience has been of greater value than years of later investigation in my favorite groups.*This version of the essay Look at Your Fish! originally appeared in both  Every Saturday: A Journal of Choice Reading  (April 4, 1874) and the Manhattan and de la  Salle Monthly  (July 1874)  under the title In the Laboratory With Agassiz by A Former Pupil.

Insect Courtship Rituals and Mating Habits

Insect Courtship Rituals and Mating Habits Ah, romance. Because insects are so numerous, a good deal of work goes into finding a suitable mate. Females can be fickle, with such a wealth of insect bachelors from which to choose. If a male stands a chance at passing on his genes, hes got to do something to stand out in the crowd. Courtship rituals in insect mating include serenades, dances, nuptial gifts, physical touch, and even aphrodisiacs. Serenades Courtship songs differ from calling songs, which are broadcast from a distance to help females find the males. Crickets use distinct calling and courtship songs, for example. Once the female cricket is nearby, the male suitor sings his best courtship song to sweep her off her six feet. Fruit flies have no calling song but they do sing when a mate is in close range. The fruit fly male vibrates his wings in a pulsing, rhythmic pattern. His song lets the female know he is of the same species, and available to mate. Mosquitoes sing harmonic duets with each other, adjusting the frequencies of their songs simultaneously as they near the moment of copulation. Dances and Foreplay Any woman is a sucker for a man that can dance. Some male insects and spiders cha cha cha their way to love, performing elaborate dances for their chosen mates. Jumping spiders are famous for their ballroom skills. They can perform a linear dance, a zigzag dance, and even a sort of can-can with their forelegs. Certain male flies perform aerial dances around a female to attract her attention and win the right to mate with her. Some female insects like to be cuddled and caressed to get in the mood. This is especially true of the more primitive, wingless insects. Springtails, for instance, will touch each other with their antennae. Sperm transfer in apterygotes takes place externally, with the male depositing his sperm on a surface and then gently coaxing his partner to take it. Some dung beetles engage in a different kind of foreplay. Together, the pair rolls a ball of dung to serve as a nursery for their offspring. Nuptial Gifts Gift giving is another clever strategy employed by some male insects in their pursuit of a mate. Before seeking a partner, hangingfly males hunt and capture arthropod prey. They then lure a female closer using a chemical signal and offer her the food gift. She examines the prey, and if she finds the meal to her liking, they mate. If the gift is insufficient, she refuses his advance. Balloon flies take gift giving a step further by wrapping the prey in pretty, silken balloons. Females fly into a mating swarm of males and choose a partner, who presents her with his silk package. Dont give the males too much credit, though. Theyve actually learned to trick the females by offering them empty balloons. Some male insects, like Mormon crickets, produce a spermatophylax, a protein-rich wad which they attach to the females genitalia. The female eats the sperm-free offering, which may have cost the male a full 30% of his body weight. Thats a pretty substantial gift. Aphrodisiacs When all else fails, insects may try an aphrodisiac to make a partner willing to copulate. Male queen butterflies dust prospective mates with an aphrodisiac produced by hairpencils, brush-like appendages on the tip of the abdomen. If his magic dust works, she will fly to a nearby plant. He dusts her once more to be sure shes ready, and if she is, they consummate the marriage. On the other hand, insects sometimes employ anti-aphrodisiacs to turn away suitors. Certain ground beetle females produce methacrylic acid, a potent anti-aphrodisiac that not only repels males, which can knock them out for several hours. Male mealworm beetles apply anti-aphrodisiac pheromones to their female partners after mating, to make them less attractive to other males.

Arbitration Case-Decision and Analysis Essay Example | Topics and Well Written Essays - 750 words

Arbitration Case-Decision and Analysis - Essay Example The company contended that Rose Ross failure to wear one of her steel gloves while continuing to operate the saw constituted gross safety violation punishable by discharge. According to Article 1 – Management Rights of the Contract Provisions, management has the right to discharge for just cause. The Company also has the right to determine work processes and procedures and enact plant rules and regulations which are not in conflict with the legal rights of its employees. The arbitrator therefore accepts the company’s position that Ross committed a gross safety violation punishable by discharge as this has been communicated to employees under Work Rules, wherein disregard of safety rules that endanger the safety of the employee or other employees is considered serious enough to warrant major disciplinary action, including discharge. Ross’ admission that she was not wearing the left-hand glove while operating the saw, as well as her admission that she was aware of the requirement, since she had already been previously warned about it on two previous occasions, support the company’s position. The Company also contended that its decision to terminate Ross was supported by prior arbitral decision. It has also cited the arbitral opinion of Arbitrator Porter in Bethlehem Steel Co., who reasoned that employees may not exercise individual discretion regarding the need to comply with safety rules. The prior decision does set a precedent for Ross’ case, although Arbitrator Porter’s opinion does not have any bearing on it. The prior case also involved saw operation and consists of the same type of violation. Employees should be able to realize the importance of the Work Rules, especially for their own benefit. Although the prior decision sets a precedent for Ross’ case, and supports the Company’s position, not much weight is put into it per se. What matters more is

The Population Environment Debate Essay Example | Topics and Well Written Essays - 750 words - 1

The Population Environment Debate - Essay Example Currently, researchers are trying to frame this debate into a more analytical parameter. This is after they discovered that a framework, which describes the inherent uncertainties in the relationships between population and environment, is vital in giving this debate a direction. Governments are also advised to develop and implement population policy that acknowledges and respects the relationship between population and the environment. Additionally, the entire population should also be engaged, in this debate, to get their views and opinions about the future at the local, regional, and national levels. These actions will help people understand both the positive and negative relationships between population and the environment. Betsy Hartmann first came up with the idea that overpopulation is the primary cause of environmental degradations, and serious population control is required to control this situation (Ramphal et al. 45). He dismissed the idea that population growth was the ma in cause of environmental problems, and reminded researchers to reflect on how population- control programs are not paid much attention. This argument is recognized as the cause of the population-environment debate. Participants of this debate are facing the challenging of considering whether population growth is the cause of environmental degradation, or whether it should be considered as a non-issue, in this debate. Considering one factor, as the effects of population growth on the environment, is what has always given this debate a meaningless direction. Participants need to broaden the basis of their arguments and understand population dynamics and their impacts on the environment (Ramphal et al. 51). While the rate of population growth has significantly slowed down, there is still an increase in the world’s population every year (Ramphal et al. 23). Population growth has a considerable effect on the environment, however; it is difficult to determine whether this impact i n linear or uniform.           

The extent of gender fatigue transpiring within the workplace, and the Dissertation

The extent of gender fatigue transpiring within the workplace, and the ways it can be overcome - Dissertation Example The only viable explanation for the disparaging gender treatments is gender fatigue. It is concluded that both victims and managers need to ignore gender fatigue and deal with incidents of gender inequality responsibly to void the dangers of gender equality losing ground. Table of Contents Abstract 2 Introduction 4 Research Questions 5 Statement of the Problem 5 Significance of the Study 6 Aims and Objectives of the Study 7 Research Methodology 8 A Review of Literature 8 Gender Inequality in the Work Place 8 Why Gender Inequality Exists in Some Organizations 10 Gender Fatigue as the Driving Force Behind Gender Inequality in the Workplace 12 Results and Analysis 15 Conclusion 18 Bibliography 20 Introduction Gender fatigue is a phrase used to describe stagnation and complacent attitudes toward reforms and calls for gender equality (Dehhehy, 2012). Initial evidence of gender fatigue was present during the 1980s when feminists were portrayed in public discourse as cartoon characters and as bitter women devoid of humour who projected a belief that all men were â€Å"pigs† and all â€Å"women are saints’ and that â€Å"women who stay at home are wasting their lives† (Sadker & Zittleman, 2009, p. 52). Kelan (2009) gives expression to gender fatigue in the workplace describing it as a situation in which organizations are self-described as â€Å"gender neutral†, yet there is evidence of gender discrimination and the prevailing attitude is one in which there is a general feeling that gender discrimination is thing of the past and â€Å"can happen,† but it is up to women to find solutions (p. 197). Kelan (2008) also argues that members of an organization will often describe their respective organizations as â€Å"gender neutral† although it is obvious to all that there is gender discrimination (p. 1). Workers will acknowledge that gender discrimination occurs in the workplace but will brush it off as unimportant to the work that they do. According to Kelan (2008), this is evidence that these workers are â€Å"experiencing gender fatigue† and that they are â€Å"weary of thinking about gender inequality† (p. 1). Kelan (2010) points out that the practice of doing gender at work takes dual approaches in which gender equality is established and juxtaposed against a situation in which gender differences are once again pronounced. For example, a task is usually performed in which gender equality is highlighted and this will be followed by the allocation of â€Å"remedial work, through which gender hierarch is re-established† (Kelan, 2010, p. 176). This research study investigates the problems created by gender fatigue in the work place. In particular, this research study is concerned with the prevailing attitude in organizations that take the position that they are gender neutral, yet gender inequality remains a part of the organizational culture. In these circumstances, described as gender f atigue, this research paper seeks to identify how the problems associated with achieving gender equality as a result of gender fatigue within organizations can be overcome. Research Questions In order to investigate the problem of gender fatigue in organizations and how gender fatigue can be overcome to

Honors Essay Example for Free

Honors Essay For how I firmly am resolved you know; That is, not bestow my youngest daughter Before I have a husband for the elder: If either of you both love Katharina, Because I know you well and love you well, Leave shall you have to court her at your pleasure. † In these lines, we are introduced to Baptista, a father who wants to find a husband for his oldest daughter, Katharina. The conflict of the play is also introduced as Baptista has decided that his youngest daughter cannot marry until Katharina does. These lines provide readers with some background information on Baptista and his daughters, as well as their familial relationship. They also reveal that while Baptista loves both of his daughter’s, he is at a loss for how to manage his oldest daughter, Katharina. Exposition Act 1, Scene 1 Lucentio: â€Å"Tranio, since for the great desire I had To see fair Padua, nursery of arts, I am arrived for fruitful Lombardy, The pleasant garden of great Italy;† In these lines, we get the first glimpse of where the setting is. The readers get a chance to see the descriptive environment of Italy with the â€Å"pleasant garden†. We are also introduced to Lucentio and Tranio in this part of the play where they are visiting this part of Italy because they had that desire to go there. Rising Action Act 2, Scene 1 KATHARINA: â€Å"Of all thy suitors, here I charge thee, tell Whom thou lovest best: see thou dissemble not. † BIANCA: â€Å"Believe me, sister, of all the men alive I never yet beheld that special face Which I could fancy more than any other. † KATHARINA: â€Å"Minion, thou liest. Ist not Hortensio? † BIANCA: â€Å"If you affect him, sister, here I swear Ill plead for you myself, but you shall have Him. † KATHARINA: â€Å"O then, belike, you fancy riches more:You will have Gremio to keep you fair. † BIANCA: â€Å"Is it for him you do envy me so? Nay then you jest, and now I well perceive You have but jested with me all this while: I prithee, sister Kate, untie my hands. † KATHARINA: â€Å"If that be jest, then all the rest was so. † In these lines, Katharina begins attacking Bianca for no reason at all. Katharina begins questions Bianca out of the blue about which of the suitors does she want the most while Bianca has no clue where this question is coming from, but Bianca assumes that Katharina wants one of the suitors for her and has been acting around her to get what she wanted. Climax Act 3, Scene 2 KATHARINA: â€Å"No shame but mine. I must, forsooth, be forced To give my hand, opposed against my heart, Unto a mad-brain rudesby, full of spleen, Who wooed in haste and means to wed at leisure. I told you, I, he was a frantic fool, Hiding his bitter jests in blunt behavior, And, to be noted for a merry man, He’ll woo a thousand, point the day of marriage, Make friends, invite, and proclaim the banns, Yet never means to wed where he hath wooed. Now must the world point at poor Katherine And say, â€Å"Lo, there is mad Petruchio’s wife, If it would please him come and marry her! † In these lines, Katharina is upset that the groom has not arrived to their wedding yet. And she begins blaming Lucentio for her being forced to marry this guy when she knew what the groom’s plans were. Katharina says that all the groom did it for was the friends and fame of proposing to women then not showing up to the date of the wedding and this made her even more mad, like she wanted to kill somebody. Falling Action Act 4, Scene 1 KATHARINA: â€Å"I pray you, husband, be not so disquiet:The meat was well, if you were so contented. † PETRUCHIO: â€Å"I tell thee, Kate, twas burnt and dried away; And I expressly am forbid to touch it, For it engenders choler, planteth anger;And better twere that both of us did fast,Since, of ourselves, ourselves are choleric, Than feed it with such over-roasted flesh. Be patient; to-morrow t shall be mended,And, for this night, well fast for company: Come, I will bring thee to thy bridal chamber. † In these lines, Katharina and Petruchio have already married and now they are at Petruchio’s house where he will boss around all of his servants. And Katharina is trying to calm Petruchio down because one of the servants brought out burnt meat and he wanted everything to be perfect for his wife. Resolution Act 4, Scene 5 PETRUCHIO: Why, how now, Kate! I hope thou art not mad: This is a man, old, wrinkled, faded, witherd, And not a maiden, as thou sayst he is. KATHARINA: Pardon, old father, my mistaking eyes, That have been so bedazzled with the sun That everything I look on seemeth green: Now I perceive thou art a reverend father; Pardon, I pray thee, for my mad mistaking. In these lines, Petruchio seeks an elderly man in the direction they are heading. But Katharina eyes are blinded by looking at the sun for too long and she mistakes the old man for a little girl. But altogether this is after all the arguing that were going on and now they are spending time together on their way to Katharina’s father’s house.

Edna’s final decision

Edna’s final decision 1) Justify Ednas final decision in The Awakening.   Ã‚  Ednas final decision of committing suicide in The Awakening is inevitably linked to freedom. She grew up in a conservative society where marriage and motherhood provided a satisfying future for the young women, no matter what their true desires in life were. Having believed this all through out her life, Edna eventually got married and had children, only to find that she wasnt suited for either lifestyle. 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 ones life (Chopin 624). Edna fully understands that she really wants nothing to do with her children when she clearly understands what she had meant long ago when she said to Adele Ratignolle that she would give up the unessentials, but she would never sacrifice herself for her children (Chopin 626). Though Edna didnt like her lifestyle, as she had made it, if any women in her society were to give up marriage and motherhood to follow their own path, she would be condemned. Therefore, she felt her only way to freedom and independence from her life was to go against nature and commit suicide, which she did so by swimming out in the ocean and not returning to shore. 2) What is meant by Roman Fever? How does it influence Alida and Grace? Roman Fever is meant to portray pregnancy in the story. People in that time period seemed to think that Roman Fever was only caught at night by women, since shortly after their night out, the signs and symptoms of pregnancy could have already been occurring. So every night when Roman fever stalked the streets the mothers would gather in the girls at the danger hour (Wharton 782). If any women came done with the illness it was assumed she was rebellious and stayed out all night long, probably chasing after boys. Roman Fever influences Alida and Grace, since Grace was assumed to have caught the Roman Fever the one night she was out with Alidas fiancà ©. No one knew she was out with him that night, since it was supposed to be a prank date planned by Alida, so no one could have questioned her about being pregnant. Only Grace knew her secret of being pregnant and it was clear that Alida didnt, especially when she says I remember how ill you were that winter. As a girl you had a very deli cate throat, hadnt you, (Wharton 783). This clearly indicates morning sickness, which is usually associated with the early signs of pregnancy. 3) Why does Crane refer to the characters (except one, late in the story) by their professions, instead of names? Crane identifies the characters by their occupations (besides one), instead of names, because he wanted to pin point the one person in the story with a name, as a threat to nature. The only one in the story who had a name titled to them was the oiler, Billie. The oilers job represents contamination and pollution to the ocean, where as the other characters jobs like the captain, cook, and correspondent did not. In the quote The black waves were silent and hard to be seen in the darkness, it seems as if it is referring to dirty black water, such as an oil spill (Crane 757). Since an oilers job is usually associated with machines and dirt, the occupation in the story is represented as darkness toward nature. Though Billie was the most hard working crew member on the life boat he was unwanted by nature due to his occupation. When the boat began to sink all the men attempted to swim ashore to the island. All but one man, Billie, made it. Even though the oiler was the strongest and fastest swimmer of the men, the waves seem to want to take him down by drowning him with the strong currents. After the oilers death, Crane made everything at the end of the story to sound peaceful. When it came night, the white waves paced to and fro in the moonlight and the wind brought the sound of the great seas voice to the men on the shore (Crane 763). 4) What is the determinist element in The Second Choice, how does it affect the characters and the situations that unfold, where is the influence of the element most keenly seen?   Ã‚  The determinist element in the short story The Second Choice is definitely Shirley. She grew up in a town where everything was pretty much the same everywhere she turned, especially in her own neighborhood. Bethune street, with its common place front yards and houses nearly alike, and this house, so like the others, room for room and porch for porch, and her parents, too, really like all the others (Dreiser 790). She seemed to think that the life style she was raised with is the only life style she could ever have, no matter how much she wanted to be different from everyone. Ever since she met Arthur her whole view of life changed. He lived on the wild side of life while she lived in a bubble. Since Arthurs life style seemed to fascinate her more than her own, she dropped everything that she had going for her to be with him. Shirleys changing ways really affected her fiancà © Barton, especially by the way she was sneaking around and dating both of them at the same time. Bart on seemed to have a clue that she was having an affair, but she never confessed to her behavior, since she didnt want to risk losing Barton if Arthur were to leave her. She had not mentioned Barton to Arthur because-because-well, because Arthur was so much better, and somehow (She admitted it to herself now) she had not been sure that Arthur would care for her long (Dreiser 792). Her changing ways also affected her parents. They were used to the old fashion way of life where everyone lived the same everyday life style, so they looked down on Shirleys behavior, especially her mother. After Arthur had left Shirley and Barton stopped coming around to see her, Shirley felt that she must act her position as a deserted girl was too much. She could not stand it any longer really- the eyes of her mother, for one (Dreiser 796). Shirley had no choice but to stick with her second choice of life, which was living the everyday way of life just as her parents had done. 5) Identify and discuss what you believe to be the central symbol in To Build a Fire. The central symbol in To Build a Fire is the man that is hiking through the Yukon. He is nameless to symbolize the everyday human being and so that the reader can vision anybody they want to associate with the character. The man is also symbolic of humans in their attitudes of superiority to most things in the world, such as him thinking that he has nothing to fear from the weather and his intelligence is far greater than that of nature. When an older man experienced with the climate of the Yukon attempted to give the hiker advice that no man must travel alone in the Klondike after fifty below, the hiker just ignored every bit of it completely , though it was currently seventy-five below zero: (London 811-815). The hikers cockiness even goes as far as calling the older man womanish and said to himself all a man has to do was to keep his head and he was all right (London 815). Not only does the man completely ignore the older mans advice, he also ignores the signs of his own body tell ing him that the extreme cold temperatures are just to much for the human body to handle. The mans big ego eventually leads him to death since he refused to take advice from experienced residents and even hints from his dog, who attempts to lead him to his main destination. The overall main meaning of the story is that nature is the one thing on earth that no man will ever be able to change, control, or manipulate. The man is the central symbol in the story to show human kind that no matter how invincible we think we are, inevitable things do happen.

Life and Work of Langston Hughes :: Biography bio Hughes Langston Poet Essays

Life and Work of Langston Hughes James Mercer Langston Hughes, an African American, became a well known poet, novelist, journalist, and playwright. During the Harlem Renaissance, Langston Hughes gained fame and respect for his ability to express the Black American experiences in his works. He was one of the most original and versatile of the twentieth century black writers. Influenced by Paul Laurence Dunbar, Carl Dandburg, and his grandmother Carrie Mercer Langston Hughes, Langston Hughes began writing creatively while he was still a young boy (Barksdale 14). Born in Joplin Missouri, Langston Hughes lived with both his parents until they separated. Because his father immigrated to Mexico and his mother was often away, Hughes was brought up in Lawrence, Kansas, by his grandmother Mary Langston. His grandmother embedded Hughes? sense of dedication. Her second husband (Hughes's grandfather) was a fierce abolitionist. She helped Hughes to see the cause of social justice. Although she told him wonderful stories about Frederick Douglas and Sojourner Truth and took him to hear Booker T. Washington, Hughes did not get all the attention he needed. Furthermore, Hughes felt hurt by both his parents and was unable to understand why he was not allowed to live with either of them. These feelings of rejection caused him to grow up very insecure and unsure of himself. Because his childhood was a lonely time, he fought the loneliness by reading different books. ?Books began to happen to me, and I began to believe in nothing but books and the wonderful world in books where if people suffered, they suffered in beautiful language, not in monosyllables, as we did in Kansas? (Hughes 16). Langston Hughes began writing in high school, and even at this early age was developing the voice that made him famous. High school teacher and classmates recognized Hughes writing talent, and Hughes had his first pieces of verse published in the Central High Monthly, a sophisticated school magazine. An English teacher introduced him to poets such as Carl Sandburg and Walt Whitman, and these became Hughes?s earliest influences. In 1921 he entered Columbia University, but left after an unhappy year. Langston was very fascinated and influenced by Harlem?s people and the life itself, there. The Big Sea, the first volume of his autobiography, provided ?such a crucial first person account of the era? that much of what we know about the Harlem Renaissance we know from Hughes?

Document Imaging and the Role of Health Information Management Essay

An automated record system will ultimately replace paper-based record to provide timely access to health information for health surveillance, resource planning, and health care delivery (e. g. , statistical reports can easily be generated to display health care trends, and so on) (Green & Bowie, 2004). According to Green & Bowie (2004), there are three types of automated record systems, which include: Electronic Health Record (EHR) or computer based patient record (CPR); Electronic Medical Record (EMR); and Optical Disk Imaging or Document Imaging. The high capacity physical media for storage of medical information, the increasing CPU power for processing complex images, and the advancement in the imaging and workflow technology has underpinned the growth of document systems (Armoni, 2000). Optical Disk Imaging or document imaging which provides an alternative to the traditional microfilm or remote storage systems because records are converted to an electronic image and saved on a storage media; optical disk imaging uses laser technology to create the image (Green & Bowie, 2004). Based on Green and Bowie (2004), a scanner is used to capture paper record images onto the storage media allowing for rapid automated retrieval of records. American Management System (AMS) architects an enterprise-wide workflow and imaging solution in support of health information management (HIM), financial services (PFS), and human resources processes (Armoni, 2000). Based on Armoni (2000), the AMS solution has eliminated the paper problem, saved record storage spaces, enhanced the productivity, and reduced labor cost. Most profound is the impact of the HIM management. Many headaches of the paper-based system have been eliminated as one physician user of the system commented, ‘†¦hours-long delays getting the old chart, lost medical record, charts lost, the need to store records off-campus, etc†¦ no longer occur with electronic medical records’ (qtd. n Armoni, 2000). As Armoni stated (2000), physicians are able to make better medical decisions with the system because they can access the patient’s records efficiently and timely from anywhere and at any time; the availability of the files for more than one person is a great advantage with the system; more importantly, the system is able to capture information more accurately, thus reducing the unnecessary errors while increasing the efficiency.