Oedipus The Great Essay

In the book Oedipus The King, there was a curse that stated that Oedipus was to kill his father, Laius, and marry his mother, Jocasta. So when Oedipus’ parents find out that Jocasta is pregnant they have the baby and give it to a man to take to the top of a mountain. But instead of the man taking the baby, Oedipus, to the mountain top he gave him to a family and the family then raised Oedipus. When Oedipus was older he was traveling to the town of Thebes when he ran across some people that demanded that Oedipus get off the road and let them get pass. Being himself Oedipus got mad and killed them all, what he did not know was that that was his father and when he got to Thebes he would marry his mother, the queen, and become the new king of Thebes. Oedipus always had trouble controlling his anger and in that moment it went all down hill. In Oedipus The King, written by Sophocles, Oedipus exhibits the following tragic flaws : he jumps to conclusions, he’s controlling, he has anger problems, and he’s too confident. The first tragic flaw of Oedipus is his problem of jumping to conclusions. In every bad situation with Oedipus, which happens to be quite frequent, he always assumes something before a conclusion ever occurs. He never just waits to see what someone has to say or to see what happens, it’s like he always controls the ending of every situation and he likes it until everything goes wrong. In the book Oedipus jumps to the conclusion that Tiresias is conspiring with Creon to keep the secret that they had killed King Laius. He does not consider the fact that they are looking out for him so that he wont expose himself. But Tiresias finally gets tired of the things that Oedipus is saying and he says, â€Å" I am going. But first I will say what I came here to say†¦ The man you are trying to find, with your threatening proclamations, the murderer of Laius that man is here in Thebes†¦ He will be revealed as brother and father of his children with whom he now lives, the son and husband of the woman who gave him birth, the murderer and marriage partner of his father. Go think this out. And if you find that I am wrong, then say I have no skill in prophecy†, Tiresias then leaves Oedipus standing there stunned(Oedipus the King pg. 40). After that Oedipus gets so upset and starts to yell and starts to tell the people of Thebes that Tiresias and Creon are lying. That they just want the blame off of themselves and on to him. He says this because he does not believe it and because he wants to make a scene and just wants to be the center of attention and he wants everyone on his side just in case something happens and he need someone to stick up for him. And because Oedipus is the king the people will listen to him because they trust him and they trust what he says when he says that he did not kill Laius. Another tragic flaw of Oedipus is the fact that he’s controlling. Oedipus controls, well he tries to control, everything that everyone does. He never wants anyone to say anything about Laius’ death or about his background. He tries to control every situation, every conversation and so forth. When he was talking to Tiresias, Tiresias decided to leave because his conversation with Oedipus was getting nowhere. Tiresias said, â€Å" I will go, then. Boy, lead me away†, and then Oedipus say, thinking he had to, said, â€Å" Yes take him away. While you’re here you are a hindrance, a nuisance; once out of the way you wont annoy me any more. † (Oedipus the King pg. 30 & 31). He thought that would make him seem in control of Tiresias life and the things he did in his life but Tiresias did not like that and he came back at Oedipus even harder making Oedipus go to his palace and think about what has just happened. The only logical thing that Oedipus could have been in control of was the town of Thebes because he was now the new king of Thebes, but everything was messed up when everyone found out that he had killed their previous king Laius. The next tragic flaw of Oedipus is his anger problems. In every situation with Oedipus he always ends up yelling at someone. He cant control his feelings and this problem will eventually end his life. Like with the conversation he was having with Creon they ended up having a screaming match because of Oedipus and his horrible tragic flaw of jumping to conclusions. Creon found out that Oedipus has put the death of their old king Laius in his and Tiresias’ hands. When Creon confronts Oedipus, Oedipus gets angry and says to Creon, â€Å" You! What are you doing here? Do you have the face to come to my palace-you who are convicted as my murderer, exposed as a robber attempting to steal my throne? †. He gets upset and has to have his wife/ mother, help get him under control and calmed down He acts like a little kid and the one person who can help keep him under control is his wife/ mother. Another tragic flaw of Oedipus is the fact that he is too confident. Its okay to be confident in yourself and what you do, but when you become too confident you can become cocky and sometimes over-bearing which indeed happens to Oedipus. Oedipus always goes around boasting about how he is king and that no one should step to him because he could have them killed, how he was the one to solve the riddle so he earned the the spot as king. With Oedipus, he takes the concept of being confident to a whole other level. He makes it seems as though being confident is something that should be thought about because it tears it whole world apart. So throughout Oedipus’ life he has been lied to and made and a fool of and mainly by himself. Oedipus’ problems are mainly because of his tragic flaws. His tragic flaws are the fact that he jumps to conclusions, he’s controlling, he has anger problems, and he’s too confident. Maybe some people may say that being confident is a good thing and that people should be confident but when you go to overboard and be outrageous with it, it just makes people hate you and try to make other people see that you are a horrible person and have a horrible personality.

Mid-Term Break and On My First Sonne Comparison Essay

Discuss the ways in which these poets explore the universal themes of grief and loss. (Seamus Heaney’s ‘Mid-Term Break’ and Ben Johnson’s ‘On My First Sonne’. In this essay I will be comparing and contrasting the two poems ‘Mid-Term Break’ by Seamus Heaney and ‘On My First Sonne’ by Ben Johnson. I will be focusing on their elegaic qualities aswell as their universal themes of grief and loss. ‘Mid-Term Break’ is about the aftermath of Seamus Heaney’s 4 year old brother’s tragic death and how his family and friends express their emotions and cope with the sudden loss. Whereas the 17th Century poet, Ben Johnson is writing to express his sorrow for the death of his 7 year old son dealing with his feelings of loss rather than thinking about the reasons for the death or the effects of this on the rest of the family. These are the intended effects they both have which I will be exploring and I shall be outlining reasons for this aswell in the rest of this essay including the interesting poetic devices and structure Ben Johnson and Seamus Heaney use and how they are similar and different from each other. ‘On My First Sonne’ was published on the year 1616 and is therefore more religiously based as at that time life was dominated by religious views. ‘Mid-Term Break’ was published in the 1980s so this will help me analyse the views of the 20th Century in comparison to the 17th Century and this is a main area I will be focusing on after an in-depth analysis of the intended effects of these poets when writing their poems. ‘On My First Sonne’ has a different intended effect overall in comparison to ‘Mid-Term Break’. One of the main reasons for this is that Ben Johnson is writing as a literal attempt to reach out to his son to say his final farewell with lines such as ‘Rest in soft peace, and, ask’d, say here doth lye’ which makes it seem that Johnson is communicating with his son. Seamus Heaney’s poem is more of a narrative describing what happened on the day of his four year old brother’s sudden death. In my opinion it seems as if Seamus Heaney is sharing his experience with other people who may have suffered in the same way and is exploring the emotions of more than just his own. To exemplify this point, on lines 4 and 5 it says ‘I met my father crying – He had always taken funerals in his stride.’ This contrasts between ‘On My First Sonne’ and ‘Mid-Term Break’ on two levels, the first being that Ben Johnson has only included his own feelings in this poem such as on line 2 which says ‘My sinne was too much hope of thee, lov’d boy’ This has the effect that his poem is private between him and his son and is like a one-sided conversation. Whereas ‘Mid-Term Break’ has a different intended audience altogether, I know this because the style of Heaney’s poem is a first-person point of view in the format of a story and there are more emotions and feelings described including his parents and family members’ aswell as friends. By analysing the poetic voice and intent I can confidently make an opinion that ‘Mid-Term Break’ elegizes Heaney’s loss of his brother and ‘On My First Sonne’ is a lamentation for the loss of Johnson’s son. Both poets explore the themes of grief and loss in their poems. An example of the emotions of grief in ‘Mid-Term Break’ can be explained by line 4 which identifies the many elements he has incorporated in a subtle and in this case a distinct manner which says ‘I met my father crying’, this blatantly shows the mourning of a close family member. But this feature does not appear in ‘On My First Sonne’, not only that he has not described anyone’s feelings other than his own but he does not show expressions of grief in such a blunt form as in Heaney’s poem. Johnson has described in line 5, ‘O, could I loose all father, now. For why’, that he has intense grief and is questioning faith for why it happened to him. But the abrupt features account for the theme of loss in each poem aswell which is similarly very open in ‘Mid-Term Break’ leaving nothing to the imagination, it paints a full picture of the scene in line 16, saying ‘Snowdrops and candles soothed the bedside I saw him for the first time in six weeks. Paler now,’ this tells the reader the loss that everyone suffered and a place of mourn was set up for a long time in Heaney’s brother’s old room. Also, the themes of loss do not only reflect on what family members and friends suffered. It suggests the loss of a childhood in two forms, Heaney and his brother. The reason being that obviously a child has passed away, but Heaney had to act very mature and throw away his child-like naivety to be told the horrible truth and to cope with the situation. I know this because it says ‘When I came in, I was embarrassed by old men standing up to shake my hand’ which is on lines 8 and 9, he was uncomfortable with the maturity and attention he had to face and so shows embarrassment when he had to deal with people in a mature manner. On the other hand, ‘On My First Sonne’ does not fully show the reader that Johnson has encountered loss but with such lines as ‘Seven yeeres tho’ wert lent to me, and I thee pay,’ (line 3) it tells the reader that he has had seven years of joy with his son and relates it to ‘borrowed’ time that was paid back to god, subtly including his religious views which dominated the era of the 1600s. The themes of grief and loss are overall shown in a more distinct manner in Heaney’s poem whereas Ben Johnson has mainly kept these descriptions more subtle and suggestive. There is a highly effective word, ‘father’, that in context of line 3 ‘could I loose all father, now’ is a great example to the religious as opposed to secular world of the 17th century as it has two meanings; the first is that father is another name for God, Christianity was the dominant religion and is a very dramatic word even in the 21st Century for religious believers as he is questioning his faith for why God has bestowed a horrible life-changing experience against him. In other words, he is saying ‘could I lose all faith, now’. The other meaning for ‘father’ is that Johnson had lost his son and status as a parent. Alternatively, in Seamus Heaney’s poem he has used next to no religious suggestions and phrases at all. Instead, he has entered a mainly secular approach with sentences that have hidden meanings such as ‘The baby cooed and laughed and rocked the pram’ which represents the care-free, naà ¯Ã‚ ¿Ã‚ ½ve life of a child. Each poem has a completely different structure from one another; the first factor I can clearly see is the layout of the stanzas which in ‘Mid-Term Break’ has a clear 3 line pattern. But underneath this outline shows enjambment from stanzas 3 to 5 which is very effective in linking the stanzas together. This technique is used probably to tell a story of what happened when he went into his home on the first day home from college since his brother had died and is effective at creating a scene as it wasn’t limited to 3 lines in a stanza. ‘On My First Sonne’ is entirely different altogether in the fact that the full poem has only one stanza which is 12 lines long but is similar in a way that it isn’t limited to a number of lines in separate stanzas. A small factor I can also see is the final line in ‘Mid-Term Break’ which has a great effect in compelling the reader to make up their minds on how he was feeling in an eerie final sentence. In terms of the language choice he has used in my opinion he is expressing anger by using the dramatic metaphor ‘A four foot box, a foot for every year’ which means that his brother was only four years old. Ben Johnson has included a dramatic sentence that represents the bad influences and effects the world has on a child and that his son has escaped it in line 7 which says ‘To have soon scap’d worlds and fleshes rage’, this represents that he has escaped evil and temptation (In the Lord’s Prayer). Overall, my opinion on these two poems is that Seamus Heaney’s ‘Mid-Term Break’ and Ben Johnson’s ‘On My First Sonne’ although similar in representing the themes of grief and loss, are two very different poems in factors such as their intended audiences and religious / secular views. The structure of the poems are very different in stanzas and grammar (Because of era when published) and both of the poems do explore the themes in a similar way but for different intended purposes.

Aggression and violence, nature or nurture

Aggression is a common behavior in humans. It is not necessary to regard aggressiveness in a person as a bad quality for it has been found to be necessary in animals and is a part of nature. The more aggressive animal in a species is generally more successful, powerful and gains control over food, territory and mates. Aggression is also a means of maintaining social order. Aggressiveness in this case becomes a necessity for Darwin’s survival of the fittest. In the highly developed human, there is a negative form of aggressiveness called as malignant aggression where man causes harm or injury to another for the sole purpose of sadistic pleasure or revenge. These acts are generally premeditated or planned and it is this form of aggressiveness that should be discouraged in children. This form of aggressiveness is more often than not due to nurture and not nature. It results from negative emotions like frustration, hatred, prejudice, and fear or from depression or mental imbalance. Children are exposed to violence from a very early age thanks to television, news and cases of domestic violence at home and quarrels in the school. Children have been found to learn from these experiences and behave in an aggressive manner because of this sort of exposure. But it has been found that the aggressiveness is an innate trait and is as much biological and genetical as it is environmental. Children who are aggressive and violent have been found to have parents and relatives who are violent and aggressive. There are two ways of looking at this. The child could be aggressive by nature as the gene of aggressiveness is prevalent in the family or the child can be violent by nurture as he sees violence on a daily basis and believes it to be a part of life. But the fact remains that a child, genes or otherwise, would not be prone to violent behavior unless he was brought up in a violent environment. Statement of Study. Aggression can be useful in some cases but when it becomes violent can be destructive. While many biologists claim that the genes precondition aggressive behavior in a person, psychiatrists and sociologists believe that man’s behavior is a reflection and result of the environment and society that he is brought up in. Various studies and observations prove that man’s aggression is neither solely because of nature or solely because of nurture. It is because of a combination of the two. Both heredity and environment are responsible for man’s intricate personality, including the areas of violence and aggression but environment has more influence on the person and the environment and method of bringing up the child can help control and discourage the aggressiveness in the child. INTRODUCTION The news everyday is full of reports about rape, murders, wars and other forms of violence. But that is at a larger scale. Even in day to day life we come across acts of violence and aggression. Children’s fights among themselves, couples’ fights and arguments at the work place are all common happenings. Each year in the United States alone, over 5 million children are directly exposed to violence of some sort or the other whether it is domestic violence, physical abuse or movies on television. Defining Aggressiveness Aggression is a desire or intent to hurt or harm someone, not necessarily physically, and follow it up with an action with intent to harm that person. It is a noxious stimulus, which attempts to show authority, superiority and make a stand. It can be verbal, such as, insults, threats, accusations or sarcasm or physical in nature such as punishment, restrictions or physical abuse. There are two main types of aggression – Affective aggression and Instrumental aggression. Affective aggression is simply anger and its goal is to injure and harm. Instrumental aggression is self – protection and defense and is seen in situations such as wars or by a victim against the perpetrator. Most violent behavior is a defensive response to perceived aggression. It is a reaction to an expected action. Benign aggression is another name for instrumental aggression while the term malignant aggression is used to describe aggression whose aim is to hurt other for sadistic pleasure. Malignant aggression is a form of affective aggression. Aggression is also a means of maintaining social order among many species. It is present in many animals, especially mammals, with animals competing with each other for food, dwelling spaces and mates. The stronger and more aggressive competitor is generally successful. Aggression therefore can be self – protective and useful but can also be destructive and violent. However, if aggression is an effective method among animals in maintaining social order and self – defense, reckless violence appears to be a poor survival mechanism. Violence is heterogeneous and is generally impulsive, reactive or defensive and carried out in a moment of anger or fear. At other times it can be predatory and remorseless aggression. Violent behaviors can also be related to intoxication from alcohol or due to neuropsychiatric conditions. Violent acts may be the result of personal or cultural belief systems (political or religious terrorism) and can be directed against a specific victim (domestic violence) or a specific group (racism and bigotry against African   Americans, Jews or Homosexuals). Violence can also be sexualized as in the case of rape. It is evident that the emotion of aggression does not exist alone. It is generally combined with other negative emotions such as fear, anger, and depression and in cases of planned violence, even prejudice and hatred. The Nurture Theory All the theories and hypothesis provided under the nurture theory support the view that man’s aggressiveness is conditioned by his environment, learning and his experiences. Aristotle proposed that at birth, man’s mind is a blank slate or â€Å"tabula rasa†. One’s environment and experiences are recorded on it, promoting a particular behavior or personality in that individual. Buddhism too focuses on the principle that human behavior can be controlled by altering one’s state of mind. According to Buddha’s teachings, suffering can be eliminated by removing from the mind, desire, greed, anger, passion, fear and other destructive impulses. Certain social pressures and situations cause an aggravation of aggressiveness in daily life such as influence of media, pollution of various types, abusive parenting, overcrowding, racist or prejudiced views and a sense of humiliation and defeat or helplessness. Behaviorists apply the â€Å"principles of social learning theory† where aggression is dealt in term of:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Features of the environment that fosters the initial learning or acquisition of the behavior.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Environmental influences that facilitate aggressive behavior (as said earlier).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Environmental conditions that maintain aggressive behavior (as said earlier). Pollution and Aggressiveness Research has revealed that pollution such as noise and air pollution may not cause but increase probability of aggressive behavior. High levels of noise for long periods of time results in loss of hearing, hypertension, stress and a decrease in the efficiency level that results in frustration. Air pollution such as emission from cars and other motor vehicles causes an increase in heart and lung problems, fatigue and decrease in efficiency and lack of concentration. Pollution of any type is an intensifier of already present behavior. An already aggressive person will only become more aggressive to the extent of becoming violent. Frustration – Aggression Hypothesis According to this hypothesis, â€Å"Aggression is always a consequence of frustration. The existence of frustration always leads to some form of aggression†. This basically means that when there is a hurdle blocking the path towards a goal, frustration sets in. as a result of frustration, aggression occurs which is a series of actions, not necessarily right ones, to attain that goal. This hypothesis is not entirely true. Frustration does not always result in aggression and violence. People react in different ways when frustrated. They may bite their tongue, think about something else, attempt a different route to the goal, laugh it off or get depressed, and not necessarily angry. (Sarah McCawley, 2002) Social Learning Theory This model of Nurture theory denies that humans are innately aggressive and that aggression is learned by either observing aggressive model (movies, domestic violence or even the news) or by receiving payoffs following acts of aggression. These payoffs may be in the form of stopping aggression by others, gaining praise, status and respect by being aggressive, a sense of power and security or just reducing tension and stress. (Sarah McCawley, 2002)   In her article â€Å"The Nature of Aggression (or is it Nurture?)†, Sarah McCawley says that if a particular person or a specific group are perceived as offensive or dangerous or inferior than we are prone to be aggressive and irritable towards that person or group. Our society and culture provides us with certain stereotypical ideas that direct our resentment, prejudice, discrimination and hatred towards certain types of people. If we dislike someone or some group, we are more inclined to hurting them. This makes it evident as to how our thoughts influence our actions and every time we demean another human and look at him with hatred or contempt, we increase the potential for aggression. (Sarah McCawley, 2002) A few researchers feel that aggression is used at times as a means of recovering lost pride. When one’s pride is hurt, violence is an attempt to restore status and self – esteem by hurting the offender. The inability to find meaning in one’s life causes resentment and a sense of helplessness. In such cases malignant aggression is observed. Hitler was a prime example of malignant aggression, killing millions of innocent Poles, russians and Jews. This is all a result of an underlying sense of powerlessness, which compels them to prove to themselves and others that they are powerful. Stalin is another example who tortured and killed many political prisoners who opposed his policies. In daily life, such incidents can be noted in the behavior of a teacher or boss when he sees a student or worker break into a cold sweat. Hauck in his work â€Å"Overcoming Frustration and Anger† beautifully explains how these negative emotions of powerlessness, frustration and depression an be overcome and thus control anger. Our own irrational ideas are the cause of these emotions. Hauck described a woman who had been insulted and abused by an alcoholic husband for 30 years. She hated him. He had wasted enormous amounts of needed money on drinks. He was self-centered. The woman hated her husband and had contempt for him. When a rational emotive therapist told her â€Å"Your husband is sick. You are demanding that he change but he can’t.† she started to view her husband with sympathy and pity instead of hatred. She had created her own misery and anger by drowning in self pity. But when she looked at her husband as a patient who needed help, she looked upon herself as his caretaker and savior. Thus her change in attitude and thoughts helped her lose the anger that was inside her.

Organization Theory and Design Assignment Example | Topics and Well Written Essays - 5250 words

Organization Theory and Design - Assignment Example Its free-flowing management style makes it more flexible which encourages entrepreneurship and innovation more than larger organization due. Small organizations could easily act as a large organization with the use of the internet. Putting up a website enable itself to take the position in the global business arena. Full-service global businesses need a strong resource base and sufficient complexity to better serve its global clients. Moreover, financial service companies and multi-product industries are better to act like a big company/small-company hybrids. Due to its complexity of the task and the huge number of employees, a large organization has to install and use rules, procedures, and control system to organize and make things moving smoothly and keep task predictable and routine. In the process, however, the organization becomes too bureaucratic, lacking personalize management similar to that of entrepreneurship which is an essential element for continued innovation. Most college professors need to space to grow and develop their abilities. Each one of them has his own style of teaching. So it is advisable to have an organization that supports and encourages such individual identity and promote innovations. On the other hand, bookkeeping requires predictability, accuracy, and routine therefore, the organization should follow strict procedures and control system. It should opt for optimization of the work rather than focus on innovations. 4. Apply the concept of the life cycle to an organization with which you are familiar, such as a university or a local business. What stage is the organization in now How did the organization handle or pass through its life cycle crises Jollibee Corp. The Philippines began as a small ice cream house run by family members during the 1980s. It was at its entrepreneur stage where the main focus of the business is on customer satisfaction and managed informally by family members. As the business expands into restaurant and branches out, it enters its collectivity stage. Business is growing that family members can no longer handle. Thus the hiring of experienced executives becomes a necessity. As the fast-food chain expands to other parts of the country, the need for a control system is necessary. Thus entered its formalization stage. The company is now experiencing the highest peak of its life cycle. Solution to red tape is not necessary since its branches are run by the franchise. Â  

Customer Relationship Management-CRM Essay Example | Topics and Well Written Essays - 1250 words

Customer Relationship Management-CRM - Essay Example CRM includes various elements such as information needed to understand customer better, the process management required appropriate experiences to customers, software tools, and the training and change management elements (Kincaid 2003, p.37). CRM enables an organization to identify its target customers, maximize sale management, improve its relationships with customers through personalization, and identify customer needs among others. Successful CRM depends on the use of technology such as data mining to organize and synchronize sales, marketing, and customer service among others. This paper explores customer relationship management particularly the data mining technique and its importance in an organization. Every business is highly dependent on its customers hence the need to understand and satisfy customer needs, and excellent customer service is an integral part of CRM (Brink and Berndt 2008, p.21) and it is all about being aware of the needs of the customer and respond to them effectively. CRM plays a leading role in business operation as it helps business executives to understand and respond to customer needs in a consistent and effective way. Customer information is the most important part of customer relationship management, and it serves as a critical component of building loyalty (Kincaid 2003, p.47). It is very difficult and challenging to manage countless customers and have many employees to communicate with each customer. Therefore, customer accounts provide necessary information about the customer such as the contact information, order history, and preferences among others. Customer relationship management software assists business executives to keep track of their contacts and schedules. Moreover, CRM systems help salespeople to keep track of customer interactions, and advances in technology have led to increased use of CRM systems

Discussion Of The Article About The Australopithecus Essay

Discussion Of The Article About The Australopithecus - Essay Example The essay "Discussion Of The Article About The Australopithecus" discusses the meaning of the term Australopithecus mean and the different historian aspects regarding the australopithecines. Australopithecus africanus seems to be the closest ancestor or relative to the Homo genus. It had unique features that were less primitive than A. Afarensis. It had a flat face, evidence of stronger chewing force, a bigger jaw, and great sexual dimorphism, which meant the males and females looked very different and had different sizes and weights. Their skeletal architecture suggests shifts related to environmental and dietary forces. The main differences between the anatomy of Australopithecines and Paranthropus were their jaws and chewing apparatus. Their diet meant they needed stronger jaws and bigger chewing and grinding teeth, which affected their cranial size and shape. They had cheekbones that jutted forward. They also had a relatively smaller body. Paranthropus robustus, found at the South African cave site of Kromdraai, in Swartkrans, and also the limestone cave of Drimolen, in South Africa, is about 1.8 - 1.5 mya; Paranthropus Boisei, excavated at the Olduvai Gorge, Tanzania and thought to be 2. - 1.3 mya; and Paranthropus aethiopicus, discovered in the Omo River valley in southern Ethiopia, and on the western shore of Lake Turkana in northern Kenya, estimated to be about 2.5 mya. There is also a jaw fragment from Baá ¸ ¥r el-GhazÄ l in Chad, and a Homo erectus specimen called ‘Turkana Boy’.

Instructional Technology Learning Invironment Essay

Instructional Technology Learning Invironment - Essay Example Instructors and students can communicate easily through Google hangout. It has a number of features that make it the right tool for technology learning environment (Edutopia, 2014). My study focuses on instructors of K-12 classes’ usage of Google hangout and needs analysis. Google hangout can be used by different groups of people and for different purposes. In this study, I will consider learning institutions and their stakeholders such as administrators and parents as the population to use Google hangout. The objective is to improve the monotonous traditional classroom by captivating the entire learning process through use of technology. It is simple to have a Google hangout. You only require a Google plus account. If you got a Gmail account, then you already have a Google account and you just need to set up a Google plus account. The people you want to be communicating with also require a Google account and a Google Plus account. Once you have followed the mentioned steps, all you need is to simply click â€Å"start a hang out,† invite some people and start a live video conference (Murphy, 2012). Students can participate in live stream educational conferences or interviews. As noted earlier, hangouts allow a number people to take part at one time so they can be ideal for connecting classrooms. Take a picture of a book club or any other club spread over the country with weekly class meetings to discuss what they have been learning. Hangouts can also be used to link students with their teachers or experts all over the world. For example, an author can talk to many classrooms at one time in a worldwide book club. Scientists can talk to a wide audience of students about an important concept, or simply share their experiences with students all over the world at one time. Hangout use is not confined in classroom setting. Students can also share their learning experiences with their friends (Edutopia,

Extra credit Assignment Example | Topics and Well Written Essays - 750 words

Extra credit - Assignment Example The most noteworthy aspect of marketing in the current economy is testing. Individuals and business firms that need to be successful should; have the right message, to the right audience in correct timing (Kennedy 15). Without these factors, whatever product that is being promoted will have a poor turnout. Through testing one finds the best performance expectation of a product. This enables the marketer to assume a clear baseline that resonates to the best audience. This also includes online marketing strategies which are aimed at establishing their market. Moreover, measurement and testing is essential in marketing success and, only proper testing can provide this information. Without customers, then no business takes place since, they are the lifeblood to any business criterion. Therefore, this is the overall secret to success of any business firm or individual. In line with testing, tracking the business progress is vital. This has made many business firms depend on online marketi ng efforts which track businesses’ growth. There are also many other ways in which a business firm can look into the growth issue. Nowadays, marketing is enmeshed in a medium defined by technology. For instance, the marketing field has some perpetual values like empathy with clients, authentic hearing, compelling of visual designs, open-mindedness, fluid mapping and an engaging flair for showmanship (Kennedy 23). However, the most fundamental aspects in the marketing discipline include analytical pattern recognition, agile project management, experimental curiosity and rigor, systems thinking and mashable software fluency (Kennedy 34). These factors are a veritable baseline to the success of any business firm. This is because they focus on the beneficial aspects of success in business enterprising. In business, individuals should outline a clear business plan, an operational plan and the risk analysis factor which are likely to affect the business. Analytical pattern recognition

What is HRM and why does it matter Essay Example | Topics and Well Written Essays - 2000 words

What is HRM and why does it matter - Essay Example ng employment relationships in order to ensure that the efforts of the employees were specifically directed towards attaining organizational competitiveness and good performance in the increasingly volatile markets. Since then the term has increasingly been applied in numerous business undertakings of both small and large organizations to refer to organizational functions relating to matters related to employees. Michael Armstrong (2006) summarized human resource management as a strategic approach to achievement, development, motivation and management of the human resources in the organization. He adds that it works to shape a suitable corporate culture and initiate reflective and supportive programs regarding the organization’s core values. Human Resource Management describes a system within organizations designed for the management of employees. It works towards achieving organizational goals through acquiring and maintaining competent employees. Human resource management activities involve designing or defining work, staffing and employee benefits and compensation. According to Brewster and Scullion (1997), the human resource manager is charged with the duty of recruiting employees into the organization, helping them work, working out emerging problems and compensating them accordingly. It may well be concluded from the descriptions given by different scholars and professionals that human resource management deals with matters relating to employees such as organizational development, hiring, safety, training, compensation, benefits, wellness, and motivation among others. Many a scholar has noted that the basic asset of an organization is its human resources. In other words, the organization cannot flourish without effective management of these resources. Organizational success can only be achieved by the implementation of effective personnel policies and procedures which all add to the achievement of the organization’s set targets, objectives and

Causes of Stomach Ulcer Research Paper Example | Topics and Well Written Essays - 1750 words

Causes of Stomach Ulcer - Research Paper Example It is a common convention that people didn’t identify the features of stomach ulcer until it becomes acute. Early discovery and remedy can secure one from intensified pain even death.   The objective of this research is the examinations of distinctive factors of stomach ulcers, it symptoms, diagnose, and experimental method involved in the case studies. It is believed, H. pyloric and NSAIDs are the potential risk factor behind stomach ulcer;  it interrupts the  stomach’s ability of covering itself from the perilous effect of stomach acids. Therefore, the sensitive layer of a stomach becomes  approachable for the stomach  acid, consequences in stomach ulcer. Introduction The most dilated and important constituent of the digestive system is stomach. It is situated in the midst of the esophagus and small intestine, i.e. in the epigastric, umbilical and left hypochondriac regions of the abdomen. However, due to the property of exact position and shape of the stoma ch is undefined (A). The primary functions of the stomach include; storage of foods and to form chyme by breaking it down with the aid enzymatic effect of pepsin and peptidase. Stomach ulcers (SU) and stomach cancer are the most prevalent diseases of a stomach. Stomach ulcers also known as peptic ulcer, it is the disease of elder people specially men. SU is opening sores in the lining of upper gastrointestinal tract (GIT) and usually occur due to acidity. Gastric ulcers and duodenal ulcers are the two type of stomach ulcer. The difference between them lies in the affected area, i.e. location of the ulcer. Those ulcers which are present in a stomach are referred as gastric ulcers, whereas duodenal ulcers are present at the duodenum the beginning of a small intestine. Position of ulcer and its magnified cross section is depicted in the Figure 1. Statistician predicts more than 25 million will suffer through a peptic ulcer, and if it remains untreated. SU may become life threatening as well. SU affect around 4 million people every year, forty thousand undergoes surgery because of intensified pain and around six thousand people dies in United States of American only per annum (A). Figure (1): Depicting Gastric and Duodenal ulcer It believes that SU is principally caused by bacterial epidemic, i.e. H. Pylori infection, nonsteroidal anti-inflammatory drugs and due to unknown reasons (B). Since, SU is reported to be life threatening diseases, if remain uncured. Therefore, studies concerning the timely diagnose; cure and causes behind ulcer are the demand of today. The intention of this research is to analyse causes of ulcer, its symptoms, diagnose and experimental  processes in case studies of SU. Symtoms of Stomach Ulcer Listed below are the most common symptoms of SU. 1. Loss of appetite 2. Frequent stomach burning 3. Loss of weight 4. Vague stomach pain, and 5. Bloody vomitting If one is suffering from any of the named symptoms, he/she must undergo proper medica l checks for early prognosis of SU. Early diagnoses of SU are pivotal because usually  SU affects the surrounding nerves, resulted in intensified pain and anemia. Further, it may cause bleeding, hemorrhages, and obstruction if GIT due to bulging of the affected area. Causes of Stomach Ulcer The fiction of tangy diets, worrying, stress, etc. as a potential factor behind SU proved counterfeit in 1982, when two doctors Barry Marshall and Robin Warren presented their Nobel Prize discovery. They uncovered Helicobacter pylori (H. Pylori) are the cause behind Ulcer. It is believed that nearly all ulcers are advanced due to H. Pylori, remaining are caused by NSAIDS (such as aspirin, and ibuprofen), and other reasons. However, NSAIDs causes an ulcer once in a moon but almost all

The length of the wire Essay Example for Free

The length of the wire Essay Affected by the length of the wire. I will be investigating by using three types of wire Thin, Thick and finally an even thicker wire then second time around. I will be also recording my results by taking down what the volt meter displays and what the Ammeter displays. I will be recording the results for each wire and also I will be increasing the wires thickness after I measure 10cm of length each time having taken down the results. Apparatus: Meter Ruler- Safety Goggles- Cell- Wire- Crocodile Clips- Ammeter- A Voltmeter- V Plan. For the following experiment my plan will be to firstly wire up all the appliances to create a circuit then I will predict whether the resistance increases or whether it does not increase while the wire increases. I will carry out the experiment increasing the length of the wire by 10cm each time I will then take down the results of the voltage, current. To measure the voltage I will use a Voltmeter to measure the Voltage, to measure the length of the wire I will use a meter ruler and finally to measure the current I will use a Amp meter. After gaining these results I will work out the resistance using this formula: Resistance=Voltage/Current Having gaining the results I will write them up in a table from which I will plot the graph to support my results Then after drawing the graphs I will come to my conclusion, in my conclusion I will conclude what happened in the experiment and I will say whether my prediction is right. I will then come on to the evaluation of my experiment. Prediction My prediction is as the Length of the wire increase by 10cm the resistance will get affected making it to increase. The factors which may affect my experiment are firstly the cell(Battery) which may ran out or cause a defect, The voltmeter or ammeter may show the wrong Voltage or current and there also could be a wrong connection being made connecting the circuits. There also could be a user fault and they may measure the wrong length of wire. The factors which need to be controlled are to firstly to get a good working battery and them some healthy working wires. You need to make sure u connect the circuit correctly and also you need to make sure you measure the correct length each time. I will also keep the same temperature to make sure the experiment is even I will do this by using a thermometer to make sure the temperature is constant. I will be using Room temperature. Work Done By- SaNjE Balendra Table of results (Thin Wire) Length Voltage Current Resistance Here are is the table of results for my first experiment in which I used a thin wire Work Done By- SaNjE Balendra Table of results (1st Thick Wire) Length Voltage Current Resistance  Here is the table of results for my second experiment in which I used a thick wire Table of results (2nd Thicker Wire) Length Voltage Current Resistance Here is the table of results for third and final experiment Work Done By- SaNjE Balendra Conclusion Having done my experiment I have come to my conclusion. In my experiment I have found out that as the length of the wire increases the resistance increases. This is because as the length of the wire increases it causes the current and voltage to increase which means the resistance increases as well resistance is equal to voltage divided by current. The resistance increases because there is more sufficient surface area which means the can atoms to collide, when the thickness increases it causes the resistance to decrease as there is a lot of surface area so there will be less collision. Evaluation The experiment proved to be a success and it went very well although it could be improved by trying other lengths, different voltages but also a different type of wire to be able to compare the resistance difference this would make a more interesting experiment. I feel overall my results were quite precise. You can see my results were accurate looking at all 3 of my graphs, which shows a straight line through most of the points apart from one or two which are on the line or not very apart from the line. The 2 points on the (thin wire) which was not close to the line was a Anomaly but it did not effect the gradient in the graph. In my experiment the places I think I made the most errors in the experiment was measuring the length of the wire as it was hard to measure the wire keeping it straight and then holding a meter wire to measure it. I can improve on how to measure the wire by using more than one person to either help me or do the experiment with me, I can also improve by being sensible and being focused on my work and on what am doing.

The Role Of Civil Disobedience To Fight Social Injustice Essay Example for Free

The Role Of Civil Disobedience To Fight Social Injustice Essay All contents of the law are not always favorable to everyone. In one way or another, at least one law is disagreeable to one person. Civil disobedience was first conceptualized by Henry David Thoreau, a philosopher, development critic, tax resister, transcendentalist, naturalist and an American author. He was once arrested for not paying poll tax. It was his choice not to conform to the law by paying poll tax because he was not in favor of where the money will go. Thoreau believed that the money tax he will pay for will be for the funding of the Mexican War, which he was not in favor of at all (DuBrin, 2008). Civil disobedience refers to an active refusal to adapt the commands and demands of a government or a power currently occupying the land or to put it shortly, refusal to abide by the law. It is simply not conforming to whatever the government is feeding its people. One main identifying factor of civil disobedience, though, is that resistance, in this context, is not violent. Scholars call civil disobedience a different shape of respectful disagreement. Civil obedience is being practiced widely in different parts of the world. The Indians, for example, practiced civil disobedience for their struggle for freedom. According to Dr. Jyotsna Kamat, a respected teacher, researcher and broadcaster in India, today, civil disobedience in India was as simple as non-cooperation. An All-White Commission as a political platform in India was detested by Indians. Civil disobedience was done by boycotting the laws of all the political and social platforms in India. First, they were repressive. Second, these were in favor of the British Parliament only. Even the members of Simon Commission in India had members from the British Parliament alone. Mahatma Gandhi, a political and spiritual leader in India, led civil disobedience in India and made it a point to avoid violence at all costs. Indias purpose was to paralyze the Indian government. All supports were withdrawn, and India became highly revolutionary. Gandhi, among many other leaders in India like Amar Patel, led civil disobedience in India because the laws of the government were considered repressive (Kamat, 2005).

Politics Essays Free Speech Movement

Politics Essays Free Speech Movement Free Speech Movement Berkeley, 1964: An analysis of the Free Speech Movement and its role in creating a new genre of conflict on American Campuses. Bibliography Introduction P71-2: â€Å"The Regents of the university, meeting the day before the Christmas recess began, declared that they â€Å"do not contemplate that advocacy or content of speech [on the Berkeley campus] shall be restricted beyond the purview of the First and Fourteenth Amendments to the constitution,† and set up a committee to review university policies in consultations with faculty and students â€Å"with the intent of providing maximum freedom consistent with individual and group responsibility† (After an earlier meeting, on November 20, during which thousands of students were sitting outside being led by Jon Baez in singing, the Regents had said that their policy was to make campus facilities available for â€Å"planning, implementing or raising funds or recruiting participants for lawful off-campus action, not for unlawful†¦Ã¢â‚¬ ) The emergency executive committee of the Berkeley division of the academic senate (the faculty) issued an optimistic statement after the Regent’s meeting, asserting the substantial progress had been made. 72: To begin with, we must dispose of the ingeniously slogan of â€Å"free speech† which has made it possible for so many who are far from the events at Berkeley to send in forthright statements in support of the Free Speech Movement or the position adopted by the faculty on December 8 (that political advocacy or organisation should be limited only by minimum regulations designed to permit the university to function normally) In 1964 The conflict at the Berkeley campus of the University of California warrants analysis not only as a striking, historic event, but because of what followed on other university campuses. Berkeley was the first instance of a new genre of conflict between students and authority. Many of the ensuing confrontations at other North American universities were direct products of the Berkeley conflict and in those that cannot be said to be direct products of the 1964 conflict; one can still see the influences Berkeley has had in the way the conflict has unfolded and evolved. This dissertation proposes Chapter 2: Foundations for Conflict The Free Speech Movement made Berkeley a pacesetter for student confrontations with authority. However, in the years preceding the 1964 student rebellion, the Berkeley campus of the University of California had also set the pace in developing a new form of university system, developing especially successful example patterns of organisation that had begun to change the higher education system in mid-twentieth century America. President of the Berkeley campus of the University of California, Clark Kerr, regarded the university as a means of producing ‘knowledge’, obviously not a radical idea. However, Kerr’s definition of â€Å"knowledge† is not a definition of an abstract concept as one would expect. Instead he saw knowledge as a â€Å"product†. He stated that, The production, distribution, and consumption of `knowledge in all its forms is said to account for 29 percent of gross national product . . . and `knowledge production is growing at about twice the rate of the rest of the economy. . . . What the railroads did for the second half of the last century and the automobile for the first half of this century may be done for the second half of this century by the knowledge industry: that is, to serve as the focal point for national growth. These patterns of organisation may have created a more economical and efficient university, but there effect on the students were not so positive. Because of the nature of the changes, the students, led by leaders of student political organisations, began to feel like this new university system had begun to encroach upon their basic rights of free speech. Obviously then, the changes in Berkeley’s organisational structure and the political conflict which was to follow are not unrelated. Indeed, it can be said that the changes in the university, both in terms of its policy and its physical layout, contributed significantly in engendering a conflict at Berkeley. Therefore, if we are to fully understand the reasons for the sudden intensification of student activism at Berkeley, we must first investigate these organisational and policy changes which occurred at the university before the pinnacle of activism in 1964. These changes facilitated the organisation of students by political groups and for political action, making political activism relevant to students (as the nature of the changes meant that they were protesting against something which directly affected them) and encouraging innovation within student political organisations. As the remonstrations with the university began to take hold in the general university community, both with students and faculty, the instigated changes also served as a catalyst for student political groups to escalate confrontations with power interests in the larger community. Prior to the changes, political groups on campus were fighting simply for their own causes. However, by providing a shared grievance which affected nearly all students to some extent (and at a fundamental level), the changes effectively unified the student body under a common interest. Doing so created a faction comprised of student political groups, sympathetic faculty, and individual students who all opposed the changes made by the university. As an opponent, this group posed significantly more threat to the Berkeley administration than a dissonant collection of multifarious political organisations and, therefore, we must regard these organisational changes as a mistake. Ultimately, these mistakes would generate a movement which both undermined the university administration at Berkeley, and pioneered a new form of student protest whose effects can be seen in most subsequent student rebellions. We must first look at the administration-initiated changes which made the campus at Berkeley structurally conductive to the recruitment of students for collective political action. The formation of a support base of students who are sympathetic with a political cause is the fundamental process in the developing of a significant student political movement. Whilst the Berkeley campus of the University of California had been a relatively large school for many years, the influx of veterans after World War II saw the campus population swell to 25,325 students in the autumn of 1947. After a drop in the student population (the low birth rate of the depression saw the enrolment statistics drop to 17,563 students in 1953) the university enrolment reached 26,757 in 1963 and this figure was expected to remain fairly constant for the foreseeable future. In addition to the increase in numbers at the University, there was also a change in the proportions of students at varying stages of their education. As the enrolment reached its peak in 1963, the ration of undergraduates to graduate students was almost 1:1. This change in university population called for a change in the organisational systems of the university as it now had to deal not only with a greater volume of students, but also with students who had differing relationships with the university. The policies created by the university to deal with the change in the composition of the university population worked in conjunction with each other to make mass political activity more likely. At the heart of the reforms at Berkeley was the California Master Plan for Higher Education which created a new admissions policy for the university. In order to be admitted to Berkeley, a student had to be in the top 12.5% of High School graduates, allowing the university to attract a high number of intellectual young students. These new students were also enrolling in the departments of humanities and social sciences, with the percentage of new undergraduates enrolled in these subjects reaching a peak of 50% in 1962. The result of this shift was that the departments of subject areas which had traditionally provided the liberal, radical student leaders of political groups gained a disproportionate increase in students. The increase in enrolment numbers, combined with the materials taught in classes offered by the humanities and social sciences departments, meant that students were exposed to subject matter dealing with moral and social issues which could therefore evoke more liberal political attitudes. Also, as such degree schemes offer no specific vocation after completion of their studies, the students take a less career-orientated approach to university life and could be more experimental in the organisations they choose to join and the topics they choose to study. As Berkeley continued to expand in terms of the student populace, there were also expansions in the university campus itself. The increased volume of literature and students necessitated the need for expansions of the school’s library facilities. The main library was not able to deal with the requirements of the entire student population and therefore, subject-specific libraries were created, relieving the pressure on the main library building. This meant that natural sciences students tended to stay within the confines of their own subject libraries and as a result, the main library building increasingly became a meeting point and discussion area for the humanities and social sciences students and faculty. In addition to relocating some of the library facilities, in 1960, the university cafeteria, book store, Student Union and general common leisure area were moved to a block of land adjoining the university south of Sather Gate. This shifted the focal point for much of the university’s social scene to land which was considered the natural territory of humanities and social studies students. More importantly, the land was also adjacent to an area traditionally used for political recruiting. Obviously, this brought many more students into contact with radical political groups, canvassing for a variety of causes, exposing them to moral and social issues outside their field of study. Therefore, not only did politics gain a new audience of impressionable youth at Sather Gate, but also had the ability (with this new audience) to attract students who were already sensitive to such political nuances. Berkeley is a tax-supported institution and, as such, there is a duality in the way that it operates. On one side, there is free inquiry and the ability to of expression based on one’s own perceptions. However, it is also expected to show no political bias which may offer political advantage to any one political group at the expense of the general public. These regulations go back to a time where no political activity of any kind was allowed on campus. Under this earlier situation, not even candidates for the presidency were allowed to speak at Berkeley. In theory, this situation should have been resolved by the California State constitution, which prohibited religious or political canvassing and which gave the responsibility of university policy-making to a Board of Regents, stating: The University of California shall constitute a public trust, to be administered by the existing corporation known as The Regents of the University of California, with full powers of organization and government, subject only to such legislative control as may be necessary to insure the security of its funds and compliance with the terms of the endowments of the university†¦ Regents shall be able persons broadly reflective of the economic, cultural, and social diversity of the State, including ethnic minorities and women. However, it is not intended that formulas or specific ratios be applied in the selection of regents†¦ The university shall be entirely independent of all political or sectarian influence and kept free therefrom in the appointment of its regents and in the administration of its affairs, and no person shall be debarred admission to any department of the university on account of race, religion, ethnic heritage, or sex. However, although the Board of Regents act as a buffer between the university and the political pressures of interest groups within the state, 1964-1965 school year, the twenty four members of the University of California’s Board of Regents were not politically impartial. The board chairman was president of the largest chain of department stores in the West. Other members included the chairman of Bank of America, the chairman of the largest gold-mining corporation, a vice-president of Lockheed Aviation, the board chairman of two oil companies, a past chairman of the Republican States Central Committee, a Democratic Party Career woman, a national labour leader, and a past president of the state bar association. Therefore, the existence of the Board of Regents did not protect the university from the political currents of the time. In order to maintain a politically neutral environment on campus, a series of regulations were drafted. These regulations, known as Rule 17, stated that political positions were to be analysed in class, but faculty were not to take a position of favour for or against them. These regulations would therefore allow free discussion of political positions, without jeopardising Berkeley’s position of impartiality. However, it is here that the university made a clear distinction between free speech and free advocacy of action based on political ideas. Advocacy of political positions was not permitted on campus, unless administrative approval was given and representation of the converse position was present at the same time in order to give a counter argument. In the same vein, funds for off campus causes could not be gathered on campus without permission from the university administrators. However, the off-campus actions of the student body were not controlled by these regulations. An off campus political organisation could run a meeting on campus, but it would have to explain to the students present that certain kinds of discussion (for example, implementing a demonstration) must be held off campus. In this way the rights of the student to participate in off campus political advocacy was protected and the political neutrality of the Berkeley campus was maintained. However, the line between off-campus action and on campus-action was difficult to accentuate and any off-campus action which was deemed to be contentious and was participated in by Berkeley students or faculty was publicly perceived to also be occurring on campus as well. Rule 17, however, was not practically applicable, as was emphasised in 1956, when presidential candidate Adlai Stephenson spoke to a group of students via a loudspeaker mounted on a truck which was parked outside university walls (and therefore in compliance with the regulations) yet his speech could still be well observed by the students. This bizarre occurrence prompted students to seek amendments to Rule 17, and, after a protracted period of negotiation, political speakers were permitted to speak on campus without the necessity of an opponent (however, the administration added the caveat that the opposing position be represented on campus within a reasonable time limit). This amendment directly influenced the students who attended such organised events. Students were presented with a politically marginalised account and in order to hear the opposing viewpoint, attendance of a separate event was necessary, giving the speaker with the temporal upper-hand a clear advantage. The efforts of the university to distance itself from controversial political actions undertaken by students came under marked criticism, both from the students and the faculty. Conflicts with student political groups such as Slate prompted the university to pass legislation detrimental to the efforts of politically active students. For example, in 1959, the university administration ruled that graduate students were ineligible for voting, costing Slate the possibility of gaining control of the student government. In the summer of 1961, Slate was stripped of its on-campus status for violating the university regulation prohibiting a group which took an off campus stand from affiliating itself with the university. This loss of recognition was the beginning of the end for Slate and the leaders turned their attentions to the larger struggles of the community. The university policies which worked against politically active students at Berkeley began to create more widespread tension between the administration and the student body. The situation was close to boiling point. With the increase in off-campus student political activity and the seeds of discontent already sown amongst the general populace of the university, a escalation of student activism was expected. Furthermore, when viewed , and therefore necessitate discussion in order to extrapolate cogent. Chapter 3: Escalation The beginning of the escalation in student activism was prompted by the university choosing to enforce the distinction between free speech and advocacy. As the Student Union moved, so did the areas of political activity. The area around the new Student Union at the intersection of Bancroft and Telegraph had become the new rallying point for student political activists. However, upon receiving complaints of noise and littering, the vice-chancellor for student affairs, Alex C. Sherriffs, launched an inquiry into the legitimacy of the complaints. He found that the root of the noise was bongo drummers and the source of the litter was a mass of discarded leaflets handed out by the various student political groups in an effort to spread the word about their organisation. Sherriffs also found that people were setting up tables on university property, and, according to the regulations, such an activity in such a location was illegal. A conflict now arose between two unfairly matched opponents: the student political groups and the administration of the Berkeley campus of the University of California. Conflict is not uncommon on the Berkeley campus. There is a long established tradition of protest and picketing. However, in this instance, the protestors adopted a radically different style. The main reason for this departure from traditional methods of dissidence, in particular the development of new techniques of civil disobedience, is the Civil Rights Movement. The protests for racial equality have given rise to new tactics of protest. In 1963, hundreds of Berkeley students, â€Å"sat-in† at a chain of lunch counters, â€Å"shopped-in† at a chain of supermarkets (with students filling their shopping carts with food, letting the check-out operator tally the total, and then declaring that they did not have the money to pay for the goods) and lay down in the automobile showrooms of Van Ness Avenue. These types of protest led in each case to the establishment concerned hiring a certain amount of Negro workers. These radical new tactics clearly worked. They also led to mass arrests and mass trials, which although led to disciplinary action, further handicapped the bureaucratic procedures by placing the courtrooms of San Francisco under considerable stress. The situation produced and the emotions evoked by the civil rights movement amongst student political groups at Berkeley was markedly different from the mood that prevailed when such groups were fighting for the loosening of the strict regulations that which once governed their political activity. As well as introducing new tactics, the civil rights movement developed a large body of students committed to these tactics and a summoned up a substantial body of public opinion in the faculty and among the liberal population of the Berkeley area who were sympathetic to them. : The Chancellor’s office delegated on to the lesser members of the administrative hierarchy the decision that the area of political activity on Bancroft and Telegraph was now to become subject de facto (as it had been de jure) to the university ban on advocacy and organisation. This was obviously unsatisfactory to the students, and thus they resorted to a direct test of the administration’s resolve to enforce the new regulations: they set up their tables and collected money, in flagrant violation of university regulations. A number were directed to appear before a dean on September 29 to discuss these violations. The official account to the chancellor of the faculty describes the situation that ensued, At 3 o clock that afternoon, some 300-400 students moved into the second floor of Sproul Hall and Mario Savio announced that all of them acknowledged violating university regulations in the same manner as those who had been instructed to make appointments with the dean of students, and they all wanted similar appointments. The Dean of Men then declared he was then concerned only with observed violations, and if students wanted appointments then they could leave their names and he would determine if and when such could be made. He also asked [the students who had been involved in observed in violations] to go in and see a dean because each had been involved in a matter of personal discipline, and requested that the crowd disperse, since he had scheduled a meeting of the leaders of the student organisations and their advisors to discuss the problem at 4 oc. Savio responded that the group would not leave unless they were guaranteed that the same disciplinary action would be meted out to all there. Unable to make such guarantees, the Dean of Men again asked the group to leave, and later announced that since, in the opinion of the administration and some of the advisors of the student political groups who had come to attend the 4:00 meeting, the environment was not conductive to reasonable discussion, the meeting was cancelled†¦The group remained in Sproul Hall until 2:40am. This transformed the nature of the conflict and also marginalised the protestors. What began as a protest involving nearly all political groups, from revolutionary socialist to extreme conservative, was changed into a movement run almost entirely by the civil rights leaders. For as soon as the tactics of the process â€Å"escalated† into questionably legal activities (like sitting in Sproul Hall, which was done for the first time on September 29th) the right-wingers could not go along. It was clear that the leadership of the movement was coming exclusively from the civil rights and left-wing political groups, but there were too few students directly committed to the left-wing groups to provide the necessary numbers for significant protest. Only the civil rights groups could evoke the emotions of the masses and raise hundreds ready to sit-in. On October 2 the movement gained their first victory: the withdrawal of the large concentration of police surrounding the campus, and a meeting with President Clark Kerr in which a pact was signed calling for an administration-faculty-student committee to deal with the issue of political activity. The movement’s next step was to organise itself internally. Confirming the fact that the right had withdrawn almost completely no right-orientated groups emerged with any positions of leadership within the movement. The civil rights leaders, who had become synonymous with direct action gained all the authority and as a result, the movement moved further to the left. Chapter 4: Negotiation and Resolution 83: As the leadership of the student movement became concentrated into a coherent force, sharing the same aims, philosophy and outlook, the university administration was becoming proportionally less organised. 88: In a situation first created by reasonable demands of the students and secondly by the new, radical tactics, the administration showed itself to be incapable of consistent, decisive or effective action. Again and again it was forced to withdraw from positions either because they were poorly argued or because the higher levels (President Kerr) moved in and changed the positions taken lower down. I feel it necessary to mention the role the faculty played in the resolution of the conflict at Berkeley, as their position was not insignificant. At the start of the rebellion, the faculty looked upon the conflict between the administration and the students as detached and neutral outsiders. However, some groups of faculty members placed themselves into the situation as mediators. They were distinguished from the great majority of their colleagues by the fact that they had been involved in student politics in the past and remained interested in their outcomes in the present. The first group of student mediators helped to draw up the pact of October the 2nd. However, the faculty, like the right-wing student political groups before them, eventually joined the list as casualties of the developing crisis. They became casualties owing to the critical change in the issues of the conflict that occurred around the beginning of November. This change became apparent in the discussions of the faculty-student-administration committee that had been set up by the October 2 pact. For the first month there had been two fairly straightforward issues: the attempt of the administration to change the status quo, which all the student political groups, left and right, and all interested faculty opposed; and secondly, the student tactics, which some of the student groups and most of the interested faculty opposed, but which everyone agreed should not lead to disciplinary action (on the ground that the original issue which had occasioned the tactics had been a just one). The problems were settled when the administration’s representatives on the committee provisionally accepted a much wider range of political advocacy and organisation on campus than had been permitted before, when a second committee (faculty) set up under the October 2nd pact called for the lifting of the suspensions that had been pronounced against the students who had violated the old regulations. Up until this point, the interested faculty members and the student FSM leaders had stood together. But now the student leaders and the administration raised a new issue, created by the possible liberalisation of the rules. If Berkeley was opened up to advocacy and organisation, what of advocacy and organisation that led to illegal action or was designed to produce illegal action? The administration’s insistence on a line between legal and illegal was immediately seen by students as a threat to actions they were already planning. The student leaders fully expected further mass arrests as a result of these actions, and they hoped to protect themselves from university discipline. It was this issue of illegal action which caused the faculty-student-administration committee to split in November. The student representatives insisted on a specific guarantee that nothing they advocated or organised on campus would lead to any disciplinary measures by the university against them or their organisations. The administration members insisted on the right to discipline individuals or organisations who advocated or organised illegal action. The faculty group proposed a formula which neither gave the students a specific guarantee of immunity nor the administration a specific ban against illegal action on campus. Under this formula the students would have conducted their demonstrations and sit-ins in all likelihood safe from university interference, as the university’s policy of the year before had been not to discipline those arrested for civil rights activities, and it seemed improbable that this policy would be changed. If, however, the university decided on a change, the students could have tested in the courts its right to punish them for illegal action advocated or organised on campus, a contingency which, they asserted, would be â€Å"against the 1st and 14th amendments† and would constitute â€Å"double jeopardy.† On this issue the students decided to revoke the pact of October 2 (in which they had agreed to only execute to legal actions), pronounced new rules to govern political activity on campus, and began to operate under them. The students now hoped that the Regents would give them what the committee set up under the pact of October 2 had not, but on November 20, the Regents insisted on maintaining the distinction between lawful and unlawful actions. At this point the student leaders split, some arguing for further drastic measures, other urging de facto acceptance of the new rules under which they had full freedom of action. A new sit-in was staged at Sproul Hall, which involved only 300 hundred students; the administration did not act against it, and it was called off after a few hours. However, on November 30, it was learned that the administration had summoned 4 student leaders to appear before the Faculty Committee on Student Conduct to hear charges against them stemming from their tussles with the police on October 1st and 2nd. As a result of this blunder, an issue that was capable of arousing the students i.e., the disciplining of their leaders, was fortuitously tied to one that could not i.e., immunity for advocacy or organisation of illegal action. Once again, on Dec 2, students occupied Sproul Hall. In the early morning of December 3, a small army of police began carrying out around 800 students. That afternoon, yet another impromptu group of mediating faculty, the department chairmen, met to formulate a compromise which offered full amnesty to the students for the actions of the past 2 months; they hoped to sell this to the President and the Regents. On Dec 4, a long threatened strike of teaching assistants was launched, and on Sunday, Dec 6, the President and the Regents accepted the department chairmen’s compromise. However, by this time the student leaders had glimpsed the possibility of gaining complete success. A number of liberal faculty members had been preparing a resolution which asserted that political activity on campus should be regulated only in terms of â€Å"time, place, and manner† in order not to interfere with the functioning of the university, and they were rounding up support for its adoption. The larger part of the faculty had now become involved, because they had been forced to confront and take a stand on the strike of their teaching assistants. The students hoped that the faculty resolution supporting their position would pass and they joined its faculty drafters in campaigning for it. On December 7 the compromise negotiated by the department chairmen was presented by Professor Robert Scalopino and President Kerr to the student body and faculty. The radicalisation of the students, thousands of whom had participated in sit-ins, strikes, and picketing, had proceeded at frightening pace over the weekend; full victory was now seen as possible, and the compromising was denounced by the student leaders as a â€Å"sell-out.† Because of their desperate desire to settle things, because of their experience of one administration failure after another, many of the faculty were by now ready to accept any agreement that might lead to peace. The administration was absent and silent when 1000 members of the Academic Senate met on Dec 8 and by a huge vote endorsed the resolution of the liberal faculty members mentioned above. This resolution, in addition to backing the view that political ac

Hesiod’s Theogony :: Hesiod’s Theogony

Hesiod’s Theogony Hesiod writes his Theogony within the context of the nascent polis, which informs his conception of the Greek pantheon. The generations of gods that he portrays begin with the elements of nature and move steadily toward fully anthropomorphic figures, which represent elements corresponding to the experience of the city-state. In Hesiod’s time, the polis was led by a king, or kings, and the rule of Zeus that Hesiod portrays serves as an example of royal rule for them. Toward the end of the Theogony Zeus is urged by the other gods to be king, to rule the other immortals, and to follow the advice of Gaia. And so he apportions honors among them (881-5). Hesiod suggests that royal power results from the assent of the ruled, that it entails the right to rule, but that that rule must be tempered by recognition of the significance of nature, earth, which provides society’s livelihood. Zeus swallows the goddess Metis (890), just as a king must gain intelligence. Then he marries Themis, right, who bears good rule (Eunomia), justice (Dike) and peace (Eirene) (901-2), all necessary elements for a prosperous city-state. Eurynome (straight law) bears him the Graces (Charites), which are necessary elements for trade and social interaction. Zeus’ marriages to Demeter, Leto and Hera yield the gods and goddeses familiar to the Greek world, Persephone, Apollo, Artemis, Hebe, Ares and Eileithyia, and he himself eventually bears Athena (912-24). These are not elements of good rule, but simply the gods of the Greek polis. Demeter and Persephone are worshipped for agriculture, Apollo for his oracular shrine, Artemis for the wilderness and young women, Ares for war. Poseidon as sea god is apart from the polis, but he sires the fearsome Triton (931). Likewise, Ares’ children Phobos and Deimos, two aspects of fear, delineate realms beyond the proper bounds of the polis. Maia bears for Zeus Hermes (938-9), who as herald of the gods moves between realms, between one polis and another. The story of succession that arrives at the rule of Zeus moves from the undifferentiated Sky (Ouranos), through Kronos to Zeus, who himself must withstand the challenges of both Prometheus and Typhoeus.

Pain: Understanding the Subjective, Objectively Essay -- Biology Essay

Pain: Understanding the Subjective, Objectively Pain is a universal element of the human experience. Everyone, at some point in their lives, experiences pain in one form or another. Pain has numerous causes, effects, and is itself a highly complex biological phenomenon. It also carries with it important emotional and social concerns. Pain cannot be entirely understood within the context of any one field of scientific inquiry. Indeed, it must be examined across a range of disciplines, and furthermore considered in relation to important non-scientific influences, such as emotional responses and social determinants. I conducted my explorations regarding pain with the following question in mind: to what degree is pain subjective? I found several avenues of inquiry to be useful in my explorations: they are (1) the expanding specialty in the medical profession of pain management; (2) pain in individuals with spinal cord injuries (SCIs) and (3) pain experiences of children. Examining these issues led to the conclusion that pain is in fac t a highly subjective phenomenon. "The philosophy that you have to learn to live with pain is one that I will never understand or advocate," says Dr. W. David Leak, Chairman & CEO of Pain Net, Inc. (1). Indeed, the notion that pain is an essential element of life, and that one must endure pain to achieve something positive (as conveyed in the omnipresent athletic mantra "no pain, no gain") has informed our sense as a society of how pain is to be dealt with. Only recently, with increasing awareness in the health care community that managing a patient's pain is a complex, yet crucial aspect of their care, has society's view of pain and its management begun to change. "Pain Management" is itself a ne... ...duality as there are other factors that must be taken into consideration. An examination of the emergence of the field of pain management, pain in individuals with spinal cord injuries (SCIs), and the dynamic of the childhood experience with pain provides evidence that the emotional, psychological, and social aspects of pain require that it be considered a subjective phenomenon. Refences This paper reflects the research and thoughts of a student at the time the paper was written for a course at Bryn Mawr College. Like other materials on Serendip, it is not intended to be "authoritative" but rather to help others further develop their own explorations. Web links were active as of the time the paper was posted but are not updated. Contribute Thoughts | Search Serendip for Other Papers | Serendip Home Page http://serendip.brynmawr.edu/cgi-bin/comments

Development of Tools Throughout Time Essay -- essays papers

Development of Tools Throughout Time Our world today has many different kinds of tools. I realized this when I was walking through The Home Depot a few weeks ago. On one isle are nails, and screws, the next isle there are power drills to go along with power saws and power sanders. Now imagine the world with no tools, no nails or screws. It would be pretty difficult to do most anything. We would have no houses to live in, no cars to travel to work in, and we would have no place of employment in which to work. Without tools our world would be nothing. This is the world our ancestors faced, and they had nothing but rocks and sticks. Homo Habilis had the challenge of being the first hominid with a larger brain, which allowed him to have the ability to do more things. With early hominids lacking size and strength to kill large animals they used certain objects to kill and devour these animals. This ultimately led to the development of tools. By 2.5 million years ago, a new human evolutionary trend had begun. The change to a upright bipedal posture, and existing flexibility at the shoulder, arms, and hands allowed hominids to carry and manipulate objects much more readily. Early hominids began to manipulate the physical world, inventing solutions to the problems of human existence. Instead of foraging, as do most primates, on a more or less individualistic basis for food sources, early hominids invented stone tools with which they could slay larger animals. This began a switch from scavenging to hunting as the main means by which meat was acquired. The earliest known tools yet discovered were found by Louis and Mary Leakey at Olduvai Gorge dating back to about two million years ago. They originally thought that these tools were made by the Australopithecus, but later determined that they were made by the Homo Habilis . The first tools found were classified as lower paleolithic tools. These tools belong to the Oldowan tool tradition. These tools which were opportunist in nature were characterized by an all-purpose generalized chopping tool. These were produced by removing a few flakes from a stone either by using another stone as a hammer or by striking a pebble against a large rock. Manufacturing tools this way is called the percussion method. Many of these tools were made out of quartz or lava; which were not the most common st... ...hominids we would have no understanding of any prehistoric life. Their technological advances helped us to create more efficient tools which allow us to research these ancient cultures. As one can see, we are presently expanding our modern tool kits every decade; so who is to say what technological advances will be made in the next several millennia's. Tools have evolved to influence, if not determine, human history. Bibliography Burenholt, Dr. Govan. The First Humans - Human Origins and History to 10,000 B.C. New York; Harper Collins Publishes. 1993 Haviland, William A. Anthropology - Ninth Edition Orlando ,Florida; Harcourt College Publishers. 2000 Johanson, Donald and Lenora. Ancestors New York; Villard Books. 1994 Leaky, Richard. Origin of Humankind New York; Harper Collins Publishers. 1994 Rowlett, Ralph M., Michael G. Davis, and Robert B. Grabe. Friendly Fire http://anthropology.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.discoveringarchaeology.com%2F0599toc%2F5feature3-fire.shtml Time-Life Books. The Human Dawn New Jersey; Time-Life Books. 1990 Wallbank, T. Walter. Civilization Past and Present New York; Harper Collins Publishers. 1992

Notes for Mpp Subject of Mba 1st Sem Essay

Management is a vital aspect of the economic life of man, which is an organised group activity. A central directing and controlling agency is indispensable for a business concern. The productive resources – material, labour, capital etc. are entrusted to the organising skill, administrative ability and enterprising initiative of the management. Thus, management provides leadership to a business enterprise. Without able managers and effective managerial leadership the resources of production remain merely resources and never become production. Under competitive economy and ever-changing environment the quality and performance of managers determine both the survival as In the words of George R Terry – â€Å"Management is a distinct process consisting of planning, organising, actuating and controlling performed to determine and accomplish the objectives by the use of people and resources†. According to James L Lundy – â€Å"Management is principally the task of planning, co- ordinating, motivating and controlling the efforts of others towards a specific objective†. In the words of Henry Fayol – â€Å"To manage is to fore cast and to plan, to organise, to command, to co-ordinate and to control†. According to Peter F Drucker – â€Å"Management is a multi-purpose organ that manages a business and manages managers and manages worker and work†. In the words of J. N. Schulze – â€Å"Management is the force which leads, guides and directs an organisation in the accomplishment of a pre-determined object†. In the words of Koontz and O’Donnel – â€Å"Management is defined as the creation and maintenance of an internal environment in an enterprise where individuals working together in groups can perform efficiently and effectively towards the attainment of group goals†. According to Ordway Tead – â€Å"Management is the process and agency which directs and guides the operations of an organisation in realising of established aims†. According to Stanley Vance – â€Å"Management is simply the process of decision-making and control over the actions of human beings for the express purpose of attaining pre- determined goals†. 8 According to Wheeler – â€Å"Business management is a human activity which directs and Management Science: Theory and Practice controls the organisation and operation of a business enterprise.

A Very Filipino Way Of Doing Business Essay

Whenever I go to the local market with the Asawa, I love to wander around the meat and fish section. I love the squalor and the flies and the noise and total lack of any lip service being paid to basic hygiene regulations. It is so Filipino! I have my Suki for meat and another for chicken and one I go to for fish and seafoods. The Asawa has her own for vegetables, fruit and dry goods, spread around the market. A suki, for the uninitiated, is a regular provider of whatever it is you are buying. I think to be technically correct, you as the customer are actually the suki, but in typically Filipino fashion the word is used in either direction and you call the store you go to regularly your suki! We have a suki for bottled water. Our first suki would always deliver in the morning when we were out, despite having been told numerous times we wouldn’t be there to take the gallons (those large bottles of water usually seen in the office back home but commonplace in every home here) un til after noon. Their insistence we change our routine to match theirs plus the fact it took six weeks to get them to sell us a table top stand for the bottles meant I spat the dummy one day and found a new suki! They realized the error of their ways and tried to regain the business but the damage had been done! Changing your suki is not something you undertake lightly. The very fabric of commercial society here is built upon the relationship between buyer and seller. When you look at any row of Filipino market stalls or shops, you may notice how everybody in a row is selling exactly the same thing. The plastic bucket shops are all over there. The hardware stalls are all over there, the next row is all cloth and old clothes. Not only are all the stalls for one line of merchandise in a row, they all look identical. Every stall has the same goods displayed exactly the same way. As if there is a pattern laid down by law as to how to display those goods! Woe betide you if you do it any other  way or s et up amongst the wrong stalls. The prevailing wisdom appears to be that you increase your chances of making some money if you are where people will go to look for the range of goods you offer. If the hardware stores were to spread themselves around the town then maybe one of them would wither on the vine as few people might find them. By having all of the hardware stores in the one spot, then it is guaranteed that anyone who needs hardware MUST gothere. Brilliant! So why would they shop at this store instead of that one if they all offer the same goods in the same location? The only answer I have ever received for that question has always been the same; because you know the store owner, or are a friend or, they are your SUKI! Personal relationships are very important to Filipinos and without them your business is pretty well doomed to fail. Once you start buying regularly from one store and they take on Suki status then the suki will lose face if you are seen purchasing elsewhere in the same market. Other store owners will know your suki is someone else and they will usually refrain from hassling you. Poaching customers has been known to lead to arguments, fights and even stabbings! You should be able to expect a discount (walay hang yoo) from your suki. Of course over time the actual discount might decrease as both parties become comfortable with the relationship and outright price is no longer as important as the trust displayed and enjoyed between parties. This is a factor of Filipino business that many foreigners never grasp. They expect a good deal right from the beginning, yet what have they done to deserve that favouritism? Anywhere in Asia there is a similar attitude to time. Time being invested to really get to know each other and develop trust and a rapport that will span generations. It is a long term view that we foreigners are coming up against way down the path the other parties involved have been traveling for perhaps centuries! The term interloper comes to mind and that is what we are in many ways. Break that down to the local food market level of commerce and the relationship may take less time to build but the concept remains the same. If you apply the same mindset to more expensive business ventures here then it is easy to develop guidelines. Firstly, don’t expect the best terms right off the bat, give the other guy time to get to know you and like you. Secondly, never show your anger or emotion, it shames you and the other party and achieves nothing worthwhile. Thirdly, if you are being  ripped off, don’t be in too much of a hurry to take your business elsewhere. This goes for the meat suki too. I had one who was putting the old thumb on the scales when weighing my beef tenderloin every Thursday. I knew I was being short changed somehow, yet the challenge was how to turn this around to my advantage as I loved my beef and there was only one other stall that sold it. My solution was to negotiate an extra piece thrown in after the kilo or two was weighed and agreed upon. This let the suki think they were doing me a favour and building rapport while I was actually getting what I was paying for. The end result was they finally caught on and stopped thumbing the scales and I eventually stopped insisting on my extra chunk. They got the message that I knew they were ripping me off, yet nobody lost face and business carried on as usual. In some ways, dealing with your suki is good training for dealing with so much that you will confront in this country. Going head to head will only have you losing time after time. You may think you won, you made your point, you showed them but the reality is Filipinos, like most Asians, take the long term view in many things. There is the short term immediate gratification often exploited by the lesser educated and those who figure they will never have to deal with you again but on the whole the opposite is more often the case. Choose your suki wisely, and then stick with them. Work out your differences in ways other than the typical western yelling and posturing and you are sure to come out a winner in the long term. In the commercial context, suki relationships (market- exchange partnerships) may develop between two people who agree to become regular customer and supplier. In the marketplace, Filipinos will regularly buy from certain specific suppliers who will give them, in return, reduced prices, good quality, and, often, credit. Suki relationships often apply in other contexts as well. For example, regular patrons of restaurants and small neighborhood retail shops and tailoring shops often receive special treatment in return for their patronage. Suki does more than help develop economic exchange relationships. Because trust is such a vital aspect, it creates a platform for personal relationships that can blossom into genuine friendship between individuals. Patron-client bonds also are very much a part of prescribed patterns of appropriate behavior. These may be formed  between tenant farmers and their landlords or between any patron who provides resources and influence in return for the client’s personal services and general support. The reciprocal arrangement typically involves the patron giving a means of earning a living or of help, protection, and influence and the client giving labor and personal favors, ranging from household tasks to political support. These relationships often evolve into ritual kinship ties, as the tenant or worker may ask the landlord to be a child’s godparent. Similarly, when favors are extended, they tend to bind patron and client together in a network of mutual obligation or a long-term interdependency. The word suki is a Filipino term which means â€Å"loyal customer.† This so-called â€Å"market-exchange partnership† can be developed into an agreement where one can be a regular customer and supplier. Contents [hide] * 1 Suki system * 2 Customer satisfaction * 3 Returning favors * 4 Reference * 5 Citation| ————————————————- Suki system The suki system is a system of patronage in which a customer regularly buys their merchandise from a certain client. In the merchandising business, Filipinos often buy from specific suppliers who will provide their customers reduced prices, good quality and credit as well. These factors are the usual components of becoming a â€Å"suki.† The presence of trust and the development of friendship between the two parties is a vital aspect in the establishment of an economic exchange relationship. In some instances, regular patrons of restaurants, small neighborhood retail shops and tailoring shops receive special treatment in return for their patronage. Customer satisfaction Customer satisfaction is essential to the survival of any business, small-scale or large-scale; and retailers know that satisfied customers are loyal customers. Consequently, retailers develop strategies to build relationships that result in customers returning to make more purchases. By responding to customer needs, business owners endeavor to meet or exceed  customer expectations for their product or service. This increases the likelihood of gaining sukis. The quality of after-sales service can also be a crucial factor in influencing any purchasing decision. In the current economic environment, businesses continuously strive not only for customer satisfaction, but for customer delight — that extra bit of added value that may lead to increased customer loyalty. Any extra added value, however, will need to be carefully costed. Returning favors Usually, favors are returned or extended to both patron and clients. For example, this reciprocal arrangement typically involves the patron providing a means of earning a living or help, protection, and influence. The client in turn provides labor and personal favors, ranging from household tasks to political support. These relationships often evolve into ritual kinship ties, as the tenant or worker may ask the landlord to be a child’s godparent. Similarly, when favors are extended, they tend to bind patron and client together in a network of mutual obligation or a long-term interdependency.