Organizational Change and Stress Management Essay

Organizational Change and Stress Management - Essay Example WIlis, Stephen D Mastrofski, David Weisburd, and Rosann Greenspan is analyzed. Introduction of COMPSTAT in Lowell As Willis, Mastrofski and Weisburd (2003) point out, department heads conducted regular meetings with their district heads and discussed crime trends. Also, their responses to crimes were collected and future strategies were developed. Thus, it allowed the systematic use of hard data and heightened accountability to reduce crime in society. (Worcester Regional Research Bureau, 2003). However, its implementation in Lowell was not free from errors and hence, after the initial success, the program failed. The program was introduced in Lowell by Superintendent Davis. As a part of the program, there were a number of changes in Lowell. First of all, it divided the entire Lowell into three sectors and each sector captain was solely responsible for the crimes within the area under his control, and the sector captain remained accountable to the top brass. Willis, Mastrofski, Weisb urd and Greenspan (2003) note that according to the plan suggested by the superintendent, the sector captain from one of the three sectors had to submit his report in every biweekly meeting. The biweekly meeting usually contained twenty to thirty members including the superintendent, the top brass of the police department and some invited guests, sergeants and patrol officers. The captain who had to submit the report explained all the details of his area and, had to answer questions and suggestions from the meeting members. Any perceived defect in the strategies he adopted was met with criticism from the superintendent and other members in the meeting. So, instead of improving communication and cooperation, such meetings became ‘pressure cookers’ for the sector captains. In addition, as the COMPSTAT did not suggest any formal way for them to communicate the issues with the officers below them, they found it almost impossible to achieve what the top brass suggested. Behn (2008) reports that COMPSTAT brought autocratic power, orders, close observation, and negative reinforcement in the police force instead of the perceived decentralization of power. The Resistance from Employees Admittedly, COMPSTAT did not come into existence without any resistance. The changes were not acceptable to most of the officers. The first effect of the change was that the middle layer officers, that is, the sector captains, stopped divulging important details to the COMPSTAT as they find it dangerous to their own individual careers. First of all, if they revealed any shortcoming or lack of efficiency from their part, it was met with stiff criticism from the top brass. Secondly, there evolved rivalry among sectors as the improvement in one sector means criticism for the remaining sectors in the COMPSTAT meetings. Barkan and Bryjak (2011) reflect that middle layer officers resisted this move through deficient exchange of information. The second point of resistance came from the rank-and-file as they found themselves out of the decision-making process. Though it was claimed that the decision-making power goes to the lower end of the system, what happened in practice was quite the opposite. Only the top brass possessed the power to take decisions, and the ones taken by middle order were highly criticized if went wrong. Thus, the rank-and-file category found it unimportant to cooperate with the innovative system and

If Age And Gender Play A Role In Staying Healthy Or Gaining Weight Essay

If Age And Gender Play A Role In Staying Healthy Or Gaining Weight - Essay Example This is because women have a lower resting metabolic rate more than men who burn a lot of energy when they are resting. This means that men need extra calories for maintaining their body weight more than women need. However, the research indicates that, in most cases, women gain more weight than men after menopause because the metabolic rate for women decreases considerably. RESEARCH QUESTION Does age and gender play a role in staying healthy or gaining weight? METHODS The research was conducted by employing qualitative research design for data collection. It also involved some participant of different age group brackets and a different gender. The research employed an effective procedure through using different apparatus in order to achieve the intended results. Participants The researcher included varied age group brackets that were selected from different gender groups. For instance, those who participated in the research study included 27 women and 23 men from different areas. The selected age of women and men were from the age of 35 and above. Among these groups, there were 15 children aging from 10-15 and 10 youths aging from 18- 35. The participants came from various schools and people from the community surrounding the chosen schools. The researcher chose the participants through random sampling on the targeted study area. The research study employed qualitative research design method in collecting information to reveal in case gender and age play significant roles in maintaining health. ... Moreover, the current study indicates that gender is a risk factor for healthy determination. For instance, women tend to gain weight faster than men (Mokdad 2003, p. 76). This is because women have lower resting metabolic rate more than men who burn a lot of energy when they are resting. This means that men need extra calories for maintaining their body weight more than women need. However, the research indicates that, in most cases, women gain more weight than men after menopause because the metabolic rate for women decreases considerably. RESEARCH QUESTION Does age and gender play a role in staying healthy or gaining weight? METHODS The research was conducted through employing qualitative research design for data collection. It also involved some participant of different age group brackets and different gender. The research employed an effective procedure through using different apparatus in order to achieve the intended results. Participants The researcher included varied age gro up brackets that were selected from different gender groups. For instance, those who participated in the research study included 27 women and 23 men from different areas. The selected age of women and men were from the age of 35 and above. Among these groups, there were 15 children aging from 10-15 and 10 youths aging from 18- 35. The participants came from various schools and people from the community surrounding the chosen schools. The researcher chose the participants through random sampling on the targeted study area. Qualitative Research Design The research study employed qualitative research design method in collecting information to reveal in case gender and age play significant roles in maintaining health. Qualitative research design is one of the effective methods employed by

Metaphors In Cognitive Linguistics

Metaphors In Cognitive Linguistics The nature of metaphor. Are people aware of the existence of metaphors in their everyday lives? Very often we treat them only as stylistic devices, but in fact metaphorical expressions verbally represent the way of human thinking and reasoning. People tend to conceptualise emotions, love being one of them, metaphorically because both emotions and metaphors connected with them are inevitable parts of everyday live. Without our ability to categorize, we would not function at all, either in the physical world or in our social and intellectual lives (1990: 6) explains Lakoff in Women, Fire and Dangerous Things. According to Cognitive Linguistics, language is a very powerful tool as it reflects the way we categorize and conceptualise the world we live in. It is almost impossible to understand a thing without grouping it with other category members that share the same properties. In doing so, we acquire different kinds of concepts and, as a result, build our general knowledge. Cognitive Linguistics allows us to understand that metaphorical thinking is crucial to human cognition. Thus, George Lakoff and Mark Johnson in their Metaphors we live by propose a cognitive theory of metaphor, as a process thanks to which one concept is understood using another concept (Lakoff 1980: 5). The best example of this is talking about LOVE in terms of JOURNEYS. As mentioned previously, our ability to categorize allowed us to gather knowledge about journeys that we can depend on in understanding love. Zoltà  n Kà ¶vecses in Metaphor, A Practical Introduction emphasizes that we need to differentiate conceptual metaphor from metaphorical linguistic expressions. He proves that the latter disclose the existence of the former. Let us use a few examples to reveal the relationship between conceptual metaphor ( small capitals) and metaphorical expressions ( italics). LOVE IS A JOURNEY Were at the crossroads. Its been bumpy road. Our marriage is on the rocks. Were stuck. We cant turn back now. ( Kà ¶vecses 2002:6 ) We can conclude that such metaphorical expressions give us insight into the metaphorical nature of the concepts that structure our everyday activities (Kà ¶vecses 2002: 7). How do we conceptualise emotions? Lakoff in Women, Fire and Dangerous Things views emotions as having no conceptual content. However, I believe there must be some, as we are able to describe the intensity of a particular emotion. Although feelings and emotions are extremely difficult to understand, these abstract concepts can be conceptualised with the help of more concrete ones (Lakoff 1980:59), that is why LOVE is conceptualised in terms of FIRE or WAR (e.g. My love is on fire, I do not want to get burned again, This kindled love in his heart). Concrete concepts facilitate the understanding of these complex emotions. There are many examples of metaphors of love ( which I will try to present in the following chapters). They are common in everyday life as they present different aspects of this powerful emotion. Without the notion of metaphor, we would not be able to comprehend such an abstract feeling as love. The intensity plays an essential role in the way we think of love, for instance. The conceptual metaphor LOVE IS FIRE emphasizes the existence of love (on fire), its intensity (flames), duration and shows how love affects people (He was consumed by love) . Due to the existence of metaphor, the most powerful emotions, love being one of them, can be interpreted. 1.2 Source and Target Domains So far, we have managed to explain that metaphor consists of two concepts and that we comprehend one concept in terms of another. These concepts are called domains. According to Kà ¶vecses, conceptual metaphors tend to use abstract concept as a target and more concrete as their source ( 2002:6). LOVE IS A JOURNEY love forms the target domain journey forms the source domain ( a conceptual domain we try ( a conceptual domain we take a to comprehend) conceptual content from) As far as metaphors of love are concerned, many people wonder why some endearments are more popular than others. Why the expression my sweet-heart is more popular then my sweet-leg when talking to the beloved person? Why do we use one and not the other? When we look at the endearments containing fairy-like elements the most common are: prince-charming, my princess, my knight. Why is it like that? The answer is obvious, we choose these fairytale characters because we find some of their charactristics attractive and we want to ascribe them to the person we love. Lakoff and Johnson claim that this kind of tendency is more regular rather than occasional (1980: 67). The previously mentioned characters, are the SOURCE domains whereas the person to be described the TARGET domain. Similarly, from fire (source in LOVE IS FIRE metaphor) love takes its intensity and from an insane person (source in LOVE IS MADNESS metaphor) his/her quite irresponsible and strange behaviour. The examples above show that the source domain provides us with terms necessary to describe the target domain. As Lakoff proposes, in order to describe and understand the target domain, one must have the knowledge of the source domain. Let us take LOVE IS A JOURNEY metaphor. We understand love because we have knowledge about journeys. Each time we think about journeys, we consider travelers, route and destination. In order to understand love in terms of a journey, one must have in mind the idea of lovers as travelers, the course of their romantic relationship as an act of traveling with happy moments as well as obstacles (Its been bumpy road). Our knowledge about different kinds of journeys equips us with a powerful tool that can be used to make the description of love richer and more adequate. 1.3 Mapping So far, we have established that a conceptual metaphor consists of two domains: source and target. We have also found out that we need to take into account both domains to fully understand a conceptual metaphor. However, what does it mean to understand a metaphor? Kà ¶vecses explains that the knowledge of correspondences between these two domains is necessary to comprehend a conceptual metaphor. We refer to these conceptual analogies as MAPPINGS ( Kà ¶vecses 2002: 6). Let us take one example concerning metaphor of love to see how the mapping can function. We cannot turn back now. When we use the expression cannot turn back, we reveal that we are not going to change the direction and destination of our journey. We refers to people involved in a journey. That is how we created three necessary elements of a journey: a destination, travelers and a journey as such. However, when we apply an appropriate context to the sentence, we will get a new meaning of it. We will understand the whole sentence to be about love. Thus, the travelers are lovers who discuss things that are happening in their relationship while cannot turn back can be interpreted as a situation when lovers cannot change the course of events that happened to them. JOURNEY LOVE THE SOURCE DOMAIN THE TARGET DOMAIN We- travelers We-lovers Journey Romantic relationship Destination of a journey Lovers aims or goals Difficulties that travelers encounter Obstacles in the relationship The example above shows that the understanding of a conceptual metaphor goes from more concrete (the journey) to the more abstract concept (events in the relationship) (Kà ¶vecses 2002: 6). Such a rule was called The Principle of Unidirectionality . 1.4 Metaphorical Systematicity: Highlightning and Hiding We have already learnt that there is a systematicity that allows us to understand one concept in terms of another (e.g. interpreting development of love in terms of a journey or the intensity of love in terms of fire) (Lakoff, Johnson 1980:10). However, what does systematicity mean? When we talk about love in terms of a journey, we use vocabulary that is normally applied when discussing travelling e.g. We are at the crossroads. We can see that there is a kind of a pattern we tend to use. Thus, systematicity is a pattern that affects the way we talk about love, allowing us to use words or phrases that previously had been used to refer to different concepts (Lakoff 1980: 7). Kà ¶vecses points out that when a metaphor concentrates on one or more features of a concept, it highlights those features. However, when one aspect of a given concept is highlighted, the other ones will be hidden (2002: 80). Checking which features are highlighted or hidden in the following metaphors of love will give more light to this interesting issue. LOVE IS SUBSTANCE She was filled with love. He poured out his affections on her. She couldnt hold in her love for him any longer. LOVE IS NATURAL FORCE She swept me off my feet. Waves of passion came over him. She was carried away by love. (Lakoff 1980: 49) As we can see conceptual metaphors create and describe the target domain by directing attention at or hiding different angles of it. Thus, in LOVE IS SUBSTANCE metaphor, the aspect of content is highlighted, whereas the possible chance of development of a romantic feeling is concealed. The examples of LOVE IS A NATURAL FORCE metaphor reveal that love cannot be controlled as well as show the intensity of the emotion. However, the aspect of an emotional enrichment, which is also present when people experience such an overwhelming feeling, is hidden. 1.5 Structural metaphors So far we have found out that metaphors are not discussed only as poetic devices but as ways of our thinking and understanding abstract concepts. We can distinguish three kinds of metaphors: structural, ontological and orientational. In ontological metaphors experiences are treated as concrete objects e.g. containers (I put a lot of energy into preparing decorations) . When we deal with them in such a way we can refer to them, categorize them, group them, and quantify them and, by these means, reason about them (Lakoff 1980:25). The group of orientational metaphors is said to be connected with our orientation in space. Concepts are connected with physical orientation, for instance happiness is up (Im feeling up) and sadness is down (Im feeling down) (Lakoff1980:16). Structural metaphor is the most productive type of all conceptual metaphors. Thanks to these metaphors, complex and abstract experiences can be understood in terms of simpler and more concrete ones e.g. LOVE IS A JOURNEY. In Metaphors we live by Lakoff and Johnson state that the conceptual system is metaphorical in nature (1980:4). What does it mean, how can it structure the world we live in and how does it influence our activities? Let us take LOVE IS FIRE metaphor as an example. My heart is on fire. He was consumed by love. I do not want to get burned again. That kindled love in his heart. Thanks to the metaphorical expression That kindled love in his heart, we can conceptualise love as having a beginning and an end just as fire has. When the fire is kindled, the love begins; when it goes out, the love ends. These examples also prove that we not only talk about love in terms of fire. The lover can be consumed by love when he/she is so in love that it is all that he/she thinks about. If the lover does not want to get burned again it may mean he/she does not want to experience the same serious dissapointment after an unsuccessful relationship. Due to the fact that the essence of metaphor is understanding and experiencing one kind of thing in terms of another (Lakoff 1980:5), we can conclude that love is structured and understood (Lakoff 1980:5) in terms of fire. 1.6 Container Metaphors and Personification Another kind of a conceptual metaphor has been called by Lakoff and Johnson the container metaphor. In container metaphors humans are viewed as containers with boundaries and an orientation of inside and outside f.e. She was filled with love (Lakoff 1980:29). As far as non-physical objects are concerned, they can also be comprehended by mentally converting them into physical ones. Let us imagine our world as a container with borders separating the inside from the outside. It is clear when we take into consideration objects that have natural or artificial boundaries, for instance rooms. However, when we talk about our emotional states or conditions e.g. He is in love, the matter is not so obvious. Lakoff and Johnson suggest that we tend to conceptualise our emotions as containers, whereas the way we feel when we experience particular emotions is conceptualised as being inside the container (1980:30). Emotions can be also comprehended in terms of substances e.g. His heart was filled wi th love (Bierwiaczonek 2002:140). As Bierwiaczonek points out heart and eyes are most frequently used as containers for emotions being understood with the help of substances (2002:140). A crucial as well as interesting group of ontological metaphors are those describing something as a person: personifications (Lakoff 1980: 33). This means that we ascribe human features to non-living objects. Looking at metaphors of love, we are overwhelmed with a feeling that love has been personified in many metaphorical expressions. The following are only the most common examples. Love can give you hope. Love can be blind. Love can be tender. What is even more appealing, love can go through the same stages as humans do in the course of life, love comes to life, it lasts and dies. References Lakoff, George. 1990. Women, Fire and Dangerous Things. What Categories Reveal About the Mind. Chicago: University of Chicago Press. Lakoff, George and Mark Johnson. 1980. Metaphors we live by. Chicago: University of Chicago Press. Kà ¶vecses, Zoltà ¡n, 2002. Metaphor, A Practical Introduction. Oxford University Press, Inc. George Lakoff, 1993. Contemporary Theory of Metaphor. In Andrew Ortony, (ed.) Metaphor and Thought, 202-251. New York: Cambridge University Press. McGlone, M.S. 1996. Conceptual Metaphors and Figurative Language Interpretation: Food for Thought? Journal of Memory and Language, 35, 544-565. CHAPTER 2 THE CHARACTERIZATION OF METAPHORS OF LOVE The models of love In the previous chapter we have managed to understand that thanks to metaphor, which is a crucial part of our everyday life, we are able to conceptualise the world we live in. We have admitted that metaphor cannot be treated only as a stylistic device because as Reddy suggests the locus of metaphor is thought, not language (in Lakoff 1980: 204). Such an idea proves that our reasoning as well as our behaviour reflect the way we metaphorically comprehend everything that happens in our lives. Powerful emotions, love being one of them, are inevitable parts of the human existence thus metaphors such as LOVE IS FIRE or LOVE IS A CONTAINER help us to understand this overwhelming feeling. Very often love is seen as a kind of an award we get, something that enables us to do things we are normally afraid to do as it equips us with extra power. According to Kà ¶vecses (in Bierwiaczonek 2002:25) we distinguish two models of love: ideal and typical. Having in mind that only ideal love provides us with the previously mentioned power, it is not difficult to guess what kind of love we look for. In the ideal model of love, lovers see themselves as a unity (e.g. We are one) as they complement each other. They are imbued with the feelings that their love is a true one, that they were created to live together and that their love is immortal. The lovers believe that there is an emotional bond between them, which enables them to live in a perfect harmony. Needless to say, there are certain psychological effects that occur when we are in love: increased body heat, blushing, increased heart rate (2002: 25). There are many categories of love, however five of them are the most common. Bierwiaczonek (2002:28) presents the following kinds of love: FAMILY LOVE: PARENTAL and CHILDS LOVE OF PARENTS, the family love is revealed through the care and attention that parents give their children and vice versa (e.g. Mother muzzled my cheek); FRIENDSHIP, great liking for someone, friendship constitutes an emotional bond between people, it can even complement sexual love, give a new meaning to it and enrich partners realationship; SEXUAL LOVE, sexual passion; AGAPE, Gods admiration, Christian love and LOVE OF THINGS, fondness for material possessions (e.g. His love was money.) Most of the metaphors of love consider sexual love, thus for the purpose of the work we will discuss only these types of metaphors. Metaphors of love 2.2.1 Metaphors of lovers Metaphors of lovers are very intriguing kinds of metaphors since they highlight the aspect of lovers who are involved in a romantic relationship (Bierwiaczonek 2002:112). In the metaphor LOVE IS A UNITY, the metaphorical expression We are one indicates that lovers are parts of a whole. Similarly, the metaphor LOVE IS A JOURNEY shows lovers as travelers, whereas the metaphor LOVE IS WAR presents them as participants in a war or even opponents. LOVERS ARE PARTS OF A WHOLE She is my better half They are unseparable There is a strong bond between them (Bierwiaczonek 2002:113) The examples above prove that we can discuss lovers or think about them as parts of a larger whole. Although metaphors reflecting our emotional states are used spontaneously, not all combinations are possible. The metaphorical expression She is my better half perfectly suits when we consider she as a lover. When we think of she as a family member e.g. My mum is my better half, the whole expression sounds ridiculous (Bierwiaczonek 2002:113). There are also metaphors emphasizing the behaviour of lovers f.g. LOVERS ARE BIRDS (f.e. Look at those two lovebirds on the bench). In LOVE IS MADNESS metaphor, lovers are presented as insane people mainly due to the intensity of love which makes them behave irresponsibly or, in extreme cases, lovers may lose control over themselves (e.g. He has gone mad about her). 2.2.2 Love is a journey metaphor So far, the analysis of conceptual metaphor enabled us to explain that such an abstract feeling as love can only be comprehended with the help of metaphor. Which metaphors of love can facilitate the understanding of contemporary world? How do people conceptualise these metaphors? LOVE IS A JOURNEY Its been a long, bumpy road. Look how far we have come. We are at a crossroads. I do not think this relationship is going anywhere. We are stuck. Our marriage is on the rocks. We have gotten off the track. Well just have to go our separate ways. (Lakoff 1980:45) As mentioned in the first chapter, people use concrete concepts to understand more abstract ones (Kà ¶vecses 2002:6). Such a tendency justifies the fact of using the concept of a journey when trying to comprehend love. Worth mentioning is also the variety of metaphorical expressions concerning different types of journeys. When talking about love, people can refer to train travel (e.g. We have gotten off the track), car travel (e.g. We are at the crossroads) and sea travel (e.g. Our marriage is on the rocks) (Lakoff 1980:45). Such a diversity makes the verbal reflection of our emotions richer and, as a result, the pictures created in mind are more vivid. SOURCE- JOURNEY TARGET- LOVE Love is war metaphor LOVE IS WAR He is known for his many rapid conquests He is slowly gaining ground with her He fought for him but his mistress won out He overpowered her She is besieged by suitors He has to fend them off He made an ally of her father ( Lakoff 1980:49) LOVE IS WAR metaphor is an example of a strutural metaphor, the metaphor which facilitates understanding an abstract concept of love using the concept of war. As far as war is concerned, we consider the following issues: two fighting sides, the result of the fight and the fight itself. In LOVE IS WAR metaphor, such components respectively refer to the lovers, the result of the verbal battle and the disagreement between lovers. SOURCE- WAR The above examples clearly emphasize the existence of the fight between the lovers f.e. He overpowered her. However, the fact of cooperation, which is also present during the war, is hidden. The lovers are shown as opponents trying to fight for their rights. According to Lakoff (1980: 61-67), our language is an expression of our thoughts and feelings. Treating them as parts of our personality, we can assume that LOVE IS WAR metaphor shows one aspect of our personality- willingness to fight for what we consider crucial to our well-being. TARGET- LOVE Love is magic metaphor LOVE IS MAGIC She cast her spell over me She had me hypnotized I was entranced by him She is bewitching I was spellbound (Lakoff 1980:49) From the dawn of history people have been intrigued by magic. On one hand they saw impossible things taking place in front of their eyes, on the other hand their common sense forbade them to believe in such miracles. Although, it is not important whether humans belive in magic or not, what is important is the fact that people are not indifferent to it. Magic affects people and fascinates them profoundly. Women especially are said to have the power to seduce men, hypnotize them or even, cast spells on them. As love is treated almost as a magical and inexplicable phenomenon, it is not difficult to understand why LOVE is comprehended in terms of MAGIC. LOVE IS MAGIC metaphor definitely emphasises the existence of an almost magical conncection that bonds lovers, while hiding the aspect of the mortality of partners and their inability to use magic. SOURCE- MAGIC TARGET- LOVE Love is madness metaphor LOVE IS MADNESS Im crazy about her She drives me out of my mind He has gone mad over her Im just wild about Harry He constantly raves about her (Lakoff 1980: 49) In LOVE IS MADNESS metaphor love is presented as a state of insanity. When one is in love, she/he experiences certain kinds of emotions which are, in fact, similar to mental states of madness. Only intensity differentiates these emotions from each other. Each time we go through them, we have symptoms indicating a psychological illness. Very often the object of love is treated as a cause of a particular feeling or illness (e.g. She drives me out of my mind). One in love is shown as an insane person (e.g Im crazy about her) and a feeling of love as an illness itself. LOVE IS MADNESS metaphor directs our attention at the profound effect that love has on people, thus humans tend to compare it to the state of madness. However, the metaphor refuses to highlight the ability to create plans for the partners future and the aspect of a fruitful cooperation which are also present in a romantic relationship SOURCE- MADNESS TARGET- LOVE Love is a patient metaphor LOVE IS A PATIENT This is a sick relationship They are a strong, healthy marriage Their marriage is dead, it cannot be revived We are getting back on our feet Their marriage is on its last legs (Lakoff 1980: 49) We have already mentioned that lovers are treated as a unity (e.g. We are one). The existence of a unity between spouses indicates the belief that they are actually one person. Due to the fact that a person in love can suffer from symptoms of an illness, we can assume that lovers are patients. The patients health state represents the state of the relationship or marriage. Although the physical and mental condition of the relationship is revealed, the possible ways of healing the marriage are concealed. All of us have experienced an illness at least once in our life-time. However each illness, even the smallest one, is treated as something new. As far as love is concerned, each new relationship is worth taking care of because as Hubert H. Humphrey said The greatest healing therapy is friendship and love. Love can make us feel sick, but it is also able to heal our hearts and souls. SOURCE- PATIENT TARGET- LOVE Love is fire metaphor LOVE IS FIRE I dont want to get burned again. My hearts on fire. That kindled love in his heart. She is his latest flame. He was consumed by love. (Lakoff 1980: 49) Humans describe love as a one of the most vivid and powerful feelings we experience, that is why we use so many metaphors in order to describe the aspects of this overwhelming emotion. However, LOVE IS FIRE metaphor is the most significiant as far as the intensity of love is concerned. As we have observed the intensity of the emotion is highlighted, whereas the possibility of a regeneration after an unfortunate relationship is hidden (people, things cannot revive after being utterly damaged by flames). Thanks to this conceptual metaphor, people can connect different phases of fire burning with different stages of being in love. Such a conceptualisation explains that love, as well as fire, has its beginning, duration and the end. The damage caused by the intensity of fire can refer to the lovers psychological damage because of the disappointment in love. SOURCE- FIRE TARGET- LOVE Love is a physical force metaphor LOVE IS A PHYSICAL FORCE He was magnetically drawn to her His whole life revolves around her The atmosphere around them is always charged They gravitated to each other immediately I could feel the electricity between us (Lakoff 1980: 49) Intensity, being one of the most siginficant features of love, enables us to use forces such as magnetism, gravity and electicity while talking about this powerful emotion. LOVE IS A PHYSICAL FORCE metaphor definitely highlights an imperious aspect of love over other emotions that people can feel. In this metaphor, humans conceptualize love as a force majeure, something that they cannot control or have an influence on. If we assume that such a feeling as love cannot be controlled, we have to admit that also lovers cannot be restricted. The existence of magnetism between them signifies the necessity of living together or spending as much time as possible with each other whereas electricity between lovers presents the power of love that bonds them. SOURCE- A PHYSICAL FORCE TARGET- LOVE 2.2.9 Love is a rapture metaphor LOVE IS A RAPTURE Im giddy with love Ive been high on love for weeks She is drunk with love He is intoxicated with love (Lakoff 1980:49) The examples above present love as a state of an ecstasy caused by drugs or alcohol. The existence of such a metaphor proves that the behaviour of people who are in love resembles the conduct of those being on a drug- induced high. Although lovers do not usually take any narcotic stimulants, they indeed show symptoms of an addiction. A constant thinking about the object of love, a difficult to understand happiness when spending time with each other or a determination to win the beloveds heart are symptoms which may be misunderstood and the person showing them may be accused of using illegal stimulants. However, in everyday situations humans realize that love has such an impact on those experiencing it that they actually can act irresponsiby. SOURCE RUPTURE TARGET- LOVE There are many different kinds of metaphors of love presenting various aspects of this overwhelming feeling. I have chosen only a few of them, the most fascinating and ambiguous ones. The analysis of the metaphors of love proved that this feeling is difficult to comprehend because of its complexity. By trials and errors I have realized that it is impossible to present all the possible sides of this powerful emotion. Love affects people profoundly and therefore it is very important for them. That is why they try to comprehend this abstract feeling using more concrete concepts such as a journey, war or fire. Thanks to metaphors we create in our minds the breathtaking pictures of an incredible world we live in.

Racism In Huck Finn Essay -- essays research papers

The conflict between society and the individual is a theme portrayed throughout Twain's Huckleberry Finn. Huck was not raised in accord with the accepted ways of civilization. Huck faces many aspects of society, which makes him choose his own individuality over civilization. He practically raises himself, relying on instinct to guide him through life. As portrayed several times in the novel, Huck chooses to follow his innate sense of right, yet he does not realize that his own instincts are more moral than those of society. From the very beginning of Huck's story, Huck without a doubt states that he did not want to conform to society; "The Widow Douglas she took me for her son, and allowed she would sivilize me... I got into my old rags and my sugar hogshead again, and was free and satisfied"(Twain, 2). Miss Watson lives with Huck and she is always picking at him, trying to make him become conventional. According to the essay, The Struggle to Find Oneself Huck has become so used to being free that he sees the Widow Douglas' protection solely in terms of confinement. She doesn’t let Huck smoke when he wants and she is always nagging. "Miss Watson would say, "Don't put your feet up there, Huckleberry;" and "Don't scrunch up like that, Huckleberry -- set up straight;" and pretty soon she would say, "Don't gap and stretch like that, Huckleberry -- why don't you try to behave?"(Twain, 3). We get the feeling that Huck is an individual, a person who is indepe ndent and has the willingness to live a life free of complications. According to Ryan Schremmer’s essay Examination of Freedom as an Overall Theme in Adventures of Huckleberry Finn the theme of freedom is shown in Huckleberry Finn, which parallels to his distancing from society: One of the most prominent and important themes of Adventures of Huckleberry Finn is freedom. Freedom not only from Huck's internal paradoxical struggle in defining right and wrong, but also freedom from Huck's personal relationships with the Widow Douglas and his father, as well as freedom from the societal institutions of government, religion, and prejudices. When Pap returns for Huck, and the matter of custody is brought before the court, the reader is forced to see the corruption of society. The judge rules that Huck belongs to Pap, and forces him to obey an evil and abusive man. One... ...n of his father's sickness when seeking help. These men are not hesitant to hunt slaves, yet they refuse to help a sick man. Huck's acceptance of his love for Jim is shown in chapter thirty-one. Huck writes a letter to Miss Watson to return Jim, yet he ends up ripping the letter and wishes to free Jim. "'All right, then, I'll go to hell'- and he tore it up." Here, we see that Huck concludes that he is evil, and that society has been right all along. Huck doesn’t realize that his goodness comes from within. He doesn’t become aware that those inner qualities are not paralleled to external behavior. If Huck was to catch on that he would be eager to change how society functions instead of running away from it. Huck acts as a much nobler person when he is not confined by the hypocrisies of civilization. Throughout the story we see how he distance himself from society and creates his own world in which he follows his own feelings of what’s moral and honorable. From the beginning of the story we see his instinct come into play and how it affects his decisions throughout the story. He almost always goes his own way, makes up his own mind, and lives by his own standards.

A Response to John Gatto’s Article Essay

In an article written by John Gatto, who is a very good teacher as proven by his numerous awards received, it seems that he is no longer an adherent of a curriculum of contemporary education. It seems that he is a bit late in knowing that he, as a teacher, is a slave of this kind of system. For more than two decades and a half, he never refuses to be part of it. Why a sudden change? As for my personal opinion, I am certainly agreed with the current type of contemporary education designed for kid’s learning at certain level but I hope that it would not be misunderstood with my position about the article of John Gatto because I am really opposed in his idea. I am not a believer of John Gatto’s description about the said scheme, because I guess, he made such exaggerated illustration of core curriculum according to his belief alone and is not proper to just be put in general situation. If, for any reason that John Gatto’s description is true, perhaps that only exists in his area of jurisdiction and is therefore an isolated case. To further explain my viewpoint, let me discuss and elaborate it. What is a teacher’s role anyway? Ever since formal schooling is born, which says by John Gatto that the blueprint of school procedure is from an Egyptian custom and that only brought in US trough Puritans, the teacher, or rabbi in their term, has the several roles. Firstly, a teacher is the one who educates students any lessons, in accordance to what they need to learn. Of course they know that a grade school kid does not need to learn at early age some subjects like accounting, trigonometry or geophysics because those types of subjects are much more complex things that young minds would not understand whether these kids are normal kids or gifted, and this will only be justified by a licensed teacher. Hence, it is but a right thing to call a teacher an educator. The second role of a teacher could be viewed as equal as parent’s role. Since kids spend most of the time of their growing years at school than at home, the teacher has all the responsibility in disciplining these kids especially when troubled with bad manners and behavior. Disciplining kids that are not biologically them would never be an easy task that only good teacher can do. Teachers mold these kids and prepare them to become a well-disciplined and well-behaved citizen of the country. To end this essay, I want to emphasize my position of disagreeing with John Gatto’s viewpoint and to once again make an appeal to the public, to every public school teacher, and especially to John Gatto himself to understand the disadvantages and advantages of teaching within the standardization scheme set by the norm and traditional custom, to realize that teaching is not just a work for a living. Teaching is, and will always be, a noble profession! R E F E R E N C E Gatto, J. T. (1991, July 25). I May Be A Teacher But I am Not An Educator. The Wall Street Journal.

Moderator Essay

Learners are the main clients to every educator and therefore it is important that they are always motivated. In the olden days, educators were of the view that learners should somehow be inherently motivated, not aware of the role that they have to play in the motivation of the learners. There are certain factors that an educator needs to take into account in order to ensure that learners are motivated and the most important of it all is creating an environment which is conducive for learning. Motivation What is motivation? Motivation is the driving force that causes the flux from desire to will in life, it is the literal desire to do things. Learners do have the role to achieve set learning outcomes at school, however, as a n educator, I have the role of ensuring that they are motivated enough to achieve those set outcomes. Intrinsic Motivation Intrinsic motivation influences learners to choose a task, get energized about it and persuit until they accomplish it successfully regardless of whether it brings about immediate reward. This type of motivation is seen when learners actively seek out and participate in activities without having to be rewarded by materials or activities outside the learning task. Extrinsic motivation Extrinsic motivation is when learners are motivated by an outcome that is external or functionally unrelated to the activity in which they are engaged.  As an educator, I have to act the part by showing just how motivated I am to my learners even by the way I present my lessons or the type of teaching method that I use. Motivated learners are the type of learners who initiate actions, expend effort and persist in that effort. Ways to motivate learners Feedback Feedback motivates learners and encourages them. The feedback should be directed at the student actions and not their character. Feedback also helps learners to believe in themselves and their abilities, even appreciating things such as improved handwriting in a learner. Though feedback encourages learners, I must continue to show that I value effort more than ability. Grouping learners based on ability As an educator I should refrain from grouping that exclusively promotes ability. Grouping learners based on ability sometimes make learners think that an educator values ability exclusive of effort and this may cause learners to become demotivated. They will in turn see no value of the hard work they do. Alucia Mabunda student no 42740495 EDLHODM ASS 1 DUE 12/03/14 Promote co operation over competition Promoting co operation over competition is done by using co operative learning which is assigning learners of varying abilities , ethnicity, gender mix to small groups that pursue common goals together. On this level, I ensure that every member is given a role to play, either as a recorder, researcher, or a summarizer in order to foster the group’s goal. Teaching realistic goal setting Learners should believe that their efforts to learn and mastering new skills will not be in vain. This depends on how realistic their set goals are. Unreached goals may cause learners to doubt their ability and to approach learning tasks with lessened commitment to learning. Communication Communication is the transmission of an idea by someone referred to as the sender and the understanding thereof by another (receiver). Communication is perfect only when both the sender or receiver have the same understanding or interpretation of message. The communication process During this process, a purpose expressed as a message to be sent out is needed. This is the case when as an educator; I convey a message or give a lesson to students. The sent message passes between a source (sender) and a destination (receiver). The message is then encoded (converted to a symbolic form) and is passed by a way of some medium (channel) to the receiver who then translates (decodes) the message initiated by the sender. Effective communication Effective communication helps us better understand a learner’s or situations and it also enables us to resolve differences, build trust and respect and create learning environments where creative ideas, problem solving, affection and caring can flourish. These skills can better connect an educator with learners. An educator needs to understand that communication should be spontaneous rather than formulaic. When presenting a lesson as an educator, it should not appear or be presented as a speech that is read as it will have no impact. Effective listening Effective listening is the most important communication aspect. When an educator listens to learners, they can ; ï‚ · Feel heard and understood which can build a stronger and a deeper connection with educator ï‚ · Create an environment where every learner feels safe to express their ideas, opinions and feelings. ï‚ · Save time as learners will know that as a lecture I understand them ï‚ · Relieve negative emotion. The learners will be at ease knowing that they have been heard. In order to reach all objectives, an educator must focus on the learners when they speak, avoid interrupting them or being judgmental and lastly show interest when the learners are speaking. Alucia Mabunda student no 42740495 EDLHODM ASS 1 DUE 12/03/14 Nonverbal communication The way you look as an educator, move, react or listen to your learners tells them more about how you feel without saying so many words. As an educator I can also use facial expressions, postures and gestures in order to ensure that my message to learners goes across quite well. As an educator I can enhance nonverbal communication by using open body language, arms uncrossed, standing with an open stance and maintaining eye contact with the learners. An educator can use nonverbal signals that match up with their words, adjust nonverbal signals according to context. Interpersonal relations between learners and the educator Teaching is about relationships between the educator and the learner. An educator should be consistent in their behavior, be open and approachable to ensure a healthy relationship. Using humour, friendly greetings and non verbal supportive behavior may help improve such relations. A plan that emphasizes the prevention of misbehavior in human relations should be implemented. Teachers should work together with learners from a position of social equality. Authority is very important in the classroom though an educator should not plan rules without consulting the learners. Authority is essential but an educator should establish a less authoritarian working relationship with learners without losing control in the classroom. The best ways to promote good relations The teacher learner relationship in the classroom should be based on mutual respect and trust. This is achieved by educators being in close relationships with learners when making decisions that affect the class. Teachers and learners should work as a team to achieve predetermined goals and objectives of the lesson. When there’s a teamwork environment relationship between educator and learner, there is less hindrance and learners work harmoniously with others. This according to Deiro (2005, 10) is an example of influential relationship. Influential relationships are formed to create a challenge in one or both parties in the relationship. The teacher constantly modifies learner’s behaviours. The maintenance of discipline In order to have an environment that is conducive to learning, there should be a plan that enforces rules and regulations that are followed whereby learners are aware of what are expected behaviours from learners. Discipline is the practice of care and respect for others and the individual learner. It safeguards the rights of people who are exposed to uncooperative, aggressive or blocking responses by others. Discipline should not be constued as solely a clamp down of unruly, mischivious and disruptive  behavior but as a means of entering into a loving, caring and guiding relationship with learners. Discipline should be corrective and nurturing according to South African Schools Act , 84 of 1996 Section 11(2). Educators should not impose any form of punishment which is harmful to learners self esteem. ,physical punishment as well as emotional castigation should not be used. As an educator I can promote the development of self discipline. I can model true discipline ship for learners to emulate. My learners Alucia Mabunda student no 42740495 EDLHODM ASS 1 DUE 12/03/14 should be made to feel emotionally comfortable and physically safe so that the learners can develop self discipline which is referred to as intrinsic discipline and accountability in their actions. Educators have to create an environment which each learner is guided towards an attitude of caring and respect for other learners. As an educator I must work collaborately with the learners, this means recognizing learners as partners in education though by not allowing them to take control of the learning situation. My classroom discipline policy A classroom discipline policy is a system that allows an educator to express the behavior expected from learners as well as what they can expect from me as an educator. Why is it important to have a classroom policy ? A classroom needs a set of procedures to manage the array of activity that students create. As an educator, from time to time my expect actions and the learners action will conflict. It is important to review such expectations during the first days of school especially those that relate to discipline. A classroom code of conduct should be the first subject and learning outcome in a lesson plan. It will remain as the point of reference for both the educator and learner throughout the year. Steps to developing a classroom discipline policy. Establish expectations The expectations should be written down and shared in the classroom. It should include acceptable and unacceptable behaviours. Learners should also take part in discussing the listed behaviours. The list should be kept minimal to ensure effectiveness. Establish incentives or consequences Consequences should be positive, frequent and varied. Negative consequences should be logical and progressive. Furthermore I may add a system of how the learners can dig themselves out of a hole and lastly make it clear that certain behaviours will require special and immediate action which may even be suspension or sanction. Establish a method for giving students a constant stream of affirming and corrective feedback As an educator is should be able to show appreciation when learners are doing well and behaving as expected. Every positive behavior is an opportunity for feedback. Corrective feedback should be quick, clear and focused on the future. Conclusion Motivation is something that educators needs to instill in learner’s minds. When learners are motivated especially by their educator they feel confident that they will reach the set goals and objectives. A classroom is a place where learners spend atleast up to 7 hours in on a daily basis hence it should in all aspects feel like home though without learners forgetting the main reason for being there which is to learn. Learners prefer to an have an approachable educator with whom they can relate with. By maintaining a good learner educator relationship, they will without force be able to behave in the manner that they are expected to behave. This will save both the learner and the educator from conflict and time Alucia Mabunda student no 42740495 EDLHODM ASS 1 DUE 12/03/14 wastage. Communication is vital as all lessons resemble a message, being decoded either to the learner or educator. It’s important that both parties communicate effectively to create a sustainable positive atmosphere. Bibliography www.helpguide.org/effective communication EDLHODM Unisa Study guide SWGC school booklet Wws.edb.utexas.edu Alucia Mabunda student no 42740495 EDLHODM ASS 1 DUE 12/03/14 Question 2 2.1 Delictual liability – The scenario is that a player from Team Rebone has injured himself during a warm up session in an open field at JD Secondary School. The two parties which is the coach and the school are partly responsible for the incident. Conduct This refers to whether there was a conduct (something that was done or not done). On the case of the injured learner, the school made an omission whereby the school should have informed all the teams that they should only do their warm up on the designated soccer field areas and nowhere else. According to the scenario, we don’t see any coach of any of the present teams also trying to find out what arrangements should be made to accommodate the 6 teams present. Both the Coach for Team Rebone and the school are liable for the damage as they did not secure or check the area where the learners are rehearsing. Wrongfulness This refers to a conduct that is legal wrongful and not just something that is morally wrong. There is no proof of violation on any learners’ legal right . Although the school did not issue out any instruction not to use any other areas for training. The school never intended for anyone to get hurt. Fault The act that occurred or the accident should be the result of fault either intentionally or negligently. The coach and the school were however negligent since they failed to take steps that a reasonable person would have taken to guard against the possibility of harm or accident. The school did not foresee the harm. Causation This refers to the casual connection between the conduct of the school and the coach and the damage suffered. The injury did result from the actions of the school and the coach. They caused the damage due to their negligence. Damage/harm This refers to legal recognized damage and a learner has been injured so it is a serious damage. The negligent act on both parties are connected to the injury as had they informed the learners to use a safe place for practice, no one could have hit a rock. There is a real injury as we have learnt that the learner is bleeding. 2.2 Contributory fault. This is a doctrine of common law that if a person was injured in part due to their own negligence, the injured part will not be entitled to collect any damages from the other party who supposedly caused the accident. The learner in this case did not contribute to the accident in any way as all learners have someone who is their coach in whom they put their trust in. They also are required to take instructions from their appointed coach who is the one who initiated that the learners warm up in the back yard field therefore the learners obliged and unfortunately things did not go well. The responsible party here is the Coach of the team who omitted to check the safety of the field as an adult before the warm up session begun.

Arguments Against Horse Racing

Arguments Against Horse Racing Death and injuries are not uncommon occurrences in horse racing, and some animal welfare advocates argue that the sport can be humane if certain changes are made. To animal rights activists, the issue is not the cruelty and danger; its about whether we have a right to use horses for entertainment. The Horse Racing Industry Horse racing is not just a sport, but also an industry and unlike most other sports arenas, horse racetracks, with few exceptions, are directly supported by legal gambling. The form of gambling at horse racetracks is called parimutuel betting, which is explained as: The entire money bet on the event goes into a large pool. The holders of winning tickets divide the total amount of money bet on the race (the pool), after deductions for tax and racetrack expenses. The money take out is similar to the rake taken out by the pot in a poker game played in the card room. However unlike the small rake in poker, in the parimutuel pool this â€Å"rake† can amount to 15 – 25 percent of the total prize pool. In various U.S. states, bills have been considered and sometimes passed either allowing racetracks to have other forms of gambling or protecting racetracks from competition from casinos. As gambling has become more accessible in recent years through new casinos and online gambling websites, racetracks are losing customers. According to a 2010 article in the Star-Ledger in New Jersey: This year, the Meadowlands Racetrack and Monmouth Park will lose upwards of $20 million as fans and bettors have migrated to tracks in New York and Pennsylvania with slot machines and other casino games. Pressure from Atlantic City casinos have prevented the racino model from taking hold here, and the tracks have suffered. Daily attendance at the Meadowlands routinely hit 16,500 in its first year. Last year, the average daily crowd was below 3,000. To counter these losses, racetracks have been lobbying to be allowed to have slot machines or even full-blown casinos. In some cases, the slot machines are owned and operated by the government, with a cut going to the racetrack. One might wonder why a government body would be concerned about supporting racetracks instead of allowing them to perish like other outdated industries. Each racetrack is a multi-million dollar economy, supporting hundreds of jobs including everyone from breeders, jockeys, veterinarians, farmers who grow hay and feed, and blacksmiths who do the horseshoeing. The financial forces behind racetracks are the reason they continue to exist, despite concerns about animal cruelty, gambling addictions, and gambling morality. Animal Rights and Horse Racing The animal rights position is that animals have a right to be free of human use and exploitation, regardless of how well the animals are treated. Breeding, selling, buying and training horses or any animal violates that right. Cruelty, slaughter and accidental deaths and injuries are additional reasons to oppose horse racing. As an animal rights organization, PETA recognizes that certain precautions can reduce deaths and injuries, but categorically opposes horse racing. Animal Welfare and Horse Racing The animal welfare position is that there is nothing wrong with horse racing per se, but more should be done to protect the horses. The Humane Society of the United States does not oppose all horse racing but opposes certain cruel or dangerous practices. Cruel and Dangerous Horse Racing Practices According to PETA, One study on injuries at racetracks concluded that one horse in every 22 races suffered an injury that prevented him or her from finishing a race, while another estimated that 3 thoroughbreds die every day in North America because of catastrophic injuries during races. Pushing a horse to his physical limits and forcing him to run around a racetrack is enough to cause accidents and injuries, but other practices make the sport particularly cruel and dangerous. Horses are sometimes raced when they are under three years old and their bones are not strong enough, leading to fractures that can lead to euthanasia. Horses are also drugged to help them compete with injuries, or given prohibited performance-enhancing drugs. Jockeys often whip the horses as they approach the finish line for an extra burst of speed. Racetracks made of hard, packed dirt are more dangerous than those with grass. Perhaps the worst abuse is one that is hidden from the public: horse slaughter. As a 2004 article in the Orlando Sentinel explains: To some, horses are a pet; to others, a living piece of farm equipment. To the horse-racing industry, though, the thoroughbred is a lottery ticket. The racing industry breeds thousands of losing tickets while looking for its next champion. Just as farmers cannot afford to care for spent egg-laying hens when they get old, racehorse owners are not in the business of feeding and keeping losing horses. Even winning horses are not spared from the slaughterhouse: Decorated racers like Ferdinand, a Kentucky Derby winner, and Exceller, who won more than $1 million in purse money, were retired to stud. But after they failed to produce champion offspring, they were slaughtered. While there are rescue groups and sanctuaries for retired racehorses, there are not enough. Horse breeders argue that horse slaughter is a necessary evil, but it wouldnt be necessary if the breeders stopped breeding. From an animal rights perspective, money, jobs, and tradition are powerful forces keeping the horse racing industry alive, but they cannot justify the exploitation and suffering of the horses. And while animal advocates make the ethical arguments against horse racing, this dying sport may pass away on its own.

Constance Weavers 12 Principles for Teaching Grammar

Constance Weaver's 12 Principles for Teaching Grammar For many years, when middle and high school English teachers would ask me to recommend a good book for teaching grammar, Id direct them to Constance Weavers Teaching Grammar in Context (Heinemann, 1996). Based on sound research and extensive road testing, Weavers book views grammar as a positive activity for making meaning, not just an exercise in tracking down ​errors or labeling parts of speech. But Ive stopped recommending Teaching Grammar in Context, though its still in print. Now I encourage teachers to pick up a copy of Weavers more recent book, Grammar to Enrich and Enhance Writing (Heinemann, 2008). Assisted by her colleague Jonathan Bush, Dr. Weaver does more than simply rework the concepts introduced in her earlier study. She delivers on her promise to offer a text thats more comprehensive, more reader-friendly, and more concretely focused on teachers practical needs. The fastest way to help you decide whether youd get along with Dr. Weaver, theoretically speaking, is to reprint her 12 principles for teaching grammar to enrich and enhance writingprinciples that underlie all the varied activities in her book. Teaching grammar divorced from writing doesnt strengthen writing and therefore wastes time.Few grammatical terms are actually needed to discuss writing.Sophisticated grammar is fostered in literacy-rich and language-rich environments.Grammar instruction for writing should build upon students developmental readiness.Grammar options are best expanded through reading and in conjunction with writing.Grammar conventions taught in isolation seldom transfer to writing.Marking corrections on students papers does little good.Grammar conventions are applied most readily when taught in conjunction with editing.Instruction in conventional editing is important for all students but must honor their home language or dialect.Progress may involve new kinds of errors as students try to apply new writing skills.Grammar instruction should be included during various phases of writing.More research is needed on effective ways of teaching grammar to strengthen writing. To learn more about Constance Weavers Grammar to Enrich and Enhance Writing (and to read a sample chapter), visit the Heinemann website.

An interpretation of Love in ChangRae Lee’s “A Gesture Life”

Interestingly, â€Å"A Gesture Life† is certainly not the kind of story that portrays love in a typical manner. It is quite amusing that there are lots of ironies if love was to be discussed in this book . This essay will show the readers that the desire for love in â€Å"A Gesture Life† had ironically hindered the acquisition of love. The novel of Chang-Rae Lee was basically about probably the worst kind of tragedy there is, not being loved by everyone even by oneself. If we are to classify the different forms of love in â€Å"A Gesture Life,† there are lots of technical terms that are always related to the concept of love like agape, pragmatic love, eros, complex chemical reactions and terms like pheromones and dopamine, and lots of scientific terms that few of us comprehends. This essay will only employ types of love that is understandable by all for the purpose of keeping this essay from being too general. This essay will focus on the main character’s love for the other characters and concepts in his life. But the essay will not settle for mere descriptions of the protagonist’s love, it will show the reader how love had been distorted and given meanings by the traumas that the protagonist had suffered during the war. The first kind of love from the novel is the love for acceptance. The protagonist Hata, had been begging (although he didn’t express this explicitly) for acceptance from the people in his life and his neighborhood. Hata was too careful about everything he does in his neighborhood. That is because he doesn’t want to commit mistakes that could get him noticed. He wanted a low-profile life in his neighborhood because he has this assumption that he will be the target of discrimination in the community. But contrary to what Hata is thinking, the citizen’s of his community, Bedley Run, appears to like Hata, but in the way Hata wants them to like him. Hata was treated like an Oriental mascot because the people in Bedley Run seem to like him only for the differences he and most of the people in Bedley Run share. Hata speaks of his love for acceptance in his community, â€Å"†¦my assumption is that once I settle in†¦I will be treated like as people should be treated† (Lee 3).   His assumptions of being accepted was brutally debunked by what had transpired during his stay in Bedley Run, â€Å"It seems to me that people took a weird interest in making me feel that I am unwelcome† (Lee 3) Hata’s love for acceptance didn’t end with his failed attempt with his neighborhood. It appears that Hata’s love for his adopted daughter Sunny, whom he had adopted when he was still in Korea when Sunny was just a child. While Sunny was growing up, she and her father were having endless disputes. In the long run, Sunny ran away from home even when she was just a teenager. Later in the story, Hata will have the chance to make up with her daughter. Sunny went back to Hata and asks for support for she was pregnant. Irritatingly, Hata denied Sunny’s plea for support. Hata had prioritized more his and his family’s reputation more than the well being of her daughter. It appears that even though Hata loves her daughter, his family’s reputation weighs more than the affection of his daughter. This is Hata’s real and unfortunate dilemma. He had stated several times in the narrative that he loves her daughter very much, but still he is quite unable show his love. After this he will contemplate heavily as to why his life is devoid of love, he will contemplate heavily as to why his life is remote to the lives of the ones he dears most. Hata’s weird and unproductive approach to love will backfire at him at the most tragic of scenarios. Hata had accidentally brought his house on fire and he was hurt in the fire and was hospitalized. After that he was caught in a web of nostalgia, he reminisced about the time he served as a paramedic in an army camp in the pacific war. There he had fallen in love with a certain woman whom he calls â€Å"K† who was about the same age as her adopted daughter Sunny. He had loved K as genuinely a man could love a woman. He was even willing to die and kill for K as she had committed murder and Hata was willing to offer help in covering up. But then, just like in the bulk of the story, Hata’s love remains unrequited. K had viewed his love as having ill intentions. K thought that Hata was only after her youth and was only after sex. This tragic memory of Hata had some great effects in later in his life especially the relationships he had, especially with her daughter. In a weird but true manner, Hata’s kind of loves are real and unfortunately remains unrequited. Hata’s situation is what we see everyday happening to real people. That is just the truthfulness that made this story a success. The novel â€Å"A Gesture Life† may have been talking about the tragic life of Hata when it comes to love, but what it was actually talking about is how some people find it very hard to be loved just because they themselves find it hard to love others. In the story, Hata seems to be the kind of person who never knew the feeling of being loved. He has this hunger to be loved by the people around him. This for me is one of the reasons why many people find it easy to empathize with the character of Hata. Work Cited Lee, Chang-Rae. A Gesture Life. CA: Riverhead books. 1999

Buffalo Bill's West Wild Show Essay Example | Topics and Well Written Essays - 1500 words

Buffalo Bill's West Wild Show - Essay Example At one hand, it has been argued the Cody’s shows were â€Å"not right to evoke a sense of wonder and excitement when referring to a region that had seen carnage and bloodshed† (Tompkins â€Å"West of Everything† 33). In addition, it has been argued that the spectacles in the shows reduced the meaning of the landscape and the people for purposes of entertainment. This paper argues that it is not right to evoke a sense of wonder when describing a region that had encountered bloodshed because it reduces the meaning of the landscape and the people for purposes of entertainment. Opposition to the Wild West Shows was due to the injuries and deaths it caused to many native performers in the 1890. Many of the deaths had occurred due to infectious illnesses and because many of the performers had no access to primary medical care. Momaday reports that regarding the dances by performers, â€Å"were surely an ignisfatuus, and the cause of frightful suffering and death† (628). The fact that these issues arose to only one group of the actors raises questions regarding the genuineness of claims by Cody that he intended only to show the West as it was. His negligence shows that he did not consider equality with the Caucasian Americans, African Americans, and the Native Americans as a possibility even after the Civil War. As a result, the show emphasized on the differences of these Americans groups. No wonder Bobby Bridgeralleges claims â€Å"Indian performers in Buffalo Bill’s Wild West were literally prisoners-of-war† (16). Moreover, the division s he may have caused in the work environment were like a time bomb that would soon erupt especially considering that the shows were immediately after the Civil War. Therefore, this formed one of the bases by which it appears the Wild West Shows though entertaining, still reminded people of the divisions that had caused the war and

Rhetoric & Popular Culture Essay Example | Topics and Well Written Essays - 1500 words

Rhetoric & Popular Culture - Essay Example That is, our specific behaviors are the reflection of popular culture presented in advertisements, movies, television shows and magazines (Brummett). This paper aims to rhetorically analyze the pop culture related to advertisement. It will discuss pathos and logos, tone and style of DKNY Fragrance advertisement. Rhetoric analysis basically corresponds to the use of words in order to influence the audience (Brummett). This communication strategy is extensively used in marketing. Advertisement is one of the core components of marketing which builds awareness about a particular product and its distinguishing features. It plays a vital role in increasing sales through the specialized use of linguistics and visuals (Brummett). Description Let’s consider an example of DKNY Fragrance advertisement. This ad exceptionally uses the concept of rhetoric and popular culture, for instance the product name â€Å"Be Delicious: The Fragrance for Women by DKNY† is in itself very attracti ve and provoking. Moreover, the visuals consisted of colors and graphics appeals the target audience. A fair looking girl is presented with fruits around her to support the concept of deliciousness. Among the fruits the DKNY fragrance jar is placed in such a way that viewers can easily relate the natural element of fruits and the product (Fragrance). Although women tend to use a lot make up and cosmetics but they in reality want to be perceived as naturally gorgeous and refreshing. Hence the advertisement was designed using the rhetoric strategies to stimulate women’s instincts of natural beauty. The ad was initially published in Cosmopolitan Magazine which successfully drew the attention of readers while the lines actually persuaded them to purchase the product. The significantly attractive looks of the model played a major role in grasping the attention of majority viewers. In addition to this the overall theme, soft colors and use of language associated with the product we re equally convincing (Fragrance). Pathos and Logos Appeal The advertisement of â€Å"Be Delicious† was typically based upon pathos and logos. Pathos is basically an emotional appeal which is substantially used in marketing (Brummett). For instance, you must have observed many help projecting pictures of dying children in order to generate donations for poor. They are basically using the emotional appeal to drive an individual to participate in the fund raising campaigns. Similarly in the advertisement of DKNY Fragrance the name of the product â€Å"Be Delicious† actually provokes strong emotions among the target audience which persuades them to purchase the product. Pathos is not only used in words, rather the images and overall advertisement theme is a significant source of emotional appeal. For instance, the particular facial expressions of the model, arrangement of fruits and fragrance jar along with the background colors actually makes the foundations of rhetoric use in the advertisement (Fragrance). Logos, as opposed to pathos persuade people through proper reasoning and hence they are often used as logical appeal in marketing strategies (Brummett). For instance, cosmetic manufactures especially using herbal raw material emphasizes upon the health safety and long lasting effects of their products. Herbal products logically do not have any significant health hazards and this fact acts as a competitive advantage

Management Psychology Essay Example | Topics and Well Written Essays - 2250 words

Management Psychology - Essay Example While most of the organizations utilize call centres in order to deliver customer service, the scale of operations vary and depend on a number of dimensions, such as the nature of technology used, strategic purpose, and management style (Mahesh & Kasturi, 2006). The aim of this research is to identify various management approaches used in order to manage call centre staff, and to explore and to evaluate what elements of management psychology are utilized in existing management practices. Also, the paper will explore the assumptions on the individual that underpin the management practices involved in managing call centre staff. Call-centre is a strategic element of any business activity involving customer service. Therefore, employees working in call-centres should be viewed as a strategic asset of a company as they are the main point of contact with the customer (Echchakoui, 2013). In order to ensure effective work in call-centres managers adopt different approaches and methods and create different working environments. Working environment in call-centres is usually quite challenging and difficult to manage as it involves great involvement of human beings. Despite the automatization of the processes and technology development, there is high concentration of individuals on both sides â€Å"of the phone†, which makes this business extremely people-concentrated by the nature. Therefore, because of its people-intensive nature, management of call-centre is quite challenging work (Mahesh & Kasturi, 2006). In order to manage call centre staff, managers employ various techniques and adopt different psychological approaches. These approaches are so different, that some describe call-centres as â€Å"slave galleons of the twenty first century† and â€Å"electronic sweatshops†, while others see call-centres as â€Å"progressive, team-based and career fulfilling environments† (Robinson & Morley,

What impact does globalisation have on the environment Essay

What impact does globalisation have on the environment - Essay Example tinational enterprises (MNEs) can profit substantially from the consequent cross-country variations in environmental regulations by transferring the capacity of production to those nations most agreeable to make use of loose environmental policies as an encouragement for investment. Confronted with the possibility of an industrial flight, the debate goes on, countries are compelled to join a ‘race to the bottom’ and develop into ‘pollution havens’ or compromise high incidences of unemployment and the attrition of their tax base.2 In a sense then, globalisation weakens the ability of the government to safeguard the environment through corporate behaviour regulation. Conversely, advocates of globalisation argue that lower trade barriers and FDI motivate corporations to move environmental technologies as well as management systems from nation-states with more stringent environmental policies to developing nations, which cannot manage to acquire environmental technologies and capacities. The failure of the government to safeguard the environment, it is proposed in this assumption, could also be improved through self-regulation of firms’ environmental conduct in developing nations.3 Self-regulation â€Å"refers to a firm’s adoption of environmental performance standards or environmental management systems (EMS) beyond the requirements of governmental regulations.†4 Globalisation has the capability to boost pressures in self-regulation in various ways. Primarily, globalisation raises the investment of MNEs in developing nations wherein their subsidiaries can self-regulate their own environmental conduct more than that of the capacity of local firms.5 Moreover, MNEs can move their more sophisticated environmental technologies as well as their management systems designed to adjust to the stricter regulations in developed nations to their subsidiaries. Also, MNEs confront demands from interest groups to perk up their international environmental

Art history Essay Example | Topics and Well Written Essays - 2000 words

Art history - Essay Example The museum can be used for academic purposes for major academic resources to reinforce data and documents on relevant subjects. Thus, its importance lies in the fact that students, teachers, professors, art enthusiasts, archaeologists, and historians can utilize the museum for some exploration of knowledge that would aid research. The museum can likewise provide entertainment and knowledge to tourists who decide to visit it. The Metropolitan Museum of Art is located in New York City and was designed by Richard Morris in 1895 after being founded in 1870 by a group of civic leaders, philanthropists, and artists. The conception of the museum began in 1866 when a group of Americans gathered at a restaurant in Paris, France to celebrate the American Independence Day on that Fourth of July. They came up with a proposition to establish a national institution and gallery of art and convinced American civic leaders, art collectors, and philanthropists to participate in the project. In 870, the Metropolitan Museum of Art was finally established which was housed in two different locations in New York City. The first was in 681 Fifth Avenue which was later moved to 128 West 14th Street.1 It includes European paintings on display, an unparalleled Egyptian gallery, and Asian art, sculpture, photography, and armory in its more than 1.5 million square feet of exhibition space. More than 2 million works of art are kept in the museum, spanning 5,000 years of culture from different parts of the world and from different historical periods.2 The aim and thrust of the museum is to educate the public and cultivate a high standard of artistic taste. The museum does not merely aim to establish a great collection of art objects, but to pursue and develop the study of the fine arts. The inspiring thought it carries is â€Å"Art for humanity’s sake.†3 The New York City owns and

Management Psychology Essay Example | Topics and Well Written Essays - 2250 words

Management Psychology - Essay Example While most of the organizations utilize call centres in order to deliver customer service, the scale of operations vary and depend on a number of dimensions, such as the nature of technology used, strategic purpose, and management style (Mahesh & Kasturi, 2006). The aim of this research is to identify various management approaches used in order to manage call centre staff, and to explore and to evaluate what elements of management psychology are utilized in existing management practices. Also, the paper will explore the assumptions on the individual that underpin the management practices involved in managing call centre staff. Call-centre is a strategic element of any business activity involving customer service. Therefore, employees working in call-centres should be viewed as a strategic asset of a company as they are the main point of contact with the customer (Echchakoui, 2013). In order to ensure effective work in call-centres managers adopt different approaches and methods and create different working environments. Working environment in call-centres is usually quite challenging and difficult to manage as it involves great involvement of human beings. Despite the automatization of the processes and technology development, there is high concentration of individuals on both sides â€Å"of the phone†, which makes this business extremely people-concentrated by the nature. Therefore, because of its people-intensive nature, management of call-centre is quite challenging work (Mahesh & Kasturi, 2006). In order to manage call centre staff, managers employ various techniques and adopt different psychological approaches. These approaches are so different, that some describe call-centres as â€Å"slave galleons of the twenty first century† and â€Å"electronic sweatshops†, while others see call-centres as â€Å"progressive, team-based and career fulfilling environments† (Robinson & Morley,

Art history Essay Example | Topics and Well Written Essays - 2000 words

Art history - Essay Example The museum can be used for academic purposes for major academic resources to reinforce data and documents on relevant subjects. Thus, its importance lies in the fact that students, teachers, professors, art enthusiasts, archaeologists, and historians can utilize the museum for some exploration of knowledge that would aid research. The museum can likewise provide entertainment and knowledge to tourists who decide to visit it. The Metropolitan Museum of Art is located in New York City and was designed by Richard Morris in 1895 after being founded in 1870 by a group of civic leaders, philanthropists, and artists. The conception of the museum began in 1866 when a group of Americans gathered at a restaurant in Paris, France to celebrate the American Independence Day on that Fourth of July. They came up with a proposition to establish a national institution and gallery of art and convinced American civic leaders, art collectors, and philanthropists to participate in the project. In 870, the Metropolitan Museum of Art was finally established which was housed in two different locations in New York City. The first was in 681 Fifth Avenue which was later moved to 128 West 14th Street.1 It includes European paintings on display, an unparalleled Egyptian gallery, and Asian art, sculpture, photography, and armory in its more than 1.5 million square feet of exhibition space. More than 2 million works of art are kept in the museum, spanning 5,000 years of culture from different parts of the world and from different historical periods.2 The aim and thrust of the museum is to educate the public and cultivate a high standard of artistic taste. The museum does not merely aim to establish a great collection of art objects, but to pursue and develop the study of the fine arts. The inspiring thought it carries is â€Å"Art for humanity’s sake.†3 The New York City owns and

Lord Chesterfield Essay Example for Free

Lord Chesterfield Essay In a letter written to his son, Lord Chesterfield reminds him of his responsibilities that have been given to him and incites to his son of the ever crucial values that are held at a very high regard on his behalf. Lord Chesterfield hopes to steer his son back on the right path by reinstating what he considers to be the noble thing a gentleman of his son’s age should do. It is quite obvious from the letter that Lord Chesterfield is dissatisfied with the decisions his son has made while exploring his new found independence. Lord Chesterfield intends to bring reality back into his son’s view by saying, â€Å"I do not, therefore, so much as hint to you, how absolutely dependent you are upon me; that you neither have, nor can have a shilling in the world but from me†¦Ã¢â‚¬  The value he is trying to show his son is responsibility and humility. His son needs to recognize that it is by his father’s hand that he is able to experience life and independence during this time and to be responsible enough to control himself and not waste this opportunity. Lord Chesterfield now prompts the importance of his son getting an education and the significance it can have on his life. In stating his opinion on education, Lord Chesterfield says, â€Å"Can there be a greater pleasure than to be universally allowed to excel those of one’s own age and manner of life? And, consequently, can there be anything more mortifying than to be excelled by them?† The use of rhetorical questions suggests the substantial amount of importance the value of education must mean to Lord Chesterfield. He hopes to prove to his son that having an education is worth so much more than the effort he is putting into it and that it will make his future easier in the business realm. The final point Lord Chesterfield intends to convey to his son is the eminence of experience. Lord Chesterfield starts off by saying, â€Å"I mean likewise to excel in the thing itself; for, in my mind, one may as well not know a thing at all, as know it but imperfectly. To know a little of anything, gives neither satisfaction nor credit; but often brings disgrace or ridicule†. Lord Chesterfield wants his son to be properly prepared for the social aspect of life. If you do not know what you’re talking about or have not experienced enough of life and you remain sheltered, then shunning and mockery may follow you wherever you go and that is what Lord Chesterfield aims to warn his son about. Lord Chesterfield’s entire purpose is to simply remind his son of his loving father’s expectations for him as a young man and also for very meaningful advice that will only better him for the future. He does not intend to teach his son new values but simply remind him of old ones that he’s been taught his whole life and the appropriate way of exploring his independence.

Sweatshops And The Race To The Bottom Phenomenon Economics Essay

Sweatshops And The Race To The Bottom Phenomenon Economics Essay (1.) Why do global critics often cite sweatshops as a prime example of the race to the bottom phenomenon? (2.) In addition, are sweatshops a stop on the road to prosperity? (3.) Meanwhile, are sweatshops a common ground? (4.) Finally, how can developing countries minimize or escape the dangerous abuses that often accompany foreign direct investment in low labor-intensive operations? Global critics feel that the race to the bottom phenomenon is what happens; they say when world markets are opened to free, unfettered trade. In addition without transnational labor guidelines and regulations, big corporations will look to place factories and manufacturing plants in countries with the most relaxed environmental and labor standards for multi-purpose advantages. Are sweatshops a stop on the road to prosperity? Maybe so opinions vary but, records indicate this theory. Human rights, low wages, and less protection for workers that dominate export markets, or attract the mammoth amount of share in foreign direct investment supports the previous theory. Only with the prosperity brought by international trade, globalizations adherents say, can a country then afford to demand better working conditions for its workers. This means every prosperous country today once employed child labor in its economic adolescence that would today be considered sweatshop working conditions. (Radley Balko) Do sweatshops have a common ground? At the end of the day there are at least a few areas in which both free traders and anti-sweatshop crusaders can agree. Most free trade advocates agree, for example that benefiting from slave labor is no better than theft. Sweatshop workers are often the envy of their communities they make more money than the farmhands or beggars. The key to building prosperity is choice, and if workers dont have the option to quit, or to take a job with a factory across town offering better wages, the free in free trade is a misnomer, and the benefits of globalization are tainted. (Radley, Balko) How can developing countries minimize or escape the dangerous abuses that often accompany foreign direct investment in low labor-intensive operations? The list of dangers and difficulties linked to foreign direct investor and associated subcontractor operations in low -skill, labor-intensive operations is quite long but, perhaps somewhat surprisingly, so is the list of possible benefits and opportunities.(Theodore H. Moran) ANALYSIS PART 1 (Perception of the race to the bottom phenomenon) Sweatshops are an ongoing problem throughout the global economy, especially in the developing countries. There is more than 90% of child labor and sweatshop market employed in the rural areas of Asia and Africa. Even though there are a lot of developed countries that oppose child labor and sweatshops because of moral and ethical reason. They feel that the companies are taking advantage of the developing countries and exploiting their children just to make a profit. However, the developed countries have to understand the social and economic cost, the standard living conditions, and having a good grasp of what people living in these developing countries might go through. Sweatshops might be the answer and not the problem in developing a country. Furthermore, the importance of having sweatshops is that it automatically creates jobs for the rural areas of these developing countries. These new jobs can pay up to two or three times as much of minimum wage, which gives the people more money to spend and this helps develop the country because the average income rate is rising. The developing countries will say that it is morally and ethically wrong for companies to move their business to rural and developing countries, because they are not being paid as much as developed countries. In addition, they are making their employees work 84-105 hours a week compared to the United States traditional 40 hours, and sometimes the salary is 60% 80% lower than a company will pay in the United States. Just to add, sweatshops are viewed as over working their employees causing and creating hazardous and unhealthy working conditions. How would life be in developing countries without sweatshops? Since sweatshops create new jobs and new opportunity for the people in these rural areas, without the sweatshops the new jobs and opportunity would be gone. This will lead to young women and men prostituting themselves just to make money to survive. Also, starvation will become a huge factor in the developing countries, because without any jobs opportunity for an unskilled worker becomes narrow, without an education. People will have limited choices, for example possibly starving or stealing; which overtime will lead to additive violence, and eventually raise the crime rate because people have to survive. Nevertheless, since sweatshops are in a rural area it helps monitor the crime rates, starvation, and increases the dream of education because families are given opportunity to become more skilled alongside an ample income, paving a new way for the next generation. Therefore, as we learned in our International Business class, some of the developed countries can be bias and hypocritical because developed countries previously endorsed a sweatshop opportunity to gain existence and power in the market, examples are South Korea, and Taiwan. More importantly a majority of developing countries will embrace this vicious cycle for exposure, skill, and hands on awareness of a volatile market. Analysis Part II Sweatshops and Prosperity Sweatshops are good for globalization and prosperity because of comparative advantages in the market, which help the developing countries grow in the long run. Sweatshops will give developing people in rural areas a set of skills that will help them to compete in the International market. Companies like Nike and Wal-Mart help develop these countries by giving them the opportunity to learn how to do things those consumers and companies in develop countries take for granted. In return the skills sets learned will manufacture undeveloped countries, while increasing competitiveness and assembling products cheaper but still efficient, will engage a higher demand and raise the GDP of undeveloped countries. The thought of stability supports prosperity which is rare globally, so if opportunity renders freedom of choice for developing countries the debate becomes simple and survival is usually submitted. Analysis III Are Sweatshops common ground? Common ground is usually effective if the government in the host country is held accountable in the international community. Therefore the fundamental disagreement about sweatshops revolves debate about fairness. Western companies benefit from cheap labor in the developing world; sweatshop activists say western corporations can afford to pay artificial living wages and that anything less reeks exploitation. Further arguments include corporate governments penalizing the western companies internally if better working conditions arent offered to the developed countries or consumers refraining from purchasing products. Common ground becomes a factor, globalist say if that happens western corporations have no incentive to invest in the third world in the first place. Developing countries have two choices when negotiating common ground, (1) embrace foreign investment, (2) demand wages not proportional to what their national labor market would naturally allow. In most cases, the track that delivers prosperity (1) or the track that produces continued poverty (2) will lend clues to the debate and the winning verdict. Analysis IV. FDI in low labor-intensive operations Global markets gain their questionable state of regimen through rules that are stated in trade agreements, labor laws, and factors that give constructions on gender. Once you understand markets as institutions it will allow you to link the globalization of the apparel industry to US foreign policies. Major players within in the US textile and apparel industries seem to hold different trade strategies in store for use. The textile industry benefits from rule-of-origin protections, the apparel industry benefits from free trade without restrictions. Large-scale retailers became key political players. Unions opposed free-trade arrangements with developing countries that they believe foster a race to the bottom type of mentality. Overall the previous information about trade and apparel just emphasizes the importance of growth and power in the free trade market which elaborates capitalism and the issues of transparency simultaneously. In transition, developing countries do have a strategy for attracting investors to low-wage export industries to establish special export processing zones or free trade zones. Nevertheless the objective of establishing EPZs and FTZs is to provide foreign investors and their subcontractors with freedom duties on the capital equipment and components while exempting many governments from various labor regulations in the zones, including the organization of labor unions. Foreign Direct Investment in low wage, low-skill host countries has two sides failure and success. Positive is that when FDI is implemented in undeveloped rural areas potential benefits of a new life are given such as jobs, skills, agenda, choices, opportunities, etc. Negative outcomes of FDI is that deception and bondage may be used to prevent the people from leaving their jobs; in extreme situations recruiters and agents set up networks in which family members arrange to pay off loans my selling their children into contract labor. In addition, workers may receive no benefits such as social security alongside workers being deprived promotion and benefits of seniority. CONCLUSION Analysis Part I The race to the bottom phenomenon can be viewed as an advantage or disadvantage. Most global critics tend to view corporations and retailers taking credit for offering jobs and services to a weaker opponent, but not using internal ethics as a navigator to promote a safer healthier work environment. Nevertheless youre able to see the pros and the cons but overall my opinion clearly states that globalization and capitalism at the bottom can be harsh but stability equates to balance which means development needs more pros than cons overall but we all start from an infant stage to adolescence yearning for maturity and experience. Analysis Part II Are sweatshops a stop to the road to prosperity? Yes I feel that prosperity is not just tangible riches that a person or country endures, but the intangibles that are benefited from prosperity are much greater. So the resolution is to sweatshops overall being prosperous is government ethics meaning that leadership starts from above and trickles down. To be prosperous means sacrifice, discipline, and patience, but these qualities define moral ethics and the sweatshop or the corporate retailer cant establish a culture that has to come from the developing country internally. Analysis Part III Are sweatshops common ground? This question brings joy to me because this interrogative statement revolves around the debater and their view. However I consider myself a debater so let me elaborate yes and my reasons why are this history teaches you about the past meaning you may have or not endured historical moments or events during the time line of your life; which remotely if successful allow you and your family comfort. Just to add if youve never endured something but wanted more how can you deprive a choice of opportunity to another person or country without bearing the conditions or lifestyle they represent. So my inclination of common ground is the specimen of experience and the verdict well that would be the individuals choice. Analysis Part IV How can developing countries minimize or escape the dangerous abuses that often accompany foreign direct investment in low labor-intensive operations? FDI are benefits of investors that see potential from an undeveloped country starting with lack of opportunity, few choices, skill, education, health care, and other fundamentals of a higher standard living. In addition, there are disadvantages of countries with FDI such as benefits, working conditions, employee treatment. But to minimize or escape the dangerous abuses a host country must hold the government accountable and the standards that they allow corporations to work under and the ethics and treatment that follows. Labor unions and police monitoring is a start because that enforces accountability which leads to other interest groups in the future and set a precedence of standards throughout internally which will tap the external zone/developed countries or corporate retailers. Globalization and trade derived from conditions such as sweatshops, slavery, bondage, and to enhance undeveloped countries means upgrade the conditions and the legal environment.