Custom Written Essays: Contrasting Gertrude and Ophelia of Shakespeare

Contrasting the Ladies in Hamlet How can anyone ascertain or read the Shakespearean tragedy of Hamlet with pop detect an obvious differentiation mingled with the characters of the two female characters? And yet, not all critics agree on even the most salient features of this contrast. Quite opposite the transgression of the kings wife is the innocence of Ophelia this view is generally expressed among Shakespearean critics. Jessie F. ODonnell expresses the total innocence of the heros girlfriend in Ophelia, originally appearing in The American Shakespeare Magazine O broken lily how shall one rightly treat of her loveliness, her gentleness and the awful pathos of her fate? Who shall hardihood to hint that she was not altogether faultless? One feels as if wantonly crushing some frail blossom in criticising so beautiful a creation, yet such is my thankless task. To my mind, Ophelia has been much over-rated by writers on this play of Hamlet, and when stripped of the glamor of S hakespeares magic verse and the lenient tenderness we retort always to the dead . . . she will be found a simple, shallow girl, pure and delicate as a snowflake . . . . (241) Contradicting ODonnells view is some evidence that Ophelia is not innocent in her relationship with the protagonist (West 107). Moral concerns are in the forefront of any discussion about dissimilarities between the queen and the lord chamberlains daughter. John Dover Wilson highlights moral differences in What Happens in Hamlet His Hamlets mother is a criminal, has been guilty of a sin which blots out the stars for him, makes life a bestial thing, and even infects his very blood. She has committed incest. Modern readers, living i... ...nd Notes on Shakspere and Other English Poets. London George Bell and Sons, 1904. p. 342-368. http//ds.dial.pipex.com/thomas_larque/ham1-col.htm ODonnell, Jessie F. Ophelia. The American Shakespeare Magazine, 3 (March 1897), 70-76. Rpt. in Women Reading Shakespeare 1660-19 00. Ed. Ann Thompson and Sasha Roberts. New York Manchester University Press, 1997. Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http//www.chemicool.com/Shakespeare/hamlet/full.html No line nos. West, Rebecca. A Court and World Infected by the Disease of Corruption. Readings on Hamlet. Ed. Don Nardo. San Diego Greenhaven Press, 1999. Rpt. of The Court and the Castle. New Haven, CT Yale University Press, 1957. Wilson, John Dover. What Happens in Hamlet. New York Cambridge University Press, 1999.

Othellos Research Paper :: essays research papers fc

Among Aristotles terms in depicting terms in his model of world characteristics is hamartia. Hamartia is when ones flaw or weakness is his or her error or transgression. In William Shakespeares Othello, Othellos hamartia is the misconception he has of himself as being uncouth, poorly spoken, and old and because he begins to believe that his fair wife, Desdemona, cannot hit the hay him, he starts to believe that she is guilty of infidelity. (classicnote).Maurice Charneys Shakespeare on Love and Lust states that love in a comedy acts as a generator of plotThe assumption is that the perturbations of love are a prelude to the triumph of love in the end they provide a kind of education in adversity (29). The phrase education in adversity means that there will be obstacles designed to make lovers question just how much they love. In comedy, this education proves hopeful it illustrates that lovers will overcome this adversity. There is no burden on the characters to bit their way throug h the obstacles of love because what Charney calls plot magic exists (29). Charneys idea of a cure-all plot magic has been erased in the tragedy Othello, therefore do the characters condemned to endure their educations in love without the help of a plot. In tragedy the obstacles are designed to impede perfect love, that remains unconquerable. There is no continuing the possibility for the characters to learn the same lessons of triumph, wit, and devotion that love in comedy teaches (30). These intractable obstacles in Othello are Othello and Desdemona themselves. The love between Othello and Desdemona proves to be destroyed because some(prenominal) of them stand in the way of a comedic and successful education in adversity. Othello could quite well be jealous of Brabantios relationship with his daughter, Desdemona. Quite possibly, to die up in the ranks of social mobility, Othello believed that Brabantio would love him one day and respect him, too as a son-in-law. Othellos jealo usy burns inside him because his self-esteem is on the line when he doubts Desdemonas faithfulness to him. Othello was a former slave and had a hard time being loved unconditionally. He entangle loved by those he fought battles for. Desdemona loving him unconditionally seemed too good to be true. When Brabantio, Desdemonas father, warns Othello that Desdemona may deceive him just as she has deceived her own father, any hope of Othellos long-term happiness is bruised.

Charlie Chaplin :: essays research papers

One of the geatest themes I have picked up from the few Charlie Chaplin moviesthat I have seen is that he always has the things that he charishes more or less taken onward fromhim. Chaplins life so much reflects his charectors, because at a young ageChaplins fetch went mad and for a time he and his crony had to live on the streets until they were put into an orphans asylum. It directly relates to him because he was and you see how he sees the world even in the silent movies he made.In The Kid Chaplin The tush looses the fry that he took in as his knowledge, andraised they boy as if it were his own, and when the boy gets sick The lay out is forced tocall a quicken and when the doctor asks if this is his son he shows the doctor the note thathe recieved when he found the itch and the doctor leaves and says, that this child needsproper care. So later comes the orphanage to take away the boy, and The Tramp putsup a huge fight but looses and then tracks them deal before they ca n reach the orphanageand this goes on with the bad guys taking the boy and him retrieving him until they reachthe boys biological mother who takes them in. This movie relates to Chaplins own life very(prenominal) closely because, at the begining the women has to give up her baby because she is notfit to be a mother and almost the same thing happened in Chaplins own life.In City Lights Chaplin also has somthing taken away from him that he mostcherishes. In this movie the thing he most charishes is seeing the blind misfire he loves, andwhen charlie is wrongly accused of stealing silver from a drunk freind he is put in jail butnot after he gives her plenty of money to be well forth and get a cure for her blindness.Chaplins movies may have this theme but, always at the end he ends up on theCharlie Chaplin essays research papers One of the geatest themes I have picked up from the few Charlie Chaplin moviesthat I have seen is that he always has the things that he charishes most take n away fromhim. Chaplins life so much reflects his charectors, because at a young ageChaplins mother went mad and for a time he and his brother had to live on the streets until they were put into an orphanage. It directly relates to him because he was and you see how he sees the world even in the silent movies he made.In The Kid Chaplin The Tramp looses the child that he took in as his own, andraised they boy as if it were his own, and when the boy gets sick The Tramp is forced tocall a doctor and when the doctor asks if this is his son he shows the doctor the note thathe recieved when he found the baby and the doctor leaves and says, that this child needsproper care. So later comes the orphanage to take away the boy, and The Tramp putsup a huge fight but looses and then tracks them down before they can reach the orphanageand this goes on with the bad guys taking the boy and him retrieving him until they reachthe boys biological mother who takes them in. This movie relates to Chapli ns own lifevery closely because, at the begining the women has to give up her baby because she is notfit to be a mother and almost the same thing happened in Chaplins own life.In City Lights Chaplin also has somthing taken away from him that he mostcherishes. In this movie the thing he most charishes is seeing the blind girl he loves, andwhen charlie is wrongly accused of stealing money from a drunk freind he is put in jail butnot after he gives her plenty of money to be well off and get a cure for her blindness.Chaplins movies may have this theme but, always at the end he ends up on the

Roselily :: essays research papers

Alice Walkers Roselily, when first read considered why she decided to use third person. Especially when the yarn is in such a private line of thought, but then after my second time reading the story I decided that Roselily would not be a strong enough woman to speak about the social injustices that have happened to her. One key part of the story is her new support she volition be facing after she is married in Chicago, while comparing it with her old life she is leaving in Mississippi. In Chicago she lead no longer have a job, but instead be a homemaker where she will be responsible for the children and home. Also, in Chicago she will become a Muslim because it is what her new husband will want her to be, but back in Mississippi she was of the Christian faith. One of the more coercive outcomes of her marriage is that she will go from extreme poverty, to not having to worry about money on a day to day basis. Next, consider the text nerve-racking to express her frustration with life She wants to live for once. But doesnt quite know what that means. Wonders if she has ever done it. If she ever will. (1130) You can sense her need and lacking to be independent of everything and everyone, to be truly a woman on her own free of any shackles of burden that this life has thrown upon her. Also, there is an view that her family does not really care that she is leaving from her sisters to her disinterested father. Roselily, the name is quite perplexing considering a rose stands for passion, love, life while the lily has associations with death, and purity. Still at the selfsame(prenominal) time the name aptly applies to her because the reader knows she is ultimately doomed to wilt away in a loveless marriage in Chicago. Even though she is convincing herself that she loves things about him it is all just a ploy to trick herself into believing that this marriage could be the answer to all her problems. Now on to the hands of Roselilys past most of which are dead- beat dads that could not care about what happens to their children, or where they go.

Essay examples --

Eric Vaughn BiberProfessor Mary Dudy BjorkEnglish 421Essay 2 may 1, 2008The Miracle of Poetry.such(prenominal) unnatural tendencies have an intimate relation to genius, and what we call genius is, exactly, the awareness, and expression, of planes, or dimensions, beyond the biological and the temporal. That is why Shakespeares Sonnets are so deeply concerned with the problems of time, death and eternity (Knight, 69-70). Maybe Shakespeare knew that true literary genius existed in the study of the relationship man has with death and certainty, so he pointed his indite in this direction for literary immortality. Maybe yet he was simply fascinated with death in general, and his genius shined through in his writing. Regardless of his motives, it is chiseled that Shakespeare was at some level fascinated with time and its overwhelming destructive powers. This fascination was evident in al more or less all of Shakespeares works, but most notably in his Sonnets. Not only did Shakespeare real ize the fragility of life, but he found a way to overcome the universes inevit expertness with poetry. Although most of Shakespeares Sonnets are dedicated to a certain young youth, this dedication is only a front to carry on whizz of Shakespeares greatest concerns the certainty of time and death. With the use of the written word, Shakespeare found a way to overcome the power of time and immortalize all that he loved, whomever and whatsoever that may be, inside the power of his ink.When examining the presence of time and certainty in Shakespeares Sonnets, the best place to begin is with Sonnet 18. This is by far one of Shakespeares most famous Sonnets, and probably his most misunderstood by the common reader. Though this Sonnet seems to be a simple love numbers on the... ... considered the first of the procreation Sonnets directed to the fair young youth, a deeper look at Sonnet 1 reveals evidence of Shakespeares uncanny ability to understand the nature of the universe.From faire st creatures we desire increase,That thereby beautys rose might never die,But as the riper should by time decease,His tender heir might subscribe his memory (1.1-4)The rose embodies only the perfect moment that intervenes between fulfillment and decay. Describing it, Shakespeare makes no attempt to speak in a biographical voice, or that of a dramatically defined persona. It is simply we who speak, as the voice of a consensus, and our desire for preserving the flowers beauty is no less natural than its coming decline. Such a confluence, using we to unite temporarily speaker, reader, and the ordinary world, has a justification of its own (Weiser, 3).

Essay examples --

Eric Vaughn BiberProfessor Mary Dudy BjorkEnglish 421Essay 2May 1, 2008The Miracle of Poetry.such(prenominal) unnatural tendencies have an intimate relation to genius, and what we call genius is, exactly, the awareness, and expression, of planes, or dimensions, beyond the biological and the temporal. That is why Shakespeares Sonnets are so deeply implicated with the problems of time, death and eternity (Knight, 69-70). Maybe Shakespeare knew that true literary genius existed in the study of the relationship man has with death and certainty, so he pointed his writing in this direction for literary immortality. Maybe yet he was simply fascinated with death in general, and his genius shined through in his writing. Regardless of his motives, it is clear that Shakespeare was at some level fascinated with time and its overwhelming destructive powers. This fascination was evident in al almost all of Shakespeares works, but most notably in his Sonnets. Not only did Shakespeare realize the f ragility of life, but he found a way to overcome the universes inevitability with poetry. Although most of Shakespeares Sonnets are dedicated to a certain young youth, this dedication is only a front to carry on one of Shakespeares superior concerns the certainty of time and death. With the use of the written word, Shakespeare found a way to overcome the power of time and immortalize all that he loved, whomever and whatever that may be, inside the power of his ink.When examining the presence of time and certainty in Shakespeares Sonnets, the best place to begin is with Sonnet 18. This is by far one of Shakespeares most famous Sonnets, and probably his most misunderstood by the common reader. Though this Sonnet seems to be a simple love poem on the... ... considered the first of the procreation Sonnets directed to the fair young youth, a deeper look at Sonnet 1 reveals evidence of Shakespeares uncanny ability to visit the nature of the universe.From fairest creatures we desire in crease,That thereby beautys rose might never die,But as the riper should by time decease,His tender heir might bear his computer memory (1.1-4)The rose embodies only the perfect moment that intervenes between fulfillment and decay. Describing it, Shakespeare makes no attempt to speak in a biographical voice, or that of a dramatically defined persona. It is simply we who speak, as the voice of a consensus, and our desire for preserving the flowers beauty is no less natural than its coming decline. Such a confluence, using we to unite temporarily speaker, reader, and the ordinary world, has a justification of its own (Weiser, 3).

Academic Writing

Assessment Task You be to write and have a bun in the oven a spoken talking to (between 750 and thou words) on either root and from whatever perspective. Note that you moldiness not deliver the run-in as yourself, plainly must write from the stall of any soulfulness, real or imagined. This person may be from the chivalric or coming(prenominal) as well as the present. Marks allow for be awarded for the pursuit criteria Use of sound and personate speech Originality of concept and heart and soul Appropriateness of language for the subject and audience phrase and grammar Please note that there lead be no item time sterilizeations, but you atomic number 18 strongly boost to take your time when delivering the speech.Points on the delivery and pen of the speech leave alone be cover in class on several occasions so there pass on be plenty of opportunities for guidance. Deadline naming for subduednessThe speech is to be delivered during your median(prenominal ) tutorial during Weeks 8 and 9 (weeks beginning 15th and twenty-second April 2013). The exact time and date forget be concord with your reviewer during previous weeks. A serious copy of the speech is to be submitted to Turnitin for legal opinion by midnight of Monday 15th April 2013. You are reminded that a limit of 15% piracy is permitted.Whilst the video display mark will be given in class, if the plagiarism score is later on found to have exceeded 15% then the mark will be amended accordingly (this will mean a fail in the outcome of excessively high Turnitin scores). coif Speech/presentation intelligence information limit 750-1000 words attainment outcomes to be examined in this assessment *Demonstrate an understanding of how language is calld to promote original purposes *Demonstrate an awareness of unlike writing styles and their effectiveness as a means of converse *Demonstrate presentation skillsAssessment criteria instructive comments on the assessment crite ria maximum marks for each plane section Content, relevance, originality plectrum of topic suppress for subject matter and audience. Originality of topic. 30% Verbal and non-verbal communication. Clear expression and dramatic flair. Effective dead body language and engagement with audience. 35 % linguistic styleImaginative and interesting use of language, as appropriate for the topic. 35% Assessment Task You are to write and deliver a speech (between 750 and 1000 words) on any subject and from any perspective.Note that you must not deliver the speech as yourself, but must write from the viewpoint of any person, real or imagined. This person may be from the past or future as well as the present. Marks will be awarded for the following criteria Use of voice and body language Originality of concept and content Appropriateness of language for the subject and audience Vocabulary and grammar Please note that there will be no specific time limitations, but you are strongly encouraged to take your time when delivering the speech.Points on the delivery and writing of the speech will be covered in class on several occasions so there will be plenty of opportunities for guidance. Deadline date for submissionThe speech is to be delivered during your normal tutorial during Weeks 8 and 9 (weeks beginning 15th and 22nd April 2013). The exact time and date will be agreed with your lecturer during previous weeks. A hard copy of the speech is to be submitted to Turnitin for assessment by midnight of Monday 15th April 2013. You are reminded that a limit of 15% plagiarism is permitted.Whilst the presentation mark will be given in class, if the plagiarism score is subsequently found to have exceeded 15% then the mark will be amended accordingly (this will mean a fail in the case of excessively high Turnitin scores). Format Speech/presentation Word limit 750-1000 words Learning outcomes to be examined in this assessment *Demonstrate an understanding of how language is used to p romote certain purposes *Demonstrate an awareness of different writing styles and their effectiveness as a means of communication *Demonstrate presentation skillsAssessment criteria Explanatory comments on the assessment criteria Maximum marks for each section Content, relevance, originality Choice of topic appropriate for subject matter and audience. Originality of topic. 30% Verbal and non-verbal communication. Clear diction and dramatic flair. Effective body language and engagement with audience. 35 % Linguistic styleImaginative and interesting use of language, as appropriate for the topic. 35% Assessment Task You are to write and deliver a speech (between 750 and 1000 words) on any subject and from any perspective.Note that you must not deliver the speech as yourself, but must write from the viewpoint of any person, real or imagined. This person may be from the past or future as well as the present. Marks will be awarded for the following criteria Use of voice and body language Originality of concept and content Appropriateness of language for the subject and audience Vocabulary and grammar Please note that there will be no specific time limitations, but you are strongly encouraged to take your time when delivering the speech. Points on he delivery and writing of the speech will be covered in class on several occasions so there will be plenty of opportunities for guidance. Deadline date for submissionThe speech is to be delivered during your normal tutorial during Weeks 8 and 9 (weeks beginning 15th and 22nd April 2013). The exact time and date will be agreed with your lecturer during previous weeks. A hard copy of the speech is to be submitted to Turnitin for assessment by midnight of Monday 15th April 2013. You are reminded that a limit of 15% plagiarism is permitted.Whilst the presentation mark will be given in class, if the plagiarism score is subsequently found to have exceeded 15% then the mark will be amended accordingly (this will mean a fail in th e case of excessively high Turnitin scores). Format Speech/presentation Word limit 750-1000 words Learning outcomes to be examined in this assessment *Demonstrate an understanding of how language is used to promote certain purposes *Demonstrate an awareness of different writing styles and their effectiveness as a means of communication *Demonstrate presentation skillsAssessment criteria Explanatory comments on the assessment criteria Maximum marks for each section Content, relevance, originality Choice of topic appropriate for subject matter and audience. Originality of topic. 30% Verbal and non-verbal communication. Clear diction and dramatic flair. Effective body language and engagement with audience. 35 % Linguistic styleImaginative and interesting use of language, as appropriate for the topic. 35% Assessment Task You are to write and deliver a speech (between 750 and 1000 words) on any subject and from any perspective.Note that you must not deliver the speech as yourself, but mu st write from the viewpoint of any person, real or imagined. This person may be from the past or future as well as the present. Marks will be awarded for the following criteria Use of voice and body language Originality of concept and content Appropriateness of language for the subject and audience Vocabulary and grammar Please note that there will be no specific time limitations, but you are strongly encouraged to take your time when delivering the speech.Points on the delivery and writing of the speech will be covered in class on several occasions so there will be plenty of opportunities for guidance. Deadline date for submissionThe speech is to be delivered during your normal tutorial during Weeks 8 and 9 (weeks beginning 15th and 22nd April 2013). The exact time and date will be agreed with your lecturer during previous weeks. A hard copy of the speech is to be submitted to Turnitin for assessment by midnight of Monday 15th April 2013. You are reminded that a limit of 15% plagia rism is permitted.Whilst the presentation mark will be given in class, if the plagiarism score is subsequently found to have exceeded 15% then the mark will be amended accordingly (this will mean a fail in the case of excessively high Turnitin scores). Format Speech/presentation Word limit 750-1000 words Learning outcomes to be examined in this assessment *Demonstrate an understanding of how language is used to promote certain purposes *Demonstrate an awareness of different writing styles and their effectiveness as a means of communication *Demonstrate presentation skillsAssessment criteria Explanatory comments on the assessment criteria Maximum marks for each section Content, relevance, originality Choice of topic appropriate for subject matter and audience. Originality of topic. 30% Verbal and non-verbal communication. Clear diction and dramatic flair. Effective body language and engagement with audience. 35 % Linguistic styleImaginative and interesting use of language, as appropr iate for the topic. 35% Assessment Task You are to write and deliver a speech (between 750 and 1000 words) on any subject and from any perspective.Note that you must not deliver the speech as yourself, but must write from the viewpoint of any person, real or imagined. This person may be from the past or future as well as the present. Marks will be awarded for the following criteria Use of voice and body language Originality of concept and content Appropriateness of language for the subject and audience Vocabulary and grammar Please note that there will be no specific time limitations, but you are strongly encouraged to take your time when delivering the speech.Points on the delivery and writing of the speech will be covered in class on several occasions so there will be plenty of opportunities for guidance. Deadline date for submissionThe speech is to be delivered during your normal tutorial during Weeks 8 and 9 (weeks beginning 15th and 22nd April 2013). The exact time and date wil l be agreed with your lecturer during previous weeks. A hard copy of the speech is to be submitted to Turnitin for assessment by midnight of Monday 15th April 2013. You are reminded that a limit of 15% plagiarism is permitted.Whilst the presentation mark will be given in class, if the plagiarism score is subsequently found to have exceeded 15% then the mark will be amended accordingly (this will mean a fail in the case of excessively high Turnitin scores). Format Speech/presentation Word limit 750-1000 words Learning outcomes to be examined in this assessment *Demonstrate an understanding of how language is used to promote certain purposes *Demonstrate an awareness of different writing styles and their effectiveness as a means of communication *Demonstrate presentation skillsAssessment criteria Explanatory comments on the assessment criteria Maximum marks for each section Content, relevance, originality Choice of topic appropriate for subject matter and audience. Originality of topi c. 30% Verbal and non-verbal communication. Clear diction and dramatic flair. Effective body language and engagement with audience. 35 % Linguistic styleImaginative and interesting use of language, as appropriate for the topic. 35% Assessment Task You are to write and deliver a speech (between 750 and 1000 words) on any subject and from any perspective.Note that you must not deliver the speech as yourself, but must write from the viewpoint of any person, real or imagined. This person may be from the past or future as well as the present. Marks will be awarded for the following criteria Use of voice and body language Originality of concept and content Appropriateness of language for the subject and audience Vocabulary and grammar Please note that there will be no specific time limitations, but you are strongly encouraged to take your time when delivering the speech.Points on the delivery and writing of the speech will be covered in class on several occasions so there will be plenty o f opportunities for guidance. Deadline date for submissionThe speech is to be delivered during your normal tutorial during Weeks 8 and 9 (weeks beginning 15th and 22nd April 2013). The exact time and date will be agreed with your lecturer during previous weeks. A hard copy of the speech is to be submitted to Turnitin for assessment by midnight of Monday 15th April 2013. You are reminded that a limit of 15% plagiarism is permitted.Whilst the presentation mark will be given in class, if the plagiarism score is subsequently found to have exceeded 15% then the mark will be amended accordingly (this will mean a fail in the case of excessively high Turnitin scores). Format Speech/presentation Word limit 750-1000 words Learning outcomes to be examined in this assessment *Demonstrate an understanding of how language is used to promote certain purposes *Demonstrate an awareness of different writing styles and their effectiveness as a means of communication *Demonstrate presentation skillsAss essment criteria Explanatory comments on the assessment criteria Maximum marks for each section Content, relevance, originality Choice of topic appropriate for subject matter and audience. Originality of topic. 30% Verbal and non-verbal communication. Clear diction and dramatic flair. Effective body language and engagement with audience. 35 % Linguistic styleImaginative and interesting use of language, as appropriate for the topic. 35% Assessment Task You are to write and deliver a speech (between 750 and 1000 words) on any subject and from any perspective.Note that you must not deliver the speech as yourself, but must write from the viewpoint of any person, real or imagined. This person may be from the past or future as well as the present. Marks will be awarded for the following criteria Use of voice and body language Originality of concept and content Appropriateness of language for the subject and audience Vocabulary and grammar Please note that there will be no specific time li mitations, but you are strongly encouraged to take your time when delivering the speech.Points on the delivery and writing of the speech will be covered in class on several occasions so there will be plenty of opportunities for guidance. Deadline date for submissionThe speech is to be delivered during your normal tutorial during Weeks 8 and 9 (weeks beginning 15th and 22nd April 2013). The exact time and date will be agreed with your lecturer during previous weeks. A hard copy of the speech is to be submitted to Turnitin for assessment by midnight of Monday 15th April 2013. You are reminded that a limit of 15% plagiarism is permitted.Whilst the presentation mark will be given in class, if the plagiarism score is subsequently found to have exceeded 15% then the mark will be amended accordingly (this will mean a fail in the case of excessively high Turnitin scores). Format Speech/presentation Word limit 750-1000 words Learning outcomes to be examined in this assessment *Demonstrate an understanding of how language is used to promote certain purposes *Demonstrate an awareness of different writing styles and their effectiveness as a means of communication *Demonstrate presentation skillsAssessment criteria Explanatory comments on the assessment criteria Maximum marks for each section Content, relevance, originality Choice of topic appropriate for subject matter and audience. Originality of topic. 30% Verbal and non-verbal communication. Clear diction and dramatic flair. Effective body language and engagement with audience. 35 % Linguistic styleImaginative and interesting use of language, as appropriate for the topic. 35%

Political parties Essay

In most policy-making environment of the world, the issue of attracting increased voters is critical to the development of any political party. Most party candidates run reform-minded and aggressive political cause in other to win more voters. Political parties around the world artifice motley means of increasing their chances of winning picks. A very good example is the just concluded United State presidential election. The countrys parties in one way or the other influence the election results through their various campaigns. There will be a comprehensive interchange on this matter in this write up.According to Micah Sifry, who argued that voter turnout would increase if party candidates run progressive and populist campaigns. In some cases, this could ply and in practice, progressive and populist campaigns do determine the increased turnout of voters, but most times this whitethorn not be. What will determine this may be the assurance on the part of the political aspirant that went they are elected, the economic goals would be achieved. In essence, political partys primary responsibility has significant effect on the voters turnout that could be necessary in future election.In future, political parties may continue to lend oneself these campaign strategies. However, there maybe a major change in the way this is conducted. Political parties will develop different platforms, issues and debates that could determine the number of voters turnout. These platforms and issue could be in form of given detailed report on what the political aspirants will do if elected. Others could be to develop campaign publicity and events around the country, utilization of publications to educate the generality about their campaign progress, plan tours where political aspirants will be required to speak and answer questions from the public.The progressive and populist campaign refers to direct effort by political parties to give a detail issue or account of what their res pective candidate would ferment if elected. The populist is an America phenomenon, which was developed to take the issue of the populace needs into consideration. The USA faces series of progressive and populist campaign, because most political aspirants get to fleck without fulfilling the various promises made during their political campaigns. This has contributed to the problem that could face the country in terms of political elections in future.The aggressive and populist campaign has some parity of todays campaign process. In some ways, the country is trying to address this issue in different forms. The just concluded presidential election is a very good example of this issue. During the campaign, the two parties involved developed several ways of attracting voters to their side. They used different means of election campaign to relieve oneself a great chance of winning, but the government-devised strategies to address this issue.In conclusion, what determines the increased number of electorates turnout depends on the way political parties make use of various political campaign strategies. In essence, aggressive and populist campaign strategy is just a necessary coach and not a sufficient condition for increasing the number of voters turnout during election. Reference Rutenberg J. , Nagourney A. , (2008). An Adviser Molds a Tighter, More Aggressive McCain Campaign. The New York Times, Politics. http//www. nytimes. com/2008/09/07/us/politics/07schmidt. html? _r=1

America Moves to the City Post-Civil War

In the decades post- accomplished War, America moved to the city. The increase in population almost double especially with the rush of new immigrants. The drift towards the city didnt only affect America, it affected the Western world. With new industrial jobs, immigrants and Americans had opportunities for jobs, having the United States flourish.I. The new hold off of cities the urban frontier. A.1870 to 1900, the American population doubled, and the population in the cities tripled. B.Cities grew up and out, with such(prenominal) famed architects as Louis Sullivan working on and perfecting skyscrapers (first appearing in Chicago in 1885). 1. The city grew from a small compact maven that people could walk through to get around to a huge metropolis that required exchange by electric trolleys. 2. Electricity, indoor plumbing, and telephones made city life to a greater extent alluring. C.Department stores like Macys (in New York) and MarshallFields (in Chicago) provided urban lyin g-in jobs and in like mannerattracted urban middle-class shoppers. 1. Theodore Dreisers Sister Carrie told of womans escapades in the city, made cities dazzling and attractive. 2. The move to city produced lots of trash, because while farmers everlastingly reused everything or fed trash to animals, city dwellers, with their mail-order houses like Sears and Montgomery Ward, which made things cheap and easy to buy, could simply throw away the things that they didnt like anymore.D.Criminals flourished, and technical-grade water, uncollected garbage, unwashed bodies, and droppings made cities smelly and unsanitary. 1. Worst of all were the slums, which were crammed with people. 2. So-called dumbbell tenements (which gave a bit of fresh air slash their airshaft) were the whisk since they were dark, cramped, and had little sanitation or ventilation. E.To escape, the wealthy of the city-dwellers fled to suburbs.II. Immigration happens all over the nation. A.Until the 1880s, most of th e immigrants had come from the British Isles and occidental Europe (Germany and Scandinavia) and were quite literate and habituate to some type of representative government. Thiswas called the Old Immigration. But by the 1880s and 1890s, this shifted to the Baltic and Slavic people of southeastern Europe, who were basically the opposite, New Immigration.1. Southeastern Europeans accounted for 19% of immigrants to the U.S. in 1880, early 1900s, were over 60%III. Southern Europeans make their way to America. A.Many Europeans came to America because there was no room in Europe, nor was there much employment, since industrialization had eliminated many jobs. 1. America often praised to Europeans, people boasted of eating everyday/having freedom, much opportunity. 2. Profit-seeking Americans as well as perhaps exaggerated the benefits of America to Europeans, so that they could get cheap restriction and more money. B.Many immigrants to America stayed for a short period of time and t hen returned to Europe, and flush those that remained (including persecuted Jews) tried very hard to retain their own culture and customs.1. However, the children of the immigrants sometimes rejected this Old World culture and plunged completely into American life.IV. Americans react to the new immigrants in their country. A.Federal government did little to help immigrants assimilate into American society, so immigrants were often controlled by powerful bosses (such as New Yorks Boss Tweed) who provided jobs and shelter in return for political realise at the polls.B.People like Walter Rauschenbusch and uppercase Gladden began preaching the neighborly Gospel, insisting that churches tackle the burning social issues of the day. C.Among the people who were deeply dedicated to uplifting the urban masses was Jane Addams, who founded Hull digest in 1889 to teach children and adults the sk unbalanceds and knowledge that they would need to survive and succeed in America.1. She eventual ly won the Nobel Peace Prize in 1931, but her pacifism was looked down upon by groups such as the Daughters of the American Revolution, who revoked her membership. 2. Other such settlement houses like Hull House included Lillian Walds Henry Street result in New York, which opened its doors in 1893. 3. Settlement houses became centers for womens activism and reform, as females such as Florence Kelley fought for protection of women workers and against child labor. 4. New cities gave women opportunities to earn money and support themselves better (mostly single women, since being both a working mother and wife was frowned upon).V. Narrowing the Welcome Mat A.The nativism and anti-foreignism of the 1840s and 1850s came back in the 1880s, as the Germans and western Europeans looked down upon the new Slavs and Baltics, fearing that a mixing of blood would ruin the fairer Anglo-Saxon races and create inferior offspring.1. The native Americans blamed immigrants for the degradation of the u rban government. These new bigots had forgotten how they had been scorned when they had arrived in America a few decades before.2. Trade unionists hated them for their willingness to work for super-low wages and for bringing in dangerous doctrines like socialism and communism into the U.S. B.Anti-foreign organizations like the American Protective Association (APA) arose to go against new immigrants, and labor leaders were quick to try to stop new immigration, immigrants were frequently used as strikebreakers.C.Finally, in 1882, Congress passed the first restrictive law against immigration, which banned paupers, criminals, and convicts from coming here. D.1885, another law was passed banning the importation of foreign workers under usually subscript contracts. E.Literacy tests for immigrants were proposed, but were resisted until they were finally passed in 1917, but the 1882 immigration law also barred the Chinese from coming (the Chinese Exclusion Act).F.Anti-immigrant climate, t he Statue of Liberty arrived from Francea have from the French to America in 1886.VI. Churches Confront the Urban Challenge A.Since churches had mostly failed to take any stands and rallyagainst the urban poverty, plight, and suffering, many people began toquestion the ambition of the churches, and began to worry that Satanwas winning the battle of good and evil.1. The emphasis on material gains worried many. B.A new generation of urban revivalists stepped in, including people like Dwight Lyman Moody, a man who proclaimed the gospel of kindness and forgiveness and adapted the old-time religion to the facts of city life.1.Moody Bible Institute was founded in Chicago in 1889 and proceed working well after his 1899 death. C.Roman Catholic and Jewish faiths were also gaining many followers with the new immigration. 1. Cardinal Gibbons was popular with Roman Catholics and Protestants, as he preached American unity. 2. 1890, Americans chose from 150 religions, including the Salvation A rmy, tried to help the poor. D.The Church of Christ, Scientist (Christian Science), founded byMary Baker Eddy, preached a perversion of Christianity that she claimedhealed sickness. 5.YMCAs and YWCAs also sprouted.VII. Darwin Disrupts the Churches A.1859, Charles Darwin publish his On the Origin of Species, which set forth the new doctrine of evolution and attracted the ire and fury of fundamentalists. 1. Modernists took a step from the fundamentalists and refused to believe that the Bible was completely perfect and factual. They contended that the Bible was merely a collection of moral stories or guidelines, but not sacred scripture inspired by God.B.Colonel Robert G. Ingersoll was one who denounced creationism, ashe had been widely persuaded by the theory of evolution. Others blendedcreationism and evolution to invent their own interpretations.VIII. The Lust for Learning A.New trend began in the creation of more public schools and the homework of free textbooks funded by taxpay ers. 1. By 1900, there were 6,000 high schools in America kindergartens also multiplied. B.Catholic schools also grew in popularity and in number. C.To partially help adults who couldnt go to school, the Chautauqua movement, a successor to the lyceums, was launched in 1874. It included public lectures to many people by famous writers and extensive at-home studies.D.Americans began to develop a faith in white-tie didactics as a solution to poverty.IX. Booker T. upper-case letter and Education for dusky People A.South, war-torn and poor, lagged far behind in education, especially for sinisters, so Booker T. Washington, an ex-slave came to help. He started by heading a black normal (teacher) and industrial school in Tuskegee, Alabama, and teaching the students useful skills and trades.1. Avoided Issue of social equation he believed in Blacks helping themselves first before gaining more rights. B.One of Washingtons students was George Washington Carver, who later discovered hundred s of new uses for peanuts, sweet potatoes, and soybeans. C.However, W.E.B. Du Bois, the first Black to get a Ph.D. from Harvard University, demanded complete equality for Blacks and action now. He also founded the National Association for the Advancement of Colored People (NAACP) in 1910.1.DuBoiss differences with Washington reflected contrasting life experiences of southern and northern Blacks.X. The Hallowed Halls of Ivy A.Colleges/universities sprouted after the Civil War, and colleges for women, such as Vassar, were gaining ground. 1. Also, colleges for both genders grew, especially in the Midwest, and Black colleges also were established, such as Howard University in Washington D.C., Atlanta University, and Hampton Institute in Virginia.B.Morrill Act of 1862 had provided a generous grant of the public lands to the states for support of education and was extended by the Hatch Act of 1887, which provided federal funds for the establishment of agricultural experiment stations in c onnection with the land-grant colleges.C.Private donations also went toward the establishment of colleges, including Cornell, Leland Stanford Junior, and the University of Chicago, which was funded by John D. Rockefeller. D.Johns Hopkins University maintained the nations first high-grade graduate school.XI. The March of the Mind A.Elective system of college was gaining popularity, took off after Dr. Charles W. Eliot became president of Harvard. B.Medical schools and science were well-fixed after the Civil War. 1. Discoveries by Louis Pasteur and Joseph Lister (antiseptics) improved medical science and health. 2. The brilliant but sickly William James helped establish the discipline of behavioral psychology, with his books Principles of psychology (1890), The Will to Believe (1897), and Varieties of Religious Experience (1902).a. His greatest work was Pragmatism (1907), which preached what he believed in pragmatism (everything has a useful purpose). XII. The Appeal of the Press A.L ibraries such as the Library of Congress also opened across America, bringing literature into peoples homes. B.With the invention of the Linotype in 1885, the press more than unbroken pace with demand, but competition sparked a new brand of journalism called yellow journalism, in which newspapers reported on wild and fantastic stories that often were trumped-up(prenominal) or quite exaggerated sex, scandal, and other human-interest stories.C.2 Journalists emerged Joseph Pulitzer (New York World) & William Randolph Hearst (San Francisco Examiner) Strengthening of the Associated Press, which had been established in the 1840s, helped to offset some of the questionable journalism.XIII. Apostles of Reform A.Magazines like Harpers, the Atlantic Monthly, and Scribners Monthly partially satisfied the public appetite forgood reading, but perhaps the most influential of all was the New York Nation, launched in 1865 by Edwin L. Godkin, a merciless critic. These were all liberal, reform-minde d publications.B.Another enduring journalist-author was Henry George, who wrote Progress and Poverty, which undertook to solve the association of poverty with progress. 1. It was he who came up with the idea of the graduated income taxthe more you make, the greater percent you pay in taxes. C.Edward Bellamy published Looking Backward in 1888, in which he criticized the social injustices of the day and pictured a Utopian government that had nationalized big business serving the public good.XIV. Postwar Writing A.After the war, Americans devoured dime-novels whichdepicted the wild West and other romantic and adventurous settings. 1. The king of dime novelists was Harland F. Halsey, who made 650 of these novels. 2. General Lewis Wallace wrote Ben Hur A Tale of the Christ, which combated the ideas and beliefs of Darwinism and reaffirmed the traditionalistic Christian faith. B.Horatio Alger was more popular, since his rags-to-riches books told that virtue, honesty, and industry were r ewarded by success, wealth, and honor. His most notable book was titled Ragged Dick.C.Walt Whitman was one of the old writers who still remained active, publishing revisions of Leaves of Grass. D.Emily Dickinson was a famed hermit of a poet whose poems were published after her death. E.Other lesser poets included Sidney Lanier, who was oppressed by poverty and ill health. XVI. The New Morality A.Victoria Woodhull proclaimed free love, and together with her sister, Tennessee Claflin, wrote Woodhull and Claflins Weekly, which shocked readers with exposs of affairs, etc. B.Anthony Comstock waged a lifelong war on the immoral. C.The new ethics reflected sexual freedom in the increase of birth control, divorces, and frank discussion of sexual topics.XVII. Families and Women in the City A.Urban life was stressful on families, who were often separated, and everyone had to work, even children. 1. While on farms, more children meant more people to harvest and help, in the cities, more child ren meant more mouths to feed and a greater chance of poverty. B.1898, Charlotte Perkins Gilman published Women and Economics, a classic of feminist literature, in which she called for women to abandon their dependent status and contribute to the larger life of the community through productive involvement in the economy.1. She also advocated day-care centers and centralized nurseries and kitchens. C.Feminists also rallied toward suffrage, forming the National American Woman Suffrage Association in 1890, an organization led by Elizabeth Cady Stanton (whod organized the first womens rights convention in 1848 at Seneca Falls, NY) and Susan B. Anthony.D.By 1900, a new generation of women activists were present, led by Carrie Chapman Catt, who stressed the desirability of giving women the vote if they were to continue to discharge their traditional duties as homemakers in the increasingly public world of the city.1. The Wyoming Territory was the first to offer women unrestricted suffrage in 1869. 2. The General Federation of Womens Clubs also encouraged womens suffrage. E.Ida B. Wells rallied toward better treatment for Blacks as well and formed the National Association of Colored Women in 1896.XVIII. Prohibition of Alcohol and Social Progress A.Concern over the popularity (and dangers) of alcohol was also present, marked by the formation of the National Prohibition Party in 1869. 1. Other organizations like the Womens Christian Temperance Union also rallied against alcohol, calling for a national prohibition of the beverage. a. Leaders included Frances E. Willard and Carrie A. Nation who literally wielded a hatchet and hacked up bars. 2. The Anti-Saloon compact was also formed in 1893. B.American Society for the Prevention of Cruelty to Animals was formed in 1866 to discourage the mistreatment of livestock, and the American Red Cross, formed by Clara Barton, a Civil War nurse, was formed in 1881.

Explain each Stakeholder Essay

What are the stakeholders points of view on the strategic aim / how does it affect them?Trustees, Directors and ManagersResearch to derive causes / risks, protrude & ladder interventions,Information for unrestricted and patients on prevention, screening/diagnosis, treatmentInfluencing Government Policy on prevention, screening/diagnosis, treatment The trustees, directors and managers will be implicated in research to pick up causes / risks, design & political campaign interventions, information for public and patients on prevention, screening/diagnosis, treatment, influencing Government Policy on prevention, screening/diagnosis, and treatment. The trustees, directors and managers are interested in these strategies as they set them in the first place and as the company has improved over time with these strategies they will want to keep them.VolunteersResearch to comprehend causes / risks, design & test interventions,Information for publicThe volunteers will be interested in r esearch to actualize causes / risks, design & test interventions, Information for public. The volunteers are interested in these strategies as it parts of their work and they have to go by those strategies to do the job properly, they will want to do the job properly as it can be a very good experience and can be seen as an achievement working for a charity.Customers in shopsResearch to understand causes / risks, design & test interventions,Information for publicThe customers in shops will be interested in research to understand causes / risks, design & test interventions, information for public. The customers in shops are interested in these strategies as they are buying their product and the customers will want to spang where their money goes to and how it affects pack with cancer.Suppliers of clothingResearch to understand causes / risks, design & test interventions,Suppliers of clothing will be interested in research to understand causes / risks, design & test interventions. The suppliers of clothing are interested in this strategy as they are the one who provide the company with clothing and they have to know what designs to put on the clothing and how this will help CRUK get more donations.DonatorsResearch to understand causes / risks, design & test interventions,Donators will be interested in research to understand causes / risks, design & test interventions. Donators are interested in this strategy as some people may have lost love ones because of cancer so will might give a lot of money for donation, they will want to know where their money goes and how does it help other to get rid of cancer.CommunityResearch to understand causes / risks, design & test interventions,Information for public and patients on prevention, screening/diagnosis, treatment Communities will be interested in research to understand causes / risks, design & test interventions, information for public and patients on prevention, screening/diagnosis, and treatment. Community is i nterested in these strategies as there might be someone who can get cancer therefore the association would want to know what their options are and what can be done, also CRUK can give the community messages what to do to stay away from cancer.GovernmentResearch to understand causes / risks, design & test interventions,Information for public and patients on prevention, screening/diagnosis, treatmentInfluencing Government Policy on prevention, screening/diagnosis, treatment Government will be interested in research to understand causes / risks, design & test interventions, information for public and patients on prevention, screening/diagnosis, treatment, influencing Government Policy on prevention, screening/diagnosis, and treatment. The government are interested in these strategies as CRUK is asking to use certain facilities such universities, labs and hospitals they also want the government to set new rules such as smoking should not b in the eyesight and pictures of what it can d o to you on the packets.NHS / tete-a-tete Health CareResearch to understand causes / risks, design & test interventions,Information for public and patients on prevention, screening/diagnosis, treatmentInfluencing Government Policy on prevention, screening/diagnosis, treatment NHS/Private Health Care will be interested in research to understand causes / risks, design & test interventions, information for public and patients on prevention, screening/diagnosis, treatment, influencing Government Policy on prevention, screening/diagnosis, treatment. The NHS/Private Health Care will be interested in these strategies because CRUK I a big company and there are a lot of people researching what can be done stop cancer, so if they find something the NHS and Private health care would want to know, for their treatment and also in can thinned the costs of NHS if something important is reviled.Service Users/ CustomersResearch to understand causes / risks, design & test interventions,Information for public and patients on prevention, screening/diagnosis, treatment Service users/customers Will be interested in research to understand causes / risks, design & test interventions, information for public and patients on prevention, screening/diagnosis, treatment. The service users/customers are interested in these strategies as one of their loved one might be affected by a specific cancer type so they will want to know what research is being done on that specific cancer and if its curable.

It/240 Appendix E

Axia College Material Appendix E TCP/IP Network Planning Table Read questions 80 and 81 on pp. 274-275 of the text. Identify the problems with the TCP/IP network in each scenario and complete the table. Explain your answer for each of the scenarios. Scenario Problem Explanation of proposed beginning Resources needed 80 Two estimators are on default penetrations that are The default gateway for computer 141. 171. 35. is The computer will need to be accessed at a lower place the executive profile and the command not optimal or are undefined, meaning the not located on the network. This computer is prompt opened. Type in ipconfig/ release followed by ipconfig/ renew to resolve default gateway used is not on the existing located in the ring topology subnet. The gateway these issues. network or the default gateway is not the best should be set to 141. 171. 34. 7 to resolve the choice for connecting the computer. issue with computer 141. 171. 35. 3. The comput er 141. 71. 40. 3, on the star subnet, should have its default gateway changed to 141. 171. 40. 15. 81 The computer at 141. 171. 35. 3 is attempting to The computer at 141. 171. 35. should have its Again, the computer should be logged in with the Administrator profile and ipconfig/ use a default gateway which is not located on default gateway set to 141. 171. 34. 17. release followed by ipconfig/ renew should be typed in the command prompt on both its subnet. machines to ensure connectivity to the proper gateways. The computer at 141. 171. 0. 3 should have its The gateway used by computer 141. 171. 40. 3 is default gateway set to 141. 171. 40. 15 to perfect not optimizing connections between the computerits connection. and others on the network.The computer should use another gateway to optimize its connectivity.

Discovering what Democracy Means

Democracy is most simply and conventionally defined as the type of government wherein the agent rests in the state, or at least, majority of a nations citizens. A government that allows quite a little to vote and choose their leaders, a Constitution that is created exactly to protect the welfare of much(prenominal) people, equality in the access of power and universal recognition of rights and liberties are principles that characterize democracy as a government and as a political theory.Bill Moyers believes in the power of we. He believes in the principles of equality and liberty. He believes in all principles that speak of democracy. However, there is something different about Moyers portrayal of democracy. His speeches, shows and works, all suggest not only a man who knows and believes in principles notwithstanding also a man who is passionate in his advocacy of bringing these principles into actuality, not by inciting force back or actual participation in a revolution unles s through reflective words that inspire and incite the dignity and humanity in man.Bill Moyers st devoid humanities Discovering What Democracy Means (2007) by defending social scientists, artists and scholars, and arts and arts as teachers of the mind. While the sexual congress is being skeptical about allocating funds to arts and humanities, doubting its actual and practical contribution to the society, Moyers answer is simple They are worth listening to.How are they worth listening to? Moyers doesnt present the Congress with a ledger of beneficial consequences, because surely he can show none. But he cites a series of quotes from such(prenominal) public thinkers, pointing to these quotes as something that would realise taught the members of the Congress the questions shared by the people, and would have put their minds in a position to judge the status of the society in relation to the peoples capacity and reservoir of creativity. At one point he intimated that arts and humani ties bring the good in people, even at least in their fantasiesThey would have heard the filmmaker David Puttnam tell how as a boy he sat through dozens of screenings of A Man for All Seasons, the level of Sir Thomas Mores fatal defiance of Henry VIII It allowed me the enormous conceit of walking out of the cinema thinking, Yeah, I think I might have had my head cut off for the sake of a principle. I know absolutely I wouldnt, and I probably never met anyone who would, but the cinema allowed me that conceit. It allowed me for one moment to feel that everything decent in me had come together. (Moyers, 2007)This quote may also be interpreted as putting grant on vicarious experience. After all, a person is not expected to experience everything that can be experienced in one lifetime. Arts and humanities provide a medium for allowing people to experience to a greater extent than what their limitations (imposed by reality and self-impressions) allow them to experience. It allows people to feel a sense of empowerment, or a sense of pride that they can do much more or know much more than what they routinely experience and perceive every day.If viewed in light of the above quotation, this interpretation also says that the Congressmen would have had a wider world view, and therefore better understanding of humanity and its interactions if only they allowed themselves to be taught by arts and humanities.This is Moyers heart of democracy. It is more than being concerned with the improvement of the lives of each individual It nurtures individual freedom and ability. In other words, democracy should be more than a government structure True democracy also uplifts humanity. In this sense, Moyers democracy can be equated with the principles of humanism.Moyers, taking from Cleanth Brooks of Yale, identified both the enemies and allies of democracy. The enemies of democracy are identified as the bastard muses propaganda which plead, sometimes unscrupulously, for a special ca use or issue at the expense of the fare truth sentimentality, which works up emotional responses unwarranted by, and in excess of, the occasion and pornography, which focuses upon one powerful human drive at the expense of the tally human personality (Moyers, 2007).To counter these, the allies of democracy must be cultivated. These include the true muses of moral imagination, which not only arms us to stand up the little lies and fantasies of advertising, the official lies of power, and the ghoulish products of nightmarish minds, but also open us to the lived experience of othersto the affirmations of heightened consciousnessto empathy (Moyers, 2007). Is Moyer speaking about the media?Moyers think that the media have unexpended people to become mere receptacles of information, which unfortunately has been corrupted by pundits and biased, conceited, politicized opinions, and newsfeeds pervade the society. All are fronts for specific political interests, creating principles that a re anti-democracy.It is only through liberal education that a person can be liberated from circumstances that are beyond his/her control. Moyer believes that people have been institutionalized in a modality that each person has become locked in a separate reality, parochial loyalties and fixed self-perceptions, and everybody becomes a stranger to everybody. Democracy will prosper only if such bonds that separate individuals from one another are destroyed in order to allow a life of free and enriching communion (Moyers, 2007).The present crisis does not contract the existence of problems, issues or lack of policies. The problem is the lack of conversations about the real meaning of democracythat it is not merely a means of governance but a means of empowering and dignifying people so that they can truly attain freedom, both morally and politically. An entrusted democracy is not true democracy. Moyer thinks that it is time for the people to repossess democracy.Bill Moyers ends his s peech by praising Woodrow Wilson for being advocate of democracy. This is quite a surprise for someone like Moyers who is passionate about espousing democracy in its deeper meaning. Woodrow Wilson, based on some of his actions, manifested an undemocratic leaning. It was he, for example, who brought to the US the Federal Reserve which controls or creates monetary policies that some would describe as undemocratic. It was he who brought troops into Mexico and who took the US into WWI.His idealism favored a top-down structure of society controlled by the elite. Lastly, Woodrow Wilson is also known for his have of the Ku Klux Klan, a domestic organization in the join States having national scope and is known for doing acts of violence to further white supremacy. What could be a better manifestation of anti-democratic sentiments than a persons support for the freedom and equality that were the legacy of the forefathers of the United States?Moyers sentiments against the media, the govern ment and the enemies of democracy as well as his discourse about the need to discuss the meaning of democracy, and take it from the hands of the elite are well and good but the problem is that he offers no solution in order to help the people and the society to move forward from its current undemocratic and lamentable state. Moyers words may have inspired many but the time when such inspiration will be turned into something more tangible is yet to come.ReferenceMoyer, B. (2007). Discovering What Democracy Means. Retrieved 01 May 2009 from http//www.worldproutassembly.org/archives/2007/02/discovering_wha.html.

My Grub Box

When Vivian Johnson decided to pursue a college education, it was not because her parents didnt attend college, it was because she wanted to be in a persuasion of control. She knew that college was her ticket to getting the qualifications needed for the career she envisioned. In My Grub Box, Vivian Johnson recalls her college experience moving from Emmonak, Alaska to the East Coast Ivy League School Dartmouth. Taken completely out of her native environment of the Yupik Eskimos, she details a certain adaptation to gain ascertaining of her perspective.Vivian Johnsons grub shock seat created a signpost for her way of life of life through the realization that culture is inseparable from being native. The main aspect that imbed Vivian Johnson apart from other students at Dartmouth is her experiences as a member of a native Eskimo family. Johnson begins her memoir with a description of the function of a grub box and what it has meant for members of her family. On hunting and campin g trips she would use her grub box to pack food and supplies to survive, but her grub box that helped her through college contained much more than physical items.She used intangible things that were passed on from her parents, like a finger of identity and how to survive in different surroundings. (Johnson, 201) Another reason that Johnson didnt fit into the normal student population at Dartmouth, was the fact that she didnt interject from a socially advantaged family compared to many of the other students. She could not relate to many of the other students experiences simply because her family didnt take exotic trips or have calculate clothing, jewels, and cars.Not just was Johnson different from other students because of her possessions and experiences, but she also had a different perspective and was used to a different way of thinking. She found it difficult to understand her government professor because she had not been exposed to that way of thinking before. Also, she at f irst had trouble discussing certain topics with her classmates such as the concepts of land, substinence hunting, and fishing. Eventually, she had began to anticipate questions about why she didnt fit in so she formulated answers to better describe her way of life. Johnson, 207) Upon her arrival at Dartmouth, Vivian Johnson realized that she was completely out of her environment. Her grub box helped her transition allowing her to adapt to college life and enabled her to slowly orient herself on her new landscape. She was outside her environment both physically and intellectually. Everything was foreign to her, from the smell and type of trees, wildlife on campus, and formation of the stars, to riding in a taxi for the first time, Vivian needed to adapt to her surroundings in order to survive.The food she received from her grandpa helped her physically because she wasnt used to the type of food served at Dartmouth, but the intangible qualities served a greater purpose. Those qualiti es formed a type of support system for Vivian that committed her to her roots as a way to remind her of her culture and heritage in order to combat the overwhelming pressures she faced in this cultural submersion. bandage Johnson described many of the hardships she had during her time at Dartmouth, she did manage to find a place where she was accepted for who she was and where she came from.When she joined Native American at Dartmouth, Vivian was helped not only academically, but also with small tasks that made her life easier, such as mail, food, and housing. She became part of a social network that appreciated her and considered her to be one in their group, even though she wasnt Native American. By finding similarities between herself and the other members of Native Americans at Dartmouth, Johnson was able to connect with them because they had similar life experiences. She cherished this support group of friends so much, that she credits them for her graduation from Dartmouth. (Johnson, 209)Upon graduation from Dartmouth, Johnson describes her exit just as perplexing as her entrance. (Johnson, 209) Adaptation plays a huge aim in Johnsons survival attending college with different cultures. In the end, Vivian Johnsons experiences she gained at Dartmouth from adapting further adds to her grub box enabling her to branch out to individuals in her adult life. The adaptation in Vivian Johnsons memoir made it easy for me to relate to her story of going away to college. When I arrived at the University of Wisconsin-Madison there was a sudden sense of culture shock. Also, being on our own when your parents were the ones to feed you, take you places, and lend you money when needed, definitely leaves you to fend for yourself. Adapting to my new environment was no fun but is definitely an experience of having to adapt in order to accomplish new goals and fit in. I realized that everyone has a different set of tools in their grub box from adapting to new experiences and when exchanged, form a more global perspective of race in the Unites States. Therefore, Vivian Johnsons adaptation to reality serves as a launching pad for individuals to engage in difficult conversations about race.

Education Is the Single Most Important Factor in the Development?

Issue Education is the iodin most valuable factor in the go againstment of a country? Do you agree? IMPORTANCE OF EDUCATION Today, having a good education is re altogethery important for people. So that, most people apply a lot of tecniques which help them their exploit and school. Education is the single most important factor in the development of a country. Countries need a lot of things for their futurity because educated people are good at many things, such as communication and to a fault to know how to improve themselves. First of all ,being good at communicating which has close to advantages for people is real urgent for todays life .It brings people a lot of feasibility and success. For example, at work people get on well and behave eachother suitable. They find possibility and become successful . alone if they dont do these ,they can lose many things . In addition to this, they may be hopeless and destroy their future. For these reason, people can have a good communic ation thanks to save education . To sum up, having good education opens people new door in their work and put across them many things for their life. Another issue in the development country is that people know how to advance themselves during their all lives.For instance, educated people improve themselves during their all lives. They learn many things and in the future when they face with some problems ,they know how to deal easily, because they read or saw previous anywhere these problems . As a result, up(p) themselves about a lot of things is very significant for people. In the light of the above-mentioned reasons ,a country cannot develop without the education which requires an essential communication and improving themselves . In my opinion ,the education includes the most things that advance to the country. FATMA sari

Baba and Mr. Big

Summary Chapter 1 Jim Anderson and his parents Harold and Mrs. Anderson recently moved to Kendal from savanna La Mar where his father worked as a mechanic. It was during the Christmas vacation that he met three boys in this smart Village Mule, Mongoose and Milo who were spinning tops for fun. The boys laughed at Jims feet because un identical them, Jim wore shoes. While Jim was telling the boys of his hobbies like helping the mechanics (such as his father), going swimming and helping the fishermen row in their ca nones, the boy who appeared to be the leader, Milo, was getting jealous.A while after Jim had introduced himself to the boys he asked to join their secret club and was tricked into giving them all(a) 15 of his marbles without being allowed to join the club. The boys who though that it was impossible, gave Jim a test to catch a chaffer alive in order to join the club. Summary Chapter 2 On his way home, Jim thought of his depute of catching the slope. While walking, he stu mbled upon Baba, an old man who spoke with much colloquial language, liked take tobacco and lived in a very littler, sparsely furnished house.He explained his task of catching the hawk to Baba and Baba later told him of a plan to catch the hawk whom he called Mr. Big. According to Babas plan, Jim found a calabash calabash pipe with soft, tender flesh. He found some feathers around the yard and stuck them in the gourd which he shaped to look like a chicken. When the hawk swooped down to pick it up he would get stuck and the hawk would be caught. Later that night Jim had a dream that he was flying fanny the hawk towards the mountains but the bird flew through a hole and Jim was shut out.Did this mean that the bird would get off his trap? Summary Chapter 3 On the fifth day after setting the trap Jim went to townspeople and was jeered by the boys that he wouldnt catch the bird. On the sixth day the hawk came and was caught in Jims trap. Jim was afraid to get the hawk from the gourd now and take him back to his cage. In a small space of time, some of the villagers who wanted the hawk dead came marching up and asked Baba if they had seen the hawk but they replied no. When Jim and Baba began examining the bird they realized that it had broken one of its legs so they nursed the ird and made a bamboo cage for him and Jim heady to keep the hawk for himself until he got better. Summary Chapter 9 Christmas vacation came to an end so Jim had to return to school. As a result, Baba had to take care of Mr. Big while Jim was in school. Baba took Mr. Big to the bush where Mr. Big responded mirthfully to his environment. Although his leg was not fully healed, Mr. Big moved from branch to branch and eventually was flying on the chord. Baba realized Mr. Big trusted him and that they now had a friendship. This made Baba content.

Miller further Essay

Miller further continues the encountering of contempt towards John monitor in the following pretend through Elizabeth monitors despair. Instantly we poop experience the tautness and strain is the watch unification as when her husband returns home late after a long day planting in the fields, Elizabeth is intensely suspicious of him. This tension is rein labord when the couple sit down for dinner as she uses a patronising tone with him and he secretly insults her by adding more seasoning to the soup she has make when she is non in the room, this is a metaphor showing how their marriage has grown bland and tasteless. This underlying tension between them is undoubtedly caused by reminders affair with Abigail.When Elizabeth informs him that bloody shame Warren, their servant, had been in salute that day as an official of the witchcraft trials, monitor tells her how he knows the witchcraft accusations be in all false as Abby told him when he was with her last week. Elizabe th is disturbed that the two were alone to bum aroundher, simply Proctor tells her Ill non have your uncertainty anymore. He shouts at her with a violent undertone to learn charity, as he has tiptoed around the house for seven months since Abigail left.He tells his wife that he has honestly confessed to his sin and tells her that her justice would rime beer. This represents him as existence an uncaring man as his wife is obviously in distress and we feel sorry for Elizabeth as he is shouting at her and telling her that she is a frigidness fair sex when it is he who has been in the wrong when he had his affair with Abby. His callous way makes the au betternce assume that he ordain later non be hanged as it is thought that he pull up stakes not care around view asting to witchcraft, and therefore sacrifice his family name for his life.However, this act also allows the audience to first see how Proctor is not all an evil man through his deep, utter regret, his guilt and his constant desire to cleanse himself of his precedent sinful activities with Abigail. It is this break down that helps so show Proctor as no longer being wicked, unless rather as being weak and pitiful. As a result, Miller represents Proctor as humanity, as he is slightlyone who is at the same time strong and weak, roughone who has made mistakes provided who has the sense to learn from them, therefore becoming a better person.The inevitability of his devastation therefore starts to show, as his true character is honest. The audience further start to have some second thoughts about(predicate) Proctors first cold hearted appearance in the way that Elizabeth seems to be a cold and demanding woman and Elizabeth herself deals that her chilly behaviour may have driven her husband to adultery. She is also withdrawn and distant, this has gradually habituated her home a silent and insecure atmosphere, and as she continues to punish her husband for his sin, their marriage becomes incr easingly tenser.The tension continues to build when Mary Warren then enters, as she informs Proctor and Elizabeth of the many a(prenominal) battalion that have been arrested and how some tribe will hang. She hands Elizabeth a poppet that she made in court that day, I made a gift for you today, Goody Proctor and claims that Sarah Osburn sent her spirit out in court to get them, this shows how easily Abby influenced her and the increasing power Abby is getting as the girls are willing to do whatever she orders them to do.Proctor can not believe the power Abby seems to have over the girls at court and demands record of witchcraft from Mary Warren and forbids her to go to court again but she replies that she is amazed you do not see the weighty work we do but he threatens her with a whip, strangely she does not resist him. This shows how although Proctor can use his strength and power to his advantage, he can also use it in a negative way. It also illustrates how Abby is gaining inc reasingly more power as even the girls themselves are starting to believe that there is witchcraft. Mary claims that she saved Elizabeths life today, for she was accused.Elizabeth then realises that Abigail wants to kill her, she wants me dead, John, you know it. Proctor underestimates Abby, as he never once thought that she would be as wicked or malicious as to accuse Elizabeth of witchery, as Elizabeth is such a good, honest woman who strongly believes in justice and adhesive to moral principles. Elizabeth is a well-respected and dignified woman and to accuse her shows that Abigail must strongly hate her as it was stern to accuse such a honourable, devout Christian woman of sinful activities when she has such strong ghostlike beliefs.The religious beliefs of Elizabeth and her husband are later questioned when squash arrives at their house, I thought sir, to put some questions as to the Christian character of this house. Proctor tries to explain why he works on a Sabbath and has not to been to church as often, he criticises Parris and claims that he spends the churchs money wasteful. drag on asks why only two of Proctors children are baptized and asks him to say the Ten Commandments but he can only remember nine of the ten, Elizabeth instantly gives him a sharp and bitter reminder of the tenth, adultery. This is teetotal as he broke this commandment when he had his affair with Abby.Proctor obviously knows how ridiculous he was to be unfaithful and now feels very guilty, this is shown in his constant desire to forget about his sins, and when Elizabeth reminds him, it is as though a secret arrow had pained his heart. When Proctor tries to tell pressure that witchcraft accusations are not true he does not believe him as he feels that many have confessed to witchcraft. It is here that the hypocrisy of the witchcraft hysteria is exposed as the only way for people to save themselves from hanging was to admit to witchcraft, this sent the witchcraft trials off in a vicious genus Helix as people would definitely confess to witchery and accuse others, if they would be hanged for denying it. This makes the audience consider if Proctor would confess to witchcraft like the majority of the village to save his life as although he has been delineate as not being totally religious by not going to church all the time like the rest of the community, he has given good, moral reasons for not attending.Some of Proctors qualities are also helped to be further expressed in Elizabeths arrest on the burthen that her spirit stabbed Abigail with a chevvy, stuck two inches in the flesh of her belly he drew a needle out. He says that he will not give his wife to vengeance and when Reverend Hale insists that the court is just, Proctor calls him a Pontius Pilate. His deep passion and love for his wife mounts along with his anger against the keeping and how he is willing to fight for what is right and moral is also expressed.This also shows how Proctor misju dged Abigail as is genuinely more cunning than he first thought, this seems to show how Proctor sees some good in everybody as he thought she was better than that. The poppet shows that Abigail is yet more wicked, it illustrates how she is jealous and envious of Elizabeth because John loves her so much and also shows how she is determined, unscrupulous, cold and scheming. In the first act, she behaved just in her own interests she was ready to rail at others, but only to save herself. However, in this instance she frames Elizabeth on purpose out of revenge, planting the poppet to murder her.When Elizabeth is taken away, Proctor demands that Mary Warren come to court with him, he uses his intelligence as he knows that he can use Mary to his advantage by making her give indorse against the charges of witchcraft and therefore to prove Elizabeths innocence. However, Miller adds irony here as Proctor can rely on one single person to save them from Abigails charges but this one person, Mary Warren, is one of the weakest characters in The Crucible. She alone has the power to stop the hysteria of the witchcraft trials, but does not have the strength or will to do it. Mary needs a lot of force from Proctor to even think about coming clean about the lie in court and as Proctor uses one of his qualities, power, as he is demanding her to give evidence against Abby. She sobs I cannot, I cannot but Proctor further expresses his love for his wife as he cries that his wife will not die for him. His morals and principles allow the audience to believe that his death will be inescapable.Act Three continues to harbour Proctor by focusing on his good points. He enters the court in a goodish manner, presenting a piece of paper signed by Mary Warren saying that the accusations of witchery are false. This shows how he is a natural leader but this quality causes friction between him and Parris. This is revealed as Parris takes the evidence from Proctor as an attack on the court, and even as an attack on him, further, it illustrates how Parris is paranoid and foolish. When Proctor is told that his wife is pregnant by Danforth although Proctor did not know if it is true or not, he tells everyone in the court that Elizabeth never lies so he believes it, this shows that even thought Elizabeth is often cold towards him, he thus far deeply loves and trusts her.When Abigail starts to pretend that she can feel a sharp cold wind, a wind, a cold wind has come, Proctor calls her a whore and grabs her by the hair, finally admitting that he had an affair with her, he cries I have known her sir, I have known her. This again shows how Proctors elan vital and strength can be used negatively. However, he also illustrates deep shame and regret for his unfaithfulness but lets all of the truth be known even if it does mean that he will be charged and the once totally respected member of the community will have a dint in his reputation. He lets all the truth be known as he kn ows that many innocent people are dying for stupid reasons, this expresses how Proctor supports the theme of truth and justice.It also conveys how Proctor will not lie to defend himself, therefore portraying the idea that he will not later admit to witchcraft to save his own life, therefore expressing how his death may be inevitable. This scene is very ironic as to prove that he is innocent and to show that he is now faithful to his wife, Proctor has to openly tell everyone in the court about his affair. To save Elizabeth and to stop himself from being accused of witchcraft, he has to sear his name.Even with this sin, Proctor is still shown as a martyr, as he sacrifices his good reputation in Salem, where public reputation is very important, in order to save his wife and others who have been accused of witchcraft even though they are innocent. His great belief in justice helps the audience to believe that his death will be unavoidable as it expresses how he will not carry on the ac cusations, which will undoubtedly cause many more unjustified deaths, and therefore his life will be anomic to save other people.

Dirty, Pretty Things

The motion-picture show mirky Pretty Things was directed by Stephen Frears. He directed movie theaters like Hero and the award-winning High Fidelity. The movie stars Chiwetel Ejiofor as Okwe and Audrey Tautou as Senay who are the two main characters of the film. The story begins with Okwe as a cab madcap looking for passengers in the airport. later on the end of his shift as cab driver, the story reveals that he has a second job at the front desk of the Baltic Hotel as a receptionist.In the Baltic Hotel, viewers are introduced to the rest of the cast. Senay is a young Turkish Muslim woman working as a cleaning lady. Other key players are Ivan, the hotels greeter, Seor underhand Juan, the hotel operator, and Juliette, a prostitute. In between Okwes 2 jobs, he regularly meets with Guo Yi, a legal immigrant working at a mortuary and his friend.The film is about Okwe and emigrant workers trying to survive in life in London. In Britains gorgeous city, they are the invisible people t hat do what must be done in order to keep the city political campaign. They are the ones that drive, clean, and prostitute themselves for a city that fails to acknowledge their presence. In surviving, they moil and work hard but they are not recognized as legal citizens. Gui Yi expresses this when he tells Okwe, you are illegal you have nothing you are nothing.Because they have no identity, there is also an grammatical constituent of abuse. Senay was forced to leave her job at the Baltic Hotel because of the Immigration Enforcement Directive. They were investigating her because she is not supposed to be employed or receive any rent for a period of 6 months. In fleeing, she gets a job in a sweatshop making clothes. Her boss finds out that Immigration Enforcement was after her and decided to hale her into performing sexual favors.The story is also about secrets hidden away to keep a fa fruit drink of beauty and to make it seem like nothing is wrong. Okwe finds in the lavatory of hotel room 510 a gracious heart. Unknowingly, he has stumbled into a dark secret that the hotel operator Sneaky is hiding. The hotel operator preys on immigrants, getting them to care their kidneys for a passport an identity. In return, Sneaky gets 10,000, profiting from desperate people who will face death secure to finally have an identity.Sneaky also manages to uncover Okwes dark past. Okwe was a Nigerian mend charged with murdering his wife and is now in London after fleeing from his home country to escape prosecution. Sneaky offered Okwe a job as the person to perform the operations so that human hearts from murdered migrants no longer find their way into lavatories. The story plays out and Okwe finally agrees to perform the operation on Senay. But Okwe and Senay conspired instead to drug Sneaky and perform the operation on him instead and sold his kidney.After selling Sneakys kidney, the 2 main characters finally had enough money to escape. The movie was also about runni ng and hiding, as migrant workers without legal identities are forced to escape from one imprimatur to the next. With enough money, Senay flies to her cousin in New York and Okwe returns home to his daughter Valerie in Nigeria. With the money the running was finally over for Okwe and Senay and their parting at Londons airport is symbolic. For Senay, she finally got an identity, leaving posterior Senay and becoming Isabella. For Okwe, he finally faced his fear of persecution to go back to Nigeria and his daughter, Valerie.I recommend the film for anyone who appreciates films that depict genuine stories, away from the fantasies that a lot of films today offer. Dirty Pretty Things shows a great, beautiful city like London from the perspective of regular people with everything to gain and a great mint to hide. Stephen Frears successfully presents viewers with a taste of the hardship that invisible people undergo just to survive.

Participative Leadership

Question Participative loss loss leadershiphip look is everlastingly more effective than autocratic/guiding leadership airs. Discuss. Executive Summary To say in that location has been an immense amount of enquiry undertaken on the topic of leadership would be an understatement. The theoretical and empirical examination on leadership in the workplace covers a diverse range of possibleness and thither has been a great deal critique and discussion of the theories to date. This paper review will discuss the path-goal leadership surmise and its activity in an organisational setting.The first part of the report will look at the evolution of this theory and the underpinning elements of each leadership sort. The second part will comp atomic number 18 participative and directive leadership styles using examples to illustrate the relevant delectation of each style and necessity for leaders to be able to use both or a combination of the two. Table of Contents Introduction p. 4 P ath-Goal leaders Theoryp. 4 Participative vs. directional leadp. 6 Practical Implicationsp. 8 Conclusion p. 9 Reference Listp. 10 IntroductionFor decades the flying field of leadership has been a counselling in management, psychology and organisational behaviour with over 35,000 research papers, articles and books written on the topic in an attempt to define leadership and understand which style best drives effective leadership (Killian 2007). In 1974 Stogdill said, there ar almost as many definitions of leadership as there are persons who nurse well-tried to define the concept (Yukl 1989, p. 251). A statement that is relatively true even 37 years on with many bettermentes to leadership still emerging and act debate and discussion around the hold uping theories.A modern and fairly recent definition of leadership explains it as influencing, motivating and enabling other(a)s to contribute toward the effectualness and success of the organisations of which they are members a definition agreed upon by fifty four leadership experts from thirty eight countries (McShane, Olekalns & Travagli unmatchable 2010). With so much research dedicated to the subject of leadership there are a vast array of theories and associated leadership styles including but not limited to * Trait Theories * Contingency Theories * Situational Theories Behavioural Theories * Transformational Theories separately has their own unique approach and perspectives on what constitutes an effective leader however for the purpose of this report the focus will be on the path-goal theory and the leadership styles it encompasses. Path-Goal Leadership Theory The path-goal approach to leadership is one of several contingency theories. The contingency perspective is built upon the notion that leaders choose their style to oblige the situation and this contemporary model has had much noteworthy critique and testing over the years.Defined as an expectancy theory of motivation that relates several leadership styles to specific employee and situational contingencies ((McShane, Olekalns & Travaglione 2010, p461), the theory suggests that a leader croupe have an influence on the performance, satisfaction and motivation of their subordinates which rout out be applied done both levels of an organisation. Evans and House first initiated support for the path-goal theory of leadership in the early 1970s following inconsistencies in the results of earlier research.A study by Evans (1970) of two organisations staged a link between the sort of leaders and the impact on the bearing and goal attainment of subordinates. In 1971 House presented a path-goal theory of leadership effectiveness derived from a path-goal theory of motivation, which posed a theory on the effects of leader behavior on subordinate satisfaction, motivation and performance. The study reconciled conflicting research that had previously been conducted on the topic and support of the hypothesis tested lead to furt her research and development of this theory.As illustrated under ((McShane, Olekalns & Travaglione 2010, p463) the performance and satisfaction prohibitedcome of subordinates is a result of three components leader behavior, environmental factors and subordinate contingencies. harmonise to the theory are there four clearly defined styles of leader behaviour (House & Mitchell 1974, House 1996) 1. Directive the leader gives instructions about what, how & when tasks need to be completed and how performance will be measured. nonesuch for ambiguous or non-routine tasks. 2. Supportive leaders provide psychological and social support and go out of their way to make work pleasant for employees.Used in stressful situations that may be baseless or frustrating. 3. Participative the leader shares decision making with the team and encourages and takes their opinions and suggestions into account when making a decision. When team members are autonomous, need control and clarity and are hea vily involved in their work this style can be apply. 4. Achievement Oriented behavior that is directed towards encouraging employees to achieve their peak performance through challenging goals. Ideal in situations where employees are highly motivated and driven to succeed.The path-goal model is based on the assumption that each leadership style will be effective in different situations depending on the two variables outlined above employee contingencies and environmental contingencies. A leader needs to be able to line up to different situations by selecting the style that suits employee needs or using a combination. Not all leaders will naturally exhibit all four leadership styles above or be promiscuous using them but under this model a leader would need to have the ability to demonstrate all posing a authority development needs in some situations.Participative vs. Directive Leadership The question posed of whether participative leadership is always more effective than parti cipative leadership cannot be completely warrant under the path-goal leadership model as the premise of this approach is that the leadership style applied is low-level upon the environmental and employee variables. While there is a widely shared belief amongst a lot of the literary works that participative leadership has greater advantages over a directive approach, there are arguments for both and each has its potential strengths and weaknesses.In this next section the role and outcomes of a participative leader will be compared to that of a directive (or autocratic) leader using organisational examples to illustrate their uses. Participative leadership will not work if subordinates do not have the necessary skills and experience to enable them to contribute to decision-making or make effective decisions themselves and the systems and procedures do not exist within the organisational environment as in the case of the associate Machinery Company (Muczyk and Reimann 1987).In this example the oecumenical Managers approach of using a participative or democratic leadership style, which had worked for him, previously was not appropriate in his peeled role as the subordinates were not used to operating this way and anticipate guidance and follow-up from their leader. If more of a directive approach had of been taken and subordinates given specific guidelines, had expectations setout and rules or procedures explained then one would expect the outcome to have been significantly different.The aboriginal headsprings illustrated here are how authoritative it is for a leader to assess the situational variables (employee and environmental) before choosing their leadership style and secondly the necessity for a leader to be able to flex between styles rather than relying moreover on their natural or pet style. A potential challenge to this could be how comfortable managers are with using an alternate style. For example, one study reported that Australian managers dislike using a directive style and some would go to great lengths to avoid doing so (Avery & Ryan 2002).The path-goal theory suggests that at times a leader may need to use a combination of leadership styles. In an interesting study on directive versus participative leadership in schools (Somech 2005) explores the effect of each style on school staff and makes several conclusions. A directive style can assist staff to challenge themselves and achieve high performance while a participative approach challenges through the sharing of knowledge however used together by leaders rather than as mutually exclusive styles they achieved a complementary result in terms of school effectiveness.Greiner (1973) similarly illustrates this point with an example of executives incorporating a few directive actions into their participative style to keep high performance goals in lie of their teams. These are both great examples of using a combine approach of participative and directive leadership to exploit the result. Another area worthy of consideration in discussion of these two styles is the influence that demographics such as age, stance, length of employment, gender and culture can have on choosing the most appropriate style. Sauer (2011) notes that for a new leader this is no correct style of leadership.In terms of leader status, the study suggests that when low status leaders use directive leadership or high status leaders use participative? leadership, the leaders are perceived as more self-confident and more effective. When comparing leadership across cultures it is also noted that participative leadership works better in some cultures rather then others (Den Hartog et al. , 2000). These examples highlights some other situational factors, potentially outside of the norm, that come into play when assessing the most effective style of leadership to pursue.Practical Implications The continued research into path-goal leadership theory and its application in the work place highlights some reasonable considerations for leaders in engaging and motivating their subordinates. The literature suggests that participative and directive are the dominant styles and a great deal of the research highlights the benefits of a participative approach. What a lot of the research fails to look at is the negative outcomes if a participative approach is used in a situation that requires a directive approach as in the case of Allied Machinery used above.For practical application of the path-goal theory more focus needs to be placed on comparing the variance in outcomes of participative vs. directive leadership in a range of situations with varying employee and environmental. more importantly a combined approach should also be examined in this research. Conclusion There are many definitions of leadership in existence and varying opinions on the most effective theory and attendant leadership style.The path-goal leadership theory has evolved over time since it was fi rst proposed in the early 1970s and there has been ongoing critique and analysis of its validity, which in comparison to other contingency theories has held relatively strong. The path-goal theory highlights the key components that will impact the outcome employee contingencies, environmental contingencies and leadership style. A leader needs to adapt their style to the situation and be able to flex between the four styles rather than relying on just one.The question as to whether participative leadership is always more effective than democratic leadership is not validated as this model illustrates the need for both either in isolation or as a combined approach. A participative or democratic approach relies on the team being engaged and motivated and is only effective if followers are willing and able to participate actively in the decision-making process, which is not always the case. There are so many variables that comes into play that neither of these styles can simply be label ed as the right choice for all situations. Reference ListDicksona, M. , Hartog, D. & Mitchelsona, J. 2003, Research on leadership in a cross-cultural context Making progress, and raising new questions, The Leadership Quarterly, Vol. 14, pp. 729-768. Evans, M. G. 1970, The effects of supervisory behavior on the path-goal relationship, Organisational Behavior and Human Performance Vol. 5, pp. 277-298. Gayle C. & Avery, J. 2002, Applying situational leadership in Australia, Journal of Management Development, Vol. 21 pp. 242262. Greiner, L. 1973, What managers conjecture of participative leadership, Harvard Business Review, Vol. pp. 111-117. House, R. J. 971, A path-goal theory of leader effectiveness. Administrative Science Quarterly, Vol. 16, pp. 321-338. House, R. J. & Mitchell, T. R. 1974, Path-goal theory of leadership, Journal of Contemporary Business, Vol. 3, pp. 81-97. House, R. J. 1996, Path-goal theory of leadership Lessons, legacy, and a reformulated theory, The Leadership Q uarterly, Vol. 7, pp. 323-352. Huang, X. , Iun, J. , Liu, A. & Gong, Y. 2010, Does participative leadership enhance work performance by inducing mandate or trust? The differential effects on managerial and non-managerial subordinates, Journal of Organizational Behavior, Vol. 1, pp. 122-143. Killian, S. 2007, The ABC of effectual Leadership A Practical Overview of Evidence Based Leadership Theory, Australian Leadership Development Centre, viewed 7 September 2011 http//www. leadershipdevelopment. edu. au/SiteMedia/w3svc674/Uploads/Documents/Effective%20Leadership%20An%20Overview%20of%20Leadership%20Theory. pdf Lewin, K. Liippit, R. and White, R. K. 1939, Patterns of aggressive behavior in experimentally created social climates, Journal of hearty Psychology, Vol. 10, pp. 271-301. Muczyk, J. & Reimann, B. 987, The Case for Directive Leadership, The Academy of Management Executive. Vol. 1, pp. 301-311. Sauer, S. J. 2011, Taking the Reins The Effects of New Leader Status and Leadership Style on? Team Performance, Journal of Applied Psychology, Vol. 96, pp. 574-87. Smech, A. 2005, Directive Versus Participative Leadership Two Complementary Approaches to Managing give lessons Effectiveness. Educational Administration Quarterly 2005, Vol. 41, pp. 777-800. Yukl, G. 1989, Managerial Leadership A Review of Theory and Research, Journal of Management, Vol. 15, pp. 251-289.