Dumb Jobs

Dumb Jobs Many of us will work numerous dumb jobs in our lives before we finally get settled into a permanent  position. Dumb jobs such as working as an usher like the narrator in the essay: â€Å"Stupid Jobs Are Good to Relax With†. A couple of other examples would be jobs in a fast food restaurant or a retail store. In the essay, the narrator mentions that for the past couple of years he has relied on these â€Å"stupid jobs† in order to make enough of a living to get through life, while still studying at school.I think  what the author is saying here is very true because many students in university or college  are still in the middle of studying for that future full time career, but are still  being forced to work these jobs, part time, in order to pay their tuition and other expenses that come with university life these days. Expenses such as: residence, meals, phone bills and many others. As the title says, stupid jobs are good to relax with.Throughout the essay, the author is constantly trying to communicate with the audience that in these jobs you are allowed to be lazy and that just showing up and being there for your shift is good enough. This is when I begin to disagree with him because I believe that these temporary jobs should still be taken seriously in order to not only keep the job, but to also take away as many life lessons and common job skills as possible. This will surely help you have a better future in other jobs and careers.In general, I don’t think that these jobs are completely pointless like the author is making them seem at different moments in the essay. Finally, in my opinion these â€Å"dumb† jobs play a huge role in our society. They help develop important job skills and give teens and young adults some extra money that they can then go spends and help out the economy. They also give teens something to keep them busy and to take their minds off school or family life for a bit. Therefore, overall these jobs can be very useful in many different ways and should not be overlooked as pointless.

Managerial communication

Interpersonal skills. An example of a barrier to effective listening is inattentiveness. This is a barrier because there is more concentration on the speaker's delivery rather than on the message. Background noises also play a part to inattentiveness as it is distracting. For instance when I was working as a waitress at a restaurant I served a large family, which placed a large order of 3 different pasta dishes, one with cheese and the rest without, and 6 pizzas with different toppings and sizes and one with no mushroom ND another with extra olives.Due to my inattentiveness, I failed to place the correct order to the kitchen. Instead I gave them 3 pasta dishes all with cheese and one pizza with extra mushrooms and the other with no olives. In the future I could improve my listening skills paying full attention to what is being said and also by double checking the order with the recipients in order for certainty. Emotional intelligence is a person's ability to recognize and use emotio ns.It Is a concept that helps to understand human communication. It can also be described as relevant to the accurate appraisal and expression of emotion In oneself and In others, the effective regulation of emotion in self and others, and the use of feeling to motivate, plan, and achieve In one's life (Salvoes & Mayer,1990). Leary et al describe emotional Intelligence as a precise awareness of emotion In self and others, an absorption of emotion to ease thought and an understanding of emotion.For Instance there was a time where I failed to reflect emotional Intelligence when my rope leader approached me about complaints that were made about my behavior and attitude. The confrontation made me defensive which made me react by attacking other group members and ask for clarification.

Mary Shelly’s ‘Frankenstein’, and P.B. Shelly’s ‘Alastor’ Essay

The theme of suffering is best conveyed through the â€Å"solitary† aesthetic figure of the wanderer or vagrant. Romantic writers produced works revealing extremes of isolation and socialisation, creating ‘either a wild beast or a god’ and proving that although solitude can render knowledge, it can also be the cause of deep suffering. Mary Shelley’s Frankenstein, is an account of the monstrous potentiality of human creative power when severed from moral and social concerns. Suffering is displayed through the characters of Victor Frankenstein and his nameless creation, the monster or â€Å"the fallen angel† . Moreover, what is necessary to further the discussion of suffering, is the cause and indeed expression of suffering endured by the central characters. Frankenstein hopes to be the source of a new species, but ironically, his creature evolves into a self acknowledged Satan who swears eternal revenge and war on upon his creator and all the human race as a result of the misery he experiences at their hands. The Monster sees salvation only through the creation of his Eve. Both master and creature are torn by their internal conflicts from misapplied knowledge and their sense of isolation. P.B. Shelley’s Alastor; or the Spirit of Solitude, compares well to Frankenstein as there are many similarities with the poet and the character of the Monster and his creator, Frankenstein; both texts portray the themes of suffering through isolation and central to both is the desire for a companion or equal other. Alastor; or the Spirit of Solitude is a touching poem which conveys well the suffering of the individual. There is an obsession within the young poet within the poem, which leads him to express the broodings of the heart in solitude. The lonely musings of the poet are ironically soothing and create a melodious tone to the poem as he learns and strives for more knowledge to quench his young mind. As P.B.Shelley describes the character in the preface to the poem, he also draws on its moral: ‘It represents a youth of  uncorrupted feelings†¦He drinks deep of the fountains of knowledge and is still insatiate†¦ His mind is awakened and thirsts for intercourse with an intelligence similar to himself†¦Ã¢â‚¬â„¢ He yearns as a result, for his perfect companion, but his wandering to far lands fails to find him his ideal. Shelley goes on to write that in desiring the purest being in a ‘single image’ he seeks in vain for a prototype of his conception. ‘Blasted’ by his disappointment he descends to an ‘untimely grave’. Shelley stated also in his preface that the tragic flaw of the young poet is that he is ‘deluded’ and ‘duped’ and thus ‘morally dead’. Shelley suggests, therefore that the spirit is cursed because it fails to exist with other citizens of the world. The poet chooses to wander in solitude and so suffers for existing ‘without human sympathy’. It is the ‘intensity and passion for their search’ which leads them to ‘lasting misery and loneliness in the world’. The moral is epitomized in the final lines of the preface: ‘Those who love not their fellow beings live unfruitful lives and prepare for their old age a miserable grave’. It is ironic that the poem begins exclaiming ‘Earth, Ocean, Air, beloved brotherhood!’ and yet this obsession and love for creation leads him further and further away from coexisting with all these things which he admires, leading to withdrawal and suffering. The opening verse describes romantic images of nature, typical of the period in which Shelley was writing, revealing the poets love for nature: The ‘dewy morn’ and the ‘solemn midnight’ as well as the descriptions of animal and insect life, create a tranquil atmosphere. Yet these are suddenly juxtaposed by the second verse; the poet describes suffering and disturbed sleep in ‘charnels and on coffins’ and the philosophical questions of the purpose of existence that follow create a sense of foreboding. P.B.Shelley, significantly, then describes ‘the alchemist’, implying that just as the alchemist’s quests to turn base metals into gold are an impossibility, the poets quests to wander and reject society, is equally fruitless. Parallels can be made to Victor Frankenstein in Mary Shelley’s gothic novel, who also is like the alchemist . The poet desires a companion, just as the Monster does in Mary Shelley’s Frankenstein. In the poem, the longing is portrayed in the image of the  moon: ‘As oceans moon looks on the moon in heaven’ This image is significant for several reasons; the poet compares illusion and reality and therefore conveys how he pursues the dream image of the maid into the real world, but the pursuit, as the image boldly suggests, is impossible and unattainable. In addition to this, the image of the moon enhances the feelings of a vacant natural world as it seems to the poet, whose narcissist love is directed to an ideal conceived within his own mind. This can be compared to both the character of Victor Frankenstein and his creation. Just like the poet in Alastor, the Monster desires in despair for an ideal which will never become a reality. Equally, the idea of narcissism is also apparent within the character of Frankenstein. In the poem, ‘Yellow flowers forever gaze on their own drooping eyes’ This image symbolises Narcissus who saw his reflection and fell in love with it, mistaking it for a Nymph, falling into the river, and dying in pursuit of his own reflection, turning into a daffodil. In the same way, Frankenstein is solipsistic and motivated by selfish desires; for him, love is narcissistic and in his pathetic attempt to make a creation in his own image, as God did with Adam, he creates instead ‘the fallen angel’, which he fails to love and nurture. Thus the novel and the poem both represent an idealistic quest, egotistical in essence- and for Frankenstein, a quest for self glorification- which gives rise to unimaginable suffering. In his poem, Shelley compares suffering and loneliness with an eagle, ‘grasped in folds of green serpent’ burning with pain, ‘Frantic with dizzying anguish’ Shelley appropriately uses the imagery of the serpent attacking a bird, drawing in Biblical parallels to the poem, just as Mary Shelley does in her novel to place importance on the Fall of Man. This theme is essential in Frankenstein as it often provides reasons for the suffering the characters experience, as Frankenstein too gains his knowledge through a forbidden act. Despite James Reiger’s 1974 criticism of the realism of the novel, it cannot be denied that Shelley knew far more about Galvanism, science and sorcery, than her critics gave her credit for. Frankenstein’s asexual creation of a ‘new species’ is actually an evolutionary regression. His ‘solitary reproduction’ is far from God-like; it is instead the beginning of terror and torment on human lives. The r eader first learns  about Frankenstein’s ill health and general condition through Robert Walter. This is an effective narrative method revealing Shelley’s exceptional style which enhances sympathy towards Frankenstein and, more importantly, serves to create suspense. He is described as being ‘dreadfully emaciated by fatigue and suffering†¦generally melancholy and despairing’ and more significantly, ‘gnashes his teeth as if impatient of the weight of woes that oppress him’. This description also highlights that Shelley’s work has been influenced by her father, the author of Caleb Williams, William Godwin, who wrote ‘Every time the mind is invaded with anguish and gloom the frame (or physical and outward vigour) becomes disordered’ (Godwin, Political Justice, Pg 249) Walter’s description of Victor Frankenstein only creates further suspense and is heightened by Frankenstein’s answer to why he is alone and travelling in such severe conditions: â€Å"To seek one who fled from me† It is his ‘constant and deep grief’ (Walter, page 59) which instil ‘sympathy and compassion’ in both Walter and the reader. The cause to Frankenstein’s grief is then revealed to the final and only friend he will ever have, in a unique Gothic style, revealing elements of both the sensational and supernatural. What follows then is a chilling story, in which Shelley creates a brooding atmosphere or gloom and terror, mystery and suspense, revealing at first the sufferings of the creator, and then the pain and torment of the creation. Frankenstein emphasises that â€Å"No youth could have passed more happily than mine†. Shelley contrasts the description of Frankenstein’s upbringing which is both respectable and pleasant, to the ‘gloomy and narrow reflection upon self’ which Frankenstein now feels on telling his story to the lieutenant. He outlines his fascination for ‘the structure of the human frame’ (page 79) and his various advancements in his work , but what is emphasised more is his obsession with his work. When his experiment is finally complete, there is no such joy. Frankenstein describes his disappointment and disgust when the monster woke, having ‘worked hard for nearly two years, but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart’ (page 85) So sickened and repulsed by the being he has created, Victor leaves the room: ‘†¦one hand was stretched out, seemingly to detain me, but I escaped’ (page 88). Thus form the moment the Monster is created, Frankenstein rejects him. His justification for his  action is simply: ‘Oh! No mortal could support the horror of that countenance!’ It is this fatal rejection which leads to his own downfall and proves that the suffering and solitary state of the monster is a result of Frankenstein’s irresponsibility. Victor’s suffering is caused by loss of his family and lover, and ultimately himself. Walter describes him as ‘broken in spirit’ but a ‘divine wanderer’ nevertheless. Frankenstein says ‘I have suffered great and unparallel misfortunes.’ Victor is not only referring to the murders, but also to the trial of Justice who is wrongly accused of murdering the young boy, William. Victor is aware that it was in fact the Monster who committed the murder, and when Justine’s verdict is announced, Victor can only think of his own guilt: ‘The tortures of the accused could not equal mine†¦the fangs of remorse tore at my bosom’. Victor blames himself for the deaths that occur because only he is aware of his creation and that it was he who let lose the malice of the ‘fiend’. His mental state leads to his illness, and typically in a Romantic novel, Shelley proves language cannot describe the nature of experience and is therefore limited, as Victor states: ‘†¦the sense of guilt which hurried me to hell of intense tortures, such as no language can describe.’ Victor describes his own solitary state has being ‘deep, dark, death – like solitude’ and this implants bitter rage within him: ‘My abhorrence for this fiend cannot be conceived’ and so he vows to avenge the murders. The arrival of the monster reveals to the reader a different story of suffering. Shelly prepares the reader for a terrifying gothic figure, but when he finally appears before the vehement Victor, he is composed and calmly states: ‘I expected this reception†¦all men hate the wretched’. His demeanour and eloquent speeches reveal a learned individual whose rationality supersedes even Victors, furthermore, there is a tone of remorse and pain in his voice. It is certain that Victor’s creation only grows monstrous qualities through his sufferings. Victor created life and abandoned it, and the monster even states helplessly:’ No father had watched my infant days’. His creation therefore has no identity, family, society, home or companion. He recognises that he is different: ‘Who was I? What was  I? Whence did I come? What was my destination?.’ His perceptions of himself are formulated as a result of societies reactions to him. He is â₠¬Ëœhideous and gigantic’ and suffers for these reasons in solitude. He describes his initial feelings as a new creature on earth, a ‘helpless, miserable wretch; I knew and could distinguish nothing; but feelings of pain invade me on all sides, I sat down and wept.’ His experiences are harrowing and emotional, and yet astounding; the monster’s sensory experiences are like a small child that is abandoned and desperately trying to survive. His first encounter with mankind leaves him afraid ‘miserable†¦from the barbarity of man’ (130) However, his encounter with the cottage family reveal the real nature and characteristics of the Monster. He yearns to be part of a family unit and on seeing the family weep, he realises their pain is poverty. He realises that by stealing from them ‘inflicted pain on the cottagers, I abstained and satisfied myself with berries’ (141) He helps them by collecting firewood and without their knowledge tends to their crops, and his only reward is his personal satisfaction of being able to help the needed. It can be stated that at this stage, the creature is only monstrous in appearance, and his recognition of the cottagers suffering shows his astonishing empathetic qualities. His romantic descriptions of his observations of the children and the loving nature of the family, juxtapose with his solitude and his feelings of self- loathing which are epitomised in seeing his reflection in the lake: ‘I was filled with bitterest sensations of despondence and mortification.’ When the cottagers finally find him, they too react through physical violence and ultimately the monster is rejected once again only to return to his solitude and misery: ‘Of my creation and creator I was absolutely ignorant†¦ endowed with a figure hideously deformed and loathsome; I was not even of the same nature as man†¦When I looked around I saw and heard of none like me†¦a blot upon this earth which all men fled, and whom all men disowned’ (149) The monster is visibly aware of his alienation and his reflections cause him agony and sorrow. He expresses his pain through wandering, and this is a pivotal moment which captures the transition completely: ‘I gave vent to my anguish in fearful howling. I was like a wild beast.’ His distress and agony are with a world full of prejudices where he is given no chance, and thus, he projects his rage at his surroundings tearing at branches and trees, and finally ‘sank on the damp grass in the sick impotence of fear.’ It is at this moment that he realises his goodness will never be recognised; he is grotesque but has physical strength as his only tool, hence declaring ‘everlasting war ‘ on his ‘enemies’, and above all, ‘against he who had formed me’, his creator, Victor Frankenstein, the root of his suffering. The image which follows is a hellish and ghoulish scene of the monster howling into the night and burning down the cot tage he had once loved. His stream of bad fortune is just appalling and Shelley seems to be exposing the inhumanity of humanity. The significance of the three texts which the monster encounters cannot be overlooked. The first text is Goethe’s The Sorrows Of Young Werther which enables the monster to realise his own solitary state and depression. He weeps whilst Werther suffers too as an orphan and solitary walker, and adds: ‘I applied much personally and to my own feelings and condition’ (153) He compares his Werther’s desires to become part of Charlottes family to his own which were to become part of the cottage family, the De Lacey’s. Shelley’s novel also draws from her mother’s work, such as Vindication in which the influence is apparent through the monster’s actions; he is deprived of the domesticity and affections necessary for human beings. Thus through Goethe’s text, he learns of the domestic idyll. The second text is the Volume of Plutarch’s lives which depicts the history of the origins of mankind, and from the text he learns ‘high thoughts’, and goes on to state: ‘He elevated me above the wretched sphere of my own reflection [of self- pity and gloom], to admire and love the heroes of past ages’. However it is the third text, Milton’s Paradise Lost which is most striking in its parallel towards both the Monster and Victor . The monster found a correlation between his condition and stated: ‘Like Adam, I was apparently  united by no link to any other human being†¦I was wretched, helpless and alone. Many times I considered Satan as the fitter emblem of my condition’ (page-136). The monster’s central complaint is that he is alone and he requests that Victor make a companion for him: ‘I am alone, and miserable; man will not associate with me†¦ my companion must be of the same species and have the same defects’ (Page 168) Society has rejected him because he is ‘deformed and horrible’, but this suffering leads to the monster retuning to find his creator so that loneliness can only be overcome by a companion – this is a huge realisation in the monster: and more significantly, is that this suffering caused by complete solitude, is experienced by humans too. Hence the suffering felt by the monster makes him no different to man. The monster goes on to say that a companion is ‘necessary for my being’ (Pg 168) and the only cure for his malicious behaviour and misery. When Victor refuses a ‘fiendish rage animated him as he said this; his face was wrinkled into contortions too horrible for human eyes to be hold†¦Ã¢â‚¬â„¢ (Pg 169) This is his reaction to someone refusing what he desires most, what has haunted him since his creation and his rage is hardly surprising when considering the suffering he has endured. ‘Every time languor and indifference creep upon us our functions fall into decay†¦Ã¢â‚¬â„¢ This is where the monster’s argument finds its roots, for as Godwin writes in Political Justice, in order to be ‘cheerful’, we must ‘cultivate a kind and benevolent propensity†¦Ã¢â‚¬â„¢Godwin also expressed his views on solitary confinement and these too seem to be echoed in the text :’The soul yearns, with inexpressible longings, for the society of its like.’ The monster is hence likened to the offender in solitary confinement and pleads for a companion: ‘Who can tell the suffering of him who is condemned to uninterrupted solitude? Who can tell this that this is not, to the majority of mankind the bitterest torment that human ingenuity can inflict?’ (Pg 251) Echoing Godwin, who wrote ‘A man is of more worth than a beast’, Victor disregarding the monster’s pleas, destroys the unfinished female monster. This is the penultimate event which gives rise to relentless suffering endured by the monster . The extent of his misery is epitomised with the monster questioning Victor: ‘Shall each man find a wife for his bosom, and each beast have his mate, and I be alone? Are you to be  happy while I grovel in the intensity of my wretchedness?’ (Volume 3, chapter 2) Thus there is a disastrous outcome to Victor’s reasoning. In Mary Shelley’s Gothic novel, Frankenstein hopes to be the source of new species, but ironically, his creature evolves into a self acknowledged Satan who swears eternal revenge and war upon his creator and all the human race. The monster reflects that hell is an internal condition which is produced and increased through loneliness. Both master and creature are torn by their internal conflicts from misapplied knowledge and their sense of isolation. In P.B. Shelley’s poem, the solitary walker suffers as a result of his own actions and choice to be abandon society. He suffers for having fantasies that will never be a reality. Hence his suffering is a result of his own disillusionment. BIBLIOGRAPHY 1. Shelley, P.B., Alastor: Or, The Spirit Of Solitude 2. Shelley, Mary Wollstonecraft , Frankenstein; or, the Modern Prometheus,(D.L.Macdonald and Kathleen Scherf) 1999. 3. Duncan Wu, ed,. Romanticism: A Critical Reader, (Blackwell, 1995) 4. Butler, Marilyn, Romantics, Rebels and Revolutionaries: English Literature and its Background, 1760-1830,(Oxford University Press, 1981) 5. Goethe, J.W., The Sorrows of Young Werther(Penguin Books, 1985) 6. Furst, Lilian, European Romanticism, (Wayne State University Press, 1990).

THE ANALYZING AND INTERPRETATION OF MOVIES Essay

THE ANALYZING AND INTERPRETATION OF MOVIES - Essay Example Analyzing a movie is especially essential in writing a carefully planned review of it. Furthermore, the pleasure of analyzing a work of an expert and well-known moviemaker can help you take pleasure in a film to a different level on the whole. It’s all a matter of perception. Opportunely or inopportunely, skilled moviemakers do not frequently share the perception of the viewers. Hence, it is important that one appreciates the essence of another’s point of view. There are numerous things about a film which can be analyzed and interpreted to obtain the best idea about what a movie is all about. Movies can be analyzed and interpreted in innumerable ways, and each is acceptable. This essay will discuss what essentially has to be done. Suppose you were asked to write a film analysis for a local newspaper or as university homework. Even if you are a certified movie buff, you do not know anything about doing a film analysis and hence it may appear to be a difficult assignment. Nevertheless, making a movie analysis is not that hard as some people believe. Aside from proficiency in the English language, what a movie analyst needs is some fundamental knowledge about how to construct a film analysis (Rutsky & Geiger, 2005). First, it is important to conduct research work. Prior to watching the movie, it is especially vital to carry out research work (Rutsky & Geiger, 2005). Try to make sense of the movie’s context, such as the underlying plot, the main characters, filmmaker, script writer, and others. Try to determine if the story is a true or original story, sequel of another film, or adaptation of a work of fiction. Movie analyst should also explore earlier works of the actors and the filmmaker (Nelmes, 2003). This aids in identifying the meaning or content of the movie. Second step is watching the movie. In order to make an accurate

The Age of Reagan Assignment Example | Topics and Well Written Essays - 250 words

The Age of Reagan - Assignment Example hilosophy, ones experiences, ones exposure to the raw edges of human existence, ones religious training, ones attitudes toward life and family and their values, and the moral standards one establishes and seeks to observe, are all likely to influence and to colour ones thinking and conclusions about abortion†. Reagan was a president who worked against the communist agendas. As per (Vlib)â€Å"Under the Reagan Doctrine, one by one, it was the Communist dominos that began to fall†. Reagan has been a lash on the violent history of communist activities and he had won cold war and even changed the face of American in many ways. By ending communism he proved to be a man who put a hold on the violent centuries of communism. As per (History Place, 1982) â€Å"The President eloquently explains the reasons behind his staunch opposition to Communism while encouraging the British to aid in the worldwide struggle for freedom, recalling the success of former Prime Minister Winston Churchill in the fight against Nazi tyranny†. Reagan has been successful in combating communism and this was a revolutionary phase in American politics. Ameircan Rhetoric, . (2001). Address to the Republican National Convention. In http://www.america nrhetoric.com. Retrieved May 18, 2014, from http://www.americanrhetoric.com/speeches/part

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Decision making models - Research Paper Example The Five Step Model by Harvard Business School and the Analytical Hierarchy Process (A.H.P) by Thomas L. Saaty are two vital decision making models. These models have strengths and weaknesses, and they contrast in their mode of approaching issues and problems. They also differ in their application. According to the five step decision making model, managers make decisions on a daily basis, which impact on the company. Some of the decisions have straightforwardness such as the determination of subordinates to delegate duties. Though such a decision may seem straightforward, it requires the manager to have a satisfactory knowledge of his/her subordinates for effective and efficient delegation (Milkman, Chugh, & Bazerman, 2008). Other decisions such as tendering and employment decisions have complex characteristics. Also, decision making process cannot be described as an easy process because some of the decisions may involve risks, trade off and interplay of other factors, which include cost, and risk of failure or undesirable outcome (Harvard Business School, 2006). Decision-making is a complex process especially when it involves uncertainty and raises interpersonal issues. Uncertainty causes hesitation because individuals may feel that they lack facts that enable them to make desirable decisions. Some individuals may choose not to make decisions than take a leap to uncertainty. According to Harvard Business Essentials, decision-making involves five steps, which include the, establishment of a context for success, framing the issues properly and generating alternatives. It also involves an evaluation of the alternatives and choosing alternatives that work the best (Harvard Business School, 2006). The establishment of a context for success involves the creation of an environment that enables effective decisions to work. This process involves the evaluation of the decision maker’s surrounding to identify antithetical factors that affect sound decision-making. For instance, internal conflicts within an organization may affect the outcome of a decision (Armesh, 2005). This habit eliminates the possibility of rational thinking; hence, the management cannot sustain different levels of diverse opinions (Harvard Business School, 2006). Other organizations do not support open communication, which may, affects decision-making. An all-powerful management affects decision making because decisions are made according to their preference. Decision-making needs a friendly environment that ensures the right individuals participate in the process. The decision makers or those involved in the process should meet in a physical setting that encourages deliberation and careful thinking. Such an environment has ground rules for determining decision-making (Harvard Business School, 2006). In decision-making, successful decisions depend on the clear understanding of issues at hand. It also depends in an understanding of the issue’s impact on the compan y or business. Therefore, it becomes crucial to determine the character of the issue. Framing the problem offers an opportunity to ask the correct questions to the right people. It is vital for the decision makers to frame the problem in a manner that does not constrain potential solutions to the problem. Framing the issue involves questions on how the issues/situation rose, and how to solve the situation (Harvard Business

Models in project management Essay Example | Topics and Well Written Essays - 750 words

Models in project management - Essay Example This statement of work will provide a deep insight into development of the high-level project charter for the E-Mail Upgrade Project described in the scenario. This statement will provide an overview of the identification of a project management methodology and project team, and a baseline schedule. This will describe the project objective and its main scope. This project is going to enhance the overall structure if the company communication structure. This project will upgrade the e-mail system of the Ohio Department of Human Services. Through this the organization will get the better communication facilities and data sharing network over the organizational intranet. This project will enhance the following areas of the organization; This project will be implemented on the Ohio Department of Human Service’s organizational Intranet. The Office of Network Support (ONS) will keep track and manage the overall project and its associated activates (tasks, phases). We have decided to purchase the new version of the Worldviewupgrades that is Globalupgrades 9.0. This is better system with the offer of discounts for a Version 9.0 license. We are also satisfied with the quality of this system working. This system will also offer the better robust working environment. I have analyzed the overall project tasks and main activities that we will need to perform. After this I have devised a workable and convent time line for this project. This project will take three months for the overall project execution and implementation. At the end of the three months we are expecting to have the overall new efficient working system that will deliver the better performance and communication infrastructure. After that we have to engage a training period of three days that will introduce the all personal regarding the use of the new system. This system should have the capability to tolerate any system level error. This system should also

Local Lit Foreign Lit Essay Example for Free

Local Lit Foreign Lit Essay In this chapter one of the most important early steps in a research project is the conducting of the literature review. This chapter will explain how review of related literature is very important in conducting a study. This is also one of the most humbling experiences youre likely to have. Because youre likely to find out that just about any worthwhile idea you will have has been thought of before, at least to some degree. A literature review is designed to identify related research, to set the current research project within a conceptual and theoretical context. The greatest emphasis on research journals that use a blind or juried review system. The literature review will help to find and select appropriate measurement instruments. It will readily see what measurement instruments researchers used themselves in contexts similar to the study. Finally, the literature review will help to anticipate common problems in the research context. It can use the prior experiences of others to avoid common traps and pitfalls. 2.1 Related Literature Local Literature The Department of Education said Monday â€Å"it’s all systems go† for the National Career Assessment Examination (NCAE), adding that it expects some 1.5 million fourth year high school students from both public and private schools to participate. â€Å"The annual conduct of the NCAE gives the students and the parents an idea on the field of endeavor most suited to the graduating students thus, allowing for better decision on their choice of career,† Education Secretary Jesli Lapus said. A major part of the exam consists of the general scholastic aptitude test. It also measures a graduating student’s potentials or inclination in such areas as technical-vocational aptitude, entrepreneurial skills, nonverbal ability and occupational interest. The test components are: scientific ability, mathematical ability, reading comprehension, verbal ability, manipulative skills, clerical ability, non-verbal ability and entrepreneurial skills. The exam results are at best recommendatory and are not a requisite for admission to college. There were 717,232 students or 58.62 percent who obtained high aptitude in entrepreneurship. Some 20,307 students with high general scholastic aptitude scores and 22,879 students with high results in technical-vocational aptitude became eligible. (James Konstantin Galvez, n.d.) It says in the article that the assessment exam will determine which career path is best after graduation from high school based on the individual test results. The examination will also minimize the mismatch in career choices and skills that has affected many college graduates who were not well advised about what career path they should take. *PMA exam passers eye academy’s 300 slots.The 942 passers of the recent Philippine Military Academy (PMA) entrance exams will still have to battle it out to make it to the 300-strong cast of final cut and fulfill their dreams of being a member of the PMA Class 2013. The PMA entrance examination is the just first step of a highly competitive process for cadet aspirants in the PMA. To secure a slot in the academy, examination passers will then have to overcome the rigid and complete physical fitness test and medical examination set in early October. But the good news is PMA’s officials are reportedly planning to talk with the Armed Forces of the Philippines general headquarters to extend the final cut qualifiers by 30 to 50. Those who will qualify the second stage will be notified by the PMA thru mail, while the complete list of passers will be published in some major national broadsheets and at the PMA website at www.pma.ph. And although the exam is just the beginning, PMA Supt. M/Gen. Leopoldo Maligalig appreciated the 18-percent passing rate this year, only a whisker ahead of last year’s 16 percent. Records show that applicants from Baguio registered the highest passing percentage in the entrance exam at 27 percent with 133 passers. There were 8, 449 regulars and 1,834 walk-in applicants nationwide but only 5, 777 have qualified to take the entrance examinations. 5, 652 completed the battery test in mathematics, English and special PMA aptitude test. PMA, considered the country’s top military institution, has been accepting more than 10,000 to 12, 000 applicants in the past years. Academy’s information officer Lady Capt. Agnes Lynnette Flores, however, noted that there has been a decrease in the number of aspiring cadets as a result of PMA’s more rigid training intended to maintain its reputation of producing high-quality cadets and future true leaders.â€Å"The program is also geared to insulate PMA cadets from politics and to mold them into constitutional soldiers who must defend the fundamental law of the land at all costs,† she said. *MMDA chief: Address job mismatch. Saying the education system is failing to produce the skills needed by the private industry, Metropolitan Manila Development Authority Chairman Bayani Fernando yesterday called for joint public-private collaboration to address the problem of job mismatch. â€Å"The government, schools and private business should get together for an exchange of views on dominant and emerging jobs and the skills needed to fill the jobs,† Fernando said. He suggested human-resource planning to forecast the demand for and supply of critical skills. The planning could be done on an industry basis. Fernando proposed that companies provide the necessary training and retraining, while colleges and universities review their curricula to offer business-friendly courses. The government should also enhance its free training program through the Technical and Skills Development Authority (Tesda) by opening more training centers in rural areas and strengthening its vocational training program. Current opportunities, Fernando noted, are in the fields of information technology, retail, manufacturing, tourism, hospitality and accounting, adding that the call center industry has an opening for at least 60,000 jobs this year. Fernando said the Philippine economy should also continue to grow in order to provide more better-paying jobs that would entice Filipinos to stay in the country. While overseas Filipino workers are providing billions of dollars in remittances for the Philippine economy, their absence in the country also contributes to the brain/skills drain and to dysfunctional families, he observed. Local industries have estimated incurring an additional P1 billion for recruiting and training new workers to replace those who have left to work abroad. Foreign Literature DepEd asked not to rank schools in NAT. The Federation of Association of Private Schools and Administrators (FAPSA) is asking the Department of Education (DepEd) not to rank schools in the National Achievement Test (NAT), saying it is not a healthy competition. â€Å"Our group would not mind the intention of Secretary (Jesli) Lapus provided the outcome would not be published,’’ he added. Kasilag made the appeal after the DepEd administered the NAT to sixth graders and second year high school students last March 5 and 12. â€Å"The conduct of the test had paved the way for ingenious access to leakage. Former DepEd secretary Raul Roco had admitted that questions and answers could bought in the provinces,’’ he said. Kasilag said the NAT, being the precursor of NCEE in the 90’s then NEAT and NSAT in 2000, was the same exam for whose abolition his group lobbied for. Roco abolished the NCEE in a bid to allow more students to enter college. He cited the case of a female student in his school (St. Nicholas school in Marikina) who failed to graduate as valedictorian because she didn’t do well in NEAT exam years back. â€Å"The mother asked why should a days exam matter most over the entire six years of study in elementary? Schools already have 4 periodicals, 10 monthly tests, countless quizzes and daily assignments, are these not enough?’’ he said. (Shianee Mamanglu, March 18, 2009) The ranking of schools in a publication had proved to be divisive and resulted in unhealthy competition among private schools. Schools that lagged behind prepared rigorously to recover at the expense of regular academic curriculum. Ofcourse, if the result is published it will only cause disgrace to the schools. The conduct of the NAT is not reliable enough to assess the total performance of students, since students, particularly those from the provinces, can buy questions, answers and grades. *Mandatory psych test for leaving OFWs opposed. We will also stage various mass actions in national level in the coming weeks to show Malacanang and the House members that there is indeed clamor for this, he added. Basas, however, expressed appreciation to Secretary Lapus and the entire DepEd in lobbying for the immediate approval of the proposed bill. He also lauded the Senate for the immediate approval of its counterpart proposed law in the Upper Chamber. TDC claimed that since 2001 public school teachers had only two salary increases amounting to P2, 000 combined. Mandatory psych test for leaving OFWs opposed. Manila, Philippines A coalition of migrants’ rights organizations has opposed the proposal to make psychiatric examination mandatory for leaving overseas Filipino household service workers. Ellene Sana, executive director of the Center for Migrants Advocacy (CMA), said the proposal was made by the Department of Foreign Affairs, citing a study by the Department of Health of mental cases among overseas Filipino workers. She said they got the information from Poe Gratela, private sector representative to the governing body of the Philippine Overseas Employment Administration (POEA), during a consultation meeting on August 6. In Resolution No. 05, Series 2008, the Consultative Council on OFWs (CCOFW), of which CMA is a member, argued that this mandatory psychiatric exam only for household service workers is discriminatory, will be an additional cost to OFWs, and does not guarantee objectivity. *The council also said the test presupposes that the root problem is the workers’ psychiatric disposition. It said this presumption is â€Å"unfounded and illogical.†Ã¢â‚¬Å"Sound psychiatric test results of a worker cannot guarantee one’s sanity because there are simply too many aggravating factors such as work environment, cultural differences, language barriers, and emotional stress that affect OFWs’ physical and mental conditions,† it said. The council pointed out data which shows that 78 percent of the household service workers deemed mentally unfit were deployed in the Middle East. This indicates that â€Å"what is needed is for the government to look at the working conditions in the Middle East of the household service workers, and not these workers’ mental states,† it said. Instead, the council proposed that the government administer mandatory psychiatric examinations to all government personnel deployed overseas â€Å"to determine their psychological and emotional preparation for overseas assignments, particularly, in handling cases of workers in distress.† *Aside from CMA’s Sana, the other signatories to the resolution are: Fr. Savino Bernardi of the Apostleship of the Sea, Fr. Edwin Corros of the Catholic Bishops Conference of the Philippines’ Ecumenical Commission on Migrants and Itinerants, Luis Andres Maya of the Scalarini Center for People on the Move, Fr. Fabio Baggio of the Scalabrini Migration Center,Gwendolyn Valencia of the Philippine Migrants Rights Watch, Carmelita Nuqui of the Development Action for Women Network, Gina Espinosa of Kaibigan Inc., Francisco Aguilar Jr. of the Fil Migrant Workers Group, Mildred Yamzon and Dr. Gloria Itchon of the Women in Development Foundation, and Luther Calderon of Kampi. *Naveed Azim and Imran Naqvi and Kashif ur Rehman. Learning of student can be assessed by objective type and subjective type questions. Educationists and behavioral scientists declare subjective writing skills essential for senior management positions. Investigation revealed that IT professionals who qualified through objective type online examination and lack subjective writing skills could not earn rise in career to top management positions easily. The study considered ability of a student to express knowledge subjectively as the independent variable and higher management position requirements as the dependent variable. It hypothesized better the student of higher level education in his/her subjective expression, more considerable s/he will be for positions at senior management in business organizations. The study selected 100 private companies engaged in the field of Information Technology (IT) in Rawalpindi and Islamabad, Pakistan who seek OCP or MCSD or MCSE certified professionals. SalonBooker is the leading online scheduling, point-of-sale and business management software for the beauty industry. Thousands of businesses have joined the GramercyOne family to provide online booking to their customers, manage day-to-day operations and drive new business. SalonBooker is completely web-based, which makes it available from any computer with a browser and internet connection, anywhere at any time, even via an smart phone or iPad. With SalonBooker you will be able to manage your business efficiently by integrating multiple systems in to one, save time through intelligent inventory and commission management and track and report across all activities within your business. (http://www.salonbooker.com/) 2.2 Related Studies Local Studies *According to Wikipedia, â€Å"A test or an examination (or exam) is an assessment, often administered on paper or on the computer, intended to measure the test-takers or respondents (often a student) knowledge, skills, aptitudes, or classification in many other topics (e.g., beliefs). Tests are often used in education, professional certification, counseling, psychology (e.g., MMPI), the military, and many other fields. The measurement that is the goal of testing is called a test score, and is a summary of the evidence contained in an examinees responses to the items of a test that are related to the construct or constructs being measured. Test scores are interpreted with regards to a norm or criterion, or occasionally both. The norm may be established independently, or by statistical analysis of a large number of subjects.† (www.wikipedia.com) According to Lee J. Cronbach, â€Å"Test aid in making many sorts of decisions, including selection and classification of individuals, evaluation of educational or treatment procedures, and acceptance or rejection of scientific hypothesis.† (Essentials of Psychological Testing, Cronbach, p.18) According to Wikipedia, â€Å"An Internet forum, or message board, is an online discussion site. It originated as the modern equivalent of a traditional bulletin board, and a technological evolution of the dialup bulletin board system. From a technological standpoint, forums or boards are web applications managing user-generated content. People participating in an Internet forum may cultivate social bonds and interest groups for a topic may form from the discussions. (www.wikipedia.com) According to WORDIQ, †An Internet forum, also known as a message board or discussion board, is a web application that provides for online discussions, and is the modern descendant of the bulletin board systems and existing Usenet news systems that were widespread in the 1980s and 1990s. An Internet forum typically exists as part of a website and invites users to start topics and discuss issues with one another. Sometimes, a forum even comprises most, if not all, of the content of a site. Compared to wikis, Internet forums dont allow users to edit the forum posts of other users; however, administrators and moderators generally have the capability of doing thisâ€Å". (www.wordiq.com) Foreign Studies College student retention programs tend to focus primarily on students in their first and second year of college as this is the time when the greatest number of students withdraws from postsecondary education (ACT 2004). Such programs vary substantially in design and execution. Examples include: Early alert, assessment, and monitoring systems to identify students at risk of dropping out for early intervention; Freshman Seminar; and HORIZONS. Organizational Theory practices, designed to create an institutional culture conducive to student retention, are another means of encouraging college student retention. Improving college retention rates may have broad impacts: students who complete college degrees have been found to be less likely to need the support of social services, generate higher tax returns, put less stress on the criminal justice system, and have better health status and improved parenting skills. Expected Beneficial Outcomes, Increased college retention rates, increased graduation rates, Evidence of Effectiveness ACT-Student Retention 2004 indicates that emphasis on retention strategies over the past several decades has not had a substantial impact on college retention overall. However, such programs have been effective in some venues and for some students: Dale 1995 reports that 85% of students participating in HORIZON, a Purdue University based student retention program, were retained compared to only 47% of non-enrollee peers. Participants indicated that belonging to a support network, having assistance with effective study methods, and tutoring were most important to their decision not to leave school. According to Wikipedia, â€Å"Career assessments are tests that are designed to help individuals understand how a variety of personal attributes (i.e., interests, values, preferences, motivations, aptitudes and skills), impacts their potential success and satisfaction with different career options and work environments. Assessments of some or all of these attributes are often used by individuals or organizations, such as university career service centers, career counselors, outplacement companies, corporate human resources staff, executive coaches, vocational rehabilitation counselors, and guidance counselors to help individuals make more informed career decisions.†

Modernity in Japan: 1910-1920

Modernity in Japan: 1910-1920 How did changes to Japanese society in the 1910s and 1920s make modernity a lived experience? Japanese society, much like with other societies, has seen many changes over the course of history. Due to Western influence, it can be argued that changes to Japanese society and way of life became more prominent from the nineteenth century onwards; as the rest of the world changed, Japan did as well. Despite initial fears about a Westernized society, change still occurred. As well as this, it is often proposed that Japanese society in the 1910s and 1920s also underwent a great amount of change, especially after the First World War. Whether or not these changes had a positive impact on society remains debatable, as interpretations of Japan during this period are continuously changing.[1] The change to society, as well as the economy, was brought about due to industrialization during the time which affected many other countries as well as Japan. Japan saw an increase in population partially because of industrialization, as the population had grown from 35 million in 1872 to 55 millio n by 1920.[2] By 1908 the population of Tokyo had risen to 2 million.[3] As it is evident that various groups of society experienced change due to this, the question remains: to what extent were these groups effected by industrialization and the changes to Japanese society? This essay shall explore the various changes that different groups in society faced, as well as whether or not these changes were drastic or not. When looking at the history of Japan, especially when looking at a period of great change, it is important to note that there are many different opinions on how the changes to Japanese society impacted different social groups. As previously mentioned, Waswo states that interpretations on Japan are continuously changing and evolving. Andrew Gordon argues that the lives of men and women were extremely different, as well as the lives of the rural population and those in the cities.[4] This appears to be agreed by many other historians, as the differences between urban Japan and rural Japan are very different indeed. Totman writes that young men, the rural population, the industrial working class, and women were expressing anger during this period, resulting in protests from many.[5] From these two statements it can be safe to assume that despite initial romanticism of this period, there were many hardships for those who werent part of the social elite. Much like in other nations, the wo rking-class struggled to keep up with this idea of modernity, mostly due to the lack of money and the attitudes of the government at the time. Gordon also writes that in the 1920s the countryside †¦ was a troubled place,[6] most likely due to troubles concerning landlords. Life during this period was not easy for many according to historians, with each part of Japan experiencing modernity in different ways. The lives of women during the 1910s and 1920s were, for the most part, full of challenges. Working-class women appeared to struggle the most. Despite beliefs about womens lives at that time, prostitution was a large problem within Japan. While brothel prostitution had begun to decline in many European states, in Japan it was a growing industry, especially in the 1920s.[7] The idea of prostitution and sex work was far from modern, and Garon explains that Tokyos policies towards prostitutes at time would potentially embarrass the government internationally.[8] While prostitutes in Japan had to be licensed in order to work, this did not prevent it becoming a large problem. Geisha, as trained performers, were not allowed to engage in sexual acts; by 1929, however, it was estimated that three quarters of geisha were doing so.[9] Prostitutes came from the poorest parts of society, with most coming from the families of farmers and laborers. Many of these women did not have any form of educa tion, with 13 per cent of licensed prostitutes in 1924 never attending school.[10] By 1925, one-in-thirty women between the ages of 18 and 29 had become involved with prostitution, with licensed prostitutes working in brothels and others working wherever they could.[11] Indeed, it is clear that prostitution was a large problem in Japan during the 1910s and 1920s, and little was done to combat it until the 1940s. Despite problems with prostitution, protests for womens rights during this period were also prominent. The idea of womens rights is seen as modern by many, mainly due to the fact that the idea of equal rights for both men and women is associated with a modern state. Activists began to emerge, with names such as ItÃ…Â  Noe becoming well-known. Although many Japanese women began to fight for equal rights, Yamada Waka noted that many of the problems these women faced were essentially middle-class concerns; there was no real confrontation concerning the conditions of workin g-class women who worked in the mines, textiles industry, or sex industry.[12] Regardless, many middle- and upper-class women went on to higher education despite being excluded from male institutions, and these women soon began to join the white-collar workforce, such as teaching and nursing.[13] As a result of this, by the mid-1920s a third of all teachers were women, and while in 1914 there were only 14,000 nurses by 1924 there were 42,000 nurses in the workforce.[14] The situation for women during the 1910s and 1920s was vastly different depending on social class. Whilst many working-class women were inevitably forced into prostitution, middle- and upper-class women began to experience the working world like never before, through nursing and teaching. It can be argued that while the middle- and upper-class women of Japan fit this criteria of a modern state, working-class women were the opposite. Each woman, therefore, experienced this idea of modernity in different ways. upper-cl ass women seeing the positive. As previously discussed, the middle-class in Japan appeared to be thriving off of this new idea of modernity in the 1910s and 1920s. However, it should be noted that a middle-class was not officially recognised by the government until after the First World War after the urban white-collar population began to grow.[15] Although the definition of middle-class was still somewhat uncertain during this period, the idea of what a home was began to change, especially for this new class. As the structure of homes took on different forms, with chairs and tatami mats now appearing within homes.[16] These homes, which were now being inhabited by this new middle-class, were more Western than traditional Japanese homes, meaning that this new class embraced the idea of modernity and Westernization. Homes were not the only thing to be Westernized. During the Meiji restoration, although there was resistance, many members of the Japanese upper-class changed their way of dress and lifestyle. Though th is was not as prominent, a few members of the middle-class adapted this way of life. As Japan was a family-based society (katei honi), family and home remained an important part of life.[17] Many middle-class businesses, which were mainly small home-based businesses, were family operations that meant that wives could work alongside their husbands for the first time.[18] As previously mentioned, during the 1910s and 1920s many women began to work in various areas of work such as nursing and teaching. Many middle-class daughters worked as typists, though pay was much less than that of men.[19] While today unequal pay is not seen as modern, the middle-class evidently embraced other aspects of a modern society. With consumerism depending mainly on the middle- and upper-classes, department stores began to flourish around Japan. Department stores were mainly located near train stations in urban areas such as Tokyo and Osaka and were †¦ a new way to enjoy the fruits of ones labor, esp ecially for families whose husbands worked in salaried middle-class jobs..[20] Imported products made appearances in department stores, such as clothing and cosmetics. Department stores quickly became a central part of life, especially for the middle-class who could afford the luxuries offered at the department stores.[21] Overall, it can be safe to assume that the middle-class fit the criteria of modernity quite well. As the middle-class progressed, meaning that architecture and lifestyles changed, so did Japan. Although there was a fear that quick progression would lead to Japanese tradition disappearing, this was not the case; this can be demonstrated by Japanese family ideals during this period, which for the most part remained mainly unchanged. Unlike the middle-class, it is argued that the working-class of Japan faced many more hardships and challenges during the 1910s and 1920s. Urbanization and industrialization meant that the number of factory workers increased, though this did not come without problems. After the war there was an increase in demand for skilled labor, especially men, in heavy industries.[22] With an increase in labor came an increase in strikes. Between 1914 and 1918 the number of strikes had risen to 417, though these were not often resolved.[23] Whilst wages rose, rising prices and profits meant that the rise in wages did little to help workers live comfortably. By 1919, the number of labor disputes rose to 2388 following a series of wage cuts and lay-offs the year before.[24] Although the main attitude towards workers during this period was that they were selfish, some politicians thought that it would be best to improve their conditions. For example, Kenseikai-MinseitÃ…Â  leaders agreed that ad opting new policies would help restore social peace, and during the 1920s the Diet introduced social welfare laws to help the working class. A national health insurance law, minimum age law, and additions to the original factory law were also introduced.[25] Despite the issues that the urban working-class faced, it can be agreed that there was some reform in order to help improve their conditions. Though it is argued that many factory owners wished to aid workers in their own way, many workers did receive better working conditions during the 1920s. This reform, in some ways, can be seen as modernization. However, Duus notes that many of those who moved to urban areas soon moved back to the countryside during times of distress. There they found that conditions in rural Japan were no better than they had been back in the city, if not even worse.[26] It can be proposed that even though the life of a working-class citizen was difficult, there was some attempt at reform and modernizing J apanese industries; to what extent, however, depends solely on the individual factory and industry. Life in the city, arguably, was much better than it was in the country. According to Gordon, †¦ by the 1920s the Japanese countryside was a troubled place,[27] and this was mainly due to the changes surrounding landlords and land. Independent farmers transferred land to landlords meant that mainstay owner-farmers (chÃ…Â «ken jisakunÃ…Â ) had smaller plots of land to work with or ended up becoming tenants.[28] Tenants were seen as socially inferior to landloards, and were expected to move aside if encountered by someone with a superior social status on roads or footpaths.[29] The idea of the socially inferior performing such actions is, to many, not seen as modern. It is due to this that it is argued that rural Japan was behind the urbanized areas, which were rapidly changing. While agriculture was a key industry in Japan, by 1920 it fell into a depression. Many farmers began to struggle, and by 1929 it is estimated that nearly 40 per cent of farm households had to rely on sericulture for extra income.[30] This could have also contributed to the idea that rural Japan was not having a positive experience with modernity. Rice and silk prices continuously dropped throughout the 1920s, meaning that many farmers faced a continuous struggle to pay rent and buy food. There were disputes with landlords concerning lowering rent in the mid-1920s, though politicians remained mainly silent on the issue in the country. As imported goods became more common and the demand for exports declined, 5.5 million farm families continued to struggle; half the population could not live properly.[31] Although the government eventually tried to help, their policy of increased subsidies did very little to help and the problem surrounding agriculture became much more serious towards the end of the 1920s. Rural Japan had some clear problems concerning landlords and income, though it can be proposed that as the government were more focused on helping these new modern cities flourish they did little to help the rural areas of Japan. Due to this, it i s highly probable that many of those who lived in rural Japan saw modernity as a threat, meaning that they felt alienated and did not like the idea of modernity. The many changes to Japanese society during the 1910s and 1920s did, overall, have a large impact on all aspects of life in the 1910s and 1920s. While little was being done in order to aid the working-class, which inevitably resulted in strikes and protests, the middle- and upper-classes appeared to be thriving on the introduction of modernity. The working-class and rural population struggled with wages and fair treatment, something that is not necessarily associated with a modern state, though the middle-class did not appear to have this problem. Womens rights had emerged and white-collar employment was on the rise. Many middle- and upper-class families also adapted to this idea of modernity and Westernization, meaning that for many their way of life changed, from their eating habits to their clothing. In Japan during the 1910s and 1920s, modernization had a different impact in different parts of society. It is hard to tell whether or not the modernization of Japan was a positive or not when looking at the country as a whole, however it can be argued that the middle- and upper-classes were effected by modernity much more positively than the rural population and the working-class. Bibliography: Secondary sources: Anderson, Benedict. Imagined Communities, London, 2016. Beasley, W. G. The Rise of Modern Japan, Oxon, 2011. Duus, Peter. Modern Japan, Boston, 1998. Gluck, Carol. Japans Modern Myths, New Jersey, 1985. Gordon, Andrew. A Modern History of Japan, New York, 2014. Gordon, Sheldon. Molding Japanese Minds: The State in Everyday Life, New Jersey, 1997. Holcombe, Charles. A History of East Asia, New York, 2011. Low, Morris (ed.). Building a Modern Japan, New York, 2005. Sand, Jordan. House and Home in Modern Japan, Massachusetts, 2003. Tipton, Elise K. and Clark, John (eds.). Being Modern in Japan, Sydney, 2000. Totman, Conrad. A History of Japan, New Jersey, 2005. Waswo, Ann. Modern Japanese Society, Oxford, 1996. [1] Waswo, Ann. Modern Japanese Society, p. 95. [2] Waswo, Ann. Modern Japanese Society, p. 57. [3] Gluck, Carol. Japans Modern Myths, p. 159. [4] Gordon, Andrew. A Modern History of Japan, p. 139. [5] Totman, Conrad. A History of Japan, p.p. 390-391. [6] Gordon, Andrew. A Modern History of Japan, p. 144. [7] Garon, Sheldon. Molding Japanese Minds: The State in Everyday Life, p. 93. [8] Garon, Sheldon. Molding Japanese Minds: The State in Everyday Life, p. 88. [9] Garon, Sheldon. Molding Japanese Minds: The State in Everyday Life, p. 92. [10] Garon, Sheldon. Molding Japanese Minds: The State in Everyday Life, p. 94. [11] Garon, Sheldon. Molding Japanese Minds: The State in Everyday Life, p. 94. [12] Totman, Conrad. A History of Japan, p. 393. [13] Totman, Conrad. A History of Japan, p. 393. [14] Totman, Conrad. A History of Japan, p. 393. [15] Sand, Jordan. House and Home in Modern Japan, p. 162. [16] Sand, Jordan. House and Home in Modern Japan, p. 163. [17] Sand, Jordan. House and Home in Modern Japan, p. 165. [18] Gordon, Andrew. A Modern History of Japan, p. 148. [19] Gordon, Andrew. A Modern History of Japan, p.p. 149-150. [20] Gordon, Andrew. A Modern History of Japan, p.p. 154-155. [21] Gordon, Andrew. A Modern History of Japan, p. 154. [22] Duus, Peter. Modern Japan, p. 190. [23] Duus, Peter. Modern Japan, p.p. 190-191. [24] Duus, Peter. Modern Japan, p. 191. [25] Duus, Peter. Modern Japan, p. 192. [26] Duus, Peter. Modern Japan, p. 193. [27] Gordon, Andrew. A Modern History of Japan, p. 144. [28] Gluck, Carol. Japans Modern Myths, p. 188. [29] Waswo, Ann. Modern Japanese Society, p. 66. [30] Duus, Peter. Modern Japan, p. 195. [31] Duus, Peter. Modern Japan, p. 195.

McTaggarts Argument Evaluation Essay -- McTaggart Time Existence Essa

McTaggart's Argument Evaluation McTaggart takes a bold step in trying to disprove the existence of a phenomenon as taken for granted and unquestioned as breathing when he tackles the issue of time. If for no other reason, this quest is extremely daring in its scope, because he chooses to question an entity whose reality has probably never crossed most people’s minds.   Ã‚  Ã‚  Ã‚  Ã‚  McTaggart’s goal in his paper is, on a large scale, to prove that time does not exist. We will, however, be tackling the aspect of time known as the A-Series in this essay. His entire argument rests on his ability to prove this A-Series is unreal. The A-Series is the â€Å"tense† component of time that we perceive. When we refer to happenings in our lives, they occur in the past, present or future tense. Which tense a given event commands depends on its relation to a moving â€Å"now.† As we move through life, things in the future move ever closer to the present and after an event occurs it is forever moving further and further into the past thanks to the forward-moving â€Å"now.† McTaggart’s goal is to prove the logical difficulties that the concept of the moving â€Å"now’s† existence calls to mind, and it is these difficulties that ultimately lead McTaggart to rule out time’s existence.   Ã‚  Ã‚  Ã‚  Ã‚  McTaggart’s first step in proving his point is to highlight the incompatibility of the respective tenses of past, present and future. The incompatibility lies in the fact that no event can possess all of these properties at once. At first glance this may seem like an obvious and meaningless thing to say, because no one would argue that anything represents all these qualities at one time. Instead, most would be inclined to point out that an occasion holds all three of these qualities at three different points in time. McTaggart has no problem with this claim and goes so far as to label each period during which something has each of these qualities as T1, T2, and T3. When something exists at a certain moment in the future, that moment is T1. This strategy is applied to the event at the moment it enters the present; it is here that it is known as T2. And when the happening is located at a moment in the future, it is referred to as T3. Again, objectors to the t heory that the A-Series is unreal would feel like they still have the upper hand; fully agreeing with McTaggart’s logic, but this is where McTaggart make... ...ature of God’s creation. The vastness of that which He’s created suggests that there will be things that humans won’t be able to logically sort out. This inability should not, however, be mistaken as proof that the A-Series or another complex entity does not exist. McTaggart’s argument lacks proof of his claim; he uses his opposition’s inability to form a definite refutation of his claim while he never really provides one himself.   Ã‚  Ã‚  Ã‚  Ã‚  While McTaggart makes a pretty convincing case, I don’t feel like there is any real proof in his claims. There is compelling evidence in his arguments, but he definitely leaves room for dissent. One other problem I have with McTaggart’s argument is what his conclusion means. Assuming he has made an air-tight case that cannot be argued against, what has he really said? Following his logical process he doesn’t provide a meaningful conclusion. What have we gained from knowing that the A-Series and our perceived â€Å"now† do not exist as we were once sure they did? Do we change the way we live our lives? Nothing at all changes, because our perception of the world remains exactly the same, with nothing more than a slightly enlightened perspective gained.

The Call :: Essays Papers

The Call Touching Christ Jesus’ initial call is not to believe, but to come. The disciples have no answers when they leave their families and their occupations, merely a person and a promise. Faith, therefore, is not professing a certain checklist of dogma or signing a statement (as schools like Wheaton require for entrance). As James May put so eloquently in his fall chapel talk, the person of faith, as demonstrated by the woman with hemorrhaging in Mark 5:25-34 dares to touch Christ amidst the masses swirling around him. It was in the doing that she encounters Jesus, and he responds: â€Å"Your faith has made you well.† Therefore, I agree with Stassen and Gushee, who challenge,â€Å"[T]here is not authentic Christianity, discipleship or Christian ethics apart from doing the deeds he taught his followers to do† (S&G 486). Faith does not require an action; it is an action. So how do we touch a Christ who is no longer physically present with us, especially when clouds of opinion about him swirl around us? As the disciples were asked to trust the promise that Jesus would recreate their identities as â€Å"fishers of men,† we must begin our journey of discipleship by examining what promises we have been given as God’s people. The Word of God Certainly, most Christians would agree that these are most readily found in the Bible. But as I have been challenged more recently, and as Stassen and Gushee articulate, â€Å"It is not possible in principle to set limits on where God’s truth might be discovered, and thus to place some ultimate outer boundary on the ‘sources of authority’ for Christian ethics† (S&G 90). While I think Stassen and Gushee make some bold claims about the Bible being the â€Å"sun around which all other sources of authority are to orbit† (isn’t Jesus the Son around which all authorities are brought into proper order (Philippians 2.5-11)?), they do emphasize the balance of seeing God’s Word as neither an ancient, irrelevant relic nor an answer-book for all present-day circumstances. To practice Christian ethics, then, Christianity must understand the Bible as only one means of revelation, and a means that requires constant scrutiny and guidance to understan d if we’re really hearing the fullness of God’s Word within its complex pages. Thus, Christians can understand that the promises of God are neither restricted to the Bible (where would the illiterate of the world be?

The Hobbit :: Book Report Hobbit Essays

The Hobbit Book Report CHARACTER INTRODUCTION †¢ BILBO BAGGINS: The Hobbit who led the Dwarves to the Lonely Mountain to reclaim their treasure from the dragon Smaug. He found the One Ring in Gollum's cave †¢ GANDALF: The Wizard that accompanies Bilbo and the dwarves on their quest. He is well versed in magic spells and often calls upon them to save his comrades. †¢ THORIN OAKENSHIELD: Son of the King of Dwarves who were driven from the Lonely Mountain by Smaug. With the aid of Gandalf and Bilbo he seeks regain his treasure and the throne. When Smaug died he truly became King under the Mountain, though he was killed in combat in the battle of five Armies. †¢ SMAUG: The dragon of the Lonely Mountain who hordes the treasure he stole from the dwarves of Dale. †¢ GOLLUM: He is perfect example of the evil powers of the One Ring. He was born a Hobbit but had the ring too long. It made him into a slimy little creature that only lives to possess the ring. †¢ BARD: The archer who killed Smaug. He shot the dragon in the one spot it had no protection. The town’s people later considered him a hero. What the people didn't know it was Bilbo who discovered the weak spot in the dragon's iron scales. †¢ BEORN: An enemy of Orcs, he becomes friends with Bilbo and Gandalf. He has the ability to change forms from human to bear. It is he who determines the outcome of the battle of five Armies. STORY SUMMARY The book begins with Bilbo Baggins enjoying a pipe after breakfast. This is one of his favorite pleasures and he feels quite content in doing so. He is middle-aged, and resides in a clean warm burrow in the ground. One morning Gandalf, a wizard stops by to chat with Bilbo. He informs Bilbo that he is looking for someone to go on an adventure with him. Although Bilbo is tempted he declines, but not before inviting Gandalf for tea the next morning. The next day Bilbo hears his doorbell and he recalls inviting Gandalf for tea, but instead of the wizard at the door, there is a group of dwarves... thirteen in all. Thorin son of the dwarf king starts to outline a plan on how to regain the treasure stolen by the dragon Smaug.

Arthur Miller’s Death of A Salesman Controversial Tragedy Essay

Tragedy was a very controversial issue in literature until recent years. Recent figures in literature have set a clear definition for tragedy. Author Miller is one of these figures. Plays and novels have distinguished the definition of tragedy. According to the Merriam-Webster Dictionary tragedy is a serious piece of literature typically describing a conflict between the protagonist and a superior force and having a sorrowful or disastrous conclusion that excites pity or terror. Miller’s explains that a tragic hero does not always have to be a monarch or a man of a higher status. A tragic hero can be a common person. A tragedy does not always have to end pessimistically; it could have an optimistic ending. The play Death of a Salesman, by Arthur Miller, is a tragedy because it’s hero, Willy Loman, is a tragic figure that faces a superior source, being the American dream and the struggle for success. Loman also excites pity in the reader because of his defeat and his ina bility to become a success or teach his children how to make their lives successful. Miller defines a flaw as â€Å"an inherent unwillingness to remain passive in the face of what one conceives to be a challenge to one’s dignity†¦Ã¢â‚¬  Loman fulfills many of the requirements of being a tragic hero. Willy is not â€Å"flawless† in his actions, which by Miller’s standards make him a tragic hero. It is not wrong for Willy to have flaws and it does not make him a weaker man but a tragic figure. Miller designed the play so that Willy could be a tragic hero and for this he needs to have a flaw. Willy’s flaw is that he is unable to see things in a more realistic perspective. Charley says something in the play that sums up Willy’s whole life. He asks him, â€Å"When the hell are you going to grow up?† Willy’s spends his entire life in an illusion. He sees himself as a great man that is popular and successful. Willy exhibits many childlike qualities. Many of these qualities have an impact on his family. His two sons Bif f and Happy pick up this behavior from their father. He is idealistic, stubborn, and he has a false sense of his importance in the world. The extreme to which he followed the dream brought him to disillusionment and a loose sense of reality. Willy created a reality for himself where he â€Å"knocked ’em cold in Providence,† and â€Å"slaughtered ’em in Boston.†(p.33)  Ã¢â‚¬Å"Five hundred gross in Providence† becomes â€Å"roughly two hundred gross on the whole trip.† The ultimate result of his disillusionment is his suicide. It is ironic that he dies for his ideals although they are misconstrued. Another of Willy’s flaws is his disloyalty to Linda. Willy is unable to hold strong against temptations such as the women he slept with in Boston. Biff’s faith in his father is lost after he encounters the situation. This may have been the cause for Biff’s failure in life. Another of Miller’s guidelines for a tragic hero is that a common man can be a tragic hero. Willy sums up to many of the characteristics shown in Arthur Miller’s article, â€Å"Tragedy and the Common Man.† Willy is the common man Miller speaks of in the article. Willy awakes each day to face the hard struggle of work. Although Willy is not very successful as a businessman he still goes to work everyday because he must support his family. Willy placed a great deal of importance on the success of Biff. Willy believed that the best way to achieve success was the fast way. Willy’s dreams for his children to become successful shows his role as a common man. Willy went to extremes to try and reach his goal of Biff becoming successful. Biff is the most important thing in Willy’s life because he is Willy’s last shot at success. If Biff doesn’t want to be successful and doesn’t love him, then Willy would be more satisfied in killing himself in order to try and show Biff that he really is a success. If Biff does love him and wants to become a success then Willy is satisfied in killing himself in order to give Biff a better shot at success with his life insurance money. Willy’s actions and his desire for Biff to become a success and live happily make him a common man. Miller says a tragedy usually deals with a greater power that is taking the freedoms of a lesser power. The lesser power deals with this and fights back against the greater power, while putting something of importance on the line, making him/her a tragic hero. Willy is unable to become a success because he is not able to reach the American dream and work for this successfulness. Although he fights for this successfulness, he fails. Willy has wasted his life on trying to become a success. Willy puts his final stride toward success is in Biff. Willy has spent his life raising Biff and  trying to teach him how to become successful. The problem is that Willy doesn’t know how to reach success and he teaches Biff that success is fast and easy when it’s not. Willy always believes he can achieve that kind of success. He never lets go of his wasted life. He dreams of being the man who does all of his business out of his house and dying a rich and successful man. Furthermore, Willy also dreams of moving to Alaska where he could work with his hands and be a real man. Biff and Happy follow in their father’s footsteps in their lofty dreams and unrealistic goals. Biff wastes his life being a thief and a loner; furthermore, Biff, along with happy try to conjure up a crazy idea of putting on a sporting goods exhibition. Biff really knows that Willy has never been successful and he looks down upon Willy for teaching him the wrong ideal. Biff does realize that Willy has wasted his life in order to make Biff’s better. â€Å"Miss Forsythe, you’ve just seen a price walk by. A fine, troubled prince. A hardworking, unappreciated prince. A pal, you understand? A good companion. Always for his boys.† (p. 114) Another idea that supports the fact that Death of a Salesman is a tragedy is that there is a possibility of victory. Miller speaks about the things that make a piece of literature a tragedy is his article â€Å"Tragedy and the Common Man.† Miller says that for a piece to be truly tragic an author can not hesitate to leave anything out and must put in all the information they have â€Å"to secure their rightful place in their world.† Although it does not happen in this play and Willy is unable to overcome the greater force, he is able to make an impact on it. Willy’s failure sets an example that Biff understands. Willy could have still been successful if he was able to see the flaws in his ways and teach Biff the right way to be a success, which is in hard work. If Willy had not killed himself and taught Biff that working hard at anything would make his successful then Biff may have reached success for himself and make Willy a successful father as well. The reader must look at Willy’s suicide through Willy’s eyes. He killed himself in order to give Biff a better shot at being a success. Willy doesn’t understand that killing himself is wrong and he is not looking for any pity. Willy has sacrificed his own life so that Biff could have a better life. This truly does make him a tragic hero. Willy Loman is a tragic figure in the play Death of a Salesman. Willy faces a superior source in the play and puts his life on the line for his beliefs and the beliefs of others. He meets the requirements of Miller’s article for a tragic hero. Death of a Salesman also meets Miller’s requirements for a tragic play because of Willy’s role in the novel along with the other standards that Miller sets for a tragedy. The exploration of tragedy by people such as Miller helps to define it more clearly.

Example of an Compare and Contrast Essay

My grandmother and I are like dust and dawn, complete opposites. We have different points of views; we come from total different generations; we have different interest. My grandmother was born in Atlanta, GA and married at a young age. She and my grandfather later move up to Jersey City, New Jersey when she was pregnant with my eldest aunt. Life was a lot different in the 1940s than it is now. After sitting down with my grandmother, talking to her about different stuff made me see her in a new light. I spoke with her about how the music was then and now was different. She grew up in a Christian home, so all they listened to was Gospel. I asked her â€Å"what do you think of the Gospel music today?† She answered â€Å"I’m not a big fan of it but I only listen to Mary Mary before I would listen to anything else. They add too much into it and think that because you say God or Jesus it’s a Gospel song. Mary Mary are true Gospel singers.† So, I asked her about the Gospel music that she grew up with, and she had a twinkle in her eye as she explained it to me. She truly loved Gospel from the 1950s to the 1980s. she explained how they had a true meaning and how they had a true message. Technology from then and now is really different. My grandmother declared that their television’s looked like big boxes with a screen on them and cameras were huge. Now, in the 21th century, we have flat screen TV’s and small cameras that can fit in your pockets and can print wirelessly from the printer. Phones were all wired and you couldn’t really move around the house with it; presently, we have wireless cellular phone that you can contact someone from half way around the world without an issue. The environment was a lot safer than it is today; also, that prices were more affordable than they are, that’s why more people are depending on public assistants. My grandmother indicated that you could walk in the grocery store with $20 and leave out with about 35-40 items. As of now, you walk in the grocery store with $20 walk out with 3-5 items. During the 1960s the environments setting weren’t as bad as they are now. The crime rate isn’t as high as they are now. That’s why she chooses to leave out early in the morning to run arranges because she feels safer. The generations has changed and progressed in different ways. Things were easier than they are today. Before you don’t really worry about much, now some people fear to leave the comfort or their home. Maybe if I was alive during that time, I maybe would have gone through as much as I am today. If you had a chance to live in that time zone, would you?

Planning and managing Essay

I believe Life is all about planning and managing. The study of management enables aspirants to learn the management and planning techniques that evolved with the human civilization and enables a devotee to take his/her innate capabilities to a higher degree. Being a person with a dream of becoming a business-lady one day, I want take the opportunity to learn the techniques that will help my qualities improve exponentially. I have been associated with Information Technology for more than Eight years now. I completed my graduation in Information Technology. I realized my passion for Technology during the initial days of my graduation program. I am a quick learner and I am passionate about technology. Hence, during my graduation program I planned to use my private time to attend computer programming courses in order to maintain a competitive knowledge of technology. I learned many programming languages, development phases of a software, managing and scheduling resources during my college days. Being a quick learner I used to keep myself updated with all the programming techniques and at the same time I used to help my classmates as well to gain programming knowledge. Right after my graduation, I was eager to join a cutting-edge technology company and make a mark as a professional in this booming, dynamic industry. Through college placement, I have got an excellent opportunity to work with Patni Computer System. During the initial learning program at Patni computer systems, I have got exclusive opportunities to start my career and master my software development skillls. This comprehensive program helped me gain knowledge in Product Development Life Cycle, Case Study Implementation and Project Integration courses, inter-cultural effectiveness workshops, and additional technical training specific to the needs of our client partners. After completing the training program, I have got an excellent opportunities to work with clients i. e. GE Money who offer a variety of medium- or large-sized projects. Here my actual professional life started. Initially I was working as a developer in the team during this phase of my life I learn t many important things at professional level. Being a fresher I tried to gain as much as knowledge I can and always given successful deliveries to the client without a single defect. At GE Money account level I also worked in fun at work committee and organized many events. I had also taken initiative to conduct knowledge sharing sessions in my team which helped my entire team to update their knowledge at technology as well as account level. Also, received an appreciation from my project manager and my on site-co-ordinators for the same. Currently I am working with TATA consultancy services, one of the largest India-based IT Company. While working with TCS I have got an opportunities to work with major clients like Bank of America and CIBC. Being a quick learner I have gained good knowledge in banking domain with these two clients. At account level, I have suggested and implemented many ideas to automate the system which helped my team members to improve the quality of their deliverables without getting delayed in time. I have learnt the Banking system so well that i also started giving trainings and mentoring freshers as well as new joinees. I was also recognized as one of the best mentor in my Team by my Project Manager and team members. After gaining good experience at technology level i have started handling a team of around seven people individually. While performing Team Leader Role i have come across many challenges and I also learnt many leadership attributes like Relationships, Team Building, decision making, dealing with difficult people, planning, goal setting etc. I also hope to equip myself with advanced analytical tools and techniques that will foster managerial efficiency in me. Hence, MBA-EX. program becomes essential towards achieving critical goals at this juncture of my career. M. B. A program will enable understanding at greater level of business complexity. The specialization in IT will help me learn a range of techniques for managing customer relationships, product positioning and new product development,. The culture of teamwork during the MBA program will definitely help me strengthen my team skills in a cross-national environment. This will provide significant opportunities for professional and personal development – to learn from â€Å"The Best of The Best† and set new benchmarks for growth.

Personality Theory Analysis Essay

In human nature, personality is explained in various ways depending on the environment an individual lives in. Personality is the traits and characteristics of an individual unique ways of expressing his or her feelings towards any situation in his or her social circle. The learning theory is explained as the process in which humans learn and how they adapt to permanent behavioral change in the environment. Humanistic and existential theories are the holistic approach to psychological health and human behavior toward meaning, values, personal experience, and self-actualization. The knowledge of both humanistic and existential and learning theories gives a board insight into human nature and personal reaction and growth in the external environment of one’s personality (University of Phoenix, 2013). The learning theory is examine how an individual’s reacts to his or her personal environment and the behavior conditions which one displays in his or her environment. B. F. Skinner theory of behaviorism explains how a person is held accountable for his or her actions with the illusion of self-control. Skinner argues the choice of free will or genetics shape the environmental factors of reinforced behaviors. He believed that people are a product of his or her environment. Skinner believed that positive reinforcements strengths an individual’s behaviors by providing a sense of consequences and rewards for the reinforcement (University of Phoenix, 2013). Albert Bandura’s social cognitive theory redefines the assumption human functioning is a combination of genetics and influences from the environment. Bandura proposes humans are capable of self-efficacy from using his or her external and internal instincts. Bandura believed through personal strengths influences the way a person reacts to different situation that can affect a person’s behavior. Observation learning is proposed in Bandura’s theory. He believed that people learn from his or her environment when placed in various situations  (University of Phoenix, 2013). Learning happens in a cause and effect relationship in the environment. The cause would be the reaction to a behavior in the environment and the effect would be the consequences an individual faces from the reaction to the situation in the environment. Individuals are placed in similar experiences to determine what the outcome will be in the situation. The individual becomes passive and simply react to the experience he or she is going through. Cognitive learning explains how a person’s rational thinking and behavior determines a person’s complex responds to a behavior from individual thought process (University of Phoenix, 2013). The humanistic approach is implemented when an individual has reached self-fulfillment or potential growth. The way a person reacts in situational behavior depends on the level of potential behavior one is capable to re sponding too. Maslow suggests the driving force in a person motivation and personality needs is called holistic dynamic theory. A person’s motivation is created from another need to another need in personal growth and self -actualization. Maslow believed a person needs are being met when he or she satisfy a lower need (University of Phoenix, 2013). Carl Rogers believed that humans evolved from a conscious mind through formal tendencies. Rogers agreed with Maslow that individuals motivated toward self-actualization of a person’s personal growth in his or her environment. Rogers’s person-centered theory focused on a person’s constructive and personal directions in his or her life. With self-awareness, a person is free to make choices and participate in his or her own personalities. He suggested that people focused on his or her current subjective understanding rather than the unconscious motive interpretation of the current situation. Rogers’s relationships encourage psychological growth within individuals (University of Phoenix, 2013). The existential theory explains that individuals are responsible for his or her own choices that he or she makes in a formal or informal decision. Rollo May believed that anxiety and informal decisions are the factors in human motivation. The anxieties come from an individual’s mental state of mind and are prone to avoid anxiety. May’s believed that individuals show move to his or her own destiny (University of Phoenix, 2013). The learning theory is an accumulation of learned behavior that will increased through a person’s life span. Individuals stem from situational behaviors to gain possible reinforcement  and reward from the decisions he or she makes. Skinner believed the environment shaped a person’s personality from the environment he or she resides in. The environment influences a person’s character and traits to make decisions to gain personal rewards. The humanistic and existential theory moves toward fulfillment and the realization of an individual growth for his or her needs (University of Phoenix, 2013). Rollo May believed a person have to maintain a healthy relationship with others, but in the end will be alone. Abraham Maslow insists through self-actualization a person will gain the feelings of others, but will not rely on others for self-esteem or personal gain. Rogers believed through a caregiver responds to promote psychological growth in a child. Humanism emphasized on the interpersonal relationship that is essential to personal development in a person’s personality. In interpersonal relationship, a personal will have confidence in social gatherings he or she holds close to them. Bandura proposed an individual learning comes from observation learning from a person’s observation in making a critical or informal decision (University of Phoenix, 2013). From the learning perspective side, people associate with others to receive reinforcement or rewards from social interactions. People continue to form associations with others to reinforce a particular behavior from ot hers around them. People make inform judgments in protecting his or her environment from natural forces or people trying to inflict personal harm towards them. When reinforcement is not applied, people will maintain a healthy relationship through personal association to gain reinforcement. People learn from his or her environment and if is placed into a different environment, then the individual will have to adjustment in a new situation. By taking a person what of his or her comfort zone, the individual will able to adapt of different environment needs and make decision accordingly. The theory relates more to nature verses nurture when an individual needs are being met for personal growth and development in his or her new surrounding environment (University of Phoenix, 2013). The existential theory concentrated on the free will of an individual to make any decision he or she chooses. The theory drives on the sense of well-being and to be in the world to maintain a healthy psychological growth. If a p erson decides to on making bad choices, he or she will have to answer to them. The choices a person makes show his or her character and personality traits of how to make  an inform decision. He or she wants let any other person cloud his or her decision-making and will rely on his or her own judgment. The results can be either constructive or deconstructive role in the decision making process (University of Phoenix, 2013). Social constructivism is defined as behavior or knowledge constructed from person’s behavior based on new ideas a person gain from past and present knowledge or experiences. Bandura believed a person learns from experience and through observation personal growth and development was shorten. The beliefs are essential component of personal development that depends on the social environment others within another’s environment. The genetic factors contributed to the social influences by others in constructing his or her own personality in significant individuals. The action did not encourage the behavior, but changed the events of the behavior. The social relationship changes the perspective of one’s view within another’s environment and emotional state of mind. The personal development will be what the individual gain from his or her learning experiences (University of Phoenix, 2013). Maslow laid the foundation in understanding the characteristics of a healthy and normal person. His theory of self-actualization gave the perception of reality, straightforwardness, and genuine characteristics of an individual’s personality traits. Many individuals have the need for solitude and independence to appreciate the ordinary things in life. People need to indulge in social interests, seek social experiences, maintain a few interpersonal relationships, and have an idealistic sense of humor to properly functions in today society (University of Phoenix, 2013). Learning theories is the human learning that is results from behavior and personality in an individual’s environment with internal considerations. Humanistic and existential theory is the tendency for internal drive of self- predetermination. The behavior viewed as a movement toward actualization and situational behavior as reinforce or reward. The aspect of interpersonal growth with each theory discussed. The perspectives affect by situational behavior in distant characterizations of human nature. The personal development of an individual when placed in a social setting and the decision- making he or she encounter in his or her environment. The diversity of reasoning related to thought and understanding of human nature from a psychological point of view. References Colman, A. M. (Ed.). (2010). Humanistic psychology. In Oxford Reference Online. Retrieved March 7, 2015, from http://www.oxfordreference.com/pub/views/home.html McLeod, S. (2007). Carl Rogers. Simply Pychology. Retrieved March 7, 2015 from http://www.simplypsychology.org/carl-rogers.html University of Phoenix. (2013). Theories of Personality. Retrieved from University of Phoenix, PSY405 website.