Interview of Business Professional Essay Example | Topics and Well Written Essays - 250 words

Interview of Business Professional - Essay Example Although he had a chance of executing the employment alone, he sought to follow the right procedures. The position was eventually filled with the most appropriate person by following employment procedures thus issues of ethical concern were avoided. I would have done the same. The dilemma would have been a violation of the company policy since the company requires that there be at least three possible suitors from which the best is picked. Although I could have had prior experience with the potential employee, following protocols were the right ethical thing to do. In addition, following right procedure would have safeguarded the company and me (Mathis and Jackson 2010). The ethical dilemma did not violate any law or company policy. It is advisable that personal judgment be followed and further official consultations made to avoid ethical conflicts. Choosing between personal conscience and company policies is difficult but it is more appropriate to follow the conscience. Under the same circumstances, I would have acted the same way as my interviewee to avoid ethical

Victorian England Essay Example for Free

Victorian England Essay We are studying the novel Great Expectations which was written by Charles Dickens. In this novel Dickens shows his concerns about injustices within the society that he lives in and he intends to describe to us what his childhood and past life may have been like. This novel is written in first person narration. The form its written in is called bildungsroman. It means the protagonist of the book i. e. Pip is now grown up and is looking back on his life. I intend to compare the similarities between Chapter 1 and Chapter 20 focusing on the differences between both of them. Section 2: In the beginning of the novel Pip is standing lonely and desolate in a graveyard overlooking the graves of his parents and five brothers. He appears poor and vulnerable and lives with his sister and Joe Gargery (blacksmith). Since his parents died his sister has been raising him by hand. Dickens uses the weather and the fact that Pip feels lonely to create a frightening atmosphere and environment around Pip. When Pip is standing in the graveyard he is scared and caught by a convict called Magwitch. Magwitch catches Pip and hangs him in thin air whilst asking him his name and where he lives. Pip is terrified yet he replies with him name and tells Magwitch that he lives with the blacksmith. Magwitch shakes Pip a couple of times to empty out his pockets and he searches for any food he may be carrying. He then threatens Pip and makes him promise to bring him food tomorrow. He makes him swear he shall not tell anyone his location or a man Magwitch claims as his accomplice will find Pip and tear out his heart and his liver. Magwitch describes this man as brutal and says it will be hard to keep him away from Pip if Pip doesnt follow his instructions. Pip returns to his house and is insulted and hit by his sister while Joe defends him from her. Hes told to steal some food for the escaped convict. Dickens wants the reader to fell sorry for both Pip and Magwitch in this Chapter as they are both feeling lonely and need help. Section 3: Pip and Magwitch and both very vulnerable and scared characters. Pip is scared of Magwitch not knowing that he in turn is also scared of the soldiers that have been sent out to capture him. Pip gives the file and the food to Magwitch telling him that there is also another escaped convict in the nearby area and that the soldiers are close by searching as the gunshots are being heard by everyone. Quotations: Missing Dickens intends to reflect the real Victorian society by showing that instead of Mrs . Joe sending Pip to live elsewhere she keeps him by herself. Also, the convicts want to escape prison because they are being kept in hulks and the living conditions are terrible. The transport during Victorian days was mainly walking. ( During the days when Charles Dickens was growing up trains existed but he chooses to write his novels in the past tense even from his time). When convicts were given harsh punishments they were mainly transported to Australia and should they choose to return they would be killed. Dickens links the novel to Victorian England and shows that the poor and uneducated arent treated in the same way as the rich people were. Section 4: In Chapter 20 Pip has changed from being a child and is now twenty three years old. He has lost most of his morals in trying to become a gentleman. He now knows how to present himself in society and the people around him but knows nothing of how he should behave with his old friend and mentor, Joe. Also Pip has changed from being poor to having wealth. Pip is the same in some ways such as feeling guilty about anything he does wrong but as well as his wealth, he has also had a change in his attitude. He behaves as if most people are beneath him and his is better then them in most ways so basically he thinks himself better then anyone else and is bigheaded. He lives with his roommate and best friend Herbert Pocket. Dickens is using first person narration in this novel to present Pip in different ways as compared to Chapter 1. Pips arrogance and ungratefulness towards his true benefactor is shown through what he thinks. Pip doesnt like the fact that his benefactor is a criminal who he helped in his childhood. Section 5: Once again Dickens has presented us with atmosphere that frightens Pip just like in Chapter 1. Dickens highlights the fact that the weather is once again stormy, rainy and cloudy all the time. He creates the same conditions that occurred the first time that Magwitch entered Pips life thus introducing the fact that Magwitch will return in this Chapter. When Magwitch shows up at Pips flat, Pip is terrified and he still thinks of Magwitch as the powerful figure from his childhood and starts feeling vulnerable not knowing that Magwitch feels the same way as he is a return convict from Australia and could end up in prison again. Pip is surprised to find out about Magwitch having given him enough money to cover his expenses and live like a gentleman. He appears to be the same as he was all those years ago, he behaves and acts as if him and Pip are very close when in fact Pip is horrified over what he has just found out. He wants to be able to live with Pip and he thinks of him as a very nice person for having helped him when he was a child. Section 6: At the beginning of Chapter 20 Pip is faced with tough decisions. He is confused about how to deal with the circumstances he is faced with. When Pip is faced with the reality that Mrs. Havisham has not been his benefactor and therefore realises that means that Mrs. Havisham had not intention of wanting him to marry Estella. He thinks that he has been cheated and Pip doesnt like the fact that whatever he has achieved has been accomplished by the convict and murderer who Pip helped during his childhood. First person narration is used here to explain Pips disappointment and sadness. When Pip about Magwitch having funded him he is not pleased besides knowing that Magwitch is a criminal he also knows that this means Miss Havisham was not preparing him to marry Estella therefore there is now no hope for him being able to do so. Conclusion: At the time this novel was written the justice system in Victorian England was very harsh especially with the poor people. Dickens has shown Magwitch as a very nice person who is good hearted and wants to help Pip in any way that he can but he finds it hard to do so because since he has gotten in trouble with the law. If he chooses to return to England and meet Pip he will suffer harsh justice. Since he murdered his partner, Compeyson then Magwitch will be put to death. During the time Dickens wrote this novel the death penalty was very common and whilst writing each of his novels he chooses a character who is poor and suffering due to the legal system. Through Pips experiences in this novel we can now fully understand that the poor arent treated equally to the rich in any way. The poor are mainly uneducated and the rich live exquisite lifestyles in which they are free to do whatever they please. Victorian England is projected as full of injustice ands the differences between rich and poor is emphasized.

Directing Macbeth Essay -- Drama

Directing Macbeth SCENE 1 It begins in a smoky hall; dark lighting and shadows are all you can see. A CD player is going at full volume in the background. We sweep across the dirty floor until a lead guitar, (not expensive but very well used), lays at the feet of a handsome young boy of about 16. He has thick black hair, just covering his striking blue eyes and perfect skin. We spread out a bit and see Macbeth's best friend, Banquo's shadowy face. Ginger curly hair shows up in the near darkness under his blue fisherman's hat. A BCU on Banquo's face shows us that he has bright green eyes. In these eyes, we see the doorframe and a shard of light as the door opens. We spin round as light and noise of the cars outside streams in. Another group walk in past the other three people sitting on the floor with Macbeth. This is the first time we have seen these people, two other boys and one girl all about the same age. This girl is Lady Macbeth. She is wearing a red tight top and a lot of make-up. The red top is to show the blood that she will shed and the make-up is to show the mask that she puts on later in the film. We have a view of the other group's legs and as they walk past, Macbeth's group looks jealous and cruel. The cd is turned off and Macbeth and Banquo scowl at each other, they are jealous of the other bands good favour with the record manager. There was another band here before and their record deal is called King. The lead guitarist is called Duncan. A white piece of fabric is pulled out of the still open door, as if on a dress. Macbeth's face is still in this shot, in the foreground but very much out of focus. Children's laughter is heard and Macbeth turns his head just as the door slams shut. We now speed through the smoke to a clipboard on a desk between two pairs of suited shoulders. Here is written "Thaine of Glamis" with Macbeth's name written on it and a paragraph of writing, Thaine of Cawdor with Freddie written next to it and also a paragraph of writing. At the very top of the page "King" is written with "Duncan" next to it. We now focus on the face of one of the two pairs of shoulders. He is beaming at the band who are playing and as they finish, he goes up to the lead singer and embraces him. He is large and fat with a bald spot on the back of his head. The other pair of shoulders is his secretary ... ...s side, unnoticed. Banquo laughs at him with the other two witches, goes to his side and starts his speech "good sir why do you start and seem to fear, things that do sound so fair," to Macbeth. Banquo thinks that this is a game, some thing made up by these young children and he starts to play along, "that he seems rapt withal- to me you speak not." He continues in this way, egging Macbeth on, while the witches group together again. Macbeth is standing alone by himself. The witches hold hands in a circle around Banquo and skip. They say these last few lines in the same tune from "Ring'a'ring'roses" they turn to run away after this but Macbeth says "stay you imperfect speakers" all the way to "Speak I Charge you". They all sing ring a ring a roses (the original words) while standing in the places they stopped, spread out on the green distant girls laughter comes and goes. At "they all fall DOWN" we have a close up of the main witches eyes then of Macbeth' eyes then of the main witch, when "Down" is shouted the witches suddenly vanish leaving the boys back in the roadside and the noise of the cars and guitar bass again is Deafening. We zoom right out matrix style.

Allegory of the Cave Essay

Theme of Freedom, Responsibility & Education in the Allegory of the Cave The myth of the cave is a famous allegory, written by Plato in The Republic. It was written in the form of conversation between Socrates and Glaucon and covers the idea of shadow against light or how far our nature is enlightened or unenlightened. The story tells about the cave in which people live from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them and cannot turn their heads. Behind them is a fire which is blazing in a distance. Between people and the fire there is a roadway where puppeteers are carrying all sorts of figures and statues of animals. Prisoners can only see the shadows of these figures and completely unaware that these are only soulless statues. The idea of the cave symbolizes shadow or what we believe to be real, while the sun represents education, enlightenment and truth. Further Socrates tells that if prisoners are released from th eir chains, than they would probably believe that the shadows are more real than what is really produces them. Or in other words if to show the prisoner the statues which are the initial cause of these shadows, than he or she would not know what they are. For him or her, the shadow will be more real than the actual thing. And if one of the prisoners will go out of the cave, then he or she will not be able to distinguish which world is real and which one is unrealistic. Plato depicts the path of teaching as the route to freedom, as a release from those chains which tie human beings to the play of shadows, as the flight from this land of bondage into a shape in which humanity becomes aware both of his previous state of bondage and of the origin of those shadows to which he was before. The main aim of education is to lead mankind into freedom and the core value of education is supported by freedom. Returning back to the cave, released man will have to decide which world to choose as real. Would he or she be happy in comparison to the other prisoners who have not yet seen outside of the cave. And here Socrates clarifies to Glaucon whether he or she will try to free the rest of people and explain them about the world outside. In this situation every human is free to draw their own selections and apply their  own substance for life; nonetheless, the choices men make are what they believe all human beings to do, causing men to be responsible for their activities. All men have a moral responsibility to their fellows. The escaped prisoner is responsible for passing away back and informing the rest of the captives of what he witnessed. He has to explain to them that the ultimate reality is not the phantoms along the rampart, but what is seen once you’re in the light. He then experiences anguish because the prisoners will not trust him. Every man suffers anxiety they have freedom and at the same time bear great amount of responsibility for all people. Therefore every choice that a man makes should be honest and responsible. Connection of freedom and responsibility with education is crucial in the contemporary world. Allegory of the cave is simplified picture of what happens in our society Most of the modern educational institutions do not support freedom. Students can just like the prisoners be affected by the so-called puppeteers with wrong side of the reality. Process writing â€Å"An unjust law is no law at all† All people have equal right, it does not matter what race you are or how old are you or where you are from. All of us should have equal rights. I think that African-Americans should reach for their aim, aim not to be discriminated and to have equal right. That time they had strong desire to live in peace. Martin Luter King is a leader of African-Americans who struggle for African-Americans freedom. He is the great leader, because he want to reach freedom without violence. He was great thinker, because he did not start disorders in country, he just wanted to make economic withdrawal program. It shows that African-Americans had strong desire to be free, and desire to reach it without violence. Equality is not always justice EqualityJustice Equality as shown in the first picture is when all people get strictly the same things, no matter of their needs and possibilities. Equality in my opinion is not perfect, and does not take into consideration different  possibilities of different social classes which lead to the inequality in the society. What is justice? Justice – is a concept of rightness, which is based on ethics, law, religious and other aspects. In my opinion equality is not always justice. Every class of people should separately get help and benefits from government or administration. This picture above very well helps us to realize that justice and equality are different things. Most of us sometimes mix these two words. I also can give another example: Sometimes different organizations support orphans who need additional help from the society. If to equally treat them they will not get equal to other children, who have parents. This is because they will not be able in the same conditions afford parents immediately. While within the concept of justice, these children should get more benefits from government and different social organizations rather than usual children, who get care and support directly from their parents. La Jetee La Jetee is a science fictional movie filmed by Chris Marker in 1962 in France. Compounded almost from photos, it tells us about post 3rd world war and experiments with time travelling. From French La Jetee is translated runway, which is a place where planes take off. In the movie, people who survived after 3rd world war were living under destroyed Paris, and most of them were imprisoned criminals and prisoners of war. Scientists researched injection which could make humans mind to travel in time. They wanted to rescue the present and ask for help from future and past. They found an experimental who could mentally withstand the shock of time travel. Finally they found him, and he was a prisoner. They sent him to the past the his pre-war childhood where he saw a woman and a mystical murder on the observation platform. After several attempts, he could reach different period of his life. There he built a romantic relationship with the woman on the observation platform in his childhood. After this he was sent to the future, where he meet with the highly developed people of the future. They give him a power unit which is able to recreate his destroyed world. After all these, he returned back to his time, where he was sentenced to death. But the people of the future offer him to go with them; he refuses and asks them to send him to the past to his childhood, to meet his beloved woman, on  the observation platform. Finally, when he goes back to that time, to that platform, where he hopes to meet that woman, he will be killed by a person. He realizes that the murder which he saw as a child, was his own murder. What is common between Antigone and Allegory of the cave? These three works can be connected with three ideas. Idea of freedom, honesty and responsibility In both works we can see theme of freedom. It is freedom of choice. In Plato’s Allegory of the cave prisoner who was released have a choice to be enlightened or unenlightened and another choice to run away or to come back and tell every one the truth. In Sophocle’s work Antigone Kreon have a choice to change his law or to punish everyone who will break a law. The theme of honesty also presents here. Antigone was honesty with her king Kreon and tells him everything what she feels. She was against of king’s law because that law was unjust law. We can say that she was agree with St. Augustine’s phrase â€Å"unjust law is not law at all†. In Plato’s work prisoner was, who was released, honesty with his co-prisoners, he does not run away he come back and tell everything what he see outside of the cave. The last theme of our orientation week is responsibility. Prisoner in Plato’s work come back and tell everyone the truth. He want to show them another side of reality, with this action he shows us his responsibility for others â€Å"the truly free individual is the one who is experiencing guilty for everything around him†. And Antigone also was responsible. She brakes a law and bury his brother with all funerals. My poem about nature Hello, hello, hello, Listen to me dear all, I go to walk With my classmates And then I saw this beautiful vase. I was confused How beautiful it was This vase was huge in size But then I realize That I get behind I run away Back to my classmates It was pretty good To see this vase

Adoption of New Innovations Essay

Consumers go through five stages in the process of adopting a new product: 1. Awareness: The consumer becomes aware of the new product, but lacks information about it. 2. Interest: The consumer seeks information about the new product. 3. Evaluation: The consumer considers whether trying the new product makes sense. 4. Trial: The consumer tries the new product on a small scale to improve his or her estimate its value. 5. Adoption: The consumer decides to make full and regular use of new product. This model suggests that the new-product marketer should think about how to help consumers move through these stages. Individual differences in Innovativeness People differ greatly in their readiness to try new products. In each product area, there are â€Å"consumption pioneers† and early adopters. Other individuals adopt new products much later. Time of Adoption of New Innovations The five adopters groups have differing values. Innovators are venturesome—they try new ideas at some risk. Early adopters are guided by respect—they are opinion leaders in their communities and adopt new ideas early but carefully. The early majority is deliberate—although they rarely are leaders, they adopt new ideas before average person. The late majority is skeptical—they adopt an innovation only after a majority of people have tried it. Finally, laggards are tradition bound—they are suspicious of changes and adopt the innovation only when it has become something of a tradition itself. This adopter classification suggests that an innovating firm should research the characteristics of innovators and early adopters and should direct marketing efforts toward them. In general, innovators tend to be relatively younger, better educated, and higher in income than later adopters and non-adopters.

The Strange Fate of Indias Peacock Throne

The Strange Fate of India's Peacock Throne The Peacock Throne was a wonder to behold - a gilded platform, canopied in silk and encrusted in precious jewels. Built in the 17th century for the  Mughal emperor Shah Jahan, who also commissioned the Taj Mahal, the throne served as yet another reminder of the extravagance of this mid-century ruler of India. Although the piece only lasted for a short while, its legacy lives on as one of the most ornate and highly sought after pieces of royal property in the regions history. A relic of the Mughal Golden Age, the piece was originally lost and recommissioned before being destroyed forever by rival dynasties and empires. Like Solomon When Shah Jahan ruled the Mughal Empire, it was at the height of its Golden Age, a period of great prosperity and civil accord amongst the Empires people - covering most of India. Recently, the capital had been re-established in Shahjahanabad in the ornately decorated Red Fort, where Jahan held many decadent feasts and religious festivals. However, the young emperor  knew that in order to be, as Solomon had been, the Shadow of God - or the arbiter of Gods will on earth - he needed to have a throne like his. A Jewel-Encrusted Gold Throne Shah Jahan commissioned a jewel-encrusted  gold throne to be built on a pedestal in the courtroom, where he could then be seated above the crowd, closer to God. Among the hundreds of rubies, emeralds, pearls, and other jewels embedded in the Peacock Throne was the famed 186-carat Koh-i-Noor diamond, which was later taken by the British. Shah Jahan, his son Aurangzeb, and later Mughal rulers of India sat on the glorious seat until 1739, when Nader Shah of Persia sacked Delhi and stole the Peacock Throne. Destruction In 1747, Nader Shahs bodyguards assassinated him, and Persia descended into chaos. The Peacock Throne ended up being chopped to pieces for its gold and jewels. Although the original was lost to history, some antiquities experts believe that the legs of the 1836 Qajar Throne, which was also called the Peacock Throne, might have been taken from the Mughal original. The 20th century Pahlavi dynasty in Iran also called their ceremonial seat the Peacock Throne, continuing this pillaged tradition. Several other ornate thrones may have also been inspired by this extravagant  piece, most notably the overexaggerated version King Ludwig II of Bavaria had made some time before 1870 for his Moorish Kiosk in Linderhof Palace.   The Metropolitan Museum of Art in New York City is said to also have potentially discovered a marble leg from the pedestal of the original throne. Similarly, the Victoria and Albert Museum in London said to have discovered the same years later.   However, neither of these have been confirmed. Indeed, the glorious Peacock Throne may have been lost to all of history forever - all for the want of power and control of India at the turn of the 18th and 19th centuries.

of mice and men lonliness essays

of mice and men lonliness essays First published in 1937, Of Mice and Men is an American based novel by John Steinbeck. George and Lennie are two ranch hands that travel together, with George watching over the mentally inferior Lennie. When they start work at a new ranch, several different characters are introduced. One affliction that seems to face several characters is loneliness, created by factors such as the characters lifestyles and by social standards of the time period. Steinbecks theme that loneliness is unhealthy and dangerous to a persons well being is unfolded throughout the novel. This underlying theme is first introduced in the novel when George talks to Lennie about the advantage they have over other workers of the time. George described how other ranch hands like themselves who traveled alone had nothing to look forward to, and no one to look after them. He told Lennie how other workers would just work up a stake and blow it at a bar because they had no where else to go, no one else to look after th em. George explained how Lennie and himself were different from those lonely workers when he said, With us it aint like that, We got a future. We got somebody to talk to that gives a damn about us. Because of Lennie and Georges relationship they are able to focus on their dream of having their own farm someday, instead of moving from ranch to ranch and wastefully spending their pay at the end of the month. Although Lennie is a burden to George, George accepts their relationship to fight his own loneliness. As he explains to Slim, I seen the guys that go around on the ranches alone. That aint no good. They dont have no fun. After a long time they get mean. They get wantin to fight all the time. George appreciates Lennies companionship because he knows that being alone can lead to negativity on life. Candy is another character who deals with loneliness. He is the oldest man on the r...

Family Relationships Role-Plays English Lesson

Family Relationships Role-Plays English Lesson Using dialogues in class allows students to work on a wide range of skills. Asking students to write up their own role-plays can extend the activity to include written work, creative development, idiomatic expressions, and so on. This sort of activity is perfect for upper-intermediate to advanced level students. This family role-play lesson focuses on relationships between family members. If your students need help developing their family-related vocabulary you, use this exploring relationships vocabulary sheet to provide help. Aim: Consolidate skills through role-play creationActivity: Creation and in-class performance of role-plays related to family relationshipsLevel: Upper-intermediate to advanced Lesson Outline Use this activity as a larger theme-related objective focusing on vocabulary and communication skills related to family relationships.Quickly review the language of compromise. Write helpful phrases and expressions on the board so the students can reference these later in the activity.Pair up students. Ask them to imagine various scenarios that could lead to interesting discussions in the family.Hand out the role-play sheet and ask students to choose a scenario from those provided. If students are not interested in any of the provided role-play situations, ask them to use one of the scenarios they came up with in the warm-up activity.Have students write out their role-play.Assist students checking their grammar, suggesting alternate appropriate phrases and vocabulary.Allow students ample time to practice their role-play. If they can manage to memorize the role-play, the final performance will most likely be much more entertaining and instructive for all involved.Students perform thei r role-plays for the entire class. As a follow-up activity, ask students to choose one of the role-plays they were not involved in and write up a short summary of the conversation. Family Role-Plays Choose a role-play from one of the following scenarios. Write it up with your partner, and perform it for your classmates. Your writing will be checked for grammar, punctuation, spelling, etc., as will your participation, pronunciation, and interaction in the role-play. The role-play should last at least 2 minutes. You are a student at an English institute outside of your country. You’d like your parents to send you some more spending money. Telephone your father (your partner in the role-play) and ask for more money. Your father feels that you are spending too much money. Come to a compromise.You are visiting your cousin (your partner) whom you haven’t seen in a long time. Catch up on all the news from your two families, as well as from your own lives.You are a student who has improved at school, but your mother/father (your partner) doesn’t feel that you have done enough. Discuss together what you can do to improve your grades, but also recognize your increased efforts.You are the aunt/uncle of your partner. Your partner wants to ask you about what life was like with your brother (your partner’s father) when you were both teenagers. Have a discussion about the old times.You would like to get married to a man/woman your parents do not approve of. Have a discussion w ith your mother/father (your partner) about your plans. Try to break the news gently, while still maintaining your desire to get married. You are having a discussion with your husband/wife (your partner) about your son who is having problems at school. Accuse each other of not being a good parent, but try to come to a conclusion that will help your child.You are a technological wizard and have a new idea for a great startup on the internet. Try to convince your father to fund your business with a $100,000 loan. Your partner will be your father who is very skeptical about your idea because he thinks you should be a doctor.

Sacrament of Baptism Research Paper Example | Topics and Well Written Essays - 1250 words

Sacrament of Baptism - Research Paper Example Baptism is seen as a way to salvation for the Catholics who consider the church as the universal sacrament of salvation. Catholics believe that the manner in which one is baptized is not important but the idea that they are baptized is. The person administering the sacrament must not be a priest but anyone who has undergone baptism themselves. However, during critical moments for instance in sickness or near death, anyone can administer the sacrament provided they follow the right way of doing it. The father or other right authority will then conduct a conditional baptism (Vorgrimler, 2002). This paper will seek to critically evaluate the concept of the sacrament of baptism and its relevance in a Christian’s life or at least for the churches that practice it. The paper will seek to view the sacrament from other Christians views and also give a scholarly critique to the act. This paper will evaluate what the bible says in the old and new testaments about salvation and baptism. This is has been perhaps the most controversial concern with baptism (Berkhof, 2006). The sacrament of Baptism The practice of the sacrament is normally conducted by the pries pouring water on the forehead of the faithful while saying the words â€Å"I baptize you in the name of the Father, son, and Holy Spirit.† This indicates that the member has been officially initiated into the ways of the church and through that he or she is saved since the church is the sacrament of salvation. The Anglicans also believe the sacrament is the only sure way to salvation. So, what is the necessity of baptism? Is it really important? What does the bible say about baptism and salvation? Old Testament on Baptism The old testament doesn’t really talk about baptism, or at least as we know it. Baptism is viewed in a symbolic form. For instance, the Noah case; when God got angry and ordered that every animal in the world be allowed into the ark with eight other people. The eight people were in a way saved by God through water. The water is a symbol of baptism for the eight people in the boat. In this regard, baptism is viewed as a sort of cleansing to the world. God cleansed the world through the use of water. This is the closest that the old testament has come to baptism, albeit symbolically (Osborne, 2008). New Testament on Baptism The oldest form of baptism ever recorded was done by John the Baptist and recorded in the New Testament. He then went ahead to announce to people that people should be baptized in order to clean them off their sins. Baptism, according to John the Baptist was to show that they had repented their sins. John the Baptist performed his miracles using water in the river Jordan. He did so by immersing the believers into the river and then they emerged baptized and born again. This is in the book of Luke. When John is found baptizing people by the river and believers ask him questions, he answers by telling them that he is baptizing them with wat er but someone is coming who is greater than he is †¦ and will baptize them with the holy spirit and with fire. This form of baptism is a

Advocacy Project Essay Example | Topics and Well Written Essays - 500 words

Advocacy Project - Essay Example With the increase of cancer cases among the population, PSA, through an advocacy advertisement, aims to address the issue through discouraging tobacco use in the society (Tobacco free kids.org). This presentation will explore several aspects of the advertisement to determine its effectiveness. The PSA advertisement on tobacco smoking has targeted to dissuade the use of cigarettes in the society. These advertisements are placed in a website hence are accessible for individuals regardless of their geographical presence. The advertisement aims to promote healthy behavior by discouraging the use of cigarettes. When exploring the website, it is evident that the target audience for this advocacy campaign is students. The campaign aims to dissuade students from using tobacco products hence promote health among this group (Tobacco free kids.org). This is considering that they comprise of the majority population in the society, and hence they are crucial in shaping future societal behavior. In order to determine the effectiveness of the campaign, it is essential to analyze its features. Some of the features, which ensure the advertisement is effective, include compatibility. Based on the audience targeted, the objective of the advertisement and the nature of the problem, there is compatibility in the advertisement leading to effective communication of the intentions of the advertisement. When considering the complexity of the campaign, the message is portrayed simply, and the intention of the campaign is clear to the target audience. The campaign also shows commitment, in that the content of the advert is centered on its purpose, which is an anti smoking campaign for students. Focus is maintained throughout the website, and there is no deviation in the content on cigarette usage and its consequences. The advocacy campaign also impacts social relations since it portrays the tobacco companies as self-serving, hence create a negative

Demeaning Images of Women in Advertising and Other Media Essay

Demeaning Images of Women in Advertising and Other Media - Essay Example This issue is one that, if not the worst, is a detrimental concern that gradually inculcates public demeanor into the majority of women. They may be some issues that also affect the whole being of human, but the general public generalizes everything that they perceived resulting to more altering images of feminine. For instance, numerous issues nowadays are not just associated to state regulations or open differentials, but also to some constituents of the community, biology, altruism of anticipations, and the media. To converse them, feminist must go beyond the regulatory policies or the spreading idea of patriarchy--integrating connections with those in the environment and commence to dismount the degrading effigy of women (Spare). This paper seeks to deliver the rationale of choice of the issue, delineate the paradigms that degrade the effigy of women by providing some exemplars, depict the implications regarding appropriate protest to acknowledge the alterations in the issue of women, and finally, a concluding statement about the overall scope of the paper. 2.0 Rationale of Choice Amid all of the feminine issues that may include gender inequalities, sexual harassment and assault, and reproductive liberation rights, only one thing that has gotten to be the most talked-about issue. One issue that describes a detrimental and generic impact to the majority of women is the demeaning images of women in advertising and other media. In particular, the issue before was not about the concerns regarding depicting the differences between men and women, but about depicting women differences among other women (Lorde, qtd. in Stern 4). However, the issue of restricted images of women in advertising commenced through Goffman’s 1976 book entitled Gender Advertisements (Baym, Fetterley, Millet, Russ, qtd. in Stern 2). The production of such effigies emerged in themes generated by men. Women images are fitted to the generic cluster of women, and images were manifested similarly by all the viewers. This leads to the notion that universal images of Western women are capture d through the perspectives of men (Firestone, Lakoff, Russ, qtd. in Stern 2). This has opened to the idea of analyzing the gender role representations (Courtney and Whipple, Gilly, qtd. in Stern 2) in advertising. The main problem that arises is the dominance of men themes for the representation of women across the media (Bakan, qtd. in Stern 2). In the 1960s, Kassarjian commenced to study the blacks in the American advertisements (1964-1965) (qtd. in Stern 3). By the 1970s, the development of the study rose as minorities began to depict the differences between white and black customers (Sturdivant, qtd. in Stern 3), specifically in the issue of inequality. Blacks were associated significantly to menial employees, indigent, and community problems. Some pundits acclaimed that the â€Å"exclusion of racial minorities† in the favorable representations had a leveraging impact on minority youths, leading them to feel disjointed to the community (Kern-Foxworth, qtd. in Stern 3). 3. 0 The Paradigms and Exemplars Some paradigms of old and recent demeaning representations of women in all forms of media are presented in this section. However, it must be noted that even if women are the subject of this matter, there can still be misrepresentations that involve the opposite sex in portraying these degrading images of feminine. One of the oldest degrading women advertisements was done by a cigarette company that utilized slogans such as â€Å"blow in her face and she will follow you anywhere† (Matt). A cigarette brand, Tipalet was advertised having an image of woman with

Reading and writing experiences throughout life Essay

Reading and writing experiences throughout life - Essay Example In my learning of English, I encountered various issues that challenged me in my schooling especially the circumstances in which I had to take exams in English, which was not my native language. In the process of learning, I understood the importance of literacy in any language and its relationship with academic performance. Learning English to me started in my childhood in my elementary school where I was supposed to take some class subjects in English language although I had insignificant knowledge about construction of sentences in English. In order to start my learning in the language, I invested time to understand the most appropriate ways of getting to understand the language so that I could follow the example to gain competence in its usage. I first understood that it is important to have an experience with the environment in which the language is spoken so that I can learn the way the competent were using the language. This was important because as many people interacted in t heir communication, there were aspects of the language that I acquire through staying with them which could be not necessarily found in the teaching syllabus, which I had to go through. Some of the things that I learnt through experience with those who knew to speak in English could have taken long to learn if I had to follow the process of the syllabus. In essence, the experience with English speakers speeded up the process of learning the language in the aspect of speaking but also I realized that I needed some skills in reading and writing the language. This is because even after I learnt to speak some English, I had difficulties in reading and writing in the language because I had numerous errors writing the language. My reading in English language started with understanding of the alphabetical codes that are used in constructing simple and complex word. This was important to me because the words that appeared in the English language were made of alphabets, which produced varyin g pronunciation, which could confuse me if I was to write a dictated passage. The understanding of the alphabets enabled me to have a good understanding of sound in English language that were important in differentiating words that could appear to have slight differences in the alphabets that sound almost the same. Through the interaction with the alphabets also, I was able to understand the various the different issues that can make some letters of the alphabets to be silent in a word which would influence how to written them from a spoken statement. I received valuable learning support from teachers that could elaborate the different ways of constructing words and sentences in English so that I could be able to enhance the study of language. The teacher helped me to construct grammatically correct sentences and later taught to combine the different sentences so that I could form meaningful paragraphs that could communicate some necessary information in the course of learning. Thro ughout the time the teacher taught me to combine different sentences that could be used meaningfully, I used to interact with other people who had experience in English and engage them in simple discourses that were able to advance my skill in the spoken language. Through the teacher, I learnt different signs that are used in the English

Prince Among Slaves Movie Review Example | Topics and Well Written Essays - 1500 words

Prince Among Slaves - Movie Review Example He later married an American born enslaved woman whom they had nine children. Abdul Rahman strongly believed in his right for freedom. During his enslavement, Rahman met an Irish ship surgeon whose life had been saved by his father when he was marooned in Africa thus making him the only white man who owed Abdul debt. The Irish’s several attempts to purchase Abdul Rahman’s freedom but the bond of slavery proved strong and Foster refused to sell the man he referred to as Prince. According to â€Å"IslamiCity† , after two more decades and 40 years of enslavement, Abdul met a local printer who had a friend in US Embassy in Morocco led to communication between the Moroccan Sultan and president John Quincy that eventually led to his freedom (Web). After the successful appeal by the president to Foster, Rahman was released to go on a condition that he goes to Africa directly without being granted rights of a free man in America. Rahman decided to work hard to get enough money to purchase his family freedom because he did not like the idea of going back to Africa immediately, which he succeeded early with his wife. He got a setback from the higher prices of his children and grandchildren, which proved too high to raise thus prompting him to give lectures and solicit for donations. He then faced President Adams whom he revealed to that he was not a Moroccan and the President refused to pay any money to assist him (â€Å"IslamiCity† Web). Nevertheless, sickness and the risk of being returned to Foster drove him to leave without his children in Africa where he further pressed for his children’s freedom but he unfortunately died barely four months after his return. Some of his children were however, purchased ultimately while others remained enslaved and to this date, Abdul Rahman legacy is alive amongst his descendants. Prince Among Slaves is a coherent story that fits together well and pays attention to the notions such as dates and the reality of enslavement which boosts the viewer’s confidence that it is true. Information received from the documentary is a true story that is received from a reliable source and the on our account there is a strong belief to believe that the account is very true. The period of enslavement actually took place in the 1770s and prince Rahman was captured as the history tells it. Professor Terry Alford found the document from Henry Clay’s that documented the life of Abdul Rahman that prompted him to write a full account of the Prince. Main character is Abdul Rahman who is an African prince that remained enslaved in America for 40 years before he regained his freedom and return to Africa. He falls from a life of power and privileges into enslavement in a foreign land where he endures unimaginable indignities but marries an enslaved woman and has children. It is interesting when he regains freedom after his royal status recognized in the very land he was enslaved. He manag es to rescue his wife and some of his children after making several attempts of buying freedom. Rahman is represented as a man who lived in extraordinary times but did extraordinary things such as purchasing his freedom and other aspects that interweave the theme of bondage and deliverance. He is

Hackers week 3 Essay Example | Topics and Well Written Essays - 250 words

Hackers week 3 - Essay Example Hacking can described as the subculture of people who are focused on exploiting the computer networks vulnerabilities for illegal motives (Schiller, 2010). Hacking can be unethical or ethical depending on the motivation. Ethical hacking is legal and is conducted when repairing the networks or testing the security level (Schiller, 2010). Sometimes the actions of the hacker may be illegal but socially acceptable. For instance, hacking in to a corrupt government website may be socially acceptable since the hacker is able to disseminate information on unacceptable government dealings to the public. However, the hacker has no permission to access the website hence unauthorized to intrude in to the confidentiality of the information which again makes his or her actions illegal. Hacking activities may be legal when authorized by the owner of the system like incase of debugging and repairing a network or when the owner intents to know the security level of the system. Unauthorized hacking without any malicious motive is socially unacceptable and illegal (Schiller, 2010). Hacker subculture can be defined as the community of people focused on exploiting computer and networks security (Schiller, 2010). Commitment of the hacker is important since it defines the main goal and motive of hacking and whether the actions are legal or illegal. The commitment may be unauthorized and illegal like the Black hat hacker malicious activities. Commitment may also to debug or repair security problems which is legal or may be morally ambiguous and intentional like the gray hat hacker activities (Schiller, 2010). However, hackers have different commitments and motivations according to their motive. All hackers exploit systems vulnerabilities and network loopholes but are classified according to the shade of hat which they â€Å"wear† in their hacking operations (Schiller, 2010). Black hat hackers’ motivations are illegal and their commitment to hacking is usually high. They

Prince Among Slaves Movie Review Example | Topics and Well Written Essays - 1500 words

Prince Among Slaves - Movie Review Example He later married an American born enslaved woman whom they had nine children. Abdul Rahman strongly believed in his right for freedom. During his enslavement, Rahman met an Irish ship surgeon whose life had been saved by his father when he was marooned in Africa thus making him the only white man who owed Abdul debt. The Irish’s several attempts to purchase Abdul Rahman’s freedom but the bond of slavery proved strong and Foster refused to sell the man he referred to as Prince. According to â€Å"IslamiCity† , after two more decades and 40 years of enslavement, Abdul met a local printer who had a friend in US Embassy in Morocco led to communication between the Moroccan Sultan and president John Quincy that eventually led to his freedom (Web). After the successful appeal by the president to Foster, Rahman was released to go on a condition that he goes to Africa directly without being granted rights of a free man in America. Rahman decided to work hard to get enough money to purchase his family freedom because he did not like the idea of going back to Africa immediately, which he succeeded early with his wife. He got a setback from the higher prices of his children and grandchildren, which proved too high to raise thus prompting him to give lectures and solicit for donations. He then faced President Adams whom he revealed to that he was not a Moroccan and the President refused to pay any money to assist him (â€Å"IslamiCity† Web). Nevertheless, sickness and the risk of being returned to Foster drove him to leave without his children in Africa where he further pressed for his children’s freedom but he unfortunately died barely four months after his return. Some of his children were however, purchased ultimately while others remained enslaved and to this date, Abdul Rahman legacy is alive amongst his descendants. Prince Among Slaves is a coherent story that fits together well and pays attention to the notions such as dates and the reality of enslavement which boosts the viewer’s confidence that it is true. Information received from the documentary is a true story that is received from a reliable source and the on our account there is a strong belief to believe that the account is very true. The period of enslavement actually took place in the 1770s and prince Rahman was captured as the history tells it. Professor Terry Alford found the document from Henry Clay’s that documented the life of Abdul Rahman that prompted him to write a full account of the Prince. Main character is Abdul Rahman who is an African prince that remained enslaved in America for 40 years before he regained his freedom and return to Africa. He falls from a life of power and privileges into enslavement in a foreign land where he endures unimaginable indignities but marries an enslaved woman and has children. It is interesting when he regains freedom after his royal status recognized in the very land he was enslaved. He manag es to rescue his wife and some of his children after making several attempts of buying freedom. Rahman is represented as a man who lived in extraordinary times but did extraordinary things such as purchasing his freedom and other aspects that interweave the theme of bondage and deliverance. He is

Political Parties and the Electoral Process Essay - 1

Political Parties and the Electoral Process - Essay Example In considering this topic, it is important to understand the differences between the two major parties, to look at the role that campaigns play in keeping a strong hold on the two-party system, and to explore possible reasons why third-part candidates have never had much success in American Presidential elections. Differences in Ideology Just as family members offer differ amongst themselves in regards to important issues, the two major political parties are no different. While there are some issues that the two surprisingly agree on, there are many ideological differences that have formed through the years, resulting in the huge divide that we see today. Some differences regarding social issues are evident. Democrats, for example, by and large are in opposition to the death penalty, while a substantial majority of Republicans are in support (Newport, 2009). Another social issue that is even more decisive is that of abortion. Democrats overwhelmingly are pro-choice, meaning that they support a women’s right to an abortion. Republicans, on the other hand, are in staunch opposition to abortion and believe that it should be made illegal at the national level. Finally, consider the differences in terms of the scope of government. The Democratic party supports a larger government that provides more government services to the country, while Republicans push for a smaller and more streamlined government that focused on business and private development (Pletka, 2013). Third-Party Candidates, The Electoral Process, and Presidential Campaigns When one is looking at political news in America, it becomes obvious rather quickly that many citizens are unhappy with their political choices. While the two parties offer different choices, many argue that they seem out of touch with the average America. As such, it would stand to reason that a third-party would be possible in the country, yet for decades such a party has tried and failed time after time. The current system is simply stacked against them. Since most financial donor in the country give to one of the two major political parties, they control the campaigns, air time, and debate cycles. It is difficult for a third-party candidate to even wage a serious national campaign. This is largely due to an electoral system that divides the presidential election into separate contests in each of the 50 states. As such, third party candidates cannot even get on the ballot everywhere because they do not have the financial and logical resources to gain support in each of the 50 United States (Schultz, 2009). Because of these and other reasons, such candidates have never really managed to find much traction when waging a national campaign. Conclusion While there is certainly a basis for having a third-party in the United States, conditions simply have not allowed it. Some of this can likely be attributed to voter and political apathy, while the crux of the issue is likely related to money. The reality i s that there are enough ideological differences between the two major political parties in America that it keeps them separate and distinct in the eyes of campaign donors, and the public in general. Add to this the fact the electoral college system views the race for President as a state-by-state contest,

Humor within Leadership Theory Essay Example for Free

Humor within Leadership Theory Essay The key to the success of any venture is strong leadership (Howe 1994). Courage, vision, and humor are key ingredients in the formula for success. Service to the community or communities also plays a critical role in the development of leadership potential. The importance of humor in this model is fundamental. Every leader has some selfdoubt, but using humor and spiritual authenticity to overcome self-doubt will lead to success and prosperity. And what is said for leaders also can be said for those who are led. Muslim humor is famous all over the Western world. There is an almost endless number of collections, anthologies, and treasuries of Muslim humor, bulging with tens of thousands of Muslim jokes and anecdotes. That the humor of every ethnic group mirrors its conditions of life, its economic, political, and social circumstances, its position vis-a-vis other population groups, is so self-evident that it needs but passing mention. What is perhaps not so apparent is that the jokes, the anecdotes, and the other manifestations of humor are keys to understanding the life of the people in question and can serve as peepholes through which we can look into otherwise hidden corners of existence. As far as muslim communities are concerned, treasuries of Muslim humor can and should be used, and humor should be applied to make the West more likable and admired by the young muslim communities of the world. The techniques and strategies of humor are equally relevant at several levels of living systems, as well as between levels. Thus, the study of humor in multicultural society is interdisciplinary and is becoming a discipline in its own right. The current work is toward methods of negotiation with humor in which the objectives are to obtain a more cooperative long-term relationship and a more rewarding substantive outcome for young muslim communities. Muslim humor is second to no other product of the Muslim mind in revealing the mental state of the Muslims in any given place and at any given time. Whether it contains selfcriticism, directing its barbs at a Muslim group from which the humorist wishes to distance himself, or whether it compares the Muslims and the Gentiles, most often to the latters detriment, the Muslim joke is a manifestation of Muslim thinking and feeling about the in-group and various categories of out-groups. For example, the actor Sasha Cohen in the movie Borat makes young muslims laugh by making fun of Israel, despite him being Muslim himself. It would be ridiculous to pretend that none of the people who found Sasha Cohen funny were laughing at him for the wrong reasons. Some would have been laughing at what they took to be his imitation, others at one further remove, were probably laughing at the black parts of his monstrous hybrid. They laughed louder and longer because he revealed it to be alien, eccentric, and absurd in its snobbery, stupidity, and perverse attachment to numerous forms of destructive hierarchy-class, race, religion. Those dismal qualities were not being exposed from the outside by a stranger but explored from the inside in a daring act of patriotic love. That laughter does not intersperse loathing and self-hatred with manic elation. It helps instead to cultivate the everyday, ordinary virtue involved in managing healthier relationships with otherness that are not deformed by fear, anxiety, and violence. The most powerful weapon for creative mind stretching and therefore for reconstruction is humor, especially when it is self-directed rather than outward bound. Humor directed at another serves to break the lifelong habits of a sickly (symbiotic) relationship between people. Self-directed humor is a real mind healer: By flooding the anxious mind with grotesquely exaggerated fears, it banishes phobias and obsessions. In general, it drastically corrects in the mind and in behavior habitual neurotic (self-sabotaging and destructive) patterns. Humor is a technique involves any action one take to cause the proposals, ideas, or values of another to be rejected in favor of own by getting group members to laugh at, ridicule, or scorn the other persons proposals (Duncan, 1990). Rationalization is founded on trust and respect, and if respect is lost, so too is much of power. While power may abhor a vacuum, it equally abhors scorn. Without respect, dominance cannot be maintained. Getting others to laugh at or denigrate in any way the proposals of others that one oppose is another way to exercise power in the organization. Perhaps the ultimate in withdrawal of consent is laughter. Nyberg (1981) proposes that laughter, not revolution, is more common in overthrowing a regime. Authority fears rejection more than any other threat to its legitimacy. Especially in informal organizations, if the leader loses the respect of the fellows he or she is incapable of securing their compliance in even nominal organizational transactions. Humor is a motivated process of communication between living systems with the goal of reaching agreement about certain joint or reciprocal acts. These acts may involve management of conflict, exchange of resources, or cooperation on actions directed at the mutual environment. Behavior within a system is normally regulated by the template of that system. Internal conflict may indicate a need to amend the template. Humor can be used to modify the template so as to remove the source of conflict. For instance, when negotiation occurs between components or subsystems of a system, as in talks to manage conflict between two divisions of a corporation, the resulting humor may modify the template with respect to the roles and required behavior of the divisions. Three general stances facilitate reflexive humor: not-knowing, curious, and collaborative. They provide a way for individuals to explore, express, and share the views and meanings of situations that, otherwise, can drive them apart. Let us examine each in turn. Not-knowing Stance This stance involves taking the nonexpert position of not knowing. Taking this stance encourages humor by levelling the hierarchies of position and knowledge. While hierarchies exist in all organizations, emphasizing them discourages humor; deemphasizing them encourages humor. Reflexive humor emphasizes equal participation rather than hierarchical power, thereby bringing about a shift from hierarchy to collaboration. Humor is characterized by content and relationship aspects. We all are aware of the content aspect of communication the information that a message is intended to convey. The egalitarian ethic of reflexive humor eliminates the positions of hierarchy and power in the humor. A not-knowing stance conveys the message that everyone is equally qualified to generate ideas, opinions, and perspectives about a situation or a problem. This means that the manager enters into the dialogue without any preconceived notions or ideas. The not-knowing stance also encourages listeners to attend to both the â€Å"outer† humor of others as well as to their own â€Å"inner† humor. This egalitarian approach encourages each participant to contribute to the mutual exploration of ideas. Curious Stance The curious stance simply means that one expresses ones ideas in a funny manner. A dogmatic or assertive expression of ideas often hinders the creative process, but a comic mode of expression encourages others to take, leave, or develop ideas at will without vesting or territoriality. This climate encourages the free exchange of ideas on their own merit and without threat of penalty. Taking this stance helps to multiply varying perspectives on a problem and, naturally, leads to an evolved solution. A final advantage is that emergent solutions are usually not only the best thought-out and most fitting but also explored and designed by the individuals who will implement them. Collaborative Stance This stance is the result of the two preceding stances. The shared perspectives, ideas, and meanings contributed by the conversants evolve into common knowledge. This process filters many levels of perceptions and triggers deep involvement among participants making possible the co-construction of a jointly-owned outcome. They bring about better understanding among individuals whose culture and gender may create varying perceptions of the same reality. There is nothing simple about dealing with diversity. Diversity is one of the most complex and refracted areas of management because it involves the intimacy of the self with the impersonality. The first step in implementing reflexive humor in university setting is to form small, voluntary, diverse groups. Participants can come from either the same class or a variety of divisions. There are only two rules for membership in the group commitment and confidentiality. One quickly comes to realize that the premises and stances of reflexive humor are not part of normal communication repertoire. People have learned to function in the hierarchical worlds of home, school, and, the university. In these settings they do not always relate to one another on an egalitarian basis. Much less accepted is the practice of communicating with others, whether colleagues or superiors, from a curious or not-knowing stance. Furthermore, assuming a collaborative stance in their dealings with one another is not an everyday occurrence either. One achieves competence in reflexive humor through learnable skills that require practice. One trains individuals in reflexive humor by introducing each premise and stance and allowing time for practice. The individual being trained acquires the command of one skill before moving on to the next. It may be difficult to begin the training by talking about diversity issues. To create a conducive climate, groups might begin by discussing study-related or other relatively neutral matters because such topics are more familiar and potentially less explosive. Reflexive humor is a general theory that lends itself to any communication context. Therefore, in any setting or on any topic, the process of reflexive humor will evoke multiple points of view and generate mutual self-awareness for the participants. Jointly concentrating on common tasks is an excellent way to begin diversity training. With practice, the process of reflexive humor will engender a sense of trust among its participants. The structure of reflexive humor creates an environment wherein participants can freely exchange their views and, eventually, communicate with one another on deeper and more meaningful levels. Trust and synergy. †¢ Trust reduces the amount of time and energy wasted in suspicion and politics. This time and effort can therefore be better deployed on added-value activities that help to deliver the purpose and vision. †¢ When trust, competence and alignment come together we can achieve synergy, and unlock high performance. †¢ To develop into an attuned team the members of the group have to be able to trust each other. Reflexive humor is a new approach to face-to-face communication. It offers a process by which one can access the uniqueness of each individual as well as each individuals cultural paradigm. Through this approach, individuals can better generate information and co-construct those mutual realities that lead to enhanced problem solving. Reflexive humor is particularly useful to individuals from different cultures who wish to establish a common ground for mutual understanding and action. Humor is not just joking, and management is not just the bloodless supervision of humans in the machine-like achievement of goals. Human emotions and feelings are involved in many issues, especially in culturally diverse settings. The reflection of feeling captures the emotional aspect of human nature. The purpose of this microskill is to identify and make explicit emotions that are often concealed allowing the listener to tune into the speakers emotional experience. While nothing seems more ordinary than to empathize with another, the reflection of feeling has a specific structure. The reflection of feeling informs the speaker that you are aware of his or her emotions. This in turn encourages the speaker to clarify further the issue at hand. The listener needs to be cautious about inaccurately labelling feelings. Adequate time and care must be given to identify the precise feeling correctly. Mislabelling an emotion is a sure sign of misunderstanding the speaker. The reflection of meaning may be the microskill that is most relevant to the diverse workplace. It has to do with how different racial, ethnic, gender, or cultural groups organize life and experiences as well as the meaning they draw from those experiences. This microskill may appear to be very much like the preceding ones of the paraphrase (which restates thoughts) or the reflection of feeling (which reflects emotions). Indeed, the reflection of meaning combines thoughts and meanings. One should remember that both reflecting skills of humor deal with profound issues emotions, values, meanings, and the particular sense each one of us makes of the world. Neither skill should be used insincerely or manipulatively. Inappropriate use can cause as much anger and distrust, on the one hand, as understanding and trust, on the other. However, used ethically, with a sincere attitude, no microskill is more useful, what joke one may make of situation, what values may motivate seemingly culturally different behaviors, or why an action or word that is unimportant (or important) to you may be important (or unimportant) to a colleague. Patterns of eye contact and gaze also play an underestimated role in sense of humor. White males have their own, unique, eye contact patterns. When speaking, a white male looks away from the listener most of the time, making eye contact with the listener to emphasize significant points. While listening, a white male looks at the speaker most of the time. Eye contact indicates that the listener is paying attention to what is being said. Another pattern of eye contact signals the moment when turn-taking occurs for speaker and listener. Generally, when the speaker is nearing the end of a statement, he briefly looks away from the listener. Then, upon finishing the utterance, he reestablishes eye contact to signal that it is the turn of the other person to speak. Major humor problems can result if eye contact patterns are not in synchrony. Without either conversant being consciously aware of it, at appropriate times in the white male style a trustworthy person looks in the eye, while an untrustworthy person does not. If both parties share this pattern, conversation flows smoothly. If the patterns are at odds, one may call the other shifty, while the other may feel uncomfortable. In such a situation, the humor becomes strained, and the participants are conscious of that fact. White males do not seem to employ or recognize the value of nonverbal communication, in general, or of eye contact, in particular. Yet, it is evident that eye contact patterns play a significant role in effective humor. The general white male pattern is for speakers to gaze less at listeners and for listeners to gaze more at speakers. This is how white male listeners demonstrate their intentional listening or attending behavior. One of the most significant characteristics of the Muslim verbal communication style is its oral tradition. Muslims were forcibly transported from traditional societies that were oral. The heritage of orality may be most evident in two areas of the Muslim verbal communication style: the mode of listening, and the importance of expressing feeling during interpersonal interaction. Comparative studies have found that Muslims and whites have different verbal communication styles. Whites tend to make more use of the attending or listening skills in their face-to-face communication by using a forward lean of the upper body or asking open-ended questions. Muslims tend to be more directive by giving advice or confronting. An earlier discussion of microskills noted that open questions are less direct and invite a conversational partner to provide more information on a topic while closed questions tend to retrieve specific pieces of information and limit dialogue. Depending upon the circumstances, each type of question is equally valid. However, a dialogue with predominantly closed questions can take on the tone of an interrogation. Similarly, humor replete with open questions lends a less tenuous tone by giving respondents more room to provide information at their own pace. Therefore, the type of question sets the tone of a conversation. The Muslims expression of feeling may also contrast with white expression of feeling. Whereas emotions may be more openly expressed according to the Muslim humor paradigm, they are more repressed by the mainstream white paradigm. According to the Muslim humor paradigm, one is more congruent when one expresses emotions. According to the norm of the white male humor paradigm, one expresses ones reason and logic dispassionately. For many Muslims, the expression of feeling is crucial to genuine humor between individuals. Therefore, in the Muslim paradigm one is credible when one expresses emotions; one is more credible when emotions are expressed resolutely. Thomas Kochman, scholar of linguistics, holds that one achieves ultimate credibility when logic and affect harmoniously intertwine. Only then can there be congruence between ones thoughts and verbal communication. When one represses thoughts and feelings and expresses only logical thoughts, the discrepancy is likely to emerge through nonverbal behavior, such as moving away or breaking eye contact. The meanings that may be attributed to such incongruencies according to the Muslim communication paradigm may range from deceit or hypocrisy to weakness. The Muslim style of greater and more open expression of feeling can result in behaviors that may seem overly assertive and even confrontational to many whites. In conflictual situations, Muslim nonverbals tend to include loud tones of voice, intense eye contact, and sweeping gestures. Verbally, Muslims may freely express their emotions and, according to Kochman, directly challenge not only facts or ideas but also the individuals who present them. Many may interpret such behaviors as not only confrontational but also preludes to aggression. However, for Muslims the expression of ones mind and spirit only mean being true to oneself. Whether one stands close together or far apart can make people feel more or less comfortable in dealing with one another. Some research indicates that, while conversing, Muslim children tend to stand closer together (Baxter 1973). In her analysis of research on proxemics, Halberstadt found that Muslims tend to stand closer to one another when young but farther apart when older – Muslim primary school children stand closer together than Muslim junior high or high school students. Distances increased still more for Muslim adults. Additional research indicates that Muslim adults tend to greet each other and stand somewhat further apart than other ethnic groups. Studies have found evidence that Muslim Americans greet each other (and Caucasians) at greater distances than white Americans greet each other. A comparative study showed that Muslim Americans interact at the greatest distances, Mexican Americans interact at the closest distances, and white Americans interact at intermediate distances (Baxter 1973). Another study concluded that during interviews whites tend to sit farther away from Muslims than they do from other whites. Humor is particularly significant to Muslims. The heritage of humanism and person-oriented behavior as well as the tendency to express emotions freely inclines some Muslims to be more reliant upon humor. On the basis of her review of the literature, educator Janice Hale-Benson states that Muslims are more proficient than are whites in expressing and detecting emotions. Any sign of understanding what another person has told encourages him or her to say more. Paraphrasing more powerfully encourages continuing the humor and elaborating thoughts resulting in more details about concerns and issues. One paraphrases by restating, in ones own words, the essence of what a colleague has said. Paraphrasing has three specific components: beginning stem; restatement; and concluding, checking stem. Mens body postures tend to convey messages of gender power and dominance rather than of affiliation. Often such kinesic behavior discourages rather than invites humor. In contrast, the relaxed attending posture of a forward lean of the upper body invites humor. Such attending nonverbal humor reflects an individuals openness and willingness to listen and enter into a friendly humor. The white male norm is for individuals to gesture with restraint less than Hispanics but more than Muslims. Wrists and hands are used much more than arms to gesture. Except at times of great joy or sorrow, elbows generally are not raised above shoulder level. Those who gesture more than this norm may be considered flamboyant; individuals who gesture less than this norm may be considered uptight or cold fish. A new approach to managing diversity is necessary. Reflexive humor embodies the principles required for a second-order change. Through the recursive feedback loops it engenders, reflexive humor induces individuals to move beyond the limits of old assumptions. Furthermore, by flattening the hierarchy, its egalitarianism encourages the participation that unfolds to find new and creative solutions. This new approach to humor delineates how individuals can come together to work on constructing mutual realities. The process of reflexive humor establishes commonalities rather than magnifying differences. It provides individuals with the opportunity to come to know one another through a continuous process of mutual interchange. Such an approach inclines to modify subjective meanings and to create the common grounds that are the bases for common understanding. The reflexive process of sharing information creates the recursive loops by which one clarifies and reduces the uncertainties that all have about each other. Therefore, the nature of this change is both organic and evolutionary. The second-order change induced by reflexive humor is not the result of external injunctions by trainers to change ones assumptions about groups, as may have been true of some previous training approaches. Rather, the change produced by humor is the result of a volitional, egalitarian, and mutually-induced process. The continuous interchange of humor creates the fertile ground where individuals studying together co-create solutions of a second-order change. This change emanates from newly-developed assumptions based on newly-generated realities. In effect, humor induces greater convergence in the thoughts, beliefs, perceptions, and meanings of the individuals who engage in it. As Johns Hopkins linguist Lawrence Kincaid puts it, an effective humor logically leads to the â€Å"state of greater uniformity, or the successive reduction of diversity† (Lawrence 1988). Thus, applying humor in the diverse society can lead to a place where the construction of new realities is possible. This is where cultural issues and cultural differences meld, and a new reality ensues as a result of the information-sharing process. Hence, myths about differences begin to diminish and common realities begin to evolve. From these emerge the common ground, the convergence that is essential for the shared understanding that common action requires. Humor is the missing link of diversity training. It is the second-order process by which individuals can mutually change themselves and each other according to their own pace and direction. Humor is perhaps the least tangible aspect of organizational life, but it seems to have very powerful and tangible effects on people from different cultures. In a high energy atmosphere one can sense peoples excitement just by watching the way they move, the way they interact and go about their business, and even the expressions on their faces. When one walks out of a very positive atmosphere, one wants to go back. If the atmosphere is stifling, unwelcoming, filled with tension, and not much fun, then one does not want to return. If the place happens to be ones workplace, the effect can be very powerful. The microskills are specific tools that enhance the humor process. They are relatively easy to learn. The skills are best learned oneat-a-time. Following the presentation and discussion, practice provides a hands-on approach to the mastery of each skill. As one gains proficiency in one skill, another is added and practiced simultaneously. Thus, each remaining skill is added until the complete set of microskills has been acquired. The key to proficiency with the microskills is practice. While these skills are easy to comprehend and implement individually, making them part of students’ everyday behavior may not be as easy. Only through continued conscious effort in using and practicing the skills can we successfully make them part of our behavioral repertoire. They are skills that can be applied to any life setting to enhance understanding of one another and, hence, relationships. References Baxter C. ( 1973). â€Å"Interpersonal spacing in two-person cross-cultural interactions†. Man-Environment Systems, 3. D. Lawrence Kincaid. (1988). The convergence theory and intercultural communication. In Young Yun Kim William B. Gundykunst (Eds. ), Theories in intercultural communication. Newbury Park, CA: Sage Publications. Howe, Susan E. S. (1994). â€Å"Exploring New Leadership Styles. † Pennsylvania CPA Journal 65, no. 1. Nyberg, David. (1981). Power Over Power. Ithaca, N. Y. : Cornell University Press. Thomas Kochman. (1981). Black and white styles in conflict. Chicago: University of Chicago Press.

Shakespere on Management Essay -- William Shakespeare Plays Essays

Shakespeare on Management I never knew that Shakespeare had to do with management, but after reading this book it made me realize the true importance of being a manager, and the way that real managers act toward their employees. I used to think that Management was just about giving orders and keeping the business on track but after reading this book I recognized that there is a lot more to management than that. Shakespeare wrote plays that were full of contradiction and ambiguity. He chose many different dramatic ways of building ambiguity into his plays. He used strong characters, fools, and scoundrels to give his leaders different messages. The world of Management also has its ambiguities, and when it doesn’t recognize this it fails. What managers can learn from this book is that there are people who have similar problems to ours and we can learn from their experience.   Ã‚  Ã‚  Ã‚  Ã‚  Every book argues that without leadership, managers and businesses will fail, along with the idea that leadership is the quality that is missing every day of real managers. Shakespeare’s characters demonstrated different ways that leadership could be provided. Until the sixteenth century, almost everybody believed that leaders were born and not made. Shakespeare argued about this point of view. Some of the leaders that he created failed because they based their power on the fact that they were born to be leaders.   Ã‚  Ã‚  Ã‚  Ã‚  In Shakespeare’s (Peter and Waterman, 1982: 75) the point that Peter’s is trying to make is that great leaders make meanings for their staff, which means that they provide their staff with the importance of communicating motivation. In Shakespeare’s Henry the fifth’s speech during the battle of Harfleur. They are in a war with the French, but the French has a strong defense and Henry’s troops start giving up. Henry makes a speech to them that truly gives an example of leadership. â€Å"Once more unto the breach, dear friends once more; Or close the wall up with our English dead†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ On on, you noblest English, Whose blood is fet from fathers of war-proof! Fathers that, like so many Alexanders, Have in these parts from morn til even fought And sheathed their swords for lack of argument; Dishonour not your mothers; now attest That those whom you call’d fathers did beget you†¦Ã¢â‚¬ ¦ For there is none of you so mean and base, That hath not noble luster in your eyes. ... ...p Peters contains a warning to all managers, disagreeing that if you don’t succeed in paying attention to the little people, you will fail because sooner or later, they will get you back. They have the power to stop even the greatest leaders. I think Shakespeare really believes this, it shows through his plays how he has leaders listen to people and how he gives the little people strong characters. The reason that both Shakespeare and Tom Peters give for managers to listen to the little people is not only because it is of good morals for managers to do so but also because it is necessary in order to run a company.   Ã‚  Ã‚  Ã‚  Ã‚  In Shakespeare’s plays the consequences of poor leadership are almost predictable: heads roll, people fall on their swords, bodies fall to the stage. Although the outcome isn’t as severe for most managers, many leaders still make the mistake of becoming â€Å"royal leaders† when that’s not the role they should be playing. In Shakespeare’s plays, as the author plainly demonstrates, successful leadership is not the result of just being born to do it. Throughout his plays, the most successful leaders are those who earn their position and the respect of those around them.

Ealry Film :: essays papers

Ealry Film Being able to capture motion has occupied the human psyche sine primitive times. This is evident through the Lascaux cave paintings which depict buffalo with multiple legs in a attempt to represent the animal running. Other simple innovations also led to the motion picture, these ‘optical toys’ demonstrated the eye’s persistence of vision. These ‘toys’ grew more advanced, but lifelike motion could not be achieved until the photographic process was nearly perfected. In the 1870’s Eadweard Muybridge was successful in capturing the complete motion of a horse galloping. This was the first step in bringing pictures to life. The next invention came from a Rev. Hannibal Goodwin, who devised a thin, flexible, plastic base he called celluloid, on which could be put photosensitive material. George Eastman was the first to market this celluloid film, and in 1890 Thomas Edison and William Dicksom successfully tested the Kinescope. The first motion picture captured and copyrighted on this Kinescope was titled â€Å"The Sneeze†, which is simply a man sneezing. Edison continued to make short films in his studio, nicknamed the Black Maria. His shorts usually were comprised of people performing vaudeville acts as a form of sideshow attraction. These films would be viewed in Kinescope parlors, from large wooden boxes with a eyepiece on top. On the other side of the Atlantic, in France, the Lumieres brothers improve on Edisons Kinescope, and create the Cinematograph, a smaller more portable camera, that can film and view motion pictures. With this new Cinematograph, the Lumieres brothers were able to film and then project the product for an audience. They filmed what was around them, daily life for upper-middle class Europeans, their first was a whole group of people leaving a factory at the end of a work day. Simple, but for its time it was amazing, seeing live people walking around and moving just as they normally would, but on a big screen! These types of films became the Lumieres trademark, slice of life documentary work that would be shown in front of audiences. One of the Lumieres films: Arrival of a Train in the Cioat Station, was a train coming straight for the camera on an angle, that terrified the viewers. Edison continued to make films, under his own, controlled conditions. Although both Edison and the Lumieres, saw the motion picture as nothing more than a sideshow act and both filmed very documentary-esque work, each had their own criteria for filming.

Greek Mythology and Medea Essay

Medea – Protagonist of the play, Medea’s homeland is Colchis, an island in the Black Sea, which the Greeks considered the edge of the earth–a territory of barbarians. A sorceress and a princess, she used her powers and influence to help Jason secure the Golden Fleece; then, having fallen in love with him, she fled her country and family to live with Jason in Iolcus, his own home. During the escape across the Mediterranean, she killed her brother and dumped him overboard, so that her pursuers would have to slow down and bury him. While in Iolcus, she again used her devilish cleverness to manipulate the daughters of the local king and rival, Pelias, into murdering their own father. Exiled as murderers, Jason and Medea settled in Corinth, the setting of Euripides’ play, where they established a family of two children and gained a favorable reputation. All this precedes the action of the play, which opens with Jason having divorced Medea and taken up with a new family. The play charts Medea’s emotional transformation, a progression from suicidal despair to sadistic fury. She eventually avenges Jason’s betrayal with a series of murders, concluding with the deaths of her own children. Famously, the pleasure of watching Jason suffer their loss outweighed her own remorse at killing them. Jason – Jason can be considered the play’s villain, though his evil stems more from weakness than strength. A former adventurer, he abandons his wife, Medea, in order to marry Glauce, the beautiful young daughter of Creon, King of Corinth. Hoping to advance his station through this second marriage, he only fuels Medea to a revenge that includes the deaths of his new bride, her father, and his children. Jason’s tactless self-interest and whiny rationalizations of his own actions make him a weak, unsympathetic character. Children – The offspring of Jason and Medea, the children are presented as naive and oblivious to the intrigue that surrounds them. Medea uses them as pawns in the murder of Glauce and Creon, and then kills them in the play’s culminating horror. Their innocent deaths provide the greatest element of pathos–the tragic emotion of pity–in the play. Chorus – Composed of the women of Corinth, the chorus chiefly serves as a commentator to the action, although it occasionally engages directly in the dialogue. The chorus members fully sympathize with Medea’s plight, excepting her eventual decision to murder her own children. Creon – The King of Corinth, Creon banishes Medea from the city. Although a minor character, Creon’s suicidal embrace of his dying daughter provides one of the play’s most dramatic moments, and his sentence against Medea lends an urgency to her plans for revenge. Glauce – Daughter of Creon, Glauce is the young, beautiful princess for whom Jason abandons Medea. Her acceptance of the poisoned coronet and dress as â€Å"gifts† leads to the first murder of the play. Although she never utters a word, Glauce’s presence is constantly felt as an object of Medea’s jealousy. (Glauce is also referred to as Creusa. ) Aegeus – The King of Athens, Aegeus passes through Corinth after having visited the Oracle at Delphi, where he sought a cure for his sterility. Medea offers him some fertility-inducing drugs in exchange for sanctuary in Athens. His appearance marks a turning point in the play, for Medea moves from being a passive victim to an aggressor after she secures his promise of sanctuary. Messenger – The messenger appears only once in the play–he relates in gruesome, vivid detail the death scenes of Glauce and Creon, which occur offstage. Nurse – Caretaker of the house, the nurse of the children serves as Medea’s confidant. Her presence is mainly felt in the play’s opening lament and in a few speeches addressing diverse subjects not entirely related to the action of the play. Tutor – A very minor character, the tutor of the children mainly acts as a messenger, as well as the person responsible for shuffling the children around from place to place

Presidential Speech Essay

In Barrack Obama’s Second Inaugural Address he mentioned how he wants to improve the United States by having better education, having woman’s right, gay rights, virtue programs for the retired and disabled, the importance of tackling global warming, and immigration reform. In the speech he gave he talked about what brings this country together is not the race or beliefs of people but the idea articulated in the declaration of independence and how the founding fathers of this country did not mean to become deprived by the constitution and that patriotism was not the preserve of the right. After everything that has happened in this country we are recovering, our future is looking brighter. He wants to grow government in order to remake our country along his progressive vision. He also wants to increase our taxes instead of reforming medicare and social security. This speech is also about how the ones who died in the army or in 9/11 are the ones who have paid for our freedom we have in this country. Everyone in the United States is given a chance to succeed, no matter how poor they may be because they are an American and we are free and equal. This speech is also about how we should be aware of those who want to harm us and do bad and show courage and defend each other peacefully. He believes equal pay for women, equality under the law for gays,voting rights, immigration reforms and higher employments are the keys to further America’s journey towards its highest ideals. He promise to further the journey as part of his oath and asked for us to accomplish the same oath. He also promised to keep existing alliances strong, emphasized the end of wars and the economic recovery. Obama’s second Inaugural Address took place on the national day that celebrates the civil rights leader, Martin Luther king Jr. In his speech he had mention â€Å"we learned that no union founded on the principles of liberty and equality could survive half slave and half free.† Obama’s Inauguration theme was â€Å"Faith in America’s Future† which was about the 150th anniversary on Abraham Lincoln’s emancipation proclamation, this was when Abraham Lincoln announced slavery illegal and wanted equal rights for everyone. I think the speech Barrack Obama gave was good and bad at the same time  because he probably lost a lot of people when he mention the gay rights and immigration reform. But also gained some votes from the Hispanics and young adults because young people accept gay rights than most of the country. I think he does make a point in wanting to pass the pathway to legal status for undocumented immigrants instead of mass deportation because a lot of people come to the united states to find a better future for their children. Those immigrants see this country as a land of opportunity. Since Barrack Obama gave this speech, nothing has really occurred ,other than Obama’s residential order which is similar to the dream act. The people who qualify for this must be between the ages 12-35,arrived in the United States before the age of 16, lived in the United States for at least 5 years, and have graduated a highs school and obtained their diploma or GED. This allows a dreamer to get their work permit for two years, and a driver’s license. Even though immigration reforms are not passing and are having issues with it, it is moving forward.

Hitler’s Life and what he did Essay

Adolf Hitler was a German politician who was born in Austria. He fought for the German army during the First World War, becoming one of the most decorated veterans. After the war, he joined a political movement that was later to become the infamous Nazi Party (Kershaw 5). That was in the year 1919; and by the year 1921, he had become the leader of the National Socialist German Workers Party, abbreviated as NASDAP or simply the DAP from its German name (Giblin 52). Adolf Hitler was later to become a very instrumental figure during the build-up to the Second World War, and during the war itself. He is remembered in bad faith as one of the main architects of the holocaust. In this paper, I aim to discuss his life in detail and how his rise to power influenced world affairs. Early Life Adolf Hitler was born in a town known as Braunau-am-inn in Austria near the German border to Alois, a customs officer and Klara on the 20th of April, 1889 (Kershaw 5). At the age of six, he was already attending school around the town of Linz, which is located to the east of his birthplace. Hitler’s performance in school was however pathetic, and this forced him to abandon school without completing his courses with the ambition of becoming an artist (Kershaw 6). Between the ages 16 and 18, Hitler did not have any employment. He solely depended on his mother for his upkeep since his father Alois had died when Adolf was merely thirteen; but at eighteen years, he had acquired a keen interest in politics and managed to successfully apply for admission at the Vienna Academy of Fine Arts (Kershaw 7). Adolf Hitler the Orphan When Adolf Hitler was 19 years old, his mother died of cancer (Kershaw 9). He had no relatives either able or willing to support him; and his predicament prompted him to move to Vienna hoping that he would somehow manage to make ends meet. That was in the year 1909; and in Vienna, things did not go so well for the young vagrant. Within a year, he was sleeping in shelters for the homeless (Kershaw 9). He had vehemently refused to accept any form of regular employment but readily took up any menial jobs that would come his way and also sold some of his paintings so that he could provide himself with subsistence. Adolf Hitler in the First World War By the year 1913, Adolf Hitler was still homeless and broke. In the hope of bettering his life, he moved to Munich, Southern Germany (Welch 5). This relocation coincided with the outbreak of the First World War that broke out in 1914. Adolf Hitler volunteered to serve in the German military and was accepted into the 16th Bavarian Reserve Infantry Regimen (Welch 31). His tenure into service of the state had officially begun, and no one could imagine that he would once rise to lead his nation into war against the world. During the course of the war, Adolf Hitler fought so bravely that he became widely recognized. He was duly promoted into Corporal, getting decorated with the military honors of the Iron Cross Second Class and the Iron Cross First Class (Giblin 54). He wore the latter up o until the day he died; but the irony was that the officer who recommended him for the second award was a Jewish regimental, a race he was going to persecute severely after his rise to power. In 1981, he was temporarily blinded by a gas attack orchestrated by the British. He however made a quick recovery and returned to his regiment, based in Munich, in December 1918. Adolf Hitler Ventures into Politics (Welch 24) Adolf had his first stint in politics between December 1918 and March 1919 while he was working at a camp for prisoners of war before returning back to his regiment in Munich (Housden 66). After his return, he witnessed an incident in which local communists attempted to take over political authority before the army effectively quashed their attempt. During the proceedings of an investigation, which was established to inquire into the incident, Adolf Hitler was called in as a witness. Afterwards, he was appointed into a local organization within the army whose function was to persuade soldiers who were returning from the war not to convert into either communism or pacifism (Housden 67). While serving in the organization, Hitler greatly developed his oratory skills. His job description also involved him conducting espionage activities on some political groups, which were mushrooming in the background of the Munich political scene (Welch 41). One day, he attended a meeting organized by the German Workers’ Party and when one of the members stood to deliver a keynote address, Adolf Hitler was so infuriated that he burst out, delivering a charged harangue to the speaker. The founder of the German Workers’ Party, Mr. Anion Drexler, was so impressed with Hitler’s outburst that he spontaneously asked him to join their party. Hitler, though hesitant at first, agreed to join the organization and became its seventh official in the September of 1919 (Welch 41). Hitler became a vocal official of the German Workers’ party and addressed a crowd of over two thousand people in Hofbrauhaus, Munich in February 1920 where he managed to get the attention of the people (Welch 41) . Leader of the Nazi Party Involvement with the DAP meant that Adolf was discharged from the army. He then engaged into an extensive campaign increasing his influence inside the party, raising funds for its mechanisms and winning in supporters and sympathizers (Hauner 32). He increased the strength of the Nazi party and even attempted to overthrow the government. In the melee, he and other leaders of the National Socialist German Workers Party, which was now the name of the Germany Workers’ Party, were arrested and detained. Upon his release after six months in Jail, the mechanism of the Nazi party had been crippled. Hitler himself found out that he had been banned from delivering any public speeches. However, the great depression in the mid-1920s brought a new opportunity for Hitler and his party to convince the people of Germany. He participated in the 1932 election but lost, even though the winner of the election did not last long owing to external pressure (Housden 71). Adolf Hitler’s party formed a coalition after securing a parliamentary majority and used their bargaining power to prevent the formation of any other government until Adolf Hitler was named chancellor in 1933 (Kershaw 17). Having secured the highest political seat in the nation, Adolf proceeded to consolidate his grip by convincing the German people that he was their savior from the economic woes external aggression and other undesirable minorities. He and the Nazi party eliminated opposition to their rule. Hitler and the Build-up to the Second World War  The Nazi regime immediately embraced aggression as a foreign policy to stamp its authority in the world. It formed alliances that were later to group nations during the war. Adolf denounced the treaty of Versailles and made an alliance with Austria. In international peace forums, Hitler would preach peace and claim that the destruction of the First World War made Germany need a lot of time before she could be in a position to re-arm for war; but back home, he placed priority in military armament (Victor 59). He could not even allow funds to be diverted to creating employment if his military budget was not satisfied. It is this arms race that was later to lead to the greatest war mankind had ever known, the Second World War. Hitler and the Holocaust Hitler embraced a philosophy known as racial hygiene that was based on the concept of racial purity under which all â€Å"life unworthy of life† was to be exterminated from the face of the earth (Victor 63). Through a program named Action T4, he ordered for the killing of all children with developmental and physical disabilities. These were his first victims. Because of public outcry, Hitler created an impression that the killings had been stopped, but in a period spanning six years from 1939, between 11 and 14 million people were killed (Hauner 71). Among these were six million Jews. Many victims died from diseases and starvation while enslaved in national and private German ventures while others were either gassed or burned. Among the Jews, other population groups targeted in the holocaust were political opponents, gays and lesbians, the physically disabled and mentally retarded, trade unionists and psychiatric patients.