Office Administration Essay

The Administration role, more than most others, has been profoundly affected by the information revolution, according to Canadian researcher Alice de Wolff. At a meeting of the Office Worker’s Career Assistance Group of Toronto, Ms. de Wolff noted that office professionals work constantly with new information technologies. They bring the information economy to life and experience the impact of the information revolution on a daily basis. She told her audience about a four-year study of nine Toronto companies with as many as 6,000 employees. A team of researchers, including Ms. de Wolff, interviewed approximately 650 managers and office workers to determine how the administrative profession has changed. They discovered that office work has changed in three ways. 1. Tasks that formed the core of administrative work are done in new ways, but are still required in most jobs. 2. Complex new tools that administrative professionals use to do these core tasks require office workers to develop technical knowledge and skills and to work constantly to keep their skills current. 3. Reorganization in many workplaces has added new tasks related to specific occupations or industries that require office workers to diversify. Many office professionals are being asked to do things that fall outside of their traditional support role. For example, a receptionist in a publishing house may be asked to edit manuscripts. These trends have led to changes in the jobs of

John Marshall Essay

â€Å"Its is emphatically, the province and duty of the judicial department, to say what the law is.† (Ducat, Craig Constitutional Interpretation p. 10) These seventeen words written two hundred years ago made the highest court in the United States supreme, and making it so, Chief Justice John Marshall’s words in that sentence continue to make an impact on every Supreme Court case thereafter. Justice Marshall laid the basic foundations to protect the Federal system that was established by the Constitution. In Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden the Supreme Court maintained the United States as a federal state. Marbury v Madison was the influential case that the Supreme Court cites as a precedent when employing judicial review. It left the power to be rested on the judicial branch when determining to uphold either the law or the Constitution. By establishing the right to judicial review, Marshall, with the support of the legislative and executive branches, made all cases before the courts subservient to the U.S. Constitution. Cases that have been heard after Marbury v. Madison, that come into question, must be interpreted through the Constitution. Uniformity of all states of the Union were established when Marshall and the Supreme Court ruled in McCulloch v. Maryland. Although the Constitution gave powers to the states under the Tenth Amendment, Marshall implemented the powers of the Federal government by exercising Article 1 Section 8 Clause 18 (necessary and proper clause) and Article 6 Section 2 (supremacy clause). Marshall explained that the Constitution gave the federal government the power to incorporate a bank if it deemed it necessary and proper not for the powers of Congress, but necessary and proper for the powers granted to Congress by the Constitution. Marshall also outlined the rights of the states by enacting Article 6 in his decision. He stated that the supremacy clause prohibited the states from having the power to tax, which would then involve the states power to destroy the powers of the Constitution to create. Gibbons v. Ogden expanded the powers of the Federal government aforementioned in the previous two influential cases. This case defined the Commerce Clause found in Article 1 Section 8 Clause 3. In his genius, Marshall defined commerce not only as an exchange of commodities, but also the means by which interstate and foreign intercourse those commodities travel. By giving the Federal government control over commerce through interpretation of the Constitution, Marshall preserved the prosperity of the country as an economic Union conducting business under national, not state, control. Chief Justice John Marshall’s decisions in all three of the cases explained previously depict the evolution of the Supreme Court. Marbury v. Madison separated the powers of the three branches of governments, McCulloch v. Maryland separated and defined the powers of the Federal and state governments, and Gibbons V. Ogden separated the commerce powers of the Federal and state governments. Marshall decided each case based on the foundations established by the U.S. Constitution, and in each of his decisions, he preserved the integrity of the Framers intentions of the United States as a Federal state.

Suyuan Woo and Jing Mei Relationship

Suyuan and Jing-Mei’s relationship in The Joy Luck Club In The Joy Luck Club by Amy Tan, Jing-Mei and her mother have a very rocky relationship. Tan develops a relationship between Suyuan and Jing-Mei that is distant in the beginning due to culture differences and miscommunication, but gradually strengthens with time and understanding. Both of them have different backgrounds and have been influenced by two different cultures. Suyuan grew up in China and behaves according to the Chinese culture and her American-born daughter Jing-Mei is influenced by the American culture that surrounds her and wants to become part of it.Their relationship is also shaped by the pressure Suyuan puts on Jing-Mei. She wants her to be a perfect Chinese daughter. She expects her daughter to be smart, talented, and a respectful Chinese daughter. After Suyuan immigrates to America from China, she remarries and gives birth to a daughter, who she names Jing-Mei. Because Jing-Mei was born in America and t herefore grew up in a different atmosphere, culture, and environment, the relationship between mother and daughter is tense.Suyuan Woo would continuously educate Jing-Mei in the Chinese culture; however, Jing-Mei did not care about this part of her background. When she was younger, and her mother would tell her about the Joy Luck club, she, â€Å"imagined Joy Luck was a shameful Chinese custom, like the secret gathering of the Ku Klux Klan or the tom-tom dances of TV Indians preparing for war,† (Tan, 28). She did not understand the Chinese tradition and did not care learning about it. Suyuan wanted her daughter to live like an American, but at the same time think like a Chinese.Jing-Mei felt humiliated with her mother’s Chinese behaviors, causing their relationship to be more distant. They did not understand one other’s cultural differences. However, this part of their relationship changes when Jing-Mei goes to China to see her half-sisters. After her mother pas ses away, Jing-Mei travels to China to meet with her sisters and finally understands the Chinese culture that she had never valued before â€Å"and now I see what part of me is Chinese. It is so obvious. It is my family. It is in our blood.After all these years, it can finally be let go,† (Tan, 288) Also, their relationship is shaped by the pressure Suyuan puts on her daughter. When Jing-Mei was growing up, her mother had the need for her daughter to be smart, talented, and a respectful Chinese daughter. This pressure put on Jing-Mei resulted in misunderstanding between mother and daughter. Jing-Mei constantly believed, â€Å"that she was disappointing her mother,† because she felt as if she failed at everything her mother wanted her to do. She believed she could never be as perfect as her mother was.Therefore she doesn’t think she is worthy enough to take her mother’s place at the Joy Luck Club â€Å"They must wonder now how someone like me can take my mother’s place† (Tan, 27). Jing-Mei does not understand that her mother wanted the best for her; Suyuan wanted Jing-Mei to challenge herself because that is how one builds up character. Suyuan thinks her daughter could do anything she proposed to do but never put enough effort into anything â€Å"Lazy to rise to expectations† (Tan 31). Furthermore, Suyuan forced Jing-Mei to learn how to play the piano and then perform at a recital.Jing-Mei rebelled against her mother and refused to learn how to play the piano well. So, at the recital she ends up forgetting the music notes. Jing-Mei blames her embarrassment on her mother and states, â€Å"’You want me to be someone that I’m not! ’ I sobbed. ‘I’ll never be the kind of daughter you want me to be! ’† (Tan 142). Suyuan’s high expectations for her daughter cause miscommunication and misunderstanding in their relationship. However, this relationship gradually change s as Suyuan passes away and Jing-Mei gets older and becomes an adult.Through reflecting on her mother and visiting China she starts to understand her mother’s ways and actions and respects them. She also realizes that her mother always did love her and believed in her. Although Jing-Mei never believed that her mother approved of her throughout the book it is present. An important moment is after the New Year’s dinner when Suyuan gives Jing-Mei her green jade pendant, calling it Jing-mei’s â€Å"life importance. † Suyuan tells her daughter that the Jade isn’t good quality, but it will improve with time. Jing-Mei is like this young jade, improving and deepening over time.Also, Suyuan tries to comfort her daughter when she is insulted by Waverly Jong and admires her for not choosing the â€Å"best quality† crab like everyone else but leaving the best ones for them and the worse one for herself. Therefore, because of cultural differences Suyuan and Jing-Mei have many opposing ideas and beliefs. This coupled with their lack of communication are responsible for many of the problems they face during the course of their relationship. These conflicts are only resolved when Jing-Mei reflects and learns about her mother's past and accepts their

Crime Reduction Efforts in the US Assignment Example | Topics and Well Written Essays - 500 words

Crime Reduction Efforts in the US - Assignment Example In the consensus perspective of criminal justice, the "organizations of a criminal justice system must work cooperatively to establish justice, not competitively" ("Consensus Model (criminal justice)", n.d.). However, goodness is a multi-dimensional relative concept, and people always have different and opposing interests that may cause position or role conflicts, so achieving this goal may be impossible in practical cases. Having one consistent system means that it may only be one-sided and only favors one particular group in society. On the other hand, in the conflict perspective, the "organizations of a criminal justice system must work competitively to establish justice, not cooperatively" because conflicts are inevitable. A society is consistently subjected to a process of constant change, which produces social conflicts. Moreover, changes in customs, political ideals, and economic conditions may cause the criminal justice system to contradict itself. So this advocates the natural role of a dialectic process ("Conflict model (criminal justice)", n.d.). For me, a "true" system cannot be simply defined. Maintaining social control, enforcing laws, defining rights, and administering justice is a dynamic process because requires inspecting and updating each aspect of a justice system periodically, as aspects of culture constantly change (e.g., human social relationships, traditions, norms, the difference between ‘what is’ and ‘what should be’ and other concepts).   Considering the relativity of goodness, establishing one law that can tackle all is impossible, and the situation must be treated in a case-to-case basis (â€Å"Creating a New Criminal Justice System for the 21st Century†, 2000).   Moreover, weighing means and ends or costs and benefits before arriving at a rational choice is a subjective process, so there is no perfect system that would fit everyone.   Considering the complexity of reality (e.g., differences in social classes, ongoing issues on ethics) but with an attempt to advocate f airness, only a certain level of standardization can be established, but the standards must be consistently updated (â€Å"Creating a New Criminal Justice System for the 21st Century†, 2000).  

Assess the extent to which manufacturing in China can compete on a Essay

Assess the extent to which manufacturing in China can compete on a global scale. Illustrate your argument with different types o - Essay Example These were originally set-up on the south china coast near Hong Kong and opposite Taiwan. The 1990s was the actual boom decades in china’s introduction to foreign capital. About 70 percentages of FDI flows to china are in developed businesses. This was a reply to a rising political commitment by the Chinese administration to market-oriented reform, the continued creation of special economic zones and strong domestic development and other shareholder incentives. New worldwide economic slowdown and U.S recession are forcing a lot of U.S companies to re-evaluate their manufacturing policy in order to compete successfully in the market. China has turn into a preferable and logical option. There are a number of methods to doing manufacturing in china. â€Å"In china, there are many industrial parks with all the needed infrastructure- electricity, water, telephone, transportation, customer service, shipping service, bank branches, government service and security† (Michael Yih -chung Shen, 2004. P. 118). Presently china has a part of the world trade organization has skilled 23 successive years of development in its gross domestic product. This paper analyses the importance of manufacturing competitiveness in China and its influence on the global market, including aerospace, apparel/clothing, automobiles, and electronic goods. Competitive strength of China in manufacturing field: China’s move to the global centre for manufacturing is based on numerous factors such as the eastward immigration of manufacturing facility, the fact that china is already the world’s number one manufacturer for more than 100 products in terms of quality and its complementary position in terms of financial levels from east to west. The geographical attentiveness of exports and imports in china is highly rough. It is focused in the coastal regions. According to Jintong Lin, Xiongjian Liang and Yan Wan in his book Telecommunications in China: development and prospects says that â€Å"The development of china’s telecommunication manufacturing industry is closely linked with the development of china’s telecommunication industry† (Lin, et al, 2001, P. 74). In the late of 2000s china was the second largest nation in the world in terms of purchasing power parity GDP and it was the third biggest trading state. In the primary production, china was the main producer of wheat, rice, cotton, red meat, coal, tobacco and aluminium. In the case of manufactures, china produced about 60% of the world’s bicycles, 70% of the world’s toys, 40% of the world’s mobile phones and 50% of the world’s motorcycles. In addition to being the world’s top producer of LCD screens and TVs, china created above a third of the world’s air conditioners, luggage, computer monitors and microwave ovens. It also creates above 50% of the world’s cameras and shoes, and regarding two-thirds of all DVD players. "The succ ess of home-grown companies rests in equal measure on the vision of their strategic management and the competence of their labourers. While China indeed possesses a vast pool of workers, few of them are able to compete in today’s global economy" (Wyne, 2007). A major feature of china’s competitive benefit as a site of export-oriented manufacturing production is a low-cost, huge and highly creative labour force. According to James Riedel, Jing Jin, Jian Gao in his book How China grows: investment, finance, and reform says

Two Types Of Arguments Essay Example | Topics and Well Written Essays - 500 words

Two Types Of Arguments - Essay Example It should not be based on personal opinion (although there is always room to present personal opinions) rather a good argument would be based on facts, figures and data which can be supported by relevant research (Ramage & Bean, 1989). In fact, research is a fundamental part of any argument being made since it shows that a person has studied the topic in detail and the conclusions made by them are based on facts. The argument concludes with a summation of all the facts that support the argument and (if possible) refute the facts that go against the position being taken by the speaker/writer. In the conclusion, the person making the argument can also give his/her personal opinion if it is acceptable to do so. Normally such opinions can be given unless the rules of conduct expressly forbid them as in certain setting within a court of law (Ramage & Bean, 1989). With the summation, the position argument ends with a reinforcement of the thesis and the premise of the argument. This type of argument asks the writer/speaker to present a solution to a given problem or to convince the readers/audience to take some actions based on the proposal being offered to them. The central part of the argument is often emotional and people can be motivated into action by empathy, friendship, love, even fear and hatred. Despite the emotional element, a rational element is also necessary since it shows that the argument comes from a logical stand point and has the necessary factual weight behind it as a rational support (Fraigley & Lester, 2004). Such arguments are most commonly seen on TV news shows where different speakers may present different solutions for a hot topic. For instance, the war on terror or the situation in the Middle East may bring out different responses and different proposals from various individuals and they can argue about their plan being better than

Ethical and legal issues of do not resuscitate orders Essay

Ethical and legal issues of do not resuscitate orders - Essay Example Who decides how and when should a terminally ill patient die? Should we or shouldn’t we prolong the life of a patient who has no hope of a having a good life in the future? What is morally right and ethical? Should the patient be made to decide whether or not he/she wants to be resuscitated or do we â€Å"play God† and decide how life should be taken away? The issuance and the implementation of Do Not Resuscitate orders (DNR) in hospitals have been a very sensitive issue in all walks of life not just the medical sector most especially those cases involving the operating room where time is clearly of the essence and sometimes, decisions have to be made outright by the healthcare practitioners attending to the patient. In cases of patients in the OR, where there are no clear advance instructions, there is no time for healthcare practitioners to confer with the patient or his/her immediate family, thus, often times, decisions are made relying solely on the medical judgment of the attending healthcare practitioners. As these develop, many arguments have been presented and cases have reached the courts arguing the validity and morality of a DNR most especially those involving the operating theatre. This resulted in formal attempts to define the physicians’ obligations in such cases, resulting to varied and sometimes contradicting conclusions. Consent of the patient for example, have generated different reactions in terms of legislations. The state of New York passed legislation in 1988 mandating patient consent to DNR orders [New York State Public Health Law, 1988]. However, recent joint statement by the British Medical Association, the Resuscitation Council (UK) and the Royal College of Nursing [BMA, RC (UK) RCN. 2001] in the United Kingdom did not specifically require patient consent to DNR orders. It does however

Invasion of Privacy Research Paper Example | Topics and Well Written Essays - 2000 words

Invasion of Privacy - Research Paper Example However, it is also notable that the media, being the major tool for information broadcasting, is protected through the freedom of speech, which can be used to challenge and defend its mandate to avail information to the public. On the other hand, it is possible to find that the media may not disclose information such as names of the subject of discussion if there are no hard facts to prove the statements but the reader or listener can easily tell who the person being discussed is (Cate, 2000). In such a context, it becomes difficult for a person to press charges against the media for character damaging or defamation. This paper is a critical evaluation of the right to privacy. The Right to Privacy The right to privacy is fundamental, though not absolute, as it protects human dignity. Apparently, every person has weaknesses, which, if brought out to the public, may influence negatively in shaping public opinion, which may in turn affect the success of such a person either in the soci al or political life (Alderman, 2001). For example, public offices such as the presidency, legislature, and judiciary among others require people of high integrity not withstanding that the office holders are also human beings and are prone to making errors. It therefore goes without saying that the fact that such people are public servants does not mean that the public should have unauthorized access to their private information such as family life, financial information, and medical records among other delicate issues that may relate to them. The European Convention on Human rights through article 8 protects citizens’ family and private life from intrusion by the state or other agencies (Alderman, 2001). Generally, there has not been a definite definition of privacy but it is worth noting that there are four major categories that have been acknowledged across the board. These are for example; information privacy, physical privacy, communication privacy and territorial priva cy (Alderman, 2001). With regard to information privacy, every citizen has the right to withhold any information regarding himself be it personal data, health status, among others. Personal data for example credit card information, bank details should not at any given time be accessed by a second party unless there is a court order demanding the same to be availed in circumstances such as if a person is being investigated for crimes such as corruption, money laundering among other justifying conditions. Most of the constitutions including that of the US indeed do not have specific statutes guaranteeing the right to privacy though most of the privacy issues are covered in other statutes related to human rights. However, it is observable that the US constitution, through the 9th amendment, offer a blank check to the courts enabling them protect human rights that are not included in the constitution (Kennedy, 2003). This means that the courts have the prerogative of ensuring that human dignity is respected and one way of doing so is by protecting their privacy. On the other hand, the government reserves the right to access personal information for the use by its agencies but this must be in accordance with the Privacy Act of 1974.

General motors Essay Example | Topics and Well Written Essays - 2000 words

General motors - Essay Example The company has its manufacturing bases in 37 countries and has eleven brands under its name. As on September 2013, the overall sale and revenue of the company is 152.84 billion dollars (Yahoo Finance, 2013). The company has its operations all round the world. It is engaged in the manufacturing of electric, mini cars and big vehicles such as trucks. The company also performs servicing functions. Thus, the consumers of General Motors ranges from upper-middle class segment, luxury and premium segment, consumers with agriculture and supply chain business and logistics service providers. So generally the company transfers most of its successful brand to different countries for everyone to avail them. GM has very good human resource policies and it employed about 3,000,000 people around the world. The major brands of General Motors include Chevrolet, Cadillac, GMC, Wuling, Opel and Holden. The company does heavy investment on its technology for producing innovative cars. The management te am of the company is centralized and strong. This ensures that the operational functions of the company were standardized in most of its departments. However, the operations of GM in all its offices around the world are not standardized and the market share of the company is not uniform in all the countries. ... History Founded in the year 1908, William C. Durant was the first controller of the company. At first Durant was into manufacturing of horse driven vehicles, before entering into the automobile industry. Within few years the company went on to acquire many companies such as Cadillac, Oldsmobile etc. After the creation stage, came the acceleration stage. During this time Vauxhall, Opel and Chevrolet brands were introduced which took innovation to a new level. GM vehicles became aspirations and statements and changed the image of vehicles way beyond just transportation. During this time GM also expanded its plants to other states. Globalization of General Motors started during 1980 and 1990s. Majority of joint project and new establishments took place during this time. However, challenges started occurring during 2008, as a result of the global recession and economic downturn. The company had to take loan from US treasury and major restructuring had to be done in the strategy and plann ing. After filing for bankruptcy in 2009, GM emerged as leaner and more competitive organization (General Motors, 2013a). Mission Vision and Values The objective of the company is to be the most successful automaker in a span of 5 years and also ensure that the marketing strategies such as e-commerce technologies are utilized for the overall growth of the organization. The vision of the company is to build, design and sell best vehicles of the world. The company also aims to become the most respected automakers of the world. General Motors has indeed succeeded in moving towards its goals. The company has a unique and comprehensive mission statement which sums up the overall long term and short term goals and

Leadership and Management - Critically analyse the effectiveness of Research Paper

Leadership and Management - Critically analyse the effectiveness of leadership as portrayed in Elizabeth (1998) - Research Paper Example The effectiveness of her leadership is demonstrated by her ability to shape the politics of England as well as the critical decisions that shaped the political environment of that time. Elizabeth (1998) is a 1998 biographical film, in the role of Queen Elizabeth I of England. The movie explores the leadership outlook and the reign of Elizabeth, which started after the death of her half-sister Mary I, who had held her as a captive (Elizabeth 1998). Her reign over the bankrupt and divided territory was considered to pose a high risk of invasion by Spain and France, but the effectiveness of her leadership appears to dissolve the issues facing the territory. Through the effective leadership outlook of Elizabeth, she is able to surmount major internal threats, including that of Eccleston, the 4th Duke of Norfolk and that from the armies of Ardant (Mary of Guise), which took place at Scotland. Using her leadership outlook and using the wits of leadership, she evades plots from Gielgud (Pope Pius V). Through her effective teamwork with partners like Rush (Francis Walsingham), she masters both external and internal threats, and manages to execute the plotters of the attacks very effectively. After realizing that her affair with Fiennes (Robert Dudley) was compromising her effectiveness as a leader, she resolves to stay married to England only. At the conclusion of the movie, the effectiveness of her leadership leads to the initiation of England’s golden age, which demonstrated the positive outlook of her reign and leadership style (Elizabeth 1998). This paper will explore the leadership characteristics of Elizabeth, which signify that her leadership was effective – like it is portrayed through the film. The paper will also explore relevant leadership issues, towards demonstrating the effectiveness of Elizabeth, citing relevant

Is the U.S. Seeking to Contain Russia Research Paper - 2

Is the U.S. Seeking to Contain Russia - Research Paper Example Main Russian authorities gave a joint statement and said that both the countries are now looking to start a collaborative venture against the terrorist nuclear states in order to ensure the safety of their nations. President Obama also showed commitment to work for the U.S. Senate ratification of the Comprehensive Nuclear Test Ban Treaty. Both countries are also working for usage of nuclear energy in the positive ways and prolific nuclear usage treaty has been signed and there are many other projects which have been started which were ceased by the former presence of America due to the August 2008 Russia-Georgia conflict (Nuclear Energy Today, 82). Many Defense analysts are of the view that US is seeking to contain Russia and the ballistic missiles in South Korea which are covering the whole DPRK and can hit up to 800 kilometers is a clear sign for that. There has been no use of these missiles in that region other than targeting Russia and China and the long-term communist avenge is taking new turns (Globalresearch, 2013). Military experts are also getting hints from the pro-NATO policies of Russia that the US has ceased the policy to contain Russia because it is no more the war of systems now as the liberal democracy has made its impact and Russians seem to accept this point and are looking forward to the peaceful coexistence. The new threat which is said as political Islam has been regarded by them as the main threat to both US and Russia. (English Pravda, 2013) In a combined meeting and conference with Afghan President in August 2008, Russian President Medvedev said that Russia is looking to start new terms and relationships with Afghanistan because both the countries have been a victim of terrorism in the past and now is the time for the peaceful way ahead.

Education and Teachers Essay Example for Free

Education and Teachers Essay Teachers in Taiwan enjoy higher occupational prestige and great job satisfaction.In Germany teachers enjoy teaching. Teachers in China are highly respected. Those within the Indian culture feel that teachers are next to God. American teachers believe that teaching helps societys well-being. Teachers in England are poorly regarded. Teachers are constant companions and they mold student’s personality. They are role models and they motivate the students. However,according to individual experience there are different kinds of teachers some are friendly ,some are strict and others are ideal teachers. The first kind of teachers are friendly teachers. They combine both the guidance of a teacher and the understanding of a friend. Friendly teachers act like philosophers and guides. A friendly teacher helps the students to choose the right path . These teachers are closer to the students and better educators because they understand students needs and help them accordingly. Personality development and positive attitude of the each student is their first priority. Friendly teachers never criticize their students in the class ,and they are always gentle with them. My 8th grade math teacher is the perfect example for this. He was very friendly with us. He used to stay after school to help with our math problems. He used to meet our parents on regular basis. I really enjoyed his teaching methods. He is one of my favorite teachers. So friendly teachers are very important for the students future. The other kinds of teachers are strict teachers. Strict teachers are very tough on students. They dislike any mistakes or carelessness. These kind of teachers have high expectations for their students. Disciplining their students is important for the strict teachers. Students have to be extra cautious about these kinds of teachers. For example, my 6th grade music teacher was very strict. He wanted us to memorize each note. I was nervous when I started that class. I wanted to quit the class because of his strictness. After I realized that he was just helping me through tough times, I admired him. Because of his discipline, I continued the music class. Even though strict teachers are rough sometimes,some students need these kind of teachers. The third kinds of teachers are ideal teachers. Some teachers sacrifice their lives to help the students. They are humble, self -disciplined, helpful, honest ,creative and available to all the students. By respecting the students and giving self confidence to their students, these teachers help the students to become good citizens. They are perfect role models and they also have great hearts. Anne Marie Murphy, 52 is the perfect example for these kinds of teachers. She was a Sandy Hook Elementary teacher who died to protect her students during the shooting. She sacrificed her life for her students. She was the perfect role model. Students who have these kind of ideal teachers are very lucky. Teachers do not all teach same way. Students like their teacher according to their own individual preference. The relationship between teachers and their students is the key element in creating an educational atmosphere that is both pleasant and effective. Teachers are different, however, they all have something in common, and that is the desire to help their students.

Critical approach

Critical approach Introduction Critical theory sets out to critically examine organisations in contemporary society. This approach has emerged from the radical humanist paradigm (Morgan, 1995, Burrell, 2000). This approach argues that a positivist (functionalist/modernist) approach to the management of organizations if not utilised cautiously it may result in the dehumanisation of the employee and the workplace. Individuals are generally seen as machines and work as a technical process (Robbins and Barnwell, 2006, pp. 21-22). It is the humanist approach that focuses on placing people first rather than those of the organisation. It also argues that organisations need to be ethical and humane. Unfortunately, these ideals are not always pursued by organisations. A critical approach sets out to improve the practices and traditions of the positivist/functionalist approach to management. For example, a critical perspective sees work as the problem rather than the positivist view of the worker as the problem. However, critical theorists are not focused on removing the system but rather prefer to improve it through raising awareness, critical reflection and self analysis (Robbins and Barnwell, 2006, p. 22). Learning outcomes After completing this module/topic, you should be able to Outline and analyse the basic assumptions of the radical humanist paradigm. Outline the various critical theories and analyse the implications they have for managing organisations. Analyse the basis of and the need for an ethical approach to managing organisations Analyse the link between critical theory and the radical humanist paradigm Define and explain the concept of ‘alienation and its implications for organisations Develop an understanding of the radical humanist concept of power Critically evaluate the concept of ‘ideological trap Explain and analyse issues such as diversity, equity and fairness in organisations Critical theory Critical theory has its origins in the Radical Humanist Paradigm (see Crowther and Green, Chapter 9 on E.Reserve). This approach questions the current accepted views of organisations and their impact on society. Previous examples of now outdated views that would not be accepted today would include ideas such as, women should not be encouraged to work and that organisations can freely pollute the environment. The basic assumptions of this paradigm are according to Morgan (1995), Ideological traps: Tunnel vision is based on our previous experience becoming the blueprint for interpreting our current experience (we often let myths and our past experience becomes our reality). We are unable to interpret reality without prejudice. Power dimension: The right to define reality or the right of some to have power over others overt use of power. Power is also used in a subtle or covert way (soft domination) and its use and abuse is often unquestioned. Eg. How is power distributed in organisations? We discuss empowerment and participation but we rarely see this happening in organisations. Ethical dimension: Organisations need to act in an ethical manner. How do the actions of managers and organisations impact on employees and society? People first Work is the problem Critical theory proposes that the functionalist approach to management is based on a technical and mechanistic view of organizations rather than understanding organizations as social and human activity. This technical view of organizations reinforces the view that managing organizations can be achieved by developing more efficient and effective technical control (Alvesson and Willmott, 1996). However, the focus on efficiency and effectiveness may overlook the needs of people in organisations. The use of control in organisation may become authoritarian if not carefully monitored. A critical approach is often viewed as being negative; however, a critical approach is important skill to develop. A critical approach means that we do not take things at face value and question the current way things are done. Contemporary social movements such as environmentalism, feminism and consumer issues often take a critical approach because they question the current belief systems and practices in society and organisations (Crowther and Green, 2004, p. 115). Conflict: Questioning may give rise to conflict but this does not necessarily mean that the conflict needs to be dysfunctional. Critical theory is clear that any conflict should be dealt within the system and in democracies this is done through political debate, academic debate, education, legislation, Television (Australian Story ABC; 7.30 Report, ABC), Documentaries (Who Killed the Electric Car: An Inconvenient Truth), Films (see Erin Brockevich; The Devil Wore Prada) and good journalism (eg. Financial Review; Washington Post; The Economist; The Observer; New Scientist; Business Week). Functionalist theories focus on unifying different ideas and blending peoples ideas into one view of the world. While this idea has merit, taken to its extreme it can result in the demise of the company eg. One Tel and Enron and others. So some conflict, questioning and critique is important in order to ensure that organisations do not descend into group think (see module 6). An example of a critical approach that has been viewed as negative until recently has been the environmental movement. This movement has been seen by business and governments to be overly negative toward business and in particular energy organisations. However, the scientific support (Stern Review and the Report by the United Nations) is so strong that people now take this movement seriously. Therefore organisations need to examine the implications that climate change may have for their business otherwise they may not survive in the long term. In addition a critical approach recognises that there are different and shifting realities and that the interpretation of the issue should be considered within the framework of the context in which it occurs (Crowther and Green, 2004, p. 118). A critical approach (Radical Humanism) consists of many theories that were developed to critique the excesses of the capitalist/business world. Theorists include the Frankfurt school who argued that the over use of technology may prove to dehumanise the workplace. Other critical theorists include; Marcuse argued that consumerism was becoming a problem for society and people were becoming ‘one dimensional. In other words individuals did not question whether they needed to consume but rather they consumed unquestioningly, for example buying bigger cars when oil supplies are diminishing and the problems associated with global warming (The West Australian, 2007). He argued that the creation of ‘false needs that serves to keep people happy and working long hours and in difficult conditions (cited in Burrell and Morgan, 1988, p. 293-294). An important aspect of this theory is the unquestioning acceptance of technology. Habermas argues that work is the dominant form of social action in society. Habermas also suggests that work is a form of communicative distortion because the power relationships in organisations are not equal. Organisational structures do not enable the empowerment of individuals so that they can be free to communicate so that genuine consensus can occur. An ‘ideal speech situation is one where dialogue is open and not influenced by those who are more powerful (Burrell and Morgan, 1988, pp. 294-295; Crowther and Green, 2004, p. 121). An example of this would be the ‘One Tel situation where employees could not discuss the organisations problems with Jodee Rich because he did not want to hear bad news (Robbins and Barnwell, 2006). Habermas proposes that there a three main issues that need to be addressed to ensure empowerment. They are, Technical Reason: the value given to science and technology has taken precedence over human and ethical issues. Control is the main aim with the ends being more important that the way things are done. Practical Reason: this concept refers to the importance of achieving mutual understanding instead of focusing on prediction and control. The means are as important as the goal. The needs of employees and society should be taken into account. Emancipatory reason: communication needs to focus on consensus and be conducted in a climate free from domination. Critical self reflection is important. That is individuals must question their own ideas and values. This self questioning enables the development of critical thinking and frees individuals from past practices (ideological traps) which may not be relevant for the present or the future (Crowther and Green, 2004, pp. 121-122). Critical theorists agree with the interpretivists that assumptions and beliefs are taken for granted by people. However, although they share the idea that organisational life should be explored from a subjective, they prefer to question these beliefs rather than just understand them. Therefore a critical approach is more concerned with developing a questioning and critical approach to organisational life. Journalists, lawyers and researchers are trained in this approach. Academic training focuses on questioning and extending knowledge rather than accepting the status quo. A good example of this focus on questioning are Barry Marshall and Robin Warren who are from Western Australia and received the ‘Nobel Prize† for their work on ulcers in 2005 and made Companions of the Order of Australia in 2007. Their findings challenged the prevailing beliefs and assumptions that ulcers were caused by stress. They found that ulcers were caused by bacteria could be cured by antibiotics. However, the consultant specialists in the field were unimpressed and it took Ten years before they were listened to and almost 20 years before their findings were accepted by the medical establishment and business (Knowles, 2007). Another group that have challenged conventional wisdom have been the environmentalists. Our headlines now are raising the issue of climate and its impact on society (Hartcher, 2007; Stern Report) scientists now are in agreement that climate change has the capacity to severely impact life on earth as we know it is still seen by business as not a major issue. Although the Stern Report (commissioned by the British Government) concluded that climate change is the consequence of the greatest market failure and called for business to take action to control greenhouse emissions, American CEOs were far less concerned about climate change than the Europeans (Kitney, 2007, p. 40). Critical thinking is concerned with the development of foresight and learning (Fulop, 1992). Organisations and society cannot always wait until the problem has been experienced objectively because by the time we experience the event it may too late to rectify the situation. The lack of a Tsunami warning system in the Indian ocean was an example of this problem. Scientists had been warning for many years that a warning system was needed. Many lives and businesses were lost as a result of the Tsunami. Without critical thinking we cannot have innovation and change. Change requires questioning what we are doing currently and if it can be done better. The radical humanist concept ‘ideological trap illustrates how people can become trapped in a non-reflective and unquestioning way of thinking. Stop and Consider: Why should people and society question current thinking? Can you outline any examples of ‘ideological traps Business leaders have that need to be challenged to ensure a focus on the human side of organisations? A critical approach to organisations: Placing people first Critical theory proposes that organisations should be concerned with the emancipation and empowerment of employees in organizations. Critical theory also recognises that the placing of people first is not always the primary concern of organisations. For example, although organisations argue they foster empowerment, there is evidence that employees are working longer hours and extreme jobs are becoming the norm (Hewlett and Buck Luce, 2007). If employees are over controlled then organizations face the prospects of employees experiencing alienation. Alienation results in employees experiencing low motivation, low morale, poor mental health, job dissatisfaction, job stress, anxiety and depression (Kanungo, 1992). Work alienation is defined as ‘an experienced psychological state of the individual that represents a cognitive separation from ones job and other work contexts; a sense of frustration and accompanying negative affect, that is the result of the workers perception that they have failed to achieve their objectives through their job, and results in the experience of apathy (Kanungo, 1992, p. 414). Empowerment is considered by critical theorists to be a way of overcoming alienation. Empowerment involves giving the worker more control over their work by participating in decision-making. In addition it involves giving the worker encouragement, and to provide workers with meaningful goals. According to Kanungo (1992) empowerment has an ethical foundation and goes beyond the focus on the bottom line. Thus Kanungo (1992) argues that organisational ethics begins with the humane treatment of workers. Soft domination The central tension in organisations is often between resistance and obedience. Management control excessive use of coercion invites overt resistance because is used in an obvious manner. However, power as a form of control can also be used in a more subtle way. According to Courpasson soft domination is characterised by the administration of rule that give managerial discretion to managers while reinforcing the strength of centralised authority. It is based on the appearance of equality and fairness but ultimately in organisations the power lies with only a few (Cited in Clegg, Kornberger and Pitsis, 2005, p. 169). Processes such as performance appraisals, promotion systems, discipline procedures and being made redundant all contribute to feelings of powerlessness and that others have the right to define the workers reality. Teamwork is often seen associated with the rhetoric of empowerment but it can be a form of soft domination. Single solutions such as TQM, Lean production, Learning organisations, and BPR appear to reverse the individualistic approach of Scientific Management. Teamwork and in particular self managing teams does not isolate workers and set them competitively against each other. In contrast to scientific management teamwork encourages communication and sociability among workers. However, Barker notes that it is a form of ‘concertive control because the team members watch over each other because the responsibility for rule making is shifted to the team who then set their own limits. It is more difficult to argue with team members than it is to argue with a supervisor. The subtlety of ‘concertive control is powerful and very difficult to escape (Cited in Clegg, Kornberger and Pitsis (2005, p. 172-174). Concertive control has the capacity to promote the notion of overwork and extreme jobs because people feel they cannot take time off such as a sick day because they will let others down. A study by Deery, Iverson and Walsh (2002) studied five call centres (480 telephone service operators) in the communications industry has show that the use of teams alone cannot overcome problems in the workplace. The study also showed that elements of scientific management contributed to worker exhaustion. These researchers carried out a well designed study and used good quality scales of measurement and analysis. Workers in this industry are often subject to customer hostility and verbal abuse. Workers were measured on employee withdrawal, emotional exhaustion, customer interactions and scripted conversational rules. Workload items included were the pace of work, role overload, and routinisation of work, team leader support and physical health. They found that customer abuse along with scripted and rigid rules of response also contributed to emotional exhaustion. Workers experience exhaustion because although the scripted approach facilitates a more efficient approach to the custom er, less time is spent with them so that workers can deal with more calls. Consequently customers feel that they are not important and often become abusive. This streamlined approach is based on Taylors scientific management principles. However, it only serves to dehumanise the worker and irritate the customer. The researchers initially thought that the longer a person stayed with the organisation they would become more competent and therefore less likely to experience exhaustion. However, this was not the case. The longer workers stayed the more they were likely to experience emotional exhaustion. Emotional exhaustion was also associated with withdrawal (levels of absence). Withdrawal was related to a high workload and customer abuse. The symptoms of withdrawal and emotional exhaustion are linked to the concept of ‘alienation. A critical approach: Are organisations ethical? A critical approach argues that organisations should have an ethical approach when conducting their business. This means dealing with their employees, clients, society and other business associates in an ethical manner. This contrasts with the functionalist theories that are concerned with efficiency and effectiveness. Functionalist theories focus on survival and profits. Now these are important for without organisations the majority of people would not be able work and survive. However, if organisations only focus on their own interests then the ramifications may ultimately be detrimental for their survival and lose the good will of the community. The pursuit of efficiency and effectiveness may become an ideological trap (tunnel vision) that prevents organisations from seeing the bigger picture. Activity: Read James Hardie from fibro in suburbia to mesothelioma and the US siding market in Robbins and Barnwell (2006, p.254). The focus on organisational success in terms of profits etc can lead an organisation and its management to develop tunnel vision (ideological trap) which stops them from considering ethical issues and how society views its actions. The idea of unquestioned obedience needs to be explored. The question ‘why do people do morally bad things whey they are asked to do so by those in authority? What aspects of organisational life make unquestioning obedience occur? The technique of power, i.e. the right to define reality enables leaders to ask people to do things they would not normally do. Therefore if employees are authorised to do something then it takes away the responsibility for questioning their leader. Milgram (cited in Clegg et al., 2005, p. 181-182) showed how easily this could be done. He found that individuals are inclined to follow the commands of people who are in authority. He created an experiment where ordinary people were directed by scientists to do cruel things to other people (participants) as part of a laboratory experiment. When the individuals were instructed to deliver electric shocks to the participants they did so (however, they did not know that the shocks were not real and the parti cipants were actors). The individuals believed that each shock they gave was higher than the previous one. If the individuals could see the participants only 30% administered the shock if they, however, if they could not see the participant then 62% were willing to administer the shock. Milgram showed that the obligations of the situation were stronger than the individuals ethical and moral values. Milgram also found that when the expert was questioned then individuals were less likely to follow instructions unquestioningly If organisations do not empower employees to speak up and contradict ideas and thinking, then CEOs will not be exposed to different perspectives and/or limit the probability of unethical behaviour in organisations. Therefore it is easy to regard the person speaking against the issue to be incompetent, a trouble maker and/or a whistleblower. In module five it was noted that the functionalist to culture focused on developing a single corporate culture. However, a critical approach would argue that this may lead to an organisations downfall if taken to the extreme (One Tel, Enron) or experience major problems such as James Hardie (Robson, 2007; Robbins and Barnwell, 2006, p. 254). The power of the organisation to facilitate organisational commitment and loyalty has advantages and disadvantages. A study by Ahern and McDonald (2002) found that nurses who were more traditional in their behaviour and deferred to the surgeon and others in authority in a hospital were less likely to report misconduct. However, nurses who were committed to their profession and the nursing code of ethics tended to report misconduct because they were advocates for their patients. Traditional nurses felt powerless to alter the status quo were restricted in their moral and ethical development. Nurses who believed they were advocates for the patient were more likely to blow the whistle in hospitals. These results are not good for either the patients or the organisation because patients like to think their life and health is placed first. In contrast organisations such as hospitals would prefer to have undivided loyalty and that the problem be dealt within the organisation rather than read ing about it in the newspaper. Ethical issues such as insider trading have created difficulties for organisations and their shareholders. It is difficult to prove; however, in 2002 the burden of proof was lowered with the introduction of civil penalties. One of the recent cases involved Steve Vizard who was fined $390, 000 and banned from managing a corporation for more than 10 years. (Johnston, 2007, p. 32). Johnston (2007) also draws attention to other Australians and overseas people who have been prosecuted for insider trading. The Australian Securities Investment Commission (ASIC) is a corporate watchdog that oversees companies to ensure they abide by Australian company laws. The legal system attempts to ensure that corrupt and unethical behaviour does not occur in organisations, however, the legal framework, cannot ensure businesses are ethical and moral. For example, large mining companies now accept that closing a mine is not just walking away from a ravaged landscape. Closing a mine is now an environmental and sustainable process (Mellish, 2007). Legislation and public sector organisations in Australia attempt to ensure that employee and community safety is ensured, that minorities are treated fairly and that the environment is not compromised. Until recently Australia had one of the best legal systems in the world for ensuring the workplace treated workers fairly. The new ‘Work Choices legislation, according the Professor of Law at Sydney University is now comparable with the US and Australians will find that their jobs in the future will be less secure and less well paid (Mccallum, 2007). An ethical approach: Diversity in organisations A critical approach to organizations also examines the decisions and practices of organizations for their ethical approach. It challenges the notion that management is a scientific and impartial process. The pursuit of gender equity in organizations is a humanist and ethical approach to organizations. For many years women in organizations were not given equal pay for equal work. The view that women should receive less pay than men was an outcome of the historic industrial wage decision by Justice Higgins in the Harvester Judgement in 1907. Justice Higgins determined what was needed by a man to support his wife and children at a reasonable standard of comfort. It was also argued that women should receive 54% of the male wage because she only had to support herself and/or supplement her husbands salary. Societys values supported this approach and the unequal pay and unfair treatment of women at work continued until 1972 . Married women usually had to resign their positions on marriage and married women were not allowed to join the Public Service until 1966. Following the introduction of the Equal Employment Opportunity Act in the states of Australia the workforce was generally gender segregated. However, there are still very few women in senior management positions in large organizations and fewer women directors of Australian Companies. Barriers to womens progression in organizations occur through social and organizational practices and the final barrier to senior position is called the ‘glass ceiling (Robbins and Barnwell, 2006). Learning Activity: Read pages 501 to 512 in Robbins and Barnwell (2006) and outline the different barriers that inhibit womens progression in the workplace. What does the ‘glass ceiling mean? Do question three on page 528 of your text. A critical approach by women and men has questioned the early ideas of women and work and enshrined a fair go for both women and minority groups into legislation. The main feminist theories that emerge from critical theory are Radical Feminist Theory, Psychoanalytic Theory and Anti-capitalist feminist theories (see table 16.1 in Robbins and Barnwell, 2006, p. 516). These theories explore the reasons for the unfair and discriminatory treatment of women. In 1986 Federal legislation was introduced to ensure that women were treated fairly at work was the introduction of the Affirmative Action (Equal Opportunity for Women) Act 1986. The Act specified a number of provisions that organizations must meet to fulfil the requirements of the Act (Robbins and Barnwell, 2006, p. 522).

Eating Disorders and the Media Essay -- anorexia nervosa and bulimia n

Eating Disorders and the Media Doctors annually diagnose millions of Americans with eating disorders. Of those diagnosed, ninety percent are women. Most of these women have one of the two most common types of eating disorders: anorexia nervosa and bulimia nervosa (National Council on Eating Disorders, 2004). People with anorexia nervosa experience heart muscle shrinkage along with slow and irregular heartbeats and eventually heart failure. Along with their heart, their kidney, digestive system and muscles often fail them. The mortality rate of anorexia is twenty percent, which is the highest of any psychiatric disorder. People with bulimia nervosa experience erosion of their teeth, irritation and rips in their throat, stomach, and esophagus, and develop a dependency on laxatives. These symptoms occur along with the same symptoms that anorexics suffer. One third of people with eating disorders never fully recover. Instead, according to eating disorder researchers, they experience â€Å"repeating wavelike patterns of disease and recovery [and] seldom return to a state of normal eating† (D'Abundo & Chally, 2004; National Council on Eating Disorders, 2004). How can a female choose to force her body into a state of living decay? In this paper, I have discussed the complex interaction of media and young women. I have also proposed solutions that might help activists interested in lessening the chances of girls developing eating disorders. In the literature review, I focus on the scholarly work conducted to understand how consumption of certain media interacts with low self-esteem to cause young females to want to fit the societal norm of being thin. This drive for thinness in young women can cause eating disorders. Th... ...urrent Directions in Psychological Science, 10(5), 181-183. Thomsen, S. (2002). Health and Beauty Magazine Reading and Body Shape Concerns Among a Group of College Women. Journalism and Mass Communication Quarterly, (79) 4, 988-1007. Tyner, T. (1992). Implementation: The Next Step. Strategies for Media Literacy Quarterly. Walsh, B. (2004). A Plea for Expanded Media Literacy. Retrieved on December 8, 2004, from http://interact.uoregon.edu/MediaLit/mlr/readings/articles/kubey.html. Wade, T. Davidson, S. & O’Dea, J. (2002). A Preliminary Controlled Evaluation of a School-Based Media Literacy Program and Self-Esteem Program for Reducing Eating Disorder Risk Factors. International Journal of Eating Disorders, 371 – 383. Zajonc, R. (2001). Mere Exposure: A gateway to the Subliminal. Current Directions in Psychological Science, 10(6), 224-228.

The Plastic Pink Flamingo :: Literary Analysis, Jennifer Price

Since the 1930's, plastic pink flamingos have been a trendy statement piece at hotels and in yards across the country. Jennifer Price, the author of "The Plastic Pink Flamingo: A Natural History", uses tone, satire, and diction to show her view on United States culture. Price's view is that United States culture is flashy, cocky, and that Americans tend to try and stand out to get attention. "The pink flamingo splashed into the fifties market, it staked" (Price lines 1-2). Plastic flamingos are unable to splash like real flamingos, therefore Price is demonstrating satire. Also, the plastic flamingos are staked into the ground. "Americans had been flocking to Florida" (Price line 4) is humorous because the Americans flocking to the southern east coast like flamingos. The plastic pink flamingo became "synonymous with wealth and pizzazz"(Price line7-8). After the Great depression and the war, Americans had a lot of pride for their country, and this was one way of showing it. "This was a little ironic, since Americans had hunted flamingos to extinction in Florida" (Price lines 13-14). Price may be putting down American because Americans tend to follow the crowd and copy what everyone else is doing. The flamingo could be a metaphor of how Americans are followers and do not come up with their own ideas. The plastic pink flamingo gave an "extra fillip of boldness" (Price line 20). The flamingo was a way for Americans to stand out in the crowd and be noticed. Americans were flashy, cocky, and maybe even a little bit conceited. "And the Flamingo was pink- a second and commensurate claim to boldness" (Price lines 30-31). American culture is very flashy and bold. By being bold and flashy, it makes Americans stand out from the crowd and be noticed. Pink was the thing to have, it showed wealth and status. "The hues were forward-looking rather than old-fashioned" (Price lines 36-37). The pink flamingos were a way for the Americans to show pride after World War II. The plastic flamingos were the Americans' way of coming back out after the Depression and the war. They are the symbol that marks the beginning of a new era. "Even a real flamingo is brighter that anything else around it" (Price lines 48-49). The Americans wanted to be recognized after the war and show their pride for their country. The flamingo was a symbol of status and power.

Comparing Characters in Charles Dickens Bleak House and Great Expectat

Dynamic and Static Characters in Charles Dickens' Bleak House and Great Expectations    `Bleak House' and `Great Expectations' are novels in which Charles Dickens develops a range of characters whose behavior, although dramatic, is somewhat far-fetched and implausible. However, it is precisely this implausibility, which allows Dickens to make powerful statements indicative of the condition of Victorian England. Dickens has a flair for giving characters exactly the amount of life required for their purpose in the novel. A tangible, dynamic character is likely to be multifaceted and intricate, however there are very few of these in `Bleak House' or `Great Expectations.' A few characters are complex, but static and incapable of development. The way in which characters in the novels occupy their space is interesting, in that it adds to the drama, although in most cases it boosts the unlikelihood of the character. By examining some of the characters from each novel, it can be seen how this dramatic effect is achieved. Mr. Bucket is an undercover detective. All three characters that he pursues in the novel ultimately end up dead. From his first introduction into `Bleak House,' he seems to be more mythical and illusory, rather than tangible. His first appearance in the novel is when he materializes, from nowhere, in front of Mr. Snagsby: Mr. Snagsby is dismayed to see, standing with an attentive face between himself and the lawyer, at a little distance from the table, a person with a hat and stick in his hands, who was not there when he himself came in, and has not since entered by the door or by either of the windows. It is not the case that Mr. Snagsby simply did not witness Mr. Bucket entering;... ...o be rather monotonous. Nevertheless, these are all memorable characters from `Bleak House' and `Great Expectations' and serve their purpose in the novel well. Works Cited and Consulted: Crawford, Iain. "Pip and the Monster: the Joys of Bondage." Studies in English Literature 28 (1988): 625-45. Dickens, Charles. Great Expectations. Ed. Edgar Rosenberg. New York: Norton, 1999. -----------   Bleak House.   New York: Penguin, 1985. French, A.L   " Imprisonment: The Case of Great Expectations." Discussions of Charles Dickens, 82-92.   William R. Clark, ed.   Boston: D.C. Heath & Co., 1961. Letwin, Shirley Robin. The Gentleman in Trollope: Individuality and Moral Conduct. Cambridge, MA: Harvard UP, 1982. Platz, Norbert H. "The Symbolic Dynamics of the Gentleman Idea in the Victorian Novel." Literaturwissenschaftliches 38 (1997): 147-65. Comparing Characters in Charles Dickens' Bleak House and Great Expectat Dynamic and Static Characters in Charles Dickens' Bleak House and Great Expectations    `Bleak House' and `Great Expectations' are novels in which Charles Dickens develops a range of characters whose behavior, although dramatic, is somewhat far-fetched and implausible. However, it is precisely this implausibility, which allows Dickens to make powerful statements indicative of the condition of Victorian England. Dickens has a flair for giving characters exactly the amount of life required for their purpose in the novel. A tangible, dynamic character is likely to be multifaceted and intricate, however there are very few of these in `Bleak House' or `Great Expectations.' A few characters are complex, but static and incapable of development. The way in which characters in the novels occupy their space is interesting, in that it adds to the drama, although in most cases it boosts the unlikelihood of the character. By examining some of the characters from each novel, it can be seen how this dramatic effect is achieved. Mr. Bucket is an undercover detective. All three characters that he pursues in the novel ultimately end up dead. From his first introduction into `Bleak House,' he seems to be more mythical and illusory, rather than tangible. His first appearance in the novel is when he materializes, from nowhere, in front of Mr. Snagsby: Mr. Snagsby is dismayed to see, standing with an attentive face between himself and the lawyer, at a little distance from the table, a person with a hat and stick in his hands, who was not there when he himself came in, and has not since entered by the door or by either of the windows. It is not the case that Mr. Snagsby simply did not witness Mr. Bucket entering;... ...o be rather monotonous. Nevertheless, these are all memorable characters from `Bleak House' and `Great Expectations' and serve their purpose in the novel well. Works Cited and Consulted: Crawford, Iain. "Pip and the Monster: the Joys of Bondage." Studies in English Literature 28 (1988): 625-45. Dickens, Charles. Great Expectations. Ed. Edgar Rosenberg. New York: Norton, 1999. -----------   Bleak House.   New York: Penguin, 1985. French, A.L   " Imprisonment: The Case of Great Expectations." Discussions of Charles Dickens, 82-92.   William R. Clark, ed.   Boston: D.C. Heath & Co., 1961. Letwin, Shirley Robin. The Gentleman in Trollope: Individuality and Moral Conduct. Cambridge, MA: Harvard UP, 1982. Platz, Norbert H. "The Symbolic Dynamics of the Gentleman Idea in the Victorian Novel." Literaturwissenschaftliches 38 (1997): 147-65.

Politics in 1930s Britain Essay

Why did neither the CPGB nor the BUF have much political impact in 1930s Britain? The early 20th century brought the arrival of political extremism and radical ideologies in Europe. Major economic and social upheaval from WW1 changed the industrial, political and social nature of the countries affected by the war. Political extremism is radical left or right wing parties that want social/political change, usually by unconstitutional means. Communism emerged in Russia with the installation of the Soviet regime, and Fascism arrived in Italy and Germany. In Britain, although the BUF and the CPGB were set up, the economic and political circumstances during the 1930s allowed democracy to survive. To those concerned with British security, the BUF/CPGB were never a real threat, they were rather more of a nuisance. 1 The BUF and CPGB believed they would be able to capitalise on the depression, however this was not the case, as the conditions a revolution needed to prevail were not present in Britain. The economic circumstances in Italy, Germany and Russia, were completely different- the effects of the depression in Europe were more severe, and had more of a lasting effect, whereas Britain had recovered within two or three years. Economic circumstances meant that most people accepted capitalism, as living standards were rising. Demographic change, resulting in major loss of workforce and economic dislocation were other factors which encouraged the installation of dictatorships in Europe. Immigration also caused political/social unrest abroad, for example, in Germany; Jewish immigrants were blamed for the economic state. Britain’s island status meant that the threat of political extremism was not as concerning as it was in most other parts of mainland Europe. The political scene during the 1930s also meant that people were satisfied- National Government policies were accepted, and most left-wing supporters were content with the Labour party. People accepted democracy and capitalism, and did not need alternatives. British culture, which tended to focus around moderation and democracy, meant that foreign regimes seemed alien to the country. The working-class culture, discouraged extremist expansion as the unemployed tended to be apolitical. Internal problems such as financing and leadership issues also hindered the growth of the BUF/CPGB. However, although internal factors were important in the containment of political extremism in 1930s Britain, British economic circumstances had the greatest impact on the failure of the CPGB and BUF, and the internal problems might have not hindered the growth of extremism in different economic circumstances. Although the impact of political extremism in 1930s Britain was very slight, there is also evidence which suggests that a fairly large amount of loyalty was present. For example, the BUF gained support from the Daily Mail, and the communist newspaper the Daily Worker had a large readership. Membership figures for the Left Book Club also suggest the CPGB had some backing. The main factors concerning the failure of political extremism in 1930s Britain can be divided into two sections; external and internal causes. External factors concern the economic/political circumstances which prevented the installation of a dictatorship, and internal factors are problems encountered within the parties. The recovery from the depression was much less traumatic in Britain. Many saw the 1930s as a time of extreme poverty, however for the larger majority, this was not the case, and affluence was not uncommon. John Stevenson writes: ‘The popular image of the 1930’s is that of the decade blighted by the economic depression. Indeed, this is an image based upon reality for the many thousands of families who suffered from the miseries of unemployment. But there was another face to the thirties. As well as being the years of the slump, they also saw a remarkable degree of economic and social advance, with new industries, economic growth, prosperous suburbs and a rising standard of living’2 Britain had already suffered from a poor economy during the 1920s- depression was already a permanent feature of the British economy3 Therefore, although the recovery was patchy, i.e. a slight downturn in 1938, Britain was not unfamiliar to the situation. In comparison to Russia/Germany, who suffered from major economic dislocation and hyperinflation, Britain did not fare too badly from the depression. Britain’s recovery was quicker and a lot more stable than other European countries- there was no banking collapse, and many industries actually inclined. Infact, as Stevenson writes, the outcome of the depression could actually be seen as positive. During the housing boom of 1932-34, living standards increased and the quality of life improved for many. Unemployment levels were relatively low compared to the rest of Europe, with a peak of 2.64m in 1931-324 and real wages increased by 15%. Car production was one of the most significant industrial developments in the 1930s and by 1939 ownership reached 3 million.5 This improved life for many, as the car gave freedom and the possibility of travel. Mass production methods enabled cars to be manufactured cheaper and faster than before, meaning that a basic family car could be purchased for à ¯Ã‚ ¿Ã‚ ½100 in 19316, and this opportunity therefore became available to a wider range of people. Luxury consumer goods e.g. the refrigerator, began appearing in new department stores, and the availability of higher-purchase enabled wider sections of society to afford these. By 1930, 1 in 3 houses also had electricity.7 All these factors contributed to the improvement of living standards and for the majority of the country; there was a mood of affluence and prosperity. As effects of the depression lessened, so did the appeal of an extremist party- people no longer needed radical change, and were satisfied with capitalism. The recovery from the depression came around the same time as the arrival of extremism in Britain- the BUF formed in 1931, by time which the worst part of the depression was over. However, few of the people that were affected by the depression became communist/fascist. Most tended not to foster a class-consciousness, and accepted the capitalist system. The ‘working-class culture’ meant that the unemployed tended to be apolitical; their interests lay in recreation, sport, religion and job-seeking, and rarely paid attention to the extremist campaign. Therefore, the economic/social situation during the 1930s, meant revolution was not needed- it could even be said that the arrival of political extremism in Britain was a revolution in a non-revolutionary situation.8 Financial satisfaction and an improvement in living/working conditions meant that the public simply did not need an extremist political voice. This denied the BUF/CPGB opportunities for expansion and enabled mainstream political parties to survive. Although the 1931 crisis hit the Labour badly- they were badly defeated in the election (46 seats to the Governments 554 9), the party still held onto core support, as loyalty, from working classes and unemployed, was strong. Labour was a big obstacle to the communists, and denied them space on the political scene. Labour was committed to using moderate policies, and by using the ‘gradualist’ approach, they believed socialism was achievable if capitalism was prosperous. This theory meant Labour could hold an electorate from a wide range of social classes, not just from the working class. However, most of the working class approved of this approach, and most also accepted capitalism. Labour’s refusal to affiliate with the CPGB on many opportunities also decreased its support. The CPGB’s requests to form a coalition with Labour were rejected on each occasion, mainly due to Labour’s objection to their constitution program. Unconstitutional action and political extremism were ruled out by Labour’s firm commitment to parliamentary democracy. Cripps stated- â€Å"I have always condemned revolutionary means†10. Labour’s rejection of affiliation was influenced by the fact that the CPGB was run from Moscow, which meant if a coalition was formed between the two parties, the public would automatically associate Labour with Russia. As the brutality of the Soviet regime was revealed, i.e. ‘show trials’- involving public executions of Stalin’s enemies-, which were endorsed by the CPGB (the Daily Worker’s headline read- â€Å"Shoot the reptiles†.11) Labour did not want to be seen by voters as having any contact with this, and wanted to keep its earned image of respectability-connections with this would have greatly lowered their support. Labour was also extremely suspicious of the CPGB and believed that their desire to affiliate was in order to bring the party down and achieve global communist control. Labour worked to marginalize the CPGB, and by using popular and moderate policies such as gradualism, left-wing supporters still remained loyal to them. Again, the economic situation was satisfactory, so for the majority, there was no need to turn to communism. Dominated by Conservatives, the National Government denied the BUF space on the political right. The National Government was extremely popular, and was perhaps able to capitalize on Labour’s 1931 crisis. The National Government was one of the only British governments that were supported by more than 50% of the electorate.12 Their success was mainly due to the range of people which it drew votes from- they were a coalition of elements from all major democratic parties, and so appealed to almost all sections of society. Therefore, they faced no serious opposition, and again, as Labour did, were able to effectively contain political extremism. Stability and reassurance were offered by the National Government, as they were seen as a safe-option both politically and socially, at a time when communism and the end of capitalism were feared. National Government policies created a modest but steady economic recovery from the depression. One of the main achievements of the National Government was the decision to come off the Gold Standard. This meant a much faster recovery than the rest of Europe as nowhere else had yet done this. Although the outcome of this caused the value of the pound to fall by 30%, it also meant that interest rates fell from 6% to 2%13. This encouraged private investment and industry growth, which inevitably improved the economy. The Special Areas Act provided à ¯Ã‚ ¿Ã‚ ½2million in aid to impoverished areas of Britain, (places where the CPGB were most likely to gain support). This therefore increased working class National Government support, and meant there was no need to support the alternative. Another National Government measure was the Unemployment Act of 1934, which created retraining opportunities. This showed the government were aware of Britain’s problems, and were willing to try to resolve them. All these measures were cautious and small-scale, and although they did not lead to complete economic recovery, they certainly helped soften the impact of the depression. The public’s perception of the National Government and its policies/actions, tended to be positive. Again, they were seen as a safe-option, and appealed to all sections of society. The National Government’s Public Order Act in 1936, also increased the containment of political extremism in Britain, and in particular decreased BUF growth. This legislation banned the wearing of political uniforms during rallies and marches, and also required police consent for marches to take place. Uniforms gave a common identity and a sense of belonging, and so after the Public Order Act, the desired impact of the rallies was not as great. In general the National Government reduced the appeal of political extremism, as people did not need to turn to other parties. They also denied right wing support to fascism. Enough was already being done by the government to improve the economic situation, and in particularly the living conditions of the very poor, so an alternative was not needed. The National Government derived from all parts of the democratic parliamentary system, and so appealed to a broad section of society. The political and economic circumstances described in the last three sections all added to the containment of political extremism during the 1930s. Together, the Labour party and the National Government refused to let democracy collapse. However, this was compounded by the approach of the BUF/CPGB (e.g. non-democratic) and their own weaknesses. One of the problems the CPGB faced was its lack of a well-known, charismatic leader. Although Dutt and Pollit were the party’s chief theoreticians, they lacked charisma and the ability to draw mass support from speeches, as Lenin/Stalin did. Violence and street clashes, particularly with fascists, gave the party a bad name, as this kind of behavior tended to be alien to British culture- politics had always been moderate and democratic, and the majority of the public opposed unconstitutional action. The failure of the CPGB’s united front strategy, and attempts at affiliating with Labour against the radical right, was also a factor that decreased the impact of communism. Labour were very popular and many held strong loyalties towards them, and so if Labour held opposition, the public were likely to foster similar opinions. The CPGB were controlled from Moscow, and links with the Soviet Union decreased support. A ‘red scare’ in Britain meant that the CPGB received extremely bad publicity, after the harsh Soviet regime was revealed. The 1939 Nazi-Soviet Pact also lost the CPGB support, as many felt they were affiliating with the enemy- the fascists. Britain’s patriotism also decreased CPGB support, as on the eve of WW2, supporting them meant also supporting the enemies in the war- Germany/Russia. Internal problems for the BUF also led to failure. Mosley’s limitations as a leader hindered the BUF’s expansion, as he was a poor tactician and administrator. Mosley lacked financial understanding, and his stubborn and egoistic personality compounded this. He was also politically unstable- he resigned from Labour in 1930 after already having left the Coalition Unionists. Mosley’s behavior was alien to Britain and its parliamentary traditions, as was the violence of the BUF which also led to its demise. Street clashes, where some people even died, produced bad publicity for the party- the media blamed the BUF for the violence at Olympia in 1934. It was at this time that the Daily Mail withdrew support, which meant that public respectability was lost. Associations with continental fascism- particularly Hitler’s regime- and anti-Semitism propaganda, also lost the BUF public respectability and support as it meant that by supporting the BUF the public would also be supporting Germany. Financing was also a significant problem, as the BUF were always short of money, which was made worse in 1937, as loans from Mussolini were withdrawn. Divisions within the party also led to the party’s failure- members disagreed over strategy- e.g. whether to adopt a military or political approach. Despite remaining on the political margins, the CPGB/BUF did have some notable successes. The BUF secured Daily Mail support from early on, and the Olympia rallies always attracted large audiences. BUF membership peaked at 50,000 in 1934,14 and CPGB membership had reached 18,000 by 1939.15 In 1929, 25 CPGB candidates were entered into the election, and received 56,000 votes16. The communist newspaper, the Daily Worker had an average circulation of 80,000.17 The CPGB also held support from a number of influential intellectuals, for example, Cambridge spies Philby, Burgess and Maclean, and poets such as W.H Auden. The CPGB also had some influence in trade unions, and by 1939, the Left Book Club had 60,000 members.18 The economic situation in Britain was the most important factor in the containment of extremism. The rise of living standards, real wages and industrial production gave Britain a positive outlook, at a time when the rest of Europe seemed to be in an economic disaster. The economic circumstances meant there was no room on the political scene for radicalism- the public were satisfied with the capitalist system, and favored moderation and democracy. Political circumstances were equally important in the containment of extremism. Without a successful government, which the National Government proved themselves to be, the economic situation may have been entirely different, and may have encouraged the installation of a dictatorship. Despite slow progress, the National Government was eventually able to steer Britain out of an economic crisis. Britain’s public appeared to have great confidence in it’s leaders, and traditional British political methods and democracy succeeded. If the government had not been as successful however, perhaps the BUF/CPGB may have had more political impact. Although important, internal problems within the CPGB/BUF, are of lesser significance. If the economic/political circumstances were different, these problems may not have hindered the growth of the parties. An economic situation similar to Europe, may have caused people to be desperate for a political/social change, without paying attention to problems suffered by the CPGB/BUF such as leadership and financing. However, with better tactics and administration, both parties may have made a greater impact on the 1930s political scene. 1 Colin Cook, British Fascism, Modern History Review p2 2 Stevenson, John and Cook, Chris, Britain in the Depression- Society and Politics 1929-39 Longman p15 3 Rees, Goronwy, The Great Slump, Weidenfeld & N p40 4 Class handout 5 Stevenson, John and Cook, Chris, Britain in the Depression- Society and Politics 1929-39 Longman p33 6 Stevenson, John and Cook, Chris, Britain in the Depression- Society and Politics 1929-39 Longman p33 7 Class handouts- The British economy in the 1920s 8 Pearce, Robert, Britain- Domestic Politics 1918-39 Hodder & Stoughten p112 9 Murphy, Derek, Britain 1914-2000 Collins Educational p83

Biography of William Shakespeare (1564-1616) Essay

In the mid-sixteenth century, William Shakespeare’s father, John Shakespeare, moved to the idyllic town of Stratford-upon-Avon. There, he became a successful landowner, moneylender, glove-maker, and dealer of wool and agricultural goods. In 1557, he married Mary Arden. John Shakespeare lived during a time when the middle class was expanding in both size and wealth, allowing its members more freedoms and luxuries as well as a louder voice in local government. He took advantage of the change in times and in 1557 became a member of the Stratford Council. This event marked the beginning of his illustrious political career. By 1561, he was elected one of the town’s fourteen burgesses and subsequently served successively as constable, one of two chamberlains, and alderman. In these positions, he administered borough property and revenues. In 1567, he became bailiff—the highest elected office in Stratford and the equivalent of a modern-day mayor. Town records indicate that William Shakespeare was John and Mary’s third child. His birth is unregistered, but legend pins it on April 23, 1564, possibly because it is known that April 23 is the day on which he died 52 years later. In any event, his baptism was registered with the town on April 26, 1564. Little is known about his childhood, although it is generally assumed that he attended the local grammar school, the King’s New School. The school was staffed by Oxford-educated faculty who taught the students mathematics, natural sciences, logic, Christian ethics, and classical language and literature. Shakespeare did not attend university, which was not at all unusual for the time. University education was reserved for wealthy sons of the elite, mostly those who wanted to become clergymen. The numerous classical and literary references in Shakespeare’s plays are a testament, however, to the excellent education he received in grammar school (and to his ability as an autodidact). His early plays in particular draw on the works of Seneca and Plautus. Even more impressive than his formal education is the wealth of general knowledge exhibited in his works. His vocabulary exceeds that of any other English writer by a wide margin. In 1582, at the age of eighteen, William Shakespeare married the twenty-six-year-old Anne Hathaway. Their first daughter, Susanna, was baptized only six months later—a fact that has given rise to speculation concerning the circumstances surrounding their marriage. In 1585, Anne bore twins, baptized Hamnet and Judith Shakespeare. Hamnet died at the age of eleven, by which time Shakespeare was already a successful playwright. Around 1589, Shakespeare wrote his supposed first play, Henry VI, Part 1. Sometime between his marriage and writing this play, he moved to London, where he pursued a career as a playwright and actor. Although many records of Shakespeare’s life as a citizen of Stratford—including marriage and birth certificates—have survived, very little information exists about his life as a young playwright. Legend characterizes Shakespeare as a roguish young man who was once forced to flee London under suspect circumstances perhaps having to do with his love life. But the little written information we have of his early years does not necessarily confirm this characterization. In any case, young Will was not an immediate and universal success. The earliest written record of Shakespeare’s life in London comes from a statement by the rival playwright Robert Greene. In his Groatsworth of Witte (1592), Greene calls Shakespeare an â€Å"upstart crow†¦ [who] supposes he is as well able to bombast out a blank verse as the best of you. † While this is hardly high praise, it does suggest that Shakespeare rattled the London theatrical hierarchy even at the beginning of his career. It is natural, in retrospect, to attribute Greene’s complaint to jealousy of Shakespeare’s ability, but of course we can’t be sure. With Richard III, Henry VI, The Comedy of Errors, and Titus Andronicus under his belt, Shakespeare was a popular playwright by 1590. * The year 1593, however, marked a major leap forward in his career. By the end of that year, he secured a prominent patron in the Earl of Southampton and his Venus and Adonis was published. It remains one of the first of his known works to be printed and was a huge success. Next came The Rape of Lucrece. Shakespeare had also made his mark as a poet and most scholars agree that the majority of Shakespeare’s sonnets were probably written in the 1590s. In 1594, Shakespeare returned to the theater and became a charter member of the Lord Chamberlain’s Men—a group of actors who changed their name to the King’s Men when James I ascended to the throne. By 1598, he was the â€Å"principal comedian† for the troupe; by 1603, he was â€Å"principal tragedian. † He remained associated with the organization until his death. Although acting and playwriting were not considered noble professions at the time, successful and prosperous actors were relatively well respected. Shakespeare’s success left him with a fair amount of money, which he  invested in Stratford real estate. In 1597, he purchased the second largest house in Stratford—the New Place—for his parents. In 1596, Shakespeare applied for a coat of arms for his family, in effect making himself a gentleman. Consequently, his daughters made â€Å"good matches,† marrying wealthy men. The same year that he joined the Lord Chamberlain’s Men, Shakespeare wrote Romeo and Juliet, along with Love’s Labour’s Lost, The Taming of the Shrew, and several other plays. Two of his greatest tragedies, Hamlet and Julius Caesar, followed around 1600. Hamlet is widely considered the first modern play for its multi-faceted main character and unprecedented depiction of his psyche. The first decade of the seventeenth century witnessed the debut performances of many of Shakespeare’s most celebrated works, including many of his so-called history plays: Othello in 1604 or 1605, Antony and Cleopatra in 1606 or 1607, and King Lear in 1608. The last play of his to be performed was probably King Henry VIII in either 1612 or 1613. William Shakespeare lived until 1616. His wife Anna died in 1623 at the age of 67. He was buried in the chancel of his church at Stratford. The lines above his tomb—allegedly written by Shakespeare himself—read: Good friend, for Jesus’ sake forbear To dig the dust enclosed here. Blessed be the man that spares these stones And cursed be he that moves my bones. *The dates of composition and performance of almost all of Shakespeare’s plays remain uncertain. The dates used in this note are widely agreed upon by scholars, but there is still significant debate around when and where he wrote most of his plays.

Domestic Violence and Ethical Dilemma Worksheet Essay

1.What is the ethical issue or problem? Identify the issue succinctly. The ethical issue that the police officers did not visibly see the husband drive his car they only suspect that he did so therefor they cannot arrest him on a DUI 2.What are the most important facts? Which facts have the most bearing on the ethical decision presented? Include any important potential economic, social, or political pressures, and exclude inconsequential facts. The most important facts would be what the police officers observed. The husband staggering up to the door him also is fumbling with his keys the hood of the car being warm. In addition to the husband being visible intoxicated with slurred speech and failing a sobriety test. However the most important factor is officer Nixon’s experience and him being able to provide probable cause for an arrest. 3.Identify each claimant (key actor) who has an interest in the outcome of this ethical issue. From the perspective of the moral agent—the individual contemplating an ethical course of action—what obligation is owed to the claimant? Why? Claimant (key actor)Obligation (owed to the claimant)Perspective (What does the claimant hope will happen?) HusbandJusticesThe husband will try to avoid being arrested and possible prosecuted for domestic violence and driving under the influence. Wife Fidelity May not want her husband being arrested however she would like to feel safe in her own home. In addition, she does not want her husband to hurt someone or kill them while he is driving drunk. Officer NixonFidelity Wants to be able to protect the wife from her abusive husband and the citizens. However in his oath he took he needs to follow the law. Officer RookBeneficenceWould be the same as officer Nixon however with him being new on the job his decision in this situation could affect his future decisions. Citizens of the communityFidelityCitizens want to feel safe in their community.

Anatomy and Physiology of the Breast

Anatomy & Physiology Information Flowchart/Display The Incredible Human Body Flip Charts 03. 03. 001 Your body is one of the most amazing machines you'll find anywhere! Find out what's inside of you, and learn about how your different organs work. Look at the clear plastic overlay charts to see how the different body structures fit together. And when think you've learned everything, try out the Mix ; Match Human Body Sticker Quiz! The is flowchart includes: 12 body charts, 5 guesthouse layer posters and 18 reusable peel-off stickers. Copyright 2008, Hastings ; Rather Health Promotion Resources CentrePage 1 Anatomy ; Physiology Game The Body Game 03. 04. 001 Jane Bunting and Jane Coney All children are fascinated by the human body and how it works. The Body Game is a fun way for children to find out about different parts of the human body and discover what these parts of the body can do. Designed for children aged 3 to 6. Page 2 Anatomy ; Physiology Model/Teaching Aid Cross Section He art Model 03. 07. 020 Female Reproductive Display 03. 07. 017 This soft foamed model separates to create a cross-section view of the heart for hands-on classroom demonstrations. https://donemyessay.com/anatomy-and-physiology/The areas of the heart are labeled on the inside. Model measures CACM in diameter. Ages 7+ The Female Reproductive Display effectively shows the parts of the female each part has and process of fertilization. Complete with 7 removable parts, 8 labels, teachers' notes and work sheet. Size 42 x CACM. Eye In Orbit 03. 07. 010 Flexible Spine 03. 07. 012 This model shows the eye with optic nerve in its position in the bone orbit (floor and medical wall). The eyeball is dismissible into both halves of the sclera with cornea and eye muscles, both halves of choroids with iris and retina, lens and vitreous humor. Times fulfills, with 7 parts. Dimensions: 18 x 26 x LLC. Flexible Spine with Pelvis: showing indications of spinal cord, nerve roots, vertebral arteries and prolapsed disc. Complete with stand. Giant Three-part Ear 03. 07. 01 1 Female Pelvis 03. 07. 002 A detailed representation of the female pelvis (median section) with sexual organs is given in this two-part, life- size model. Its internal sexual organs, urinary bladder, and rectum are removable. Dwarfing ordinary ear models, this unbreakable polymer reproduction depicts the human organ of hearing and balance scaled to 5 times life size.Thirty-six hand- numbered features are identified in the accompanying key. Overall dimensions of Giantess: 16 x 11 x 7 inches (41 x 26 x CACM) Page 3 with a stand, and has movable arms and legs. Head & Neck: Median Section 03. 07. 004 Organ Tunic This model (median section of head & neck) is life-size and shows important This highly tactile resource, includes 11 velour-on D organs and it is embroidered with a pelvis, spine and D ribcage. The intestine may be unraveled to show its length. Includes a set of 11 detailed labels and a reference sheet. Size 700 XML Heart: Model 03. 07. 006This heart model is enlarged to about twice natural size and can be separated into four parts, mounted on a base. Pelvic Model 03. 07. 014 Male Reprod uctive Display 03. 07. 021 A convenient, portable model providing a dimensional visual aid, can be used to demonstrate the insertion and location of a diaphragm or intra-uterine device to patients. Lunches an information Brochure Pupils need to understand the process of reproduction; using this interactive display the main components of the reproductive organs are clearly demonstrated. Includes 9 removable parts, 9 labels, teachers' notes and worksheets. Size 42 x CACM.Section Of Skin 03. 07. 005 Relief model of the skin showing two hair follicles (fully exposed and in section) and two sweat-glands. On a base and approximately 70 times enlarged. Mini-skeleton 03. 07. 008 Approximately 26†³ high, this mint-skeleton is a first-class model of a human skeleton. Suitable for teaching basic anatomy, it comes Copyright 2008, Hastings & Rather Health Promotion Resources Centre Page 4 Unhealthy Organ Pack 03. 07. 009 The Anatomical Chart Series This Anatomical Chart Series features 48 t itles in full color. Charts sorted into 3 sections:- Systems of the Body, Structures/Organs and Disease/Disorders.Pop open the hidden easel, flip charts for individual viewing. Ideal for studying human anatomy, patient consultation or quick reference. Using differing textures, colors & lumps these organs show the harmful effects of smoking and alcohol. The pack includes 8 organs, 7 labels, 10 blank labels and detailed teacher's notes. This pack of organs is highly effective when used in conjunction with the organ tunic [03. 07. 003]. The Human Body: Bag Of Bones 03. 07. 015 This realistic embroidered skeleton has a full set of bones which velour to the aground. The background can be folded into a carry case for storage.Includes 20 fabric bones, 2 sets of labels and reference sheet. Size: 50 x 140 CM (unfolded) Torso 03. 07. 001 This mint-torso shows anatomical details and consists of seven removable parts. ? Right and left lung? Heart? Liver? Stomach? Small and large undomesticated on a stand. Page 5 Anatomy & Physiology CD-Room body, and learn about everlastingly part where it is found, what it does, and how it works. My Amazing Human Body 03. 09. 003 My Amazing Human Body CD-Room is packed with interactive games, hilarious animation, and stunning D graphics.Not only will it give children a unique insight into the workings of the human body, it will also stimulate them to investigate for themselves. They will love taking the body apart, extracting teeth, taking x-rays and measuring organs. Promotes active learning and makes â€Å"finding-out† fun. Simple navigation makes this CD-Room ideal for school or at home. The Ultimate d Skeleton The Ultimate D Skeleton CD-Room enables you to explore the entire human skeleton in D. Not only can you identify and learn the function of every bone in your body, oh can also play film sequences that allow you to look at bones from unusual angles.The index is specially designed to give the user access to information on any part of the human skeleton and the exciting quiz feature tests what you have learnt. The Ultimate Human Body 03. 09. 001 This CD-ROOM takes the most fascinating Journey of all – an exploratory trip into the secret world of the human body it-self! You can look beneath your skin, take a guided tour of the structure, systems, and organs of your Copyright 2008, Hastings & Rather Health Promotion Resources Centre Page 6 Anatomy & Physiology Video Bones & Movement 03. 1 1. 001 accompanies the series.Aimed at 9-11 year olds. Heart & Circulation This video incorporates live-action, animation and x-rays illustrating how bones are held together by ligaments, how different kinds of Joints function, and how bones are cushioned from shock. The process of the body's healing of a broken bone and the positive effect of gravity on bone strength are also demonstrated. 03. 11. 002 Food & Growth 03. 1 1. 003 This video explains that for the human body to remain alive and active, its cells ha ve o be supplied with nutrients and oxygen and waste products must be carried away.This process is accomplished by your blood and heart, which keep blood traveling through two complete circuits. This video explains how we grow and the importance of food to the human body. Explaining in detail how the digestive system works. The Human Body 03. 1 1. 004 Health E: Series 1 03. 11 . 005 woman called Blood.