Self Other And Social Context Management Essay

Self Other And Social Context Management Essay To help build Departmental capability over the medium and long term the identification of needs should be directly linked to the achievement of the Organisational goals as well as on the broader career development needs of individual employees. Numerous studies have shown that individuals process information differently. In todays educational environment the traditional educational delivery method of a professor standing in front of a classroom of students has been augmented, and in some cases supplanted, by various on-line, distance learning delivery methodologies. Studies have also shown that not all individuals learn at the same level when participating in courses which utilize different approaches. GLOBAL REVOLUTION A global revolution is taking place in the field of workplace learning. It is driven by the requirements of information explosion, increased globalisation, the changing nature of work and business as well as changing learner needs and aspirations. In the modern business environment, companies are forced to approach the way they conduct business activities with a more external focus. Not only the business partnerships extending across regional, national and continental borders, but international standards are also becoming the norm. Preparing workers to compete in the knowledge economy requires a new model of education and training, a model of lifelong learning. A lifelong learning framework encompasses learning throughout the life cycle, from early childhood to retirement. It includes formal, non-formal, and informal education and training. à ¢Ã¢â€š ¬Ã‚ ¢ Formal education and training includes structured programs that are recognized by the formal education system and lead to approved certificates. à ¢Ã¢â€š ¬Ã‚ ¢ Non-formal education and training includes structured programs that are not formally recognized by the national system. Examples include apprenticeship training programs and structured on-the-job training. à ¢Ã¢â€š ¬Ã‚ ¢ Informal education and training includes unstructured learning, which can take place almost anywhere, including the home, community, or workplace. It includes unstructured on-the-job training, the most common form of workplace learning. Recent knowledge and the accumulated stock of human capital are inputs in the production of new knowledge and wealth. The speed of change in the knowledge economy means that skills depreciate much more rapidly than they once did. To compete effectively in this constantly changing environment and globally, workers need to be able to upgrade their skills on a continuing basis. Change in the knowledge economy is so rapid that companies can no longer rely solely on new graduates or new labour market entrants as the primary source of new skills and knowledge. Schools and other training institutions thus need to prepare workers for lifelong learning. Educational systems can no longer emphasize task-specific skills but must focus instead on developing learners decision making and problem-solving skills and teaching them how to learn on their own and with others. Lifelong learning is crucial in enabling workers to compete in the global economy. Education helps reduce poverty; if developing economies do not promote lifelong learning opportunities, the skills and technology gap between them and industrial countries will continue to grow. By improving peoples ability to function as members of their communities, education and training also increase social capital (broadly defined as social cohesion or social ties), thereby helping to build human capital, increase economic growth, and stimulate development. Social capital also improves education and health outcomes and child welfare, increases tolerance for gender and racial equity, enhances civil liberty and economic and civic equity, and decreases crime and tax evasion (Putnam, 2001). Education must thus be viewed as fundamental to development, not just because it enhances human capital but because it increases social capital as well. ORGANISATIONAL REALITIES This article examines the organisational realities. The perspectives appearing in the literature, the structural, the perceptual and interactive are identified and examined. Additionally, a perspective termed the organisational culture, the change leader approach and organisational reframing will also be discussed. 2.1 ORGANISATIONAL CULTURE Realigning processes and roles to fit a new organizational reality is daily work for leaders. Planning and implementing changes is a fundamental set of skills at which all leaders must excel to ensure their teams and functions are set up to do great work. Improving an organizations success through aligning its culture became a popular focus of work in the 1980s. During this time, many behavioural science researchers acknowledged the power and importance of organizational culture. In the last twenty-five years, organization culture has become a frequent topic of discussion among a broad audience of leaders including operational managers and organization development, human resources, and training professionals. Culture is now a regular consideration or it ought to be during strategic planning sessions and throughout change management initiatives. Changes that go against a work culture or that are initiated without regard to the culture are likely to fail whereas culture-consistent changes ensure better results while reinforcing the most important workplace values and beliefs. Sometimes it is the culture that needs to change to support a new reality. Determining how to change a culture without wrecking intrinsic motivation or losing top talent is a delicate matter, indeed. To begin examining this challenge, lets first establish a common definition of organizational culture. What is an Organizations Culture? Many definitions of organization culture can be found in behavioural sciences literature. A frequently cited definition comes from organization development pioneer Edgar Schein. In his book, Organization Culture and Leadership, Schein described culture as being deeper than behaviours and artefacts. I will argue that the term culture should be reserved for the deeper level of basic assumptions and beliefs that are shared by members of an organization, that operate unconsciously, and that define in a basic taken for granted fashion an organizations view of itself and its environment. Schein emphasized assumptions and beliefs while others see culture as a product of values. In Cultures Consequences, Geert Hofstede wrote, I treat culture as the collective programming of the mind which distinguishes the members of one human group from another. à ¢Ã¢â€š ¬Ã‚ ¦ Culture, in this sense, includes systems of values; and values are among the building blocks of culture. Culture is to a human collectively what personality is to an individual. Beliefs and values are linked. What about understanding? In the article, Organizations as Culture-Bearing Milieux, Meryl Reis Louis wrote that, any social group, to the extent that it is a distinctive unit, will have some degree of culture differing from that of other groups, a somewhat different set of common understandings around which action is organized, and these differences will find expression in a language whose nuances are peculiar to that group. These three descriptions of organization culture find root in collectively held individual thinking processes. In their piece titled, The Role of Symbolic Management, Caren Siehl and Joanne Martin argued that culture consists of three components: context, forms, and strategies. This description suggests a more systemic description of culture with both internal and external components. In Riding the Waves of Culture, Fons Trompenaars offers another systemic model and described three levels of culture: 1) the explicit layer made up of artefacts and products and other observable signs, 2) the middle layer of norms and values and, 3) the implicit layer, which is comprised of basic assumptions and beliefs. In Corporate Culture and Performance, John Kotter and James Heskett acknowledge internal and external components of culture, too. They see organization culture as having two levels, which differ in their visibility and resistance to change. The invisible level is made up of shared values that tend to persist over time and are harder to change. The visible level of culture includes group behaviors and actions, which are easier to change. Is it important, or even possible, to sort out these definitions and decide which is most accurate? Schein, for example, argued that artefacts and products reflect the organizations culture, but none of them is the essence of culture. The differences and Inter-connectedness of assumptions, beliefs, understandings, and values could be studied further to determine which are more elemental to culture, but would that be time well spent? Which is most important, that a definition be right or that it be helpful? Although we cannot determine the right definition, each of these descriptions adds value to our approach to strengthening organization culture. Based on the work of these and other researchers, we could make the following conclusions about organization culture: à ¢Ã¢â€š ¬Ã‚ ¢ Each company has a unique culture built and changed over time. à ¢Ã¢â€š ¬Ã‚ ¢ Beliefs, assumptions, values and understandings and the actions and norms they produce are important components of culture. à ¢Ã¢â€š ¬Ã‚ ¢ We recognize culture by observing actions and artefacts (explicit factors). à ¢Ã¢â€š ¬Ã‚ ¢ While some call it a sub-culture and others a climate within the larger culture, there may be cultural differences within subgroups of an organization. à ¢Ã¢â€š ¬Ã‚ ¢ Observable behaviours and actions are easier to change than are beliefs and values. à ¢Ã¢â€š ¬Ã‚ ¢ The observable elements of culture affect the invisible elements and visa versa. Change in one cultural element will impact other elements. Although not apparent in the above offered definitions, it is also important to consider how cultures external to the organization impact and affect the organizations culture. Employees sense their organizations culture soon after they join the company. They might have a hard time describing the culture, but they know it when they feel and see it. There may be similarities in particular industries but each company will have unique cultural attributes. Improving the Organisations Culture A workplace culture can enable or hinder success. Leaders can impact the alignment of the culture with the companys mission and strategies. How? Culture is socially constructed and leaders need to initiate great conversations that tie cultural norms to the organizations goals. If the current culture is not in alignment with the new reality, leaders need to be the catalysts, or bridges, who create a new understanding and help individuals select new behaviours and, eventually, beliefs. Leaders must also define, clarify and reinforce understanding of the actions and beliefs that build the desired culture. The organizational culture is particularly important when implementing organization-wide change. Many organizations are struggling to keep up they layer new initiatives onto the work processes before previous initiatives have taken hold. A culture can either enable or be a barrier to nonstop changes. If the culture is nimble (in the habit of being re-aligned), change will be more fluid and effective. Most large-scale changes need to be supported by complementary changes in the organizations culture. Change plans, then, should address current and desired cultural elements. Leaders can play a key role in facilitating change by aligning projects and development efforts to reinforce the desired culture. A culture of Continuous Learning- Key to improving Organisational Culture Many organizations say they want to build a learning culture. What does this mean? Generally, what they are saying is that they want people to grow and be receptive to changes and willing to take on new tasks. A culture of continuous learning goes deeper than this, although these behaviours are certainly important. Employees value continuous self-development and choose to make learning a priority in the face of competing demands. Leaders, also, match their intention to seek coaching and development with the attention they give learning each day and week. A culture of continuous learning develops when there is a collective understanding of the importance of personal and team growth backed up by actions a resolve to inject learning into everyday work practices. Cultures of continuous learning tend to be more nimble, which means that they are easier to align and realign when new goals or new realities change how an organization must conduct its work. Resistance to changes on an organizational level is more common when team members are unaccustomed to learning and relearning new tasks, projects, and processes. Here are several important indicators of a culture of continuous learning: People are curious and adventurous. They value mental exploration. Most people are naturally curious. To what degree does the work environment encourage people to be curious and adventurous at work? à ¢Ã¢â€š ¬Ã‚ ¢ Team members are allowed and encouraged to experiment. It is safe to venture outside of established practices and explore (within limits). Can employees try new ways and approaches? à ¢Ã¢â€š ¬Ã‚ ¢ The work environment is stimulating it is sensual. The sights, sounds, smells, and textures are interesting and engaging. à ¢Ã¢â€š ¬Ã‚ ¢ Employees at all levels seek and embrace learning in a variety of forms. This is the most telling clue. What level of participation is there in development opportunities? Are executives active learners? à ¢Ã¢â€š ¬Ã‚ ¢ There is a healthy view of failure and mistakes. Employees are held accountable, but productive recovery is also rewarded and mistakes are looked at as learning experiences. à ¢Ã¢â€š ¬Ã‚ ¢ .The workplace is intrinsically rewarding. When employees are self-motivated, they seek learning and development. à ¢Ã¢â€š ¬Ã‚ ¢ The organization is proactive about succession. Talent is developed and promoted. à ¢Ã¢â€š ¬Ã‚ ¢ The organization has a focus on innovation in all functions and at all levels. à ¢Ã¢â€š ¬Ã‚ ¢ The organization embraces Omni modal learning and communication in-person, over the web, virtual, formal, informal, one-on-one, group, as part of regular meetings, separate courses, on site, off site, etcà ¢Ã¢â€š ¬Ã‚ ¦ Managers and leaders can help build these conditions by engaging team members in a diverse set of learning opportunities. Being a role model for lifelong learning is important, too. Leaders need to practice what they preach and ways to fit professional growth into their busy schedules. The organizations culture is like a rudder under a large ship. To turn the ship, the rudder must move in the right direction. A nimble culture can help organizations explore and be successful while moving to meet new goals and seize new opportunities. Like an inoperable rudder, if the culture does not move, or moves in the wrong direction, it is hard for the organization to progress. Mahatma Gandhi once said, You must be the change you wish to see in the world. Every leader and manager should model the desired culture and his or her actions should reinforce excellence. 2.2 Change Leader To achieve their purposes, organizations must constantly learn, adapt, and grow, a process referred to as change. Research shows, however, that only a relatively few structured change efforts achieve great success-most just get by while the majority fail to reach predefined performance goals and objectives (Mansfield, 2010); ( Salem, 2008); (Schneier, Shaw, Beatty, 1992). At issue is what underlies this phenomenon of underperformance. Studies of complex social systems suggest that the major reason for failure lies in the way decision makers think about and execute the change process (Smith, 1999). If one looks at the typical change process, it is apparent most decision makers view organizations from an objective perspective-as an assemblage of parts that can be arranged and re-arranged to produce predictable outcomes; however, the magnitude of the failure of planned changes led us to ask the following questions: Research Question 1: What factors facilitate or inhibit the change process? Research Question 2: How do these facilitators and inhibitors evolve within an organization? Research Question 3: What are the implications of understanding this evolutionary process relative to achieving a more sustainable level of performance? The answers to these questions led us to propose an alternative approach to understanding and changing organizational performance, one that supposes that organizational learning and change involves understanding the organization from the objective and the subjective perspectives simultaneously. We call this the Full Dimensional Systems Model (FDSM), a perspective which draws heavily on the concepts associated with Complex Adaptive System (CAS). The FDSM perspective assumes there are multiple, interrelated domains of influence that impact change and that these domains must each be appreciated and addressed simultaneously to achieve sustainable performance improvements. The FDSM provides a valid and powerful rationale for determining how to implement meaningful change within organizations as well as identifying probable outcomes and consequences from those changes. Flaws in Traditional Approaches to Thinking About Change The fact that organizational change frequently fails underscores the flaws inhering in traditional approaches to change. These approaches to change are flawed in four ways. First, the need for change is framed in almost exclusively objective terms, thus overlooking important subjective issues. Secondly, the change problem is viewed as a puzzle to be solved (Mansfield, 2010), and the challenge is collecting and analyzing enough data until all the pieces form the right solution. Thirdly, using this approach means that decisions are often based on flawed and/or incomplete information. Fourth, decision makers tend to develop detailed change strategies (often based on the data collected around the need for change), assuming that, if they follow the plan, the puzzle will be solved and the organization will come through the process better structured to meet the needs of their clients. This typical mental model leads to a misalignment of how decision makers perceive and respond to the hard r eality of reality itself (Wolfberg, 2006). Myths and Other Dangerous Half-Truths About Change Adherence to traditional approaches to thinking has produced a number of myths, or dangerous half-truths, about how to make change happen (Kelly, Hoopes, Conner, 2005); (Pfeffer Sutton, 2006). Myth 1-Change starts at the top Organizational change starts with a goal and a plan created by senior management. This approach is usually met by what is referred to as resistance and typically does not work in the fast changing systems of today because the change strategy reflects the same paradigm that created the problem in the first place. The truth seems to be that change depends on the participation of many system members (agents) in an essentially self-organizing process. It may also depend on change agents who consciously influence self-organization toward new and more adaptable patterns of relationship. Myth 2-Efficiency comes from control Change is possible only when every detail is mapped out in precise terms. This prejudice ignores the fact that every process improvement adds new and/or changes existing subsystems, which adds even more complexity to subsystems/systems that already have problems. The result is that many efforts to solve problems actually lead to more serious ones. Myth 3-Prediction is possible It is assumed by many managers that an action in one place will have a replicable effect in another. This, it turns out, is usually false, in part because a complex system consists of many agents, with different ideas, biases, prejudices, and expectations, and each of these concepts interact with many subsystems to determine outcome. Even small variations in the patterns of interaction can produce enormous variation in outcomes. In other words, complex systems are usually very sensitive to inconsistencies in mind-sets and processes. Myth 4-Change is manageable Assuming the course of change is predictable, many managers make a related assumption-that you can manage the change process by developing and then implementing complex plans. The fallacy of this myth was very clearly illustrated by the recent Gulf of Mexico oil tragedy that cost 11 lives and did untold damage to the Gulfs ecosystem. The assumption was made that through design and control alone, the company could achieve the aim of hazard elimination-This turned out not to be the case. The validity of these myths is not supported by the facts. Decisions made in the manner described above often produce unanticipated and unintended consequences. A typical occurrence is illustrated in one of the organizations we studied (Owen Mundy, 2005) where a shared services human resources model was created to improve the efficiency and effectiveness of human resource delivery. Although the delivery model seemed very efficient, it produced the unexpected and unintended consequences of bringing about a loss of direct contact with customers and direct accountability at the local level. The result was that the quality of service delivery actually declined significantly as did the level of customer satisfaction and, instead of saving money, costs soared as a quiet revolt of internal customers ensued. An important effect of these flaws is the creation of what might be thought of as ripples of dissonance in an organization. These ripples, which represent the diverse patterns of self-interest (significant differences) that exist relative to the change, behave like attractors and exhibit all the properties associated with attractors, that is, the emergence of self-organized, adaptable networks, and so on. The psychological mathematics of how this region of dissonance is resolved, then, is at the root of much of the wasted energy observed when an organization tries to implement a large-scale (organization-wide) change or intervention. Any change that involves new patterns of relationships among members, new ways of behaving, and new processes requires a different mental model than the one that is typically used to understand and execute change. A NEW WAY OF THINKING IS NEEDED The contention is that decision makers must shift from a puzzle-solving perspective (a typical fact-based approach) toward a mystery-solving perspective (a value-based approach). The puzzle-solving perspective rests on the assumption there is one right answer; as soon as it is discovered, events can be expected to flow in a predictable manner (Mansfield, 2010). The mystery-solving perspective rests on the assumption there is no one right answer or even a right way to get to an answer; rather, there is an array of possible outcomes, none of which is predictable. Because there are many possible outcomes and consequences associated with any organizational change decision, decision makers need to be able to anticipate and understand the implications of their decisions, and how to respond should the improbable outcome become a reality (Wolfberg, 2006). The only way to do this is for decision makers to create a fully transparent environment in which the many differences of potential releva nce to a change are put in the open for analysis. Although there are many organizational change methods available, few are based on such a mystery perspective. The result is that change efforts are generally disconnected from a significant pool of knowledge. The bottom line is that the way a change agent views the causes of change determines how she or he sees the world and, therefore, determines how she or he intervenes on behalf of the organization. If change agents see the organization as a machine, then they use interventions consistent with this view; if they see it as a complex, multidimensional system, then they use methods appropriate to that paradigm to change (Kim Mauborgne, 1999). Modern organizations are complex. Simply moving from the organizational chart to examining how work gets done in most organizations easily demonstrates this. Work is a complex process involving multiple interactions between the members of an organization and their teams, teams and other teams, teams and other organizations, and so on. Changes in one part of an organization will invariably have an effect on other parts of the organization-some obvious and others less so. As organizations grow and change through time, their complexity grows and changes as well. (Anderson, 1999) proposed integrating four attributes of CASs into our thinking of modern organizations: agents, feedback loops, self-organization, and coevolution. All human systems comprised numerous semi-independent agents, each of which is capable of autonomous action; such action follows that agents schema of the organization. A schema is a mental model of how the world works and how to interpret events in that world. These schema act like self-fulfilling prophecies and thus can have powerful and sometimes disruptive effects on a change. A second concept is that agents are connected to one another by feedback loops. One agents behavior can affect the behavior of numerous other agents in self-reinforcing cycles of influence. These feedback loops underscore the importance of coevolution. Third, agents coevolve with one another. A given agents adaptations impact the efforts of agents to adapt, and these co-adaptations lead to patterns or waves of self-organization that flow throughout the organization. Finally, CASs evolve over time through the entry, exit, and transformation of existing agents, and new agents can be formed by recombining elements of previously successful agents. Furthermore, the linkages between agents also evolve or coevolve over time, shifting the pattern of interconnections and their strength. CHANGE IN CASs: A METAPHOR How can organizations hope to adapt to the ever increasing level of complexity and in the process remain vibrant, responsive, and healthy? The answer to this question lies in the principles of CASs. (Dooley, 2002) offers the following three principles about the nature of the CAS: (a) order is emergent as opposed to hierarchical, (b) the systems history is irreversible, and (c) the systems future is often unpredictable. The basic building blocks of the CAS are agents. Agents are semiautonomous units that seek to maximize some measure of goodness of fit by evolving over time in response to the environment. Rather than focusing on macro strategic-level changes, complexity theory suggests that the most powerful processes of change occur at the micro level (e.g., the individual and groups) where relationships, interactions, experiments, and simple rules shape emerging patterns. As everything in an organization is interconnected, large-scale change occurs through the integration of changes that affect the smallest parts. Organization change occurs through the evolution of individuals and small groups. Like biological changes, these changes are sometimes not incremental but dramatic. From a complexity perspective, everyone can be a change agent if they are aware of options to help the organization adapt to its environment. A metaphor will serve to clarify these points. A jazz ensemble is a CAS. Each musician is autonomous. They interact as they play. They bring their own intents, biases, levels of interest, experience, and aesthetics to the performance. A minimum number of rules are put in place regarding set, place, time, and so on. Usually, the players know one another very well, and they are all very competent in the theory and practice of jazz music. The music is a balance of control and improvisation (in the moment changes or adaptations in the melodic and/or harmonic line). They listen to each other and adapt themselves to fashion their music. Their enthusiasm influences the other members of the band and the receptivity of the audience. The audience influences the band. In the end, the quality and creativity of the performance is the result of the interaction of all these elements. These emerging patterns influence not only the current selection but also the next piece as well as successive pieces. This metaphor illustrates how creativity and efficiency emerge naturally in human organizations. Some basic rules, positive contacts, and relationships among members allow solutions to emerge from the bottom up. In this CAS, the musicians and the audience all act as autonomous system agents; the setting, roles, rules, and duration of the concert constitute the container/context; the contribution of each instrument and the continuous change of melodies and harmonies are significant differences, whereas the influencing processes between musicians and their audience are transformative exchanges; the continuous successions of music are the self-organizing patterns. Each of these concepts is highly interdependent REFRAMING THE ORGANISATIONAL CONTEXT Reframing is about changing perception by understanding something in another way. (Bandler Grinder, 1982) explained reframing in the following manner: What reframing does is to say, Look, this external thing occurs and it elicits this response in you, so you assume that you know what the meaning is. But if you thought about it this other way, then you would have a different response. Being able to think about things in a variety of ways builds a spectrum of understanding. None of these ways are really true, though. They are simply statements about a persons understanding. BASIC TYPES OF REFRAMING There are two basic kinds of reframes: context reframing and content reframing. Both can alter our internal representations of events or situations, which permits us to experience the events in other, hopefully, more resourceful ways. Context reframing Bandler and Grinder noted that every experience in the world and every behavior is appropriate, given some context, some frame (1982,p.9) Context reframing offers an understanding of how we make meaning through the environment physical, intellectual, cultural, historical, and emotional in which a situation occurs. It can also provide a pattern of thinking that helps us see the value in every situation regardless of any perceived downside. Context reframing is taking an experience that seems to be negative, not useful, and distressing and showing how the same behaviour or experience can be useful in another context. Childrens stories are full of reframes designed to show children how what might seem a liability can be useful in another context. For example, the other reindeer made fun of Rudolphs bright, red nose; but that funny nose made Rudolph the hero on a dark night. Context reframing can be used as a perceptual filter, taught and practiced until it becomes an integral and habitual way of organizational thinking. It is a very useful tool in business as it is the way of thinking that gives one the ability to make lemonade from those unexpected

Romeo and Juliet: in Love or Hit with Infatuation

Romeo and Juliet: in love or hit with infatuation To the person that has these feelings infatuation and actual love are very difficult to differentiate. Even if these two emotions are very similar they have different effects on ones life. In infatuation usually develops to quickly such as â€Å"love at first sight†. On the other hand real love grows moderately and takes time, but the effects last longer. In my opinion this â€Å"star struck† couple was simply hit with infatuation not love.In this Shakespearean story feelings of love are portrayed, when actually most of the events that occur relate to infatuation such as Romeo and Juliet’s instant feelings toward each other. One of the signs of infatuation according to June Callwood, a writer from the Globe and Mail archives, is an instant feeling of affection, â€Å"love at first sight†. Romeo and Juliet experienced this when they met in the party held by the Capulets. Even On the balcony Juliet barely kno ws his name and already she was talking about her â€Å"love† for Romeo.Not only did this â€Å"love at first sight† occur quickly, but Romeo had this feeling after the incident with Rosaline. The fact that this event happened to Romeo after the event with Rosaline, only serves to further on support the definition of infatuation. When Romeo met Juliet he was as one would say â€Å"on the rebound†, which caused him to fall in the state of infatuation. These along with many other events could have been the cause of Romeo falling for Juliet. Their quick affection for each other didn't allow them to think things thru and caused them to rush into a relationship they were not ready for.Another sign of infatuation is the great feeling one has to marry the other person. Romeo and Juliet rushed into a marriage without knowing much about each other. Their quick marriage was an event that might have had a lot to do with their death. This rush into actions without thinking is a result of the effects of infatuation. Some might say that their marriage occurred because they â€Å"loved† each other, but research has shown that the relationships that last longest develop slowly.These long lasting marriages did not occur as quickly like Romeo and Juliet’s, instead they took their time to make sure one is ready. Romeo and Juliet not only married quickly, but most of the time they all they wanted was physical enjoyment. In act 2 scene 2, the balcony scene, Romeo says â€Å"O wilt thou leave me unsatisfied? †. Those who are in real love are patient and don’t just want sex. This dissatisfaction without physical enjoyment is one of the greatest signs of infatuation.

Hamlet Cause and Effect Essay - 1716 Words

Cause and Effect Essay – Elizabethan Target Audience â€Å"Always mystify, torture, mislead, and surprise the audience as much as possible (Roff).† Hamlet is a dramatic production written by William Shakespeare. â€Å"The play, set in the Kingdom of Denmark, recounts how Prince Hamlet exacts revenge on his uncle Claudius for murdering the old King Hamlet, Claudiuss own brother and Prince Hamlets father, and then succeeding to the throne and marrying Gertrude, the King Hamlets widow and mother of Prince Hamlet (Hamlet†).† Shakespeare’s main objective was to impress his Elizabethan audience because entertainment through theater was extremely important to everyone in the era (Elizabethan Theater). Shakespeare successfully captivated an†¦show more content†¦The audience therefore develops a stronger feeling of pathos toward Hamlet and hatred towards Claudius. Hamlet describes that he feels inadequate because he has not yet taken action for revenge on Claudius when he says: â€Å"What is a man If his chi ef good and market of his time Be but to sleep and feed? A beast, no more (4.4.33-35).† He also states that if Fortinbras army can risk danger and death for an insignificant piece of land, then he should be able to seek revenge for what he feels is a much more important cause. The audience can easily relate to the feelings and situations that Hamlet must face because he is speaking directly to the audience. This soliloquy helps the audience to better understand Hamlet but also to better understand themselves. Every Elizabethan audience, no matter their status in society has faced controversy. Therefore when Hamlet delivers this particular soliloquy, it helps the audience to better understand not only Hamlet but themselves. As Hamlet passionately confesses his need to do what he thinks is right, the audience recalls situations where they have felt the same way. The audience sympathises with Hamlet and revenge becomes the choice solution for all. Hamlet’s final soliloquy targets the Elizabethan audience because it speaks directly about revenge. TheShow MoreRelatedCause and Effect Hamlet Essay902 Words   |  4 PagesCause and Effect Hamlet Essay William Shakespeare, arguably the greatest language in the English language and England’s national poet, has written numerous histories, tragedies, comedies and poems. Throughout his plays, his use of dramatic irony, immaculate word choice and wording, and his vast imagination has made him a successful playwright even in his time. Shakespeare’s scripts for his theatrical company, needed to pertain to the needs and fascinations of the Elizabethan audience. 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In this essay, the focus is mainly on Act IV scene IV and the speech of Hamlet and the essay focuses on answering the question of the effect Hamlet had on the audienceRead MoreThe Significance of Death and Sex to William Shakespeare1482 Words   |  6 PagesThe Significance of Death and Sex to William Shakespeare In this essay, I will consider Death and Sin in Shakespearean drama and I would like to look at three of Shakespeares tragic plays: Hamlet, Othello and King Lear. Shakespeare uses many themes in all his play that attract audiences throughout history. The things he wrote about are as relevant now as they were in his time. Death and Sin were issues that are always around. In his plays, Shakespeare could comment on these things andRead More Hamlets Idealism Essay847 Words   |  4 PagesHamlets Idealism      Ã‚  Ã‚   Hamlet is many things: scholar, speaker, actor, and prince. His greatness shows in all of activities, save one: his inability to act. Hamlet is not able to avenge his fathers death without considerable delay. There is a flaw in Hamlets character that causes him to postpone the murder of Claudius - this flaw is Hamlets idealism. While idealism is normally a good trait, in this case, because of the unusual circumstances, Hamlets idealism causes great conflicts within himRead MoreEssay on Shakespeares Soliloquies - Hamlet’s Soliloquy1034 Words   |  5 Pagescharacters who may cause the character to withhold their true opinions. Therefore, Hamlets first soliloquy (act 1, scene 2) is essential to the play as it highlights his inner conflict caused by the events of the play. It reveals his true feelings and as such emphasizes the difference between his public appearance, his attitude towards Claudius in the previous scene is less confrontational than here where he is directly insulted as a satyr, and his feelings within himself. In this essay, I will outline

George Washington Carver, Agricultural Chemist

George Washington Carver (January 1, 1864–January 5, 1943) was an agricultural chemist who discovered 300 uses for peanuts as well as hundreds of uses for soybeans, pecans, and sweet potatoes. His work provided a much needed boost to southern farmers who benefited economically from his recipes and improvements to adhesives, axle grease, bleach, buttermilk, chili sauce, fuel briquettes, ink, instant coffee, linoleum, mayonnaise, meat tenderizer, metal polish, paper, plastic, pavement, shaving cream, shoe polish, synthetic rubber, talcum powder, and wood stain. Fast Facts: George Washington Carver Known For: Agricultural chemist who discovered 300 uses for peanuts as well as hundreds of uses for other cropsAlso Known As: The Plant Doctor, The Peanut ManBorn: January 1, 1864  in Diamond, MissouriParents: Giles and Mary CarverDied: January 5, 1943  in Tuskegee, AlabamaEducation: Iowa State University  (BA, 1894; MS, 1896)Published Works: Carver published 44 agricultural bulletins laying out his findings, while at the Tuskegee Institute, as well as numerous articles in peanut industry journals and a syndicated newspaper column, Professor Carvers Advice.Awards and Honors: The George Washington Carver Monument was established in 1943 west of Diamond, Missouri on the plantation where Carver was born. Carver appeared on U.S. commemorative postal stamps in 1948 and 1998, as well as a commemorative half dollar coin minted between 1951 and 1954, and many schools bear his name, as well as two United States military vessels.  Notable Quote: No books ever go into my laboratory. The thing I am to do and the way are revealed to me the moment I am inspired to create something new. Without God to draw aside the curtain, I would be helpless. Only alone can I draw close enough to God to discover His secrets. Early Life Carver was born on Jan. 1, 1864 near Diamond Grove, Missouri on the farm of Moses Carver. He was born into difficult and changing times near the end of the Civil War. The infant Carver and his mother were kidnapped by Confederate night-raiders and possibly sent away to Arkansas. Moses found and reclaimed Carver after the war, but his mother had disappeared forever. The identity of Carvers father remains unknown, although he believed his father was a slave from a neighboring farm. Moses and his wife reared Carver and his brother as their own children. It was on the Moses farm that Carver first fell in love with nature and collected in earnest all manner of rocks and plants, earning him the nickname The Plant Doctor. Education Carver began his formal education at the age of 12, which required him to leave the home of his adopted parents. Schools were segregated by race at that time and schools for black students werent available near Carvers home. He moved to Newton County in southwest Missouri, where he worked as a farmhand and studied in a one-room schoolhouse. He went on to attend Minneapolis High School in Kansas. College entrance was also a struggle because of racial barriers. At the age of 30, Carver gained acceptance to Simpson College in Indianola, Iowa, where he was the first black student. Carver studied piano and art but the college did not offer science classes. Intent on a science career, he later transferred to Iowa Agricultural College (now Iowa State University) in 1891, where he gained a Bachelor of Science degree in 1894 and a Master of Science degree in bacterial botany and agriculture in 1896. Carver became a member of the faculty of the Iowa State College of Agriculture and Mechanics (he was the first black faculty member at the Iowa college), where he taught classes about soil conservation and chemurgy. Tuskegee Institute In 1897, Booker T. Washington, founder of the Tuskegee Normal and Industrial Institute for Negroes, convinced Carver to come south and serve as the schools director of agriculture, where he remained until his death in 1943. At Tuskegee, Carver developed his crop rotation method, which revolutionized southern agriculture. He educated the farmers on methods to alternate the soil-depleting cotton crops with soil-enriching crops such as peanuts, peas, soybeans, sweet potato, and pecans. Americas economy was heavily dependent upon agriculture during this era, making Carvers achievements very significant. Decades of growing only cotton and tobacco had depleted the southern region of the United States. The economy of the farming South had also been devastated during the Civil War years and by the fact that the cotton and tobacco plantations could no longer use slave labor. Carver convinced southern farmers to follow his suggestions and helped the region to recover. Carver also worked at developing industrial applications from agricultural crops. During World War I, he found a way to replace the textile dyes formerly imported from Europe. He produced dyes of 500 different shades and was responsible for the invention of a process for producing paints and stains from soybeans. For that, he received three separate patents. Later Years and Death After finding fame, Carver toured the nation to promote his findings as well as the importance of agriculture and science in general for the rest of his life. He also wrote a syndicated newspaper column, Professor Carvers Advice, explaining his inventions and other agricultural topics. In 1940, Carver donated his life savings to establish the Carver Research Foundation at Tuskegee for continuing research in agriculture. Carver died on Jan. 5, 1943, at the age of 78 after falling down the stairs at his home. He was buried next to Booker T. Washington on the Tuskegee Institute grounds.   Legacy Carver was widely recognized for his achievements and contributions. He was given an honorary doctorate from Simpson College, named an honorary member of the Royal Society of Arts in London, England, and received the Spingarn Medal given every year by the National Association for the Advancement of Colored People. In 1939, he received the Roosevelt medal for restoring southern agriculture. On July 14, 1943, The George Washington Carver Monument was established west of Diamond, Missouri, on the plantation where Carver was born and lived as a child. President Franklin Roosevelt provided $30,000 for the 210-acre complex, which includes a statue of Carver as well as a nature trail, museum, and cemetery. Additionally, Carver appeared on U.S. commemorative postal stamps in 1948 and 1998, as well as a commemorative half dollar coin minted between 1951 and 1954. Many schools bear his name, as do two United States military vessels. Carver did not patent or profit from most of his products. He freely gave his discoveries to mankind. His work transformed the South from being a one-crop land of cotton to a region of multi-crop farmlands, with farmers having hundreds of profitable uses for their new crops. Perhaps the best summary of his legacy is the epitaph that appears on his gravesite: He could have added fortune to fame, but caring for neither, he found happiness and honor in being helpful to the world. Sources â€Å"Distinguished Alumni | Iowa State University Admissions.†Ã‚  Admissions, iastate.edu.â€Å"George Washington Carver.†Ã‚  Biography.com, AE Networks Television, 17 Apr. 2019.â€Å"George Washington Carver Publications from the Tuskegee Institute Bulletin, 1911-1943 3482.†Ã‚  George Washington Carver Publications from the Tuskegee Institute Bulletin, 1911-1943.â€Å"Learn About the Park.†Ã‚  National Parks Service, U.S. Department of the Interior.Kettler, Sara. â€Å"7 Facts on George Washington Carver.†Ã‚  Biography.com, AE Networks Television, 12 Apr. 2016.

The Killer At Thurston High Essay - 826 Words

Jarriett Hicks EDU 3800 OL1 The Killer at Thurston High The Killer at Thurston High, discussed a teenager named Kip who experienced psychological, emotional, and peer stress in early childhood. Violent and disturbing outburst was often a result of his actions, causing catastrophic traumas to his community and family. The film goes into depth explaining the relationship of Kip’s immediate family and his individual characteristics. The Kinkel family was well known, sophisticated and quite until violence struck. Kip Kinkel’s parents were Spanish teachers who expected high academic performances from their children. Both parents had a good life educating students and decided to start their own family in Springfield, OR. Known by nearly the entire town, the Kinkel’s were the ideal middle class family. During early school years Kip struggled with phonics and numbers. His parents held him back in the first grade because they agreed he did not meet satisfactory standards. This mainly was because Kip often confused E’s with 3’s and B’s with D’s to later find out he suffered with Dyslexia. Kip has always resented his parents for holding him back in the first grade in which I believe, sparked his troubled adolescence. During Kips early years, he felt that he was often compared to his older sister, Kristin, who was perfect at everything and was able to do simple things such as handstands and cartwheels. The video shows a recording of the family outside in the park playing around. IShow MoreRelatedThe Killer At Thurston High1295 Words   |  6 Pagesdecided to view the episode, â€Å"The Killer at Thurston High† on Frontline, where we follow the life of Kip Kinkel and how he came to shoot and kill both his parents and two students and injure 25 others. It begins with William Kinkel and Faith Zuranski, who give birth to Kip’s older sister, Kristin and then himself, named Kipland. His parents were both Spanish teachers and very respected within the community. Their da ughter, Kristin, describes them as nonviolent but with high expectations for their childrenRead More Aluminum Bats vs. Wooden Bats Essay1749 Words   |  7 Pagesthe major leaguers maybe, but for college athletes it seems more like a new age video game. The introduction of high dollared aluminum bats produce football like scores, higher statistics, and a percentage of danger to each and every player on the field. The NCAA has changed the regulations of the bats so far and should look further into to making another change to wooden bats.   Ã‚  Ã‚  Ã‚  Ã‚  High tech aluminum baseball bats aren’t quite as new to the game as many people may think. Author, Patrick Hruby, wroteRead MoreKip Kinkel School Shooter853 Words   |  4 Pagesfriends, and sold it to Kip for $110(TruTv). When the owner of the gun, Scott Keeney, noticed that his firearm was missing he immediately called the police and reported it(TruTv). While talking with the police Mr. Keeney gave the names of several high school students that he believed might have been involved in stealing his handgun(TruTv). However, even though Kip s name was not on the list the school called him to the office to see if he knew anything(PBS). Kip said: Look, I m gonna be squareRead MoreBaseball Bats1844 Words   |  8 Pagesthe major leaguers maybe, but for college athletes it seems more like a new age video game. The introduction of high dollared aluminum bats produce football like scores, higher statistics, and a percentage of danger to each and every play er on the field. The NCAA has changed the regulations of the bats so far and should look further into to making another change to wooden bats. High tech aluminum baseball bats arent quite as new to the game as many people may think. Author, Patrick Hruby, wroteRead MoreWe Must Do More to Prevent School Violence Essay3486 Words   |  14 Pagesschool is equipped to stop it before it gets out of hand. There is no time like now to keep the children and our schools safe from predators and especially from school violence. â€Å"Violence is the act of purposefully hurting someone. †¦ One in twelve high schoolers is threatened or injured with a weapon each year† (Trump, 2005). When is it necessary to start taking more action in the prevention of school violence? In less than ten years, in the United States, there have been more than twenty-fiveRead MoreChanging Behavior Case Study Analysis7120 Words   |  29 Pagesanalyzing a range of external and personal barriers, and 2) working to make changes in the most important and most changeable of these barriers. Researchers have found that programs using the model are more effective in influencing changes in people’s high blood pressure, contraceptive use, smoking, exercise, and consumption of sweet and fried foods (Mullen et al., 1987). Small commitments lead to big ones (soliciting a small, short-term commitment is called the â€Å"foot-in-the-door† technique). Start

Group Reflection Exercise Free Essays

In the recent group activity. I was a member In a group of four. I had been absent from class when the groups were allocated and the two members present were given the task of choosing each of our roles. We will write a custom essay sample on Group Reflection Exercise or any similar topic only for you Order Now I felt they chose the more difficult roles for themselves, the introduction and conclusion, although I base that on the knowledge of my own strengths and weaknesses, with no knowledge of theirs. They assigned the work conflict to me, which I thought was a logical choice, given my occupation as a police officer. I believe we worked well together, particularly as we had only very recently met and were four distinctly different personalities. We communicated using email, as we had a number of work and/or study commitments in the week the presentation was due, which prevented us from meeting in person. The group member who had offered to produce the Powering presentation, had a last minute computer problem. I suggested we each write our own section for the Powering and asked the Introducing member If he minded putting It together. He was happy with that and presented an easy to follow highlight of our talk. I thought our presentation was relevant and the exercise was quite successful, given that we were only able to meet during the practical. Our negotiation techniques were clearly identified and explained by our introducing member and our concluding member related them back specifically to the scenarios. The only area I can identify that may have made the exercise better, was if we had been able to meet as a group, prior to the presentation. That would have given us the opportunity to rehearse and make any changes that may have been needed. That is something I would put more effort into achieving In the future. How to cite Group Reflection Exercise, Papers

Project Report Abu Dhabi Transmission

Question: Discuss about the Project Report Abu Dhabi Transmission Despatch Company. Answer: Introduction Academic literature Abu Dhabi Transmission Despatch Company commonly known as TRANSCO is based in Dubai which deals in transmission of electricity and power within Abu Dhabi. It is the subsidiary of ADWEA i.e. Abu Dhabi Water Electricity Authority (TRANSCO, 2008). The company being a government entity who works for the public welfare the same ways carrying out social campaigns promoting cause like dont drink and drive is also in the public welfare. The central idea of the company is to protect the society and environment therefore; social campaigns for the public interest are to be taken over by the companies as this will persuade people to follow the same. According to Muthu, (2016) social activities which are commonly known as the corporate social responsibility (CSR) activities performed by companies in order to invest some of the share of profits of the company for the benefit of environment and society. Such campaigns are also an extension to such activities. The social marketing is done with the goal to find a solution to the problem here the social problem is drink and drive which one of the most common social problem among people that needs to be changed in the target segment (Muthu, 2016). Campaign Focus The focus of the social campaign is to demotivate the people to not drink and drive. As this is one of the major reasons of accidents taking place all over therefore; the TRANSCO Company has come up with a social campaign to promote individuals to never drive after drinking. The idea behind the campaign is to focus on making the people understand the importance of their loved ones who must be waiting for them. The campaign focus is aligned to the motive of the company which is to provide safe and efficient network of supplying power and water to the society the same way campaign is to motivate people to not drink and drive (Rice Atkin, 2012). SWOT Analysis The SWOT analysis covers the strengths and weaknesses, opportunities and threats of the social campaign which is dont drink and drive. The strengths of the campaign is the strong support of the society as people these days have become much supportive for such campaigns which is for the betterment of the society (Tuten Solomon, 2014). Such campaigns are also successful because the Transco Company carries a reputation with itself therefore; the brand name will motivate more and more people to participate and show a positive change in favour of the campaign. The major weaknesses of such campaigns is that the motto of the campaign is mostly not achieved as there exists a big misconception among people that this will lead to major change but it creates awareness. The after effect of such campaigns are never measured which result into an ineffective campaign. Gone are the days when people use to believe in such old campaigns which created only awareness with fear and shock appeal as now t hey respond to the positive ads because people have become more responsible towards the idea of making the world a better place to live (Lee Kotler, 2011). The opportunities for the campaign will be the effective utilisation of social media platform to communicate the message among large number of audience. Another is the improvement that will be brought in the society by these kinds of initiatives. This will also improve the quality of living of the community which will make the world a better place to live in. In addition to this, the social marketing enables the audiences to be interactive as this is one of the biggest advantages of the social media. The threats to the campaign are the increase in the competition as nowadays every other company is organising some or the other such campaign. The cost involved in organising such campaigns. The repetition of the same kind of campaign has led to less interest of people (Okoro Nwafor, 2013). Target Market The target market for the social campaign is especially the people (males and female) from the age group from 17 years to 30 years. There are some statistics which explains the statistics of accidents taking place are because of drunk driving, which can be seen in the picture below. The statistics explains the tests that were taken by police in North South Wales previous year. They found out that 90 per cent of the drunk drivers were males. (Source: Benjamin Leonardo, 2015). This is the most vulnerable group who are attracted by the offers and discounts that are provided by the alcohol companies which may compel them to pay a bigger price for their life. These segments are the ones who enjoy social gatherings a lot and believe that celebrations and get togethers are incomplete without drinks. Therefore; in order to change the behaviour it is required to induce fear which can persuade them to change their behaviour moreover, this group is open for the positive changes taken place around them (Weinreich, 2010). The behaviour that the campaign has tried to create is the positive change among people when it comes to drink and driving. Apart from this, people those who are intoxicated then the vehicle in their hands are not a convenience to them rather it is a weapon which can harm them and others as well. The benefits of the behaviour that the campaign will create are the safe and secure environment for people around the city. In addition to this, it will be nefit the whole society moreover, if people will reduce their drinking habits especially before driving this will result in decrease in the health problems. Marketing mix Marketing mix includes the 4Ps of marketing that are product, price, place and promotion which are discussed as follows. Product The very first product mix deals with the attributes of the product that is to be sold. Since, this report is being prepared on social marketing campaign; it includes the idea of the campaign to be promoted in place of product. In the product mix the information is required to be promoted. There is no tangible product which will give benefits but the intention behind the campaign will bring a big change in the society (Eagle, et al., 2013). Price The price mix deals with the monetary return that a customer pays for buying a product but since, there is no actual product therefore; there would not be any price that can be demanded. Moreover, it is a social campaign which is organised for the societal benefit and since there is no product there will be no price also (Boone Kurtz, 2013). Place The place mix deals as to where the product will be sold but since, there is no product there will be no place. However, in the current report the place for the social marketing plan will be the mediums (places) of marketing and promoting the campaign. According to the target market, the best place to promote the social campaign will be the social media as this will reach out to the target audience, In addition to this, people from the age group of 17 to 30 years of age have an access on various social media platforms (Donovan Henley, 2010). This will also incur a minimal cost to the company. Promotion The promotion mix involves the ways in which the product or service will be marketed to its target customers (Safko, 2010). However, for the social campaign in accordance with the place mix the promotions are recommended on Facebook, Twitter, Instagram and LinkedIn etc. Apart from this, it can also be promoted by uploading a small video including an attention grabbing message to attract people should be posted on YouTube. These mediums are very effective as they involve an interactive way of communication with its target audiences. Attention grabbing message Attention grabbing message refers to the message which captures the attention or eye contact of the audience in order to end their decision by turning back to the place of the campaign taking place. A message includes the whole idea of the campaign along with an attractive tagline. The tone of the message is also a key factor of the message as it has to be specific. The tone of the current social campaign has to be direct but at the same time it should provide lot of information about the campaign. The approach of the message has to be fear based as the audience of the chosen target market respond more to the fear based messages (Aaker Smith, 2010). The message should have a tagline as losers do drink driving and here the fear factor can be added by moulding and presenting the new meaning of losers to them which addresses those people who lose something or the other when they drink and drive i.e. they may lose friends and family, they may lose their valuable human body, they may lose their right to drive and their licence etc. as this will create an horrifying image in their minds and therefore; will have an impact on their decisions and positive change in their behaviours (Hastings, 2007). Evaluation of effectiveness of the message There are large numbers of tools that are used by the marketers for evaluating the effectiveness of the message or an ad. This is measured by how much influence the message was successful in making on the ear, eye, heart and mind of the target audience so that they turn up to you in a positive manner (Hendrix, Hayes Kumar, 2012). The major benefit on being on social media is that millions of people have an access. The ways in which the effectiveness of the message can be evaluated are by monitoring traffic on the website, involvement of people by evaluating the number of pokes, comments, likes and shares initiated by your fans. Finally, it can be evaluated when people turn out to your campaign. Conclusion From the above report it can be concluded that companies going for the social campaigns which are for the societal welfare have different reputation. Further, it has been depicted that social campaigns are not for the earning purpose but for the positive change that has to been brought into the society by changing the behaviours of the target market. The above social campaign is for the social cause of motivating people to not drink and drive. Therefore; after discussing all the topics from SWOT analysis to the evaluation of effectiveness of the message it has found out that the campaign will help the company to work for a good cause with proper planning. References Aaker, J., Smith, A. (2010). The dragonfly effect: Quick, effective, and powerful ways to use social media to drive social change. John Wiley Sons. Benjamin Leonardo Criminal Defence Lawyers. (2015). Drink Driving Facts and Statistics. Viewed 9 February 2017. From https://www.thedefenders.com.au/articles/drink-driving-statistics/. Boone, L. E., Kurtz, D. L. (2013). Contemporary marketing. Cengage learning. Donovan, R., Henley, N. (2010). Principles and practice of social marketing: an international perspective. Cambridge University Press. Eagle, L., Dahl, S., Hill, S., Bird, S., Spotswood, F., Tapp, A. (2013). Social marketing. Pearson Education. Hastings, G. (2007). Social marketing: Why should the devil have all the best tunes?. Butterworth-Heinemann. Hendrix, J. A., Hayes, D. C., Kumar, P. D. (2012). Public relations cases. Cengage Learning. Lee, N. R., Kotler, P. (2011). Social marketing: Influencing behaviors for good. Sage. Muthu, S, S. (2016). Sustainability in the Textile Industry. Springer Nature Singapore Ltd. Singapore. Okoro, N., Nwafor, K. A. (2013). Social media and political participation in Nigeria during the 2011 general elections: The lapses and the lessons. Global Journal of Arts Humanities and Social Sciences, 1(3), 29-46. Rice, R, E Atkin, C, K. (2012). (ed, 4th). Public Communication Campaigns. Sage Publications, Inc. California, USA. Safko, L. (2010). The social media bible: tactics, tools, and strategies for business success. John Wiley Sons. TRANSCO. (2008). Viewed 8 February 2017. From https://www.transco.ae/. Tuten, T. L., Solomon, M. R. (2014). Social media marketing. Sage. Weinreich, N. K. (2010). Hands-on social marketing: a step-by-step guide to designing change for good. Sage Publications.