Free Essays on Populist Party

There were a few reasons why the Populists emerged in the late 19th century. This third political party originated in America in the later part of the 19th century. This party was derived from farmer’s discontent and also an economic distress. The discontent was caused by the country’s shift from an agricultural and agrarian America to an America in which industrialists dominated the nation’s development. The public felt as if they had been cheated by the robber barons. These robber barons, a term given to those who took advantage of the middle and lower classes, legally took advantage of classes inferior to them. Vanderbilt, a well-known railroad baron once said, â€Å"Law! What do I care about the law? Hain’t I got the power?† The change from agrarian to industrial had a profound effect on everyone’s life. Ignatius Donnelly, a leader in the Populist Party wrote, â€Å"We meet in the midst of a nation brought to the verge of moral, political, and material ruin. Corruption dominates the ballot-box, the Legislatures, the Congress, and touches even the ermine of the bench . . . A vast conspiracy against mankind has been organized â€Å" As a result of this significant change, several reform movements were commenced. Prohibition began along with socialism and the Greenback Labor Party. Each of these was created in hope of making a difference for themselves or for the country. The farmers in particular were distraught for four reasons: physical problems, social and intellectual concerns, economic difficulties, and political frustrations. The physical problems was the climate. Following 1885 there was an immense drought on the merican prarie making the land less farmable, and causing the land to earn the epithet the Dust Bowl. Furthermore, there were extreme blizzards resulting in innumerable deaths of cattle and livestock. Also, farms were very isolated causing the women and children to lead a life of solitude and boredom. The far... Free Essays on Populist Party Free Essays on Populist Party The ride of the Populist Party attained its greatest strength during the 1800’s resulting from the support of the farmers and delegates from labor and reform groups. They tended to support an increase in money supply, by printing more paper or by coining silver, better government regulation of business, and other alterations they hoped would help farmers and laborer. In 1891, farmers and delegates from labor and reform groups met to discuss these issues. Here they formed the People’s Party, most famously known as the Populist Party. The Populist Party was known for its high-spirited leaders, who stimulated the public with inspiring speeches. The Populist movement also made a remarkable attempt to create new and independent culture for the countries farmers (Blum 286). The party soon began to take off, gaining recognition throughout the states by the 1890’s. In the 1892 election, the party nominated James B. Weaver of Iowa who stood on the platform of free silver. With silver restored to its significant status, Populists argues, that the nation would have more money for circulation. This steady rise in the value of the dollar would end, and farmers would finally receive the high prices they needed. Weaver was also an advocate of government ownership of railroads, and telegraphs and telephone lines, along with other political reforms. Even though they fought hard, they did not win the election. However, their lose if the election did not diminish the party’s hopes. By the next election year in 1896, the populists were faced with a real problem when the Democrats nominated William Jennings Bryan of Nebraska to run. Bryan was a democrat, however was very supported by the Populist Party. The Populists knew, that they could not run against Bryan, and thus would have to support Bryan. Even so, the Southern wing of the Party was extremely opposed to Bryan and his ideals. At a final attempt for unison though, the Southern wing folded... Free Essays on Populist Party There were a few reasons why the Populists emerged in the late 19th century. This third political party originated in America in the later part of the 19th century. This party was derived from farmer’s discontent and also an economic distress. The discontent was caused by the country’s shift from an agricultural and agrarian America to an America in which industrialists dominated the nation’s development. The public felt as if they had been cheated by the robber barons. These robber barons, a term given to those who took advantage of the middle and lower classes, legally took advantage of classes inferior to them. Vanderbilt, a well-known railroad baron once said, â€Å"Law! What do I care about the law? Hain’t I got the power?† The change from agrarian to industrial had a profound effect on everyone’s life. Ignatius Donnelly, a leader in the Populist Party wrote, â€Å"We meet in the midst of a nation brought to the verge of moral, political, and material ruin. Corruption dominates the ballot-box, the Legislatures, the Congress, and touches even the ermine of the bench . . . A vast conspiracy against mankind has been organized â€Å" As a result of this significant change, several reform movements were commenced. Prohibition began along with socialism and the Greenback Labor Party. Each of these was created in hope of making a difference for themselves or for the country. The farmers in particular were distraught for four reasons: physical problems, social and intellectual concerns, economic difficulties, and political frustrations. The physical problems was the climate. Following 1885 there was an immense drought on the merican prarie making the land less farmable, and causing the land to earn the epithet the Dust Bowl. Furthermore, there were extreme blizzards resulting in innumerable deaths of cattle and livestock. Also, farms were very isolated causing the women and children to lead a life of solitude and boredom. The far...

The Story Behind the Famous Christinas World

The Story Behind the Famous Christinas World Take a wrong turn by the prison in Thomaston, Maine, and youll bump down a pebble road and land smack inside a painting. Or so it seems. Hathorn Point in South Cushing, Maine In the remote town of South Cushing in Maine, a stark, weather-beaten farmhouse sits on the east side of Hathorn Point Road, on a grassy rise overlooking the St. George River and the distant sea. In summer the grass might be a close-cut emerald green and a row of pines fringes the horizon, but all the other details are shockingly familiar. This is the scene from Andrew Wyeths haunting 1948 painting Christinas World. Stepping from a car, or from one of several tour busses that lumbers down the narrow road, one might half expected to see the crippled young Christina Olson, in a pale pink dress, crawling through the grass. The landscape is so well-known. The Olson Home was built by  Captain Samuel Hathorn II in the 1700s, which makes it a genuine Colonial style - a home built during the colonial period in American history. The Hathorns, a seafaring family from Salem, Massachusetts, originally built a log cabin on the property before the Captain upscaled to a framed construction. In 1871, Captain Samuel Hathorn IV replaced the old hip roof with a pitched roof and added several bedrooms on the third floor. A half century later, his descendants, the Olsons, invited the young Andrew Wyeth to use one of the upstairs rooms as a part-time studio. I just couldnt stay away from there, the Pennsylvania-born Wyeth once remarked. It was Maine. When entering the house in late spring, a visitor may be followed by the sweet scent of lilac from the bushes planted outside. Inside the rooms seem bare - the beds and chairs have been removed and even the wood stoves that supplied the only source of heat are gone. Visiting hours are limited to roughly four months of Maines most temperate climate - similar to the last quarter of the 19th century when rooms were rented only in the summer months. Wyeth used his upstairs studio for 30 years and featured the house in many paintings and lithographs.The artist captured stark rooms, austere mantels, and somber rooftop views. Only an easel marks the spot where Wyeth worked at the Olson house. No Small Worlds In the 1890s, John Olson married Katie Hathorn and took over the farm and summer house. Two of their children, Christina and Alvaro, lived all their lives in what is now called the Olson House. A young Andrew Wyeth, who had summered in Maine as a boy, was introduced to the Olsons by Betsy, a local girl who would become Andrews wife. Wyeth sketched both Alvara and Christina   while in Maine, but its the 1948 painting that people remember. Some say that old houses take on the personalities of their owners, but Wyeth knew something more. In the portraits of that house, the windows are eyes or pieces of the soul, almost, he said years later. To me, each window is a different part of Christinas life. Neighbors claim that the crippled Christina had no idea that her small world had become so famous. No doubt, the appeal of Wyeths iconic painting is the visualization of a universal desire - to seek a place called home. The world of ones home is never small. For decades after Christinas death, the house changed hands several times. For awhile there was nervous speculation that it would become yet another New England bed and breakfast inn. One owner, movie mogul Joseph Levine, brought in Hollywood set builders to authenticate the place by spraying its rooms with fake cobwebs and weathering the faà §ade so it resembled the building Wyeth painted. Finally, the house sold to John Sculley, former CEO of Apple Computer Inc., and Lee Adams Sculley. In 1991 they gave it to the Farnsworth Art Museum in nearby Rockland. The house is now protected by being named a National Historic Landmark. During the spring, summer, and fall you can tour the humble farmhouse and grounds that haunted the famous American painter. Stop at the Farnsworth Art Museum in Rockland, Maine for a map and you wont even have to get lost to discover Wyeths world. Key Points - Why the Olson House Is Preserved The Olson House has been on the National Register of Historic Places since 1995. The property is significant not for its architecture but for its association with the events and people who have contributed to our cultural history - American artist Andrew Wyeth  (1917-2009) and his paintings. The property has been a National Historic Landmark since 2011.From 1939 to 1968 Andrew Wyeth was inspired to draw and paint the house, objects related to its occupants, and the occupants themselves - the polio-crippled Christina Olson (1893-1968) and her brother, Alvaro Olson (1894-1967). The Olson were the children of John Olson and Kate Hathorn, whose great-grandfather built the house in Maine.Over 300 works by Wyeth are attributed to being associated with the Olson house, including Oil Lamp, 1945; Christina Olson, 1947; Seed Corn, 1948; Christinas World, 1948; Egg Scale, 1950; Hay Ledge, 1957; Geraniums, 1960; Wood Stove, 1962; Weather Side, 1965; and End of Olsons, 1969.The Farnsworth Mus eum continues to restore and preserve the Olson House with period appropriate architectural salvage and reclaimed lumber. Remilled old growth white pine beams and rafters from a 19th century Boston structure were used to restore the Olson homes exterior. Andrew Wyeth is buried in nearby Hawthorn Cemetery, along with Christina and Alvaro Olson and other Hawthorns and Olsons. Sources Olson House, Farnsworth Museum, https://www.farnsworthmuseum.org/visit/historic-sites/olsen-house/ [accessed February 18, 2018]National Register of Historic Places Registration Form, NPS Form 10-900 (Oct. 1990), prepared by Kirk F. Mohney, Architectural Historian, Maine Historic Preservation Commission, July 1993Christina’s World, Longleaf Lumber, https://www.longleaflumber.com/christinas-world/ [accessed February 18, 2018]Historic Restoration, The Penobscot Company, Inc., thepencogc.com/historic_restoration.html [accessed February 18, 2018]Additional photo of Olson House, btwashburn via flickr.com Attribution 2.0 Generic (CC BY 2.0)

Write about the picture and the artist Essay Example | Topics and Well Written Essays - 500 words

Write about the picture and the artist - Essay Example This is evident from the main object’s piece protruding piece from the right and casts shadow just beneath it in relation to both the man and machine like forms found in the background. Diverse forms comprising this artwork their placements occupy the background whereby most of them seem to concentrate in the right side corner. This creates a negative space between the viewer and the main objects. Besides, there are scattered snow like objects characterizing the space between the viewer and the background. These objects and those forming the portrait’s ground do not appear as if the painter utilized brush, but formed them by â€Å"ripping off† technique after applying paint. Hence, revealing underlying paints but via forming patches, which gives the ground snow like forms, scattered in the entire forefront space. The background objects’ colors exhibit bold and heavy brush strokes giving them their true colors except the protruding piece that has a grey color. The protruding image seems as if the painter after applying paint embarked on â€Å"ripping off† method, which he utilized to create the forefront objects. In this image, Clyfford still’s portrait via his painting offers the audience adequate information meant to predict the time and season of the day. The snow-like objects confirm this was a summer day and in the afternoon whereby the latter depiction is evident from the long object’s shadow cast beneath it. The entire artwork’s objects and incorporation of colors gives a feeling of an ordinary atmosphere in the countryside with its normal on goings. This is evident from the busy man undertaking his activities. In addition, the depiction of varied agricultural machines emphasizes society’s daily on goings. Clyfford despite being born in Dakota, he spent 35 years of his early life in Eastern Washington and Alberta (Wà ¼nsche & Crowther 135). Clyfford’s parents were farmers while staying in Alberta, whereby these settings influenced

Fundamental of International Buisness Essay Example | Topics and Well Written Essays - 500 words - 1

Fundamental of International Buisness - Essay Example Ð µ is closÐ µly connÐ µctÐ µd with Ð µconomic growth Ð °nd tÐ µchnologicÐ °l chÐ °ngÐ µ, drÐ °mÐ °tic incrÐ µÃ °sÐ µs in world trÐ °dÐ µ in goods, sÐ µrvicÐ µs Ð °nd finÐ °nciÐ °l Ð °ssÐ µts in lÐ °st dÐ µcÐ °dÐ µs Ð °rÐ µ duÐ µ to drÐ °stic Ð µconomic chÐ °ngÐ µs Ð °nd tÐ µchnologicÐ °l Ð °dvÐ °ncÐ µs. Ð ctuÐ °l tÐ µchnologicÐ °l dÐ µvÐ µlopmÐ µnts hÐ °vÐ µ strong implicÐ °tions for world trÐ °dÐ µ Ð °nd output growth. TÐ µchnologicÐ °l Ð °dvÐ °ncÐ µs drÐ °sticÐ °lly rÐ µducÐ µd thÐ µ trÐ °nsportÐ °tion Ð °nd tÐ µlÐ µcommunicÐ °tion costs Ð °nd drÐ °mÐ °ticÐ °lly chÐ °ngÐ µd thÐ µ structurÐ µ of intÐ µrnÐ °tionÐ °l trÐ °dÐ µ in thÐ µ sÐ °mÐ µ timÐ µ. In fÐ °ct, nÐ µw tÐ µchnologicÐ °l chÐ °ngÐ µs lowÐ µr thÐ µ nÐ °turÐ °l bÐ °rriÐ µrs of spÐ °cÐ µ Ð °nd timÐ µ thÐ °t sÐ µpÐ °rÐ °tÐ µ nÐ °tionÐ °l mÐ °rkÐ µts whilÐ µ libÐ µrÐ °lizÐ °tion policiÐ µs thÐ µ Ð °rtifici Ð °l bÐ °rriÐ µrs to thÐ µ intÐ µrnÐ °tionÐ °l movÐ µmÐ µnts of goods, sÐ µrvicÐ µs Ð °nd cÐ °pitÐ °l. TÐ µchnologicÐ °l dÐ µvÐ µlopmÐ µnt mÐ °y bÐ µ Ð °ccÐ µptÐ µd Ð °s thÐ µ Ð µnginÐ µ of thÐ µ Ð µconomic globÐ °lizÐ °tion in thÐ µ world. ThÐ µ lÐ µvÐ µl of tÐ µchnology, broÐ °dly spÐ µÃ °king, cÐ °n bÐ µ dÐ µfinÐ µd Ð °s Ð ° stock or Ð ° combinÐ °tion of our knowlÐ µdgÐ µ Ð °nd Ð µxpÐ µriÐ µncÐ µs on production procÐ µss, product quÐ °lity, orgÐ °nizÐ °tion of production Ð °nd mÐ °nÐ °gÐ µmÐ µnt, mÐ °rkÐ µting Ð °nd sÐ µrvicÐ µs (Kibritcioglu, 1997). In Ð °ll countriÐ µs, thÐ µ primÐ °ry Ð µxport sÐ µctor is mÐ °nufÐ °cturing industry, Ð µxcÐ µpt thÐ µ MiddlÐ µ ЕÐ °stÐ µrn Ð °nd Ð fricÐ °n countriÐ µs which Ð °rÐ µ rÐ µlÐ °tivÐ µly rÐ µsourcÐ µ Ð °bundÐ °nt Ð °nd hÐ µncÐ µ, Ð µxport mÐ °inly mining sÐ µctor products or oil. TÐ µchnologicÐ °l Ð °dvÐ °ncÐ µs is thÐ µ kÐ µy fÐ °ctor in thÐ µ growing volumÐ µ of intÐ µrnÐ °tionÐ °l trÐ °dÐ µ of goods Ð °nd sÐ µrvicÐ µs. TÐ µchnologicÐ °l gÐ °p bÐ µtwÐ µÃ µn industriÐ °lizÐ µd Ð °nd dÐ µvÐ µloping countriÐ µs Ð °s Ð ° sourcÐ µ of forÐ µign trÐ °dÐ µ, on thÐ µ othÐ µr hÐ °nd, mÐ °y bÐ µ closÐ µd Ð µithÐ µr duÐ µ to thÐ µ continuÐ °l dissÐ µminÐ °tion of informÐ °tion from thÐ µ Ð °dvÐ °ncÐ µd onÐ µs or both. ThÐ µrÐ µ Ð °rÐ µ mÐ °ny intÐ µrnÐ °tionÐ °l orgÐ °nizÐ °tions thÐ °t fÐ °cilitÐ °tÐ µ forÐ µign trÐ °dÐ µ. Ð mong thÐ µm thÐ µ most

Organisational dialouge Essay Example for Free

Organisational dialouge Essay Question 2: A range of authors (e.g. Gerard and Ellinor 2001; Isaacs 1993, 1999; Schein 1993; Senge 1995) suggest that dialogue can positively transform organizational cultures. Do you agree with this assessment? Why? Why not? Engage with relevant academic literature in developing your argument. Student Name: Nguyen Vu Hoang Dung Student Number: 11477445 In organization people spend 80 percent of their time to communicate (The British Psychological Society 2012). Communication is a key tool to share information, foster different opinions and build alignment and trust. According to Gerard Teurfs (1995), the process of dialogue is an invitation to create organization cultures through conversations. It acts as a learning environment that shifting individuals to â€Å"a deeper understanding of collaboration in groups, and a new way of sensing their connections to others throughout the organization† (Querubin 2011, p.19). It brings all the ideas together and suspends judgment so people will have a greater chance to understand each other (Brayman, Grey Stearns 2010). This essay will analyze the role of dialogue in transforming organizational cultures positively and all the benefits it brings. However, it will also examine the challenges of implementing dialogue. Organizational culture includes shared values and beliefs that guide behaviors of all members and determine the way things should be done in the organization (Sergiovanni 1984). Company has its own culture usually indicates higher performance. The role of dialogue is not only to spread the common values and meanings that company wants its employees to follow but also allow everyone to express their own interest. According to Gerard and  Ellinor (2001), the main purpose of dialogue is to produce collective understanding. Firstly, they compared the differences between dialogue and discussion. In discussion, people tend to protect their own thoughts and do not truly concern about other’s opinions and needs. They play as a speaker’s role rather than as a listener. It might leave the remainder out of discussion with frustration, isolation and disrespect. Decisions could be made by the person who has the most power and influence in the group (Gerard and Ellinor 2001). Hence it weakens the aim of enhancing organizational cultures. In contrast, when employees participate in a dialogue, their role as a listener is more important than as a speaker. They desire to hear what others want to say. They try to fit all different perspectives into a common value. Therefore, if issues occur, they listen to deeply understand other’s thoughts and opinions (Gerard and Ellinor 2001). By doing that, employees are getting closer to each other and conflicts are minimized. They help their team or their department to build shared culture. Secondly, Gerard and Ellinor (2001) stated five skills of dialogue including suspension of judgment, listening, reflection, assumption identification and inquiry. They defined the meaning of suspension in dialogue is not to stop one’s judgment about a problem. Instead, they have to aware what their judgments are and â€Å"then holding them lightly so they can still hear what others are saying† (Gerard and Ellinor 2001, p. 7). After listening carefully to other’s ideas, they need to reflect their own assumptions. Therefore, to revising whether those assumptions are linked to the organization or not. If they cannot understand the differences, they must inquire for more information. Hence, this process of dialogue enables each employee to foster different views and converge them together to become one unique aim. Organizational culture is enhanced. In agreement with Gerard and Ellinor, Isaacs (1999) analyzed four principles of dialogue based on Bohm’s research in 1996. They are listening, respecting, suspending and voicing. Firstly, Isaacs had compared listening skill in dialogue to listening to music. He stated a single note of music could not deliver the meaning of the whole song. It is similar to one’s role in a conversation. A single idea is not sufficient to set purposes and  cultures for the whole organization. Hence, dialogue is an excellent practice to give people a chance to listen deeply and get into the nature of the conversation. Secondly, he defined respecting as getting to know more about one person and figure out what sources or circumstances has created their particular thinking. Based on this understanding, people in an organization will pay more respect to each other. The main goal of respecting in dialogue is not to seek decision but to tolerate difference, gap and conflict (Isaacs 1999). The third principle of dialogue, suspending, is determined similar to Gerard and Ellinor (2001). And the last principle Isaacs mentioned is voicing. He suggested people should listen internally so as to select what should say and what should not say in a circumstance. Sometimes keeping silence and listen can achieve the best result. Therefore, the purpose of voicing means people contribute their speech, not only for themselves, but to the whole idea. Overall, these principles are considered having positive effects on organizational learning. They emphasize group and organization achievements rather than an individual accomplishment. In Schein’s study (1993), he described dialogue as â€Å"talking around the campfire† (p. 391). He used â€Å"campfire† as a metaphor to explain how decision is made through dialogue. In the past, people sat around campfire during meeting and shared their own opinions. Arguments would never come up as people just simply expressed their thoughts without any discussion or debate. Through that, they were aware themselves which idea was acceptable and were unacceptable (Schein 1993). This process allowed enough time for each person to listen to a deeper layer of other’s opinions then reflect on their own assumptions. Moreover, Schein introduced the check-in concept. At the beginning of the meeting, each person will respectively contribute his or her ideas, views and feelings to the group as a whole, and therefore, â€Å"has helped to create the group† (Schein 1993, p. 392). Lastly, Schein stressed the limitation of eye contact. This makes people feel ea sier to suspend disagreements and concentrate on listening. Senge (1995) determined dialogue as a facilitator for team learning. Based on his research, team is the key unit to build culture in an organization. By applying dialogue into team learning process, it develops shared vision and  brings result every member truly desires. It also creates teamwork and shares equal leadership to each member in the group. Through sharing a common pool of meaning, culture is positively transforming from individual to group values and beliefs. Although dialogue is proved to have a great effect on organizational culture, there are challenges in implementing it into organization learning system. The first challenge is due to hierarchy level in an organization (Raelin 2012). Dialogue requires equal say and sharing from each member of the organization. However, employees tend to afraid of expressing their true views in front of their managers. They leave decision making to people at higher position. In top-down companies, upper levels of management have full knowledge of desired targets, goals and norms. They have the right and ability to create and change organizational culture. They enforce rules and duties on their employee. They usually do not spend time to listen to individual’s opinion and feeling. Hence, it is very challenging to apply dialogue into this type of business. Furthermore, if the organization involves a cross-culture, that employee come from different culture backgrounds, there is a need for a more lengthy and complicated process of dialogue (Schein 1993). In this type of organization, people use different languages and operate from different mental models. Organization needs to design a dialogue that enables all these people to communicate effectively. Thornhill, Lewis Saunders (2000) also emphasized there is may be a need to â€Å"re-designing of performance appraisal systems and reward systems† and â€Å"the re-definition of job roles to induce employees into accept the new behavior expected from them† (p. 27). Hence it is costly and time consuming. Finally, dialogue may not be suitable to apply to all organizations cultures in the world. For example, Western culture is different from Eastern culture. As dialogue encourage the limitation of eye contact (Schein 1993), people from the West will consider this as impolite or even disrespectful (Spindler 1990). In addition, in Western countries people prefer confrontation whereas Eastern people prefer to say what they feel most  appropriate in this circumstance or least hurtful to the others (Schein 1993). Therefore, dialogue must be selective so it is suitable for each particular organization. In conclusion, dialogue has played a key role in positively transforming organizational culture. It acts as a learning environment that shifts individual to group thinking. It leads each employee to recognize the essential of collaborating in a group. Querubin (2011) demonstrated that dialogue enables members to â€Å"become open to diversity and lose an â€Å"us vs. them† paradigm so prevalent in task-oriented cultures† (p. 19). Hence, group achievement is more important than individual accomplishment. Moreover, dialogue includes suspending of judgment, listening, respect, reflection, assumption and voicing. Through all these principles, dialogue creates collective understanding and leads all members of the organization to higher commitment. However, the implementation of dialogue still faces several challenges, including hierarchy levels, time consuming and different cultural backgrounds. Therefore, selective approach of dialogue must be considered to apply to specifi c organization. REFERENCES Bohm, D. 1996, On Dialogue. Ed. Lee Nichol, Routledge, London New York. Brayman, J., Grey, M. Stearns, M. 2010, Taking Flight to Literacy and Leadership, Rowman Littlefield, viewed 16 December 2010, Ellinor, L. Gerard, G. 2001, Dialogue at Work: Skills at Leveraging Collective Understanding, Pegasus Communications, Waltham, MA. Ellinor, L. Gerard, G. 2001, Dialogue at Work: Skills at Leveraging Collective Understanding, Pegasus Communications, Waltham, MA, pp. 7. Gerard, G. Teurfs, L. 1995, Dialogue and Organizational Transformation, 1st edn, Sterling Stone, Inc., San Francisco. Isaacs, W. 1999, Dialogue and the Art of Thinking Together: A Pioneering Approach to Communicating in Business and in Live, Currency, New York. Querubin, C. 2011, ‘The effect on the organization’, Dialogue: Creating Shared Meaning and Other Benefits for Business, pp. 19, Raelin, J. 2012, ‘Dialogue and deliberation as expressions of democratic leadership in participatory organizational change’, Journal of Organizational Change Management, Vol. 25. Schein , E. H. 1993, On dialogue, culture, and organizational learning . Organizational Dynamics, pp 391-392. Senge, P. M. 1995, The spirit of personal mastery, MN: Charthouse International Learning Corporation, Burnsville. Sergiovanni, T. 1984, ‘Leadership and excellence in schooling’, Educational Leadership Journal, vol. 4. Spindler, G. 1993, The American Cultural Dialogue and Its Transmission, Psychology Press, The British Psychological Society 2012, Dialogue: How to create change in organizations through conversation, viewed 14 May 2012, http://www.bps.org.uk/events/dialogue-how-create-change-organisations-through-conversation-1 Thornhill, A., Lewis, M. Saunders, M. 2000, Managing Change: A Human Resource Strategy Approach, Prentice Hall, London.

Responsibility for the Deaths of Romeo and Juliet in William Shakespear

Taking Responsibility for the Deaths of Romeo and Juliet in William Shakespeare's Romeo and Juliet Romeo and Juliet, the star crossed lovers, the perfect sadly losing there lives for their great love of each other. The tragic death has many characters to blame, but it is impossible to pinpoint the full responsibility on one individual character. Many of the characters in 'Romeo and Juliet' blame each other, for example, the Prince blames the two families and feud for their deaths. He believes that if certain things were different than this whole mess would not have occurred. If this terrible feud were not occurring than there would have been no objection to Romeo and Juliet getting married. "Where be these enemies? Capulet, Montague, see what a scourge is laid apon your hate," ====================================================================== (Act5 Scene3 lines 291-292) (The Prince) The most obvious character to blame in 'Romeo and Juliet' is most probably Friar Lawrence, for it was him who invents the bizarre scheme that will bring them together. Romeo puts his faith and trust in the Friar and he treats him almost like his own father. The Friars character is a very selfish one. At first he shows care and concern for Romeo by not totally agreeing with Romeos actions and decisions, for Romeo was not long ago in love with Rosaline, "Young men's love, then, lies not truly in their hearts, but in their eyes." (Act2 Scene3 lines 67-68) (Friar Lawrence) But as time progresses his thoughts change and he agrees to marry Romeo and Juliet, His intentions were not for the best of Romeo and Juliet but to gain prais... ...s to dealing with situations she acts much more mature, and she plays things much more safely than him. Although her character is very open she, still make sure the decisions she makes in life are the right ones. When she was about to take the potion she thought of all the different scenarios and chose which one was best for her, this is the complete opposite to Romeo. One of the key issues of the play was FATE. . One of the key issues of the play was FATE. You could say all of the events had a certain path and that one thing lead to another. Overall every single character is somewhat involved in the deaths of the star-crossed lovers, and even though they did not kill them literally, they all contributed in leading them in that direction. Works Cited Shakespeare, William. "Romeo and Juliet" 1597. Clark and Wright

Ideas inside of us

Wearing headphones or earphones, turning on favorite songs are the best ways to escape from these distractions. Many studies show that some genres of music such as Jazz or Baroque could help the brain signals processing faster. For instance, when listening to a Jazz song, I feel happier, more relaxed and reducing stress. Music really helps my mind regain the energy that I easily continue focusing on the work. The human brain is very smart, but it is also lazy to concentrate for a long time. When doing one thing for a long time, the brain feel bored, hence it easily gets off the track.Some student share experiences that when they focus on study for two or three hours, they feel hardly to keep their mind going on the lesson. Different changes happened however, when they listen to music that helps everything back to its orbit. As a result, music really helps students kept their concentration on studying. Another advantage of listening to music is that music can helps students get creati ve ideas while studying. From joy to ad from happiness to despair, music really has a special ability to leading our emotions.If I need to write a sympathy essay sharing the sorrow with people dying on the war, I should choose a blues ballad song to listen while writing. If am solving an equation in algebra, I need to find a little hard rock of Linking park. Music can simulate students' creativity as a cup of coffee. Listening to music while studying could help students get ideas that they might not realize before. If you want to find something to boost your creative, do not think bout coffee but try some music, it is truly a healthy caffeine medicine for our students.Music leads the emotion and emotion paves the way for creative ideas inside of us. Sometime, you stuck with a problem, find no way to escape the cycle, so you need something helping you get out of that. Let turn on the cellophane, and play some Pop, ideas will come to you. As can be seen, music is an effective medicine helps us get ideas that are more creative. One other advantage of listening to music while studying is that it helps students have a better memory. Our studies prove that Classical or Zen music can help students easily remember the numbers in math or years of history.Music has the ability to transport our memory back in time just like a time machine. Some formulas or sequences students have studied for a long time might be forgotten. Now, they are recalled exactly as learned yesterday thanks for Classical music. Some students cannot remember and revise what they learned because they are under the pressures of the test ahead. In that case, listening to Zen music could release the pressure, slow the heartbeat and inspires students' confidence that help them recall their memories better.Moreover, students will not be bored or stressed when dealing with a long night trying to revise some ideas for a presentation. With a good mood from music, they can better learn facts and lectures tha t they confront for a presentation. Also, fast music affects students' abilities to remember things out loud. In the same way, slow music helps students think more deeply and keep this information in students' memories. Therefore, music is really a helpful tool for students' memories.

Trifles Symbolism

For centuries people have been writing dramas, but witnessing the drama of a story is a different kind of experience. There are many elements that make up dramas, including sets/setting, plot, conflict, symbolism, point of view, irony etc. Symbolism is something that can be hard to look for in a drama. A symbol is something that represents more than itself. In a drama props, clothing, or sets could all be used as symbols. When symbolism is added to a play it becomes more sophisticated. A symbol can put a play on a whole new level and get an audience to think of the play in a whole new way. Symbols are often hard to find and many times you have to re read work to find them. In an article by Hickett she helps readers understand ways to find symbols â€Å"There are several ways to recognize symbolism in literature. One is the frequency an object or character is mentioned in a piece of literature–if it is mentioned often, it is probably important. Another way to find a symbol is to look at how much detail is used in describing an object† (1). Susan Glaspell uses many symbols in her play Trifles. Glaspell uses symbols such as a canary, quilt, birdcage, rocking chair, cherry preserves all have symbolism given to them by Glaspell in the play. She uses her props very well to give them dual meanings that could easily pass ones eye. Each thing has a meaning to help solve the case, and even show who Mrs. Wright really is. One of the main symbols in the story was the canary. The dead canary shows that Mrs. Wright is capable of murder. Since the bird had a broken neck it shows that it did not die of natural causes. This means that the birds death could also symbolize Mr. Wright’s death. It is up to a reader to determine if Mr. Wright killed the bird so Mrs. Wright killed him, or if Mrs. Wright were to kill both. The Canary could also symbolize the life and happiness Mrs. Wright once experienced but how it was killed by Mr. Wright. Another key symbol in this story was the bird cage. It symbolizes a guard. Mrs. Wright had a guard up of how her life really was and the way Mr. Wright treated her. She could not show what she was actually going through. It shows how after marriage her life became secluded, like a bird in the cage would be. The next symbol found in Trifles is the rocking chair. The chair symbolizes calmness. It shows throughout everything that Mrs. Wright is going through and how nervous she may be, while Hale is questioning her she can still remain calm. It shows that the chair was a place of tranquility, somewhere she could spend her time and be in peace.

definition of capitalism Essays

definition of capitalism Essays definition of capitalism Essay definition of capitalism Essay From an economic standpoint, capitalism is an economic system whereby all capital (defined in next essay below) employed in commerce is privately owned and the benefits (the return generated on the employed capital) accrues to the owners of the capital. The market (individuals willfully making decisions) determines where to allocate capital (what goods and services to produce and what price to sell them) for and the benefits (profits or return on capital) from this exchange accrue to the individual. The primary alternative to capitalism is socialism or centrally-planned economic ystems whereby all the capital (in the form of ownership interests in companies) is owned by the government, and therefore the benefits accrue to the government, not to individuals. In addition, the government, not the market, determines what goods and services to produce. Some countries may employ a combination of the two systems (companies may be privately owned as well as owned by the government). Capitalism, however, is more than Just an economic system. It is a philosophy that revolves around the individual and combines many of mans natural instincts and the natural forces of economics. As discussed in the Human Nature essays, man has a natural desire to be free and no economic system allows the individual more freedom to make their own decisions in an economic context than capitalism. In addition, man has a natural desire for wealth and no economic system is better at facilitating the creation of wealth. Furthermore, capitalism is based on the concept of fairness. As discussed in the Morals essays, the concept of fairness is at the heart of all morality. In an economic context no system is fairer with respect to the rewards accruing to those who have arned and deserve them. One could certainly argue that unequal distribution of wealth is not fair but it is this very concept that drives people to create wealth, which in the end benefits everyone from an economic standpoint as discussed in the Economics essays. In the context of economics, no economic system is more in line with the natural forces of economics than capitalism. At the highest level, the natural forces of economics compel capital to be allocated to its most productive use and no system accomplishes this more successfully than capitalism. The primary goal of capitalism is to create and maximize wealth which is accomplished by maximizing the return on capital (see Goals of Capitalsim essay below). Capitalism, however, is not perfect and does have its disadvantages. In a capitalist society only goods or services that can be sold at a profit will be produced which one could argue may not encourage the most desirable culture or maximize the quality of such an environment encourages unethical behavior, which is the primary enemy of capitalism as will be discussed below

Demings 14 Points Theory Explained

Demings 14 Points Theory Explained Read about 14 points of Total Quality Management concept a kind of guideline on management. Deming’s 14 Points Deming’s 14 Points are a set of guidelines for management presented in the Out of the Crisis, written by statistician W. Edward Deming in 1982. Deming is credited with inventing the concept of Total Quality Management (TQM) through the ideas presented in the book, although he did not invent the term â€Å"total quality management.† The central concept behind Deming’s management philosophy is that variation is the biggest obstacle to productivity; by following the 14 points, he reasoned, organizations could develop their own ways to reduce variation  and improve performance and competitiveness. Deming developed his ideas while working in Japan beginning shortly after the end of World War II. His work originally had nothing to do with business, but rather to apply his skill as a statistician to helping to conduct a census of the Japanese population. During the 1950s, Deming began teaching Japanese engineers â€Å"statistical process control,† a methodology that allowed for better quality control in production without applying new processes or equipment; the idea was enormously appealing to Japanese industry, particularly in the capital-lean years following the war, and for Deming’s contribution to resurrecting Japanese manufacturing, he received the rare honor of being awarded a medal by Emperor Hirohito in 1960. On a side note, that means that Japan’s position as a powerhouse in some industries, particularly automobiles and electronics, owes much of its success to an American statistician who had some free time on his hands while on an unrelated assignment. Pay attention in your math courses, kids; it might just make you a business god someday. Read also:  Five Components of Service Management  | Difference between  Leadership and Management Demings 14 Points explained Point 1: Create constancy of purpose to achieve quality. This is a suggestion to focus on long-term planning rather than a  short-term response to changing circumstances  and to align periodic planning with the organization’s overall mission and vision. Point 2: Adopt the quality way of thinking. The implication is that the implementation of the new, quality-oriented philosophy should be sincere; rather than simply imposing it on the workforce, management has to begin the transformation by changing its way of thinking first. Point 3: Stop depending on inspection to achieve quality. A basic premise of TQM is that quality control is integrated into production processes, therefore, dedicated quality control procedures, which are out of the normal process flow, are unnecessary and work against increasing efficiency. Point 4: End the practice of awarding business to suppliers on price alone instead minimize cost by working closely with only one or two vendors. The main idea here is to minimize variations in the quality and specifications of supplies and raw materials. Deming’s contention is that there is a greater net cost benefit to establishing long-term relationships in a supply chain rather than chasing lower prices. Point 5: Constantly improve every process involved in planning, production, and service. This, of course, is the fundamental idea behind TQM: continuous improvement as part of everyday practice. Point 6: Institute on-the-job training for all employees. This idea goes hand-in-hand with Point 5; if constant improvement is practiced in every other aspect of the business, it must be applied to the workforce as well. Point 7: Adopt and institute leadership. Leadership, as opposed to mere â€Å"management† or â€Å"supervision.† This idea is sometimes confusing  because Deming does not define the difference very clearly in his own work, although numerous others have tackled the question, with varying degrees of success. Point 8: Drive out fear from the work environment. Punitive management, that is, where the primary check on performance is to punish performance that is not up to the expected standards, is counterproductive because it discourages workers from working for the organization’s best interests. In other words, they are performing at the minimum level necessary to â€Å"stay out of trouble†, rather than trying to excel. Point 9: Break down barriers between the workers and the management. This point, as Deming discusses it, is not so much a statement on the form of organization but a prescription for another basic idea in TQM, that different parts of the organization have a supplier-customer relationship with one another. Point 10: Eliminate slogans, exhortations, and targets. In TQM, the presumption is that the likely source of variation and error is the process, rather than the people. Deming views slogans – the sort of thing one might see on those ubiquitous motivational posters – as useless at best, if the process that they are directed towards is not improved. Point 11: Eliminate quantity-quotas and targets for the workforce and management. This is related to Point 8; continuous improvement is not possible if some â€Å"endpoint† is established. The focus of the work will shift from seeking continuously improving quality and productivity to meeting a quantitative goal. Point 12: Remove barriers that rob people of their pride in workmanship, and eliminate the annual rating or merit system. This particular point is a bit difficult to interpret; Deming’s view is that merit-based performance rating is demotivating, and he ties it in with his general distaste for targets, quotas, and the â€Å"carrot-and-stick† approach to performance management. On the other hand, if taken to extremes this point could suggest that performance is not important, which would be an idea most managers would take exception to. Point 13: Institute a vigorous program of education and self-improvement for everyone. This point is simply an extension of the ideas in Points 5 and 6; â€Å"continuous improvement† must be applied to the people as well as processes. Point 14: Put everyone in the organization to work to accomplish the transformation. This point is related to Point 7; any organizational transformation must include everyone and not simply be imposed on the organization. The most common criticism of Deming’s 14 Points is that they do not provide any tools to carry out these ideas, and in many ways suggest that tools for measuring and management performance are counterproductive.  Deming himself provided little guidance to deflect this criticism; his position was that these were broad objectives  and that it was up to management to develop the means to reach them, according to their own organization’s unique circumstances. If you need a similar essay feel free to  ask our writers for help and place an order.

Review the Effectiveness of the UK Skills Strategy Essay

Review the Effectiveness of the UK Skills Strategy - Essay Example People will not be able to create a good society, if they can’t eliminate the void between the well-educated and uneducated people. Moreover, skills maintain the employment industry flexibility required to guarantee quickly-responding economic system in the modern altering conditions. The degree to which skills of the experts meet the requirements of the employers, and the effectiveness of the ways to eliminate the possible gap between supply and the requirements represent the measurement for this flexibility, defined in the EMU evaluation. While coming across modern challenges like enormous impacts of IT, impetuous globalization, firm demands for well-grounded social developments, international changes under the influence of knowledge-directed economy, and world-wide competitions in the 21st century, a great number of educational transformations and reforms were implemented all over the world. Thus, educationalist and policy-makers of many countries take into consideration how to modify education in general and make future generations ready for facing different kinds of challenges. In current rapidly changing time creativity, uninterrupted action learning, "perpetual" education, expansion, and manifold intellect development are often vigorously underlined in ongoing transformations generally in realm of learning in and considered as the major components for well-founded development of learners, and even of citizens in the scope of globalization, knowledge-directed economy, and IT. In the institutional context, knowled ge-driven management, organizational learning, and institutional intelligence in everyday activity are regarded as indispensable for permanent evolution and perfection of organizations. †¦a living organism, consisting of empowered, motivated employees, living in a clearly perceived symbiosis, sharing the feeling of a common destiny and profit, striving towards jointly defined goals, anxious to use every opportunity to learn

Motivating and Supporting Collaboration in Open Innovation Term Paper

Motivating and Supporting Collaboration in Open Innovation - Term Paper Example Retrospectively speaking, the authors say that the new product development has always been a closed loop work. It was initiated and completed by a few chosen people inside the company; but now, the loop has been broken due to this stiff competition in the market. The companies now involve the end users into the new product development. Nonetheless, single customer’s unique needs are not of much use to the company due to economic viability. The company needs to understand large customer product combinations. Hence, the company needs to motivate a collective creativity towards novelty. Past studies have shown that collaboration paves way for better creativity and efficiency in an organization. All the great ideas of the past have been found by individuals who shared their work with others for elaboration.     The consumers’ opinion towards the new product is considered vital in this era; hence, the development of the open-intelligence portals. These portals act as int ermediaries between the different market players – paving way for collective response to innovation. It is now believed that the investment in the OI systems is wastage without the understanding of the motivational factors. The company needs to understand these motivational factors in order to attract the users to the OI portals for their input.Based on their research work, the authors state that one of the most important motivating factors for active participation at online communities is the level of effect that participation has on the surrounding environment.