Critically evaluate the relevance of cultural theories to the study of Assignment

Critically evaluate the relevance of cultural theories to the study of International HRM - Assignment Example There are several theories that relate to culture including globe theory, Hofstede theory and Trompenaar theory. The Hofstede theory is retrieved from the research of a Dutch researcher Geert Hofstede, who derived his model from studying employee’s behavior at the work place. Some cultures value equality among people, while others value power. However, Geert focuses on five cultural dimensions that include power distance index, individualism, masculinity, uncertain avoidance index, and long-term orientation. In power distance index, the junior staff expectations are for the power to be distributed appropriately and equally, since they do not have authority in the organization or in the society. According to Hillebrand (2008 pp 3), in Low power distance model, people tend to see the members of the society as equal such as the western cultures. They believe that power should be equal and that managers or leaders should not have a lot of power compared to the subordinates; this a pplies to countries like Israel. However, the high power distance reveals that those in authority should have more power than the subordinates; this is applicable in Malaysia. Nevertheless, societies cannot be equal; there is always an element of un-equality among them (Jais, 2007, pp 34). Individualism dimension interests are divided into two - individual and group interests. In the society, every individual has a duty of looking after himself and his nuclear family. Collectivism come in where the extended family is involved, in which, one has the duty of taking care of them due to the strong ties in the family. This dimension only focuses on family interests. The third dimension is the masculinity verses femininity dimension, which focuses on the femininity concentrating on the distribution of duties between the two genders, male and female. The study shows that women and men values differ. For instance, male are believed to value material wealth and money, they also work hard to pursue their expected goals in life; it could be buying a Mercedes. In fact, most men in different countries are competitive when it comes to the way of living. However, in comparison, women have a strong value for the quality of life, social interactions and they have concern about the welfare of others; for instance, most women contribute to charity concerning children. The fourth dimension is the long-term versus short-term orientation, in which long-term orientation mainly concentrates on relationships, Work, and life and it involves the perseverance value. If a culture is willing to work for the long-term goals, then the culture has long-term orientation (Torun, 2007 pp 10). This orientation involves hard work and dedication. Short-term orientation is mainly concerned with the past and the present, whereas its values involve fulfilling of social obligation and respecting the values of tradition, in addition to protecting one’s image. This orientation is common in the Phi lippines (Bhagat and Steers, N.d). The fifth and final dimension is the uncertain avoidance index, this index deals with the level of uncertainty and to which level can it be tolerated and its impact on decision making in a society (Hofstede G, 1983 pp 83). Cultures that avoid uncertainties implement measures such as implementing strict rules and regulation and security measures this

Motion Sensors Research Paper Example | Topics and Well Written Essays - 2500 words

Motion Sensors - Research Paper Example Applications of this content distribution network are outlined, followed by a list of the benefits that are associated with use of this system, both on a performance perspective and on a business perspective. Every system has some flaws, and in light of this, the limitations of the system are also discussed. Finally, there is a discussion on the reasons for the success of the system, with an emphasis on the steps taken to improve the performance of the system and the business strategies that are employed to attract and maintain clients. This report aims to analyze the successful implementation of a database system by a major corporation. In this report, focus will be on the Akamai Content Distribution Network. It outlines how the system works, its uses, limitations, costs and profits. Finally, the business approaches used by the corporation responsible for the database system are discussed. Akamai Technologies is a company located in Massachusetts, United States of America. It provides cloud services such as content delivery, web performance solutions, cloud security services and cloud networking connectivity. The company was founded in 1998 by Dr. Tom Leighton, Daniel Lewin, Jonathan Seelig and Randall Kaplan (Akamai.com, 2015). Some of its clients include Facebook, Twitter, Yahoo! and Bing. Development of the company was motivated by a need to solve internet congestion problems which were common at the time. Creating a team of researchers, Dr. Leighton and Mr. Lewin managed to develop mathematical algorithms that could perform intelligent routing and replication of content over a large network of distributed servers. The founders obtained an MIT license for certain intellectual property and they started development in 1998. On April 1999, Akamai Technologies started offering commercial services (Akamai.com, 2015). Most of the company’s early employees were students at Massachusetts Institute of Technology (MIT). A

Orruption in Primary Education in Bangladesh Essay Example for Free

Orruption in Primary Education in Bangladesh Essay Introduction The adult literacy rate is 51 percent The average number of teacher per primary school is only 4 Average number of students per primary school is 273 The primary teacher-student ratio is 67:1 Source: Bangladesh Bureau of Statistics 2 Development in Primary Education Adoption of an education policy in 2000 Five-year cycle to an eight-year cycle by 2010 Free and compulsory primary education for all children; Free education for girls up to grade eight; Free books for all children at primary level; 3 Development in Primary Education A food-for-education programme Primary Education Stipend Programme (PESP) Creation of a separate Primary and Mass Education Division (PMED) A proliferation of non-formal education programme by NGOs, and 4 Achievements in Primary Education Net enrolment rate has reached 80 percent Over 70 percent of the students now complete the five-year primary cycle 60 percent are present in school on an average day Source: Campaign for Popular Education The University Press Ltd. 5 State of Corruption, Mismanagement and Irregularities in Primary Education All these programmes are infested with endless flaws and irregularities. TIB Household Corruption Survey identified the education sector as fifth corrupt sectors (2002) TIB Corruption Database identified the education sector as the third most corrupt sectors (2004) TIB and Committees of Concerned Citizens (CCCs) conducted a Report Card Survey in the primary education to identify the gaps and flaws in our basic education level as well as to locate and dispose of corruption. 6 Committees of Concerned Citizens (CCCs) TIB developed six Committees of Concerned Citizens (CCCs) Mymensingh Kishoregonj Nalitalari Madhupur Muktagacha, Jamalpur The main objective of the formation of the CCCs is to create local groups which would serve as local lobbyists seeking to curb corruption, instigate reform and promote integrity in the public service delivery system. 7 Sources of Data Corruption in Primary Education: A Report Card Survey, TIB (2001) Report card survey is a simple approach for organizing public feed back Report Cards are designed to assess the nature, types, extent and implications of corruption, and at the same time facilitate stakeholders participatory movement for improving the quality of service in the sector. 8 Name of Areas and number of different respondents for the Report Card Survey (2001) Respondents Area Mymensingh Muktagachha Jamalpur Kishoregonj Nalitabari Madhupur Gouripur Sharishabar Total Headmaster 23 25 20 21 19 20 21 22 171 Student 115 124 120 120 120 120 113 134 966 Guardian 115 124 120 120 120 120 113 134 966 Total 253 273 260 261 259 260 247 290 2103 9 Sources of Data Corruption in Bangladesh: A Household Survey, TIB (2002) Information from 3030 Households Corruption Database: TIB (2004) Information from 26 Dailies Corruption in Bangladesh: A Household Survey, TIB (2005) Information from 3000 Households Quality with Equity: The Primary Education Agenda, Campaign for Popular Education Bangladesh (2005) 8212 Respondents 10 Corruption in admission in primary education TIB Report card Survey (2001) shows that 6. 52% of the primary students paid Tk 63/- on average as admission fees . TIB Household Corruption Survey (2005) showed that 40% primary students had to pay 209 taka as admission fees 11 Irregular subscription/fees TIB Report Card Survey (2001) revealed that each student of primary schools had to pay 47 taka on average subscription for at least nine purposes which is illegal TIB Household Corruption Survey (2005) revealed that each student of primary schools had to pay 58 taka on average subscription for at least nine purposes which is illegal 12 Percentage of students who paid illegal fees 100 90 80 70 60 50 40 30 20 10 0. Sp or ts Bo ok s rit ua ls m ot io n ex am ex ta in m lE po se s th er pu r am . xa en t En te r Pr om 2n d Re lig io us m 1s tT er Te Fi na rm 2001 2005 Source Corruption in Primary Education: A Report Card Survey (2001) Corruption in Bangladesh: A Household Survey (2005) O 13 Amount of average illegal fess 2001 30 27 24 21 18 15 12 9 6 3 0 m ion ok s . ex am or ts t en ls r it ua us io O th er inm lE Bo ex Sp os es pu rp am xa ot om Pr te En 2005 er m Fi na tT Te rm rta 1s d 2n Source Corruption in Primary Education: A Report Card Survey (2001) Corruption in Bangladesh: A Household Survey (2005). Re l ig 14 Corruption in Food for Education Program 16 % of the cases the criterion was not observed 15. 5% of the students paid on an average Taka 32 to be included in the programme Subscription was collected by teachers, Dealers and from Others On average every student received 2. 47 Kgs food grain less every time Missing 1241 tons of food grain in 8 Upazillas equivalent to 12 million taka (1USD=52 taka) Source: Corruption in Primary Education:A Report Card Survey (2001) 15 Primary Education Stipend Programme (PESP). Started from July 2002 substituting the former Food for Education Programme (FFE). Aim of attracting and keeping more children, especially of the poor Forty percent of the students in rural area are eligible to receive Tk 100 stipend per month Identification of 40 percent of pupil enrolled in grades 1-5 from the poorest households by School Management Committee (SMC) To remain eligible for the monthly stipend, a student has to attain minimum 40 percent marks in term examinations and have 85 percent monthly class attendance. 16 Corruption in Primary Education Stipend Programme (PESP). Over two-thirds of the children from the poorest category were not selected to be recipients of stipend; 27 percent of children from affluent households received the stipend 32. 4% primary school students who have been enrolled for stipend had to pay 40 taka for their enrolment 46 percent of the stipend holders did not receive the full amount of stipend Source Corruption in Bangladesh: A Household Survey (2005) Source: Campaign for Popular Education The University Press Ltd. 17 Corruption in Upazilla Primary Education Offices 34% of the responding headmasters said that bribes are occasionally required to be paid 13% said that they have to do so every time. Source: Corruption in Primary Education:A Report Card Survey (2001) 18 Consequences of corruption Concerned officials of primary education collected 19. 85 million taka (1USD=52 taka) as illegal subscription from 8 areas (out of 500 areas). Concerned primary education officials collected 546 million taka (1USD=60 taka) as illegal fees from all over Bangladesh Concerned PESP officials collected 25 million taka from primary students to enroll them in the PESP from all over Bangladesh . Source Corruption in Primary Education: A Report Card Survey (2001) Corruption in Bangladesh: A Household Survey (2005) 19 Perpetrators of Corruption 1. Teachers 2. Food dealers 3. Management committee of institutions 4. Employees of institutions Source Corruption in Primary Education: A Report Card Survey (2001) Corruption in Bangladesh: A Household Survey (2005) 20 Causes of corruption 1. Absence of accountability 2. Discretionary power 3. Lack of transparency 4. Monopoly power 5. Influence of powerful people Source Corruption in Bangladesh: A Household Survey (2002) 21 The objectives of CCCs advocacy activities on Primary Education. Ensuring quality education in all classrooms implying that there shall remain no room for pursuing any kind of ill motives for personal gain of any concerned party; Promoting collection of reasonable and standard fees in all primary schools; Ensuring that schools keep proper record of official fund collection and expenditure; Promoting the effectiveness of School Management Committees (SMC) and the Parent-Teacher Associations (PTA) to work as watchdog bodies for the betterment of local-level education; Suggesting strategies for meaningfully reducing the rate of dropouts. 22. TIB initiatives to curb corruption from Primary education: Success of CCCs The advocacy undertaken by CCCs for achieving the above objectives are at three level; Firstly, the CCCs are working to increase mass people through mobile theatres, mothers’ gathering and parents-teachers gathering etc. Secondly, the CCCs are trying to build coalition with School Management Committee (SMC), Upazilla Education Committee, and with the Civil Society. Finally, the CCCs are working with the concerned officials including Upazilla Education Offices, District Education Offices, Upazilla and District administrations etc. 23 TIB initiatives to curb corruption from Primary education: Success of CCCs Most of the upazilla primary education offices have taken initiatives for curbing corruption in their offices. As a result, corruption has somewhat reduced in the offices of the upazilla primary education offices. A number of teachers informed the CCCs that they are not giving bribes in the education office for their services. Because of CCC advocacy, a number of education offices decided on a fixed amount of fees for various purposes. The teachers are no longer collecting illegal fees from the students. 24 TIB initiatives to curb corruption from Primary education: Success of CCCs The CCCs have been invited by the Upazilla Education offices to participate in preparing yearly plan. The concerned education officials have requested the CCCs to help them to form the School Management Committee (SMC); The CCCs obtained formal consent to work with two Primary Schools for turning them into â€Å"Islands of Integrity† in each area; Many facets of the local education system appeared to have acted on the CCC-designed recommendations. 25 TIB initiatives to curb corruption from Primary education: Success of CCCs TIB’s suggestions, voiced via CCCs, were taken seriously and changes to record-keeping systems were made as per CCC recommendations; the CCCs had 15 specific reform-oriented recommendations; CCCs have been successful in persuading school authorities to clearly specify the school tuition fees, the rate of stipends, and supplying books on time, at no extra cost to guardians. It was made clear that the CCCs would continue to act as watchdogs for ensuring transparency and accountability; 26 Further Information Md. Sydur Rahman Molla Senior Programme Officer Research Department Transparency International Bangladesh Progress Tower (5th Floor), H # 01, R # 23, Gulshan –1, Dhaka –1212 PH: 880 2 9884811, 8826036, Fax: 880 2 9884811 Email: [emailprotected] org Web: www. ti-bangladesh. org 27 Thanks 28.

Collective Happiness And Individual Happiness

Collective Happiness And Individual Happiness Happiness is the concern both to the public and the philosophers. But the contradiction of individual happiness and the collective happiness is always the argument in many theories. In the view of Utilitarianism, collective happiness should be in the most significant status. In order to achieve this aim, it is worthy to sacrifice the minoritys individual happiness. But whether that is the most efficient and effective way? And in such a circumstance, whether the individual happiness can be fulfilled? The essay is talking about that under the points of Utilitarianism; the social aim is to achieve a greatest happiness for a greatest number of people. And according to this guide, as long as the action can lead to a good outcome, this action should be agreed and protected, even that is an action of killing innocent people. However, to be a human being living in such a society; the individual happiness cannot be remained because of the demand from the whole society. On the other hand, the individual happiness is the personal business which did not related with the collective happiness according to Chuang Tzu. The changes happened in outside world, no matter good or bad, are just the nature course of development. The individual wills and power cannot change it at all. The theory of Utilitarianism is talking to achieve the collective happiness, while Chuang Tzu focused on the individual happiness. But both of them are too extremely to peruse the one and abandon the other one. However there is no an original contradiction between these two happiness. The crux in it is the different understanding of the concept of collective happiness as well as the freedom to choose a happy life for individuality. In summary, there is no conflict between the collective happiness and individual happiness, and the freedom to choose constitute a part of human happiness, which will in turn help construct a happy society. The case of two patients According to the points from John Harris (1975), let us support that organ transplant procedures have been perfected; in such circumstances if two dying patients could be saved by organ transplants then, and these two patients named Y needs a new heart and Z needs a new lung. If a doctor cannot save the patients because of no spare organs in stock, no one will blame the doctor. If there are no spare organs in stock and none otherwise available, the doctors have no choice; they cannot save their patients and so must let them die. In this case we would be disinclined to say that the doctors are in any sense the cause of their patients deaths. (Harris, 1975) But if a doctor didnt save the patients in the situation of that there are other organs available. Everyone will criticize the doctor for his activity just like he has shot the patients dead. If surgeons have the requisite organs in stock and no other needy patients, but nevertheless allow their patients to die, we would be inclined to say, and be justified in saying, that the patients died because the doctors refused to save them. (Harris, 1975) These situations always happen in reality; everyone will make decisions and make some judgments following the common sense. But supposing that patients Y and Z own a chance to argue for their lives, they insist that the doctor should kill another healthy people to get the new organs for them. Although obviously that breaks the law, it is really a reasonable account in the side of the patients. They point out that if just one healthy person were to be killed his organs could be removed and both of them be saved. We and the doctors would probably be alike in thinking that such a step, while technically possible, would be out the question. (Harris, 1975) In the whole process, all of the steps seem to be justifiable. But we can find the contradiction in the difference between killing and letting die. The analysis of this case from the view of utilitarianism There are three core ideas in the theory of utilitarianism; the first one is the consequentialism. According to this first core idea, consequences are the unique standard to determine whether the activities are right or wrong. Therefore, killing people will become an action can be considered for the correct reason. There are a great many people believe that whether an action is right or wrong depends upon its consequences. So what makes something like killing another person wrong is that it is an act with a very bad consequence. (Driver, 2006) Back to the case of those two patients, the doctor killing a healthy people for the reason to save another two persons. The purpose of killing is to save life, so that the action of killing people is totally right and necessary. And in the view of utilitarianism, it suggests that we should do the things to purchase the best consequence which will have the best effects for the most people in the collectivity. Following this logic, doctor should and must kill the third the one to maintain the lives of his two patients because the number of two is greater than one. Saving two lives is meaningful to lead a good consequence, and killing one people to save another two is worthy. On the other hand, the principle of utility from the view of Bentham is also the basic of the theory utilitarianism. And both law and the individuals actions should be scrutinized according to this principle. By the principle of utility is meant that principle which approves of every action whatever, according to the tendency which it appears to have augment or diminish the happiness of the party whose interest is in question; orà ¢Ã¢â€š ¬Ã‚ ¦to promote or to oppose that happiness. (Driver, 2006) As the result, happiness or pleasure is the basic good in this theory, and it is also the intrinsic value; but what has intrinsic disvalue is pain-that is the basic bad. (Driver, 2006) And according the view from Bentham, the pleasure or happiness can be measured along with the following parameters: Purity (how much pain is accompanied by it); Intensity (degree of pleasure); Duration (how long it will last); Fruitfulness (ability to produce further pleasure); Likelihood of any act to produce it (probability of an actions bringing about the expected consequence.) (Driver, 2006) Back to the two patients case again, using the elements to calculate that whether it will lead to a pleasure or a pain. Purity Intensity: although one life will be lose in the process to save the two patients, but the pleasure of the two patients alive is great than the pain to lost one life. Whats more, saving the two lives, their lives will be extended by sacrificing the other one, and they can create more happiness and pleasure in the rest of lives, which is what they expect. Therefore the other elements are totally matched. Under the logic of utilitarianism, a doctor killing a healthy and innocent people to save his patients is the action can be calculated to achieve the greatest good for the greatest number of people and avoid the pain. We can treat this case happened in a society which just has four persons-the two patients, the doctor as well as the healthy and innocent people. However this situation can be extended to the real society. Support that the whole society is a big machine which was consisted of many different components. Once some components were destroyed, and sacrificed the other one can fix these problems, we should absolutely abandon this one to maintain the whole. That is the reason in the utilitarianism to scarify the minority to achieve the majoritys happiness or pleasure. That will also construct a good society as Bentham described. A good society is constructed according to the logic of utilitarianism The definition of a good society Human being always consider to build a good society in which each people can perform his/her strengths in a professional scope; and then the society will be developed and consolidated in a high degree cooperation. For instance, a man who has talent in learning and running, but his ability of learning is better than running, while he like running more than learning. As the result, in order to make the best effect to the society and earn the most for him, this man should stay in university to be a professor rather than take part in the Olympic Game to be an athlete. From the view of utilitarianism, that is the most efficient and effective way to fulfill the aim to build a good society. Because everyone in the society will have their own talent, as long as people can be in a status which is match with their strengths, that will make the greatest good for the greatest number of people. Otherwise, live in the circumstance like that; people can earn their most happiness or pleasure. Back to the choice of that man, if he prefers an athlete to a professor, that will diminish the positive effect to the society and go against the principle of utility. But there may be a contradiction between the individuals strength and the personal choice. Maybe someones favorites are not the things which he is good at. That is a dilemma for us-whether to choose the favorite or the strength? Following the logic of Utilitarianism, we should choose to develop in the scope of our strength rather than our favorite, because that will contribute to the collectivity, and construct a good society. The human being living in such a society Living in such a good society, everyone will have their own status, just like a component working in a big machine. Although it will make the machine work smoothly, it also makes the component lose its existence value. Because when there are some new or more valuable components appear, or other parts have some problems which need the component to scarify to fix, this single one will be put away. That will be ok in a machine, but talking about the reality, it will produce lots of social problems. Also use that man as an example; he is good at learning and running, and he should choose to be a professor because he is more talent in learning than running. In order to make the society gain the maximum happiness, he have to spent all his time in learning but not any other things. This is acceptable in Utilitarianism, as well as the view from consequentialism. Although it will lead to a good consequence, the individual engage in it will become a component working in the big machine which represents the collectivity, and lose his personality, but just passively contribute himself. Give an example about that, the man spent his life to study and finally became a professor to make a greatest happiness for the collectivity, but he know nothing except learning. If he is replaced by others or there is no need of professors for the further development, this man will be abandoned because of the principle of utility. Whats more, though this mans favorite is running, but for the purpose to achieve the aim of a good society, he have to choose to learn as his life career. And that is the individuals cost for the good society. But we have to ask whether that is the unique definition of a good society? And whether there must be a contradiction between a good society and personal choice as well as individual development? Personal happiness in the view of individuality from Chuang Tzu Relative happiness and absolute happiness According to Chuang Tzus theory about individuality, happiness can be divided into two different concepts; the first one is relative happiness while the other one is absolute happiness. Relative happiness will come true when someone follows ones nature which is various from different individuals. This happiness is non-controllable because it depends on the circumstance which including nature environment as well as human condition. Therefore, each ones happiness is unique, no one should impose his or her likes and dislikes on others. Happiness is relative to the nature of each being: what may be happiness for the marquis is not the necessarily happiness for a bird; what is happiness for the duck is not happiness for the crane. (Imamichi, Wong, Liu, 1998) However there are many ways in which freedom can be obstructed, for the reason that ones happiness is not always within ones own control. On the other hand, although the relative happiness is out of individuals control, human being can also pursue the absolute happiness. The general conditions to achieve this goal is that we have proper understanding of the nature of things as well as unaffected by external things or changes as it not dependent upon them. In a word, that required us to follow the nature, but identify the nature firstly. There is another line of Taoist thought, however, which emphasizes the relativity of the nature of things and the identification of man with the universe. To achieve this identification, man needs knowledge and understanding of still a higher level, and the happiness resulting from this identification is really absolute happiness. (Fung, 1960) According to Chuang Tzu, there are two ways to achieve the absolute happiness, that is the forget(à ¥Ã‚ ¿Ã‹Å") and understand(à ¥Ã…’-), and that is also the attitude to the outside world. This attitude insists the external factors are not regarded as significant. As a result we will not be affected by the changes of the world. Furthermore, changes, good or bad from the outside society are accepted as part of the natural course of development, so that the individual activities and happiness will not and should not be affected by the outside society. He is absolutely happy, because he transcends the ordinary distinctions of things. He also transcends the distinction between the self and the world, the me and the non-me. Therefore he has no self.à ¢Ã¢â€š ¬Ã‚ ¦He may rule the whole world, but his rule consists of just leaving mankind alone, and letting everyone exercise his own natural ability fully and freely. (Fung, 1960) In conclusion, Chuang Tzus theory insists that happiness is totally an individual business. If someones happiness has to depend on something, thats just a relative happiness, because this man cannot control or change his own relative happiness. However, in a society, everything is related with the nature development, therefore, the absolute happiness just can come true in the condition of staying alone and living far away from the collectivity. A contradiction or a combination There is an obvious diversity between the ideas in Utilitarianism and Chuang Tzu. The theory of Utilitarianism focuses on the collective happiness which can be extended to the individual scope. While according to the view from Chuang Tzu, individual happiness will be achieved by personal choose, but no related with the collective happiness and the outside world changing. Use the man talented in learning and running to explain the difference between these two theories. On the basis of Utilitarianism, even this man prefer running to learning, he still should choose to learn to be a professor for the reason that this will make the a greatest happiness for the whole society. But it ignores his individual happiness. Besides, according to the principle from Chuang Tzu, this man should prefer to be an athlete because of his talent and interested. Even his choice will make less happiness for the society than to be a professor; he should persist in it as usual. Because no matter the society become good or bad is the nature development for individual, this should not and cannot be influenced by the personal choice, ever worse to scarify the personal happiness to satisfy the social development. The theory of Utilitarianism treats the individual happiness and the collective happiness is completely a contradiction, and requires one to scarify itself to realize the other one. But from the points of Chuang Tzu, actually there is no relationship between individual and collectivity; individual person should be loyal to his or her interest and happiness and let alone the social development which is just the nature course. The first theory treats the individual happiness and collective happiness is entirety. But the collective happiness should be put on a more important status, and the individual persons living in it is just in the status to cooperate and service for the whole society. There is a separation in the process, once there is an interest conflict between them; the individual will be given up for certain. And that is the opposing view from Chuang Tzu; individual person and collectivity is totally different and irrelevant. Although this theory gives a specific definition about the individual happiness, it makes them separate from the whole society. And there is some objective voice for this theory. If an individual person lives outside the society, he or she will lose his or her social connection and social function. That makes the individual person cannot achieve his or her happiness without a specific social circumstances. Therefore, no matter describing these two kinds of happiness as a contradiction or treating them as two independent units, there is an alternative. But there is no original contradiction between two of them, the combination of them should be an appropriate way to be consider and achieve the win-win outcome. Conclusion Happiness cannot be calculated by adding the number of lives Happiness is the consequence what human being pursues for; but there is no a specific definition of happiness. In the case of those two patients, happiness means a greater number of lives and longer lives. As the result, it is worthy to sacrifice another one to save their lives. But that will bring out another problem. If these two patients are old people, even a successful organ transplant surgery can just give them a few years of life. And unfortunately, the doctor killed a young people to gain his organs. Whether it is still a happy ending of this case? It might of course be objected that it is likely that more old people will need transplants to prolong their lives than will the young, and so the scheme would inevitably lead to a society dominated by the old. (Harris, 1975) In the situation like that, the formula of happiness is not feasible. Although a greater number of lives will remain, there is another problem come along come with itwhether the number of lives will equal to the value which these lives can create? Does the productivity of elderly people correspond to the younger people? Obviously, human being cannot be measured by the value they create. No matter the number of life or the value of life can not represent the greatest happiness which the theory of Utilitarianism talking about. Because each people in the society are unique, the value of this life is incomparable. As the result, the happiness cannot be measured by the number of lives in a society. The freedom to choose constitutes a part of human happiness, which will in turn help construct a happy society. The freedom to choose is a part of personality as well as a part of individual happiness. In the case of those two patients, both the doctor and the innocent have no choice because of saving the two dying patients. That is the same with the talented man. Superficially the man has free choices, but under the requirement of a greatest happiness, actually this man can just choose to be a professor to create the most goods for the society. In a word, that is no choice. According to the view of the Chuang Tzu, the freedom of individual people should be protected because that did not relate to any other one or the outside world which is considered the nature course of development. Although both of the ideas from these two theories seem too extreme, they also can give us a concept about collective happiness and individual happiness. Thinking too much about the collective interest and happiness will make the individual lose their freedom to choose. This will construct a society in which the individual people have to shoulder a heavy burden, because he or she cannot freely plan his or her life, but have to follow the social demand. Or the people living in such a society will be the next one to be victims to sacrifice for the collective happiness that will make individual people live in a nervous circumstance. In addition, individual happiness cannot be achieved without interacting with others in the society. Because only in the society and the relationship among people can create the circumstance for the people to plan their lives and fulfill the individual happiness. There is no conflict between the individual happiness and the collective happiness The individual happiness and the collective happiness are closed connected; each of them cannot be come true without the other one. In general idea, a collective happiness is represented by the amount of wealthy and the quality of peoples life. But that is just one elements of happiness, the other one as well as the more significant one is the freedom choice of the individual person. Although the freedom choice of person may not maintain the wealthy of the whole society, it will guarantee the quality of life which has divers understanding of different people. Also using the talented man as an instance, if this man has the freedom to choose what he really wants but not to follow the demand of the society, this will lead him to reach the maximum individual happiness. If this man chooses to be an athlete and join in the Olympic Game, maybe he can never be a champion, but the process to achieve this dream is the greatest happiness for this man. Whats more, that is also the process to constitute the collective happiness. In a word, the freedom to choose and fulfill individual happiness can also construct a happiness society. The happiness here is so different from the general happiness. This happiness cannot be calculated by the number of lives and the amount of social wealthy, but was accumulated by the individual happiness. And that is also the most stable and developed happiness both to collectivity and individuality.

Current Writing Pedagogy Essay -- English Writing Teacher Student

The student who is preparing for preservice or inservice teaching in any field must answer two crucial questions: â€Å"What is learning?† and â€Å"What is teaching?† The student preparing to teach writing must also answer the question, â€Å"What is the purpose and the value of writing?† Writing is a subject area in which the teacher cannot easily state why writing itself is valuable or what purposes are served by learning the â€Å"art and craft† of writing, except as a tool for communication in other subject areas. In his article â€Å"Who’s Afraid of Subjectivity,† Robert P. Yagelski (1994), offers some answers to these questions about knowledge, education, and writing, as well as addressing related questions concerning individuality. Current writing pedagogies value writing and writers in different ways. Yagelski compares the underlying epistemology of expressivist approaches with postmodern epistemological theory. Expressivist theories claim that knowledge is found within the individual, and writing is a form of self-discovery. â€Å"Process-oriented† writing instruction is connected with this pedagogical approach. Postmodern theorists define knowledge as the fluid, shifting, and selective perceptions of reality that are tied to particular times, places, and cultures. Proponents of postmodern theories claim that expressivist practices reproduce ideologies that conceal both power structures and the position of students within these structures. Such practices are also thought to reduce awareness of social differences related to gender, class, and race between individuals in the classroom. By encouraging only constructive criticism and harmonious group work, expressivist teachers avoid confrontation over rea l-world issues. For postmodernists, writing is... ... rather than, in Keats’ words, â€Å"remaining content with half-knowledge,† and I think that an epistemology and a pedagogy that embraces paradox is rather well suited to the postmodern world. References Keats, John. Letter dated Dec.21st, 1817. Cited in The Penguin Dictionary of Literary Terms and Literary Theory (1991) by J.A. Cuddon. New York: Penguin. Kluth, Paula. 2000. â€Å"Community-Referenced Learning and the Inclusive Classroom† Remedial & Special Education 21.1 (Jan/Feb): 19-26. Macrorie, Ken. 1988. The I-Search Paper. Portsmouth,NH: Boynton-Cook Phelps, T.O. 1992. â€Å"Research or Three-Search?† English Journal 89.1: 76-78. Yagelski, Robert P. 1994. â€Å"Who’s Afraid of Subjectivity: Postmodernism and the Composing Process.† Taking Stock: The Writing Process Movement in the 90’s, edited by Lad Tobin and Thomas Newkirk. 203-217. Portsmouth, NH: Heinemann.

Hamlet: Essay On Act I :: Shakespeare Hamlet Essays

Hamlet: Essay On Act I         Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Act one of HAMLET   is an excellent introductory act.   Shakespeare establishes atmosphere, by introducing the major characters, the role of the supernatural, the revenge plot, the love plot, and the contrast of the Fortinbras plot, as well as Hamlet's fiegned madness.   Through his unique writing style, Shakespeare sets us up for the rest of the story, and captures the reader's attention, making him want read more.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shakespeare establishes the atmosphere of the play, in scene I.   The scene takes place in Elsinore, on a platform before the castle.   The atmosphere is one of dark battlements, and nervous sentries, which catches the audiences attention right away.   As the bell tolls twelve on a frosty night, a silent ghost of the late King Hamlet apperars twice.   This provides one of the high points of the scene, along with this, Shakespeare presents the reader with information, regarding the military preparations in Denmark.   All of this provides for a dark, mysterious atmosphere, where the reader is wanting to know more.   Shakesperare continues to establish atmosphere in scene III.   In this scene, atmosphere of a diferent kind is created. This scene is a family scene, in which brotherly, and fatherly advice creates an atmosphere quite different from that of the appearance of the ghost and the problems of Hamlet and his relatives.   This creates an atmosphere of love, and betrayall, whereby Ophelia is forced to obey her father Polonious, and is told to be careful with Hamlet, as he is a prince, and will not look to marry just anyone, such as herself. Shakespeare continues to develop atmosphere throughout the act, and uses the atmosphere to introduce some of the characters in the play.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shakespeare introduces some of the major characters in the play, and leaves lasting impressions of each on the reader.   Bernardo, and Francisco are introduced in the first scene, as officers watching their posts, but it is Horetio that leaves the greatest impression, as he is described as a well educated scholar, and seems to have great importance to the development of the play. In scene II, Claudious, the present King of Denmark is introduced.   He is the uncle of Hamlet, and just so happens to be masrried to Hamlet's mother, creating a definate first impression.   Hamlet is aslo introduced, and the impression perceived is one of a troubled individual, who is grieving his father's death, and is angry at his mother for marrying his uncle Claudious. Ophelia, Hamlet's girlfriend, and the daughter of Polonious is introduced in scene III.   She is described as a rather affectionate, but rather docile

“Old Man at the Bridge” by Ernest Hemingway Essay

â€Å"Old Man at the Bridge† was inspired by Hemingway’s travels as a war correspondent during the Spanish Civil War in the 1930s. Old Man at the Bridge demonstrates the power of narrative art. It takes a small, ordinary detail in a situation and by the art of story-telling transforms it into a powerful story about the tragedy of war. The old man becomes a symbol of the countless civilian victims of war– those â€Å"without politics.† The old man is going to die at the bridge–displaced, disoriented, alone. He’s not a cat, nor a dove, but a goat–who was â€Å"only taking care of animals.† The themes of the story are ‘many innocent people become victims of war’, ‘even when exposed to the atrocities of war some people do not lose their basic humanity.’ The story is laid in a war zone at a pontoon bridge across the Ebro river. The time is Easter Sunday 1938. Such geographical names as San Carlos, Ebro contr ibute to the credibility of the story. A first person narrator who tells the story through careful description, reportage of dialogue and insightful commentary about the old man. The narrator makes the reader see the old man. His engagement with him suddenly brings the old man into focus, he emerges out of the faceless, voiceless crowd. The Narrator’s consciousness of the approaching enemy â€Å"contact† is used to create the dramatic tension between the immobility of the old man and the coming destruction as he constantly observes the movement of carts across the bridge while talking. The narrator’s conversation allows the old man to have a voice. The voiceless victims speak through the old man. The story does not really go in sequence. It starts off in the present, then goes back and forth between past and present throughout the whole story. The central character is the 76 yr. old man, a war refugee who has been uprooted and displaced by the war. The old man is â€Å"without politics,† who was only taking care of his animals, but who has had his world destroyed. He is disoriented, confused and disconnected. He has retreated into his isolated world in which he can only cling to his obsessive thoughts about his animals, and is too tired to go any further. He will die at the bridge–another nameless innocent victim of war. The Scout is the narrator who creates the story of the old man at the bridge. Through his telling of the story, he gradually articulates who the old man is and what he represents. The Scout at the beginning is the impersonal narrator who sees the old man and decides to  engage him in conversation. By asking the old man questions about himself, the Scout gradually understands the situation of the old man. At the beginning he thinks the old man is just resting so he encourages him to move on. In the course of his conversation he realizes the old man is disoriented, displaced and that he will not be able to move on, but that he will likely die at the bridge. The scout who begins as a detached observer comes to the painful realization that â€Å"there was nothing to do about him.† And he ends with the bitterly ironic observation about Easter Sunday and the old man’s luck, which is no luck. The old man will soon cross that final bridge. There is one symbol of hope in the story. At the beginning of the narrator’s conversation with the old man, the birds the old man was looking after were referred to as â€Å"pigeons,† but by the end of the story, they become â€Å"doves,† symbols of peace in wartime. The narrator makes this switch as he asks, â€Å"Did you leave the dove cage unlocked?† It is unclear whether this is a slip of the tongue, because the narrator is clearly distracted by the impending arrival of the enemy, or if Hemingway is attempting to give the image of the birds flying away an even more positive tint by referring to them as symbols of peace.