Discovering what Democracy Means

Democracy is most simply and conventionally defined as the type of government wherein the power rests in the people, or at least, majority of a nation’s citizens. A government that allows people to vote and choose their leaders, a Constitution that is created exactly to protect the welfare of such people, equality in the access of power and universal recognition of rights and liberties are principles that characterize democracy as a government and as a political theory.Bill Moyers believes in the power of â€Å"we†. He believes in the principles of equality and liberty. He believes in all principles that speak of democracy. However, there is something different about Moyer’s portrayal of democracy. His speeches, shows and works, all suggest not only a man who knows and believes in principles but also a man who is passionate in his advocacy of bringing these principles into actuality, not by inciting revolt or actual participation in a revolution but through refle ctive words that inspire and incite the dignity and humanity in man.Bill Moyers starts Discovering What Democracy Means (2007) by defending social scientists, artists and scholars, and arts and humanities as teachers of the mind. While the Congress is being skeptical about allocating funds to arts and humanities, doubting its actual and practical contribution to the society, Moyers’ answer is simple: â€Å"They are worth listening to†.How are they worth listening to? Moyers doesn’t present the Congress with a ledger of beneficial consequences, because surely he can show none. But he cites a series of quotes from such public thinkers, pointing to these quotes as something that would have taught the members of the Congress the questions shared by the people, and would have put their minds in a position to judge the status of the society in relation to the people’s capacity and reservoir of creativity. At one point he intimated that arts and humanities bring the good in people, even at least in their fantasies:â€Å"They would have heard the filmmaker David Puttnam tell how as a boy he sat through dozens of screenings of A Man for All Seasons, the story of Sir Thomas More’s fatal defiance of Henry VIII: â€Å"It allowed me the enormous conceit of walking out of the cinema thinking, ‘Yeah, I think I might have had my head cut off for the sake of a principle.’ I know absolutely I wouldn’t, and I probably never met anyone who would, but the cinema allowed me that conceit. It allowed me for one moment to feel that everything decent in me had come together.†Ã¢â‚¬  (Moyers, 2007)This quote may also be interpreted as putting premium on vicarious experience. After all, a person is not expected to experience everything that can be experienced in one lifetime. Arts and humanities provide a medium for allowing people to experience more than what their limitations (imposed by reality and self-impressions) allow them to experience. It allows people to feel a sense of empowerment, or a sense of pride that they can do much more or know much more than what they routinely experience and perceive every day.If viewed in light of the above quotation, this interpretation also says that the Congressmen would have had a wider world view, and therefore better understanding of humanity and its interactions if only they allowed themselves to be taught by arts and humanities.This is Moyer’s meaning of democracy. It is more than being concerned with the improvement of the lives of each individual; It nurtures individual freedom and ability. In other words, democracy should be more than a government structure; True democracy also uplifts humanity. In this sense, Moyer’s democracy can be equated with the principles of humanism.Moyers, taking from Cleanth Brooks of Yale, identified both the enemies and allies of democracy. The enemies of democracy are identified as the â€Å"’bastard mu ses’ propaganda which plead, sometimes unscrupulously, for a special cause or issue at the expense of the total truth; sentimentality, which works up emotional responses unwarranted by, and in excess of, the occasion; and pornography, which focuses upon one powerful human drive at the expense of the total human personality† (Moyers, 2007).To counter these, the allies of democracy must be cultivated. These include â€Å"the ‘true muses’ of moral imagination,† which not only arms us â€Å"to resist the little lies and fantasies of advertising, the official lies of power, and the ghoulish products of nightmarish minds, but also open us to the lived experience of others—to the affirmations of heightened consciousness—to empathy† (Moyers, 2007). Is Moyer speaking about the media?Moyers think that the media have left people to become mere receptacles of information, which unfortunately has been corrupted by pundits and biased, conceite d, politicized opinions, and newsfeeds pervade the society. All are fronts for specific political interests, creating principles that are anti-democracy.It is only through liberal education that a person can be liberated from circumstances that are beyond his/her control. Moyer believes that people have been institutionalized in a way that each person has become locked in a separate reality, parochial loyalties and fixed self-perceptions, and everybody becomes a stranger to everybody. Democracy will prosper only if such bonds that separate individuals from one another are destroyed in order to allow â€Å"a life of free and enriching communion† (Moyers, 2007).The present crisis does not involve the existence of problems, issues or lack of policies. The problem is the lack of conversations about the real meaning of democracy—that it is not merely a means of governance but a means of empowering and dignifying people so that they can truly attain freedom, both morally and politically. An entrusted democracy is not true democracy. Moyer thinks that it is time for the people to repossess democracy.Bill Moyers ends his speech by praising Woodrow Wilson for being advocate of democracy. This is quite a surprise for someone like Moyers who is passionate about espousing democracy in its â€Å"deeper† meaning. Woodrow Wilson, based on some of his actions, manifested an undemocratic leaning. It was he, for example, who brought to the US the Federal Reserve which controls or creates monetary policies that some would describe as undemocratic. It was he who brought troops into Mexico and who took the US into WWI.His idealism favored a top-down structure of society controlled by the elite. Lastly, Woodrow Wilson is also known for his support of the Ku Klux Klan, a domestic organization in the United States having national scope and is known for doing acts of violence to further â€Å"white supremacy†. What could be a better manifestation of anti-de mocratic sentiments than a person’s support for the freedom and equality that were the legacy of the forefathers of the United States?Moyer’s sentiments against the media, the government and the â€Å"enemies of democracy† as well as his discourse about the need to discuss the meaning of democracy, and take it from the hands of the elite are well and good but the problem is that he offers no solution in order to help the people and the society to move forward from its current undemocratic and lamentable state. Moyer’s words may have inspired many but the time when such inspiration will be turned into something more tangible is yet to come. Reference Moyer, B. (2007). Discovering What Democracy Means. Retrieved 01 May 2009 from http://www.worldproutassembly.org/archives/2007/02/discovering_wha.html.

Moving beyond fit: the role of brand portfolio characteristics in consumer evaluations of brand reliability

DelVecchio’s article deals with the effects of brand extensions on company sales, especially with regard to the affected brands. Brand extension is hereby taken to mean how companies offer completely new products under the existing brand names. The target market could be the existing customer base or completely new one.Companies extending their brands are especially interested in increasing sales revenue by offering more products. According to DelVecchio (2000) the extensions could be a double edged sword to the implementing companies; it could increase sales to higher levels or could reduce brand loyalty to brands formerly dear to consumers. Marketing executives in companies intending to extend brands therefore have a hard task of investigating the level of brand loyalty before thinking about extensions.Understanding the risks involved with brand extensions should therefore be taken as the first step laying strong foundation for future sales. DelVecchio (2000) has specificall y stated that having many brands associated with the one being extended increases the possibility of success. This in consideration that respective company brands happen to have already proven themselves in the face of competition.Extensions are therefore seen by consumers as just another attempt for respective company to meet market needs and demands. Coca-Cola Company is the best example of a company that effectively uses its wide products to improve brand extensionality; its Coke drink is available in Zero, Vanilla, and Diet extensions (Makwana 2008)—all which succeed in their mission of satisfying specific market segments’ tastes.DelVecchio’s analysis leads to conclusion that brand loyalty is the foundation for successful brand extensions, which explains why companies that exceed consumer expectations succeed in their brand extension initiatives.Coca-Cola is yet another company whose consumer loyalty has boosted its extended brands, as well as remaining as t he world leader in carbonated drinks market. Ralph Lauren is another company that has been able to use its consumer loyalty to extend its Polo brand from clothing to home decor and furnishings. Consumers highly satisfied with the clothing had confidence in the new line of products and immediately embarked on making purchases.Companies whose products have narrow brand loyalty are on the other hand faced with diluted popularity of products being extended. For instance, Chrysler Motor Company faced with diluting popularity of its Jeep Liberty after extending this product into Jeep Patriot. Fact that Liberty had insignificant consumer base meant that extending it to Patriot would hurt it (Liberty) even further (BusinessWeek 2006). Indeed American car manufacturer’s current declining sales problems develop from extending unpopular products.These car assemblers go to an extent of one brand’s chassis for product extension purposes, such as Ford’s use of the popular F15 0 chassis to make more Ford brands. Unfortunately for such businesses, consumers end up understanding what is happening in the extensions and therefore feel cheated.The only solution is to ditch the affected companies’ products altogether and start patronizing competitors’ products. In retaliation to a point made previously in the paper, it is vital for companies to cultivate consumer loyalty in products they could be planning to extend in the future, failure of which result to loss of business even on well established products.ReferencesBusinessWeek, 2006, Jeep’s Misguided Compass, Available from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.businessweek.com/autos/content/oct2006/bw20061025_140103.htmDelVecchio, D., 2000, Moving beyond fit: the role of brand portfolio characteristics in    consumer evaluations of brand reliability. Journal of Product and Brand   Ã‚  Ã‚  Ã‚  Ã‚   Management. Vol. 9 No. 7, pp. 457-471.Makwana, B., 2008, Coca-Colaâ⠂¬â„¢s Targeting Niche Market through Brand Extension.   Ã‚  Ã‚  Ã‚   Available from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.ibscdc.org/Case_Studies/Marketing/Brands%20and%20Branding/MA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   R0089A.htm

The State Of The Lebanese Curriculum Education Essay

On Tuesday April 18, 1996 Israeli 155mm mortars shelled UNIFIL ‘s Fiji BATT compound in the small town of Qana few kilometres south E of Tyre in Southern Lebanon. Around 800 civilians had taken safety at the base. The organic structures of 102 Arab civilian work forces, adult females and kids were shattered to pieces. Many similar accidents had occurred in the past, but this one was different. It triggered protests and presentations against the Israeli ground forces which has been busying Lebanon since March 14, 1978. During and since these events, the Lebanese acted as united and cohesive people, fighting to make the same end of release, and to bask its fruits – a free and incorporate state. Four old ages subsequently, the Israeli military personnels moved out of the country and May 25, 2000, was declared a national vacation in jubilation of opposition and release. Each twelvemonth, activities and visits are paid to the grave of the Qana slaughter victims, in memorialization of the 18th of April. Crowds of citizens, intellectuals and pupils from different countries of Lebanon visit the sufferer ‘ graveyard in Qana on the said juncture. The purpose is to supply approaching coevalss with cognition bases, good for the building of a hereafter rich in its national didactic lessons, peculiarly the national battle heroic poem against business. As a Lebanese, I truly acknowledge the function the Lebanese have ever played in engaging a war against the business of our land and resources. However, I am critical of the Lebanese course of study which has been meaningless and non built on facets and issues of the Lebanese world. I am even more critical of the insensitive and unresponsive nature of the math course of study we teach and survey, at least in the schools and universities in Lebanon, which is inactive and does n't experience anything of its milieus. There is no uncertainty about the extent of harm caused by many old ages of business in our instruction in Lebanon. Most significantly we are non able to cover with Western mathematics which is described by Bishop ( 1990 ) as â€Å" one of the most powerful arms in the infliction of Western civilization † . ( p. 52 ) Although the â€Å" business † of our land is an highly serious issue, the biggest danger we presently face is the battle for stoping the â€Å" business of our heads † because â€Å" The most powerful arm in the custodies of the oppressor is the head of the oppressed † ( Freire, 1970, p.14 ) . Since the development age was launched by Truman more than 50 old ages ago ( through declaring all societies outside the Western universe â€Å" developing † and, therefore, in demand of â€Å" aid † to â€Å" develop † them ) , mathematics instruction, development plans, and scientific cognition have been the chief tools used in interrupting the dorsum of societies. I was born in Beirut, Lebanon. Except for a few old ages when I had to travel out and work, I have lived all my life in Lebanon. When I was born, the Gallic system of Education was used because, for some clip, we have been colonized by France. After 1968, the British and American course of study became the course of study in schools. Since 2000, and after the terminal of the civil war in Lebanon, a so called â€Å" Lebanese new course of study † has been in the procedure of being developed. The intent of this paper is to cast some visible radiation on the Lebanese mathematics curriculum from a socio political position and to foreground some issues that defined and confined the Lebanese experience of learning math in schools. Specifically, I would wish to analyze what â€Å" business of heads † means in mathematics course of study and besides how â€Å" business † is reflected in the history of mathematics instruction in Lebanon. My peculiar attractive force to the impression of â€Å" business † lies in the fact that our heads have been controlled in Lebanon by restricting the options and options in how mathematics was taught and learned in the yesteryear. I am cognizant of this fact because of my past experience as both a pupil and instructor of mathematics in Lebanese schools every bit good as in other schools in the Middle East. We have been directed and driven so that we are unable to see possible options and options in both our instruction and acquisition of mathematics. The nature of mathematics learning has been such that pupils are non encouraged to talk up and show their different ( and sometimes opposing ) points of position and to admit the right of others to take his/her ain point of position.OBJECTIVES OF TEACHING MATHEMATICS IN LEBANONIn Lebanon ( besides true in many topographic points particularly the developing or Third World Countries ) , we are committed to a position of mathematics as a scientific discipline that is absolute and unconditioned. We have considered mathematics to be a complete system stand foring nonsubjective, ageless truths. In his chapter, Math, Culture and Authority, Fasheh ( 1997 ) excellently gives a vivid, thick description of how math, in Third universe states, â€Å" aˆÂ ¦.is normally taught as a set of regulations and expressions that pupils have to memorise, and a set of problems-usually absurd to students- that they must work out † ( p.275 ) . This is every bit true for the Lebanese schoolroom and Lebanese course of study which is extremely compartmentalized and decontextualized. Teachers are the exclusive authorization in the schoolroom every bit good as the major beginning of mathematical cognition dictated as a set of nonnegotiable regulations and processs that challenge topographic point and clip. In short, mathematics course of study is considered as the unquestionable hegemony which is to be followed and respected by both pupils and instructors. Reflecting on the province of the field, a closer expression at the history of how findings from international proving led many states to oppugn the substance of their school course of study and how this testing has led to divisions and wars been what the best math course of study for the twenty-first century is, confirms the incontrovertible position that when political relations intervene in instruction worldwide, the good intended messages are lost. Possibly a well known illustration is the California math Wars where terrible diminution in the sum of educational budgets made it more purposive the usage of standards-based appraisals as a motivation for acquiring more support, the beginning being private organisations.RETHINKING MATHEMATICAL KNOWLEDGE: ETHNOMATHEMATICSâ€Å" A common misconception in the instruction of math has been, and still is, the belief that math can be taught efficaciously and meaningfully without associating it to civilization or to the single pupil † ( Fasheh, 1997, P. 281 ) . Extensive research acknowledges the function that civilization dramas in act uponing the manner people see things and understand constructs. This, and non the trouble of the topic, impacted the position that math is nonmeaningful, stiff and beyond one ‘s apprehension. â€Å" Math can be used to emphasize one ‘s ain civilization with its particular and beautiful features. At the same clip, math can be used to do one aware of the drawbacks in one ‘s ain civilization and attempt to get the better of them † . ( Fasheh, 1997, P. 284 ) . My ain experience, and the experience of many others that I knew or read about, made me progressively believe in the sociopolitical facet of math as a tool to stamp down and rule minorities in the universe. Mathematicss has played an of import portion in globalisation ( English, 2002 ) . First, the topic itself is a merchandise of centuries of cultural exchange between East and West. In the head of many, it has achieved a position of an international linguistic communication independent of cultural association and context of development. The similarity of many mathematics instruction plans around the universe is partially a merchandise of this thought. Second, besides mathematics is seen as a ticket for draw a bead oning persons and states for technological, and therefore economic, development. This image of mathematics promotes the copying of course of study from the economically more successful to the less successful states. Further, the position of mathematics in the course of study is similar in many states where it is given a particular importance, 2nd merely, if non equal, to linguistic communication instruction. In many states mathematics is tied to scientific, technological, and therefore to economic development. Undoubtedly, these similarities have added ammo to the often-expressed position that mathematics is a â€Å" cosmopolitan linguistic communication † . These similarities have given rise to the term â€Å" planetary course of study † in mathematics instruction.The Role of EthnomathematicsFrom prehistoric ages, worlds have been roll uping cognition to react to their thrusts and demands. Such responses vary from part to part, from civilization to civilization ( Bishop, 1990 ) . Possibly the most of import philosophical difference between a traditional and an ethnomathematical position is that ethnomathematics recognizes, encourages, and awards the belief that all people do mathe matics within their ain unique and personal context, and that this ability may take many signifiers ( Borba, 1997 ) . Indeed it emerges from within each person through their single interaction with their cultural and physical environment. It besides recognizes that everyone does mathematics, hence there is no such thing as a non-math individual – ethnomathematics is closely tied to issues of entree and equity ( Anderson, 1997 ) . In his chapter, Ethnomathemtics and Education, Borba envisions â€Å" ethnoknowledge † as the starting point for the pedagogical procedure in which pupils ‘ cognition is â€Å" compared with the ( ethno ) cognition developed by the academic subjects in a manner that this academic cognition can besides be seen as culturally bounded † ( p. 269 ) . Harmonizing to Borba, this study can be accomplished by pupils and instructors discoursing â€Å" the efficiency and relevancy of different sorts of cognition in different contexts † ( p. 269-270 ) . It is going clear in the heads of many the fact that instruction has transformed cognition and larning into trade goods, and pupils and instructors into consumers ( Kilpatrick, 2003 ) .I still retrieve how my female parent, run uping apparels for us and for our friends, used mathematics unwittingly in her pattern. She used to routinely take rectangles of cloth and with few measurings turn them into beautiful, absolutely fitted vesture. The mathematics she was utilizing was beyond my comprehension. Sing her mathematics in context made me understand my mathematics in context, the context of intent, significance, and power. I feel that my female parent was much freer than me. She learned by detecting, making, reflecting, associating, and bring forthing. She constructed her ain apprehension. In contrast, I was an impersonator, work outing jobs, most of which have been solved for a trillion times, in tiring repeat in schools around the universe for the past 100 old ages at least. While sh e was invariably involved in the human facet of math, my cognition and thought were confined chiefly to text editions, which I studied and taught. Detecting my female parent ‘s math and cognition helped me detect how deeply my cognition was entrenched in text edition during my surveies, and during my instruction. As a consequence of colonial instruction, in Lebanon and in other Third universe states as good, we come to see mathematics by and large as a merchandise of the West. The addled course of study organ transplant -during the 1960's- from the extremely industrialized states to ‘Third World ‘ states reinforced this image. Although, during the 1970 ‘s and 1980 ‘s, there emerged among instructors and mathematics pedagogues in developing states, a turning opposition against the Eurocentrism, ( Powell & A ; Frankenstein, 1997 ) , in Lebanon this misconception is accentuated due to the unstable political clime that swayed Middle East part up-to-date.What can be done?In an effort to reform our math instruction and acquisition, we are in the procedure of constructing a new math course of study which extremely acknowledges criterions put forth by NCTM. We are now, more than of all time, aware of the importance of stressing job posing/problem-solving attacks to larn, curri culum dialogue and incorporate course of study planning supported by appropriate appraisal schemes including non-competitive appraisal. I would wish to visualize that in the future our teaching method could be community – based and community focused and that it helps develop the pupils ‘ accomplishments in the defense mechanism, care and farther development of our rational heritage and civilization. The position and intent of math course of study is closely linked with the different socio-political ambiances that reign from one state to another. While we, as Lebanese, view math as an indispensable tool for release from the business of land and head, others see it as a agency to remain in front in the battle for political power. In Lebanon, now, we are fighting to specify ourselves through reflecting on our lives, and seeking to show that in every bit many signifiers as we have in our â€Å" dirts of civilizations, † and through discoursing what we do and what we are. In the concluding analysis, a chief issue is to specify ourselves or else be defined by others.

FILM Movie Review Example | Topics and Well Written Essays - 750 words

FILM - Movie Review Example They derived pleasure in living amongst themselves without interacting with outsiders. Children who were curious and asked endless questions about life beyond theirs, their parent made them belief that no life existed beyond margins of the community. No one ever left the Dinka society out of curiosity to verify the truth (Deng 75). Dinka children went through informal system of education. It was the responsibility of their parents to instill communal values in them. Parents taught the children to be strong, independent members of the community. At a tender age of six to five years, they had to learn cattle grazing and other related activities like milking. Livestock herding was the main source of livelihood. In addition, the community instilled in the children moral values through singing games. Strength, courage and prowess in fighting were valuable assets. These qualities made someone a warrior. After that, they married and later become village elder. Their lives revolved around this same circle. This is the traditional system of education. Although formal education existed around them through the missionaries, they did not regard western education as useful and applicable in their lives. In fact, it is only weak children who did not take care of the cattle that got admitted to formal schools, because they w ere not resourceful to the community. Apart from the weaklings, paramount chiefs and Christianized families admitted their children to schools too. However, everything came to an abrupt halt after war broke up in1987. Most of the Dinka children became homeless after forceful and tragic separation from their families. Young boys trekked for days to refugee camps in Ethiopia (Bixler 36). At the refugee camps, the young boys were subject to hard labor like cutting wood to build their shelter. In addition, they had no cattle to look after. Education became a privilege at the camps. The other boys envied the few

Concept of Representation in Diplomacy Essay Example | Topics and Well Written Essays - 5000 words

Concept of Representation in Diplomacy - Essay Example In the past, literature in the field of diplomacy has defined representation in various ways, some of which are even conflicting when it comes to its role in international relations in contemporary and future society. However, the importance of diplomatic representation in diplomacy would depend on the meaning attributed to this concept. As a result, the relevance of diplomatic representation has become the centre of a major debate about the importance of diplomacy in a fast evolving world. It's hard for us to picture what ancient diplomacy was all about. However, the diplomacy in the Greek and Roman civilizations was intermittent and generated no permanent in situations.1 (Hamilton and Langhorne 995: 7) "In order to dispense with diplomacy, that is with the methods used by independent governments to work out their own relations with one another, mankind would either have to let independent governments exist without the diplomatic dialogue, or else dispense with independence and 'sovereign states' altogether. They would not be able to conclude peace settlements or treaties with their neighbours, for such settlements are the essence of diplomacy. Each would have to stand alone against a more powerful and aggressive neighbour. They would not be able to get into touch with one another, to band together or form leagues and alliances for mutual protection."2 (Watson 1991:22) THE EVOLUTION OF REPRESENTATION IN DIPLOMACY In the ancient days, representation was not so strong in diplomacy. Niccolo Machiavelli was a great ruler of his time. He is quite famous for his political theory. However, little is known about his reflections on diplomacy. Machiavelli emerged when diplomacy just began its transformation that saw the creation of resident embassies. (Berridge 2001:7-8) In order for us to assess the role of diplomacy in today's world, some scholars argue that residential bilateral diplomacy is gradually becoming irrelevant. However, other scholars continue to uphold this type of diplomacy. These debates have been initiated by the changes that are occurring in the international system. Some scholars believe that the practice of diplomacy needs to adjust in order to adapt to the new environment, meanwhile others feel that the traditional methods still the answer the question today. (Berridge 2001:136) In the past, debates over globalization and global governance claimed that the role of governments decline over the years. But that hasn't happened. We are now witnessing different trends that prove this argument wrong. There is still much government participation in the ways in which government agencies operate. The structures of contemporary diplomacy now operate in such a way that they do not only go out to articulate the international goals and policies of the state. Today's diplomatic structures also tend to represent components of the increasing network of global governance. The transformations in the structures of diplomacy strongly depict the ways in which governments are responding to the changes in the international system. (Manojlovic and Thorheim 2007:12) Changes in the practice of diplomacy began with the introduction of the principle of self-determination, and then later proceeded into the era of

Reading and writing experiences throughout life Essay

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

Labor Turnover in HK's Hospitality Industry Essay

Labor Turnover in HK's Hospitality Industry - Essay Example There is no denying that each manager in the hospitality industry wants to control the rate of employee turnover in order to ensure the stability of their organization. Managers have also found that hiring and training new employees cost more than retaining and promoting current employees. Employee turnover can cause bad effects, not only the cost of training and be hiring but in other areas as well. The hidden costs to the company are even greater due to bad customer service, poor brand projection, lower morale in the organization, loss of experience and lack of building a corporate legacy (Branham, 2000: 93). The hospitality industry depends on the relationship between customers and employees, because the employee is on the front line serving the customer directly. One expert points out: ‘the hospitality industry is one in which there is a high need to ensure customer loyalty as when a customer experiences good quality service, he tends to visit the same hotel again. However, if the employee turn over is fast, there is difficulty in building the customer loyalty as well as the quality of service.’ (Marder, 2006) Sometimes even some loyal customers can be swayed to switch to a competitor’s business because a senior employee quit. In fact, this is especially true for the banquet and event services. Another problem is when senior employees, like managers or supervisors, jump to other organizations they might be disclosing some confidential information to their competitors. These techniques can range from training to recipes. The conclusion about the control the rate of employee turnover is very important due to the high rate of employee turnover impacting the delivery of efficient services in hotels and restaurants. The trend of employee turnover should be investigated to enlighten managers about the value of retaining employees.  

Employee Privacy Rights in the Workplace Research Paper

Employee Privacy Rights in the Workplace - Research Paper Example Many employees stealing from companies send the purloined data to their personal e-mail account held at home or on the web. 21 percent burned the information onto CDs.† Due to these technological security issues, employers feel the need and have the capability to monitor their employees. E-mails, voicemails, the Internet, telephones, computers, etc. can be used for unregulated monitoring. Employees say this is an invasion of their privacy. Companies say this is a protection of their assets. The law is not clear on whether companies are invading employees’ privacy rights regarding information technology so policies must be set and employees must be informed on what is considered to be an invasion of company confidentiality or employee privacy rights. In cases of lawsuits and investigations of regulations, instant messages and e-mail messages are used as the main source of evidence. However, according to the 2004 Workplace E-mail and Instant Messaging Survey, â€Å"employers remain largely ill-prepared to manage e-mail and instant messaging risks.† It is still not common for businesses to have policies set regarding information technology. Studies have found that 35 percent of companies have any policies set in place and a mere six percent of businesses save electronic business records. However, among those businesses that do â€Å"The failure to properly retain e-mail and IM reflects employers’ failure to educate employees about e-mail and IM risks, rules, and policies. The fact that 37% of respondents either do not know or are unsure about the difference between an electronic business record that must be retained, versus an insignificant message that may be deleted, suggests that employers are dropping the ball when it comes to effectively manage e-mail and IM use.† Company data is not the only thing that is at risk when policies are not in place and implemented.

Learning Team Reflective Article Essay Example | Topics and Well Written Essays - 500 words

Learning Team Reflective Article - Essay Example The principles of teamwork often exploit the social care theory and practices. The first advantage of teamwork is that it usually improves communication since it is a platform of increasing sharing of ideas, hopes, feelings, and desires among parties who respect and trust each other. Additionally, teamwork encourages flexibility that often depends on willingness to adapt, change, and learns skills of being open minded. The social care theory expects a good care worker to be flexible enough to be able to change in the light of new knowledge since it is the opportunity to acquire new knowledge and skills (Löwstedt, 2007). Team work is also advocated as a means of improving negotiation that is usually considered as the willingness to discuss issues through consultation with clients, management, and colleagues as a means of solving a problem towards discussing to an amicable solution to issues and problems. It should be noted that teamwork sometimes calls for comprise, collaboration, and or confrontation between the involved parties (Löwstedt, 2007). Therefore, teamwork often instills good negotiation skills and must be ready to compromise and relinquish their stand whenever necessary. Teamwork often encourages the growth of skill and ideas due to sharing ideas from different people who are believed to have a different understanding and knowledge in different fields and aspects that the team is involved. Therefore, it is clear theta teamwork increases the productivity of the persons or parties involved in the team work. Team members are often encouraged to work together and share most of the available resources in the implementing the task ahead of them thereby allowing each team member to have a subordinate concern (Löwstedt, 2007). This enables them to contribute their individual knowledge, skills, and resources are meeting the set goals. The collective

English Schools Foundation in Mainland China Case Study

English Schools Foundation in Mainland China - Case Study Example e feasibility and profitability of establishing an English Schools Foundation (ESF) school in Mainland China especially in the emerging cities in Mainland China. China is now a super power. It is the country with the largest population in the world. Due to her advance in the industrial field, Chinese products are today flooding the markets in every part of the globe. To catch foreign markets, a knowledge of English is essential. The present standard of English is very low. The people now desperately want to study foreign languages because proficiency in them is a must if they want to retain their leadership and sell their products in other countries. The simplest and most natural solution is to start international schools. English Schools Foundation ('ESF' the abbreviation will continue to be used in the text) is one of the renowned international schools in Hong Kong. ESF is the largest international school in Hong Kong operating 19 schools at different locations including kindergartens, primary, secondary and one for Special Needs. The target markets are the native English-speaking children and also non-English speaking children who are unable to go to a local educational system due to lack of Chinese language ability. All ESF schools are subsidized by the Hong Kong government and operate independently with a Head Office - ESF Centre which oversee all ESF schools and governed by the Education & Manpower Bureau of the Hong Kong government. Within the last three years, ESF had opened two new private independent schools in Hong Kong which are run privately by ESF without government subvention and the governance of the Hong Kong Government. (www.xinhuanet.com, 2008) On the other hand, there is a huge contrasted phenomenon in the emerging cities like Shanghai,...The simplest and most natural solution is to start international schools. English Schools Foundation ('ESF' the abbreviation will continue to be used in the text) is one of the renowned international schools in Hong Kong. ESF is the largest international school in Hong Kong operating 19 schools at different locations including kindergartens, primary, secondary and one for Special Needs. The target markets are the native English-speaking children and also non-English speaking children who are unable to go to a local educational system due to lack of Chinese language ability. All ESF schools are subsidized by the Hong Kong government and operate independently with a Head Office - ESF Centre which oversee all ESF schools and governed by the Education & Manpower Bureau of the Hong Kong government. Within the last three years, ESF had opened two new private independent schools in Hong Kong which are run privately by ESF without government subvention and the governance of the Hong Kong Government. (www.xinhuanet.com, 2008) On the other hand, there is a huge contrasted phenomenon in the emerging cities like Shanghai, Beijing and some other cities that consist of a booming group of middle-class Chinese, expatriates, local Chinese, etc.

Progress Can Kill Essay Example | Topics and Well Written Essays - 750 words

Progress Can Kill - Essay Example I know that it is tempting to assume that we can solve the world’s oil shortage problems by exploiting the territory occupied by this indigenous population. However, the main issue is whether or not we can do this without exploiting the rights and dignity of this indigenous population. Let us first consider the rights and dignity of this indigenous population. They have been occupying this territory for centuries, not ten or thirty years. Mostly in the world, when an individual occupies a home or a piece of land for 12 years without an objection from the true owner, the state recognizes and protects the occupant’s right to claim and use the property absolutely as he or she wishes. Can we honestly deny that this indigenous tribe does not enjoy the same right, continued and unmolested, to occupy their territory? I would take this step further and argue that given the long and continued occupation of it by the indigenous tribe, it is not only our legal, but also our moral responsibility to protect and recognize their right to claim and use that territory absolutely and free of outside influences and intrusions. This is not just a question of the right to occupancy. This is also about the protection of the universal human rights. In particular, this tribe has adapted itself to a particular way of living and preservation consistent with their animistic religious beliefs. As members of the UN we have pledged that no state shall disrespect the religious beliefs of the individual. How then can we justify even asking this tribe to move aside and allow us to exploit their territory for the purpose of looking for oil? Let us consider the Holy City of Mecca. What if we think suddenly that the Holy City of Mecca most likely sits on untapped oil reserves. Could we in good conscience approach Muslims in the holy city and talk to them about the possibility of turning their city upside down for oil exploration purposes? I don’t think that we would even cons ider taking this approach because we respect the right of religious organizations to practice their religion as long as that practice does not involve activity causing harm to others. On the contrary, far from causing harm to others, this indigenous people have preserved the rain forest at the time when concerns about the destruction of the rain forests globally have been a major issue for environmentalists. We should, therefore, be celebrating the fact that this tribe has preserved the rain forest and not think of ways that we can deplete yet another portion of the world’s rain forest. While we are considering the possibility of oil exploration in this particular area, let us also consider the dignity of this tribe. The dignity of indigenous people has been assaulted throughout our history. Colonial and imperial powers have mercilessly uprooted indigenous people, exploited their territories and with the total disregard for their right to self-determination have left them wit hout dignity and without their own system of governance. Unfortunately, history dictates that indigenous people have a long history of exploitation and injustice. Do we want to stop the cycle of exploitation or do we want to re-establish it? The UN International Covenant on Civil and Political Rights informs that we have a duty to protect the right of indigenous population to self-determina

Comparing the Young and the Old Essay Example for Free

Comparing the Young and the Old Essay We live longer and experience more in life we would become wise to the ways of the world. The funny thing is, this does not always happen. If you listen to the elderly many do become wise but many others seem to get stuck in their past, but yet they think they are wise. They can not seem to see the world changing around them. A firsthand example of this for me is my Grandparents. When we talk about money, specifically the cost of buying a new car they cannot fathom the cost of buying a new car. I remind them of all the safety features that cars now have but they still resist he idea of replacing their 1985 Buick because of the cost associated with a newer and safer car. On the other hand young adults readily accept changes in their world. Now that we are living in the Information Age an enormous amount of information is readily available at our fingertips. Todays younger generation knows quite bit more than their grandparents knew at the same age because of this. The problem is that too many of us will allow ourselves to get stuck in our youth as well. The extreme of a so-called typical young adult would be one who at 18 thinks they already know verything they need to in life. No one, especially an older person can tell them anything about life Another evident contrast between the elderly and the young is their outlook on life. Young adults are more optimistic about the future, whereas their counterparts are more pessimistic. An example might be that you will hear from the majority of young adults, l want to make a lot of money and retire early, but an older adult might say, Money is not everything; as long as you stay healthy you will be happy. Another phrase that I hear quite a bit is to enjoy my youth and to see the world efore I get old. My Grandmother still tells me that to this day. Her belief is that once you reach a certain age when the aches and pains of aging begin you will lose your desire to be more active. Older people seem to get set in their ways and typically resist change. They get comfortable with a certain patter n in their lives and do not like this pattern disturbed. They have no tolerance for anything new. My Grandparents are a good example of how change is very difficult. They have lived in their neighborhood for over forty years and its is not safe any more. They refuse to even think about moving to a retirement community. When I ask either of my Grandparents why they wont move they blame each other for not wanting to move. Young adults on the other hand are much more adaptable to change. Most enjoy spontaneity and look forward to new experiences. What it all comes down to is time, experience and most of all the willingness of old and young alike to learn and share with each other. I know I can learn much from my elders, I hope they see that they can learn much from me.

Industrialization And Urbanization In China History Essay

Industrialization And Urbanization In China History Essay The Great Leap Forward of China (Peoples Republic of China) was a social and economic crusade with the aim to develop industry and agriculture by then ruling Communist Party of China (CPC). It was adopted in 1958 as an ambitious five year plan intended to utilize the huge population of China to rapidly transform her economy from an agrarian one to a modernized one such that the economy of China would rival that of United States by the year 1988 (Bachman, 1991). However, the plan was discontinued in 1961 when they realized that it was not feasible. The leader, Mao Zedong, aimed to achieve the Great Leap Forward plan by developing agriculture and industries chiefly through the process of collectivization (Kataoka, 1968). The leader believed that these two sectors had to be developed first to let other key sectors to develop too; industries could only flourish if the workers were well fed, whilst the agricultural work force required industries to produce new, modern equipments and machi neries necessary for modernization. To achieve this, Peoples Republic of China was reformed into enormous communes, and in less than a year, approximately nine hundred million Chinese peasants were mobilized to work in these collective forms (Kataoka, 1968). Many communist strategies and policies were adopted to ensure the implementation of the plans; the Great Leap Forward was an intensification of the Soviet-type industrialization strategy. The Great Forward Leap had a lot of similarities with the soviet-type industrialization strategy; it was based on the oppressive communist principles. Kataoka (1968) explains that many transformations occurred in the lives of the Chinese peasants living in rural areas; agricultural collectivization was introduced and gradually made compulsory for all. Private ownership of land and farming was banned, and those who engaged in it were punished severely for being counter revolutionaries. The administration was done through party members and communes leaders; restriction control of rural inhabitants was imposed through social pressure, propaganda and public struggle sessions. They utilized force, coercion and systematic violence to ensure that the peasants obeyed the rules. Regardless of the great mobilization of the rural peasants and the ambitious plans of the leaders, the Great Leap Forward did not achieve the anticipated massive developments. Poor decisions and mistakes by the party leaders characterized and contributed, in part, to its failure. Eventually, The Great Leap culminated in devastation, with consequential death of the people in tens of millions; approximates show a range from eighteen to forty-six million individuals (Dikà ¶tter, 2010). After the first five year plan, Mao Zedong alarmed by various events and uprisings in Europe concluded that communism was the best was way for China to go. The next five year plan was the Great Forward Leap which created the communes; they were large enough consisting of large collective farms each composed of about five thousand families (Dikà ¶tter, 2010). Just like in the Soviet Union, they had comprehended that this system would be unpopular with the peasants, thus; they brought them under Party control (Kataoka, 1968). They executed the working in the collective farms by convening meetings and then ensuring that the peasants stayed for long periods until they had no choice but to join the communes. Apart from the economic changes, the party also instituted key social changes in the rural areas including the expulsion of all spiritual and religious institutions and ceremonies and substituted them with party meetings and propaganda sessions. They introduced internal passports ban ning travel without appropriate authorization and dictated what was to be planted. For instance, they replaced the farming of opium with rice. Peasants in the rural areas worked in communes owned by the state and the grain they produced was for cities and export, to earn foreign exchange. Families in a communes relinquished individual possession and tenure of farm equipments and animals such that all were owned by the commune; they now labored and toiled for the state-owned commune and not for themselves as individuals. Nearly all aspects of the life of the peasants in the commune were controlled by the commune; education facilities were offered by the communes so that all grownups could work. Health care services were given by the communes and the aged were taken into establishment ironically named houses of happiness in order that they could be cared for. Moreover, individuals could work hard and not have to be troubled about leaving their aged family members back at home. The communes made available all that the peasants required including entertainment. Peasants toiled alongside the soldiers. The populace in a commune was sub-grouped; dozen families formed a work team, a dozen work teams composed a brigade. Every sub-division was assigned a particular work to com plete. The communist party members supervised the work and running of a commune to make sure those decisions executed were in line with party policies. The state adopted all strategies it could to fluff up enthusiasm and passion for the communes. Propaganda was used in all places to the extent that there were public address systems out in the fields through which thousands of the peasant workforces could listen to political speeches as they toil. Propaganda posters were widely used to spread the ideologies of the party. Everyone engaged in communes was urged not only to work hard to achieve set targets but to surpass them. If the machines were deficient or inadequate in the communes, the workforce used their bare hands. Major buildings and structures were constructed in record time although the strength of most of them was doubtful. The local leaders in the communes were forced into falsifying information and spreading propaganda from senior party leaders. For instance, they had at times to report ever-higher grain production records to their political seniors (Wei Yang, 2005). People attending political meetings talk of producti on quantities being exaggerated up to ten times of the real production quantities as the pursuit to thrill superiors and win praise intensified. The government was later on capable of compelling, many production groups to put up for sale higher quantities of grain than they were capable based on these embellished production quantities. Bachman (2011) depicts the state-owned communes as a type of discrimination system for Chinese peasant families. The commune system adopted in the great forward leaped was intended at exploiting rural peasants to produce for cities and urban areas and building industrial units, offices, educational facilities, and social insurance structures for elite cadres and officials residing in towns. The peasants in the countryside who condemned the plan were classified as dangerous, counter revolutionaries. Running away was also very hard, mostly even impossible, and those who tried were faced with severe repercussions that sometimes resulted in death. Apart from agriculture projects, state-owned communes also participated in various medium scale industries and building projects. The prohibition of private ownership of property devastated the life of the peasants at its most basic level, according to Bachman (1991). Rural populace were incapable of securing sufficient food to support a decent living, since the customary ways of leasing out, selling, or using their properties as collateral for credit were dispossessed of them by the commune system. In some villages, after the commune systems were adopted, the Party leader and his men took immediate inhumane actions, commanding peasants to spend nights toiling and laboring for intolerable hours, and ordering them to march, starved, to far-flung additional projects (Bachman, 1991). Yang (2008) notes that local party officials were unmoved regardless of the great number of peasants dying while working, as their main concern was the production of grain, which the state needed to utilize in settling the billions of loans from the Soviet Union. The Communist Party was aware of the fact that their strategies were responsible for causing the starvation. In some provinces such as Xinyang; peasants succumbed to starvation at the entrances of grain warehouses (Yang, 2008). Senior party leaders even acknowledged that the deaths were a price the country has to pay; downplaying the deaths as a minor thing. As yang (2008) notes, in a covert gathering in Shanghai in 1959, Mao ordered the procurement of a third of all grain by the state to provision the urban areas and foreign clients, and he remarks that if the state does not pass above that quota, citizens will not rebel. He further comments that as there is not sufficient food to feed all citizens and some will have to sta rve, then the best way is to let half of them to starve so that the rest can have enough. Like in the Soviet Union, through the starvation of 1932-1933, peasants were incarcerated to their starved villages by a scheme of registration of households, and the nastiest results of the food shortage were aimed at opponents of the regime (Yang, 2008). Yang (2008) further explains how those tagged as being religious leaders, activists and rich peasants were given the last priority in the allotment of foodstuff, and consequently, died in the record numbers.

Analysis Of The Gattaca Film Film Studies Essay

Analysis Of The Gattaca Film Film Studies Essay The film Gattaca explores the possibilities of future technology development, and the way in which these advances would affect society. For example, would a society composed of two distinct social classes, and the inequality between them really be an advance? Those who are not genetically manipulated to so -called perfection in a lab, but naturally conceived, are given the name in-valid god children or de-gene-erates , and are treated as second class. Natural conception in the not too distant future is rejected in the society of Gattaca, with genetic manipulation seen as what has become the natural way. Due to the discrimination of in-valids, what would present days multiculturalism and racial diversity be in a time such as that of Gattaca? Would the importance of individuality or personal identity be discarded? As Vincent tells the viewer: Today we have discrimination down to a science. Gattacas plot and character portrayal asks the viewer this, showing us that unique genetic makeup wouldnt matter- infact, personal qualities would be scrutinised, pushed aside and unwanted. It is clear that director Andrew Niccol aims to inform the viewer of this through such examples as Irenes heart defect which doesnt allow her to pursue her dream, even though she is a valid. Another example is Vincents only way to be accepted into society is to lie and assume a valids identity. Technology enables Vincent to do so, but infact it is technology that first leads to Vincents rejection from his surrounding world, as he was naturally conceived, and therefore is constant suffering under the burden to somehow be equally accepted. I believe Niccols message to the viewer is that in order to truly benefit from the power to change the environment, such as advances in technology giving us the ability to genetically manipulate, we first have to consider both the advantages and disadvantages of our actions to fully understand them. For instance, we must ask ourselves should equality, ambition and individuality be traded for catergorisation in an institutional system with distinction. As actor Jude Law, who plays Jerome, says: Andrew creates this manicured world in which human feelings are trying to burst out, in which the quest to make a better society has destroyed individuality. So if we were to live in a future such as that of Gattaca, wouldnt we lose more than we would gain? Explain the meaning of the quotes in the pre-exposition sequence. Which of these quotes is best supported by the film text? Consider Gods handiwork: who can straighten what he hath made crooked? Ecclesiastes 7:11 I feel this quote is the moral to be learnt within the films plot, as it asks the viewer why fix what isnt broken? In the society of Gattaca, wealth determines fate; what parents can afford decides how perfect their child will be. This raises the issue of in-valids separation from valids (and the whole surrounding society), and the suffocation of in-valids desires. This can be referred to with Vincent, as his longing to journey to space. The social hierarchy and racial differences in Gattaca therefore leave in-valids ultimately no reason to live. For instance, Vincent didnt have high expectations set on him by his parents as he was an in-valid, but still managed to pursue his dreams- only by following societys mould (appearing as a valid). This quote represents the idea that imperfections should be appreciated rather than dismissed, and that nature, despite its flaws is preferable to a genetically engineered existence due to its consequences. The viewer is shown that the importance o f individualism in nature is too valuable and complex to be overridden by genetics. I therefore feel that this quote more strongly supports the films plot and character portrayal. I not only think that we will tamper with Mother Nature. I think Mother wants us to. William Gaylin This quote, contradicting the previous, represents the opposing opinion that perhaps God himself is not perfect, as He created a flawed world, and that having the ability to change it means we should change it. The need to perfect Mother Nature is a temptation, which increases whilst technology continues to make this ability even more obtainable. By showing the viewer what the future may bring, Niccol is hinting that society is being constantly challenged whether to interfere with what has been provided for us even today, and that these early signs may lead to such manipulating in Gattaca along with its consequences. Surely we should take advantage of technological advances, but will correcting Gods mistakes really result in a more beneficial outcome? This quote is representing what is presented to the viewer directly through the films plot and character portrayal, asking the advantages of humans adopting a God-like power to be considered. But due to the blurred line between health a nd enhancement that Niccol informs us of, a constant need to perfect will always be present. So should we eliminate Gods mistakes if we are able to? Would grasping an opportunity in reach seem logical? This quote suggests the approach: Sure. Why not? Question 3: How have the film makers established the difference between the natural born Vincent and the genetically selected Anton in the sequence that shows them as children? (E.g. camera shots and angles, lighting and symbolism) To convey the difference between Vincent and his brother Anton, certain lighting and camera angles are used. For instance, Vincent is conceived at the sea at sunset; in a natural setting expressing calmness. The waves gently lap the shore, also indicating calmness and serenity, and this Vincent will be a product of nature rather than a lab. The close-up of rosary beads and a Christian cross indicate that that a God-child will be born to this couple, and that natural and religious beliefs have influenced Vincents conception. The fading light represents the beginning of a new day, but the viewer is given the impressions that Vincents birth will bring turmoil to his parents. By the doctors and Vincents parents expressions after Vincent is born, the beginning of Vincents rejection from society is immediately shown. This instant elimination from birth is emphasised when the viewer is told of Vincents life expectancy, a short 30.2 years, and his father reacts to this. Other negative data s uch as Vincents heart defect and ADHD probability is determined without delay to establish if Vincent is worthy of any acceptance. By only informing the viewer of Vincents probable deficiencies, and not the benefits, this again adds to Vincent appearing incapable and excluded ever since the moment he was born. The hospital scene uses the same low, hazy lighting as that of Vincents conception. This is not an expected light in a surgical environment, as it is gloomy, with the only light coming from the windows. This same washed out sepia tone is seen when Vincent, as a toddler, falls and his mother over-anxiously runs to him. In this scene, we are again shown Vincents incapability, appearing weak and dependent. This lighting used also portrays the characters emotions; for example, low, gloomy light indicates uncertainty and doubt when Vincent is born. The closing of the iron-bar gate at the preschool where Vincent is denied admission indicates not only Vincents rejections, but also th e rejection his parents suffer, as they are made to feel ashamed to have brought such a burden into a perfect world. The bars represent exclusion; being locked in or locked out, and Vincent and his parents are definitely being almost banned like a contagious disease from which separation is necessary. The low gloomy light throughout Vincents childhood is used to express that these are not bright, happy memories, but a different recollection. This same light is again used when Vincents parents visit the geneticist. In this scene, one specific recurring motif is referred to. This is the helix, which can be seen extensively in the structure of staircases and also the toy that Vincent is playing with. Perhaps the playing with of this toy represents the question should genetics be toyed with, and if so, should it be treated like childs play? The use of the helix motif within the staircase at the geneticists perhaps represents Gattacas society rising to new heights and understandings of s uch things as technology and genetic manipulation. When we are first introduced to Anton, a noticeable change in lighting is evident. When his father is measuring his height, Anton is bathed in a golden, glowing light; almost heavenly, as he is worthy of praise and his fathers name, whereas Vincent was not. The sets colour is richer and the positioning of the characters in the scene indicates that Vincent is left behind, and that his parents and Anton have formed their own family unit that doesnt involve Vincent. Infact, he has been pushed aside in his impurity. The viewer is shown by the measurements of the brothers that at age eight, Anton is taller, better looking and has a broader figure than Vincent, who at age ten is smaller, skinner and wears glasses. Through this comparison, we are shown which brother is stronger and ultimately, which is better. When Vincent erases is own name from beneath his brothers it is clear that Vincent is feeling the impact of this constant judgment. The fact that Vincents parent chose to have another son adds to the competitiveness of this comparison. For example, strengths and weaknesses wouldnt have been so obvious if Vincent was to have a sister. The family unit excluding Vincent that has been formed can again be referred to when Vincent is shown sitting apart from Anton and his parents eating breakfast. The viewer is shown Vincent feeding himself intellectually with a book, whereas Anton just eats; he has no excuse to fail, therefore not needing this source. The first game of chicken, when Vincent and Anton are children, we see Anton refusing to be Vincents blood brother, as he fears contamination by inferior blood. Whilst the boys swim, an aerial shot is used, showing Anton being more physically capable than his brother, strongly swimming ahead. A high camera angle is then used to show a defeated, helpless Vincent suffering in his difficulty. Genetics superiority is portrayed, and the viewer is shown Vincent in a defenceless position, again appearing the weaker. Also, when Vincent lays out his model solar system, Anton snatches Pluto (an apple), low camera angles are used when Anton is shown, giving a sense of superiority, in contrast to the high camera angles looking down on Vincent, giving the impression that that he is the impure; the son who wasnt worthy of thus fathers name. Question 4: Consider the implications of the names of the main characters: Vincent Freeman and Jerome Morrow. Vincent Freeman, being an in-valid, is not as his name implies. The name Vincent, meaning victorious and to conquer, could be an oxymoron, as is Vincents surname. Freeman, meaning one not to be forbidden by law; in other words, free to do as he pleases, is not how Vincent is seen as through societys discriminative eyes. Vincent cannot turn his dream into a reality without changing the way in which he is observed by surrounding valids (assuming the identity of a valid). Therefore he is not victorious or conquering in the beginning, but by the end of the film, he does manage to journey to Titan despite being discovered a broken ladder. So, perhaps the name Vincent Freeman is an indication of the characters journey throughout the films plot; Vincent tells us: it all began when he first saved Antons whilst playing chicken. This is the moment when Vincent discovers he has the strength and determination to excel in his hostile world, and the instant he realises that his goal is possible to be achieved, he doesnt once look back. In the end, it seems this name may well be suitable for Vincent, having the ability to fulfil his desire of journeying to space, conquering and breaking free of restraint set upon him (his family, for instance) and victoriously overruling genetic superiority with the power of the natural human spirit. For what its worth, Im here to tell you that it is possible, Vincent tells Irene. Vincent journey of aspiring and determination shows the viewer this. Jerome Morrow: The name Jerome, meaning holy, indicates Jerome as being the desires result; a valid. The meaning of Morrow is sea warrior. This relates to Jeromes swimming past and him winning silver instead of gold. The meaning sea warrior, no longer appropriate as he no longer has the physical ability to swim, could be a taunt towards Jerome, indicating that he is drowning in a sea of defeat and self-pity due to not meeting his genetic profile by coming second. Also, the fact that his suicide plan didnt go to plan indicates his failure to win. Perhaps Morrow may be an intentional rhyme with sorrow; as Vincent tells: He (Jerome) had everything except desire. Alternatively, Jeromes surname may also be related to the question do we really want tomorrow to become what we see in Gattaca? with genetics ruling over human spirit and individuality. This is perhaps a slight warning to the viewer: would this be a new hope or burden? Jerome has no intention of seeing tomorrow. Infact he has wanted to, and tried to, escape from tomorrow every since he was second best. Jerome realises that having helped Vincent pursue his goal, he no longer needed to exist in tomorrow, and decided to leave on a high note taking his failures with him, rather than falling back down into his sea to drown in sorrow. Later, Jerome asks Vincent to call him Eugene. This is extremely close to the word eugenics, which is the study and practice of selective breeding applied to humans. Also, the meaning of the name Eugene is well born, noble, which is exactly what Jerome is. Vincent tells Jerome: Jerome Morrow. Its a nice name. To which Jerome replies: Its my name. But I cant be you without it, Vincent says. So even though Jerome is giving away his first name (meaning holy) to Vincent, he still owns a sense of superiority by using the name Eugene. This allows him to still feel he has an identity, although most of it was given to Vincent. Question 5: What is the significance of being an in-valid? Imagine a society in which there were two distinct groups: valids and in-valids. Suppose you were born an in-valid; you were a victim of discrimination, or genoism. How would you truly feel? We can see that the in-valids are assigned the menial jobs- the jobs they cannot escape from due to their imperfections at birth. No matter how hard Vincent tried and longed to be accepted for his difference, being an in-valid would never allow him to be. Fate was never on Vincents side right from the start, as the constant comparison between him and Anton was the underlying discrimination that was the foundation of Vincents segregation from society. For instance, Vincent tells us: Today we have discrimination down to a science. Also, both Vincent and Irene had heart conditions, although Irene was a valid and Vincent an in-valid. Perhaps Irenes validness is an indication that genetics perfect creations dont always guarantee ideal results. The definition of in-valid, weak and sickly; one who is in capacitated by a chronic illness or disability, is strongly related to Vincents incapability to live up to the desired result: a flawless being who fits comfortably inside the mould created for them ever since their new natural conception. The definition of valid is producing the desired result, having legal force, legitimate; all of these things Vincent cannot aspire to as he simply forbidden to even try. For instance Anton tells him: I have a right to be here, you dont. To which Vincent later replies: Do you have any idea what it took to get in here? This is an indication of Vincent achievement of entering Gattaca, but there are still further stars to reach for (journeying to space). Think about the word in-valid. Why the hyphen? The hyphen turns invalid (an adjective) into in-valid (a noun). But maybe the use of the hyphen is deeper than that. Perhaps this is another indication of the isolation of in-valids. The hyphen separates the two; those apparently pure and impure. Question 6: Discuss the frequent references to swimming in the text; in what ways have the film makers given this significance? Swimming is a recurring motif in Gattaca and significant indications of this can be referred to several times throughout the film. The first time is when Vincent and Anton playing chicken, and when Anton wins, the impression is given that his determination to be the superior brother is already present. This is implying genetic superiority mainly on a physically level. The second game of chicken was when it all began; Vincent is shown as a product of a natural world, thriving in the few aspects of natural world that still exists in an artificial world. Thus this is why Vincent finds his inner strength in the ocean, something too large to be manipulated by mankinds ignorance. Also in the second game, clearer water symbolises fewer obstacles for Vincent in achieving his goal. Although we are asked to consider the survival of the fittest idea, by Vincent saving Anton, the survival of the mentally fittest is suggested. Through the games of chicken we are shown that swimming is still a familiar physical activity in the future, despite technological advances, genetic manipulation and social hierarchy that may occur. The recurring swimming theme is also an indication of a source of equality between valids and in-valids, as swimming is something that surprisingly doesnt require the correct genetic makeup or physical ability (well, perhaps it does in Jeromes case).The viewer is told that adaption is necessary in order to survive- this is referring to the unpredictability of evolution, and again the survival of the fittest is referred to. Next we discover Jerome was a champion swimmer, as he had the ideal genetic profile, but becoming paralysed meant he was no longer physically capable. When we see Jerome climbing the stairs, we could say it was almost a swimming action, with the use of his arms pulling him forward. As swimming gets one from A to B, maybe a journey is to be acknowledged. This may be Vincent realising the power of his determination and inner strength. We first see this when he rescues Anton in the first game of chicken; Vincent has the capability to win despite his in-validity. When Anton, as an adult, is shown swimming in a tank alone, the viewer is given the impressions he is racing against himself, trying the make up for his earlier losses to Vincent. Perhaps he is trying to erase the fact that an in-valid somehow was able to defy his genetic perfection- twice. In his tank, Anton is going nowhere. Here the viewer is again being shown that once a genetically manipulated human, a valid, reaches their full potential, they neither feel the need to reach higher, pushing themselves to mentally be the best, or have the ability to. On the other hand, we could argue that Antons case is different, as he believes he is the stronger brother, and that if he continues to push himself he can be better still. Another example of this is when we see Vincent intellectually feeding himself at breakfast, whereas Anton was eating food. Finally, with Vincent winning again the third game of chicken, this delivers the films main theme, telling that human spirit along with the creative chaos of individuality will overrule genetic superiority and a perfect society no matter what. Question 7: What is the significance of the recurring ocean motif in the text; in what ways have the film makers given this significance? The ocean motif in Gattaca represents the one thing that remains natural, as its vastness, power and unpredictability make it impossible to be influenced by the genetic and scientific manipulation of this artificial world. We are first given reference to the ocean at the time of Vincents conception, and this is the first connection between Vincent and nature that is represented. Also, as water can represent uncertainty perhaps this is a suggestion of the unpredictability of Vincents birth, as his parents left fate to deal him an unpredictable genetic profile. Next, the ocean is involved in Vincent and Antons first game of chicken. In this scene we are shown not only the strength of the characters, but also of the ocean. In the second game of chicken we see the oceans ability to cause danger, even leading to death. Also, Anton beneath the surface of the water perhaps indicates deeper meanings; entering the next layer of understanding. For example, after Anton is rescued by Vincent, this is when Vincent realises that although he may be an in-valid in a sea of valids, he has the determination to keep afloat and succeed in his natural setting. The love scene between Vincent and Irene also involves the ocean. This could represent a new beginning of calmness and trust, as the waves in this scene are gentle and placid, unlike those of the third game of chicken in which we again are shown links between the characters emotions and the oceans chaos, manipulation of fears, brutality and ability to take lives. When we are shown Vincent scrubbing himself on the shore at Irenes, the oceans ability to cleanse and revitalise is symbolised. This could also represent the timeline of a typical day in Vincents life; the ocean washes away the struggle of the day to prepare Vincent for another day of treading water in his vicious sea of genetic manipulation and genoism, in which he feels he is slowly drowning. Question 8: Set in the not too distant future the film has a very retro look. Why is this? The retro theme consistent throughout the film is used to subtly hint that society regrets its decision of adopting a god-like power allowing the ability to genetically manipulate, and wishes to return to the past days when the natural way was natural conception and social equality. By living in a futuristic world combined with aspects of life trying to act as those true of the past, we can see that the society of Gattaca wont accept their mistakes, believing they werent made to begin with. Genetic manipulation hasnt resulted in the outcome they expected, and they are now clinging to all that is left of the untouched past. Infact, society didnt really have an expectation of what genetically manipulating would bring; the disadvantages obviously werent considered, because if they had been, the segregation between valids and in-valids wouldnt have been so strong. Through this, the film makers are portraying the message that if we were to tamper with genetics, assuming superiority over t he environment, we would most likely regret it. The definition of retro is reminiscent of things past; not old but harking back. This relates to the society of Gattaca imitating fashions of the past whilst simultaneously incorporating modern twist. We can see this through such fashions, for instance the circa 1950s dresses worn at the piano recital, Irenes hairstyle while she is with Vincent at the nightclub and the cars of the time, especially Irenes. These imitations indicate future societys wistful longing for something (this being returning to the past) but not being able to as the line has been crossed and changes already occurred; perfection now divides humanity- if we can still call it humanity, that is. The retro look maybe also be used to allow the viewer to relate to the feelings of the characters and films plot, indicating that aspects of a Gattaca future are already present in our everyday lives today, and that if society isnt careful a similar future is perhaps as not as far away as we expect. Hence the used not-too-distant-future phrase. We must also not forget that this film was filmed in the early 1990s, and that the fashion influences of this era may have affected the films set and props. Question 9: Vincent challenges the dominant ideology of the time whereas Irene accepts it. Give evidence to support this statement. There is a clear difference in the way the characters of Vincent and Irene are portrayed. For example, Vincent tells us: I was never more certain how far away from my goal (of journeying to space) than when I was standing right beside it. Through this quote, Vincents determination to break free of the stereotypical mould that has been created for him and all in-valids is shown. A subtle hint that he rebels against societys control and manipulation is that he has lived past his life expectancy of 30.2 years. We can see that Vincent constantly questions the orderliness and precision of the world of Gattaca when he asks such things as: I dont need rescuing, but you did once. Here Vincent is fighting for an answer, perhaps not from just Anton, but from society as a whole; as if saying how do you explain that? Use your technology and genetic manipulation to figure that out. Another example of Vincents longing to escape from the judgement of belonging to the contaminated world is the comme nt he makes after his janitor boss tells him not to clean the glass too well, as Vincent might get ideas. Vincent, who has had enough of being left below with his lower class by valids on ascending escalators into Gattaca, smugly replies: Youll be able to see me when Im on the other side of it. This is yet another indication of his continuous fight in this losing battle, which does pay off for Vincent in the end. Irene on the other hand accepts the genetic hand she was dealt. Director, Niccol tells us: I think of Irene as someone who would lie down at the allotted minute as she would feel guilty for a minute longer than her profile proscribed. Vincent, who has lived past his 30.2 years, obviously doesnt feel the same way as Irene, does he? Irene first seems attracted to Vincent due to his perfect genes. But she doesnt act on her feelings for him immediately, as her obedience to societys ideology means that spontaneous relationships would be out of the question; almost impossible. Irene checks Vincents (Jeromes) genetic profile as she is interested in him, and is disappointed when she finds he is 9.3, quite a catch. As her thoughts are driven by the manipulation societys ideology has over her, she immediately presumes the curiosity wouldnt be mutual; that Vincent could do better than someone with a heart defect. We should say that Irene unwillingly accepts the ideology of society. She tells Vincent; The only trip Ill take in space is around the sun on this satellite right here. This is a sign of Irenes subtle jealously that Vincent excels in what she could only dream of obtaining- true perfection. After she asks Vincent about watching every single launch and tells him that he is the only one who watches them, she says: If youre going to pretend that you dont care, dont look up. Her saying this indicates that the small things that seem trivial to valids, as they are in reach to them, seem unavailable (like a goal they will aim to achieve in time) to in-valids, as they have been excluded from such things. Irene supports and protects Vincent, even perhaps slightly undertaking a motherly role towards him. For example, she tells him to leave work and maintains the deception with Jerome when Anton investigates. Admiring his refusal to accept his genetic fate, this allows her to challenge her own f laws, especially her weak heart. Vincent tells Irene: You are the authority on what is not possible, arent you? Theyve got you looking for any flaw that after a while, thats all you see. Perhaps Vincent is referring to the flaws she sees within herself, and how she continues to allow these deficiencies to dictate her life, forcing her to abide by societys rules. He later tells her: It is possible. Yes it is, and Vincents journey and achievement is proof that it is possible. Question 10: Do the right genes guarantee success? If not, then what does? The characters journey and experiences throughout the film show that genetic manipulation wont necessary result in perfection; infact, the viewer is shown that the diversity of untouched human nature will always be preferred over an institutional, influenced society. As producer, Stacey Sher says: In this society, there is no triumph because everything is predicted from birth, so there is always a hollowness to success. This is a world in which everyone is so obsessed with living longer that they no longer know how to be truly alive. Instead of manipulated fate, it is the strength an individual intellectually holds that truly determines the future of an individual. For instance, we can compare Anton and Vincent. Anton, the favourable brother, turns out to work for the police force; not an over-successful role, just a middle class job. In other words, Anton doesnt live up to his pre-determined future as he only becomes a detective. Not to mention, he lost two out of three games of chicken, which shows that genes are not the only thing that determines fate. Vincent on the other hand manages to achieve the impossible. Surely this should be seen as successful? Vincent reaches his goal, whereas Anton never set any in the first place; this doesnt show any willpower and aggression on Antons behalf. He was supposedly the son worthy of his fathers name, but he wasnt so worthy in the end. The next valid, Jerome, also shows genetic manipulation to be unfavourable. He lacks spirit and strength of character to succeed, as Niccol tells us when he says: He (Jerome) was the very antithesis of Vincent. Vincent inspires Jerome, who overcomes suffering under the burden of perfection, with everything except desire. If a determined fate is such a miracle, why didnt Jerome come first in his swimming race? Also, it is obvious that trying to commit suicide isnt very successful. We are told that even before his accident, Jerome was lacking in the attributes that make life most worth living by Sher. So it seems that the pressure of being expected to meet such expectations in a way impacted Jeromes life heavily. Perhaps he felt that whenever he was not perfect, when he made a mistake, that his actions were scrutinised; that the manicured world he belonged to was constantly analysing him as an experiment or the closest thing to flawlessness. In-valids wouldnt suffer under this burden o f perfection. This is therefore another indication from the film makers that human nature will always triumph over eugenics. It took the satisfaction of helping Vincent achieve his dream for Jerome to realise what really mattered in both the valid and in-valid world. I think this is why Jeromes silver medal changes to gold in the end, as this is the moment he truly succeeds, realising that genetics dont rule over everything. Irene, a valid, had her own flaws too. She not only had a heart condition, but also the ability to feel the emotion of jealousy, and she had no self-motivation. A valid, like Jerome, she also needed the inspiration of Vincents aggression and strength of mind to become inspired herself. Discrimination against in-valids is only supported by the assumption that genetic manipulation perfects without a doubt. So where is the proof that pre-determined fate is truly an advantage? In contrast, there is proof that individuality can and does survive, despite all discrimination of in-validity. This proof is Vincent, his experiences of fighting in a faultless world, and the journey he goes on to accomplish his dream.

Impermanence and Death in Sino-Japanese Philosophical Context :: Philosophy Buddhism Papers

Impermanence and Death in Sino-Japanese Philosophical Context This paper discusses the notions of impermanence and death as treated in the Chinese and Japanese philosophical traditions, particularly in connection with the Buddhist concept of emptiness and void and the original Daoist answers to the problem. Methodological problems are mentioned and two ways of approaching the theme are proposed: the logically discursive and the meditative mystical one, with the two symbols of each, Uroboros and the open circle. The switch of consciousness is suggested as an essential condition for liberation of the Ego and its illusions. Rational logic as well as the sophisticated meditative ways of selflessness and detachment are suggested when treating the Chinese and Japanese philosophical notions, and examples of the discussed topics from the texts given. The instructive seventh chapter of the classical Daoist work, Lie Zi, is analyzed in detail and put into contrast with the answers given to that problem in the Greco-Judeo-Christian tradition. When reflecting on immortality, longevity, death and suicide, or taking into consideration some of the central concepts of the Sino-Japanese philosophical tradition, such as impermanence (Chinese: wuchang, Japanese: mujo), we see that the philosophical methods developed in the Graeco-Judaeo-Christian tradition might not be very suitable. On the other hand, it is instructive to put them into contrast with the similar themes developed in the Graeco-Judeo-Christian tradition, since these problems present a challenge for a redefinition of "philosophy" which has traditionally regarded itself as a European (and in an even less acceptable variation as a "Western") phenomenon and therefore today the very borders of philosophical discourse known in European history as "philosophia" are reexamined (affected). By rethinking the history of philosophy as a single narrative, one might come closer to the movements related to the levels of consciousness that were activated in philosophical undertakings in various Asian philosophical schools. In this regard Japanese and Chinese philosophical traditions might be instructive, since from the beginning through the various stages of their development they have attempted to put into words the inexpressible. The awareness of the insufficiency of words brought many original solutions. In the Song dynasty, for instance China produced a variety of diagrams (tu), by which the philosophers and practitioners represented their theories, which often arose on the basis of meditation techniques and could not be fully transmitted by means of language alone. The illustration of the nine step process (known in Japan as kuso) is one such representation and it is taken here as a starting point for approaching the concept of impermanence and death in the Japanese phil osophical

Sophocles Ajax - The Destruction of a Greek Hero Essay -- Sophocles A

Sophocles' Ajax - The Destruction of a Greek Hero Sophocles' Ajax, written around 440 B.C., deals with the destruction of the Greek hero Ajax, who is sometimes considered the greatest warrior of the Trojan War, second only to Achilles. Ajax, driven insane by the goddess Athena, slaughtered the Greek herds of cattle, thinking that they were Greeks, to avenge them for rewarding the armor of Achilles to Odysseus instead of him. Only after coming to his senses, he realized that he was disgraced and he committed suicide. The play moves on, however, to deal with his burial, in which Teucer, Ajax's half-brother, and Odysseus argue with two supreme kings, Agamemnon and Menelaus, that Ajax has the right to burial. Throughout the play until his death, Ajax is the central character, undergoing a grim change from a proud, insane lunatic to a sane, shamed man, whose only hope for honor is suicide. Opening the play, Ajax himself was a "powerful figure, towering over the others, but limited and essentially selfish" (xii). His madness brought on by Athena had left him utterly helpless, although he falsely believed that Athena had assisted him in slaughtering the Greeks. The mightiest of warriors, even Odysseus commented that he had seen no one who was equal in prowess, power, and bravery to that which Ajax had displayed. However, his eyes darkened with deadly delusions, he was at the hands of the gods, although he was so arrogant that he didn't even realize it. He did not know that, as Odysseus states, he was a "puppet" in their hands: I pity him, brought down to this, Caught in the grip of such a grievous fate-- ................ ...ur father was" (17). But in his words to the gods as he was dying, it was obvious that he had undergone a metamorphosis from the beginning of the play, in which he was excessively proud, forgetting that he could be controlled by fate, to his death, where he succumbed to the gods, fully knowing that fate rested in their hands. In conclusion, Ajax, I believe, was a noble character, although he did have a tragic flaw, his arrogance. Of course, everyone has a certain arrogance in some manner of life. Ajax, however, chose to display it, but he accepted the consequences of his actions nobly. He chose to end his life in what he believed was the honorable method, and to the end, he carried himself as a hero would have during his time. Works Cited Sophocles. Four Plays by Sophocles. Trans. Thomas H. Banks. New York: Oxford University Press, 1966.

Travel Agent Career Project

The occupation that I chose is to be a Travel Agent. â€Å"Travel agents sell transportation, lodging, and admission to entertainment activities to individuals and groups who are planning trips. They offer advice on destinations, plan trip itineraries, and make travel arrangements for clients. † (OOH) The reason i chose this job is because my mom is a travel agent so I am able help her out a lot, and after long experience i discovered that i enjoyed being a travel agent and that i would like to be one in the future.Ive been helping her out for at least seven years, and i am very experienced and knowledgeable with all of the systems, and how everything goes. My personality type description shows that I am a confident person who is always sure of there self, and that I speak my mind directly and honestly. I am strong opiniated and i am very convincing. People admire my determination and my social skills, which shows that i achieve high standards to keep the respect that others h ave for me.I am very creative and i dont like repitition, so i always need to be challenged to keep myself interested. I am also very imaginative which helps me look beyond everything to find a solution or think of how everything goes. I dont go well with slackers and everything has to be done on time. Also the personality trait says that people are impressed with my knowledge, and that i am very respectful so people feel comfortable with me. After i completed the whole values worksheet/evaluation, i realized that my main values in life are: fame, money, power and humanitarianism.I feel that these values fit into my career choice because many famous people like to go on vacations, and that if i succeed my expectations, i can become a rich, famous and popular travel agent. You need to be knowelgeable with: customer and personal service, geography, sales and marketing, transportation, and the english language. Also you need a high school degree, or something equal to it. You do not ne ed training, but many people like to go to travel school so they are ready. You need very well social skills. You have to be reasonable, and you cannot be rude. You have to be able to solve issues, and keep everyone happy.The national pay per year is $31,870. The interests and aptitudes for this job are: social skills, people skills, managing skills, computer skills, geographical skills, and knowledge on tours, transpiration, and policies. I think i meet this criteria because I have all of those skills, i have traveled many times, and i am very familiar with everything a travel agent needs to know. â€Å"Developing and following a well laid-out plan, networking effectively to get good information and advice, and impressing people by becoming very knowledgable about their interests and/or organizations. (MBTI) There isnt really a promotion for this job. Everybody does the same exact thing. The benefits of this job can be the tip, commision, and/or hourly rates you get paid. Since th is job doesn’t have major promotions, there really isnt a big difference for that instance. There isnt any information on benefits. Works Cited http://www. onetonline. org/link/summary/41-3041. 00 https://connection. naviance. com/family-connection/personality-type â€Å"Summary. † U. S. Bureau of Labor Statistics. U. S. Bureau of Labor Statistics, 11 July 2012. Web. 26 Nov. 2012. .