Academic dishonesty Essay

Introduction Welcome to Language for Study III. The purpose of this course is to enhance students’ linguistic ability and knowledge of academic skills and activities to equip students for success in undergraduate level study. Course Description The module draws on language from Skills for Study III to build vocabulary, grammatical competency, and refine pronunciation, prepare students to understand nuances of spoken and written communication as well as execute accurate use of spoken and written academic work. Learning Outcomes 1. Develop abilities to use lexical and grammatical knowledge to critically evaluate discourse presented in academic forms. 2. Understand and evaluate persuasive elements in research and discourse. 3. Demonstrate linguistic proficiency to write a critical response to a standpoint or researched position. 4. Produce a range of lexical, phonological, and grammatical features of language to orally respond to excerpts of spoken and written discourse expressing a standpoint or researched position. Course Outline* Delivery Plan| Week 1| Unit 1: An electronic world(Part A)Lesson1: Introduction to the module and syllabus. Lesson 2: Understanding spoken information: identify features of fluent speech. Understand how pauses, intonation and stress influence listeners. pp. 7-13| Week 2| (Part B)Lesson 3: Become familiar with different types of written text: refer to authors’ ideas. Identify persuasive language. pp. 14-22(Part C)Lesson 4: Investigating: identify grammatical structure of reporting verbs. Identify reporting-verb collocations. pp. 23-30 | Week 3| (Part D)Lesson 5: Reporting in speech: identify intonation and new information. Identify and use tones for authority and finishing a topic. pp. See more: Unemployment – problems and solutions essay 31-37Practise/mock Exam(Part E)Lesson 6: Reporting in writing: identify general-specific structure in introductions. Identify linking words. Write and paraphrase definitions using academic nouns. pp. 38-46| Week 4| Unit 2: New frontiers(Part A)Lesson 1: Follow lectures in English: recognise and use stressed and unstressed syllables. pp. 48-53(Part B)Lesson 2: Understanding written information: identify signposting for written arguments. Identify assumptions. pp. 54-61| Week 5| (Part C)Lesson 3: Investigating: identify and use hedging devices. Identify vocabulary used in stating premises. pp. 62-69(Part D)Lesson 4: Reporting in speech: refer to graphics and visual data. Refer to sources in a presentation. pp. 70-77| Week 6| (Part E)Lesson 5: Reporting in writing: link sentences and paragraphs. pp. 78-85Lesson 6: Review of Unit 2| Week 7| Unit 3: The individual in society(Part A)Lesson 1: Identify the language of speculation. pp. 87-97(Part B)Lesson 2: Understand written information: understand the way claims are made and evaluate them in a context. pp. 98-105| Week 8| (Part C)Lesson 3: Investigating: reconstruct information from notes. Synthesise information from sources. pp. 106-114(Part D)Lesson 4: Reporting in speech: summarise key aspects of research. Present an oral argument with different viewpoints. pp. 115-124| Week 9| (Part E)Lesson 5: Reporting in writing: identify and use substitution and ellipsis. Identify and use different ways of paraphrasing. pp. 125-133Lesson 6: Review of Unit 3| Week 10| Unit 4: Choices (Part A)Lesson 1: listen critically: identify and understand repetition. Identify stance markers. pp. 135-144(Part B)Lesson 2: Critically evaluate logic in texts: identify emphasis in academic texts. Identify and understand analogy in academic texts. pp. 135-144 | Week 11| (Part C)Lesson 3: Develop and independent learner: identify common errors in formality levels of academic emails. Identify formal and informal language in written communication. pp. 157-167(Part D)Lesson 4: Conclude a presentation: speculate about research results in conclusions. pp. 168-175| Week 12| (Part E)Lesson 5: Conclude, review and edit an essay: develop language for writing conclusions. refer to various sections of an academic text. Express importance, desirability and necessity. pp. 176-185Lesson 6: Unit 4 continued| Week 13| Writing Exam | Week 14| Overall review of the module. In class reflection and evaluation| Week 15| Reading, Listening and Speaking Final Exam| *(Subject to change due to unforeseen circumstances) Course material McNair, A. and Gooch, F. (2012). Language for Study III. Cambridge: Cambridge. Assessment This explains how you will be marked in this course Module Assessment| | Time/Number of Words| Weight (%)| Week Due| Relevant Learning Outcome| Writing| 2 hours| 25%| 13| All learning outcomes| Reading| 2 hours| 25%| 15| | Listening| 1. 5| 25%| 15| | Speaking| 1. 5| 25%| 15| | * Attendance – you must maintain a minimum attendance rate of 80%. Attendance will also be assessed by your readiness for class, arriving on time and your involvement in class discussions. Be sure to bring your class materials, such as pens, textbook, reading materials, extra paper, folder, etc. If you miss one class, you will be marked absent for the class. Students who leave class early without proper excuse will be counted absent. Deducted marks for late arrivals will be reflected in the class attendance grade. Therefore, punctuality is vital. (See the Access Student Handbook for details regarding absence due to illness) * You need to satisfactorily complete all the assignments set by your instructor. Your instructor will provide you with specific criteria for satisfactory performance on an assignment by assignment basis. Failure to complete assignments will result in academic probation and possible dismissal from the class. Credits and Workload This is a 10 credit course. You have class 2 hours a week, and are expected to study 4 hours a week outside of class. Classroom Etiquette * Mobiles – please ensure that your phones are off while you are in class. * Golden Rule: treat people the way you would like to be treated. Respect your instructor’s and colleagues. * For further questions and an overview of what behavior warrant disciplinary measures. See the Code of Conduct in the Student Handbook. Academic Dishonesty UKH policies regarding academic dishonesty apply to all assignments and exams completed in this course. Students should consult the Access Handbook for a detailed explanation with examples for this offence. An inability or unwillingness to conform to university standards of academic honesty is grounds for dismissal from UKH. Academic dishonesty Essay You are expected to demonstrate professionalism throughout your graduate education program. Professionalism includes the ways you participate in the university classroom and in teaching experiences in school. Your professional disposition is reviewed by advisors, professors, and the Professional Standards Committee. Exhibiting professionalism in the university classroom and the schools is a necessary requirement for continuing in the program. |Areas of | |Professional Dispositions | | | |Dependability and Reliability – Candidate demonstrates behaviors that are characteristic of the professional teacher such as | |punctuality, attendance and organization. Lessons are very well-planned and presented. | |Respect -Candidate demonstrates respect for supervisors and colleagues, students and other educational stakeholders, and is held in| |esteem by peers and supervisors. | |Commitment and Initiative – Candidate demonstrates commitment to learning and students; creates different learning strategies for | |students; and shares new and unusual professional resources with colleagues. | |Responsiveness – Candidate seeks and values constructive feedback from peers, instructors, and mentors; and goes beyond the call of| |duty to utilized feedback in teaching and planning. | |Collaboration – Candidate creates positives relationships within the university classroom and with stakeholders in the school | |community as well as suggests tips for sustaining positive relationships. See more:Â  First Poem for You Essay | |Open-Mindedness – Candidate demonstrates willingness that is characteristic of professionals in terms of willingness to examine | |both traditional and innovative practices, and demonstrates flexibility when dealing with uncertainty and complex educational | |issues through personal extensive inquiry and consultation. | |Knowledgeable – Candidate demonstrates awareness of current educational issues and demonstrates the ability to illustrate and apply| |subject matter concepts consistently and sequentially in lessons. | |Communication – Candidate demonstrates the ability to effectively write and speak, how to assist students in successfully utilizing| |applicable concepts of the language arts in terms of mastery as indicated by students’ work and grades. | |Confidentiality – Candidate demonstrates characteristics of the professional teachers such as sharing information about students | |and specific classroom anecdotes in confidential and respectful ways. Candidate shares information only with those who need to | |know. | |Academic Honesty – Candidate demonstrates academic honesty, a behavior that is characteristic of a professional teacher by | |producing independent, original work. | |Appearance – Candidate consistently wears appropriate professional attire while teaching. | |Teaching Effectiveness – Candidate demonstrates the ability to plan and to engage students in productive learning events that | |feature critical and insightful thinking, and demonstrates effective management skills by using a variety of strategies to foster | |appropriate student behavior according to individual and situational needs. | |Fairness – Candidate engages in practices that recognize all students, and all students received constructive feedback and | |encouragement. Student progress is recognized as well as mastery. All students believe that they can improve. | |Bias – Candidate engages in practices that recognize all students and encourage active student participation in activities and | |discussion that highlight the value of diversity and the richness of student’s experience. | I have read and understood this statement of my professional responsibilities. Student Name (print)_______________________________________ Date __________________ Revised 7/1/2011 IV. Go to this link http://www. lib. usm. edu/legacy/plag/plagiarismtutorial. php and go through the plagiarism tutorial. Remember that using a paper, article review, etc. from another course is also considered plagiarism. Send the posttest scores to my email address. V. Please read the Academic Integrity Policy (located under content) before signing the documents below. ACADEMIC INTEGRITY Student Signature Form Academic Honor Pledge I promise or affirm that I will not at any time be involved in cheating, plagiarism, fabrication, or any other acts of academic dishonesty as defined by university policy which explains the disciplinary procedure resulting from violations of academic integrity. I understand that violation of this code will result in penalties, which could include suspension or dismissal from the university. (Student Handbook AKA The Red Book) Initial each below that is applicable. __________I have read and understand the Academic Honor Pledge above. __________I have read and understand the Academic Integrity Policy provided in the Student Handbook AKA The Red Book. __________The instructor, _____________________________, covered the Academic Integrity Policy in class, EDU _____________ for the _________________ term. __________I have gone over one or both of the tutorials (links provided in the syllabus) on plagiarism. ____________________________________________________________ Print Name Date VI. Read Chapter 1 in your TestBook and the Introduction Powerpoint located under Module I before completing the questions below. Classify each by research type: descriptive/survey, correlational, causal-comparative, experimental, or qualitative. If causal-comparative or experimental, identify the independent and dependent variables. If correlational, identify predictor and criterion variables if there are any. 1. The purpose of this research is to examine the relationship between creativity and achievement. 2. The purpose of this research is to examine prediction of success in physics based on a physics aptitude test. 3. The purpose of this research is to examine the effect of birth order on academic achievement. 4. The purpose of this research is to examine self-esteem of males versus females 5. The purpose of this research is to examine the attitudes of parents toward lowering the mandatory school attendance age from 16 to 14 years of age. 6. The purpose of this research is to examine the ethnography of teacher-parent conferences. 7. The purpose of this research is to examine opinions of principals regarding decentralization of decision-making. 8. The purpose of this research is to examine effects of assertive discipline on the behavior of children with hyperactivity. 9. The purpose of this research is to examine the relationship between the time it takes to run the 100-yard dash and high jumping performance. 10. The purpose of this research is to examine the effectiveness of daily homework with respect to achievement in Algebra I. 11. The purpose of this research is to examine the attitudes of teachers toward school-based management. 12. The purpose of this research is to examine the effect of superintendents via observations and conversations. 13. The purpose of this research is to examine comparative effectiveness of the whole-language method versus the basal method of reading instruction. 14. The purpose of this research is to examine trends in reading methods from 1950 to 1990. 15. The purpose of this research is to examine if children’s social adjustment in Grade 1 is enhanced by increased dramatic play in kindergarten. 16. The purpose of this research is to examine if there is a negative relationship between amount of assigned homework and student attitude toward school. 17. The purpose of this research is to examine if longer school days produce a decrease in student participation in extra-curricular activities. The purpose of this research is to examine if students will achieve better in mathematics if they use Saxon Textbooks rather than if they use Merrill Textbooks.

50/50 Movie Review Essay

When we first saw the trailer for the film 50/50 starring Joseph Gordon Levitt and Seth Rogan, we knew this was a must-see. The film’s rough story of a 20-something year old battling with â€Å"stage five back cancer† taught us that life is too short to sweat the small stuff. People go through tragic battles like disease and the possibility of dying when all we do is find ourselves complaining about small, narrow problems in life. Adam demonstrated true optimism and showed the audience that accepting an issue is one of the biggest hurdles, but once it is accepted, anything can be taken on head-first. 0/50 is the story of how life can be taken on as â€Å"glass half empty† or â€Å"glass half full. † Throughout the film, Adam had many disappointments like his long-term girlfriend cheating on him. His mother’s overbearing attitudes were to drive anyone crazy. His father was even battling Alzheimer’s disease. Yet he pushed past all those downfalls and began therapy with talented actress Anna Kendrick (Katherine). At first he thought the idea of therapy wouldn’t help him. As he started opening up, he realized that Katherine was there for him, acting as a good friend and therapist. Even though he was at first reluctant, he realized that there were good people out there in the world that truly care for him and his well being. The night before his major surgery, Adam had a mental breakdown in his car. He realized that he didn’t want to die this young. With the help of Katherine and his best friend Kyle, he got the support that he was looking for. In the scene where he was about to go in to surgery, I was terrified for him. Seeing him cry like that made me realize that I should never take anyone or the simple pleasures of life for granted. Some people do not get the choice to live a full life, and I find myself constantly worrying about small, trivial, and unimportant things. This film was an emotional roller coaster. Although we all could not stop laughing at Kyle (played by Seth Rogan) and Adam’s witty humor, some of us have also never cried that hard in a movie theater. This film taught us that we need to appreciate all the people that are in our lives and appreciate all the sacrifices that they make for us. We need to laugh more. We need to let people know that we appreciate all the things they go out of their way to do for us. We need to realize that life really is beautiful and not all people are selfish as they seem to be. We also need to stop worrying so much. We need to appreciate life’s beauty and all the wonderful things people can offer us. This film was top-notch and would recommend anyone to go see this flick, male or female.

Bad Odor and Bio-filtration Solutions

Bad Odor and Bio-filtration Solutions Mikhail Kachmazo v UQ: How have microbes solved a local or global problem? The specific problem or issue: Sewage and industrial plants situated near residential areas can produce unpleasant odors making it difficult to live there. Explain the problem: The sewage plants near residential areas can be a subject to the social and environmental problems if these facilities produce unpleasant odors. The causes of the odors are generally the inorganic and volatile organic compounds which result from bio filtration and from the sewer of industrial waste. There are different types of volatile organic compounds that are emitted as a result of bio filtration like 2-butanone, ÃŽ ±-pinene, tetrachloroethylene, dimethyl disulfide, ÃŽ ²-pinene, limonene, phenol and benzoic acid. One of the main culprits for the bad odor are sulphur compounds which are relatively less in concentration but play significant role in odor causing factors.[5] Explain how science is helping, or has helped, to solve t he problem: Bad odor from sewage water is a major environmental issue worldwide. Bad odor from sewage water is an indicator of possible health risk therefore governments spend a lot of money on treating the sewage water and unpleasant odor. Science has played a major role in solving this problem biologically as well as chemically. Following are several methods to treat sewage water and odor from this water. Bio filtration Thermal Oxidation Chemical Thermal oxidation burns the odor causing compounds directly or indirectly. Bio filtration on the other hand oxidizes the odor causing compounds by using microbes. Microbes like Pseudomonas Putida that are used in this technique have been significant in treating sewage water and bad odor in an efficient, safe and inexpensive way. [4] How it works: Bio-filtration is quite an innovative technology to control pollutants. It helps to eliminate malodorous gas emissions and volatile organic compounds (VOCs) of low concentrations. The mos t common design of a bio-filter is just an ordinary big box. Some of them can be very big, others can be quite small. A bio-filter’s main function is to bring microorganisms together with pollutants in an air stream. The bio-filter which has the breeding material for the microorganisms is placed inside the box. The â€Å"biofilm†, which is a layer of moisture where the microorganisms live, can be found around the particles of filter media. When the bio-filtration process takes place, the operators pump the polluted stream of air through the bio-filter, so that the filter media absorbs the pollutants. The bio-filter diffuses the contaminated gas and sends it onto the biofilm that absorbs it. The pollutants are then degraded by the microorganisms. The metabolic products of this process are carbon dioxide and water as well as the produced energy. The chemical formula of this process caused by oxidation is: Volatile Organic Pollutant + O2 à ¯Ã†â€™Ã‚   CO2 + H2O + Heat + M icrobial Biomass [3] Effectiveness of this technique: This technique is very efficient and it has plenty of advantages over the traditional methods of pollutants. First of all, one of the major conditions for traditional methods is high temperature, however when it comes to bio-filtration the technicians can use low temperatures, thus the whole process becomes cost effective, because there are no costs of combustion. Moreover it is safer than traditional methods because combustion is a dangerous process. Secondly, the maintenance cost of bio-filtration is much lower than traditional methods. According to a research conducted by Pinchin Environmental Group Canada, this technology is more than 95% efficient and environmentally friendly because the whole process can be done in an absolutely natural way. [1]

Macedonian Army Essay Example | Topics and Well Written Essays - 500 words

Macedonian Army - Essay Example Between 30,000 and 43,000 infantry followed Alexander into Asia Minor to fight the Persians. He had only 70 talents for their pay, and no more than thirty days' provisions. These scarce resources destroyed any hope from his army. However this also motivated them to fight desperately before all their supplies finished. The 40,000 Persian infantry and cavalry were desiccated. The Macedonian army's confidence raised head high and this confidence scared all the cities on the coast into submission to Alexander. Alexander wanted to go into the heart of Persia to defeat their king Darius. However a secretive illness to Alexander prevented such an excursion for the time. All of Alexander's attendants were afraid to try any remedies, because if their remedy failed, and Alexander died, the Macedonians might blame the physician. During this time the Macedonian army was becoming demoralized day by day thinking whether Alexander could defeat his illness or would he let them rot deprived of a leader. The morale of Macedonian army soared sky high after they defeated the Persians and forced King Darius to flee. Darius knew that Alexander would come for his so he prepared an army of a million men. When the two armies came in sight and the noise and campfires of the vast barbarian camp were heard, fear started to creep into some of Alexander's generals.

Understanding levers for organizational change the case of AB Ltd Essay

Understanding levers for organizational change the case of AB Ltd - Essay Example Whenever there is a change in the overall organizational strategy for success, it is followed by a significant change in the organization. These changes may be found in the operational management spectrum or in the total organizational culture itself. Such changes are bound to happen just as they happen in the case of any life cycle process. Under those circumstances it becomes the responsibility of the top management of the organisation to perceive the nature and methods of such changes and prepare the organization to meet the challenges of such changes.The changes are due to take place in any organization simply due to the passage of time where the organisation's life is longer and hence it may become necessary to introduce changes in the operating strategies and plans. This necessitates significant strategic practices in all functional areas of management. In order to make the change process successful it is important that the change leaders have a thorough understanding of the co ntext of change. This includes a thorough insight into the basic organizational systems and structures as well as the external environment in which the organisation is operating. Organizational context is created and renewed through tangible and concrete management actions. (Ghosal, S. and Bartlett, C. A. 1994) Unless the changes in the organisation are preceded by an in-depth analysis of the internal and external environments, any endeavour by the management to bring about changes may not produce the desired results. Thus an evaluation of performance of each link in the organization is an essential prerequisite for effecting the organizational change. Another equally important consideration while deciding on the changes in the organization is the impact of the external environmental forces on the effectiveness of the organizational performance. With this background this paper presents a report on the nature and methods of change management in the 2.0 Change Process in AB Limited The following is the change process as evidenced by the senior management in the case of AB Ltd. The process is identified through a series of interviews with the managers and team leaders of Change management in the Company. The description involves a detailed report on the change process being effected by the company. 3.0 Change Process The process of change being a complex in nature must be well planned so that the change process is accomplished without hurdles. The change process involves the following steps: Discovery Process - Making a case for organisational change Commitment from the top management Defining change strategy Alignment of change strategy with the overall business strategy Implementation of the change and Monitoring and refinement (Kaplan Consulting) 3.1 Discovery Process The first step in bringing about any changes in the organisation is to make a strong and airtight case for the introduction of such changes. In this step the change leaders may take the help of tools like (a) Online surveys conducted on various issues that may be the core change aspect (b) High impact interview protocols may also help effectively in the process (c) An analysis of the competitive environment of the business including the analysis of the strengths and weaknesses of the competitors (d) Technique of benchmarking will also be one of the useful tools (e) A well defined assessment of the customers and suppliers may also lead to the identification of change areas (f) Gap analysis is another tool that helps in the identification of changes required in the organisation 3.2 Commitment from the Top Management It is vitally important that the top leaders are prepared intellectually and motivationally for the introduction of changes as they are the people, who have to pilot the change process, sell it among other organisational members and arrange for the deployment of the necessary resources. The steps involved in this process are

STEP Analysis and Market Segmentations for a Motorola Company Essay

STEP Analysis and Market Segmentations for a Motorola Company - Essay Example It is stated that widely distributed sales and system integration teams of Motorola company collaborated by improvised phone, e-mail, and paper processes. Motorola consists of three businesses: Connected Home Solutions, Networks & Enterprise, and Mobile Devices. Connected Home Solutions provides a scalable, integrated end-to-end system for the delivery of broadband services that keeps consumers informed, entertained and connected. Mobile Devices designs, manufactures, sells and services wireless subscriber and server equipment for cellular systems, portable energy storage products and systems, servers and software solutions and related software and accessory products. Networks & Enterprise solutions include secure two-way radio, cellular and wireless broadband systems to meet the needs of public safety, government, private, and service provider and enterprise customer’s world-wide. The researcher then focuses on the analysis of Motorola’s RAZR phone, that is used in mul ti-national business, which is characteristic of a social and cultural worldview today. In relation to Motorola’s RAZR business goals to retain more consumers, it becomes important to look at the improvements and continuations of the company’s strategy. It is concluded then by the researcher of this essay that the Motorola RAZR has identified with innovation, being one of the highest selling products in mobile communications history, that maintain a connection with customer culture and time the release of new products.

Research Critique Part 2 Essay Example | Topics and Well Written Essays - 750 words

Research Critique Part 2 - Essay Example The study is from the journal of the American College of Obstetricians and Gynecologists published in 2006. While HPV-16 vaccine has been shown to significantly prevent persistent HPV infections, the ultimate objective of the study is to validate whether the vaccine is also effective to prevent cervical intraepithelial neoplasia (CIN) 2-3. In this study, risks and benefits especially on the use of placebo were identified and presented to participants. Voluntary participation was noted and participants were tested on HPV-16 infection before the onset of the study. Institutional approval was also obtained for a period of up to 48 months. Furthermore, informed consent was secured from the participating women and was readily available for revocation once the participant opts to withdraw from the study. In fact, 94 women were actually dropped from the list of participants due to consent withdrawal. Thus, although the study aimed at producing an acceptable evidence to promote the utilization of HPV-16 vaccine, human rights were still taken as of primary importance and the rights of the participants to withdraw from the study was exercised. The variables are explicitly stated in the research title and resemble the exposure variable and outcome variable. The independent variable includes the type of treatment applied, either the vaccine or the placebo depending on what the participant actually received. The incidence of cervical intraepithelial neoplasia (CIN) 2-3 was compared among the two treatment groups and therefore served as the dependent variable of the study. The data collection method was scheduled on day 1, month 7, and then 6-monthly thereafter until the 48th month. Genital samples for HPV-16 DNA, Pap tests, and antibody titers were collected during each collection time. This method was specifically formulated because CIN 2-3 may need a certain period

Evaluate the impact of three-strikes laws on jails and prisons Essay

Evaluate the impact of three-strikes laws on jails and prisons - Essay Example The provisions enshrined in the three-strike laws have resulted in a considerable increase in the prison populations in the states that have adhered to these laws (Jacobson 217). Not only the prisoners penalized under the three-strike provisions constitute a major chunk of the prison populations, these laws have also assured that even those accused who are guilty of repeatedly engaging in serious crimes of non-violent nature do tend to serve prolonged prison sentences. For instance, in the year 2004 alone, the prisoners serving sentences affiliated to the three-strike laws constituted almost twenty six percent of California’s prison population (Jacobson 217). The three-strike laws also had an impact on the length of time that the prisoners tended to spend in the prisons and jails. Going by the fact that the three-strike laws tend to enhance the prison terms of the repeat offenders, this has resulted in an increase in the average time that the prisoners happened to stay in the prisons (Jacobson 2118). The actual ramifications of the three-strike laws have also led to an increase in the average age of the prison populations. As the prisoners serving sentences as per the three-strike laws happen to stay longer in prisons, this has expanded the average age of the inmates (Redburn & McNamara 217). Thereby, going by the three-strike laws, one could certainly expect older and aging prison populations in the times to come. The other thing is that the racial minorities, especially the African-Americans and the Hispanics tend to constitute the largest groups of prisoners serving sentences under the three-strike laws (Russell-Brown 16). There is no denying the fact that the three-strike laws had serious financial implications for the prisons and jails. With the prisoners serving longer sentences and the consequent increase in the prison populations, the prisons and jails are becoming financially more

Scholarly Critique Paper Research Example | Topics and Well Written Essays - 1000 words

Scholarly Critique - Research Paper Example Purpose of the Study Williams (2005) found that the recent estimate reveals that children spend an average of 7 hours per week in video games. This is remarkable information because this finally leads him to find if violent content or frustration may be linked to a significant effect or impact. The study seeks to find out if there is potential impact of violent content and frustration with gameplay. In addition, the proponent wants to know if the interaction of violent content and frustration creates impact on aggressive personality of the players. The study therefore has a relevant purpose of investigating the effect of video games on the subjects’ personality primarily on how the violent content or frustration may provide an influence. This study is important because it will stand as a vital addition to the body of knowledge linked to the potential impact of videogame to its players. Main Hypotheses There are five hypotheses that the proponent identified in the research stud y. The first hypothesis states that there must be higher scores of state hostility measure for violent game compared to its nonviolent counterpart. The second hypothesis asserts that there must be higher scores of state hostility measure for frustrating game compared to low or non-frustrating game. The other hypothesis is about having certainty of higher scores on hostility measure if the participants will be exposed to both violent content and frustration. The fourth hypothesis suggests that participants who are having high trait in hostility should therefore score higher on a state hostility measure when they have to play violent game compared to those with low trait in hostility. The last hypothesis states that participants with high trait hostility should have a higher score in state hostility measure than those with low trait hostility during the actual play of a violent game. These are the essential hypotheses that Williams considered as vital points to consider prior to meeti ng the actual purpose or research problem of the study. In line with this, we can therefore detect the independent variable and it is the actual score in state hostility measure. The dependent variables are therefore the level of violence and frustration linked to the videogame. In addition, all of these are therefore directional hypotheses because they try to emphasize the use of a comparison term ‘higher’, which is an indication that there must be a remarkable difference between the groups that will be compared and how specifically they will differ. Design and Measurement There were one hundred fifty male college undergraduates at a large southeastern university coming from a psychology and mass communication courses who were employed in the research study. In the actual study, each of the participants was given the opportunity to play one of the four video games, which include violent and frustrating, violent and low/non-frustrating, nonviolent but frustrating, and n onviolent and low/non-frustrating. The participants were asked for their consent to participate in the study, which took place in more than one phase. This is to ensure that all of the respondents will turn out not forced to join in the research, but they have their consent to participate. To test the hypothesis, the proponent of the study relied on the response of the subjects on the given questionnaires and the use of statistical analysis like the analysis of covariance

Empirical Literature Article Review of Leadership Ethics Essay Example for Free

Empirical Literature Article Review of Leadership Ethics Essay The opportunity to evaluate original research serves as one of the many foundations to both scholarly writing and research (Grand Canyon University, 2013). Therefore, to enhance this process I will critique empirical research articles for the purpose of demonstrating the effectiveness in understanding leadership ethics. So, using the literature presented within in the works of â€Å"Predictors of Ethical Code Use and Ethical Tolerance in the Public Sector† by Neal Ashkanasy, Sarah Falkus, and Victor Callan along with â€Å"Advancing Ethics in Public Organizations: The Impact of an Ethics Program on Employees’ Perceptions and Behaviors in a Regional Council† by Itai Beeri, Rachel Dayan, Eran Vigoda-Gadot, and Simcha Werner, and finally, â€Å" An Empirical Study of Leader Ethical Values, Transformational and Transactional Leadership, and Follower Attitudes Toward Corporate Social Responsibility† by Kevin Groves and Michael LaRocca comparisons will be made on the relevance and need for research purposes. In comparison, the authors of each study utilize ethical behaviors for the purpose of comparing relationships, perceptions, and beliefs associated with measures of ethical practice. Furthermore, reasonable justification for conducting the research presented in each study is outlined as evidence from the posed research questions and is validated within the results of each piece of literature reviewed. Posed Research Questions Relating the Authors in the Comparison Similarly, the literature within each study focused on ethical practice and how it used to enhance behavior of individuals within organizations. However, assertions within the scope of the posed research questions present relevant generalizations for each study. For example, Ashkanasy, Falkus, and Callan (2000) focused on variables that formulated predictive roles of organizational, individual, group, and contextual levels for utilizing formal codes of conduct. These variables were developed to serve as predictors of ethical tolerance as a result of formal code use. Whereas, organizational commitment (OC), organizational citizenship behavior (OCB), and quality of work life (QWL) are the basis in which Beeri, Dayan, Vigoda-Gadot, and Werner (2013) perceive positive relationships are built as ethical resources are generated. Hence, these three areas promote awareness of ethical leadership and decision making in addition to the ethics code. Further, Groves and LaRocca (2011) incorporate the notion of corporate social responsibility by modeling both transformational and transactional leadership styles. Here, the idea is leaders with deontological values of ethics will be perceived as modeling transformational leadership, while leaders with teleological values of ethics are perceived as modeling transactional leadership (Groves et al. , 2011). Although each study assessed various ethical practices, each displays similarities in presenting study results as a means of validating posed questions of research. Sample Populations The results recorded from evaluations used in the sample populations’ highlighted evidence relevant to that of measures needed to verify theory associated with ethical practice. Hence, each study presented the results through a form of statistical analysis in which various test groups within the field of research were used. Moreover, similar methods were incorporated to assess the results of the respondents within all three studies. Ashkanasy, Falkus, and Callan’s Approach This evaluation involved mailed questionnaires to public sector employees in one State of Australia. The principal method of conducting this study was based on hierarchical regression, and addressed several factors such as: demographic measures, personal ethical values and attitudes, context and group-level variables, and organizational practices (pg. 245, 2000). Given the basis of evidence Ashkanasy, Falkus, and Callan (2000) used this method of analysis to assert that ethical decisions are more likely to be influenced by employees, versus the effect of group and individual variables. Beeri, Dayan, Vigoda-Gadot, and Werner’s Approach In lieu of the goal to test the relationships between ethics and performance within governments locally, Beeri et al. , (2013) used questionnaires to evaluate the long term effects of an ethics program on employees’ perceptions, and the behavior in one council of an Israeli region. This as a result, stems from awareness of ethical codes, and inclusion of employees in the ethical decision making process. Groves and LaRocca’s Approach Groves and LaRocca (2011) utilized voluntary community-based leadership programs that targeted educational values on ethics. The leaders of these community based programs were emailed a link with instructions for participation with an online questionnaire. The assumption here was that training on both transformational and transactional leadership, in addition to ethical decision making and CSR would now be implemented. Results Analysis All in all, the results displayed by the analysis of each study correspond to the overall effort of the posed research. For example, supported results aligned with study hypotheses, but signified that certain mechanisms underlie the criterion for each of the tested variables on different levels according to Ashkanasy, Falkus, and Callan (2000). Whereas, Beeri et al. , (2013) report a greater awareness in ethical codes and decision making along with increased organizational commitment is achieved as a result of positive ethical leadership. And finally, Groves and LaRocca (2011) correlated their findings with the original prediction that transformational leadership alone was aligned with the beliefs of followers in view of the corporate social responsibility of stakeholders. Conclusion Study Limitations of Articles To fully appreciate the level of understanding needed to evaluate literature of empirical research, a description of the methodology, research questions and an analysis of results must be presented to determine the validity of the overall analysis. And as such, each study discussed within the contents of this paper has been successful in delivering on all areas to support research efforts. However, there were areas that pose limitations to future research efforts for all three studies. For example, the use of questionnaires may not represent a true assessment of the respondent’s beliefs (Ashkanasy et al. , 2000). Also, issues surrounding anonymity can urface when responding to questions concerning ethical climate (Beeri et al. , 2013). And further, influences set by both common source and common method can stimulate bias in lieu of follower values of CSR (Groves LaRocca, 2011). For future development of the practice The results yield an overall influence within organizations that build on variables to increase ethical standards. However, there are yet underlying issues for democratic organizations that stress the importance of ethics, integrity, and fairness (Beeri et al. , 2013). And recommendations for further study are necessary to promote the continuous effort of influencing follower perceptions toward ethical commitments.

International Management Competencies |Reflection

International Management Competencies |Reflection INTRODUCTION MSc International Management was my chosen area in which to study after my BA honors in International business management at Oxford Brookes and I was given the opportunity to complete a Masters Degree in the same line of study. The semester classes started on the 28th of September 2009, where I was to take part in International Management Competencies. The sessions would give me the possible additional prospect of becoming a first-class international business manager. To be involved in a global business concerning mixed cultures, overall integration and examination for changes that affects globalization by interacting cross-culturally. (Thomas, 2008). The class in which I took part in included 23 students from 17 different countries of origin, which meant I would be having contact with individuals that have the same interest of subject with different backgrounds and experiences to offers with diverse cultures which most certainly could give me an insight into different ethnicity and cross-cultural factors. These could potentially overlap between each other while interacting. With this in mind, understanding culture it is to be associated with the aim to define common human problems which are shared between groups. (Schneider, 1997). The module itself would also give me the unique opportunity to enhance my mangerial skills by learning form my experiences and taking part into the activities that would bring further education in developing my fundamental process of learning. I began to understand that the classes would give me a vast ability to develop my skills on a weekly basis by interacting with all the members of my class and group that I was placed in, also while working on the reading material and keeping a weekly diary (see Appendix A) it seemed to be appealing and would most definitely exceed my knowledge on the subject in question, to understand that International managers hold the responsibility towards an organisations success by managing with their hu man resources which are related to their cultural differences and backgrounds (Groseschl, Doherty, 2000). REFLECTIVE STATEMENT EXPERIENCES The most important task that I had to undertake this semester was associated with a mixed group of individuals form the same division to then explore the core case study given by our module leader, â€Å"The case of the Floundering Expatriate†, in which it involved diversity in cross-cultural groups concerning an organization that tries to manage these mixtures effectively to try accomplish great performance and success. The role for the project would be to analyse Bert Donaldson‘s managerial practices and to address the key issues with his team, and actions he could take in his own cultural development. The final results would then to be presented to the peers in weeks 8 (trial mock, see diary Appendix A, week 8) and week 10 (final assesed, see Appendix A week, 10), with also a group report showing all the content and understanding of the case. The group i got allocated to consisted of 5 people from different countries with mixed culture backrounds, knowledge and experiences to offer (Appendix A,week 2-3), of which Shirley came form Venezuela, Konstantin from Bulgaria, Judith form Germany, Moses from Denmark, and me from Italy. The process in which all these events happened has been recorded in diary format shown in the appendix (Development through the weeks of the semester) showing overall actions taken during the initial process in which it began, where i had to change to another team (Appe ndix A, week 2 and 3). The group was given the chance to be fully independent, and we had the power to decide when to schedule as there was no pattern or organised structure to follow, therefore we could procede as best as we could, to optimize the procedure, which would be critical for the result. As described by Robert Harris, (2004) the synergy within a team has to be promoted by improving strategy that creates enhanced quality of work, autonomy control, improved communication, which then results in higher performance, productivity and more research and development. On initial startup there was a lack of organization and indeciciveness to whome should be the leader, to find a comprimise to work consistenely, but then Shirley proved to be up to the part and showed great ability to commence and organize a programme to follow (see Appendix B) related to meeting times and place, and a leader was found, persuing the role as the motivator and director of the operation by applying her h uman resource skills and direction of the generic scope which are crutial for a successful leader by creating a sense of purpose structure and clear defenition of purpose (Emirates Center, 2002)(Appendix A week 5 to 6). The role in which i could represent myself would be as a team worker and finisher ,a relevant role that would have to be skilled over the weeks to come. As mentioned by Harris, 1998, a team worker has the main priority to put people on top of his list, concerning feelings, needs, and has a strong observing power of the strengths and weaknesses of the group. Additionally he plays as a facilitator minimising any possible frictions that may arise. FEELINGS I was very content to be in the assigned group and ready to combine all our ideas together to then put them into practice. By using different prespectives on cultures and leadership which are essential to be able to learn the basic skills for managing its organization successfully and create a working environment that can develop its skills and training through time. Managers are faced with one of the biggest tasks to motivate and lead individuals to different cultures by understanding their behaviors, as motivation has the need to achieve and dominate in its class (Mc Clelands, 1981). I had an amazing feeling that the overall experience would bring me insight into team working and learning other cultures by having the possibility to integrate and develop skills needed in working life environment, involving decison making process, solving problems, and being able to carry out required tasks. Furtermore an absolute importance to the way in which you present your skills and ideas is cr utial for the success and undestanding you bring across. As explained by Tjosvold et al (2003), cross cultural management is increasing due to expatriation and international trade, meaning that people from diverse cultures must work together in the global marketplace. Societies differ in characteristic ways of thinking, feelings and acting through effective approaches derived from their values which portrays stereotypes and expectations that come from these specific situations. Finally by examining my teams diversity there were some disadvantages towards lack of cohesion(Appendix A week 7-8), and misscomunication through language as none of us were native spakers, but there were several advantages thatour mixed creativity gave a wide range of prespectives, better ideas and less groupthink, that resulted in better problem definition in regards to finding solutions for productivity. THOUGHTS As our first meeting started on the 16th of October many thoughts ran through my head and I was thinking if the group would be able to interact, merge developing ideas and fuse past experiences (work related and life events) with knowledge to minimize any potential cross-cultural issues that may arise. During the meeting everyone knew their role (Appendix A, weeks 3-6). I was motivated to extend and widen my thoughts by analyzing the situation in hand for the development plan needed. I was beginning to feel very relaxed and was pleased to share my opinions and ideologies of the case, by describing as best as I could what I thought we should include for the report to analyze it according to the prerequisites. I stared to realize that I was changing as time passed on, as I understood that my preferences where towards working with others and accepting ideas and mixing concepts to reach an evaluated criteria for fluency. I began to apprehend that I function perfectly as a team worker by constructing a working structure with appropriate skills and resources as suggested by West (2004), but there was a necessary need for change towards the way I express myself and come up with ideas. I would have to be more assertive and confident in myself. As for being an expatriate from Italy it brought additional challenges for working in a new cultural environment. Haour-knipe (2001), argued that in order to be successful during the integration of a new society there needs to be an adaption towards learning the new language, making new friends and getting occustomed to the the new surroundings and local culture. Nonetheless I saw different insights into peoples different styles and ways of achieving a process where I could take into account additional practices to develop myself towards diversity and the power that a team can generate, as mentioned by Essed (1996), diversity can be understood by experiencing events that are in common with the individuals from the team, where the se beliefs, principles and theories have an important impact on the opportunities for success. Not only would this be developed through practice but also the assigned reading would help me to expand the ideas and understand further ways to think globally and express myself. REFLECTION Through team working I understood different aspects of behaviors towards work commitments and endless encounters that would affect the work process. With this in mind i can understand that culture influences behavior as its a process about people or events they carry out, by looking towards cultural norms (acceptable behavior and influences of past experiences, Francesco, 2005) shared in a group, with selective perception, stereotypes, expectations, social dominance and different attributes for reaction (Usunier, 1998). A good example illustrating this could be the existence within the group members of both low and high context cultures of which everyone except for me was low context. Meaning that there explanations are done through words or verbalization instead of context, while I was the only one of high context mainly the opposite of them. Therefore by looking towards my experience i have noticed the various advantages that brought me to seek my role, not only that i knew what i wanted to do but also it was confirmed by Belbins self awareness questionnaire (Appendix C) that i was an implementor and team worker. These implications are the essential attributes for my team, that are in need for improvement towards my communication practice and presentation style that would have to be fully prepared to describe content coherently and right to the point. By developing these aspects it brings me a step closer to becoming a successfull specialist in the field of international business as Brooke (1996) described the process of becoming a successful by 3 stages involving observation, experience and theory, thereon analysing them to understand the relevance of each to learn the theoretical side. THEORY INTO PRACTICE The potential cross-cultural problems related to the topic of the session were plentiful, where there were issues concerning team roles, working skills, and decision making. There were also differences in communication style (verbal and non-verbal) and performing practices among cultures. Moreover there are diverse preferences towards leadership performance (skills), decision styles, and expectations with a need of cross cultural adjustment towards a new environment. Consequently it is necessary to know ones skills to be assertive; portraying what you may offer when entering in United Kingdom to show all the benefits you may bring to future career. SUMMARY Managers need to able to take into account all the concerning circumstances mentioned above to lead Individuals form their team towards working as a unit to increase overall performance to reach targets (Thakur, 1993).What needs to be understood is that globalization is a major factor affecting cultures all around the world, where everyone has to work closely together and need each others support to build up to required expectations and competencies. This factor involves the rapid growth of a market in relation to social, economic and technological problems (Kavous, 2009). This module gave me the chance to question, analyze and improve my managerial skills, while the reflective statement and diaries give a broad outline of the experiences passed. Furthermore the professional development plan below will outline future areas for development .The overall project gave me an opportunity to discover my interpersonal skills as well as weaknesses that I need to overcome to develop sufficient international managerial competencies, the most important of which are communication, decision-making, leadership, presentation skills and team working. BIBLIOGRAPHY Ardalan, Kavous. (2009) â€Å"Globalization and culture: four paradigmatic views†, International Journal of Social Economics, Vol. 36, No. 5, pp. 513-534. Danielle Medina Walker, Thomas D. Walker, Joerg Schmitz, Terence Brake. (2003) Doing business internationally: the guide to cross-cultural success. McGraw-hill pages 33-36 Culture. Dean Tjosvold, Kwok Leung. (2003) Cross-cultural management: foundations and future. Ashgate publishing company, pp. 1-6. Francesco, A.M. and Gold, B.A. (2005) International Organizational Behavior, Upper Saddler River, NJ: Pearson Education Inc., pp. 159, 161,175, 204, 205. Groseschl, Stefan, Doherty, Liz. (2000) â€Å"Conceptualising Culture†, Cross Cultural Management: An International Journal, Vol. 7, No. 4, pp. 2-3. Jean-Claude Usunier. (1998) International and cross-cultural management research. Sage publications. pp. 31-35. Mary Haour-Knipe. (2001) Moving families: expatriation, stress and coping. Routledge publisher, pp. 90-92. Michael A. West. (2004) Effective teamwork: practical lessons from organizational research. Malden Oxford. Pp. 75-85. Michael Z. Brooke. (1996) International management: a review of strategies and operations. Stanley Thornes Ltd. Pp. 3 -21. Philip R. Harris. (1998) The New Work Culture: Hrd Strategies for Transformational Management Publisher HRD Pres, Team working pp. 520-526. Philip Robert Harris, Robert T. Moran, Sarah Virgilia Moran (2004) Managing cultural differences: Global leadership strategies for the 21st century. Elsiver, Oxford ,sixth edition PP.150 -156 Cultural differences. Philomena Essed. (1996) Diversity: gender, color, and culture. Library of Congress, A challenge towards diversity pp. 135-137. Schneider, S. (1997) Managing Across Cultures, Hemel Hempstead: Prentice Hall The Emirates Center for Strategic Studies and Research. (2002) Leadership and management in the information age pages 12-22. Thomas, D.C. (2008) Cross-Cultural Management Essential Concepts, 2nd Edition, Los Angeles: SAGE Publications Ltd, pp: 49, 50, 59,131-137, 187, 223, 234. APPENDIX A WEEK 1 DATE: 29th of September 2009 EVENT/ACTIVITY: Introduction of the Module and Key Competencies of an International Manager. Discussion of a Case Study, Exercise 3 â€Å"Spanning the globe†. EXPERIENCE: This was my first class where a brief presentation was given on how the module would turn out to be and what was expected form us with course objectives and learning outcomes. During this class we were given a specific task to work on, the case study â€Å"Spanning the globe†, to be worked on as a team with people that were assigned together to work sitting on the same table during the lecture break that was give to us. During the given time the whole group decided we should read the case study individually and then discuss and go through the question given, therefore everyone had a specific task and to combine ideas together. The overall outcome of the task was to see how everybody would react to team work under a strict time management and to combine personal ideas with other members of the team. FEELINGS: My initial feelings of the task were orientated toward overall successful performance to achieve what was asked from me, I thought the group was well organized and prepared to come the exercise to come up with combined answers and ideas. Time management was also dived in 3 sections, the first towards reading the case study, secondly reviews opinions of members and finally to write notes down for a final answers. THOUGHTS: During the whole experience I felt I was learning throughout and getting to know different people and other ways of working as a group which made me happy and motivated to continue with the module introduced to us, where I realized that I would learn a great deal from this module that would most definitely improve me as a potential fine manager. REFLECTION: What I could learn from the first group discussion was that all individuals are different and that everyone has a different way of performing and achieving a process, therefore we have to accept to learn to work together and combine all ideas and conflicts to create something unique and to use individuals strengths to help the process. Also I had a rough look at the content of the module and understood that a wide range of reading material had to be studied, also by using as core text book Cross-Cultural Management essential concepts by David C. Thomas 2nd edition, and others similar to this. THEORY INTO PRACTICE: The potential cross-cultural problems related to the topic of the session are the following: Time pressure (35 min) Different understanding of the content Different opinions about approach Different perspectives of case study Working together effectively (constraints) General discussions to agree on a certain point In order to enhance these potential threats it has to be noted that individual competencies of members need to be worked on in order to be a successful manager and improve cross cultural team work by accepting different skills and behaviors that might come into practice. WEEK 2 DATE: 6th of October 2009 EVENT/ACTIVITY: International Team Working. Work group vs. Team. Division into groups for Assignment 1, Discussion of the Case Study 0.1 â€Å"The Thames Pump Valve Company† and different activities about team working guidelines, reflections about advantages and disadvantages of working in groups, improving long-term performance of leaders of a multicultural team and personal awareness and skills exercise. The group that I was in included me, Julius, Roman, and Pimita, but one member was missing as she did not attend the class. (Of which we were assigned to be group 2). EXPERIENCE: During this class our team explored the performance and potential of multicultural teams and the key barriers to achieve high performance and which strategies to consider to address these issues. The first discussion was about the case study of â€Å"The Thames Pump Valve Company†. This case study was part of our homework for the day and the discussion in my group was productive in the end. During the class we experience even other activities such as the exercise about team working guidelines where different cultural background proved even different ranking of the list of provisional guidelines. The second activity consisted in establishing advantages and disadvantages of working in groups and the other one was about improving the performance of leaders of a multicultural team in the long-term. During the session we discussed on conclusion of the role of self assessment to find each members preference and role within the group by completing Belbins team role task to see each other differences. Finally we were given the case study of â€Å"The case of the Floundering Expatriate† of which we would be analyzing with a group for the rest of the module to then give an oral presentation of the findings and solutions asked for. FEELINGS: I felt very happy to get to know my team members and see if we would work efficiently together, understand there different ways of doing and achieving a method, our group consisted of members from Germany (Julius), Russia (Roman), Italy (Eugenio), Pimpta (Thailand). So there were certainly potential for different cultural issues and idea generation. Overall there was a feeling of excitement for the beginning of a new relationship. THOUGHTS: While we were getting to know each other I was thinking what kind of benefits they would bring to the team and what could I learn from this experience and give towards making the group work. With this in mind previous weeks task for homework help me understand potential preferences that I might be involved in, I assessed myself development by completing the questionnaire given to us to correspond towards qualities for an effective manager where my strong points found were towards: Relevant professional knowledge and understanding Proactivity, inclination to respond purposefully to event Social skills and abilities Secondly I looked towards personal awareness and skills exercise between the roles that an international manger takes into account, by organizing the most important roles that comply with you to be successful, the most important ones for me where: Team leader/ Judge/ Challenger/ and Innovator REFLECTION: While attending the session I learned that I would most definitely be a team worker as I got along with my members and I was motivated to bring great ideas and completing the task assigned to us. At this moment in time there was no evident leader so positions still needed to be assigned. Finally we all decided to meet the following Monday to discuss the case study of â€Å"The floundering Expatriate†, for a general review. Finally I was also reviewing the material that had to be red, the initial chapters of the core text book and others suggested by the module leader. THEORY INTO PRACTICE: The cross cultural factor that were influenced in this session were that there could have been a language restrain between each other and that clear ideas didnt seem to flow at times , therefore a better organization was needed. WEEK 3 Date: 16th of October 2009 Event/Activity: Culture and Values and Managing diversity. I started to feel ill, which resulted in getting the flu. Therefore I could not attend the First group meeting as I was unable to for health reasons and I was therefore moved to group number 1, as another member form group 2 attended and course leader suggested I move to the other group as they were already agreed to work together. Experience: During this week I got a temperature resulting in getting the flu and I was in bed for a few days. On Wednesday we had the first group meeting and one of my group mates was really kind to send me an e-mail with all the details discussed during the meeting. On Thursday I tried to recover from this by taking medicine and resting for a few days which put my back on track, unfortunately I felt badly that I could not attend the meeting and felt very frustrated; also I had to interact with my new group and set up new meeting and roles that would be taken FEELINGS: I was very happy to meet the other members of my group and was ready to work with them on the case study of â€Å"The floundering expatriate†, I wanted to see how we would socialize and combine all our ideas and put them into practice, but as I was ill I could do that, so it made me sad that I let the team down, and I had to tell them that I couldnt attend. The group I was now assigned to consist from Shirley (Venezuela), Konstantin (Bulgaria), Moses (Denmark), Judith (Germany) and me (Italy), a nicely balanced group from different origins. THOUGHTS: During the time I didnt spend with my group I though what I could offer my team, and I started to think towards my potential assets that they could benefit from. One task that helped me realize what I could offer involved in completing Belbins team roles self assessment by looking toward contribution, shortcoming events, involvement in projects, characteristic approach towards work, satisfaction, difficulties that may arise, and problems that can be dealt with. With all this taken into consideration, the final verdict showed that I exceeded towards being an implementer and team worker. Another way in which I understood that I was starting a general development of my life towards a working life was due to understanding wide-ranging points of view and concepts of cross-cultural management from Francesco and Gold, Thomas books that gave me a great deals to think about how my performance would affect the group and how I would interact with fellow members. REFLECTION: Unfortunately I couldnt learn anything from the group meeting as I was absent, but I read the case study and was ready to share my views and opinion on how to come about answering the questions that were given to us. Also I was informed form other member to meet my new group on the following Monday to review question 1 and 2 of the case study, to bring my ideas and thoughts to the next session. THEORY INTO PRACTICE: The cross cultural factor that were influenced in this session were that the group might have thought that I was unorganized and not willing to work as I did not attend and hoping that this would not happen again. Additionally by being and implementer it meant that I would be reliable , disciplined, conservative and efficient and mainly to turn ideas into practical actions and work successful in a team with a smooth flow, knowing that I could bring these positive attributes to my team the following week and for the rest of the semester to complete the task given to perform a presentation on possible ways of developing the case study of â€Å"The Floundering Expatriate† by looking towards the: Cross cultural issues that arise Action plan to develop Berts Team Steps in which Bert need to take into account to develop his interaction skills Finally followed by our groups performance in completing the task WEEK 4 Date: 19th of October 2009 Event/Activity: Second group meeting: Presentation of task 1 and 2 Experience: The group decided to review question 1 and 2 on Monday at 12.00 with a meeting point in the library in Wheatley campus, so we could discuss and review the work done the week before for the tasks and see if any progress was made since their last meeting. SECOND Experience: 22nd of October This weeks class of IMC was divided in two parts; the first one had a guest lecture who talked about coaching and mentoring and the second one was about leadership. During the first part we did a test called ‘International Coach Federation Professional Coaching core Competencies to get a view about our coaching abilities. Also an article about coaching was distributed in class, titled â€Å" Accessing cultural orientations: the online Cultural Orientations Framework Assessment as a tool for coaching† by Gilbert and Rosinski (2007). The second part was about Manager as a leader where we discussed the characteristics of global business leadership and cultural influence on leadership in different counties. FEELINGS: I was happy this week to learn about mentoring across cultures and leadership which are essential needs for an international manager to learn the basic skills for managing its organization successfully and create a working environment that can develop its skills and training through time, as managers are faced with one of the biggest tasks to motivate and lead individuals to different cultures by understanding their behaviors, as motivation has the need to achieve and dominate in its class (Mc Clelands, 1981). While on the other hand leadership has the ability to inspire individuals to influence organizations members towards goals and targets that need to meet. THOUGHTS: As the lesson progressed I was thinking what kind of role would I seek to pursue during a managerial task, and when reflecting I was brought to understand that I would have a great ability to be a leader by having the ability to see members potential assets for the team and task in hand and by leading them to enhance their skills gradually by making them feel comfortable with what their achieving. REFLECTION: After the past experiences I started to realize that I might want to develop my leadership skills in my team, but as time progressed we noticed that Shirley took the role of leader right from the start by organizing schedules and giving out tasks to perform on a weekly basis and found myself in the situation to comply with her demands as she was very organized and everyone had the opportunity to collect and deliver any ideas that may be relevant for the case study. Also during the lectures I learned all the different styles that a manager can adopt or operate on, that can bring a wide variety of solutions. THEORY INTO PRACTICE: The cross cultural factors affected form this session and that concerned me the most were: A leader was found and had to deal with the of being a team worker Time constraint arose and found ourselves to rush through some of the work First sessions were formal and members from the group felt discomfort We need to establish a greater bond to flow in an organized way Different styles for expressing their ideas Different approaches to understanding and exploring ideas WEEK 5 DATE: 26th of October 2009 EVENT/ACTIVITY: On Monday we had our third group meeting. On Tuesday, IMC class, where we had a guest lecture about International Careers and Development. EXPERIENCE: This group meeting took place at the same time and place as organized and decided, were it was productive and we kept on expanding our ideas and development for the project and started to become more organized and coherent. WEEK 5 DATE: 29th of November 2009 EVENT/ACTIVITY: On Monday we had our forth group and on Tuesdays we had IMC class where we discussed â€Å"Problem analysis and decision making in an international environment†. EXPERIENCE: As every Monday we had our usual group meeting in the library the difference this week was that I was the only one to show up on time. During this class we discussed a case study â€Å"Pinpoint executive toys; the culture is important and can be said to be structured!† where we should put ourselves as managers of this organization and make some crucial decisions. While we were discussing the case study and try to find a solution to all the questions we found ourselves to work perfectly and in harmony together. FEELINGS: The guest lecturer gave me more insight into what my future plans would be and preferably were I would like to take my knowledge and skills into which sector of work, this gave me an insight into thinking more deeply into where I would like to work, where to stay in England or go abroad, working in an organization or company, and also what sectors would I be interested in. THOUGHTS: This week I was slightly de-motivated as I felt that I had to catch up with other modules and the work started to load on me, therefore I noticed that I was lacking towards generating new ideas and completing tasks, but I found the will and strength to study more, which showed I was gaining more insight into enhancing my personal skills as I wanted to achieve greater benefits to apply in future jobs or personal

dystopia Vs Utopia ( A clockwork orange Vs. Player Piano :: essays research papers

Utopia can be defined as a place immune from inhumane treatment and absent of the hardships of society , where the population is blindfolded from fear, anxiety, and general negative aspects of human nature. A utopia can be generalized as that perfect society. This is one type of a drastic society. There is another, more appalling type of society, that of a dystopia. A Dystopia is nor a fairyland or the promised-land like the utopia is, it looks at the chaos, anarchy, rebellion and disorder of a society. As we compare these two opposite society types, there are two books that are the poster child of utopia and dystopia. Those two books are Kurt Vonnegut's "Player Piano", and Anthony Burgess's "A Clockwork Orange". In Kurt Vonnegut's "Player Piano" we follow the hero Paul Protues through his utopian society. Where in his society they have just recovered from a ten year war and now has been built up and ran completely by machines. Furthermore a super computer always controls the populations actions, it acts as a shepherd leading the sheep. However where there are sheep there is always a ever lurking black sheep, Paul is that of a black sheep. Through his journey in this utopian society we follow his rebellion against the super computer and machines. As Paul progresses in his society it becomes less and less of a utopia on more and more of a force fed, totally governed society where there is little freewill. As we follow his expedition we can see the changing society from a utopia to what Paul perceives as a dystopia. In Anthony Burgess's "A Clockwork Orange" we observe the antagonist Alex in his blatant dystopia society. Where in his society they have high criminal activity and few police. We follow Alex and his "droogs" as they acts like Vikings, raping, pillaging, and burning. Alex has no respect for law and order he rebels in part one of the novel . However Alex is eventually caught by the police and put in jail. In jail he is tricked to being rehabilitated to becoming a productive member of society. After this forced rehabilitation Alex is then to perceive society as a utopian society and stop being so violent. He has lost his own freewill and his identity. When ever Alex thinks of violent images he then gets sick to his stomach.

Using The Mythology of Love to Analyze Amy Foster Essay -- Amy Foster

Using The Mythology of Love to Analyze Amy Foster In Amy Foster, Joseph Conrad has written a great story that shows the different types of love felt between Amy and Yanko as described by Joseph Campbell in his essay on The Mythology of Love. The relationship of Yanko and Amy is dynamic and changes as the story progresses. At first, Amy feels compassion for Yanko; she does not see the differences between him and the English people as the others of Brenzett do. However, later in the story, compassion turns to passion. Amy's son is then born; distinctions appear and she is either no longer able to love Yanko or she loves Yanko to such an extent that she finds she is incapable of joining Yanko on an earthly plane as Joseph Campbell describes (page 159). Whatever the reasons may be, Amy refuses to aid Yanko in his time of need, resulting in Yanko's death. There is a great change of heart from Amy's first compassion for Yanko to her nonchalance of his death. However, the results may have only been a product of the different levels of love felt by Amy for Yanko. The general population of Brenzett treats Yanko an escaped lunatic when he is first spotted in the seaside town. He is whipped, stoned and beaten by many of the residents. In addition, he was captured and caged like a wild animal. He is described as a "drunk", "tramp", and "creature". He is very different from the usual Englishman and is treated as such. He is segregated and is forced to work for Mr. Swaffer. However, one person sees through the differences. Amy, perhaps because of her stupidity or an ability to feel for Yanko, does not see a wild foreigner that screams at night and dances strangely. She saw only the similariti... ... an alien and does not aid him, while she has lost all love for him. It is unclear to the reader whether it is great love that Amy experiences - so great, she cannot bear the pain - or it is an inability to love Yanko anymore that causes her stay motionless as Yanko calls for her help as he dies in front of her. The story of Amy Foster presents an incredible mystery about the love between a dull woman and a foreign man. Even with the aid of an extremely helpful analysis of love by Joseph Campbell, it remains unclear why Amy acts the way she does as Yanko lies on his deathbed. Does Amy feel an immense love for Yanko or does she fail to love him at all? Whatever the reason may be, it is clear that she expresses throughout the story many of the differing types of love along with their implications discussed in Campbell's essay, The Mythology of Love.

Rockefeller :: Free Essay Writer

Rockefeller John Davison Rockefeller, a U.S industrialist was the founder of the infamous Standard Oil Company, through which he dominated the U.S oil industry in the late 19th century and early 20th century and created the first major business trust in the United States of America. His business trust made him the world first billionaire .he also created a lot of controversies and opposition because of his business practices and form of organization especially from the US government. Together being a billionaire Rockefeller was one of the first major philanthropists in the U.S establishing several important foundations and donating a total of $540million to charitable purposes. Rockefeller was born on 8th July 1839 on a farm at Richford, in Tioga County, New York. He was second of the six children of William A. and Eliza (Davison) Rockefeller. The family lived in modest circumstances. The family moved to Owergo, New York and then headed west to Ohio in 1853. The Rockefeller’s bought a house in Strongville , Moravia near Cleveland. John entered Central High School in Cleveland where he rented a room in the city and joined the Erie Street Baptist church; he was very active in its affairs and became a trustee of the church at the age of 21. Rockefeller left high school in 1855 in order to take up a business course at Folsom Mercantile College. After completing the six month course in three months and after looking for a job for six weeks he landed a job as an assistant bookkeeper with Hewitt & Turtle , a small firm of commission merchants and produce shippers .He was not paid his salary for three moths when Hewitt gave him $50 ($3.57a week) and told him that his salary will be increased to $25 a month. A few months later he attained the position of the cashier and bookeeper. In 1859, with $1000 he had saved and another $1000 borrowed from his father at a rate 10% per annum, he formed a partnership in the commission business with a British Immigrant, Maurice B.

Marriage-Comparison Essay

Marriage, the union of two people, is satirically presented by Evelyn Waugh in the novel ‘A Handful of Dust’ and by Edward Albee in the play ‘Who’s Afraid of Virginia Woolf?’ Both authors adopt a chilling approach to demonstrate the endemic of negative attitudes and pressures of 1930’s London and 1960’s American society placed on to moral institutions such as marriage, with the central protagonists exposed under a powerful ‘microscope’ to reveal the detrimental effects of society. Albee illustrates the emotional strains inflicted on to individuals and couples aspiring to the American Dream and more importantly the result of failing a dream that is unreachable by the majority. In Albee’s play, George and Martha are metaphysically exposed to the ‘peeling away’ of the illusion that surrounds their marriage to reveal the ‘murky opaque depths’ of reality. Waugh on the other hand shows the corrupt and barbaric upper class London society at the time of the Great Industrial Depression, evoking a story of Tony and his manipulative, ‘cat like’ wife Brenda’s failing marriage, and that of the culture and civilisation Waugh so admired. Both Albee and Waugh employ the use of irony in their chosen settings. In ‘Who’s Afraid of Virginia Woolf?’ as ‘large, boisterous’ Martha turns on the light the audience are subjected to an emotional battlefield. Set in a success driven university campus which is a microcosm of society, it is soon made clear it is not a place of learning, achievement and sophisticated culture, one of lust, deceptions and sadness, a place where ‘musical beds is the faculty sport’. People like Martha are motivated by greed and self interest; this indicates the threat of America being New Carthage, destroyed not by another country but by internal corruption and spiritual emptiness, as George reads from ‘The Decline of the West,’ Albee’s Cold War subtext is clear. In contrast Waugh gently eases the reader in to the amicable setting of rural England, with an absence of ‘harsh words’ and ‘scenes of domestic playfulness’ between the Last’s, indicating an external picture of a content marriage. The setting is an extended metaphor of their marriage. Set in Hetton Abbey, named after Arthurian Legend, indicates their marriage is similarly illusionary. With irony, Brenda is appropriately placed in to the bedroom, Guinevere, wife of King Arthur burnt for adultery; this gives the reader an ominous feel from the outset about the subsequent events. The novel depicts Tony’s love for the ancestral, primogeniture home, which like his marriage is ‘devoid of interest.’ Tony is trapped by the ‘huge and quite hideous house’ as Brenda is in the marriage, suggested by Waugh’s use of death imagery used when describing the house ‘like a tomb.’ The ‘damp had penetrated in to one corner’ further indicates the internal decay of the Last’s ‘not in perfect repair’ marriage. The fact Brenda resents Hetton as she has moved there and left her family home- ‘I shouldn’t feel so badly about it if it were a really lovely house- like my house for instance,’ quickly weaves a negative undercurrent to their apparent happiness. Illusions versus reality feature in the marriages in both Waugh’s and Albee’s works. In ‘Who’s Afraid of Virginia Woolf?’ George and Martha’s illusionary son provides escapism, acting as a ‘bean bag’ cushioning their tempestuous, ‘crushing’ marriage from reality. However as the son has been talked about the illusion has become reality too the extreme that the illusion now controls them. The son highlights the pretentious society in which George and Martha live, forced to create a son to fill societies illusions of perfection. The son is for Martha to feel she has fulfilled her role as a woman. However the ‘child’ is not only a desire for fecundity within their relationship but also a projection through which they expose their personal desires, needs and problems. Ironically the son that was supposed to bring the couple closer has become a reason to fight being used as a tool to undermine one another. By ‘killing the son,’ George is realising that the illusion has become out of control, Martha has broke the ‘rules’ by telling Nick and Honey, the ‘pawns’ in their games. The ‘child’s’ death signifies a milestone in their understanding of marriage, George no longer has to compromise his world of reality and Martha is no longer in danger of losing herself in a world of ‘Ilyria’. Symbolically this happens the day before the child would turn 21. Through the child, Albee as an absurdist is illustrating his view that a life of illusion was wrong because it created a false content for life. George and Martha’s empty marriage can clearly only survive if they abandon their illusions. Nick also embodies the illusion in ‘Who’s afraid of Virginia Woolf.’ Nick represents the Arian race with his ‘blondie’ hair and blue eyes are initially seen as†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ However his marriage to the slim- hipped ‘mouse’ is based upon pretence as the child they married for was only a phantom pregnancy. Added to this monetary gain, just as in the Polly Cockpurse of Waugh’s Belgravia, lies at the core of †¦Ã¢â‚¬ ¦ Waugh’s ‘A Handful of Dust’ similarly is based on illusion. The barbaric characters and emotionless buildings provide the reader with an external falsity. Mrs Beaver represents the destructive forces of modernity with her suggestion of ‘chromium plating.’ Mrs Beaver’s character conflicts with Tony’s as she destroys old buildings, Tony clings to every ‘glazed brick or encaustic tile’ at Hetton. Tony’s nostalgic ‘feudal’ nature is arguably one of he main reasons for the breakdown of his marriage. Described as ‘stiff white collar’ suggests he has a refusal to change and ironically at the end is left reading Dickens showing inevitable he is stuck in the past. Tony has been blinded by Hetton which provides him with ‘constant delight and exultation,’ however is ‘formerly one of the notable houses of the country’ and not in ‘perfect repair’ therefore ‘dev oid of interest’ to anyone except Tony. Romanticism dominates through Tony, his search for ideals that his parents possessed ‘inseparable in Guinevere’ are unattainable by Tony. Similarly George and Martha can not reach the ideals set by the American dream. George is symbolic of the past who simply ‘sift(s) everything’ plunging him in to a world of history which is as important to him as Tony’s ‘shining city.’ He is a ‘bog in the history department’ unable to compete with the ‘direct threat’ imposed by ‘well- put- together’ Nick who represents ‘the new wave of the future.’ As a scientist he signifies clinical facts and evidence; he is emotionless like his marriage. At ‘twenty eight’ Nick is successful and a high achiever unlike George at ‘fifty something’ who is still ‘in the History department’ and only ran it ‘for four years, while the war was on, but that was because everyone was away.’ Albee seeks to emphasise the sense of alienation, in modern men. George thus attacks the decay of individualism: ‘You’re the one who’s going to make all that trouble†¦making everyone the same.’ History presents a cynical view, George prophesises as he reads out ‘the west must†¦eventually fall’ materialism dominates over culture resulting in sterile intellectualism. However George bares one key element that Tony realisation does not. George recognises the flaws in his ‘dump’ of a marriage whereas Tony similar to Honey is blinded and does not grasp the ‘sad, sad, sad’ truth embodying his marriage. Tony refuses to accept how ‘warped and separated’ he and Brenda have become. The illusion of George and Martha’s marriage is portrayed through language, for when language stops reality exists. George and Martha’s continual battle of incessant banter and ‘total war’ masks a more sinister and damaging reality and therefore, their fear of silence. Truth is shown through non verbal, theatrical devices ‘throwing flowers’ and the use of a toy gun, creating desperate humour through deep anxiety and expectations. Speech is used to gain power and control in order to deceive others. Ironically George comments ‘Martha’s a devil with language’ showing she is manipulative with her acerbic speech and has dominance in the relationship, ‘(Martha) wears the pants in this marriage because someone has to.’ This use of clichà ¯Ã‚ ¿Ã‚ ½s shows a loss of capacity to speak the truth, ‘Your in a straight line†¦.and it doesn’t lead anywhere†¦.except maybe the grave’ underlined by t he root of terror in the play, the notion of life being meaningless. The regressive language is symbolic of the Martha and George being trapped by their childhoods and therefore they acquire attacking roles in a childish manner. However in contrast the callous Martha uses beautiful language when talking about their child, ‘And his eyes were green†¦green with†¦if u peered so deep in to them†¦so deep†¦bronze†¦bronze parentheses around the irises†¦such green eyes’ showing that when sincerity and love exists the aggressive language stops. At the end the simple, basic language, stripped of all metaphors and clichà ¯Ã‚ ¿Ã‚ ½s reflects the simple, basic reality that George and Martha now face. In contrast to Albee’s use of vibrant and destructive language, in ‘A Handful of Dust’ conventional, banal and ordinary language dominates. Similarly to George and Martha, Brenda and Tony are shown in scenes of childlike playfulness. The alphabet diet is cute and endearing, but has an underlying tension as they are confined by the constraints the diet creates. The emptiness of the emotionless, large dining room they dine in which ‘even today mild elsewhere, it was bitterly cold in the dining hall’ further shows a lack of warmth between characters. The reader’s first encounter of the Lasts boosts a content marriage ‘While he ate breakfast Brenda read to him from the papers’ however the reader is aware of the negative undertones of the monotonous marriage ‘These scenes of domestic playfulness had been more or less continuous in Tony and Brenda’s life for seven years.’ Waugh stylistically and subtly reveals problems through his use of setting ‘There seemed to be no way of securing an even temperature in that room.’ The reader is also lead to question the stab ility of the Lasts marriage through Mrs Beaver comments ‘everyone thought (Brenda) would marry Jock,’ and ‘(Tony’s) a prig. I should say it was time that she began to be bored.’ George and Martha, the quintessentially dysfunctional couple are emotionally trapped by their respective childhoods, as a consequence they both are exposed to low self image and esteem. The history of the couples past is slowly revealed by Albee to the audience. Martha tells Nick and Honey in Act One that her mother died when she was young and she became very close to her father, she married briefly but her father had the marriage annulled. After college she fell in love with George which she thought would please her father. However George is not the high achiever that would satisfy her father. Martha is a lost ‘Daddy’s girl’ who hasn’t left behind the prospect of his unconditional love. George is also revealed to have had a troubled childhood. The revealed plot of his failed novel where a teenager kills both his parents is later publicised by Martha that George was in fact the teenager in his novel. Although the audience doesn’t know whether this is true it does explain George’s guilt about his parents. Albee is suggesting through these parental bonds that human relationships stem from human vulnerability. In ‘A Handful of Dust’ parental roles do not strive in adultous ‘fashionable’ London. Brenda and Tony are ineffectual as parents and as John Andrew reveals he prefers the groom ‘Ben far more.’ Waugh uses John Andrew as a satirical tool to expose the falsity of upper class society. He also reveals Tony’s ineffectualness in disciplining his son and the emotionless Brenda as a direct contrast to Jenny Abdul Akbar who John Andrew is ‘infatuated’ by the attention she provides him with. John Andrew’s death acts as a watershed in the novel. For Brenda the death symbolises her last link with Tony and a chance to escape the world she is trapped by and ironically highlights Tony misjudgement as he does not ‘know Brenda so well’. As Brenda ‘burst in to tears’ this is arguably the realisation that she has thought of John Beaver over her own son and goes to the extremes of immorality of ‘Oh thank God ’ when she is told her son has died, not a reaction expected from a mother that has been told her son has died. The death simply signifies the end of the Lasts marriage ‘Don’t you see Tony, its all over.’ Brenda with her manipulative, ‘cat like’ ways who utilises her female charms to her full advantage and is arguably more responsible for the breakdown of her marriage. As she applies her make up it acts as a symbolic ‘mask’ to cover up the reality of the deceit. In order to get her flat she ‘sat close to Tony on the sofa and ate some sugar out of his cup’ and ‘rubbed against his cheek in the way she had,’ this seductive way highlights the weakness of men. By getting the flat Tony is compromising the repairs he wants to make to Hetton. On the other hand Waugh suggests that it is Tony that it is pushing Brenda in to a society of adultery. Portrayed as an ‘imprisoned princess’ in a castle as though a character in a fairytale, Brenda is frustrated by her limited role and Beaver acts as a lifeline to get her out of the ‘big house.’ She is clearly eager for information of London and ‘jokes that have been going around for six weeks.’ Brenda however stays in control of the marital breakdown. The letter that Brenda leaves is merely a pencil note showing her lack of commitment and respect for Tony. The pencil is symbolic of the marital vows that can easily be erased and irretrievable like death vows ‘Ashes to ashes, dust to dust.’ Waugh uses Tony’s search for a ‘hidden city’ to show Tony’s transition from one period of his life to another. Similarly Brenda moves to London in search of a new chapter in her life. Although we can argue that Tony’s decision to go on the exploration shows courage and strength, someone else has planned the trip therefore it is ineffectual. His journey to enlightenment is made in intellectual darkness symbolically leading to his worst nightmare. Added to this the fever he acquires on his journey is representive of his whole life being a grotesque hallucination. Tony ‘had a clear picture in his mind’ that the city he was searching for would be like a ‘transfigured Hetton’ illustrating that Tony is still trapped in the past, inspiring pathos from the reader. When Tony is faced with the harsh reality of life, his real world is destroyed. Romanticism can not save Tony from reality, it is not a refuge and cannot save a near innocent man from being sacrificed because of his complacency. Arguable through a number of short scenes in the jungle and London, Waugh is trying to show similarities of the two settings ‘her ladyship has gone to live in Brazil’ both uncivilised worlds are ‘oceans apart’ yet are both uncivilised and animalistic, inhabited by ‘savages’. Religion is an occurring theme in both Albee’s play and Waugh novel. Albee uses blasphemy ‘Goddam’ at both the start and end of act one. The audience may not be surprised at this language in the godless environment we are introduced however we are more concerned about Martha’s comment that she was an atheist at school and furthermore the uncertainty of whether she still is. Marriage as a religious bond makes the audience doubt the importance of religion when presented with a ‘sewer’ of a marriage. Religion is represented through Honeys father although it is corrupted by the mention of him having money which further questions Nicks motives for marrying Honey. At the end of the play the mystery of religion begins when language ends through the use of ‘Jesus Christ.’ Injuxtaposition Waugh makes little references to religion. Tony attends church on Sundays from which he gained ‘great satisfaction.’ ‘On days of exceptional clearness, the spires of six churches’ could be seen from Hetton instigating that it is Tony who includes religion in to his life not Brenda. Hetton is a city of romantism and fantasy rather than a city of God. Animal imagery is referred to in both texts, to emphasise the moral crudity of events taking place. As Nick ‘mount(s) (Martha) like a goddam dog’ in order to gain status, it shows the need to succeed overcomes morality. Martha an ‘earth mother’ is tolerant of the ‘lunk heads’ who strive for promotion using her in ‘totally pointless infidelities.’ Waugh however uses animal imagery to further his satirical approach and emphasise the farcical characters. Polly Cockpurse is referred to as being similar to a ‘monkey’ by John Andrew. Money orientated, she is a predator only acting for her own interests, after rich men for their money. Mrs Beaver similarly extends the satirical animal imagery by suggesting she like a beaver, digging for gossip. Both of these characters are deliberately ridiculous, highlighting the absurdity of the glamorous Belgravia backdrop in which these people are created. Similarly Waugh uses pathetic fallacy to emphasise characters’ emotions and relationships. Directly after commenting on the Lasts’ marriage, Waugh makes references to the weather around Hetton ‘mist in the hollows and pale sunshine on the hills†¦..the undergrowth was wet, dark in the shadows’ which directly suggests an ominous feel surrounding the Lasts’ marriage. When Tony goes ‘In search of a city,’ Waugh is suggesting that similar to the waves, Tony is ‘plunging†¦in to the black depths.’ In the same way ‘the sky- over head was neutral and steely with swollen clouds’ symbolically showing that Tony is ‘exposed’ in a world that is unclear. However when Tony has a liaison with Thà ¯Ã‚ ¿Ã‚ ½rà ¯Ã‚ ¿Ã‚ ½se de Vitrà ¯Ã‚ ¿Ã‚ ½ there was ‘A week of blue water that grew clearer and more tranquil daily, of sun that grew warmer’ presents the idea that Tony is happy although with no clear blue skies he is vulnerable and ‘lost.’ Likewise as Thà ¯Ã‚ ¿Ã‚ ½rà ¯Ã‚ ¿Ã‚ ½se de Vitrà ¯Ã‚ ¿Ã‚ ½ ‘said goodbye to Tony’ the ‘Blue water came to an end’ and ‘rain fell continuously’ showing Tony’s emotions are as changeable as the weather. The ‘light breeze’ and ‘brilliant, cool sunshine’ at Tony’s funeral represents that the turbulent emotions have come to an end. In one ‘liquor ridden night’ Martha and George have been forced to face their worst fears. As Martha ‘chews on her ice cubes’ the faà ¯Ã‚ ¿Ã‚ ½ade in which surrounds there marriage has been chipped away leaving inner truth and emotion that has previously been undisclosed. In the closing scene to the play, the audience endure a feeling of pathos for Martha and George, encouraged by the pace of the dialogue slowing down and the decrease in volume allowing the audience to reflect. The final images are of George and Martha left ‘just us’ in a state of unity. George sings at the end ‘Who’s afraid of Virginia Woolf?’ and Martha replies ‘I am.’ As the song represents being scared of life without illusion this response shows Martha is scared of a life of reality. In contrast ‘A Handful of Dust’ ends with a change of owner and the ending of the regime of tradition at Hetton that controlled Tony symbolising the end of Brenda and Tony’s tumultuous marriage. I agree with Rosa Flannery who suggests the breeding of silver foxes is ‘representative of the new breed of savages that roam England,’ Waugh is presenting a landscape of deceit and greed which prevails in a materialistic world; ‘They lived in pairs; some were moderately tame but it was unwise to rely upon them.’ It is not without sharp irony that Brenda survives, whilst Tony languishes in a†¦Ã¢â‚¬ ¦. In both texts the marriages presented are encapsulated by society’s expectations that they are blinded by illusion. When faced with reality Martha and George can unite, however Tony and Brenda Lasts marriage is as unsubstantial as ‘A Handful of Dust.’