The Adventures of Huckleberry Finn: Not for the Adolescent

Mr. Jordan AP English III 13 January 2013 Huckleberry Finn For decades, Mark Twain’s â€Å"The Adventures of Huckleberry Finn† has spurred many controversies because of its offensive language, bad grammar, and racial bias. Some schools have even banned it from being taught; despite the benefits that one receives from it. When read to the right audience, one could learn from the harsh dialect, the use of satire, and the historical setting.However, because of the more advanced components of this book, â€Å"The Adventures of Huck Finn† should only be taught to high-school seniors in advanced English classes. One of the most popular reasons as to why â€Å"The Adventures of Huck Finn† is banned in some schools is because of the use of offensive language such as the â€Å"n† word and other racist comments and actions, mostly when referring to Jim, the runaway slave. In an article written by Allen Webb, he states, â€Å"†¦it was clear that hearing the word come out of my mouth made my African American†¦students bristle. Because of the book’s constant use of the term and other instances of racism such as when Huck takes advantage of Jim’s gullibility and lack of education, tricking him with a snake skin, and later tries to convince him that a series of dramatic events were a dream, which both confuses and upsets Jim, makes teaching the book very difficult, no matter how sensitive one will attempt to be. For this reason, â€Å"The Adventures of Huckleberry Finn† should not be taught anywhere except in advanced senior English classes.As an advanced student, the level of maturity tends to be higher and the curriculum consists of a more broad and difficult selection, preparing the students for any style or type of writing. When hearing the use of a term such as the â€Å"n† word, most of these students will see it as a term to portray the time period and evoke strong emotions from the audience inst ead of taking it to offense. While the controversies that the offensive language stirs up are understandable, â€Å"The Adventures of Huck Finn† should be taught for the opportunity to discuss topics such as racism and to learn from Twain’s unique writing style.Without the opportunity to read â€Å"The Adventures of Huckleberry Finn,† students would lose the chance to experience Twain’s use of satirical humor and a historical setting and dialect. In an interview with Nancy Methelis, she says that â€Å"The Adventures of Huck Finn† â€Å"†¦is a part of American history as American literature, so they can see it its place within the spectrum of literature and history. † The book lends a realistic depiction of life during the times of slavery and helps to more understand the feelings and struggles of African Americans. Also throughout the book is a heavy use of satire.For example, Miss Watson attempts to become and better Christian, yet sh e owns slaves and considers them her property. Another instance is when Pap becomes outraged at the thought of a black man being able to vote even though the black man is more educated that him. Twain uses the tool of irony and satire to poke fun at the idea of white supremacy and uses his writing style to portray the flaws in society. By reading â€Å"The Adventures of Huck Finn,† one can build their reading skill by deciphering Twain’s style and can also experience an accurate description of pre-Civil War life.In conclusion, â€Å"The Adventures of Huckleberry Finn† should be taught in advanced senior classes only to ensure the students are mature enough to handle the complex aspects of the book such as the harsh language and literary tools. Although some might believe that the book is offensive and better off banned, I believe that the benefits one will receive from reading â€Å"The Adventures of Huckleberry Finn,† such as realistic depictions of hist ory and fine examples of American literature, are much too valuable.

Brought Bernadine Healy Down Essay

Who Brought Bernadine Healy Down? describe the various cross-pressures and multiple responsibilities that Healy faced. Why do these persisting cross-pressures and responsibilities make it so difficult to frame a clear, consistent motivational system in government or nonprofits? In 1991 Dr. Bernadine Healy took over as president of the Red Cross from Elizabeth Dole. Dr. Healy style of leadership was more like that of an entrepreneur rather than a bureaucrat. She was encouraging of change, shrewd in detecting inefficiencies and decisive in her actions. She did not see the need to build consensus, assuming an allegiance on the part of others to her goals. The board and old guard of the Red Cross expected Healy to adjust her head-on style to their softer approach, to work within their structure. This made Dr. Healy attempts of changing the Red Crosses Culture as well as their system of operating a very daunting task. While Healy and the Red Cross were both striving for the same goal, serving the public good, their methods and expectations were vastly divergent. When Healy uncovered significant fraud in one of her Jersey City, N.J. chapters, she immediately turned it over to the local prosecutor’s office, which indicted the director and bookkeeper for stealing funds from the Red Cross. However, instead of praising Healy, several board members criticized her for being â€Å"too tough† in Jersey City. Healy hard charged style was effective but made governors of the Red Cross very uncomfortable. Healy was original chosen to lead the Red Cross because she brought to the table a strong background in efficiently managing large, complex organizations. As its leader, however, Healy neglected to make room for the Red Cross operationalized institutional values; she misjudged their tenacity and failed to adjust her leadership style to the organizational culture. As a result, she was unable to maintain a legitimate authority and enact her vision of the organization’s greatness. Within two years, she was forced to resign, because many of the board members disliked her strong political views. After a governor’s vote on the confidence in her leadership went 6 in favor of Healy and 27 against her on October 23rd, Healy publicly announced her resignation as president of the Red Cross three days later. Reference Stillman, R. J. (2010). Public administration cocepts and cases. (9th ed., pp. 321,331-341). Boston: Wadsworth. http://www.hhh.umn.edu/img/assets/29524/red%20cross%20case-1.pdf

Capital punishment is morally wrong

Capital punishment is morally wrong   Ã‚  Ã‚  Ã‚  Ã‚  Among some of the most controversial issues of our lives today, no question pops up as frequently as the question of the ethics concerning the Death Penalty. Capital punishment according to the website legal-explanations.com is â€Å"the death sentence awarded for capital offences like crimes involving planned murder, multiple murders, repeated crimes, rape and murder etc where in the criminal provisions consider such persons as a gross danger to the existence of the society and provide death punishment.†   Ã‚  Ã‚  Ã‚  Ã‚  With its origins in Latin ‘capitalis’ meaning ‘regarding the head’, a capital crime was originally punished by severing of the head. The first death penalty laws were established as far back as the Eighteenth Century B.C. in the Code of King Hammurabi of Babylon, which codified the death penalty for 25 different crimes. It was also a part of the 14th century B.C.’s Hittie Code; in the Seventh Century B.C.’s Draconian Code of Athens, which made death the only punishment for all crimes; and in the Fifth Century B.C.’s Roman law of the Twelve Tablets. Death Sentences were carried out by such means as crucifixion, drowning, beating to death, burning alive, and impalement. (Deathpenaltyinfo.org Part I: History of the Death Penalty)   Ã‚  Ã‚  Ã‚  Ã‚  There are many arguments both for and against the application of the death penalty. Many people in favor of the death penalty would argue that it serves as a strong deterrent to potential recipients of such a punishment and therefore helps maintain a safer society. While numerous such arguments exist on both sides, I will be discussing why the death penalty is morally, ethically and fundamentally wrong, and try to present counter-arguments to claims made by the advocates of the death penalty.   Ã‚  Ã‚  Ã‚  Ã‚  One problem with the death penalty is that it is simply uncivilized. Most of Western Europe no longer retain s the death penalty. On top of that, when Turkey recently made an application for admission to the European Union, the Union’s committee made a recommendation against it, citing that â€Å"Turkey retains the barbaric practice of capital punishment.â€Å"American countries like Mexico and Canada have abandoned the death penalty. The parliament of Europe also passed a resolution ugring the United States to abandon the death penatly. A magazine, now in international circulation says, â€Å"Throughout Europe in particular, the death penalty is thought of as simply uncivilized.   Ã‚  Ã‚  Ã‚  Ã‚   â€Å"That its practice is said to be problematic for a leading nation. German Justice minister Herta Daeubler-Gmelin has argued, â€Å"The Americans do not hesitate, proud as they are of their democratic tradition, to reproach other countries over human rights violations.â€Å"I think that great cost is desensitizing us to death and to using violence as an instrument for civiliz ed society.   Ã‚  Ã‚  Ã‚  Ã‚  Another one of the biggest ethical problems associated with the use of capital punishment is its irreversibility. Death penalty, unlike conventional punishments is absolutely final. When a person, innocent of his charges is awarded the death penalty and after he/she is executed, there is no going back if advances in medical/forensic technology provide solid evidence in favor of the condemned’s innocence. The court or the executioner cannot give back a life, so why should they be able to take it? The researchers Radelet and Bedau (1992) affirm that, â€Å"no less than twenty-three people have been

When Bad Things Happen to Good People by Harold Kushner Essay

When Bad Things Happen to Good People by Harold Kushner - Essay Example In spite of all the misfortunes, Job remains faithful and loyal to God. He does not denounce God, but he insists that he wants more explanation for the misfortunes. His friends such as Bildad, Zophar and Eliphaz claim that it is his fault. However, Job is not convinced with that explanation. The three friends criticized and accused Job for his problems. It is evident that the friends were jealous of Job since he was a man of God and they were Satan’s followers. His three friends pretended to be sorry for what Job was going throughand wept before Job. God came in the form of tornado to speak to Job. He questioned Job’s whereabouts concerning his creation. God also questioned Job’s power and knowledge of animate nature. Finally, God questioned Job’s audacity to correct Him. Job responded by saying that he was unworthy and not significant to question God’s ways and will. After some time, God reappears in the form of a whirlwind and challenged Job to prepare himself like a man ready for a battle. God questioned him if he was convinced of his righteousness than God’s. Job responded by confessing his foolish ways and words. He agrees that God’s ways are the best. Job ends up

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

Dairy - Research Paper Example However, in order to bake a dish perfectly, the right recipe needs to be followed. When it comes to baking, the idea is attached to breads and pastries which are considered staple food and delicacies in most part of the world since centuries. However the use of dairy products in baking is the reason for the evolution and transformation of baking world. Dairy products are food originated from milk and these can be classified as fresh cream milk itself then butter, cheese, yoghurt, cream and so on. Dairy products when blended with flour and other baking agents created dishes which are delicate, innovative and palatable. It is the dairy products like butter and milk which give taste, texture and flavor to many baked desserts and savories. As baking evolved, the importance of dairy products has only increased so as to impart value and uniqueness to baked good products. The main reason behind the use of dairy products in baking is to increase the moisture and flavor of baked dishes. The most nourishing dairy product in baking is whole fresh milk, when added transforms the appeal, texture and taste of any dish. Whole milk produces the best result in baked dishes due to its fat content and other nutritional qualities. Milk is used in varied forms as whole milk or semi – skimmed milk according to the demand of the recipe of the baked food item. Milk in other forms as cream, cheese, evaporated milk also culminates the tastes of baked food into enjoyable reality. In the most popular desserts butter which is the derivative of milk is considered as an unavoidable cooking ingredient. Butter is the most richening dairy product acquired by churning milk and it makes every dish succulent and aromatic on baking. It could be mentioned that in baking process ,butter has a significant place .The reason is due to its semi – solid state and its easiness in

History Essay Example | Topics and Well Written Essays - 1500 words - 4

History - Essay Example On the other hand, they too gained a lot from the revolution as well. This is actually due to the fact that they got an available opportunity to mix freely and get to know the other non-Jewish neighbors. The Jews also had an inner feeling of ultimate security due to the fact that they had tirelessly championed for the liberation of their country importantly, self with the entire unity of their Christian associates. Their major strength was bestowed in unity and most importantly, self confidence. These are the main features that they used in order to champion for their rights without false pretense and very much boldly (Mazur, 2012). The Jews majorly originated from virtually every country in Europe and the Middle East but most of them migrated from Eastern Europe and Germany. The major reason for migration from the Middle East, Europe, Eastern Europe and Germany was due to poverty, discriminations and massacres (Joseph, 1988). The first Jewish immigrants to Chicago came from the cent ral Europe and arrived in 1841. Most of the early Jewish settlers began as street peddlers and later opened stores that later developed into reknown companies such as Florsheim, Spiegel, Aldens, Mandel Brothers among others (Mazur, 2012). The civil war that occurred in America divided the Jews along various different lines (Mazur, 2012). It separated the Jews physically and ideologically, this is to say that there were Jews in the south of the country as well as the north of the country, others upheld slavery and human trafficking while the others rejected and fought against the vice. In the same manner, there were other Jews who worked hard to ensure that there was unity among the Jews whereas on the other hand others were struggling to ensure that the Jews were actively divided (Mazur, 2012). It is very much evident that the civil strife that occurred in America affected the Jews as well. Consequently, there are three characteristics of the struggle that had a different impact on the Jews specifically. To begin with, the civil strife led to an increase in panic and uncomfortability among the Jews. This later gave rise to increased racial and religious differences and biases in America. To make matters worse, the Jews both in the north and south of America, were made to bear the whole blame (Mazur, 2012) Secondly, the Jews were however adversely affected by the fact that the Jews in the North were denied the chance to have or to elect an army chaplain. Even though the task was not that easy, the Jews saw that they too had a say and hence wanted a representation on the same. According to the law that had been put in place and was functional at that moment, an army chaplain had to be, â€Å"a regularly ordained minister of some Christian denomination† this therefore made it very difficult for the Jews to qualify. The law however was seen to become that strenuous and even President Abraham Lincoln himself made an effort to re-strategize the clause in orde r to loosen its strenuous ends but his efforts did not bear instant fruits. Instead it took the Jews over one year of great job and hard work before the law was amended and passed successfully (Joseph, 1988). The Jews also suffered the consequences of the civil war through an operation that was far much against the Jewish officials. This is the final and the most

EMBA 560 Exercise 6 Essay Example | Topics and Well Written Essays - 500 words

EMBA 560 Exercise 6 - Essay Example ines of communication by which followers can openly send comments and suggestions directly to the leader; this will work only, however, when the leader responds to the feedback in a manner that lets his/her followers know that their messages are given attention to. By understanding them a leader is able to formulate goals and frame his message in a context that is meaningful o them. Relational power is based on the leader’s relationships with others, not only in terms of number but more important in the strength or quality of their relationship. It requires engagement and a measure of investing oneself in relationships. Relational power means building connections between people, which for a leader means getting to know certain people not in terms of their work along but also in other contexts that are meaningful to both leader and follower. One way of building relational power is to create opportunities for contact in a context other than work related, such as company-wide or movie premieres. Another way would be to find common interests between followers and leader where they could regularly associate outside of the work environment. Being members of the same golf club, for instance, or exploring the same interests such as comic strip characters and comicon conventions, would be venues outside of work where people can develop relationships. Sometime attending the same parent-teacher meetings when their children go to the same school could be a starting point for building relationships. While personal power can be develop with groups of people, relational power can be built only selectively, and should be cultivated with key personnel. Positional power is based on the formal position the leader holds in the organization and social environment. While personal and relational power are cultivated outside the organization hierarchy, positional power essentially relates to the organization, either based on the formal title or position one holds, or the

Task Force Smith (Korean War) Research Paper Example | Topics and Well Written Essays - 2500 words

Task Force Smith (Korean War) - Research Paper Example Introduction The term, â€Å"Task Force Smith† derives the ill-fated battle between the United States of America (USA) and the Republic of Korea (ROK) where U.S.A lost shamefully to the opponents. The cause of the loss resulted from machinery and artillery incompetence. The Americans, under the command of Colonel Charles B. Smith, engaged in the battlefield with lesser powerful weapons as compared to the North Koreans (Murray, 2005). The troop set foot on the Korean land at a time that the enemy was advancing. The U.S.A had assumed a tremendous win following that of the Second World War. They did not train prior to the battle, used poor equipment, and approached the battle with a troop of 514 men (United States, 2007). The following outlines the deeper script of the turn of events, the artillery used to attack the enemy, the result of the war and the eventual failure of the American troops under the command of Lieutenant Colonel Charles B. Smith. The cause of the war In the ye ar 1950, North Korea advanced towards South Korea, three years after the Second World War, thus, provoking a battle over territorial rights. The North was fully prepared to war unlike their neighbors with whom they caught unawares. South Korea, being weak in military skills and weaponry, seek help from U.S.A thinking that it would help defeat the enemy, but this posed more than enough challenges to U.S. America lacked enough and most recent ammunition thus, they declined to attend the war (McMurran, 2008). The South Koreans further pleaded for help and the U.S.A offered two-week training to the Korean army. After the two weeks training, America applauded South Korean Military and commented on their degree of integrity and the skill, they now possessed to retaliate against the enemy. The South Koreans, overwhelmed by the praises, proceeded to the battlefield with a lion heart, as they perceived a win over an enemy they did not analyze (United States, 2007). South Koreans depended ful ly on guns, while their enemy had the best weaponry from the Soviets. Approximately, the north possessed over 34 tanks each with 88mm caliber. However, this did not distract the Southerners as they pursued their enemy to the battlefront. The turn of events was extremely sad as they lost their lives to the mortars and shelling of the North Korean tanks and troops. South Koreans fought relentlessly to win their bid over the sophisticated enemy (McMurran, 2008). All their efforts bore no fruits, and many lost their lives to the battle thus; they slowly retreated. America got the news at the same time that the southerners’ were retreating from the battlefield. America deployed 514 men to combat the vulnerable enemy, unknown to them that the enemy rest prepared (Edwards, 2010). The U.S.A troop and its government overlooked North Korea’s potentials in the battlefield and underestimated them altogether. North Korea had already forecasted chances that the Second World War winn er would intervene into the battle were similarly high, and this led to the massive preparation in training, equipment, and competent troops. U.S.A assumed that, on stepping grounds, northerner’s would retrieve from the battle and eventually surrender. Therefore, it did not hit to them that, the northerners would dare stand them despite their number. On the contrary, North Korea remained adequately prepared to conquer the enemy, thus instead of retreating, they proceeded further into the battlefront to counter the advancing U.S.A troop

Liberal democracy and Political Participation Essay

Liberal democracy and Political Participation - Essay Example Other political scientists state that democracy is only a structure and is not individual participation. (Budge 1996) Political participation in the process has great influence on the development of everybody's character. It is known that political participation is the "key to the transformation of people from individual (private) to citizen (public)". But it can be noticed that political participation must not be only defensive and protective measure against the political system. (Bruce 1923) There are many definition of "liberal democracy". One of them states that liberal democracy is "a form of representative democracy, where the ability of elected representative to exercise decision-making power is subject to the rule of law". Liberal democracy is also subjected to constitution the main points of which are defense of human rights and freedoms. It also involves protection of minority groups. It can be admitted that rights and freedoms involve such categories as private property, equality before the law, privacy, etc. These rights are also called liberal rights. They are guaranteed by statutory or constitutional laws. (Gibson 2000) Liberal democracy involves also tolerance and pluralism. Different political and social views, extreme fringes can co-exist in liberal democracy. One more characteristic of liberal democracy is election, which give political parties the opportunity to obtain political power and to realize their political program in society. The next point to be discussed is specific rights and freedoms which enable citizens to participate in the liberal process. These rights are considered to be essential part of liberal democracy and its functioning. (Norris 2000) Among the most common rights it is possible to mention the following: the right to life an to secured, freedom of movement, freedom from slavery, freedom of speech and press, freedom of education and religion, freedom of assembly, independent judiciary. But in practice all rights have restrictions and limits, such as copyright and libel. Some limits relate to anti-democratic speeches and undervaluation of human rights. The explanation of these restrictions is that they guarantee the performance of liberal democracy and freedoms. (Budge 1996) The most disputable are the freedom of speech and freedom of press. Freedom of speech is always considered as integral part of liberal democracy in the modern world. It is guaranteed by the Declaration of Human Rights. Freedom of speech is understood "to protect any act of seeking, receiving and imparting information or ideas, regardless of the medium used". (Norris 2000) It is one of the possible an favourable means of potical participation, because due to this freedom it is possible to discuss different thoughts and to get clear idea about some any process in liberal democracy. Individuals can express their thoughts

Stereotypes of African American Women in Film Essay

Stereotypes of African American Women in Film - Essay Example In film, the seductive and worldly imagery of the African American woman has endured. While more empowered positions have been created over time with race relations slowly repairing and providing for a less judgmental view on the African American woman, the films of the early twentieth century reveal the story of how she was viewed. Through the work of Lena Horne and Dorothy Dandridge, the stereotypes can be seen, but explored with a deeper complexity that was brought to the roles because of the presentations that Horne and Dandridge brought to their work. In many ways, the work that was done by Lena Horne and Dorothy Dandridge broke some of the stereotypes that had been most prevalent about African American women. Horne stated of her position in Hollywood that â€Å"They didn’t make me into a maid†¦but they didn’t make me into anything else either. I became a butterfly pinned to a column singing away in Movieland† (Bogle, 2001, p. 127). She came across as w holesome a problem for the sex-object roles that she was given. Because of her nature, she was not seen as a â€Å"slutty† character, but was engaging as an alluring woman who flirted and teased, rather than performed acts that would diminish her nature. She was elegant and poised, thus creating sophisticated presence. In this, her roles created a sense of broken stereotypes, the women she portrayed not the average that was promoted during her time. Horne’s portrayal of Georgia Brown in Cabin in the Sky never broke through to representing a woman of ill-repute. Bogle describes her work as â€Å"startling freshness and untainted wholesome beauty† from both Cabin in the Sky (1943) and Stormy Weather (1942). Her role in Stormy Weather, made her an â€Å"object of contemplation, rather than one of possession† (Bogle, 2001, p. 127). In Cabin in the Sky, she is positioned as an instrument of Lucifer, but she brings a complexity as she never fully slips into the state of a tainted woman. In Stormy Weather, puts Horne in context with the music industry of the early 20th century. She represents an ambitious, but desirable woman who is seeking a career over love. This representation broke with the traditions of both women and African American women, her desires for something beyond an immediate gratification not a familiar stereotype. One of the problems with Cabin in the Sky was that it was set in a familiar type of fantastical setting in which there was an ideal ‘otherness’ in which African Americans lived. This concept suggested that while their lives were separate, they did not suffer from segregation, but flourished in communities that were just out there somewhere (Bugle, 2001, p. 131). Where Cabin in the Sky created an unrealistic domestic space, Stormy Weather created a somewhat unrealistic professional space in which African Americans experienced their lives. The film was an example of wartime escapism, providing an unre alistic world in which to experience a diversion from the seriousness of the nature of life during the war. Both of these films, however, were ground-breaking as they each had fully African American casts, the diversity of the roles within those films providing for a better exploration of African American life. Two roles that Horne greatly desired, ended up being given to Dorothy Dandridge. The role of both Carmen Jones (1954) and Jane Richards in Bright Road (1953) were given to Dandridge over Horne. Where Horne exuded a ‘

Personal goal and professional goal Essay Example for Free

Personal goal and professional goal Essay Submit a statement that discusses your career goals, as well as the factors that led you to select the Mid-Career MPA program as a means of furthering your personal and professional goals. Be as specific as possible in describing how your expected course of study will enable you to build on your prior professional experience and achieve these goals (750 word limit). Economic development and welfare of the people are the natural fit with my personality traits from my childhood which allowed me to choose the highest level of Federal Civil Service Examination of India and got selected in this merit based competitive examination. Candidates with different To get the blend of all the fields I was the class monitor up to class 5th; class president from 6th to 11th class to conduct the weekly debates, secretary of the scientific society in college, in Students’ Union at Indian School of Mines, club secretary in Ordnance Factory, and secretary, Residence Welfare Association. I was in National Cadet Corps and Junior Red Cross Society. After completing the schooling and graduation with merit scholarships I joined Indian School of Mines, the premier Institute for Earth science for Masters in applied Geology through national competition. Selected in National Education Test of UGC and with a scholarship from Council for Scientific and Industrial Research I completed M. Phil. Initially, 12 years I have worked in middle level management in various Defence production units mainly in the field of Administration, Industrial Relations, Human Resources, Estate and store. I got one year exposure in policy issues in Higher Technical Education. As the head of Coal Mines provident Fund Organization (CMPFO) for two years, I sought to improve the public service to benefit 7.5 lakh coal workers in the field of provident funds and pensions bringing reforms in a mission mode. SAP ERP was implemented in the organization which was first in govt. department in India. A bench mark was created in engaging multiple Fund Managers leading to transparency and fair competition. I had the exposure of Board level management in Mineral Exploration Corporation limited, a pan India Company as Director. Four years under my leadership, as the country head of computerization at Employees’ Provident Fund Organization (EPFO), the organization transformed from manual environment to fully computerized system. All receipts and payments of PF and pension became online making the life of 50 million poor workers easy removing all paper returns. The interactions are now through web and SMS reducing the footfalls of workers and employers in EPFO offices. 6 years, while working with the Federal Ministers for Water Resources, Rural Development and as the Director in coal ministry of Government of India, I have actively participated in development of macro level policies, its formulation and implementation. To name a few are; the National Water Policy, Land Use Policy for Inclusive Economic Development, Drinking Water and Sanitation, Corporate Social responsibility in coal sector, re-engagement of ex-service personnel in coal transportation, Poverty Eradication through National Rural Employment Guaranty Act to meet the Millennium Development Goal, programme were massive initiatives of the Government. I have played important role in the planning and monitoring of execution of such policy options. Additionally, I have been deeply engaged in my advisory role to the ministers to address the political and other socio-economic development issues of the different political provinces of India. Now I am working in top level management of Ordnance Equipment Factory, a Defence production Unit of India. The Mason program is intended to provide the analytical and leadership skills to implement major social and economic change. It has the sessions on experience sharing, strategic management, communication, and policy decision making. The curriculum also includes the applied economics, quantitative analysis, political institutions and globalisation. My extensive experience in multiple roles in different government departments of India will provide a good fit to contribute during the MPA programme as a Mason Fellow. My in-depth knowledge in important streams of public work will further allow me to perform effectively during my academic work at Harvard. I have credible track record of having developed and fostered enhanced level of partnership and cooperation between the stakeholders engaged in the faster socio-economic growth of India. I have demonstrated leadership skills by initiating several joint institution development activities with government, which all will be honed through a formal exposure to a MPA programme at Harvard. I have dreamt and aspired lately to be a Mason Fellow and would accomplish my personal goals of doing public good with improved knowledge and competence. I seek to join a mid career management course in public administration to sharpen my ideas in consonance with the emerging National and International Economic Scenario. I strongly feel MPA under Mason Programme, would provide me this opportunity to upgrade my capacity and equip me with latest management techniques. As I grow in my career, I would be required to take more responsibility and be associated in major policy making issues in govt. in the country.

Maslow’s Hierarchy of Needs Essay Example for Free

Maslow’s Hierarchy of Needs Essay A good sales-person is one who possesses personality traits that is in their innate nature to interact with others. These are often difficult to teach but can be developed with time, depending upon the individual’s motivation to excel in their field of work. This forms the intrinsic motivation. However, the motivational tendencies of an individual sales-person alone are insufficient as it is also dependent upon extrinsic motivational factors. (Luke Ali 2011). It is a force that can spur or discourage an individual from achieving the fullest potential in any field. It can take the form of monetary or non-monetary benefits, which encompasses the extrinsic motivation of the sales-person (Luke Ali 2011). Knowing the fact that monetary incentives have been deeply entrenched as the basic method of reward for employees; it must not be assumed that relying on this method solely will be effective. Companies have to consider immaterial benefits to motivate its staffs. What is motivation? Motivation is to initiate action on a certain task. It is to expand a certain amount of effort on that particular task and to persist in expanding effort over a period of time. Therefore motivation is a driving force that pushes people to work, put in effort in their work and working harder than the rest. How to motivate your sales force to have great performance? It’s not just about the paycheck. Effective incentive compensation management is based on an understanding of basic human motivation—on the importance of trust, self-esteem, social recognition and improved chances to fulfill one’s potential (Bakosh 2007, 3). Leadership Many people assume salespeople are motivated by money, and while this is largely true, its absurd to think they are motivated only by money. Salespeople are still human and while commission bonuses and sales spiffs will probably remain an important part of most sales compensation plans, studies consistently show that financial incentives never have the same lasting impact as an employee who is passionate about his work and it is a simply not possible to be passionate about something that you think is inferior. Besides instilling natural passion into your sales team, a salesperson who truly believes in his product or service is far more likely to sell with integrity. Good teamwork is crucial to job satisfaction because it gives employees a sense of accomplishment when the objective is attained. Inspirational sales leaders are well aware that different individuals have different motivations and needs, and they vary their own style accordingly. An especially effective leader with consciously assesses each sales representative’s â€Å"ideal level of energy†, and creates productive â€Å"stretch† for each person according to the level of tension at which each performs at his or her personal best. He inspires some representatives mostly through positive reinforcement—â€Å"you can do it, you’re the best†Ã¢â‚¬â€and others mostly through constructive criticism, each according to their individual profit le and preference. Compensation Plans A well-designed compensation plan is crucial for the success of a company, and must not be overlooked. It has the ability to motivate or de-motivate an employee. In truth, it is valid to imply that, in this context, an effective plan can inspire the sales-person to generate more revenue for the success of a sales company .Hence, when designing the plan it involves the consideration of multi-factorial elements (Growth Process Group 2011). Every step has a purpose and needs to be taken into account. The sales behaviour goals are often misinterpreted by organisations, hence resulting in the failure to motivate their employees. Lastly, the design guidelines encompass the classification of the job and its entitled incentives (Growth Process Group 2011). Compensation Plans †¢Salaries are fixed amounts per month or year for performing a role. †¢Commission is a payment based on the value of sales achieved. This constantly motivates the sales-person especially since his income is strictly dependent on his sales. †¢Salary-plus-commission plans offer an incentive above a basic salary that provides a high-degree of flexibility securing salary and profits but also surpass one’s performance (Tokarev Sergey 2010). †¢Bonuses is based on one’s achievement and not working hard alone. It is the results that matters and bonuses should not be restricted to keep employees from producing results. (Lee Ann Obringer 2011) †¢Long-term incentive plans like profit-sharing plan reward employee for their performance over a continued period of time. This helps retain, motivates employees and even improve their commitment. Maslow’s hierarchy needs Maslow’s Hierarchy of Needs is a motivational theory that illustrates that lower-needs need to first be satisfied before higher-needs can be pursued in a hierarchal sequence. Therefore, after a need is satisfied, it will cease to motivate an individual who will inevitably seek for the next higher-need. Each level requires different actions to meet these needs in order to effectively motivate. In relation to the compensation plans above, monetary benefits may only fulfil the lower needs for an individual. Ultimately, when these needs are achieved, it’s effectiveness in motivating individuals will gradually dwindle. Non-monetary benefits will then be necessary to satisfy the individual’s higher needs, in accordance to Maslow’s hierarchical system. Only through this, can companies sustain long-term motivational effects for its employees. In relation to the compensation plans above, monetary benefits may only fulfil in the lower needs for an individual temporarily. Ultimately, when these needs are achieved, non-monetary benefits will take precedence to satisfy the individual’s higher needs, in accordance to Maslow’s hierarchical system. Only through this, can it sustain long-term motivation effects. Yet, it is necessary to be weary that while Maslow’s theory has helped in the understanding of the application of compensation plans, applying this concept workplace can be tacky as different employees can be driven by different needs. Furthermore, there are insufficient evidences to substantiate the support of the hierarchy theory because its relevance to one job might not apply likewise to another (NetMBA 2010). A sales force specific hierarchy of motivational factors- Maslow hierarchy of motivation. By understanding how an integrated and holistic approach to motivation works the importance of trust, of self-esteem, of social recognition, of improved chances to fulfill one’s potential—traditional incentive compensation management strategies can be rethought and implemented in ways that improve the performance of the sales force and help the entire company achieve high performance (Bakosh 2007, 3).

Can nurses do to Reduce Malnutrition in Hospitals

Can nurses do to Reduce Malnutrition in Hospitals Reducing the incidences of malnutrition that often occurs during admission to hospital has been a priority within the nursing care profession for many years. There have been various explanations for this such as lack of staff, patients not able or are unwilling to admit they require assistance, poor use of assessment tools and care pathways. A key factor in the prevalence of patients presenting with malnourishment is the disturbances patients endure during mealtimes, such as ward rounds, non urgent medical interventions, housekeeping activities and visitors. This essay will explore the incidences of malnutrition, and those who are most at risk and the changes that have been made to reduce such incidences. Change management should be regarded as an ongoing process, which requires good communication, planning, positive leadership and cooperation. This essay will endeavor to explore the change management processes, leadership and team management skills used in the implementation of protected mealtimes. It will explore the negative aspects and problems encountered when implementing a change and the ongoing management skills required to maintain such changes. For many patients admitted to hospital, in particular the elderly, malnutrition is a common occurrence. It is the nurses fundamental duty of care to provide patients with the highest of care possible, a major requirement for any human being to survive and live a healthy life is the intake of a healthy nutritious diet, be that by conventional methods or artificial measures suitable for the patients state of health at that time (Royal College of Nursing 2007). Studies into hospital malnutrition show that as many as four out of ten elderly patients admitted to hospital are already malnourished and as a result of a hospital admission as many as six out of ten elderly patients, become malnourished, their situation worsens and their illness very often escalates (Age Concern 2006; BAPEN 2007). The NHS Improvement Plan (2004) set standards to deal with the increasing incidences of malnutrition within hospital settings; it has become apparent that these examples of good practice recommendatio ns have not been implemented in every hospital in the country, as incidences of malnutrition continue to exist. Davidson and Scholefield (2005) reports that inadequate nutrition can lead to longer hospital stays, impairs the recovery of patients and increases financial costs; several hospitals have indeed planned and implemented changes to reduce such incidences but on the whole have had limited success. The authors found that constant interruptions from drug, rounds, clinical activities and lack of nursing staff being on the ward at mealtimes (due to lunch breaks coinciding with mealtimes) all accounted for patients being provided with very little or on occasion no nutritional intake at any given mealtime. Savage and Scott (2005) does agree with this statement to some extent but argues that it is all to easy to blame nursing staff alone, it is the responsibility of each individual NHS trust to implement managerial changes and policies and ensure that they are monitored, evaluated a nd improved to provide the best care possible for each patient. Mamhidir et al (2007) argues that since the implementation of protected mealtimes in some hospitals there is substantial evidence to suggest that patients, particularly the elderly benefit immensely; patients gained weight, healing time reduced, were discharged earlier and mealtime experiences were a more pleasant experience for patients as well as nursing staff. Mooney (2008) argues that there is evidence to suggest even after hospital trusts have been presented with unarguable evidence that malnutrition is a major problem and a catalyst for longer hospital stays, only 43 percent of those trusts have not yet provided evidence that they have implemented schemes in order to reduce hunger and malnutrition. The Hospital Caterers Association (2004) further comment that mealtimes should not primarily focus on the provision of nutrition, it also makes way for social interaction between patients and carers, they further commen t that in general the quality of the food provided is not the issue, the inability of the patient to be able to feed themselves is far more the worrying issue. Council of Europe (2003) comment that hospitals should be designed to be patient centred, ensuring that the delivery of nutrition is flexible and all deliverance of care is set within a framework; all staff should work together in partnership to ensure that incidences of poor nutrition are dealt with. Repetitive reports of malnourishment is evidence enough to suggest that current practices are no longer working, change is a necessary force to ensure incidences are reduced. It is the responsibility of the leader to ensure this is tackled (Age Concern 2006). Change Management can be described as the process of developing a planned approach to change within an organisation. The objective should be to maximise the collective benefits for all stakeholders involved in the change and minimise the risk of failure implementing the change. Change involves assessment, planning and evaluation; changes in which people are nursed should always be focused on the benefits patients will receive if change is implemented (National Institute of Health and Clinical Excellence, 2007). Welford (2006) writes that there are many theories which explore the need for change; the goal should be the provision of the highest quality of care, each individual involved in the delivery of such care should work together, be committed and supportive of each other during times of change. Change within a team which leads to new practices and ideas affects each individual differently; it can be a very daunting task for some and for others it is embraced to allow for personal development and the sharing of knowledge (Murphy 2006). There are many theories which uses steps or phases that can evaluate if a change is needed and if the changes that are implemented work. For the purpose of this essay the author refers to a popular theory developed by Lewin in the 1950s which requires three stages to implement effective change the acceptance and participation of all those involved in the area requiring change. The first phase, commonly referred to as the unfreezing stage of this theory requires the participants to acknowledge the need for change; evidence should be provided to encourage new thinking and beliefs about current practices. Hallpike (2008) writes that there is evidence to suggest that teams can be divided into groups who have their own individual opinion on certain regimes, practices and care deliverance. This can be said for the provision of nutrition to patients. In this particular study the author reports that some team members did not think the re was a problem with the current provision, some were not convinced that changes would be made and others did not have faith in a holistic approach across the team. In this situation it is the responsibility of the team leader to persuade all the team members that the need for change is necessary in order to provide the best service possible, that the whole team work towards a common goal. Welford (2006) discusses the second phase of Lewins theory; describing this stage as the moving stage, allowing individuals to voice their own ideas, experiment with different regimes, it allows time for reflection, to discuss positive or negative findings. Past practices may have seen some team leaders adopt the belief that employees were seen to work better when the leader provided strict job descriptions and a clear plan of what was expected of them; their opinions and ideas were not of value to the overall success of a team. Major (2002) argues that for a leader to adopt such thinking will on ly lead to flaws and a feeling of negativity within a team; the leader should adopt good communication skills and openness to allow for effective team building, positive group dynamics, all working efficiently and productively. Dennis and Morgan (2008) suggests that although change is the responsibility of the service provider, input from the service user is without doubt a valuable tool in assessing if a change is working for the greater good. Feedback, regardless of being positive or negative ascertains if the change has been a positive one. If the new change has a detrimental affect to the service user then the change has been a negative one, this requires a return to the freezing stage to allow the team to make further changes to increase the benefits to the service user. The authors further comment that managers should be seen as advocates for the service user; it should be the responsibility of the manager to challenge team members over poor practice, poor attitudes and resist ance to change for the better. Conflict within a team leads to unrest, a disbelief that change is for the greater good leading to a dysfunctional team. The third phase of Lewins theory can be commonly referred to as the refreezing stage, where new ideas and behaviours become a new or common practice. Pearce (2007) argues that to name this phase as such denotes that the change remains static, leaders should continuously strive to make changes for the better, communication across the whole team allows for individuals points of view to be exposed and discussed; feedback on how a new change is working is necessary in order to achieve the highest levels of quality care. Leadership styles become a key issue when developing, implementing and upholding change. Motivation of staff also plays a key role in the acceptance of change; leaders should demonstrate that they are a good role model, adopt a friendly attitude towards team members, accepting of criticism and be willing to provide positive feedback, when the team endeavour to believe in and implement the change (Darlington 2006). Corkindale (2009) argues that leaders need balance their role within a team to ensure that they do not become too over familiar with individual team members, as this may lead to team members relying too heavily on the leader to make all the decisions and authority may be compromised. Murphy (2006) writes that leaders need to adopt a style of leadership that suits the workforce; a laissez-faire approach can be seen as the leader not taking into account individual team members ideas, work ethics and commitment seriously, it can lead to a team feeling devalued and unorganised. The National Institute for Mental Health (2007) further suggests that leaders who show their commitment, by working alongside their colleagues, adopting and maintaining the changes themselves demonstrates a leader who is at the forefront in the deliverance of quality care. They further suggest that each leader will bring their own set of ethics, life experiences and education to a team, will often adopt their own style of leadership that may be a mixture of several styles moulded to suit the team and the area of practice they are employed to manage. Opportunities for team members to voice their opinions and concerns are invaluable; they are after all the main implementers of the change and wil l have be the first to recognise if the change has gained positive or negative results. The change can only work if leaders allow for reflection, discussion and adaptation of the change to suit each individual involved in the change process. A change that is difficult to implement or maintain will end in failure, this leads a team adopting negative feelings and a resistance to change in the future. Goleman (2000) suggests that to adopt an authoritarian approach, can at times be a positive approach to leadership especially if some team members resist change or there is a need to produce quick results. Goffee and Jones (2000) disagree with this statement and suggest that a good leader is someone who other people want to follow without bullying, threats or the fear of reprisals; they lead by communicating effectively and adopt a style of leadership that allows the team to understand what is expected of them. RCN (2007) writes that the only way malnourishment can be identified and managed effectively is with effective use of recognised screening tools.Perry (2009) argues that in many cases nursing staff are given the means and tools to assess a patient, but many are inadequately trained to understand the findings of the assessment or are unwilling to involve other health professionals in the care of the patient. A multidisciplinary approach to tackle such problems should be used. Protected mealtimes have been proven to be useful to not only the patient but to the whole care team, it allows for assessment in areas such as speech and language, mental health issues and other physical problems which can affect the nutritional intake of individuals. South Staffordshire Primary Care Trust (2009) reports that protected mealtimes affects and involves all staff within in the organisation from physiotherapists, domestic staff, maintenance staff through to outside professionals such as social worker s. It involves all areas of clinical practice where patients require nutritional intake, not only for patients who are unable to feed themselves but for those patients who require and deserve a quiet, interruption free period to eat, drink and relax. To maintain and monitor the change process and may require several attempts before the target is reached. takes time and may not always be successful first time. National Patient Safety Agency (2008) states that many clinical staff referred to the implementation of protected mealtimes as a hindrance to their daily routine, but once the benefits for patients as well as the staff members were explained they became more compliant and understanding for the need to change.

Bureau of Indian Affairs :: American History Native Americans Essays

Bureau of Indian Affairs This is a great day for you and for us. A day of peace and friendship between you and the whites for all time to come. You are about to be paid for your lands, and the GREAT FATHER has sent me today to treaty with you concerning the payment...And the GREAT FATHER wishes you to have homes, pastures for your horses and fishing places. he wishes you to learn to farm and your children to go to a good school; and he now wants me to make a bargain with you, in which you will sell your lands and in return be provided all these things. – Isaac I. Stevens, 1854 The US government’s official role in Indian affairs began as far back as the Continental Congress (1786) when the Indian tribes were still considered independent nations with whom the settlers had to make treaties (Jackson 1). The purposes for these interactions were to buy land and to keep peace between encroaching settlers and natives. Unfortunately, these first transactions reflected the cultural misunderstandings between the two parties that would continue to plague communication until this century (Taylor 5). The Europeans assumed the Indians viewed land in the same way—individuals owning plots of land for agricultural purposes. Most of the eastern tribes were nomadic and moved to meet seasonal needs for hunting. When the Europeans offered to buy land, the natives did not understand that they would thence be barred from the use of that land for migrating and for hunting. Even at these early stages of negotiations, conflicts arose between the two levels of government as to who had jurisdiction. The federal government alone had authority to make treaties with foreign nations, but the states had to deal with the individual tribes. This led to more local intervention by "agents" of the federal government to actually negotiate between states and tribes (Jackson 15). Another role of these agents was, as Henry K nox stated, "to familiarize Indians with the American way of living" (Jackson 20). As the bureaucracy began to develop to meet the needs of the westward expansion, the department’s oversight was given to the Secretary of War. This did not seem to be an intentional statement of purpose but rather a decision of convenience because the Department of the Interior did not exist yet. However, Francis Prucha felt that this may have been because the Indians had been viewed as siding with the British during the Revolutionary War and thus were adversaries(319).

The Mark Twain Thesis :: essays research papers

Mark Twain To look at that person on the honor role, who's the best athlete, has the newest car, and gets all the ladies. Or the person in art class who continually produces the best art work and ruins the grade curve for the rest of us. Few things are harder to put up with than the annoyance of a good example. Throughout his life Mark Twain continued to produce masterpiece writing leaving no good example un-battered. A man who gets his dream job, and is despised by the whole town of just dreamers. A person who's convictions are stronger than his flesh. And a seemingly harmless man, who tells the story as it should be told and comes under the utter annoyance of the narrator. Imperfect characterization played an , obvious, major role in his writings proving that few things annoyed him more than a good example. The pose that Twain takes to his characters that seem to be striving for excellence is quite unique. In an excerpt from Life On The Mississippi Twain tells us of a man with a dream. As imperfection has it this man's dream did not come true. But his friend's similar dream , however, did. The narrator tells us through a blanket of jealousy how this man was perpetually annoying, and how, 'there was nothing generous about this fellow and his greatness.'; Like many of Twain's writings this excerpt shows us a man with convictions as he looks at a seemingly good example and puts it under a different light. Convictions that shine through in what could quite possibly be a realistic situation (in Twain's accounts of them) shimmer with imperfection. In a part of Roughing It Twain brings us to a camp of three men. Under the inclination that they are all about to die, these men start to ponder what they could have done with the rest of their lives. They all end up making promises to themselves that they fully believe they will not have to keep. Promises of, 'reform'; and 'examples to the rising generation.'; In what would seem to be a surreal end to a story of repenters continues on. These men find themselves in a comical situation and end up surviving. So what happens to the promises they never gave a thought to having to keep but for the few moments it takes a man to freeze to death in the dead cold of winter?

HBCUs: Relevance in 21st Century Essay -- Race

Imagine this; the year is 1836. You are a 17-year-old student interested in learning more about the world around you; however, such an opportunity won’t come your way because you are black. Due to this fact you have no hope of furthering your education past the reading, writing, and arithmetic their slave masters taught your parents. A mind is a terrible thing to waste. The minds of many African American’s go to waste due to individual ignorance of their people and thus of themselves. Historically Black Colleges and Universities were put into effect to educate the black mind and eliminate the ignorance. The discussion of whether Historically Black Colleges and Universities are still necessary in the 21st century has taken place in recent years. Within the discussion many debate that due to the fact that the world is no longer like it was in the 1800’s, the time period in which Historically Black Colleges and Universities were created, the purpose of them no longe r exists. However, the cultural significance of Historically Black Colleges and Universities seems to be overlooked by those who argue their importance and relevance in a time where blacks have the option of attending predominantly white institutions (PWIs). The purpose and grounds on which Historically Black Colleges and Universities were developed are still being served. The need to increase efforts to not only rouse, but support Historically Black Colleges and Universities is necessary now more than ever in order to preserve our past, fulfill the purpose of our present, and ensure our future. History In order to fully understand the importance of Historically Black Colleges and Universities as well as the importance of their preservation and need for continuation, one... ...2010. "Building Partnerships to Revitalize America's Neighborhoods." HBCU Central (Winter 2002): 1-6. Winter 2002. Web. 2 May 2012. Cokley, Kevin. "The Impact of College Racial Composition on African American Students' Academic Self-Concept: A Replication and Extension." Journal of Negro Education 71.4 (2002): 288-96. JSTOR. Web. Oates, Gary L. St. C. "The Color of the Undergraduate Experience and the Occupational Attainment of Blacks and Whites: Evidence from Longitudinal Data." Sociological Quarterly 45.1 (2004): 21-44. JSTOR. Web. 29 Apr. 2012. Redd, Kenneth E. "Historically Black Colleges and Universities: Making a Comeback." New Directions for Higher Education 1998.102 (1998): 33-43. WILEY. Web. Roebuck, Julian B., and Komanduri S. Murty. Historically Black Colleges and Universities: Their Place in American Higher Education. Westport: Praeger, 1993. Print.

Revenge in Emily Bronte’s Wuthering Heights

Wuthering Heights – Revenge Emily Bronte, who never had the benefit of former schooling, wrote Wuthering Heights. Bronte has been declared as a â€Å"romantic rebel† because she ignored the repressive conventions of her day and made passion part of the novelistic tradition. Unlike stereotypical novels, Wuthering Heights has no true heroes or villains. The narration of the story is very unique and divergent because there are multiple narrators. Bronte’s character Lockwood is used to narrate the introductory and concluding sections of the novel whereas Nelly Dean narrates most of the storyline.It’s interesting that Nelly Dean is used because of her biased opinions. There are many major themes of the book, but revenge is the most imminent theme, the factor that leads the protagonists to their dismal fate. Bronte proves there is no peace in eternal vengeance, and in the end self-injury involved in serving revenge’s purposes will be more damaging than th e original wrong. Heathcliff never finds peace through his revenge. In fact, the only time he truly finds happiness is when he gives up his plan for retaliation.Austin O’Malley states   â€Å"Revenge is like biting a dog that bit you†Ã‚   (O’malley 1). O’Malley’s quote reflects Heathcliff’s immature need to propagate agony in those who have offended him. Heathcliff’s plan for revenge on Edgar and Catherine is to marry Isabella, who is ignorant of love and of men because she has never experienced either. He wants to hurt Edgar because of his marriage to Catherine, and he wants to get revenge on Catherine by making her jealous. Catherine’s death proves that this flawed plan of repayment helps nothing.Heathcliff, haunted by the ghost of Catherine because he is her â€Å"murderer,† still is motivated by the need for revenge and tries to get young Cathy away from Edgar by having her marry his son, Linton. Heathcliff never f inds peace until he gives up his plan for revenge just before he dies. When Heathcliff gives up his plan for revenge, he meets Catherine in death and truly becomes happy once more. Catherine’s revenge does not make things better for her. Her   revenge on Heathcliff by blaming him for her upcoming death does not meliorate her mind. Just before she dies, she ascribes Heathcliff for her â€Å"murder.   Ã‚   â€Å"You have killed me, and thriven on it, I think† (Bronte 158). Catherine resembles what Oliver Goldsmith said,   â€Å"When lovely woman stoops to folly, and finds too late that men betray, what charm can soothe her melancholy? What art can wash her guilt away? The only art her guilt to cover, To hide her shame from every eye, To give repentance to her lover, And wring his bosom, is–to die† (Oliver Goldsmith 1). Catherine’s death is caused by her lack of emotional control and her dual personalities. She and Heathcliff â€Å"are† each other (Bronte 80), but her wants of social status and popularity draw her toward Edgar (Bronte 78).She does not love Edgar, but her selfish material wants control her. Catherine’s revenge on Heathcliff does not assist her in finding happiness. She looks forward to dying and is   â€Å"wearying to escape into that glorious world† (Bronte 160). Her death is, however, miserable as she wanders around the earth as a waif for 20 years occasionally visiting Heathcliff and torturing him. Just as Heathcliff and Catherine’s revenge make them miserable, Hindley’s revenge on Heathcliff causes him to go bankrupt and eventually die.Hindley’s attempt to kill Heathcliff only hurts himself in the process;   it proves the point Isabella makes, â€Å"Treachery and violence are spears pointed at both ends; they wound those who resort to them worse than their enemies† (Bronte 177). The fact that Hindley is mistreated as a child reflects the built up ang er and resentment inside him and towards others. The hurt that Hindley feels is clearly understood, but sympathy for Hindley is only temporary because it is still his own fault for his predicaments.Hindley’s loss of Wuthering Heights to Heathcliff and his mysterious death reflect how revenge does not make anything better, only worse. Bronte corroborates that revenge is not only a harsh and rash way to live life, but is counter-productive and hurtful. Out of all of her major themes, revenge is the most imminent. The self-hurt involved with vengeance shows there are better ways to solve conflicts. Bronte sends a great message across by showing how negative revenge can be. There is no solution to obeying the spontaneous reaction of this negative reprisal. Revenge in Emily Bronte’s Wuthering Heights Wuthering Heights – Revenge Emily Bronte, who never had the benefit of former schooling, wrote Wuthering Heights. Bronte has been declared as a â€Å"romantic rebel† because she ignored the repressive conventions of her day and made passion part of the novelistic tradition. Unlike stereotypical novels, Wuthering Heights has no true heroes or villains. The narration of the story is very unique and divergent because there are multiple narrators. Bronte’s character Lockwood is used to narrate the introductory and concluding sections of the novel whereas Nelly Dean narrates most of the storyline.It’s interesting that Nelly Dean is used because of her biased opinions. There are many major themes of the book, but revenge is the most imminent theme, the factor that leads the protagonists to their dismal fate. Bronte proves there is no peace in eternal vengeance, and in the end self-injury involved in serving revenge’s purposes will be more damaging than th e original wrong. Heathcliff never finds peace through his revenge. In fact, the only time he truly finds happiness is when he gives up his plan for retaliation.Austin O’Malley states   â€Å"Revenge is like biting a dog that bit you†Ã‚   (O’malley 1). O’Malley’s quote reflects Heathcliff’s immature need to propagate agony in those who have offended him. Heathcliff’s plan for revenge on Edgar and Catherine is to marry Isabella, who is ignorant of love and of men because she has never experienced either. He wants to hurt Edgar because of his marriage to Catherine, and he wants to get revenge on Catherine by making her jealous. Catherine’s death proves that this flawed plan of repayment helps nothing.Heathcliff, haunted by the ghost of Catherine because he is her â€Å"murderer,† still is motivated by the need for revenge and tries to get young Cathy away from Edgar by having her marry his son, Linton. Heathcliff never f inds peace until he gives up his plan for revenge just before he dies. When Heathcliff gives up his plan for revenge, he meets Catherine in death and truly becomes happy once more. Catherine’s revenge does not make things better for her. Her   revenge on Heathcliff by blaming him for her upcoming death does not meliorate her mind. Just before she dies, she ascribes Heathcliff for her â€Å"murder.   Ã‚   â€Å"You have killed me, and thriven on it, I think† (Bronte 158). Catherine resembles what Oliver Goldsmith said,   â€Å"When lovely woman stoops to folly, and finds too late that men betray, what charm can soothe her melancholy? What art can wash her guilt away? The only art her guilt to cover, To hide her shame from every eye, To give repentance to her lover, And wring his bosom, is–to die† (Oliver Goldsmith 1). Catherine’s death is caused by her lack of emotional control and her dual personalities. She and Heathcliff â€Å"are† each other (Bronte 80), but her wants of social status and popularity draw her toward Edgar (Bronte 78).She does not love Edgar, but her selfish material wants control her. Catherine’s revenge on Heathcliff does not assist her in finding happiness. She looks forward to dying and is   â€Å"wearying to escape into that glorious world† (Bronte 160). Her death is, however, miserable as she wanders around the earth as a waif for 20 years occasionally visiting Heathcliff and torturing him. Just as Heathcliff and Catherine’s revenge make them miserable, Hindley’s revenge on Heathcliff causes him to go bankrupt and eventually die.Hindley’s attempt to kill Heathcliff only hurts himself in the process;   it proves the point Isabella makes, â€Å"Treachery and violence are spears pointed at both ends; they wound those who resort to them worse than their enemies† (Bronte 177). The fact that Hindley is mistreated as a child reflects the built up ang er and resentment inside him and towards others. The hurt that Hindley feels is clearly understood, but sympathy for Hindley is only temporary because it is still his own fault for his predicaments.Hindley’s loss of Wuthering Heights to Heathcliff and his mysterious death reflect how revenge does not make anything better, only worse. Bronte corroborates that revenge is not only a harsh and rash way to live life, but is counter-productive and hurtful. Out of all of her major themes, revenge is the most imminent. The self-hurt involved with vengeance shows there are better ways to solve conflicts. Bronte sends a great message across by showing how negative revenge can be. There is no solution to obeying the spontaneous reaction of this negative reprisal.

Global Warming Essay

It is sometimes unbelievable that science discoveries are being disproved despite scientific evidences. This action is a manifestation of political influence over a matter of â€Å"facts† about climate science according to some analysts. However, disbelieving will result in too much danger because truth is truth; it will exist and will manifest itself regardless of human efforts. In the case of Galileo who made a theory that the sun stands still while the earth and other planet revolve around the sun had caused his liberty and life. This is because his theory was against Catholic belief. Politicizing then would mean full intervention and manipulation of people in authority to dispute or reject something as a means of protecting their interest or institutions. Galileo had many discoveries during his time but none of them were recognized. If Galileo’s early discoveries were acknowledged perhaps the science today was even more advanced compared today. However, the danger of refuting science and what it holds as truth is currently done on climate science known as global warming. Many scientists gave warning about the possible consequences of greenhouse effects in the society but some view it as unrealistic that brings disaster causing irregularities and hazards in the economy. For instance, Coleman (2009) stated that people are already enduring the â€Å"CO2 silliness in many ways† in which he pointed to prohibition of new refineries to operate, and the conversion of sources of energy is very costly. Some even claim that climate change brings positive effect in the environment. Oreskes noted that scientific community has â€Å"substantive disagreement †¦ about the reality of anthropogenic climate change† and that the claim of IPCC regarding global warming was not totally recognized by politicians, economists, and journalists for confusion. A senator named Gore, a coauthor of Revelle in an article about the global warming, turned his back to recognize that everything about global warming was just â€Å"too uncertain to justify drastic action†¦Ã¢â‚¬  (Sheppard, 2006). Politicizing the global warming issue is also evident in the libel suit filed against Lancaster for pressuring Singer to drop the name of Revelle as co-author in a global warming anthology. This case revealed a secret agreement between Lancaster and Gore who wanted to politicize what could be resolved by science (Sheppard, 2006). The CFAT report stated also that around 18,000 scientists claimed that â€Å"they see no scientific evidence that human is altering our climate. † These scientists discredit the predictions of previously claimed effects of global warming by 2025 or 2050. What role do â€Å"facts† play in the modern global warming drama? It is definite that what science refers to as facts are proven true based on scientific investigation and studies. Likewise, these facts have special role to play in the modern global warming drama in such a way that predictions made in the past are now prevalent causing changes in the climate. This environment condition has moved many government and international leaders to act to prevent the rapid effects of global warming. As a consequence, many suggested the replacement for fuel fossil and other sources of energy. Instead, many scientists recommend corn and biochemical for fuel; solar and wind energy for electricity. The facts pertaining to what causes global warming, its effects in the environment, the human activity, etc. only prove that global warming is true and it poses danger not only in the environment but most importantly in the human body. However, opposition to this make counterattack against global warming; but, to their dismay still majority believe the facts about global warming and climate change because of reliable scientific explanations; that is if there will be no manipulation from political group. At what point does science lose its independence and ability to rely on critical thinking, and is this dangerous? Science loses its independence when its discovery is refuted and manipulated by known and respected people in the society like government official. In the case of Galileo, his opponents to his view were religious leaders who used their authority to denounce him from Catholic faith. Galileo renounced his first statement and bound to obey the Catholic law. Politicizing of sciences issues loses its credibility because political intervention and manipulation is being allowed to control its content and its publication. Because of this, science lost its savor and credibility; and most importantly it loses its function as knowledge provider necessary for people to enjoy his environment. The claim that climate change is a natural occurrence, while global warming does not post danger, which is not facts, only limits the function of science to society in some aspects alone. Because of this, many scientists will no longer rely on their critical analysis for fear of manipulation. Primarily, politicizing is done to serve the interest of a few but will not generate benefits to all, which is very dangerous because no one could escape when there is extreme weather condition or natural disaster due to changes in climate brought by too much heat on the atmosphere. Reference Coleman, J. (2009). The Amazing Story Behind the Global Warming Scam. Kusi News San Diego. http://www. kusi. com/weather/colemanscorner/38574742. html CFACT (2004). Scientific Questions, Ethical Concerns Missing in Today’s Debate over Climate Change. http://www. cfact. org/site/view_article. asp? idCategory=4&idarticle=436 Halsall, P. (1999). Modern History Sourcebook: The Crime of Galileo: Indictment and Abjuration of 1633. http://www. fordham. edu/halsall/mod/1630galileo. html Oreskes, N. (2009). The Scientific Consensus on Climate Change. Essay Beyond the Ivory Tower. http://www. sciencemag. org/cgi/reprint/306/5702/1686. pdf Sheppard, M. (2006). Gore’s Grave New World. American Thinker. http://www. americanthinker. com/printpage/? url=http://www. americanthinker. com/2006/06/gores_grave_new_world. html http://www. americanthinker. com/printpage/? url=http://www. americanthinker. com/2006/06/gores_grave_new_world. html

Course outline

Aims This course will provide students with an understanding of six ancient civilizations through archaeological and documentary sources. These SIX ancient civilizations are Mesopotamia, Egypt, the Indus Valley, northern China, Mesospheric, and the Andes. The course has three related goals: (1 ) to trace the historical formation and collapse of these six societies; (2) to examine explanations that attempt to account for their trajectories; and (3) to explore the methods researchers use to study these topics.Outcomes By the end of the course it is expected that the student will be able to: locate six major ancient civilizations and their cities on maps; understand and critically analyze the range in current theoretical approaches to the development of violations; recognize and critically evaluate the methods employed to access the past organize material and to articulate arguments effectively Grading Quizzes The quizzes will consist of multiple-choice questions and map identifications .Quiz 1: Quiz 2: Quiz 3: Examinations examination: 30% Final examination: 30% Extra Credit Students may add 5 points to their midterm or final through extra credit work at museums or lectures relevant to this class. Among the suggested exhibits are the permanent Egyptian displays at the Metropolitan Museum of Art and the Brooklyn Museum, and the Micronesian and South American exhibits at the American Museum of Natural History, but many other exhibits may also be appropriate. Students must write one page assessing the exhibit or lecture and provide proof of visit.Knowing them well will allow you to proceed to graduation efficiently and with a strong transcript. Study carefully everything in Brush's statement about academic honesty. You can access it easily from the Burch College home page, where the link â€Å"For Current Students† leads to a page where you can find a link to â€Å"Academic Honesty Policy' under â€Å"Resources and information†. Also feel free to ask a ny instructor for clarification or for explanation of why professors take this issue so seriously. This course has a ‘zero tolerance' policy on cheating and improper behavior during quizzes and exams.Any student who breaks academic rules in this course has violated the mutual trust on which teaching and learning are based and will receive not only a zero on that assignment, but a grade of F for the course. For serious infractions the instructor will ask the College's Disciplinary Panel to suspend the violator from all Burch courses. By College policy, all suspected violations, whether infirmed or not, are reported to the Dean of Students. Disruption of class is not permitted. Rude behavior is disruptive. Arriving late/leaving early is also not acceptable and repeated latecomers/early leavers will be penalized. Pods and cell phones off before class. Please do not eat food within the classroom. It is distracting to other students and to yourself (you should focus on the lecture! ). Content Overview The areas that we will study are Mesopotamia, Egypt, the Indus Valley, northern China, Mesospheric, and the Andes, that is, the birthplaces of the pristine states that armed the core of early civilizations. Their societies occupy a special place in human history, because they produced the first social classes, economic specialization, state government, and urban settlements.Their populations created the earliest formal philosophies, religions, monumental architecture, legal codes, market economies, institutionalized militaries, and writing systems. Their members began to define separate spheres of secular and religious activities and public and private life. In short, if we want to understand how human societies were transformed from small roofs to diversified empires organized on a grand scale, these are the regions that we study. Brief description of teaching and learning methods: Illustrated lectures requiring preparatory reading.Students will take a midterm and a final. Students have the option of an essay. Blackboard Most lectures in this course are illustrated with a substantial number of visual images, typically maps, site plans, and architectural and artifact photos. Lectures are provided on Blackboard as a resource only; students will not be responsible for a visual identification of any specific image in an exam. All handouts are available on blackboard. You can find the blackboard site for this course on the Burch website.If you miss a class, check blackboard for study sheets and assignments. Check with the Burch Computing and Technology Center (BCC) for information on how to use blackboard. Call the help desk at 646-312-1010. Attendance Class attendance is required and very important as a key part of active participation. Attendance is recorded at the beginning of every class. Freshmen and sophomores (fewer than 61 credits completed) will be dropped if more than four classes are missed. Juniors and seniors (over 60 credits) wil l be dropped if more than six classes are missed.Absences for medical, religious, family reasons or subway delays are counted as part of the four or six classes missed and will not be excused even with a note. If you have special medical or other ongoing circumstances, please discuss them with the professor ahead of time. If you are absent for whatever reason, please keep the professor informed by calling or emailing her. All class assignments and study sheets will be on blackboard, so please check the website if you are absent so that you will be prepared for theSpecial Needs Burch College is committed to being fully accessible to all students, including those with disabilities. To establish appropriate accommodations, please alert your instructor to your needs and contact Ms. Barbara Souris, Coordinator of the Office of Services for Students with Disabilities, part of the Division of Student Development and counseling, at NV 2 271 or at (646) 312 4590. Please contact me directly i f you require additional aids prior to your lectures. Course Outline This course aims to equip you with the necessary understanding of IS fundamentals, as they stand, and also equip you with critical thinking tools and techniques that will allow you to understand IS in the future. Information systems are complex things that are an integral part of every business and our society. Information systems are difficult to study in the abstract and are best understood through the use of real world examples and case-studies, room which we then look for theory to explain their behavior.Our course takes this approach – lots of cases and examples from which we distill our understanding of what IS are, how they are (and should be) used, and how they are best acquired. During Summer Semester we will cover a lot of material in a short time, so it is vital that you study from Week 1. This means you should read the set chapters in the textbook and prepare for your workshops. The course team will facilitate your learning by providing the guidance as to what you need to study, and working with you on problems you may encounter.It is, however, your responsibility to make a concerted and timely effort to study. If you make this effort you will find the material interesting, the course worthwhile and the interaction with you fellow students stimulating. You should also do well. INFAMOUS – International systems In 5 Business 3. 2 Learning Activities and Teaching Strategies The course involves three key components – lectures, workshops and your private study. Each lecture will focus on the topic outlined for that week (see section 10).The lecture will help you understand the organizational and societal context in which IS are built and utilized, and will roved guidance on how to use workshops, laboratories and private study to improve your understanding. A lecture slide pack for each week will be supplied to you 24 hours before the lecture via the course website. This is a ‘skeleton' pack only. You are advised to take notes d uring the lecture to supplement the slides. Workshops will help build your understanding of each course topic through the application of what you have learnt in the lecture to case-study and real-life scenarios.They also give you the opportunity to discuss your work with your colleagues, and hence gain an indication of your own progress. Further information on workshop preparation and participation is provided in section 4, and will be discussed in your first workshop. Your private study is the most important component of this course. The textbook and accompanying website contain self assessment exercises to help you. The self assessment exercises are designed to test your understanding of the topic at hand and include review questions, application questions and discussion questions of varying difficulty. Course Outline This course aims to equip you with the necessary understanding of IS fundamentals, as they stand, and also equip you with critical thinking tools and techniques that will allow you to understand IS in the future. Information systems are complex things that are an integral part of every business and our society. Information systems are difficult to study in the abstract and are best understood through the use of real world examples and case-studies, room which we then look for theory to explain their behavior.Our course takes this approach – lots of cases and examples from which we distill our understanding of what IS are, how they are (and should be) used, and how they are best acquired. During Summer Semester we will cover a lot of material in a short time, so it is vital that you study from Week 1. This means you should read the set chapters in the textbook and prepare for your workshops. The course team will facilitate your learning by providing the guidance as to what you need to study, and working with you on problems you may encounter.It is, however, your responsibility to make a concerted and timely effort to study. If you make this effort you will find the material interesting, the course worthwhile and the interaction with you fellow students stimulating. You should also do well. INFAMOUS – International systems In 5 Business 3. 2 Learning Activities and Teaching Strategies The course involves three key components – lectures, workshops and your private study. Each lecture will focus on the topic outlined for that week (see section 10).The lecture will help you understand the organizational and societal context in which IS are built and utilized, and will roved guidance on how to use workshops, laboratories and private study to improve your understanding. A lecture slide pack for each week will be supplied to you 24 hours before the lecture via the course website. This is a ‘skeleton' pack only. You are advised to take notes d uring the lecture to supplement the slides. Workshops will help build your understanding of each course topic through the application of what you have learnt in the lecture to case-study and real-life scenarios.They also give you the opportunity to discuss your work with your colleagues, and hence gain an indication of your own progress. Further information on workshop preparation and participation is provided in section 4, and will be discussed in your first workshop. Your private study is the most important component of this course. The textbook and accompanying website contain self assessment exercises to help you. The self assessment exercises are designed to test your understanding of the topic at hand and include review questions, application questions and discussion questions of varying difficulty.

The Mall as Prison

Author David Guterson, journalist and novelist, spent a week in The Mall of America on assignment for Harpers Magazine. His essay, â€Å"The Mall as Prison†, tells his views on the Mall as a psychological effect on today’s society. He uses witty and sarcastic comments to get his point across. Is American culture being corrupted by what Americans consider a retail structure that is vital to the survival of our needs? He gives different aspects of why our view of a market place is distraction. Guterson makes judgments in this essay about the Mall and the American culture. Honestly I think that he needs to get with the times and accept this new evolution of shopping. Guterson starts with statistics and facts on the Mall as a retail complex. Opened in the summer of 1992, the mall was conveniently located close to the Minneapolis- St. Paul Airport. How ironically placed. He starts to question the Mall and it’s creators. Was this Mall a tourist attraction? Or a zone of entertainment that is easily accessible to all types of people? Being a male, I feel that Guterson does not fully appreciate the resources found in this mall. Therefore, this is why he reacting negatively to the Mall. This Mall was designed to not only be a mall, but to also be a tourist attraction that would draw a diversity of different people. Guterson talks about the look and atmosphere affecting the human psychology in the mind to think the situation was suitable. You should go into the mall with the intentions of shopping not with the intent of losing yourself in the mall’s design and structure. Guterson argues that communal areas should be built more for the intention of â€Å"eternal desire for discourse and intimacy†. Our society has lost our goals for what the marketplace should be. These goals cannot be accomplished in giant shopping malls, according to Guterson. Guterson’s only example of the types of people who enjoy shopping at the Mall, is a conversation that I feel is quite cliche and biased. He uses a conversation between two young women named Kathleen and Laura. The conversation is short but says a lot about the types of people who shop at the Mall. They explain that shopping to them is a â€Å"sickness† or a â€Å"drug†. Laura says: â€Å" Seriously, I feel sorry for other malls. They’re so small and boring. What does this idea say about today’s youth views on malls and their expectations? Do all malls have to be like The Mall of America? The fact that the Mall is so big, it gives it a special characteristic that no other mall can achieve. Not every trip to the mall has to be above and beyond. According to records, â€Å"Rural Americans traditionally looked forward to the excitement and sensuality of market day. † (Guterson 289) In the past, there were boundaries for market places. Today, anything entertaining is good enough. The Mall, according to Guterson, is not even a market place at all. He considers it a tourist attraction. The Mall is supposed to be greater than any other mall or tourist attraction. It is supposed to be both. The idea that The Mall of America is a cultural image is not even the word Guterson would use to explain this marvel. The mall has everything you would ever imagine in a theme park, mall, or institution. Anything from marriages to shootings happen in the Mall. Extreme malls aren’t stopping in just the United States. Japan is planning on building a $400 million dollar mall complete with an ice rink, a water park, a fantasy-theme hotel, three breweries, waterfalls, and a sports center. The concept of shopping will never cease. Every megamall will try and out-do the last. Malls of the world will continue to grow bigger and bigger. Who knew that a place with no windows or clocks would be so claustrophobic yet popular? Who knew that a place selling everything imaginable would be the one of many centers of the United States’ economy? Who knew that this fantasy of a megamall would stimulate something so powerful as to inspire psychological dependence to spending money? No one would have seen it coming. But now that its here, do we take it for granted? Do we abuse our rights as humans with free will? Guterson argues these points but does not make his conclusions clear. Ending in a sarcastic remark about the Mall’s theme park, â€Å"Camp Snoopy†, I feel he does not conclude his thoughts to his essay. As for the future of megamalls? They will never stop impressing the public eye. But Guterson believes that we need to stay on track with our priorities. Guterson explains, â€Å"I already knew that the Mall of America had been imagined by its creator not merely as a marketplace but as a national tourist attraction, an immense zone of entertainment. (Guterson 288) He sees the Mall as a distracting aspect of our society. Guterson makes judgment in this essay about the Mall of America and more broadly about American culture. He also talks about the building of The Mall of America as a tourist attraction and how the mall is degrading the art of architecture because it’s a waste of a building. Guterson has good credentials that make his opinion reliable, but I feel that he needs to look at the positive aspects that the Mall has for the economy and the United States wealth systems. His opinion is respected, but he needs to appreciate what megamalls have offered the world.

MGMT 4370 Organizational Design Essay Example | Topics and Well Written Essays - 250 words

MGMT 4370 Organizational Design - Essay Example In the financial year ended December 2010 the company had made revenues of US$ 99.9 billion and had employed 426,751 employees worldwide. Over the years IBM has continued to shift its business mix, exiting commoditized segments while increasing its presence in higher-value areas such as services, software and integrated solutions (IBM, â€Å"International Business Machines Corporation SEC Form 10-K† 1).Currently, the company provides integrated solutions that leverages information technology and the company’s knowledge of business process to offer a diverse portfolio of services ranging from enterprise software to consulting to implementation of services to financing. To enable it to offer each of these services competitively, IBM has divided its major operations into five major business segments: Global Technology Services, Global Business Services, Software, Systems and Technology and Global Financing. IBM’s business model is built to support two principal goals: first is to help its clients succeed in delivering business value by becoming more innovative, efficient and competitive through the use of business insight and IT solutions; and secondly, is to provide long-term value to its shareholders (IBM, â€Å"International Business Machines Corporation SEC Form 10-K†

Behaviors, Actions and Communications of IKEA Term Paper

Behaviors, Actions and Communications of IKEA - Term Paper Example There is a great need in the modern society that enterprises were guided not only by the possibility to make more profit but also to fulfill the community’s expectations. It requires companies to be customer-centered and perform activities in accordance with the view of society’s development. In addition, companies should also be responsible to stakeholders with regard to the environment, equity, employment, health, and human rights and community development (Fulfilling Social Responsibility  Ã¢â‚¬â€œ Extract from Chinese Government Guidelines, 2013). Such an approach will help enterprises realize a balance between their growth, society and the environment. Moreover, its a requirement by the entire society that companies followed social activities since businesses have a significant impact on almost all aspects of the society and life of its people.   Edvardsson and Enquist (2006) state that the most fundamental and enduring asset for any company is the brand. However, value-based service brands are more important in building the good company’s image, where the enterprise tries to avoid aligning itself with such negative values as environmental pollution or cheap labor conditions. Instead, focusing on the attractive values such as community development and provision of healthy products help the company to create its positive image and contribute fully to the society (Edvardsson & Enquist, 2006). A Swedish multinational company Ikea that designs and sells  ready-to-assemble furniture, appliances, small motor vehicles, and home accessories, has built its values-based service brand by following the vision â€Å"To create a better everyday life for the many people† (The Ikea vision, n.d.).  The idea of its founder to create the home furnishings of good design and functionality and at a price that everyone could afford was the main â€Å"democratic idea† of the company.     Ã‚  

The Sex differances in learning in chimpanzees Essay

The Sex differances in learning in chimpanzees - Essay Example In specific, this paper has selected an article, ‘Sex Differences in Learning in Chimpanzees’ (Lonsdorf et al, 2004) that is a synopsis of a four-year longitudinal study carried out at Gombe National Park in Tanzania on wild chimpanzees. Primarily, the paper will attempt to provide a brief summation of the mentioned article that will enable the reader to understand basic and important findings, as well as limitations of this article. In this article, as earlier mentioned, wild chimpanzee of Gombe National Park in Tanzania were the participants of this four-year longitudinal study, and experts attempted to identify the sexual differences in the learning process and practice of these chimpanzees during the study. Findings of the study indicated that chimpanzees were skillful in the utilization of flexible tools for hunting termites from their mounds. Plantations were the only source of such tools that enabled chimpanzees to ‘fish for termites’ and eat them after extraction from the termite heaps. Experts (Lonsdorf et al, 2004) specified that chimpanzee culture of the local environment indicated that utilization of tools was a common practice for chimpanzees that used tools for various purposes. In addition, experts revealed that various studies have indicated that chimpanzees are the most intelligible non-human species to utilize tools for different purposes. Experts also disclosed that social learning and interaction capabilities of chimpanzees were some of the basic factors that cause such a varying range of utilization of tools in their communities. Article denoted that the experts focused on fourteen chimpanzees below eleven years of age during the period of four months, and paid attention to their interaction with their chimpanzee mothers during fishing sessions for the termites. Analysis of fishing practices and social interaction in the chimpanzee community indicated that chimpanzees of both genders interacted