CPPD

To enable trainees to recognize the variety of roles and contexts in the lifelong learning sector and the Impact that these have Objectives: By the end of this activity, trainees should be able to: List at least five different teaching contexts in the lifelong learning sector Discuss the effect of these contexts, different specialist subject areas, different organizational structures etc on the way they work In comparison with others Part 1: Wordsmith Wordsmith on the different teaching contexts in the lifelong learning sector.Discussion on which of these contexts are represented in the group or have been experienced In the past either as teachers or learners. How do they differ? What Impact do these differences have? Make use of any trainees in the group who teach in contexts other than FEE colleges. Part 2: Small group discussion Note: groups could be delved by subject area or randomly, but most effective If different teaching contexts are represented in each group where possible.D iscuss the way that their subject is delivered in their organization – how does this compare to how it is delivered in different contexts and how does it compare to other objects within deferent organizations. What is the main purpose of their organization and what impact does this have on the provision of their specialist subject? Are the student groups likely to be similar or different – in terms of ages, gender balance, motivation etc – in different contexts? What levels of their specialist subject are offered in their organization? What impact does the type of organization have on this decision?How is the organization structured – in terms of the size of the organization, departmental organization, line management, course co-ordination, teams of staff or individual teaching – and how goes this affect their teaching of their subject? What â€Å"roles† are involved in teaching their subject – egg teacher, lecturer, tutor, personal t utor, instructor, learning support etc – and does this affect the way their teaching is perceived in their organization? Plenary feedback with tutor to provide input and lead discussion on contexts not covered within the group.The context of teaching includes anything in the surrounding environment: physical, social, institutional and personal, that influences teaching and learning. The physical environment includes the classroom where teaching/learning occurs. For instance, he arrangement of the desks encourages some kinds of interactions and discourages others. Other factors such as lighting (enough to read by but not so much as to glare or be uncomfortable), heat (too warm makes people tired, too cold makes them uncomfortable and focusing on their physical feelings), time of day, and even the day of the week can make a difference.The social environment including the relationship between teacher and students and the cultural norms play a significant role in what can and doe s occur in the classroom. How friendly/ approachable an instructor seems to be determines how outgoing students will be ND the kind of communication that will characterize classroom interaction. The cultural norms: what is expected of a teacher and a student also have to be considered. This includes norms and attitudes regarding gender, age, class and ethnic roles.For instance, research shows (check with Elaine Blackmore on this) that it is more difficult for students to address a female professor as â€Å"Dry. Whoever† than to address a male professor similarly. The institutional norms play a similar role as cultural norms but perhaps more strongly affect what behaviors the teacher and students see as acceptable. Is the teaching method â€Å"du Sour† being promulgated as the only acceptable teaching practice? Is teaching â€Å"outside the lines† an acceptable custom? Are teachers encouraged to take risks?Are students encouraged to take an active role in their o wn education? The culture of the institution determines what is valued/ rewarded/recognized in the context. Is teaching rewarded or does research have higher esteem and, thus, more currency. How is teaching evaluated? All of these are affected by the larger culture, but specifically designated by the institution's culture and the norms of the department within which the course is offered. Last, but certainly not least, is the personal context which each instructor (and every student, for that matter) brings to the classroom.Personal context includes stresses context contains teachers' attitudes about learning, teaching, students, their own abilities, and their subject matter. For instance, teachers who believe their students can learn the content and communicate that belief to students can create a self- fulfilling prophecy in much the same way as teachers who do not believe in their students' abilities can create failure, regardless of actual student abilities. More importantly, is teachers' ability to teach from who they are.Teachers, to succeed, must believe in themselves, their students and the importance and awesomeness of their subject. Today's classroom is dynamic and complex. More students are coming to school neglected, abused, hungry, and ill-prepared to learn and work productively. To combat increasing student alienation, and meet the scope and intensity of the academic, social and emotional needs of today's students, those entering the teaching profession will need to find ways to create authentic learning communities y adjusting the power dynamics to turn power over into power with learners.These changing demands call for teaching styles that better align with emerging metaphors of teacher as social mediator, learning facilitator, and reflective practitioner. Being able to function in these roles begins with teacher self-awareness, self-inquiry, and self-reflection, not with the students. Becoming an effective teacher involves considerably more th an accumulating skills and strategies. Without tying teaching and management decisions to personal beliefs about teaching, learning, and development, a teacher will have only the bricks.The real stuff of teaching is the mortar that holds the bricks in place and provides a foundation. Being successful in today's classroom environment goes beyond taking on fragmented techniques for managing instruction, keeping students on-task, and handling student behavior. It requires that the teacher remain did and able to move in many directions, rather than stuck only being able to move in one direction as situations occur. Effective teaching is much more than a compilation of skills and strategies. It is a deliberate philosophical and ethical code of conduct.When teachers become reflective restrictions, they move beyond a knowledge base of discrete skills to a stage where they integrate and modify skills to a specific context and eventually, to a point where the skills are internalized enabling them to invent new strategies. They develop the necessary sense of self-menace to create personal solutions to problems. If teachers latch onto techniques without examination of what kinds of teaching practices would be congruent with their beliefs, aligned with their discountenancing structures, and harmonious with their personal styles, they will have Just a bag of tricks.Without yin teaching decisions to beliefs about the teaching/learning process and assumptions about, and expectations for students, teachers will have only isolated techniques. Unless teachers engage in critical re-section and on-going discovery they stay trapped in unexamined Judgments, interpretations, assumptions, and expectations. On Becoming the Critically Reflective Teacher Developing as a critically reflective teacher encompasses both the capacity for critical inquiry and self-reflection. Critical inquiry involves the conscious consideration of the moral and ethical implications and consequences of classr oom practices on students.Few teachers get through a day without facing ethical dilemmas. Even routine evaluative Judgments of students' work is partly an ethical decision, in that lack of considerations. Self-reflection goes beyond critical inquiry by adding to conscious consideration the dimension of deep examination of personal values and beliefs, embodied in the assumptions teachers make and the expectations they have for students. For discussion purposes, the term critical reflection will be used to merge the two concepts of critical inquiry and self-reflection, and [email  protected] the distinguishing attribute of re-active practitioners.

Review of a Quality Department

5.4.1 Quality Department amazonaws.com/aaimagestore/essays/0978073.001.png">Harmonizing to Introduction of ISO 9000 ( 2007 ) and Crosby ( 1994 ) , writer built a administration sturcture of Quality Department for JG. ( see Figure 14 ) The Quality Department is straight charged by GM. Figure 14 Quality Department map Sturcture The chief map of the Quality Department includes Quality Assurance ( QA ) , Quality Engineer ( QE ) and Quality Control ( QC ) . 1 ) Quality Control The original QI Department will be kept and responsible for the Final Quality Control ( FQC ) . FQC is responsible for inspecting concluding merchandises. It is the last measure of the production. Income Quality Control ( IQC ) is responsible for the material quality control and review. This responsibility originally is a portion of responsibility of Warehouse and Supply Purchase Department. JG has to choose the materials from those sections and set up these forces to IQC. The chief duty of In Process Quality Control ( IPQC ) and Line Quality Control ( LQC ) is touring the production line and fabrication procedures on a regular basis to do certain the production processes move good. Once they found any issues, they will instantly describe it. Materials from IPQC and LQC could be selected from the other sections. These employees should hold work experiences in quality review and fabrication section and besides familiar with production line. 2 ) Quality Assurance Supplier Quality Assurance ( SQA ) is responsible for sing the supply material’s quality. JG will delegate an inspector in Supply company for trying trial. The material who responsible for SQA is originally belong to the Supplier Purchase Department, and he will be arranged to the SQA. Document Control Centre ( DCC ) is responsible to Documents filing and agreement. Such as ISO 9000 paperss and Enterprise Standard Documents. Forces who charge with the paperss will be selected from the General Affairs Department. The inspectors in Process Quality Assurance ( PQA ) inspect the merchandises sample in the production line. This review activity is harmonizing to the merchandises choice criterion. PQA Inspector need to warrant whether to let go of the merchandises to the following procedures. This responsibility will delegate to the original QI section, which have related experience and cognition. Final Quality Assurance ( FQA ) in JG is assigned to an external Quality Audit Company. 2 ) Quality Engineering The map of QE involves: †¢ Defects Analysis System ( DAS ) †¢ Failure Analysis ( FA ) †¢ Continuous Process Improvement ( CPI ) †¢ Equipment Inspection †¢ Customer Service ( CS ) †¢ Training The materials that charge the CS will be selects from the Sale Department. The Equipment Inspection workers are from the original Electromechanical Department. The DAS, Training and FA will be assign to the people who have work experiences in quality review and fabrication section and besides familiar with production line. Harmonizing to the Quality Department map, the employees naming agreement will be assign to the Human Resource Department. They need to disscuss with the senior director and the concluding consequence will be decided by the General Manger and Board of Director. A Skill Gap Chart will be applied to place the accomplishment spreads of every freshly naming materials The company might necessitate to see engaging some new employees for the Quality Department every bit good. A simple procedure of organizing the Quality Department is showed in Figure 15. Step1 Step2 Step3 Step4 Step5 Step6 Figure 15 Puting up Quality Department 5.4.2 DMAIC Processes Improvement undertaking 1 ) Define The aim of the define stages of the operation direction betterment model is to specify the needed for bettering the production processes of mark house. The undermentioned subdivision explained the activities performed within each stage of the bettering attack, and the tools applied within each stage.Define procedure betterment demandBefore analyzing this procedure, nevertheless, a brief program needs to be drawn of what precisely JG require. In this stage, JG has to place and sort the demand to optimize and streamline the fabrication processes. This undertaking will be assigned to the Manufacturing Manager who is the undertaking title-holder. A Gap Analysis will be conducted to analysis the current province procedures and identified the demand to betterment.Establish section ends, undertaking range, aims and undertaking programIn order to understand the fabrication section ends, the undertaking range and aims, the Team Quality Assistant, the Process Analyst, and the Consulting Manage r will interview the Manufacturing employees. Then the betterment squad set up the betterment undertaking program, undertaking agenda and available resource.Form procedure betterment squadA procedure bettering squad will be built to implement this programme. A squad mission, function and duty are showed in Table 5. The squad make a undertaking program with activities, a timeline, and resources.Team MissionDocument the bing fabrication procedures to bring forth processs and to place and implement fabrication procedure bettermentsFunctionDutyManufacturing material as procedure proprietorProvides procedure cognition and identifies and implements betterment chancesManufacturing Manager as Project ChampionEstablishes squad mission and ends. Provides project team resources and support.Team Quality Assistant as Black BeltProvides squad aid. Provides proficient TQM and Lean tool cognition. Provides best pattern for fabrication procedures.Process AnalystPrepares certification. Collects procedure informations. Identifies betterment chances.Consulting Manager?Provides concern cognition and way. Manages advisers.Table 10 Procedure Improving Team Mission, Role and Responsibility The squad members include Manufacturing Manager, Manufacturing Stuff, and a Team Quality Assistant, a Process Analyst and a Consulting Manager. Because JG does non hold quality and lean-six sigma accomplishment forces, the Team Quality Assistant, the Process Analyst and the Consulting Manager will be employed from an outside consulting house. 2 ) Measure The end of the step stage of the procedure betterment model is to understand and document the processes’ bing position. The undermentioned subdivision will explicate the activities performed within each stage of the bettering attack and the tools applied within each stage.Profile current provinceThe Manufacturing materials need to discourse and map the current province procedures of their fabrication procedures. The Manufacturing Stuff could utilize procedure Map to profile the current procedures. These Process Maps will place the phases involved in the Manufacturing Department activities related to the fabrication processes. And the Manufacturing Stuff besides need to happen out the written and unwritten regulations that administrated the procedures, the procedure existed and un-existed appraisals. Team besides need to place the responsible people of each procedure. Manufacturing Stuff who familiar with the current flow and the sequence of procedures need to roll up and gauge the mean procedure clip and related informations with the Process Analyst. These informations will be used to understand the current public presentation and the farther analysis of the procedures. Some Data Sheets Collection could be used here to document the informations, a sample showed below.Procedure NameProcedure OwnerDurationActivityTimeTable11 Sample of Data aggregation sheet Then an initial VSM will be drawn to show the current province procedures. After pulling the current VSM, a vision of the full fabrication procedure could be known and jobs that contribute to treat inefficiencies and mistakes, such as, inefficient determination and deciding defectives will be initial realised in this stage. Through analyzing and mensurating the public presentation position, the utile statistics will be collected and documented. In add-on, in order to understand the degree of accomplishments and preparation of the employee, appraisal and profile of the personal and cultural province is necessary. A TPS-Lean Six Sigma Implementation Quick Scan could be used to measure the degree of credence to alteration of personal.Identify spreads from best patternQuality facilitator will present best pattern processes to the bettering squad, and so they have to look into some efficiency pattern fabrication procedures. Then compare the current province procedures to the efficiency pattern processes. Team could carry on a simple Gap Analysis to place the spreads. A preparation matrix can be used here to place the spreads of the forces preparation.Identify jobs that contribute to treat inefficiencies and mistakesVSM could be used to place non-valued added activities, particularly related to unneeded work and rework. VSM can place the firm’s belongingss and engineering and link them with the procedure of presenting the value, supplying an auditable nexus between assets, operational action and value ( Mills et al. , 2003 ) . A brainstorming will be used to happen out the jobs in the procedures every bit good. Then a list of jobs will be made in this subdivision. After the Measure stage, current province procedures of fabrication will be profiled and the jobs of procedures will be identified. 3 ) Analysis The end of the analysis stage of the operation direction betterment model is to place the jobs of procedures that are doing inefficiencies and mistakes and their root grounds. Besides, they need to analyze the jobs and procedure inefficiencies and define betterment chances. Part of the analyse stage is to implement a cost-benefit analysis and Force Field Analysis to understand whether the betterments are excessively expensive compared with the estimated benefits to better efficiency and quality.Identify root causes of jobsHarmonizing to the jobs found in the step stage, fabricating material demands to place the root causes of the jobs of the list. These jobs of the fabrication procedures will be classified into different facets. For illustration, people ( deficiency of quality consciousness ) , methods ( deficiency of systematical quality direction ) , environment and so on. A Fishbone Map will be used to place the root causes.Analysis the spreads and jobs of the proceduresIn order t o happen out the spreads of procedures, squad demand to compare the current province procedures of JG with the other pattern instances. Besides through compared the procedure maps, the non-value added activities will be identified. Then a Pareto Chart and SPC will be applied to understand the cardinal factor of the procedures.Find out bettermentchancesand do an betterment programHarmonizing to the issues, which were found in last stages, Manufacturing Stuff, Process Analyst and quality facilitator will place betterment chances of the procedures. A Procedure FMEA will be conducted here to capture the failures and issues of the procedures and discourse the effects and possible actions to decide the jobs. Then an betterment program will be developed this subdivision. Some TQM and Lean tools can be used to decide the jobs.Assess feasibleness andanalysiscosts-benefit of betterment programAfter developed betterment program, Team members need to discourse and analysis whether this program is deserving implementing or non. A Force Field Analysis and Cost-benefit analysis will be conducted in this subdivision. They have to seek to eliminated reinforce of the betterment undertaking and beef up the impulsive force. 4 ) Better The end of the improve stage of the operation direction betterment model is to implement the betterments, step the impact of the betterments and record practises and train employees on the improved practise.Implement betterment programThen a fabrication procedure betterment program will be implemented. First, they need to make an execution program for each betterment and detailed the costs and benefits of each betterment activity. This betterment undertaking should be included redesign appropriate procedures and optimize the procedures flow. A hebdomadal position studies which include the complete assignments and current position during that clip and assessed accomplishment day of the month is a portion of the undertaking. Unresolved jobs should be documented every bit good.Evaluate impact of the bettermentsAfter the chief betterment undertaking is applied, Process analyst and Manufacturing Stuff need to measure the impact of the betterment for each procedure. Takt Time, SPC and other Thin tools can be used to measure the betterment procedure. A signifier to show the estimated initial processing clip, estimated optimised processing clip and proportion lessening of treating times could be used in this subdivision.Documenting processsProcess analyst demand to utilize computing machine to document the optimised and standardized procedure, which included elaborate procedure stairss and the procedure informations. The optimised procedure should be displayed to the employees in their workshop, so the employees would non confou nd about the procedure they involve. 5 ) Control The aim of the control stage of the operation direction betterment model is to implement public presentation rating and other methods to command and continuously better the procedures.Design and implement procedure public presentation stepsQuality facilitator will urge some procedure public presentation steps to assist mensurate the productiveness and quality of the fabrication processes. Some TQM and Lean tools will be introduced in this subdivision, such as Pareto Chart, SPC and Affinity Diagram.Implement auninterrupted procedure betterment procedure to go on bettermentA PCDA theoretical account will be recommended to the squad to better continually.Observe the successes, wages andplacethe undertaking squad membersThe last and important measure of the control stage is to take the clip to observe the betterment attempt. They can put up a wages to undertaking and publish a certification to the member or merely something every bit simple as traveling out to lunch to observe. The purpo se of celebrating is animating the enthusiasm of the employees, but besides to make an ambiance, which makes the employees have more active spirit. 5.4.3 Defective Prevention Approach The following measure to better JG’s operation is forestalling and extinguishing the defectives of production. FMEA Risk Management is recommended to JG to understate the opportunity of merchandise ‘s defectives. Cross-function squads will be needed to put to death the attack. The followers is a brief description of the attack. 1 ) Form a cross map squad The cross map squad includes four members. Team member is selected based on their cognition and work experience. Writers recommend one involves in the production line every twenty-four hours. One is from IPQC, and the other two could be from the Engineering and Sale Department. All of the squads are charged by the production VC. A quality expert who helps JG with DMAIC processes bettering undertaking will back up this undertaking every bit good. The expert will present some tools to the squad, such as Brainstorm, Fishbone map. 2 ) Set the undertaking and FMEA preparation The squad will be introduced the aims of the attack. Task will be identified clearly. Then quality expert will take the squad through a short preparation of FMEA after constructing the cross-function squad. Map the procedure and do an stock list of all relevant procedure stairss. 3 ) Maping the Procedure In the DMAIC processes betterment undertaking, all the procedures in fabrication have been identified already. So the Team members merely need to choose the critical procedures that they think will bring forth defectives. 4 ) Identify the failures Team member could utilize the insight to place the where faulty merchandises occurred and expected occurred in the daily procedures. Then they need to associate the faulty merchandises with exists procedure activities. These defectives are caused by the failures. Brainstorm could besides be conducted to find the possible failure manners for each procedure measure. Then Anticipate possible failures in the procedure in relation to the remainder of the procedure stairss. 5 ) Analysis the hazard Indicate the cause of each failure manner is and the effects of the failure manners of the procedure. A Fishbone Map will be conducted here to happen out the root causes of the failures.Judge the hazardsCalculate the failing in the procedure by measuring the chance of happening ( P ) and the badness of the failure ( S ) for the failure manners. ( Rampersad and El-Homsi, 2007 ) The hazard factor is the generation of these two factors. R=P ? S The opportunity of detecting the mistake on clip is expressed in the factor S. If the faulty merchandise is difficult to detect, its S factor will be high. Some faulty merchandises have occurred before. Team can utilize Pareto Chart and SPC analysis these defectives and so assist them mensurate the chance of happening and badness of the failure. 7 ) Pickings Measure Determine for each failure mode the actions necessary to better the weak points in the procedure. The failures with the highest Roentgen factors have the highest precedence ( for illustration R & A ; gt ; 20 ) . Delegate a responsible individual of each issue to work out the bad possible failure. Table 12 is the hiting standards of P and S. Team members will make up one's mind whether to take action harmonizing to the hazard factor or do a precedence for each betterment program harmonizing to the hazard factor. For illustration, they can make up one's mind non to take action when the hazard factor was less than 10. 8 ) Find out the solution Team members need to happen out the solution to forestall each defective. It includes placing the responsible job convergent thinker to work out each job. Finally, a signifier of FMEA will be finished ( See Table 13 ) . Harmonizing to the R factors, a program will be made to forestall the possible failure. This program will be describe the program to Production VC.Factor P ( Probability of Occurrence )Factor S ( Severity of the Failure )0 = Impossible/ barely of all time0 = Not a job1 =Very depression1 =Very low/hardly a job2 =Low2 =Low/to be solved easy3 =Not as low3 =Less serious4 =Less than norm4 =Less than norm5 =Average5 =Average6 =Above norm6 =Above norm7 =Rather high7 =Rather high8 =High8 =High9 =Very high9 =Very high10 =Certain10 =Catastrophic/Dangerous to peopleTable12 Factor of P and S ( Source: Rampersad and El-Homsi, 2007, pp 381 ) 10 ) Implement program Harmonizing to the program, the actions will be implemented to forestall the possible jobs. Operators of each production line need to cognize all of the possible hazards and possible failure of the procedure, which they are affecting. The squad will hold a meeting with the production line leader. Failures will be introduced to the production lines. Besides, the FMEA signifier will be placed in the workshops. 11 ) Result Review Give the feedback to the squad about the position of execution. A Defectives information aggregation and Defective merchandises analysis will be done by the DAS and FA after the chief betterment undertaking is applied and represent to the squad. The concluding FMEA signifier will be documented by the Quality Department.

Sigmund Freud Paper

Many believe Freud to be the father of modern psychiatry and psychology and the only psychiatrist of any worth. He is certainly the most well known figure, perhaps because sex played such a prominent role in his system. There are other psychologists, however, whose theories demand respectful consideration. Erik Erickson, born Eric Homburger, whose theories while not as titillating as Freud’s, are just as sound. This paper will compare the two great men and their systems. In addition, this paper will argue that Freud offers the more useful foundation for understanding the Jenny Masterson’s confused psyche. Sigmund Freud showed signs of independence and brilliance well before entering the University of Vienna in 1873. He had a prodigious memory and loved reading to the point of running himself into debt at various bookstores. Among his favorite authors were Goethe, Shakespeare, Kant, Hegel and Nietzsche. To avoid disruption of his studies, he often ate in his room. After medical school, Freud began a private practice, specializing in nervous disorders. He was soon faced with patients whose disorders made no neurological sense. For example, a patient might have lost feeling in his foot with no evidence to any sensory nerve damage. Freud wondered if the problem could be psychological rather than physiological. Dr. Freud evolved as he treated patients and analyzed himself. He recorded his assessment and expounded his theories in 24 volumes published between 1888 and 1939. Although his first book, The Interpretation of Dreams, sold only 600 copies in its first eight years of publication, his ideas gradually began to attract faithful followers and students – along with a great number of critics. While exploring the possible psychological roots of nervous disorders, Freud spent several months in Paris, studying with Jean Charcot, a French neurologist from whom he learned hypnosis. On return to Vienna, Freud began to hypnotize patients and encouraging them while under hypnosis to speak openly about themselves and the onset of their symptoms. Often the patients responded freely, and upon reviewing their past, became quite upset and agitated. By this process, some saw their symptoms lessened or banished entirely. It was in this way that Freud discovered what he termed the â€Å"unconscious. Piecing together his patients’ accounts of their lives, he decided that the loss of feeling in one’s hand might be caused by, say, the fear of touching one’s genitals; blindness or deafness might be caused by the fear of hearing or seeing something that might arouse grief or distress. Over time, Freud saw hundreds of patients. He soon recognized that hypnosis was not as helpful as he had first hoped. He thus pioneered a new technique termed â€Å"free association. † Patients were told to relax and say whatever came to mind, no matter how mortifying or irrelevant. Freud believed that free association produced a chain of thought that was linked to the unconscious, and often painful, memories of childhood. Freud called this process psychoanalysis. Underlying Freud’s psychoanalytic perception of personality was his belief that the mind was akin to an iceberg – most of it was hidden from view. The conscious awareness is the part of the iceberg that is above the surface but below the surface is a much larger unconscious region that contains feelings, wishes and memories of which persons are largely unaware. Some thoughts are stored temporarily in a preconscious area, from where they can be retrieved at will. However, Freud was more interested in the mass of thought and feeling that are repressed – forcibly blocked from conscious thought because it would be too painful to acknowledge. Freud believed that these repressed materials unconsciously exert a powerful influence on behavior and choices. Freud believed that dreams and slips of tongue and pen were windows to his patient’s unconscious. Intrusive thoughts or seemingly trivial errors while reading, writing and speaking suggested to Freud that what is said and done reflects the working of the unconscious. Jokes especially were an outlet for expressing repressed sexual and aggressive tendencies. For Freud, nothing was accidental. Freud believed that human personality, expressed emotions, strivings, and beliefs arise from a conflict between the aggressive, pleasure-seeking, biological impulses and the social restraints against their expression. This conflict between expression and repression, in ways that bring the achievement of satisfaction without punishment or guilt, drives the development of personality. Freud divided the elements of that conflict into three interacting systems: the id, ego and superego. Freud did not propose a new, na? ve anatomy, but saw these terms as â€Å"useful aids to understanding† the mind’s dynamics. The id is a reservoir of unconscious psychic energy that continually toils to satisfy basic drives to survive, reproduce and aggress. The id operates on the pleasure principle – if unconstrained, it seeks instantaneous gratification. It is exemplified by a new born child who cries out for satisfaction the moment it feels hungry, tired, uncomfortable – oblivious to conditions, wishes, or expectations of his environment. As the child learns to cope with the real world, his ego develops. The ego operates on the reality principle, which seeks to superintend the id’s impulses in realistic ways to accomplish pleasure in practical ways, avoiding pain in the process. The ego contains partly conscious perceptions, thoughts, judgements, and memories. It is the personality executive. The ego arbitrates between impulsive demands of the id, the restraining demands of the superego and the real-life demands of the external world. Around age 4 or 5, a child’s ego recognizes the demands of the newly emerging superego. The superego is the voice of conscience that forces the ego to consider not only the real but also the ideal. Its focus is on how one should behave. The superego develops as the child internalizes the morals and values of parents and culture, thereby providing both a sense of right, wrong and a set of ideals. It strives for perfection and judges our actions, producing positive feelings of pride or negative feelings of guilt. Someone with an exceptionally strong superego may be continually upright and socially correct yet ironically harbor guilt-, another with a weak superego may be wantonly self-indulgent and remorseless. Because the superego’s demands often oppose the id’s, the ego struggles to reconcile the two. The chaste student who is sexually attracted to someone and joins a volunteer organization to work alongside the desired person, satisfies both id and superego. Analysis of his patients’ histories convinced Freud that personality forms during a person’s first few years. Again and again his patients’ symptoms seemed rooted in unresolved conflicts from early childhood. He concluded that children pass through a series of psychosexual stages during which the id’s pleasure-seeking energies focus on distinct pleasure-sensitive areas of the body he called â€Å"erogenous zones. † During the â€Å"oral stage,† usually the first 18 months, an infant’s sensual pleasure focuses on sucking, biting, and chewing. During the â€Å"anal stage,† from about 18 months to 3 years, the sphincter muscles become sensitive and controllable, and bowel and bladder retention and elimination become a source of gratification. During the phallic stage, from roughly ages 3 to 6 years, the pleasure zones shift to the genitals. Freud believed that during this stage boys seek genital stimulation and develop unconscious sexual desires for their mothers along with jealousy and hatred for their father, whom they consider a rival. Boys feel unrecognized guilt for their rivalry and a fear that their father will punish them, such as by castration. This collection of feelings he named the â€Å"Oedipus Complex’ after the Greek legend of Oedipus, who unknowingly killed his father and married his mother. Originally Freud hypothesized that females experienced a parallel â€Å"Electra complex. † However, in time Freud changed his mind, saying, (1931, p. 229): â€Å"It is only in the male child that we find the fateful combination of love for the one parent and simultaneous hatred for the other as a rival. † Children eventually cope with these threatening feelings by repressing them then identifying with and trying to become like the rival parent. Through this identification process children’s superegos gain strength as they incorporate many of their parents’ values. Freud believed that identification with the same-sex parent provides our gender identity – the sense of being male or female. With their sexual feelings repressed and redirected, children enter a latency stage. Freud maintained that during this latency period, extending from around age 6 to puberty, sexuality is dormant and children play mostly with peers of the same sex. At puberty, latency gives way to the final stage — the genital stage — as youths begin to experience sexual feelings towards others. In Freud’s view, maladaptive behavior in the adult results from conflicts unresolved during earlier psychosexual stages. At any point in the oral, anal, or phallic stages, strong conflict can lock, or fixate, the person’s pleasure-seeking energies in that stage. Thus people who were either orally overindulged or deprived, perhaps by abrupt, early weaning, might fixate at the oral stage. Orally fixated adults are said to exhibit either passive dependence (like that of a nursing infant) or an exaggerated denial of this dependence, perhaps by acting tough and macho. They might continue to smoke or eat excessively to satisfy their needs for oral gratification. Those who never quite resolve their anal conflict, a desire to eliminate at will that combats the demands of toilet training, may be both messy and disorganized (†anal expulsive†) or highly controlled and compulsively neat (†anal-retentive†). To live in social groups, impulses cannot be freely acted on They must be controlled in logical, socially acceptable ways. When the ego fears losing control of the inner struggle between the demands of the id and the superego, the result is anxiety. Anxiety, said Freud, is the price paid for civilization. Unlike specific fears, the dark cloud of anxiety is unfocused. Anxiety is therefore, difficult to cope with, as when we feel unsettled but have no basis for feeling that way. Freud proposed that the ego protects itself against anxiety with ego defense mechanisms. Defense mechanisms reduce or redirect anxiety in various ways, but always by distorting reality. Although Freud was known to change his mind, he was deeply committed to his ideas and principles, even in the face of harsh criticism. Although controversial, his ideas attracted followers who formed a dedicated inner circle. From time to time, sparks would fly and a member would leave or be outcast. Even the ideas of the outcasts, however, reflected Freud’s influence. Erik Erikson was one of these outcasts. He agreed with Freud that development proceeds through a series of critical stages. But he believed the stages were psychosocial, not psychosexual. Erikson also argued that life’s developmental stages encompass the whole life span According to Erikson, a crisis is equivalent to a turning point in life, where there is the opportunity to progress or regress. At these turning points, a person can either resolve conflicts or fail to adequately resolve the developmental task. Delving further into these differences, Erikson contended that each stage of life has its own psychosocial task. Young children wrestle with issues of trust, then autonomy, then initiative. School-age children develop competence, the sense that they are able and productive human beings. In adolescence, the task is to synthesize past, present, and future possibilities into a clearer sense of self. Adolescents wonder: â€Å"Who am I as an individual? What do I want to do with my life? What values should I live by? What do I believe in? † Erikson calls this quest to more deeply define a sense of self the adolescent’s â€Å"search for identity. † To refine their sense of identity, adolescents usually try out different â€Å"selves† in different situations – perhaps acting out one self at home, another with friends and still another at school and work. If two of these situations overlap – like when a teenager brings a friend home from school – the discomfort can be considerable. The teen may ask, â€Å"Which self is the real me? Which self should I be? † Often, this role confusion gets resolved by the gradual reshaping of a self-definition that unifies the various selves into a consistent and comfortable sense of who one is – an identity. But not always, Erikson believes that some adolescents forge their identity early, simply by taking on their parents’ values and expectations. Others may adopt a negative identity that defines itself in opposition to parents and society but in conformity with a particular peer group, complete perhaps with the shaved head or multi-colored coif. Still others never quite seem to find themselves or to develop strong commitments. For most, the struggle for identity continues past the teen years and reappears at turning points during adult life. During the first social stage, trust versus mistrust, an infant’s basic task is to develop a sense of trust in self, others, and the world. The infant needs to count on others and develop a sense of acceptance and security. This sense of trust is learned by being caressed and cared for. From Erikson’s viewpoint, if the significant others in an infant’s life provide the necessary love, the infant develops a sense of trust. When love is absent, the result is a general sense of mistrust in others. Clearly, infants who feel accepted are in a more favorable position to successfully meet future developmental crises than are those who do not receive adequate nurturing. However, Erikson postulates that since development is a ongoing lifelong process, personality is not fixed at any given time. Events, circumstances, and social relationships are dynamic and changing. Thus, even a child who emerged from the first stage of life with a strong sense of trust may become mistrustful and cy! nical if betrayed in later social relationships. Hence, personality is not viewed as fixed by the fifth year of life, as Freud believed, but remains fluid throughout the life span. Between the ages of one and three (Freud’s anal stage), children are developing a growing sense of control over their lives. They can now walk, run, climb, and get into all sorts of mischief. A sense of autonomy develops as they learn new skills and achieve a feeling of control over their environment. Thus Erikson’s titles this stage Autonomy versus Shame and Doubt. During this period, some parents, out of concern or impatience with their children’s progress may intervene and do things that the children should be doing by themselves. Other parents may demand a level of competence of which their children are not yet physically and/or emotionally capable. In either case, these children begin to doubt their own abilities and feel ashamed when they fail to live up to parental expectations. Children who fail to master the tasks of establishing some control over themselves and coping with the world around them develop a sense of shame and feelings of doubt about their capabilities During the next stage, Initiative versus Guilt, which takes place during the preschool years (ages 4 to 6 – Freud’s phallic stage), children seek to find out how much they can do. According to Erikson, the basic task of preschool years is to establish a sense of competence and initiative. Preschool children begin to initiate many of their own activities as they become physically and psychologically ready to engage in pursuits of their own choosing. If they are allowed realistic freedom to choose their own activities and make some of their own decisions, they tend to develop a positive orientation characterized by confidence to initiate actions and follow through on them. On the other hand, if they are unduly restricted, or if their choices are ridiculed, they tend to experience a sense of guilt and ultimately withdraw from taking an active and initiating stance. By the age of six, the child should enter elementary school. It is during this age that the stage of Industry versus Inferiority occurs. During the ensuing five years, the most important events in the child’s life revolve around setting and accomplishing goals related to school situations. When children are successful in mastering the many behaviors expected of them during these years, they develop feelings of competency and a sense of industry. They may express such feelings as: â€Å"I can do anything if I just work hard enough. Children who encounter failure during the early grades may experience severe handicaps later on. A child with learning problems may begin to feel like a worthless person. Such feelings may drastically affect his or her relationships with peers, which are also vital at this time. During the adolescent years, teens experience Identity versus Role Confusion. Typically, adolescents feel they are on center stage and everyone is looking at them. They are often highly critical of themselves and feel that others are equally critical. Their thoughts often turn inward. They look at themselves and question whether or not they measure up to their peers. They also begin thinking about lifelong goals and careers, wondering whether they will make it in the world of the adult. Their ruthless self-appraisal is often beneficial. It results in the development of values, social attitudes, and standards. This inward focus appears to be necessary for the development of a firm sense of self and of broader roles in the social order. During the stage of Intimacy versus Isolation, adolescence is now behind the individual and the early adult years loom ahead. Energies are focused on building careers, establishing lasting social ties, and achieving then maintaining intimate relationships. Marriage or cohabitation creates new demands on the individual – sharing, compromising, and relinquishing social mobility to some degree. Also, many young adults begin having children and raising families. Those who were unsuccessful in resolving their identity crises may find themselves isolated from mainstream society and unable to maintain healthy intimate relationships. The years between the ages of 35 and 60 are a time for learning how to live creatively with others; this period can be the most productive stage of an individual’s life. According to Erikson, the stimulus for continued growth in middle age is the crisis of Generatively versus Stagnation or Self-Absorption. By generatively, Erikson meant not just fostering children, but being productive in a broad sense – for example through creative pursuits in careers, in leisure-time activities, in volunteer work or caring for others. Two important qualities of the productive adult are the ability to love well and the ability to work well. Adults who fail to achieve a sense of productivity begin to stagnate, which s a form of psychological death. The years of maturity are typified by the stage of Integrity of the Self versus Despair. This is the most illuminating stage of a person’s life. If all the crises of earlier stages are resolved, looking back with satisfaction of a life well led is a healthy manifestation of self. Maintaining a sense of worth and personal integrity during the final years is natural. Those who could not resolve earlier crises will look upon the prospects of old age and death with a deep sense of dread and despair. Another primary concept to Erikson’s system is ego identity development and the ego strengths that delineate each of the eight stages. His system stresses the ego’s complete and stabilizing influences in a person’s life history. He depicts the ego from a psychosocial viewpoint as the hub of individual identity. As the ego develops through life crises, it gains the capacity to master in increasingly sophisticated ways the puzzles posed by inner and outer reality. Erikson proposed that ego strength is achieved in a sequence of psychosexual stages. Beginning in infancy, the child’s ego must first learn to trust itself and others to become autonomous and self-sufficient. With trust and autonomy come the virtues of hope and will, forms of ego strength that foster sufficient security for the child to risk the potential disappointment that hope entails, and sufficient independence of spirit for children to dare to initiate willingly their personal adaptation to their inescapable realities. Once these fundamental ego strengths are acquired, the child is able to acquire a sense of purpose, competence, fidelity, love, care and wisdom – the ego strengths associated with each stage. Erikson’s theory embodies a well-balanced concern for nonmothetic or universal psychological â€Å"laws† with some traditional psychoanalytic concern for the uniqueness of the individual, especially in the areas of clinical application and psychohistory. So where does all this theorizing leave Jenny Masterson? A Freudian psychoanalyst may have Jenny free associate to certain terms. Perhaps her free association would turn out something like this: Psychoanalyst: Jenny, I want you to relax and lay back. Close your eyes. Now, I want you to give me the first word that pops into your head when I say a certain word. For instance, if I said â€Å"Dog,† you might say, â€Å"Cat. † Jenny: No, if you said, â€Å"dog,† I would say â€Å"dependent. † Psycho: Interesting, why do you think you would say â€Å"dependent? † Jenny: â€Å"Well, they are aren’t they? I have to feed them, I have to bathe them, I have to wash them, I have to walk them – just like a small child. Except they won’t disobey you, and I expect they’d be a little more respectful of all that I would do for them. Psycho: Okay, the next word is religion. Jenny: Futile. Non-lasting. Psycho: Love Jenny: Useless. Really, love means nothing, just like marriage is meaningless. Psycho: I see. Next word, sex. Jenny: Ugh. So vulgar, dirty, disgusting. So beastly. Psycho: Okay. How about children? Jenny: Ungrateful. Possessions. Really, children just do not realize all that we do for them. We sacrifice, we slave so that their existence may be better and what do they do for us? Nothing. Just heartbreak, never ending hearbreak. Psycho: Okay, just one last word, woman. Jenny: Prostitute. Chip. Unclean. Most women are just so ugly, inside and out. I simply cannot stand their smiles – so inviting, those little trollops. Jenny had some major hang-ups in the area of sexuality. Perhaps all her â€Å"problems† stem from this one subject. Sex. Her hostility towards other women, her hinted-at incestuous relationship with Ross, her extreme jealousy of Ross’ girlfriends, her possessiveness, her lack of close friends – all of these can be traced back to her most important subject. Jenny might have been characterized as an anal character. It can be speculated that during her toilet training stage, she refused to give, was prudish and was retentive. It can be speculated that perhaps through unwise parental insistence, she may have come to value yet fear this psychical function and all the features associated with it. According to Freud, this type of person becomes orderly to the point of obsession, egocentric, picayunish, preoccupied with money and material things and obstinate. Jenny is all of these things. His theory also holds that sadomasochism is also a trait of the anal character. Jenny exhibits this. She inflicts and receives suffering all of her life. She is constantly asking for suffering from Glenn and Isabel when she continually insults them, yet they never give in and make her suffer. She creates situations where only suffering can result for her and others, like when Ross and her moved into the same flat. That was doomed to fail. She constan! tly obsessed over where he was, whom he was with, why he wasn’t paying rent – she drove herself crazy, and in the process alienated her son. Like any masochist, she seems in a strangely perverted way to relish her martyrdom and enjoy her distress. Freudian theory holds that the instincts seek pleasure and therefore that Jenny’s persistence in her treacherous behavior must give her some gratification. While her behavior goes against the very grain of survival, and therefore must be neurotic, it serves to gratify her masochistic needs. Continuing with this theme, Jenny believed sex to be dirty, and beastly. It is not known much about her marriage, but one can hardly picture Jenny as a wanton woman, or even as a woman with normal sexual drives. Her marriage may have even been a product of rebellion, again an anal trait, against her family. The principle explanation for Jenny in a Freudian analysis would turn to Jenny’s confused sexual identity. It might be said that she never worked through her oedipal complex successfully. She did identify with her mother, according to her sister however. By identifying with her mom, she may have taken on masculine role. After all, by 18 she was the main breadwinner in the house. Perhaps she wished to possess her mother, since she had taken on the male role. When she married, this psychosexual confusion was not resolved. In fact, it may have been worsened by her husband’s death. It is said that Jenny did not grieve for her husband. Perhaps she merely transferred her womanly affection onto Ross, expecting a relationship from him that was like that of a lover and not a son. Her jealousy over his girlfriends and her kisses under the moonlight certainly point towards unnatural feelings towards him. Perhaps, with Ross’ birth, she was able to find a replacement for her lack of penis. Ross may have been a projection of her true masculine nature. She was able to live her life in the masculine image by being one with Ross. When he died, she kept his robe and pipe, thus cherishing the remnants of her/his masculine identity. Her love of Ross gives an impression of an incestuous relationship. She has fits of jealousy over his lovers, calls him, â€Å"sex mad† and talks of him like a lover (†kissed under the stars†). She is very delusional when she believes that to Ross, she is responsible for his existence but that he owes her nothing. Her actions speak contrary to this. She is the perfect martyr, constantly making exaggerated sacrifices for Ross. In reality, she expected him to repay her with undying devotion. She wanted to possess him.

Law for business Essay Example | Topics and Well Written Essays - 2000 words - 3

Law for business - Essay Example Dickman, however, stated that there is a requirement of proximity between the claimant and the defendant (Caparo Industries Place v. Dickman [1990] 2 AC 605). Foreseeability alone is not enough to create a duty of care (Hill v. Chief Constable of West Yorkshire [1989] AC 53, 60). Thus, under the Donaghue test, a duty of care would be established. Donoghue concerned a decomposed snail in the claimants ginger beer. Initially, there was held to not be a duty of care, as there was not a proximity between the claimant and the shopkeeper, as the claimant did not purchase the ginger beer. However, the Donoghue court decided that the shopkeeper did owe a duty of care to the woman, as it was reasonably foreseeable that she would be harmed by having snail in her drink, and she would have been considered to be a â€Å"neighbor† (Donoghue v. Stevenson, p. 580). Thus, under Donoghue, there would be sufficient proximity between the claimant, Jeff, and Rodney to establish a duty of care. Just as in the Donoghue case, there was not a special relationship between the parties, yet the harm was reasonably foreseeable – it was reasonably foreseeable that, if one drinks and drives, an accident may occur. Jeff would be considered to be a â€Å"neighbor† in the loose sense of the term, in that the loose sense of the term would describe a â€Å"neighbor† as anybody who would be reasonably foreseeably harmed by the defendants actions. Therefore, under Donoghue, the first element, duty, is established. Next, did Rodney breach that duty? In other words, did he act as a reasonable man would act? (Blyth v. Company Proprietors of the Birmingham Water Works (1856) 11 Ex Ch 781). This is the objective test for whether or not a breach occurred. At first glance, it would seem that Rodney did not act reasonably – he drank and drove. And, there was some indication that the vehicle might have been unsafe, as it was described as â€Å"rather old.† Therefore,

Burglary Essay Example | Topics and Well Written Essays - 500 words - 2

Burglary - Essay Example Unfortunately, the more monetary benefit every break in promises, the more security they are likely to encounter. This therefore solicits increased research on the safest entry and means of evading the risks, which may at times entail the use of forceful resistance. Evidence forms the basis to every investigation, after burglaries, detectives called into the scene busy themselves with the identification and collection of evidence that may lead to the arrest of the culprits. Once at the scene, the detectives tape off the area. This keeps the public or other third parties away thereby minimizing interference with the evidence collected. The detectives should only let authorized personnel into the area; these include fellow detectives and victims of the burglary. The police should protect outside areas, such items as plastics and tarpaulin to prevent any foreign interference. The area should be effectively protected, no item should be moved or relocated, and no unauthorized activity should be carried out until the area is completely processed (Bryan, 2004). Among the things that detectives look for in the investigation process include pieces of clothes that could be torn during the robbery, dusting the scene for finger prints and looking for any item that could possible have been left behind by the gang in their exit from the scene. Such evidences are used to describe the culprit. If effectively analyzed results in either the arrest of the criminals or the matching of the criminals with those in police databases. Investigating a burglary requires keen eyed detectives to easily pick trails that are possibly left by some of the most experienced robbers. The first step is the collection of any form of evidence or trail which may never seem consequential to the final arrest of the robbers. The most obvious ways of gathering physical evidence include the use of cameras to capture photographs of the scene and dusting for fingerprints. If the

Can Advertisers Catch Your Attention Research Paper

Can Advertisers Catch Your Attention - Research Paper Example It will further explain why the advertisement did a good job in convincing the target market into taking action and suggest other ways the advertisers could get the target market’s attention. The Brand The anti-obesity theme in the â€Å"coming together† campaign by Coca-Cola is attention-catching as it touches on a sensitive issue in the American community and, indeed, worldwide. The corporate branding that runs for two minutes was well thought, planned and executed. Most consumers react favorably when advertisers communicate with them with respect and intelligence (Statt, 1977). It marked a strategic and successful shift from the traditional humorous and dreamy approach consumers have long associated with the brand. â€Å"Coming together† applies serious commentary to a similarly serious matter in America, and its authenticity is acknowledged and appreciated in the responses received from consumers. The advertisement shows that the brand is evolving with times, innovating constantly to meet the dynamic needs and wants of consumers. The Target Group The advertisement is designed to appeal to a diverse target group. Looking at it from the perspective of female consumers aged between 21 and 35, one appreciates the fact that the brand has tackled the menace of obesity in a sincere and straightforward manner. For male consumers in the same age bracket, they get a feeling that the brand cares for its consumers’ health in America and around the world. For consumers aged 50 and above, â€Å"coming together† shows, in a very educational way, that change can be achieved if all people work together, exhibiting a sense of corporate responsibility by the brand. The advertisement has the power to take a consumer through the process of creating awareness, imparting product knowledge and develop a liking that leads to purchase. Effectiveness of the Advertisement â€Å"Coming together† was effective in convincing the consumers to take action by using a theme that emphasizes sensible choices in a bid to meet calorie and nutritional needs of individuals. All stakeholders must collaborate to have workable solutions to the obesity problem. Awareness is created among consumers that all beverages and foods have a belonging in a sensible and balanced diet, accompanied by physical activity. The informative nature of the advertisement provides consumers with more options that facilitate informed decisions. The brands collaboration with the Center for Disease Control and Prevention and the Department of Health and Human Services shows the level of seriousness invested into bringing quality and healthy products for human consumption, which is easily an attraction to most consumers (Stuart, 2012). Alternative Way for Advertisers to get Attention Another way advertisers could get consumers’ attention would be to segment the market and target different groups through different media. For example, the older generation i s known to have a preference for the print media. Therefore, advertisements in the real estate or stock markets would generally reach them through newspapers or magazines. On the other hand, the younger generation spends a considerable amount of their time online, therefore, web based advertisements can easily get their attention. A survey showed that 42 percent of college students in America watch TV or listen to radio online

Foundations of Marketing Essay Example | Topics and Well Written Essays - 1250 words

Foundations of Marketing - Essay Example Price - Product packaging plays an important role in per unit price of a chocolate brand. The availability of bite-sized, large-sized and a bag of chocolates packaging for world-known brands enables price flexibility and affordability. Using this packaging strategy, consumers can easily avail of the product depending on their consumption capacity and budget. Place - Chocolate and confectionery shops are the foremost selling venue of chocolates. World-known brands are available in retail shops, like supermarkets and convenience stores, for easy and mass consumption using the distribution channels in efficiently delivering their products to the end consumers. Customised chocolates are sold in chocolate shops. E-commerce also provides a virtual venue in chocolate shopping. While world-class chocolate manufacturers, because of its mass production and distribution method transact in business-to-business setup, majority of local chocolate shops conduct business to individual transaction on the web. Promotion - Global chocolate producers use the push strategy in promoting their products. It is by advertising via the mass media that they are able to promote their product. Local chocolate producers utilise more personalised approach, using promotional offers and the Internet. 2. Positioning Map With this position map, we can see how the each chocolate firm can effectively execute its marketing efforts. Upon knowing their current position in the business environment they are in, they can create ways to maximize their promotion to this defined segment and act efficiently to this. Let us take the above position map to expound on the benefits of positioning a company. Based on the map above both Cadbury and M&Ms should heavily rely on advertisement... Foundations of Marketing Let us take the above position map to expound on the benefits of positioning a company. Based on the map above both Cadbury and M&Ms should heavily rely on advertisement and other mass promotional schemes to market diversified products that will cater to the different segments in the global market. Their globally known brand names and extensive production capacity brought about by its global chocolate market dominance, they have the edge in doing business on a large scale. In spite of several advantages of marketing segmentation, there are still visible disadvantages of marketing segmentation. One of these is the possibility of inflexibility with regards to the variations in the market. Even a minimal shift in the number of population or preferences of customers can create marketing problems, which if not addressed immediately can immensely affect the company’s marketing campaign. Another problem of concentrating marketing activities in a single market segment is its difficulty in market expansion. There is a tendency for the firm to be stuck in a single consumer base, which can entail vulnerability to profit loss, especially in the currently dynamic business environment. In short, mass marketing minimises a company’s susceptibility to inflexibility to the ever-changing market. However, the present marketing campaigns of multinationals which are likely to perform this method because of its capitalization on the benefits of economies of sc ale, involve the localisation and segmentation of their marketing campaign in a particular country.

Organization, timing and personal accountability Statement

Organization, timing and accountability - Personal Statement Example Lack of prioritizing will affect my career in business since I will not know when and where to concentrate my efforts. As such, this will be an obstacle in my career. Lack of priorities may make it hard for me to balance different aspects of my life. Be it social life, work life and even family life. I will end up wasting a lot of time on things that are not important and neglect the important things (like in this case where I forgot to hand in my syllabus contract). This will affect my work schedule and as such, I may be late in submitting critical projects, which may end up making me lose my job or worse of all, make me spoil my professional career. In order to make sure I do not repeat the same mistake twice, I will use the following strategies. I will make a â€Å"things to do list† that will enable me prioritize my tasks from the most important to the least important. This will help me avoid procrastination since I will include in the â€Å"to do list† when the tasks are due. I also plan to set my own personal goals. These will guide me in time management as well as give me a clear vision that I will work towards. My personal goal for this course will be to work extra hard and submit my assignments on time. I also want to have a clear strategy on how will manage distractions. Distractions make me lose a lot of time when performing tasks and affect my ability to concentrate. I will also be dividing large tasks into smaller tasks and avoid many commitments. I will also create a clear timeline of how I will be scheduling my tasks. This will help me manage time as I will be scheduling to complete the most important tasks when am energized and a lot of bonus time. I will also avoid procrastination, multitasking and ensure that I take a break when performing large tasks. Organization, personal accountability and timeliness can make a business successful. These pillars are important for any business and are the pillars of a successful business.

Strategic Human Resource Assessment Essay Example | Topics and Well Written Essays - 2500 words

Strategic Human Resource Assessment - Essay Example It has to be mentioned in this context that the first and the foremost strengths which companies often intend to obtain in order to compete in the market is efficient workforce through the enforcement of effective HRM strategies. In the contemporary era, Strategic HRM (SHRM) has been introduced in order to link the strategic objectives of the business with its HRM functions with the sole intention to reinforce crucial changes into its workforce which can in turn enhance its strategic positioning and competitive advantages within the industry structure over its rivals by a large extent (Deb, 2006). Based on this understanding, this paper would intend to illustrate the role of strategic HRM in improving the performance of the company (i.e. Rio Tinto) by a large extent. The paper would further evaluate the importance of strategic HRM in Rio Tinto Group within the Australian context proceeding through a critical literature review based on the significance and role of SHRM in the contempo rary managerial practices. Company Overview Rio Tinto is one of global largest companies in locating, mining as well as processing of the mineral resources. The vision of the company emphasizes on developing its products in a way which satisfies the need of the customers and also improves the standard of living of people all over the world. The company has its operations in around 40 countries including Australia with a total number of more than 77,000 people as employees in its worldwide dimensions. The company’s mission has been to build as well as maintain good relationship with the stakeholders associated with it. It has also been noticed that the company always seeks to contribute positively towards the society to secure a healthy relation with the community members. It has further been noticed in this context that the SHRM policies of the company changes in accordance to the requirement of its determined organizational objectives. The company runs a graduate level progr am through which it recruits educated and skilled workforces as per the requirement of its strategic planning. It is in this context that Rio Tinto is known to provide a competitive as well as a coordinative working condition to its employees in return for assurance of an improved performance (Rio Tinto, 2011). Role of Strategic HRM (SHRM) in Improving Organizational Performance SHRM mainly aims to enhance the performance of the business or the organization on a whole by encouraging different people associated with the company to work for the welfare of the organization to obtain the determined organizational objectives through shared values. It has often been argued in this context that SHRM typically helps to determine the strategic goals of the organizations in accordance with its internal strengths related to the workforce and therefore, assists managers to bind the HRM practices with its competitive objectives (Armstrong, 2008). It has been further learnt that SHRM is a planned pattern that is use for developing the human resource operations as well as activities to enable organizations to meet the determined goals (Darwish, 2009). It is worth mentioning in this context that SHRM practices, as applied in the modern era, functions on the basis of few key principles. Its foremost principle states that the objective or the goals of the company would have to be achieved through the

Bones Essay Example | Topics and Well Written Essays - 250 words

Bones - Essay Example 436–443). Tendons are flexible fibrous connective tissues connecting muscles and bones. Fundamentally, they facilitate the movement of people as they act as intermediaries between muscles and bones, and are vulnerable to tearing caused by prolonged or repetitive movement of muscles, excessive muscle contraction or overstretching (Benjamin et al., 2006). They are located in areas that are characterised by bone intersection such as knees, ankles, shoulders, elbows, and feet. Ligaments are connecting tissues that attach one bone to another or muscles to other structures in the body. Even though both ligaments and tendons can withstand tension, ligaments connect bones to other bones and help in stabilizing the joints around them. They are by long and stringy collagen fibres that create bands of tough fibrous connective tissues mostly found where ends of bones intersect. They can be stretched and lengthened with caution to avoid sprains resulting from direct or indirect trauma that pre-disposition a joint (Benjamin et al., 2006). It may be easy to confuse tendons, ligaments and bursae, but these three structures represent adipose and connective tissues. Therefore, it is important to note that bursae act as an adipose tissue that protects the connective tissues whose differences have been highlighted. Benjamin, M, Toumi, H.,  Ralphs, J.,  Bydder,G., Best, T.,   and   Milz, S. (2006), Where tendons and ligaments meet bone: Attachment sites (‘entheses’) in relation to exercise and/or mechanical load. Journal of Anatomy, 208(4): 471–490. doi:  Ã‚  10.1111/j.1469-7580.2006.00540.x Shaw, M,. Santer, M., Watson, A., and Benjamin, M. (2007). Adipose tissue at entheses: the innervation and cell composition of the retromalleolar fat pad associated with the rat Achilles tendon.  Journal of Anatomy. 211(4): 436–443.

Power the Structure of Conflict Case Study Example | Topics and Well Written Essays - 250 words

Power the Structure of Conflict - Case Study Example Bringing both the parties at level with each other through communication is the greatest task of mediation aiming at eliminating power abuse. In the given case study, Roland makes use of his power through verbal bullying and abuse with his partner and the subordinates, which makes him less popular among them due to which people working under him are suffering through job dissatisfaction. Power imbalance between the two partners, Roland and Karen, makes them enter into conflicts every now and then and since Karen seems to be in less power, this makes her submissive and more understanding. Roland can deal with the conflicts in a better way by communicating with the workers on friendly terms and making them feel at ease with him so that they share their ideas with him and a better solution is approached. But since, Roland wants to use his power therefore he is less understanding and is imposing his decisions upon the others.

Experiential Learning Essay Example for Free

Experiential Learning Essay Growing up in a southern state with traditional family and religious values has made transitioning into college life a bit difficult. Questioning myself and my own bias from my experiences in life is an ongoing process, as I wonder â€Å"is it me? † or its possible that I feel strongly about issues because my values and ethics overshadow all. I feel as if I move from a state of passive to aggressive in my actions just as I do my own state of internal feeling of who I am. Sometimes I feel like I have been treated unfairly both as a child and now, simply for being female. In my actions I sometimes pretend that this does not bother me and that a woman’s place is in the home, being a good mother and wife, bit other times I lash out when this is expected of me from my church, family, and some facets of society. I struggle in this passive aggressive way in my own religion too. As a Baptist, sometimes I feel like the teachings are true and correct and that social issues, such as homosexuality are undesirable and need to be â€Å"fixed†. Other times, however, I feel like homosexuality and other so-called social issues brought up in the church should not be treated like diseases and we have no business trying to â€Å"cure† others. Growing up white, female, and very religious, I was taught ideals that seemed to contradict themselves. The most notable cases were of people in poverty. We were not a poor family, but I would see a great majority of people in my state of Tennessee living in very unpleasant conditions. From teachings of the church and my family, I was taught to help those, who cannot help themselves. But, the irony was that most conservative people around believed that everyone could help themselves and that their state of poverty was simply due to laziness. I remember thinking that I was just a kid and had no control over my home life and that these other impoverished kids I would see could not help their situation any more that I could. So it was confusing that no one seemed to go out of their way (with a few exceptions) to help poor people back home. We were, also, expected to treat people equally and not have any â€Å"hate in our hearts† for anyone for any reason. It wasn’t obvious to my friends and I that our parents were in any way bigoted toward minorities, because they didn’t use racial slurs or openly discuss their dislike for other races. But, when my friends and I started becoming older and noticing boys, our parents wouldn’t hide their shock when we said that we had an attraction for a boy of another race. Then I realized that my parents did not believe in interracial relationships and for awhile I thought that it was not racist, but now I see that my upbringing was all twisted together with racism, sexism, and contempt for the poor and homosexuality. Like many southern girls, I was supposed to find a nice man to marry and going to college was the way to find this man. My family and the society I grew up in had all these expectations of me, hidden agendas, and covert prejudices that I am still trying to understand fully. I want to be treated like an intelligent woman, whose ideas have merit. I get so angry and feel aggressive when people believe that college is just a â€Å"hobby† and that I am here just to find â€Å"Mr. Right†, I am tired of all the years of playing the passive role of the quiet and complacent â€Å"southern belle†. I, also, want to widen my base of friends to include people who do not let religion become a barrier to their lives. Many times from what I have seen in the church, people mindlessly believe what the preacher says and don’t take time to understand that everyone is human and should be treated fairly. I wish I had the courage to go to speak to people, who are homosexual, but I still can’t. This is one of the goals I am working on now.

Phosphate Uptake Process

Phosphate Uptake Process Introduction Whilst soil moisture and nitrogen (N) are major limitations to agricultural production systems in the SAT, phosphorus (P) deficiency also limits crop growth on many soils. The cost and availability of phosphatic fertilizers to the majority of farmers in the region restrict their use. Attention has, therefore, turned to making more efficient use of the soil phosphate reserves by seeking crop genotypes and management systems that result in more effective uptake and utilization of soil-P. A number of promising strategies are being explored, many of which are presented in this Workshop. To be effectively developed, all of them require an under- standing of the mechanisms of phosphate uptake and utilization by crop plants. Use of molecular tools by nutritional physiologists in recent years has consider- ably enhanced the understanding of these mechanisms and provided new opportunities for manipulating nutrient uptake and utilization. Key genes involved in the process have been identified and information on their role and regulation is accumulating. This paper provides a summary of the phosphate uptake process and highlights some of the important molecular mechanisms involved. The external phosphate concentration Plant roots acquire their phosphate from the external soil solution where it is in equilibrium with phosphate sorbed onto soil minerals and colloids. These sorption reactions maintain low concentrations of phosphate in soil solution whilst buffering the amount of phosphate in solution. The movement of phosphate ions to the sites through which it is taken up into root cells occurs by diffusion. This is a relatively slow process and, in P-deficient soils, results in the concentration of phosphate in solution being depleted around plant roots. Thus, many of the strategies for improving phosphate uptake are aimed at reducing this depletion zone and increasing the solution phosphate concentration immediately adjacent to the sites of phosphate uptake in the roots. Extension of roots into undepleted regions of soil provides the root tip with external P concentrations similar to those in the bulk soil solution.   Further back along the root axis extension of root hairs from epidermal cells in many plant species considerably increases the volume of soil explored for phosphate. Still further back, the soil volume explored by some species growing in low phosphate soils may be enhanced by the presence of hyphae of mycorrhizal fungi which can extend several centimeters from the root surface. A cone of soil in which the concentration of phosphate in solution is depleted thus develops back from the root tip. Within this zone the equilibrium of the phosphate sorption will have shifted towards release of sorbed phosphate ions into solution. Distance to the uptake sites within the root and any barriers to phosphate diffusion determine whether the plant can access these ions. The root apoplasm The walls of root epidermal and cortical cells and the associated intercellular spaces make up the apoplasm. In young roots, these walls are composed of inter- laced fibres that form an open latticework (Peterson and Cholewa, 1998). Soil solution can therefore, move radially towards the central stellar region of the root through the pores in this latticework and the intercellular spaces. The suberised Casparian band around the tangential walls of endodermal cells prevents radial movement into the central stele of nutrients in the soil solution. The band also restricts nutrients within the stele from leaking out into the apoplasm. Older areas of some roots have another layer of suberised cells in the outer layers of cortical cells that form the exodermis. This layer further restricts apoplastic movement of external soil solution in these regions of the root. In slower growing roots, such as those on plants subjected to stress, the exodermis may be formed closer to the tip than in rapi dly growing roots (Perumalla and Peterson, 1986). Movement of solutes through the apoplasm also appears to be restricted near the meristematic region close to the root tip where the microfibrils of the cell walls appear densely packed (Peterson and Cholewa, 1998). The interlacing fibres of cell walls in the apoplasm serve to filter soil solution. They also increase the path length over which phosphate ions must diffuse to the underlying uptake sites on the plasmalemma. The presence of carboxyl groups associated with the pectic polysaccharides of the cell wall fibres results in an overall negative charge. Anions such as phos- phate are repelled by this charge and restricted to the larger pores within the apoplasm. Mucilages, ex- creted into cell walls and surrounding many roots, carry negatively charged hydroxyl groups which can further modify the flow of anions.   These, and other root excretions, provide substrates for rhizosphere micro-organisms that can influence nutrient concentrations close to the uptake sites. The net effect is that movement of phosphate may be impeded within the apoplast, further modifying the concentration of phosphate at the outer surface of the plasmalemma, particularly in cells in the inner cortex. Even in soils w ell supplied with phosphate this concentration is likely to be less than 2 micro molar. In the P-deficient soils of the SAT, the concentration will be much lower than this. Uptake of phosphate into the symplasm The plasmalemma of root epidermal and cortical cells provides the boundary between the apoplasm and the symplasm. Once inside the symplasm, nutrient ions in the cytoplasm can move radially through to the stele via plasmodesmata connections without encountering further membrane barriers (Clarkson, 1993). Trans- port of ions across the semipermeable plasmalemma is, therefore, a critical step that mediates and regulates the uptake of nutrients into the plant. The physiology and kinetics of transport of nutrients across the plas- malemma has been known for a long time. Epstein and colleagues (Epstein and Hagen, 1952; Epstein, 1953) conducted classical experiments over 40 years ago that showed that ion uptake by plant roots could be described by first order kinetics in a similar manner to many enzyme reactions. They also showed that, for the major nutrients studied, the process could be described by two phases a high-affinity system operating at low external nutrient concentrations and a low-affinity system operating at higher external concentrations. An implication arising from these experiments was that uptake through the plasmalemma was mediated by proteins embedded in this membrane. However, isolation and identification of the specific proteins involved proved to be very difficult until nutritional physiologists began to apply molecular techniques to the study of the mechanisms of ion transport in plants. With the aid of this new technology over the past 8 years, many of the specific proteins involved in transport of a number of nutrient ions in plants have been characterized, the genes encoding these proteins identified, and the complex regulatory systems involved have begun to be untangled. Genes encoding the phosphate transporter proteins responsible for influx of phosphate into the cells of roots and some other tissues have been isolated, and the roles of some of these have been defined. Uptake of phosphate into the root symplasm involves transport from concentrations less than 2 micro molar in the surrounding apoplasm across the membrane to the cytoplasm where phosphate concentrations are maintained in the mill molar range. This, together with the net negative charge on the inside of the plasmalemma, necessitates that strong electro- chemical gradients need to be overcome for successful transfer of phosphate anions into root cells. Trans- port of phosphate across the plasmalemma, therefore, requires a high-affinity, energy driven transport mechanism. The genes encoding such transporters have been isolated from a number of plant species during the past 4 years and the sequence and topology of the encoded transporter proteins inferred from the DNA sequences. Identification of plant phosphate transporters An Expressed Sequence Tag from an Arabidopsis clone containing similarities to the sequences of genes encoding phosphate transporters that had been isolated from yeast and fungi led to the isolation of the first reported genes encoding plant phosphate transporters (Muchhal et al., 1996: Smith et al., 1997a). These genes were isolated from Arabidopsis. They now form part of the rapidly growing Pht1 family of plant phosphate transporters which includes members isolated from tomato (Daram et al., 1998; Liu et al., 1998a), potato (Leggewie et al., 1997), Catharanthus (Kai et al., 1997), Medicago (Liu et al., 1998b), barley (Smith et al., 1999) and additional genes from Arabidopsis (Mitsukawa et al., 1997a). Eight different members of this family of phosphate transporters have been isolated from the barley genome to date (Smith et al., 1999). A member of a second family of phosphate transporters, Pht2, that has similarities to the quite different family of phosphate transporters represent ed by   some   mammalian   Na+/phosphate cotransporters has recently been isolated from Arabidopsis (Daram et al., 1999). This transporter, which functions as an H+/H2PO4− cotransporter in plants, is primarily expressed in Arabidopsis shoot tissues. It appears to be involved in the internal cycling of phosphorus within the plant.

The Young Goodman Brown” “The Rocking-Horse Winner”

The Young Goodman Brown† â€Å"The Rocking-Horse Winner† Thesis: Compare and contrast short stories The Young Goodman Brown† by Nathaniel Hawthorne, and â€Å"The Rocking-Horse Winner† by D.H. Lawrence’s Introduction Body. Compare and Contrast: Conflict/Plot/Structure Settings Characterization Theme/Authors’ Purposes Tone/Style/Irony/Symbol Introduction â€Å"The Young Goodman Brown† by Nathaniel Hawthorne, and â€Å"The Rocking-Horse Winner† by D.H. Lawrence’s are more different than similar though they both illustrate the long life fight between good and evil. Moreover, both of them demonstrate the need to be responsible, whether you are parent and need to look after your children, or the moral responsibility that comes from your ethical foundation. In both stories the main character looses his innocence by acting not the way he supposed to or making decisions not up to his worldview. There are outstanding similarities in the themes of â€Å"Young Goodman Brown† and â€Å"The Rocking House†. However, there are also several distinctions what make each story brilliant. II. Body The conflict in the story by Lawrence involves the mother not feeling pleased by life, because she believes she got into an unlucky family. This feeling of unhappiness brought her to the idea that she feels no love to her children and to her husband. The conflict of the story develops the theme: her son Paul can feel the tension in the house. What is more, he hears the house talking â€Å"there must be more money†. So Paul rides his rocking-horse until he goes till the end, the end of his life. On the other hand, in the story by Hawthorne the conflict stays between pride and humility, what also stays close to the beginning or to the end ( because his journey into the forest most of all is an allegory which represents the man’s irrational desire to leave his faith.) However, the main conflict of â€Å"Young Goodman Brown† is the man versus himself. The conflict that Brown suffers during his journey in the woods is internal what is shown through the details (projections of his unconscious). The devil’s arguments appeared from Brown himself, because when the echoes of the forest mocked him, Brown is projecting his emotional state onto the forest. The setting of Young Goodman Brown is based on the historical background. Moreover, â€Å"Young Goodman Brown† takes place during the Puritan Time Period. The action is set within borders of the Salem Village near the old heathen forest. This information makes the reader think of isolation, firstly because the Salem Village was associated with things not similar to Christianity. What is more, the wild and heathen forest itself is the setting which creates the image of evil powers and witchcraft. The forest setting symbolizes the devil, cause it was believed that the forest was the devil’s home. On the other hand, the setting is very different in â€Å"The Rocking-Horse Winner†, where the author does not state the information, the date or time on the story. One can assume that the story takes place somewhere in England, in the times after World War I. The story takes place at home in the area reader does not know about (near or in London). In addition, Lawrence describes the major races in England – in Liverpool, Surrey, South Yorkshire etc. Compared to Goodman’s journey where the setting graduates from light to darkness as he travels, the house (the main setting) in The Rocking-Horse Winner becomes haunted as it absorbs the evil emotions (greed, self-pity) of the mother. So each story is rich with symbols that represent the contrast between good and evil. The protagonist of the story by Lawrence is Paul, other characters are uncle Oscar and mother Hester. Paul is a very young boy who tries to find â€Å"luck†, meaning money for his mother. He begins to ride his rocking horse furiously, even though he has outgrown it, what shows his attitude towards his mother. After making an outstanding amount of money, his mother stays still unhappy. Moreover, Hester (Pauls mother) is incapable of loving others. She does not give much love to her children, so Paul tries to win not only money but also her love and attention. Hester is not only obsessed with money, but she is also irresponsible with the money she does get. However, instead of paying her debts, she spends the money on new things for the house. She also does not express any thanks for this sudden windfall, what defines her negative personality. On the other hand, very generous Paul seems completely unaware that he has overtaken responsibilities that are rightly his parents. In the â€Å"Young Goodman Brown† the protagonist is also a developing character. Moreover, the main character Goodman Brown also shows his innocence as he exists between crowd thinking opinion (belief in inherent goodness) and on the other hand the belief in devil who took the minds of his loved ones. He goes from being confident in his ability to choose rather good than evil, but once he stands before Devil’s altar, he can no longer believe that good always prevails. The character becomes a profoundly disillusioned man who sees wickedness everywhere, including in those closest to him. Another character of the story – the Devil, is also developing character. The reader comes to see him as the darker side of Young Goodman Brown’s character. Other charecters – Goode Cloyse, The Minister and Deacon Gookin serve as dramatic examples of the hypocrisy that may hide in the souls of those who appear most virtuous. These three are distinguished from among t he crowd of townsfolk at the gathering because they represent a standard of piety and godliness that is destroyed for Brown by his experience. There are several themes in the story by Lawrence such as Responsibility; The obsession with wealth and material items is pitted against the responsibilities of parenting in The Rocking-Horse Winner. It is the responsibility of the parents to provide for the children in a family. Generosity and Greed; The disparity between Pauls generosity and his mothers greed is another theme of The Rocking-Horse Winner. Paul generously offers all his winnings to the family, in order to relieve the familys dire need for money. When the mother first receives the news from the lawyer that she has inherited 5,000 pounds from a long-lost relative which will be paid out to her in yearly increments of 1,000 pounds (a scheme dreamed up by Paul), she does not inform the family of their good fortune. Instead, she goes immediately to the lawyer and asks to receive the entire amount right away. Oedipus Complex. Oedipus Complex Pauls desire to earn money for the family can be said to be an unconscious desire to take his fathers place, a concept that psychoanalyst Sigmund Freud termed the Oedipus complex. Since the main way of earning this money—the rocking horse—is also bound up in sexual imagery, it seems clear that Lawrence intentionally characterizes Paul this way. There are several themes in the story by Hawthorne also, such as: Guilt versus innocence; Alienation versus community; Good versus evil. In the story â€Å"Young Goodman Brown,† Hawthorne unveils the moral vitiation that is a direct result from the highlighting of public morality with a Puritan Society. So the dominant theme of the short story is the inadequacy of public morality what is similar in The Rocking-Horse Winner. This theme is demonstrated in the actions of Brown. For example, when the protagonist sees Goody Cloyse, or hears the voices of the Deacon Gookin and the minister. Goodman Brown had already made the decision to go inside the forest and face the devil, but he hides when other characters enter this scene. He seems to be more worried with the way others perceive his faith, then with the fact that he actually made a step to meet up with the devil. Goodman Brown does not have the genuine faith, but he has one made up of the religious convictions of people surrounding him. Such faith is not real and just gives a wrong foundation to the believer. The style and tone of The Rocking-Horse Winner reveal immediately that this story comes from the world of fable and legend. The distant, solemn tone of the narrator: There was a woman who was beautiful, signals us that this is an old story. Quickly it becomes apparent that this is a quest narrative of some sort. The boy hero will try to win the love of the distant queen/mother. Themes tries to deliver the moral message to the reader what clearly reminds us of a fable. Fable is usually written with animals in it, that is told to illustrate a moral. For example, in â€Å"The Rocking-Horse Winner,† Uncle Oscar tells Paul, â€Å"A bird in the hand is worth two in the bush†. This suggests that what we already have is more valuable than what we want but have not yet acquired. Moral message is also delivered in the short story by Hawthorne – the collective thinking does not make you who you are. The morality is something what every person can hold to and not following the crowd will make you who you are. Furthermore, Lawrence uses a lot of ironic situations throughout the story, for example the title; was Paul really a winner? Paul, felt unloved and unwanted, though he tried to bring happiness his mother. Love arouses the deep emotional balance and when it is lacked, brings about irrational behavior. Lawrence uses irony and symbols to lure the reader in and force to read all pages of the story until the last one with excitement. The symbolism in this story is very sexually oriented. The rocking horse represents both Pauls desire to make money for his mother and his own sexuality. In â€Å"Young Goodman Brown† the grip of deceit on both the physical and spiritual elements of life is also the theme revealed through irony, symbolism and allegory. In the story by Hawthorne Puritanism is to be satirized, because it was the main faith of his home town – Salem Village. Hawthorne views Puritanism in a way to suggest dissatisfaction with it as a system of belief. Talking about the setting of Young Goodman Brown, it is possible to say that the story clearly provides the information on the historical insight into the major characters and their lifetime activities. Thus, Young Goodman Brown takes place in the 17th century during the Puritan Time Period. He lives in the Salem Village, Massachusetts near the old heathen forest. This information gives the reader an idea about deviltry and isolation because at that time the Salem Village was associated with things, which were not connected to Christianity or some other good things. In addition, the forest setting (wild and heathen) supports the idea of evil and witchcraft that pervades the story. In this case, the forest setting is a symbol of the devils abode. At that time, it was believed that the woods were the devils habitat. On the other hand, The Rocking-Horse Winner does not provide the reader with the clear information (date or time) on the story. We can just know that the story takes place in England immediately after World War I. The places where the story took place include only a home in an unknown location (near or in London), Lincolnshire, Londons Richmond Park, and Hampshire County. In addition, the author of the story tells about the major races in England that were held in Liverpool, Surrey, South Yorkshire, and more. Focusing our attention on the setting of Young Goodman Brown, it is possible to say that it presents a gloomy atmosphere where horrid sounds, perverted stones, clouds and awful images of trees bring the reader to a horrible and dark atmosphere, which pervades the story. Brown walks into à ¢Ã¢â€š ¬Ã‚ ¦the woods, but then soon crosses the border into Allegoryland where witches and wizards fly through the night to attend a Black Sabbath (Graham 70). In this case, danger becomes very real because of an atmosphere of suspicion and fear. In contrast to Young Goodman Brown, the atmosphere of The Rocking-Horse Winner is not so much gloomy and dark. In turn, the storys atmosphere is relatively tense due to the fact that Paul is eager to become lucky in order to help his mother since she states that her husband (his father) does not satisfy her major needs and expectations. Additionally, he is unlucky, and thus, makes her unlucky as well. Therefore, Paul decides to become lucky in order to assist his mother and make her happy. As he experiences the lack of love, in return, he expects to receive some type of love from a mother. Moreover, the story deals with how Pauls parents, especially her mother obsess with material wealth rather than showing true love to her children. She is greatly obsessed with money, very greedy and irresponsible. This story clearly shows a certain lifestyle where persons are more concerned about money that symbolizes the lack of love and affection. Throughout the story, we can see how Paul is eage r to help her mother even to the point where he loses his own life. All these facts make the storys atmosphere bitter and sympathetic. In turn, Ege admits that The Rocking-Horse Winner à ¢Ã¢â€š ¬Ã‚ ¦contains the fairy-tale atmosphere of imagination (47). Supporting this point of view, it is possible to say that the story truly includes fairy-tale elements and opens with the singsong voice of a fairy tale (Ege 43). However, both characters are affected by the atmosphere that influences their behaviors and attitudes (for instance, making them emotional or creating a mood of fear). The major similarity of atmosphere between these two stories is that both ones have a fantastic and mysterious atmosphere. For instance, in The Rocking-Horse Winner, Paul has a spiritual gift and is able to hear an unknown voice, which tells him the name of the next horse that will win the race. In turn, Brown communicates with the devil, who reads him preaching about wicked priests and stewards, convincing him that every person is sinful from his or her birth. Taking the above-mentioned information into consideration, it is possible to draw a conclusion that the two observed stories have some things in common in respect of the setting and atmosphere. These are the two powerful and instructive stories, which show the readers that the love of money is a destructive force, as well as the relationship with the evil may lead to a loss of confidence and social isolation.