Mongols in the Middle East

The Mongols were raiders, clan warriors, and rulers of a transcontinental empire in the thirteen century.   Also referred to as the Tatars and barbarians, they conquered Persia before moving on to Europe with the Khan of Khans, Genghis Khan as their most important leader.   Eventually the Mongols made an empire for themselves which is known as the largest contiguous empire in world history. In Europe, the Mongols first attacked Hungary in the year 1241.   They smashed all military opposition in Poland and the Balkans before regrouping to push west.   The Mongol invasion of all Europe could have been completed in the course of a year.   However, an unexpected message arrived to call back all Mongols to Genghis Khan.   Europe was partly delivered.   But Islam was not. By the year 1220, the Mongols had captured Samarkand and Bukhara.   And, in the year 1255, the Mongol rulers of Persia went to war against the Caliph of Islam in Baghdad.   Led by Genghis Khan’s grandson, Hulagu Khan, they invaded Syria and Palestine, and in 1258, captured Baghdad, destroying the city and killing the Abbasid Caliph in the process. Baghdad, before the Mongol invasion, was one of the centers of intellectual activity for the entire globe.   By attacking the center, the Mongols pretty much snuffed out the intellectual flowering of the time.   Besides, the city had had its agriculture supported by a canal network thousands of years in age.   The Mongols also destroyed the physical structure of Baghdad – before then referred to as the City of Peace – by filling in the irrigation canals and leaving Iraq  too depopulated to restore them.   The barbarians had killed around eighty thousand people of Baghdad. After Baghdad, the Mongols marched westward, but were halted at Ayn Jalut, one of the decisive battlefields of history near Nazareth in Israel.   In the year 1260, the Turkish and Egyptian forces routed the Mongols at Ayn Jalut, thereby preventing the enemy from attacking Egypt and North Africa.   The Golden Horde Mongols of Russia sided with the Turks and the Egyptians to turn against their own kind. By coming into contact with the Muslims through invasions, countless Mongols began to embrace Islam.   Ghazan Khan Mahmud, a Mongol ruler, officially adopted Islam as the religion of the state at the dawn of the fourteenth century.   During this period, the Mongols built mosques and schools, and patronized all sorts of scholarship. Then again, Tamerlane, the world conqueror, appeared among the Mongols, leading the barbarian forces to sweep down on Central Asia, India, Iran, Iraq, and Syria; occupying Aleppo and Damascus; and threatening the Mamluks.   The Muslims survived their invaders.   Nonetheless, the damage had been done.   Some of the regions occupied by the Muslims in the past did never recover fully, and the Muslim empire never fully regained its enormous power held in the past. The Mongol invasions happened to be a major cause of subsequent decline that set in throughout the heartland of the Arab East.   The Mongols, in their sweep through the Muslim world, had killed and deported innumerable scholars as well as scientists; destroyed libraries along with their irreplaceable works; and thereby set the stage for general intellectual decline in the Middle East.   By wiping out the invaluable cultural, scientific, and technological legacy that  the Muslim scholars had been preserving for some five hundred years – the Mongols had left an indelible mark on the minds of the Middle Easterners.   After the Mongols, the Middle East never really reached the height of intellectual supremacy it once had reached. The Mongols came to rule the entire Middle East except for Egypt.   Traditionally the worshippers of heaven, the Mongols had believed in their divine right to rule the entire world.   The Muslims in the Middle East had also believed in their own supremacy until this time.   This is because the Holy Qur’an had referred to the believers as the best of communities raised on earth.   The Mongol invasions were a bitter disappointment for the Muslims of the Middle East, seeing that they showed how the great Muslim Caliphate could be routed easily by a band of barbarians. A serious setback for the Muslims of the Middle East, Mongols ruled the Middle Easterners from Persia instead of Baghdad, crushing the Arab sense of superiority in the process.   The masters had turned into subjects.   This, indeed, was an important lesson for Middle Easterners, seeing that the events of the centuries to come held even greater blows in store for them. Muslim historians have asserted that the Mongol invasion of the Middle East was a punishment from God for the rulers of the Muslim world that had turned to corruption.   Moreover, God does not tolerate arrogance on the part of a race that comes to rule another.   The Middle Easterners had, by this time, seen tremendous successes almost everywhere in the world.   And yet, the Abbasids had overthrown the Umayyads, thereby setting the stage for Middle Eastern decline.   This is because Islam does not set brother against brother.   It may very well be that rulers from the Middle East had begun overthrowing one another for power alone rather than  Islam.   In fact, the same pattern was applied among the Mughal emperors of the subcontinent, who too were eventually overthrown by â€Å"outsiders†. When the Ottomans were overthrown by â€Å"outsiders† after the First World War, it was a reminder for the Muslim world.   As a matter of fact, the Mongols were brought to mind.   Once again, the Muslim Caliphate had been done away with. One of the reasons cited by Muslim scholars for the fall of the Muslim Caliphate is that many of the caliphs who came after Prophet Muhammad and his friends, Abu Bakr, Usman, Umar, and Ali – were defeated because they had built grand empires at the cost of discarding thoughts about the afterlife.   In fact, right up to the Ottomans, the Muslims had formed a truly magnificent empire. Harems were common, and there was just too much excitement over worldly affairs to let the afterlife be of much concern to the rulers as well as their subjects.   In actuality, Muslims are meant to be focused on the afterlife instead of worldly affairs.   Even though the grandeur of David and Solomon is not disdained, many of the caliphs of Islam after the first few ones are truly known to have turned too much attention on worldly affairs.   This, according to Muslim historians, was one of the chief causes of Middle Eastern decline. The Mongols stay in the consciousness of the Middle Easterners today as a reminder of the brutal past – a past for which only they were held responsible.   The reminder is beneficial.   In point of fact, the history of the Mongols among the Middle Easterners is only meant to bring the Muslims of the Middle East closer to God, and the real spirit of Islam.      

Bristol Meyers Squibb

Employees Appraisal System is a method used by Human Resource Administrators for them to scale their employees regarding to their working relationship with other employees and work efficiency. This was done randomly and is accomplished by surveyed employee with all honesty and secrecy. In effect the HR Administrators will decide weather such employee be given a promotion, an increase of salary or none of those will be given on the basis of merits shown by Appraisal for such employee.Well as far as we can see, such appraisal system works effectively as far as Administrative aspect is concerned but in the Developmental aspect, appraisal systems may interpret datum which are created of personal biases because of its nature which is personally answered by an employee and as from that instance the person who is the subject of the said appraisal will have no chance to defend himself from any negative feedback and impression.So in this manner we can see the weakness of an appraisal system a s the results will come out in a written form as judgment and decision were already implemented over such employee. In eliminating an appraisal system will help the management to create or to formulate a new system which they could assess their employees in much interactive and creative manner, they could also exert more effort to know personally the people who works with them and n their own very eyes manager could personally assess their employees in a much personal sense with out the opinion of others that may somehow put such person into bad light.Only that, this could be a more time consuming work which could be lessen in a greater sense with the help of such appraisal system, it also may rate down the working efficiency of a company if appraisal system will not be use as there will be a numerous meetings which may interrupt the company’s official function.Lastly, it may deliver such deliberate arguments between such employees each in every meeting simply because of manà ¢â‚¬â„¢s natural differences in ideas which in the long run may result into a series of resignations because of such issues which may affect the company’s working environment. Reference: Grote, D. , & Grote, R. C. (2002). The Performance Appraisal Question and Answer Book: A Survival Guide for Managers. New York: AMACOM Div American Mgmt Assn.

A Life In The Day Of (creative writing)

My mother knocks. The door opens. Bright light blasts into my consciousness; I cannot see. I leap out of bed to reduce the longing to return and the cold hits me like a slap. As you can probably tell, I am not a morning person – I never have been. I have learnt to hate them over the years. We have never had heating on until Mid-November because my parents insist that they can't afford to heat the whole house. This makes mornings a nightmare! Once I'm up, I can just about manage. I dress and eat breakfast to music. Music is a significant thing for me. My parents used to be in a band together and my mother is still trying to get a record-deal. She always likes to think of herself as a young and trendy mum. She is really into the house and garage music scene, but me†¦I'm a different story. Everyone in my family has opposite views on music. My mother and one of my little sisters, Heidi, like pop and garage music. My father, my youngest sister, and I like rock and Heavy Metal. This causes terrible arguments over what to listen to in the car or whilst eating dinner. However, the one band that we all agree on is Nirvana. I am a massive fan of Nirvana and have flags and posters of them all over my room. This is why I listen to Nirvana in the mornings – because nobody minds. By the time I get to school, I am (almost) fully awake. I have to walk to the station and get the train to school so I arrive at school feeling like I've been up for ages. Once I get my brain in gear it doesn't slow down. I constantly think – about everything! I occasionally come out with a random comment, completely off the subject because I've been thinking about it while everyone else is speaking. People have therefore got the impression that I'm slightly mindless because I never know what people are talking about. Although I don't like to admit it, I am fascinated by Philosophy. It takes up much of my precious thinking time. How can anyone not be fascinated by everything around them? Everyone takes so much for granted – like life. What is it? What is reality? Even simple things like how do I know that the table in front of me exists – how can I prove it? All this fascinates me. When I am an adult, I want to work with people's minds. I would like to be a phyciatrist or a therapist. I don't believe that anyone is born evil or with a mental disorder. If they are, I believe that their condition can be resolved. Everyone is capable of leading a perfectly normal life if they have a fully functional brain. Maybe I could help a lot of people solve their problems and make life more enjoyable for them. As I sit in my lessons, I try to comprehend everything I'm told. I think the best method of revision is not to have colourful post-its on every page. I refuse to use anything like that because no matter how exciting you try to make a boring subject – it will still be boring. Instead I go through the year trying to understand what I am taught as I am taught it. If you read through the textbook before the exam and try to understand everything it says, it is a lot better than frantically trying to memorise a list of words and numbers. Lunchtime approaches and I anticipate the bell. Lessons can be enjoyable but I'm starving. Lunchtime symbolises a period of time where I have no excuse but to socialise. That is one of the few things in life I find really hard because I lack self-confidence. People find it strange that I always have a tissue with me. My parents think it is like a comfort blanket for me. I think so too. My life at the moment is torn between work and play; it is really hard to juggle both. In order to keep your friends, (if friends they are) you have to seem as if you don't care about work – even if you do. In lessons when they try to disrupt you, you can't tell them to be quiet because that will show that you are really interested. Instead, you have to grit your teeth and pretend you are listening to both teacher and friend. I've found that if you nod occasionally to your friend, they will get bored after a while. Actually during the lunch break there is another crisis. How can you ever know what to talk about? I am fine when I'm in a one to one – but in a group, like at lunch, I panic! However, I can often be an extrovert. I survive in crowds by encouraging them to laugh at me. If I intend for them to laugh at me, it can't humiliate me but if I try to get people to laugh with me, I could be confronted with an uncomfortable silence. I enjoy making people laugh now and I have acquired an image with some people as being almost like a comedian or a clown. I enjoy this image and it boosts my self-confidence. I don't mind being laughed at if I am hoping that my thoughts will be funny to someone. Some people laugh at me because I feel so strongly about things that don't matter to many others. I find now, in secondary school, people don't often laugh cruelly and make fun of you. I don't have to worry as much about what people think of me. I like that. I am usually in a good mood when I start the afternoon of lessons. That is, if my confidence hasn't failed me during lunch and I ended up sitting alone. The afternoon lessons usually shoot by and it's three-thirty before I know it. I pack my bag to go home with eagerness and set off for the station. Usually, all the way home we get caught up in one debate or another. Once, we started discussing the theory of relativity and what it was. That debate didn't finish until nine o'clock that night because one of us had to look it up in Britannica. I am usually the loudest member of these debates because I have an opinion on almost everything. When I get home and I've finished my homework, I usually start reading. I have always enjoyed reading and have now become quite fast at it. This is not only a chance for me to relax, but also a chance for me to get lost in a different world where I shrink into insignificance. I love to read fantasy books where there are exciting adventures. ‘Lord of the Rings' by J.R.R. Tolkein is probably my favourite. There are four adventures all rolled into one and a completely new world is created where even the people are different. Without reading and music, I could never switch off. They give me new things to think about. I am a very emotional person and I let myself become totally involved in any task at hand. When I read a book, I am really there. When I listen to music, I can do whatever I like. My life becomes unimportant and I can forget about my problems and concentrate on other things. I get ready to sleep, and wonder what my life will become. My one ambition is to go to Africa or Brazil, and help disadvantaged families there get themselves out of the well of poverty. Why does it really matter if a good friend of mine decides that she doesn't care about me any more? Who cares about my self-confidence levels? I just hope that I can make a positive difference in the world somewhere. I know I will someday, nothing else matters. I can't just sit and pray for people because I am an atheist. At last, I drift off into mindless slumber, in my safe and insulated world of duvet.

The Philosophy of Mind Essay Example | Topics and Well Written Essays - 1750 words

The Philosophy of Mind - Essay Example It also includes a brief analysis of the response of modern science to this classical assumption. Descartes believes that the tendency to associate sensible features with bodies is a mistake developed during childhood. During these early years individuals acquire the belief that the physical world is strongly connected to their sensations, or that it has the types of attributes it seems to possess in sense perception, both sensible and automatic. But indeed, he argues, bodies possess only automatic attributes, such as motion, size, and shape, and people’s perception of sensible attributes are brought about by formation of these attributes (Wilson 49). Challenging the simple perception of the physical world is a major objective of the Meditations. The movement against faith in the senses, and specifically against the belief that bodies are the same as sensations, is an important instrument in realising this objective, because Descartes believes the simple understanding of the physical world is mostly rooted in the notion that bodies are the same as people’s sensations (Morton 99). Descartes started his pursuit of truth by using his newly developed method of inquiry. His method used intense scepticism—all ideas that are doubtful were disregarded, including ancient wisdom taught by scholasticism. More critically, Descartes also doubted ideas coming from the senses because â€Å"from time to time I have found that the senses deceive, and it is prudent never to trust completely those who have deceived us even once† (Wilson 37). Evidently this argument encouraged questioning much of the established knowledge, and eliminating them as potential groundwork of thought. All ideas of the physical world might be untrue, since knowledge of them arises from the untrustworthy senses. Moreover, the presence of the physical body was questioned based on the same justification (Engel &

National Vocational Educational and Training Essay

National Vocational Educational and Training - Essay Example NVET seeks to reconcile the educational training needs f the individual, the employer and the economy in such a way as to increase the competitiveness f organisations and British Industry as a whole, while at the same time ensuring that individuals can develop in ways that will enable them to lead meaningful and satisfying lives. Harrison, R. (1992).cited in Walton, J. (1999) p75. Methods f training and educating employees had been in existence in some form or other since medieval times. In certain industries such as engineering and printing apprenticeships had long been established. Although the education act f 1944 required employers to release young employees to attend 'further education and liberal studies' classes in 'county colleges', it wasn't until the nineteen sixties that national training and learning initiatives came into existence. Reid et al. (2004)Up to this point many organisations were still rigid in structure and ruled by bureaucracy as fathered by Weber, (1947) and followed the principles f Taylor (from Morgan.1997) where workers were deskilled for efficiency and hierarchic managers held a position f superiority and knowledge held by them was never shared as this knowledge was power. The middle years f the twentieth century saw theories from Maslow (1943) who defined a 'hierarchy f needs' for individuals in the work place and McGregor (1960 ) who contrasted management styles and categorised them into 'X and Y' theories, X being akin to Taylor's scientific management principles and his Y theory proposing that managers understood that workers wanted to contribute to the organisations objectives. Work now involved tasks being challenging and meaningful for the worker and the term 'job enrichment ' now existed as stated by Herzber,g et al. (1959). The later part f the century was subject to relentless change. Kolb, (1974, 1984) introduced a theory that managers should be naturally learned 'by experience' and described a four stage sequential process for learning at work without a teacher or trainer. In industry new products and processes emerged, especially regarding information technology and the advent f the internet. Organisations grew in stature and now had mission statements, corporate objectives and medium term plans which would include personnel issues. This era saw organisations introduce systems which were open to their environment and socio-technical systems, Trist (1981) a theory that proposed that a key task for managers was to understand changing relationships between people, tasks, technology and structure. Consultation now existed with the workforce and participation became respectable. Government agencies such as the 'Manpower Services Commission' the 'Training Services Agency' and Youth Training Schemes all

WALMART'S OPERATIONS AND MANAGEMENT Essay Example | Topics and Well Written Essays - 500 words

WALMART'S OPERATIONS AND MANAGEMENT - Essay Example Market analysts are of the opinion that Walmart will retain its top position ("Turning Point"). With this trend, it seems that Walmart will definitely continue its dominance in the consumer market, at least in the foreseeable future. It definitely does not hve a problem with the number of retail stores it owns; in the United States alone,it has about 3900 retail outlets ("Annual Dividend"). Walmart is a very aggressive company, and is currently opening about 1.45 stores per day. Although Walmart shares have mostly not grown, it will most likely increase in the immediate future. In a research note, Edward Jones analyst David Powers said "We believe Wal-Mart's growth outlook remains favorable." Powers believes that by April this year, growth will accelerate to nearly 13%. (Van Riper) Walmart's main concern is its slow growth rate, although this seems to be a minor problem at the moment. In January 2006 Walmart's same-store sales growth was 4.7%, compared to the previous december's 2.2%. (Van Riper) It is interesting that Walmart has what is probably the world's largest computer database, in its 1000-person Information Systems Division. This database has a capacity of 460 terabytes, equivalent to almost half of the information on the Internet. (Bianco) Walmart is able to reduce payrol costs through automated generation and adjustment of work sch

Report to Caifu Investments Ltd Essay Example | Topics and Well Written Essays - 2500 words

Report to Caifu Investments Ltd - Essay Example It is noteworthy that both the company are strong competitors in the apparel industry of the United Kingdom. Since both the companies operate in the global retail industry, it is natural to assume that external environmental factors will affect both the companies in similar manner. These factors are: Advanced technology: Rapid technological development has profound transformation effect on the retail industry at global level. The exuberant adoption of mobile digital technologies such as tablets and smartphones in retailing has influenced consumer behaviour as well. Technological development has become a source of competitive advantage and differentiation. Advancement can be observed in terms of increasing implementation of QR (Quick Response) code, self checkout systems, digital advertising displays, smart kiosk and electronic price tags (Krafft and Mantrala, 2010). Product Life Cycle: The retail industry of the UK has reached the mature phase of its life cycle; as a result, high street shopping is declining at a rapid rate. Since 2000, approximately 25000 stores have been closed and around 183 retail brands disappeared from the market in 2011. E-commerce, high product diversification and recession are being considered as some of the contributing factors (Marketline, 2013). Competition: the competition in the industry is relatively high and considering the extensive diversity maintained by most contemporary retailers, the degree of rivalry has increased tremendously. Consumers have variety of choices but with limited purchasing power, retailers are losing significant share of the deserving profit (Marketline, 2013; 2014). Consumer behaviour: Thomas (2013) suggested that consumer buying behaviour in UK as well as in the world was largely affected by the recession. Consumers have changed their purchasing behaviour significantly. For majority

Choose what you see fits Essay Example | Topics and Well Written Essays - 2250 words

Choose what you see fits - Essay Example The US government has developed a distinct policy system to govern human activities that have various implications on the wellbeing of the environment. Relative regulations guide human behavior to ensure that it is consistent with the provisions of Environmental Protection Act. Since effective enforcement of the Environmental Protection Act is complex, there are distinct roles that are played by various factions of the government to ensure optimal outputs. To enhance a coherent consideration, this paper assumes the activist approach to environmental protection. Unlike other approaches, this is participatory and puts inconsideration the views and considerations of various factors. From a personal point of view, it is more sustainable because besides pushing for radical positive changes, it ensures that the end solution is reflective of the views of all stakeholders. It is against this background that this paper reviews the engagement of various branches of the government in the environmental policy. During his campaign period, President Barrack Obama made clear his intentions to safeguard and protect the wellbeing of the environment. Based on this, Rosenbaum argues that the environmental movement fully supported his presidential aspirations (144). The office of the president acts as an oversight for all agencies that address environmental issues. The president himself plays an active role in ensuring that relative regulatory provisions are followed to the latter. The office supports the environmental initiatives that are proposed by various groups, agencies and individuals. By ensuring a stable political environment, the office of the resident has also gone a long way in ensuring that relative environmental initiatives are implemented effectively and in a timely manner. In his consultative review, Layze asserts that the governmental approach to environmental concerns is relatively fragmented (35). At this point, it is worth noting that the National

Utilizing Work Performance Habits Effectively Essay

Utilizing Work Performance Habits Effectively - Essay Example The concept of organizational behavior refers to the study of how individuals within a business environment interact with both the business and its policies as well as other members of the professional staff. The characteristics of group behavior are somewhat complex with the idea that behavior deals with psychological issues as well as maintaining a professional decorum by those who represent a company. During the course of group affiliation, there will inevitably be conflict as different individuals perceive relationships and organizational policies on a different level. The key attributes of those employees who can effectively manage and thrive within group dynamics are the ability to negotiate a conflict resolution and establish effective methods of communication. This author will describe three specific tools for professional success in detail. Â  Leadership within a business does not necessarily reflect only the most senior-level administration. In terms of setting the pace of proper organizational behaviors, even the non-managerial staff can create a positive environment for co-workers. With this authors goal of sustaining a managerial role, I can effectively offer methods to enhance my performance at work by setting the example of professionalism. First, once the strategic direction for the workplace has been established, it is the role of leadership to ensure that the entire staff is unified and maintains a sense of direction. Executing goals is nothing but aligning people, motivating them, and creating a culture of leadership (Padgaonkar, 2006).

ERP Implementation and Readiness Process Essay Example | Topics and Well Written Essays - 500 words

ERP Implementation and Readiness Process - Essay Example tegic plan that provides the context and the reasons for implementing the ERP, it proceeds to the readiness assessment, vendor selection and solution implementation; and ends with the post implementation assessment (Cornelius, 2006). From the above process identified each of those stages involves a lot of issues in order to successfully implement the ERP. The readiness assessment process is the most important stage in the entire process and will predict whether a company will successfully implement the ERP or not. The virgin Atlantic Airways is one such company that has successfully implemented the ERP using the readiness process. The company’s strategic plan advised the implementation of the plan. This is because of the complexities that involved the daily transactions of the company. This forced the management to think of something that could help them achieve their target objectives as well as fulfilling the strategic plan objectives. The company has a lot of stakeholders most of who require information in real time. This led to the introduction of the ERP program to the company in order to integrate all the information and help in quick decision making. A second company that has implemented the ERP program is Kenya Airways in Africa. There strategic plan running for ten years was behind the introduction of the ARP program. To successfully serve its customers and other stakeholders the company thought it best to implement the program by initiating the readiness process before implementing the entire program. To be pride of Africa it had to do something that was not being done by others in the continent and this led to the introduction of the ERP. The readiness process should be considered in the following seven key areas: communication, leadership, Culture, project management, technical, functional and resources and Effort (Higgins, 2006). There are various people who will be involved in the entire project and therefore they all need information on how the

Learning and Memory Paper Essay Example for Free

Learning and Memory Paper Essay Human memory has been a significant interest concerning how people develop memory and process memory. Researchers and educators are diligently interested on the neuroanatomical neural processes related to learning and the current literature, neuroanatomical and neural processes related to memory and the current literature. In addition, the relationship between learning and memory form functional perspective. Researchers discuss the reasons learning and memory are interdependent, and have performed testing through case studies using animal studies because they are most useful and replicable studies for understanding the learning-to-memory-link. The examples from research help researchers with solving the mystery of the memory processes. Researchers discuss the importance of lifelong learning and brain stimulation to longevity and quality of life to obtain knowledge and how the human individual develops their capabilities to obtain memory and how memory can affect human behaviors. To understand the functional relationship between learning and memory we must first define what both learning and memory is. Learning is described as â€Å"the acquisition of knowledge or skills through experience, practice, or study, or by being taught† (Merriam-Webster, 2011). While â€Å"Memory is the means by which we draw on our past experiences in order to use this information in the present† (Sternberg, 1999). Therefore, as one can tell memory is essential to all of our lives. Without a memory of the past, we cannot operate in the present or think about the future. We would not be able to remember what we did yesterday, what we have done today or what we plan to do tomorrow. Without memory, we could not learn anything. Learning and Memory are linked to cognitive abilities in both humans and animals. A well-known example to show the relationship between learning and memory is the classic rat in maze. Rats have been used in experimental mazes since at least the 20th century. Thousands of studies have examined how rat’s run different types of mazes, from T-maze to radial arm mazes to water mazes. These maze studies are used to study spatial learning and memory in rats. Maze studies helped uncover general principles about learning that can be applied to many species, including humans. Today, mazes are used to determine whether different treatments or conditions affect learning and memory in rats. To take a step further, According to Kolata al, 2005 case study the tasks that comprise the learning battery (e.g., Lashley lll maze, passive avoidance, spatial water maze, order discrimination, fear conditioning) were explicitly chosen so that each one places unique sensory, motor, motivational, and information processing demands on the animals. Briefly, performance in the Lashley lll maze depends on animals’ use of fixed motor patterns (egocentric navigation) motivated by a search for food. Passive avoidance is an operant conditioning paradigm in which the animals must learn to be passive in order to avoid aversive light and noise stimulation. The spatial water maze encourages the animals to integrate spatial information to efficiently escape from a pool of water. Odor discrimination is a task in which animals must discriminate and use a target odor to guide their search for food. Finally, fear conditioning (assessed by behavioral freezing) is a conditioning test in which the animals learn to associate a tone with a shock. We reported a positive correlation between the aggregate performance of individual outbred mice in the learning battery described above and their subsequent ability to accommodate competing demands on their spatial working memory capacity. Specifically, we observe that when mice required performing in two arm mazes concurrently (a manipulation intended to place demands on working memory capacity), their performance in the target maze positively correlated with their general learning abilities. These results are suggestive of a relationship between working memory capacity and general learning abilities in mice. Memory is the process by which information is saved as knowledge and retained for further use as needed. Neuroanatomy, is the study of a particular nerve and are located, or rather memory is stored diffusely through the structures of the brain that particularly in its original state. There are four neural structures that play a role in memory. For example, (1) hippocampus and (2) perirhinal cortex have roles in spatial and object memory and (3) the mediodorsal nucleus and (4) the basal forebrain are implicated in memory. The medial temporal lobe memory system, is part of the system for memory in the medial temporal lobe (MTL), this neural system consists of the hippocampus and adjacent anatomically related cortex, including entorhinal, perirhinal, and parahippocampal cortices. According to (Squire, Larry R.: Zola-Morgan, Stuart, 1991,)†These structures are essentially for establishing long-term memory for facts and events (declarative memory). The MTL memory system is needed to bind together the distrusted storage sites in neocortex that represent a whole memory. However, the role of this system is only temporary.†P1. When time goes on after learning, our memory stored in neocortex slowly and eventually becomes independent of MTL structures. Rats have been used in experimental mazes since at least the 20th century. Thousands of studies have examined how rat’s run different types of mazes, from T-maze to radial arm mazes to water mazes. These maze studies are used to study spatial learning and memory in rats. Maze studies helped uncover general principles about learning that can be applied to many species, including humans. Today, mazes are used to determine whether different treatments or retrieval is established, encoding processes that initiate priming and explicit memory have not yet been anatomically separated, and we investigate then using event related functional magnetic resonance imaging. According to (Schott, Bjorn H.: Richardson-Klavehn, Alan; Henson Richard N. A; Becker, Christine; Heinze, Hans-Jochen; Duzel, Emrah, 2006,)†Activations precedicting later explicit memory occurred in the bilateral medial temporal lobe (MTL) and left prefrontal cortex (PFC). Activity predicting later priming did not occur in these areas, but rather in the bilateral extrastriate cortex, left fusiform gyrus, and bilateral inferior PFC, areas linked with stimulus identification,† P 2. However, these areas showed response reductions, and researchers results, illustrated that priming and explicit memory have distinctive functional neuroanatomies concerning encoding with MTL activations being strictly for explicit memory, and influence that priming is initiated by sharpness of neural responding in stimulus identification areas, that are consistent with recent electrophysiological evidence regarding priming related neural oscillations at encoding. Lifelong learning and brain stimulation are essential to mental and physical health, especially in old age. Throughout life, learning is what allows us to adapt to new situations, and learn how to survive and thrive in our current environment at any given time. As we learn, our brain becomes more active, taking in new information and comparing it with old. The new data is either corroborated by the old, or there is a conflict, at which point we must use judgment to determine which information we should keep and what we should discard. Learning can never stop, or it would mean the end of growth, and possibly the end of life, for an individual. Our environment changes every day, and new stimuli are encountered. Even if we have knowledge of what cars and streets are, and know how to practice safety when they are near, we are presented with new combinations and variables on these constructs every day. We must constantly assess the people and places around us, analyze them, and apply any new information to what we already know. This process, some would argue, is what makes us alive, intelligent creatures at the top of our ecological food chain. As for quality of life, very little is more important than keeping the brain active. As we age, the brain and its synaptic processes slow down and decay. Older people are more prone to dementia and other degenerative diseases. Working word puzzles or simply keeping a part time job to occupy the brain and keep it active and learning can extend the quality of life for any aging individuals, doing the same thing, while young can have the same effect. Our mental health is tied closely to our survival and our quality of living. If we can keep our brain learning, it can stay active and alert much longer than if we sit in front of screens and stop learning early in life. Human memory has been a significant interest concerning how people develop memory and process memory. From inspirational design in testing using animals, such a mice and mice being the greater source of exp erimental advances in research in the investigation of memory and human subject use. Researchers have unfolded how memory is developed, through the experiments of these subjects. Although, there is still much more investigation greed towards how memory effects how we learn, to how we store memory and process memory. We must continue the investigation; whereas so many people suffer memory dysfunctions; due to human illnesses and diseases, such as Alzheimer’s, brain damage and learning process needs. Bio-psychologist, work closely with other fields of psychology, biological factors and psychological factors that play a role in the memory processes. Learning can be defined as the process in which one’s experiences are combined into memory. One type of the traditional learning is school learning; this is done by incorporating textbook facts in which is called declarative memory. Not only does one have declarative memory, but also learning of procedural memories. Declarative memory is an explicit memory, a type of long-term memory in which one will store memories of fact (Psychology Glossary). Having memories of things, such as when Columbus sailed to America or on what day and time your baby brother was born, one has declarative memories. Procedural memory is the most basic form of memory. For example, this type of memory is used for procedures or furthermore the basic associations between stimuli and responses (Psychology Glossary). Having the memory of riding a bike is an example of procedural memory. Once an individual has learned what the proper procedure for riding a bike, it is then stored within the procedural memory. The limbic system actually focuses on the frontal lobe and the hippocampus. This system communicates by shooting of the electrical impulses in one’s neurons (Morin 2009). The neurons then become accountable for the storing of information. Brain plasticity refers to the ability for nerve cells to change through new experiences. These neurons take the information when an individual has been exposed to the stimulus to be learned. The retrieving of information is somewhat of a different process, however still maintains some of the same comparisons. Retrieving information becomes an activity of â€Å"re-activating† of those neurons. For both the long-term memory and the short-term memory these types of memories are then stored into many different places. The long-term memory process ensures that an individual will store these memories permanently (Morin 2009). This includes the changes to the cell structure and the creation of the new and unused synapses. Synapses are the junction between the neurons where a neural cell will communicate with a target cell. This is done when translating stimuli into a storage system that is used by the brain, linking the encoded stimuli in the memory and then accessing the memory of the stimuli at the time when it is needed, otherwise known as encoding, consolidation, and retrieval. REFERENCES Kolata, S., Light, K., Townsend, D.A., Hale, G., Grossman, H.C., Matzel, L.D. (2005) Variations in working memory capacity predict individual differences in general learning abilities among genetically diverse mice. Neurobiol. Learn. Mem. 84:241–246. Learning. 2011. In Merriam-Webster.com. Retrieved Jan 16, 2013, from http://www.merriam-webster.com/dictionary/learning Sternberg, R. J. (1999). Cognitive psychology (2 nd ed.). Fort Worth, TX: Harcourt Brace College Publishers. Neuroanatomical Dissociation of Encoding Processes Relater to Priming and Explicit Memory. By: Schott, Bjorn H.: Richardson-Klavehn, Alan; Henson, Richard N. A.: Becker, Christine; Heinze, Hans-Jochen; Duzel, Emrah. Journal of Neuroscience. 1/18/2006, Vol. 26 Issue 3, p792-800, 9p. 5 The Medial Temporal Lobe Memory System Squire, Larry R.; Zola-Morgan, Stuart Science, Vol. 253(5026), Sep 1991, 1380-1386. doi: 10.1126/science. 1896849 Fernandez, A. (2007). Brain Exercise and Lifelong Learning for Alzheimers Prevention Alzheimer Disease. Article Directory Find, Search, Reprint Submit Articles for Free. Retrieved November 02, 2010, from http://www.articlesphere.com/Article/Brain- Exercise-and-Lifelong-Learning-for-Alzheimer-s-Prevention/94361 Salthouse, T. A. (2006). Mental Exercise and Mental Aging. Evaluating the Validity of the Use It or Lose It Hypothesis. Perspectives on Psychological Science, 1(1), 68-87. doi: 10.1111/j.1745-6916.2006.00005.x Morin, Chrisophe; September 14, 2009 The Neural Basis of Learning Psychology Glossary; www.alleydog.com

Empowerment supports organisational objectives at the expense of the individual worker Essay Example for Free

Empowerment supports organisational objectives at the expense of the individual worker Essay Introduction Companies today are designed in someway, at some level, to develop individuals either for their own sake, the companys sake or hopefully for both. The team has become a sophisticated structure. I t is finely engineered, maintained to a high standard, and when running smoothly it is highly productive (Cole, G, A, 1997: 63). It provides an environment in which energy can be maximised towards corporate needs, which also allows the individual to satisfy his or her own needs within work, rather than only outside of it. So often seemingly dull unimaginative and uncreative employees surprise their companies when they reveal the depth of their energy outside work. However it is the corporate attitudes (Legge, K, 1995: 104) that stifled them, and when released companies recognise they have a pool talent, a wealth of resources, at their fingertips. In the 1980s and 1990s rationalisation and downsizing (Legge, K, 1995: 53) were very much the order of the day therefore empowerment became a business necessity. Empowerment has been in the forefront of quality improvement efforts (Cole, G, A, 1997: 23). Several businesses worldwide have been and still are currently closely watching quality the ability to produce superior and distinguished goods and services to meet customer needs. The commitment to quality today is very present in service industries, non-profit organizations, government agencies, and educational institutions (Mabey at el, 1998: 48). Total Quality, also known as Total Quality Management (TQM), is seen differently by different people. Organizations are reportedly introducing soft and hard (Cole, G, A, 1997: 67) employee relations policies associated with the shift to human resource management (HRM). Softer aspects of HRM, based on the encouragement of employee commitment in support of management aims, have received particular attention given their proposed linkage with improved organizational performance (Cole, G, A, 1997: 67). This has, in turn, led many organizations to adopt schemes designed to encourage employee involvement. The concept of empowerment has been identified as a recent and advanced manifestation of employee involvement (Cole, G, A, 1997: 68). Empowerment has been defined in different ways. Some have claimed it is a fundamentally different way of working together (Spencer Pruss, 1992: 271) and quite different from the traditional notion of control (Cole, G, A, 1997: 94). Cole (1997) is able to define the concept of empowerment as an application to none managerial roles such as team members. However, he argues there are several possible meanings. These can range from having increased authority (Cole, G, A, 1997: 53) and therefore their ability exercise a wider range of choices at work and to be given a more varied and interesting job in the form of job enrichment. At best empowerment increases individuals discretion over how they do their work. It may also provide additional opportunities for group problem solving on operational issues. Empowerment is seen as ways of giving people more opportunity or power (Mabey et al, 1998: 38) to exercise control over, and have responsibility for, their work. It is intended to encourage individuals to use their abilities by enabling them to take decisions. According to Potterfield (1999), empowerment will be best defined as a way of bestowing upon employees the power to use more judgment and discretion in their work and to participate more fully in decisions affecting their working lives (Legge, K, 1995:84). Others are more sceptical. Armstrong (1996) points out that Empowerment, for example, may mean little more than giving employees the opportunity to make suggestions for change (Armstrong, 1996: 76). In practice, empowerment is intended to release active employee engagement only so long as it falls within the parameters for which it was selected as a strategy. In most organisations it is management which defines and adjudicates and ultimately exercises control (Armstrong, 1996: 78). The concept of empowerment is based on the belief that to be successful, organisations must harness the creativity and brain power of all the employees not just a few managers (Graham Bennett, 1995: 3). The idea that everybody in the business has something to contribute represents a radical shift in thinking away from the old idea that managers managed and the workforce simply followed orders. The fact that empowerment does represent a radical shift in thinking explains why, in many organisations, the initiative has failed. Empowered organizations are composed of empowered persons, although it is not necessarily true that a group of empowered persons automatically creates an empowered organization. Organizations that are truly empowered have moved out of the old paradigm of competition and beliefs in limitation and scarcity (Sparrow Marchington, 1998: 291). The face of the contemporary workplace is drastically changing. More and more companies are realising the value of more flat democratic organisational structure (Mabey et al, 1998: 23) over the traditional autocratic, hierarchical management styles. In contrast to empowered workplaces, disempowered workforce suffers from poor self-esteem, lack of a personal vision and a feeling of hopelessness. These attitudes and beliefs form inner barriers that block growth and proactive development (Legge, K, 1995: 63) and manifest in the worker in the form of reluctance to accept responsibility, hesitance to communicate openly, lack of commitment and ownership and, ultimately, in below average performance. Such employees become passive passengers who are more focused on having their personal needs met than on contributing fully (Sparrow Marchington, 1998: 82) so that the company can grow. Because they feel afraid, uncertain and insecure, they will unconsciously sabotage new interventions and approaches. An example of this is the resistance management often experience when implementing a quality management system (Sparrow Marchington, 1998: 82). In this way employees become a stumbling block to progress instead of much-valued assets. In companies where managers make a concerted effort to delegate and share power and control, the results are not always impressive (Graham Bennett, 1995: 93). The reason for this is either a lack of understanding of the nature of empowerment, or a greater focus on applying a set of managerial techniques than on creating conditions that are essential for empowerment to thrive. Where empowerment does not work it is because people do not think it through (Mabey Salaman, 1997: 83). To avoid such failures it is important to gain commitment for the senior management team, and then to cascade this down to other levels of management. The hardest group to convince about empowerment are middle managers (Spencer Pruss, 1992: 92), because it is their jobs that are most likely to be affected. It is because these managers often have the most to lost that they may have a tendency to undermine or delay implementation of a new policy. The implementation of empowerment in organisations instead of the traditional hierarchies means a flatter organisational structure (Cole, G, A, 1997: 57), which can give rise to considerable resentment and individual resistance. There are, naturally, many problems that can arise in the empowerment process. Many workers may resist these new responsibilities (Mabey et al, 1998: 23); they in fact like having their decisions made for them and will resent the extra burdens (and work). There still may be those workers who resent the implications of greater self-direction, possibly even arising from an obvious fear. There is an interesting theory underlying this reaction. Maslow has called this the Jonah Complex, the fear of ones own greatness (Maslow, 1971: 34). While Maslow discussed this term in a more mystical, spiritual context, it is associated as a sort of classic block to self-actualisation. Since empowerment speaks to the same sort of needs as self-actualisation, it could be drawn that there is the possibility of a collective sort of Jonah Complex at the heart of many conflicts in organizational transitions. Employees may also be cynical and suspicious of this approach (Gennard Judge, 1997: 235, Hitchcock and Willard, 1995:27) as another way to get more work out of them for less money. However allowing employees to take an active part in the change process from the very beginning, and showing them that their organization is truly changing will remove some of their wariness. There is also the danger of the employees feeling too empowered (Legge, K, 1995: 57); in feeling so independent of other facets of the organization that there might also be troubles in transitioning to teams. Empowerment supports organisational objectives at the expense of the individual worker to speed up the decision making processes and reducing operational costs (Sparrow Marchington, 1998: 293) by removing unnecessary layers of management such as staff functions, quality control and checking operations. In retrospect empowerment is usually advocated to release the creative and innovative capacities of employees (Armstrong, M, 1996:386), to provide greater job satisfaction, motivation and commitment and giving people more responsibility enables employees to gain a great sense of achievement from their work therefore. The reasons for empowerment emerging as a concept for our time (Armstrong, M, 1996:385) is the need to generate energy release in employees by providing them with visionary leadership and a supporting environment and by treating them as a valuable asset to be invested in rather then as a cost despite the fact that organisations are driven by profit generating, cost reduct ion and market pressures. Empowerment at workplace level has greater justification for management in HRM terms (Beardwell Holden, 1994:582). Management needs to decide how much power to delegate to employees while controlling their levels of creative energies and at the same time not undermining managerial prerogatives (Beardwell Holden, 1994: 582). TQM (total quality management) suggests a system whereby worker empowerment is restricted very much within the boundaries set by the management (Beardwell Holden, 1994: 582). Training can provide an opportunity to empower and motivate employees (Honold, L, 1997). Empowering workers in this small way (i.e., schedule the training sessions) during the actual implementation of the organizational change can provide workers with a small degree of control over what is essentially a change in process over which they have no control. Empowerment can be argued as an objective in its own right as a means of extending worker satisfaction (Gennard Judge, 1997: 211). This can be related to the concept of Quality of Working Life (QWL). It refers primarily to how efficiency of performance depends on job satisfaction, and how to design jobs to increase satisfaction, and therefore performance. The early psychological basis of QWL and of justifications of empowerment relating to increased worker motivation was Herzberg (1968). Herzberg developed a theory called the two-factor theory of motivation. Herzberg argued that job factors could be classified as to whether they contributed primarily to satisfaction or dissatisfaction (Spencer Pruss, 1992 : 64). There are conditions, which result in dissatisfaction amongst employees when they are not present. If these conditions are present, this does not necessarily motivate employees. Second there are conditions, which when present in the job, build a strong level of motivation that can result in good job performance. Management very rarely discusses the practical problems in attempting to apply empowerment through quality management (Mabey Salaman, 1997:34) therefore employee views and feelings are unheard. The argument in supporting quality management requires an increase in workers skills and results in genuine employee empowerment (Mabey Salaman, 1997:34). However, in contrast to the optimistic approach is the argument that empowerment through quality management results in the increasing subordination of employees in return for little or no extra reward (Mabey Salaman, 1997:35). Recently, empowerment has become an important Human Resource Management tool (Graham Bennett, 1995: 93) in many organisations. It has been portrayed as the ultimate tool to access unleashed potential and help leaders get the best from their people. In reality, however, organisations that are trying to empower people may be fighting an uphill battle. Managers who harbour a fear that affirmative action may jeopardise their jobs, may be more worried about keeping their jobs than about empowering others. With the rationalization of layers of management, promotion is becoming less realistic and, therefore, middle managers share with non-managerial employees growing feelings of cynicism as well as a heightened sense of estrangement from the predominant goals and values of their employing organizations (Denham, N et al, 1997). According to Maslow (1998), people need a sense of self-determination, autonomy, dignity, and responsibility (Legge, K, 1995: 221) to continue to function in a healthy, growth-motivated way. When placed in an environment where any or all of these qualities are removed from them and they are instead forced to submit to anothers will and think and act under constant supervision (Legge, K, 1995: 221), their sense of esteem and self-worth is robbed from them. The implementation of empowerment can be used successfully as a HRM tool as it provides a competitive advantage ensuring organisational survival (Mabey Salaman, 1997:25) and at the same time protecting employees jobs. However, employees maybe compelled to work harder and more flexibly for their own good (Mabey Salaman, 1997:25) otherwise they might be made redundant for the greater good. The aim of empowerment is to enable employees to actually have to deal with problems to implement solutions quickly and without recourse to supervisors (Gennard Judge, 1997: 71) and or higher levels of management. This is increasingly necessary as large and bureaucratic organisations delayer (Beardwell Holden, 1994: 91) management hierarchies in the search for administrative efficiency and lower costs. Employee empowerment is a very important aspect when considering human resource management. The failure of employers to give employees an opportunity to participate in decisions affecting their welfare may encourage union member ship (sparrow Marchington, 1998: 53). It is widely believed that one reason managers begin employee involvement programs and seek to empower their employees is to avoid collective action by employees (Cole, G, A, 1997: 83). Employee empowerment offers the employers and the employees the chance to be on the same level, so to speak. Empowerment allows them to help make decisions that affect themselves, as well as, the company. Basically, through empowerment, employers and employees are in a win-win situation. The employees feel like they are needed and wanted, while the employers gain satisfaction through their prosperity (Mabey Salaman, 1997: 64). Employee empowerment can be a powerful tool. The now advanced leadership style can increase efficiency and effectiveness inside an organization (Graham Bennett, 1995: 13). It increases productivity and reduces overhead. Overhead expenses are those needed for carrying on a business, i.e. salaries, rent, heat and advertising (Mabey Salaman, 1997: 39). It gives managers the freedom to dedicate their time to more important matters. Managers can highlight the talents and efforts of all employees. The leader and organisation take advantage of the shared knowledge of workers (Beardwell Holden, 1994: 64). Managers at the same time develop their own job qualifications and skills attaining personal advancements (Spencer Pruss, 1992: 38). Empowered employees can make decisions and suggestions that will down the line improve service and support, saving money, time and disputes between companies and their customers (Gennard Judge, 1997: 291). Empowerment of qualified employees will provide exceptional customer service in several competitive markets; therefore it will improve profits through repeated business (Beardwell Holden, 1994: 76). Customers prefer to deal with employees that have the power to manage arrangements and objections by themselves, without having to frequently inquire of their supervisors (Beardwell Holden, 1994: 76). Empowerment is a strong tool that will increase revenue and improve the bottom line (Sparrow Marchington, 1998: 280). Empowerment is also the best way to promote a good long-lasting employee-customer relationship (Sparrow Marchington, 1998:32). Empowerment also brings benefits to employees. It makes them feel better about their inputs to the company; it promotes a greater productivity, and provides them with a sense of personal and professional balance (Cole, G, A, 1997: 91). It exercises employees minds to find alternative and better ways to execute their jobs, and it increases their potential for promotions and job satisfaction. It results in personal growth (Mabey at al, 1998: 174) since the whole process enlarges their feelings of confidence and control in themselves and their companies. It is a process that makes workers utilize their full potentials. This enables them to stay behind their decisions, assume risks, participate and take actions. It is a win-win situation (Wilkinson, A, 1998); customers benefit from sharp employees; organizations benefit from satisfied customers and sharp employees; and employees benefit from improving their confidence and self-esteems. Benefits come with changes in the organizations culture itself. Benefits require changes in management and employees (Mabey at al, 1998: 54). For empowerment to succeed, the management pyramid (Mabey et al, 1998: 54) must be inverted. Old-fashioned managers must take a step back and for the first time serve their subordinates and give up control. Old-fashioned employees must also agree to changes. They could see empowerment as a threat (Spencer Pruss, 1992: 147), especially if they became use to the convenient old style of management structure where the rules and decisions always came from above (Legge, K, 1995: 94). Employee involvement and participation schemes are to enhance job responsibility (Legge, K, 1995: 24) by providing individuals with more influence over how they perform their tasks (employee empowerment). Each individual can make a personal decision on how to perform his or her task instead of being instructed on how to do so by management. When employees are involved, they have some influence on how they perform their job. This in turn is likely to increase their contentment with the job (Mabey at al, 1998: 134), the probability that they will remain in that job and their willingness to except changes in the task that make up the job. Individual employees are more likely to be effective members of the workforce (Sparrow Marchington, 1998: 76) if management taps into their knowledge of the job by seeking their opinion on how the job should be performed and how it can be organised better. For employees, the greater empowerment and control given to frontline staff and to their teams has meant a great degree of freedom than ever before in controlling their own working lives (Sparrow Marchington, 1998:166). The power that managers have, the capacity that managers have to influence the behaviour of employees and work responsibilities, must be now shared with employees (Gennard Judge, 1997: 73) through the creation of trust, assurance, motivation, and support for competitive needs. Work-related decisions and full control of the work is being pushed down towards the lowest operating levels (Armstrong, M, 1996: 58). Self-conducted teams have also emerged, which are groups of empowered employees with no or very little supervision. These groups are able to solve work problems, make choices on schedules and operations, learn to do other employees jobs, and are also held accountable and responsible for the quality of their outputs (Beardwell Holden, 1994: 12) Guest (1987) argued under high commitment management workers would be committed to managements vision, and that management would favour individual contracts over collective agreements as a mean of furthering worker commitment and dependence, thus making unions redundant. Employees who feel they are in a stable work environment will feel more secure and empowered (Cole, G, A, 1997: 94). Advancement opportunities and rewards/incentive programs should also be implemented, as they feed into how committed and employee feels to making positive contributions and whether or not they are recognised for their efforts. Morale, too, provides a good measure of the culture of the organisation. Organisations with a restrictive, secretive environment where information is tightly controlled (Beardwell Holden, 1994: 162) will have less informed less empowered employees. Organisations with a more open environment, where ideas are encouraged from all levels will have a freer flow of information, better-informed employees, and thus higher empowerment. Through the process of employee empowerment, employees feel more valued (Beardwell Holden, 1994: 40) because they are able to participate in the planning process and the decision making process. Empowerment gives employees the opportunity to contribute to the companys overall success (Beardwell Holden, 1994: 40). This helps an employee feel that he/she is truly valued, rather than that they are just a back to be stepped upon by those trying to reach the top. All in all, if the employee is happy with their job, than a paying customer will see that and want to return. Empowerment allows an employee to find new ways to express their creativity (Armstrong, M, 1996: 161). Through creativity, employees are able to make sales or transactions an unforgettable and pleasurable experience for customers, thus ensuring the customers return. Employee empowerment can have a profoundly beneficial impact on the bottom line if used correctly (Mabey et al, 1998: 18). Empowerment allocates responsibility to an employee and creates the motivation to surpass customer expectations. In order to keep customers for life, employers must empower their employees to make their own decisions. Empowerment gives employees the opportunity to make decisions and suggestions (Cole, G, A, 1997: 39) that will down the line improve service and support, saving money, time and disputes between companies and their customers. Empowerment is an aspect, which must be considered in negotiating an effective team contract (Spencer Pruss, 1992: 69) .The team must be empowered to seek and find information across the existing management structures. The communication aspect of empowerment means that the team must be clearly shown where their work adds value to the company, where their effects will show results and where their work fits in with the companys objectives. Organizations wishing to instil a culture of empowerment must find a way of establishing systems and processes that do not restrict employees. By concentrating on what behaviour is considered optimal for the employees and what they do well, management can adapt, develop and change the organizational structure to produce the sought after behaviour (Erstad, M, 1997). Culture changed programmes are commonly promoted (Mabey et al, 1998: 132) to increase the power of the worker, through empowerment. However, critics have argued empowerment is a means of increasing work intensity and gaining greater managerial control over labour (Brambell, 1995, Legge, 1989). Conclusion Work place attitudes such as praising teams for success and punishing teams for failure are inherent in our society (Mabey et al, 1998: 32) where winning and survival have become synonymous. Businesses are installing empowerment into their organisations to give people more responsibility and asking them to test the corporate boundary limits (Graham Bennett, 1995: 91). A t the same time, organisations are asking staff to be more entrepreneurial, and take more risks. It can be argued employees who empower themselves can be called troublemakers and those who take entrepreneurial risks and fail are referred to as failures. The business ethic which condemns failure as a bad thing is going to restrict its best people (Beardwell Holden, 1994: 12), force them to avoid taking risks that may one day be beneficial and will prevent the team experiencing the excitement of the empowerment which is vital to motivation and team dynamics. The advantages gained through empowerment are numerous. Employee empowerment allows an organization to unleash the vital, untapped forces of employee creativity and motivation to solve business problems (Legge, K, 1995: 50). Empowering employee also allows them to make decisions on the spot. This is very important when you work in an industry where you work directly with a paying customer. When employees are empowered, the employer enables them to offer full service to their clients and protect them from the competition. The rewards of empowerment outweigh the risks of losing the employees themselves (Spencer Pruss, 1992: 203). The retail industry is a perfect example. Managers are learning to give up control and employees are learning how to be responsible for the actions and decisions (Cole, G, A, 1997: 34). It is fundamental that management shares information, creates autonomy and feedback, and trains and creates self-directed teams for empowerment to work properly. Managers often prefer not to communicate with employees, and not to share some extremely important information (Beardwell Holden, 1994: 247) with them, but an effective leader must have no hidden agendas. They must treat employees as stakeholders for the road of success (Beardwell Holden, 1994: 247). Employees must have a clear vision of success, because if they are not aware of what success means to the company and where the company is heading, there is no way they can feel empowered to help accomplish this success. Empowerment is not something, which can be passed over from management to employees as a pen is handed from one person to another. It is a complex process, which requires a clear vision, a learning environment both for management and employees, and participation and implementation tools and techniques in order to be successful (Erstad, M, 1997). Bibliography Armstrong, M (1996) A Handbook of Personnel Management Practice, Sixth Edition, Kogan Page Beardwell, I Holden, L (1994) Human resource Management- A contemporary perspective, Pitman Cole, G, A (1997) Personnel Management, Fourth Edition, Letts Denham, N, Ackers, P Travers, C (1997) Doing yourself out of a job? : How middle managers cope with empowerment , Employee Relations; Volume 19 No. 2; Erstad, M (1997) Empowerment and organizational change, International Journal of Contemporary Hospitality Management; Volume 9 No. 7; Gennard, J Judge, G (1997) Employee relations, Institute of Personnel Development Graham, H, T Bennett, R (1995) Human Resources Management, Eight Edition, M+E handbooks Honold, L (1997) A review of the literature on employee empowerment, Empowerment in Organisations; Volume 5 No. 4 Legge, K (1995) Human Resource Management-Rhetorics Realities, Macmillan Business Mabey, C Salaman, G (1997) Strategic Human Resource Management, Blackwell Business Mabey, C, Skinner, D Clark, T, (1998) Experiencing Human Resource Management, Sage Sparrow, P Marchington, M (1998) Human Resource Management-The New Agenda, Pitman Spencer, J Pruss, A (1992) Managing your team, Piatkus Wilkinson, A (1998) Empowerment: theory and practice, Personnel Review; Volume 27 No. 1

Atonement By Ian McEwan | Summary

Atonement By Ian McEwan | Summary The fourth novel that I chose was Atonement by Ian McEwan. In the introduction, a young girl name Briony is producing a play to put on for her brother. Brionys mother, sister, and three cousins are introduced as well as a family friend and employee Robbie Turner. Throughout the day Brionys attempts to put the play together fail, and she eventually gives up on the endeavor. She witnesses an interesting encounter between Robbie and her sister Cecelia that complicates the adults relationship and moves the plot forward. 2. Rising Action After the relationship between Robbie and Cecelia, and the curious and scheming nature of Briony, is established, chaos ensues. Briony intercepts an intimate letter from Robbie to Cecelia, and from then on thinks that he is crazy and wants to hurt her sister. To make matters worse, she witnesses them in a position that to her, looks like he attacked Cecelia. On a hunt for two of the cousins that ran away, someone rapes the eldest cousin. Briony finds the victim first and immediately assigns the blame to Robbie. Robbie and Cecelia are thus torn apart through the rest of the book, while Robbie gets sent to prison for a crime he didnt commit and then off to war. The book follows the two lovers and their letters to each other. It describes their brief meetings and their estrangement to Cecelias family following the betrayal. 3. Climax The climax of this book is when Briony goes to see her sister after the many years of conflict. Briony goes to see Cecelia without knowing whether Robbie is dead or alive, or if they have seen each other since he went to war. During their meeting the reader finds out that Robbie and Cecelia are living in her apartment and are finally together again. 4. Falling Action After the dramatic moments of Briony and Robbies meeting, the book slows down. Robbie and Cecelia make their demands of Briony and the rest of the family to make atonement. The rapist from the beginning is revealed, and their lives at that time are resolved. 5. Resolution In the resolution, Briony goes back to her familys estate many years later for her birthday. Some young relatives put on her old play for her at the birthday party. In the last chapter of the book, you find out that the previous chapters are the pages of Brionys book, her final atonement, and that the ending where Robbie and Cecelia end up together isnt what really happened. Robbie and Cecelia both died in the war in the same year, and Briony never confronted them. Reader Response Journal #6 Describe your reading of The Wifes Tale. Was this story confusing? Were you surprised by how it ended? What phrases or sentences did the author use as clues to help you understand the story and its plot twists? Was this a good story? Why or why not? At first, I thought that this story was confusing. I assumed at the beginning that they were already human, so when the husband started getting bigger the fear in the other characters didnt make sense. Then the wife described all of the hair coming off as he grew and that didnt make sense either, unless he was a very hairy man. The wife used various clues though to help me understand what was happening. She specified that he stood up on two legs, which would be insignificant if he were human before, and then she started howling, which kind of gave her away, as well as the snapping at the branch. Also before that the story said that the change only happens in the dark of the moon, which is significant of a type of curse or werewolf. She also talked about her sisters mane, and described her community as a pack. I had a feeling that the husband eventually died just from the context at the beginning, but it seemed a little sad when I read the ending that he died. I thought this was a goo d story because of the twist and because it made me reread to figure out what was going on. It definitely keeps your attention, but the ending is sad and kind of gross and typically I dont like endings like that. Reader Response Journal #7 Describe one or two of the themes in The Growin of Paul Bunyan. Use examples from the story to show how the author presented these themes. One of the themes that I got out of the story is the need for people to sympathize with each other. When overcoming differences or conflicts in life, trying to view things from the other persons standpoint is invaluable. In the story, Paul Bunyan assumes several things about Johnny Appleseed; one of them being that Johnny had challenged him. The author showed that by assuming, he did more harm than good. The affect that Paul Bunyans actions had on Johnny is expressed when Johnny said, All the rest o my dreams is so much kindlin wood, so why dont you take this an see if its so easy to make it grow. Only when Johnny challenged Paul Bunyan to grow a tree did he finally value the hard work and effort that Johnny had put into growing all of the other trees that he cut down. The author shows this when Paul Bunyans tree dies and you see how much it affected him; he yelled, Johnny! Johnny! Why didnt you tell me how much it could hurt? Now that Paul Bunyan had experienced what Johnny went thr ough, when he saw that Johnny had turned his axe into a giant tree, he appreciated the creation and he never cut down another tree again. If we put ourselves in the other persons shoes when trying to solve a problem, overcoming it becomes easier and many potential trials are avoided in the process. I think that is one of the themes in the story. The Growin of Paul Bunyan The Growin of Paul Bunyan obviously has some very powerful themes. This assignment will help you work through the story, its characters, and its messages. In the Venn diagram below, describe the differences and similarities between Paul Bunyan and Johnny Appleseed. Put the differences in the areas of the circles that dont overlap and the similarities in the area where they do overlap. Work hard Good at what they do. Like Trees Likes a Challenge Is Impulsive Likes to cut down trees Thinks Ahead Is Non-confrontational Likes to grow trees In the chart below, describe the physical characteristics of both Paul Bunyan and Johnny Appleseed. (You must include at least five things about each character.) EMBED Word.Picture.8 When Paul thinks hes won the contest with Johnny, why is he so disappointed with Johnnys reaction? Paul gets upset because he wants Johnny to admit that he won the challenge and that hes stronger than Johnny. He thinks that growing them is as easy as cutting them down, thus he won the contest. Describe four things Paul does to help this little seed grow. a. Paul runs back and forth 200 miles to carry water in his hands for the tree. b. He moves the rabbits away from the tree and carries many of them to the stream with him so they wont get the seed. c. He protects it from the cold by covering it with his hands and breathing on it. d. He shields it from the sun during the day. What happens to Pauls ax? Johnny turns it into a giant evergreen tree. What do you think is the meaning of the title, The Growin of Paul Bunyan? I think that the title is symbolic of Paul Bunyans dynamic change that he makes in the story. It is used not only in the sense that Paul Bunyan grows something, but that he grows himself. He becomes a better person after he learns a lesson from Johnny Appleseed. Do you think that this title gives the readers clues about the themes of the story? If so, how? The title of the story allows the reader to make inferences about what the theme of the story is. The fact that Paul Bunyan is already huge and couldnt grow much bigger physically implies that it is a different kind of growth. You could infer that the play on words suggests that the theme is that physical strength or size is not what is important, but it is the size of the inner person. How do you think a person who relies on the lumber industry for a living would respond to The Growin of Paul Bunyan? Why? I think that there are certain parts of the story that theyd agree with, and certain parts that would seem unreasonable to them. Its easy to agree with Paul Bunyan when he said that without logging people wouldnt have houses and many other materials that people use every day. But there is a reality to what Johnny Appleseed said about eventually not having any more trees to cut down. I dont think that the story was so much against logging as it was against cutting trees down for fun or to prove something. What do you think is the main theme of this story? I think that the main theme of the story is that it isnt physical strength that makes someone better than another, but that the most important thing is a persons inner qualities and their ability to grown and improve. What clues in the story helped you determine this theme? The last sentence in the story helped me to determine the theme. It explained what Paul Bunyan learned from the whole experience: A little man who chops somethin down is still just a little man, but theres nobody bigger than a man who learns to grow. Johnny showed that growing on the inside counts for more than physical strength by saying, Its always easier to chop somethin down than to make it grow. 11. Are there any minor themes that you noticed in the story? I noticed several minor themes throughout the story, such as: Having a talent doesnt make you a hard worker or a good person. To solve problems you have to see things from other peoples perspective. Sometimes we take things for granted until theyre gone. Theme Paper #1 By Kelsey Davis One of the six novels that I read was The Picture of Dorian Gray by Oscar Wilde. It is 229 pages and takes place in the late 1800s in London. One of the major themes in this book is: the pursuit of pleasures and beauty does not result in a successful and happy life. This novel is about a beautiful young man, Dorian Gray, who becomes friends with two men: Basil Hallward, an artist, and Lord Henry Wotton. Basil becomes infatuated with Dorian upon seeing him for the first time, feeling that Dorian Gray will forever change his art and become his muse. Dorian has a similar effect on Lord Henry, who immediately claims Dorian as a lifelong friend. Lord Henry and his opinions and philosophies on living life fascinate Dorian; and when Basil paints a portrait of him, he, like Narcissus, falls in love with his own beauty. Under the leadership of Lord Henry, and the giving of his soul for eternal youth and beauty, he lives a selfish and debauched life, creating the theme for this story. Throughout this novel, there is much dialogue between Lord Henry and Dorian. The discussions that they have and how these affect Dorian establish a consistent theme throughout the book. Lord Henry continually gives Dorian the twisted advice to pursue the fulfillment of ones senses and to satisfy every whim. During their first meeting, Lord Henry says such things as: Youth is the one thing worth having. Be always searching for new sensations. But we never get back our youth . . . we degenerate into hideous puppets haunted by the memory of the passions of which we were too much afraid, and the exquisite temptations that we had not the courage to yield to. In response to this guidance, Dorian becomes less and less sensitive to others and more and more self-concerned and evil. He retains his beauty and youth while Basils portrait ages and becomes corrupt, bearing the sins of his soul. During the next twenty years, Dorians reputation gets worse, and his relations with others become scandal. Basil confronts Dorian about the things hes done and encourages him to change. After revealing the dreadful secret of his youthfulness, Dorian murders Basil. The sequence of events after Basils death reveal Dorians unhappiness and his dissatisfaction with the way his life has turned out. He tries to convince himself that he can change, but realizes, with the help of Lord Henry, that he cant and that his attempts would be out of vanity. He thus arrives at one conclusion: destroy the painting that had destroyed him and be rid of his last piece of conscience. As he does so the ugliness and age of the portrait go to where they belonged all along: to the living Dorian. Corrupt, ugly, and alone, Dorian kills himself. In this Hedonistic novel, Oscar Wilde shows how relying on superficial qualities leads to unhappiness. Dorians regrets are clear when he says, There is no one with whom I would not change places, . . . The wretched peasant who has just died is better off than I am. From personal experience, trying to pursue every sensation to the full may create a temporary happiness, but it is void of true fulfillment and satisfaction. Even in small actions, seeking self-gratification repels others and spoils good qualities. Theme Paper #2 By Kelsey Davis The fourth book that I read was Atonement by Ian McEwan, which is 351 pages. A major theme that I think the author was trying to get across is the gravity and significance of our actions. Atonement is about the consequences that came from a little girls accusation. One of the main characters, Briony, blames her sisters boyfriend for a terrible crime. Though she was a young girl and was relatively sincere in her accusation, she made a decision that affected the future of her family, and most importantly the accused. The novel follows the lives of three characters, Briony, Robbie (the accused), and her sister Cecelia. After Robbie gets accused of raping Brionys cousin, he gets sent to prison and then to war. Through the years, the love and relationship between Cecelia and Robbie is strained from their separation. Their intense pain and alienation from their family is described in the book vividly. The misery that Robbie goes through starts in chapter fifteen, which begins, There were horrors enough, but it was the unexpected detail that threw him and afterward would not let him go. Robbie later recalls the events before prison, before the war, before the sight of a corpse became a banality, and dreams of a future when he and Cecelia would no longer be isolated. In the book, Cecelia and Robbie are both killed in the war before they are able to fully reunite. In the last chapter, Briony is an old woman. She has written a book about her story, about Robbie and Cecelia, and offers it as her final atonement. In her book, she rewrites the ending of the lovers tale, so that they end up together and she is able to make her peace with them. Obviously from the way she wrote her book, she was never able to confront Robbie or Cecelia and thus somewhat absolve her guilt. She calls herself a coward for being unable to confront her sister after Robbies death. Her regrets are expressed at the end of the novel when she explains that in her lifetime she hasnt traveled very far. She says, Or rather, Ive made a huge digression and doubled back to my starting place. In the end, Briony can never be forgiven, and she takes her guilt with her to the grave. Her actions, even as a child, were very costly. She had to live with the fact that what happened to Robbie and Cecelia was because of her childish assumptions and her lies. I think this is the strongest theme of the book: that that we are all responsible for our actions, and, if our actions are bad, no one can take the blame or absolve the guilt for what we do but us. Anyone who has a healthy conscience knows that the bad things we do, intentional or not, are the hardest to forget. However unnatural and painful that is, it is the truth. Ian McEwan reminds his readers that our past and our decisions make us who we are. Theme Paper #3 By Kelsey Davis The book that I chose for my sixth reading was A Farewell to Arms, a 332-page book by Earnest Hemingway. This novel is semi-autobiographical and tells the story of an American ambulance driver in the Italian army during WWI, Lieutenant Henry. This story contains a lot of dialogue, so a prominent theme can be hard to interpret. However, the philosophy of life that Henry has throughout the story develops into its own theme. Through his beliefs and actions, Lieutenant Henry establishes a philosophy: life has no order, and no ultimate purpose. You have to make the most of it using your own personal values and find your own meaning. This is a major theme of the book. Henrys approach to life can be seen in his interactions with his friends and lovers. Also in his opinions of the war and of religion you can see evidence of his philosophy. Several times in the beginning chapters Henry shows his tendency towards instant gratification. When he takes his leave in chapter three, instead of taking a healthy vacation, he spends his days and nights drunk and in the company of prostitutes. In the beginning of his relationship with a nurse he states, I did not care what I was getting into . . .. I knew I did not love Catherine Barkley nor had any idea of loving her. This was a game, like bridge, in which you said things instead of playing cards . . .. Nobody had mentioned what the stakes were. It was all right with me. Henry didnt have a total lack of integrity or morality in the book; this is shown by his loyalty to Catherine and his care for the priest, Rinaldi, and the soldiers beneath him. In many instances though, he showed that he didnt care about or c onsider outcomes. His drinking, for example, eventually resulted in jaundice but he didnt decrease his habit much. Henry didnt believe in a God, in an established order, or in ensured justice. The tragic events in Henrys life reaffirm his convictions of the hostility of life and strengthen endurance when under trial. He establishes his own order by sticking to courage and love. When he faces death from his own army, he escapes and flees to Switzerland with Catherine where they find happiness within each other. In the book, the war and Catherines death help to shape Henrys attitude towards life, and thus, the theme. Parts of Henrys philosophy I agree with. I admire his endurance, and his value of life, especially in light of the fact that he felt no higher meaning or purpose. I like that when he fell in love with Catherine, though he still cared for his responsibilities, he always did what made them both happy. I pity Henry though. Catherine was the only thing that made him truly happy; he couldnt be happy and find purpose on his own. Once she died he was alone, left with the same unordered universe he had before. All the meaning he found in life was in things that could be taken away from him. In the end, what sense of hope does that leave?

Computers :: essays research papers

Computers Computer are electronic device that can receive a set of instructions, or program, and then carry out a program by performing calculations on numbered data or by compiling and correlating other forms of information. The old world of technology could not believe about the making of computers. Different types and sizes of computers find uses throughout our world in the handling of data including secret governmental files and making banking transactions to private household accounts. Computers have opened up a new world in manufacturing through the developments of automation, and they have made modern communication systems. They are great tools in almost everything you want to do research and applied technology, including constructing models of the universe to producing tomorrow's weather reports, and their use has in itself opened up new areas of development. Database services and computer networks make available a great variety of information sources. The same new designs also make possible ideas of privacy and of restricted information sources, but computer crime has become a very important risk that society must face if it would enjoy the benefits of modern technology. Two main types of computers are in use today, analog and digital, although the term computer is often used to mean only the digital type. Everything that a digital computer does is based on one operation the ability to determine if a switch, or gate is open or closed. That is, the computer can recognize only two states in any of its microscopic circuits on or off, high voltage or low voltage, or—in the case of numbers—0 or 1. The speed at which the computer performs this simple act, however, is what makes it a marvel of modern technology. Computer speeds are measured in megaHertz, or millions of cycles per second. A computer with a "clock speed" of 10 mHz—a fairly representative speed for a microcomputer—is capable of executing 10 million discrete operations each second. Business microcomputers can perform 15 to 40 million operations per second, and supercomputers used in research and defense applications attain speeds of billions of cycles per second. Digital computer speed and calculating power are further enhanced by the amount of data handled during each cycle. If a computer checks only one switch at a time, that switch can represent only two commands or numbers; thus ON would symbolize one operation or number, and OFF would symbolize another. By checking groups of switches linked as a unit, however, the computer increases the number of operations it can recognize at each cycle. The first adding machine, a precursor of the digital computer, was

lewinsky :: essays research papers

Results May Vary This product advertisement, for thumbuterol, the fat burner, begins to mislead the reader from the very beginning. The ad came from a very popular men’s magazine, Maxim, and is targeted directly at young males. It is intended to mislead the reader that it is a factual article, and not an advertisement at all, just from the look of the ad. The article uses headings and title fonts, similar to all of the other article in the magazine. This tricks the reader into starting to read the article without even considering that it is an ad, in hopes they will be taken in by all of their empty promises. From the very beginning the article plays on one of societies biggest weaknesses, that being their self image. Everyone wants to look different in some way, and most people would love to be thinner. The title, â€Å"A Killer Bod In Time For Summer†, misleads people into believeing that they will be able to get into shape fast in no time at all. It also plays on peoples weakness of self-image by conjuring up images of the beach in the readers mind. It does this by mentioning the summer and showing pictures of women in bathing suits. The article also plays on socities laziness by promising quick results with no work. This article also seems to use very sneaky rhetoric and invites the reader to reason fallaciously. The article seems to â€Å"guarantee† that the product burns pounds and shrinks inches in the beginning of the article, but no where else in the article does it mention this guarantee. The ad also states that it was reported by an AP senior nutrition expert, but it fails to make any mention of his name or even what AP stands for. By looking more closely at the article I conclude that AP stands for Alternative Pharmaceuticals, the company who is selling the product, and the reader is then left to question the credibility of the companies own experts. The ad also uses fine print to state that results may vary, and the fine print then goes on to state that the product has not even been reviewed by the FDA. The ad also uses big words to confuse the reder, such asmentioning that one of the main ingredients is Guggulsterone, derived from the bark of a tree in India. Cleverly disquising the fact that all they are trying to sell you is ground up tree bark.

The Adventures of Huckleberry Finn Should NOT Be Banned Essay examples

Many books around the world have been banned because they are offensive. One example is Mark Twain’s The Adventures of Huckleberry Finn, a novel about the journey of a thirteen-year-old boy named Huck, who fabricates his own death to run away with an escaped slave named Jim. The two voyage in a raft along the Mississippi River to gain their individual freedom. In addition, Huck gains a new understanding about humanity. Huck Finn has been creating great controversy on both sides of the argument: to ban or to keep in the school curriculum. Currently â€Å"much debate has surrounded Mark Twain’s Huck Finn since its publication in 1885, but none has been more pervasive, explosive, and divisive than that surrounding the issue on race† (Chadwick-Joshua xi). In The Adventures of Huckleberry Finn, written by Mark Twain, characters speak with a racist dialect. The way that characters speak and address African Americans causes a tremendous amount of controversy regardin g whether to ban or keep the book in public schools. Huck Finn is thought to be a racist book, and some of Mark Twain’s audiences believe that it should be banned from school curriculum. The main reason the public wants Huck Finn to be banned is because of its racial dialect. The use of the word â€Å"nigger† is used repeatedly throughout the novel. Some people say that â€Å"Twain’s consistent use of the word ‘nigger’ is†¦troubling to readers† (James). The fact that the word is so often used throughout the book offends many African Americans. It is offensive because the word â€Å"nigger† has very strong negative connotations and past references to blacks as slaves. Hughes describes, â€Å"The word nigger to colored people of high and low degree is like a red rag to a bull. Used rightly or wron... ... Works Cited â€Å"A Rationale for Teaching Huckleberry Finn.† EXPLORING Novels. Online Detroit: Gale, 2003. Student Resource Center – Junior. St. Francis High School – GA. Web.17 Feb. 2014. Chadwick-Joshua, Jocelyn. The Jim Dilemma: Reading Race in Huckleberry Finn. Jackson: University of Mississippi, 1998. Print. Henry, Peaches. â€Å"The Struggle for tolerance: Race and Censorship in Huck Finn.† Huck Finn Controversy. Western Michigan University, July 2002. Web. 25 Feb 2014. â€Å"Huck Finn Teacher’s Guide. About the Book.† PBS. Public Broadcasting Service, n.d. Web. 25 Feb. 2014. James, Pearl. â€Å"Overview of The Adventures of Huckleberry Finn.† EXPLORING Novels. Online ed. Detroit: Gale, 2003. Student Resource Center – Junior. Gale. St. Francis High School – GA. Web. 1 March. 2014. Twain, Mark. The Adventures of Huckleberry Finn. New York: Bantam, 1981. Print.

Narrative of the Life of Frederick Douglass Essay

Frederick Douglass was born as Frederick Augustus Bailey, a slave in Tuckahoe, near Hillsborough, Maryland. His mother Harriet Bailey was a slave and Frederick also became a slave since law required children to follow status of their mothers. He was separated from his mother at an early age and was raised with a group of slave children. Driven by thirst for knowledge and learning, he bought his first book, â€Å"The Columbian Orator† at the age of thirteen. The book made him understand the miseries of enslaved people and to realize the necessity of universal freedom. This knowledge sowed a seed of revolt in Douglass that ultimately made him escape the slave camp in 1938. After his arrival in New York he changed his name to Frederick Douglass and started working for abolitionist movement. After joining American Anti-Slavery Society, he came to be known as a famous orator, journalist, and slave leader of the 19th century. His autobiography, Narrative of the Life of Frederick Douglass was published in 1845, followed by My Bondage and My Freedom in 1855 and Life and Times of Frederick Douglass in 1881 respectively. In Narrative of the Life of Frederick Douglass, he has provided a deep insight into a slave’s life working on the Southern plantations. At the age of eight, he was sent to the custody of Hugh and Sophia Auld at their farm house. The slaves were by law prohibited to get education and knowledge and those guilty of violation were subject to heavy fines, whipping or imprisonment. Blacks and slave did not have access to purchase books or even Bible. The plantation owners considered educated slaves as a threat to their authority and thus barred them of the privilege. Douglass faced same resistance from his master at his early age when his master’s wife tried to teach him Bible and was stopped by her husband. Literacy therefore, became of primary importance for Douglass since he thought it to be the only means to freedom and emancipation. In the narrative he states, â€Å"I have found that, to make a contented slave, it is necessary to make a thoughtless one. It is necessary to darken his moral and mental vision, and, as far as possible, to annihilate the power of reason. †¦ he must be made to feel that slavery is right; and he can be brought to that only when he ceases to be a man† (99). Douglass was highly critical of the slaveholders religion as that added even more to their cruelty towards the colored labor on their plantations. He describes the conversion of his master, Captain Auld, in August, 1832 of which he thought to bring a positive change in his behavior towards slaves. Against his hopes, â€Å"It neither made him to be humane to his slaves, nor to emancipate them. . . . it made him more cruel and hateful . . . a much worse man after his conversion . . . he found religious sanction and support for his slaveholding cruelty† (57). Regarding cruelty of religious Southerners, Douglass opines, â€Å"For of all slaveholders with whom I have ever met, religious slaveholders are the worst† (80). At the Southern plantation, the conduct of masters towards slaves was bad beyond imagination. They were deprived of basic and fundamental rights such as education and denied freedom on least degree. The slave-owners presumed that if slaves get education they would be of no use for their masters. The slaves were supposed to be yes-men to their masters and they did not require those who argued or questioned their authority. Any effort or attempt for freedom was crushed with an iron hand. Physical and intellectual oppression became interconnected during that period. Those who tried to seek mental freedom by acquiring knowledge were more exposed to physical penalties than others. The penalties were horrible including cutting of fingers and sometimes of hands, whipping and finally killing them. In such circumstances, Douglass developed a strong urge for emancipation supplemented further by the fair treatment he received from William Freeland as he craved to be his own master. Douglass witnessed a wide difference in slave’s living conditions after he arrived in Baltimore. Life for slaves, he observed, in the northern cities was far easier than those at Southern plantations. He writes, â€Å"A city slave is almost a freeman, compared with a slave on the plantation. He is much better fed and clothed, and enjoys privileges altogether unknown to the slave on the plantation (38). Like many other revolutionary slaves, Douglass planned to escape his master’s brutalities and seek freedom body and mind. He was dissatisfied with almost everything in his slave life. Above all, he was discontented with the way slaves were robbed of their monetary gains. He started planning to flee in 1835 but stayed back due to a number of reservations. Primarily he was concerned with his fellow slaves and wanted them to accompany him in the attempt for independence. He convinced each of them personally and took days to chalk out a feasible escape plan. The multiple fears of being caught and return to slavery were horrifying and difficulties numerous. Finally, a group of six bound for the Chesapeake Bay was constituted to flee on Saturday night. Douglass even managed to prepare fake undertakings on behalf of their masters for all six. As the last moment, however, the mission failed and all of them were held due to the betrayal of one of the fellow slave. Finally when Douglass succeeded to escape towards North in 1838, he found the region totally different from what he presumed. While living in abysmal depths of slavery at the Southern plantation, he thought of the Northern slaveholders having just a few comforts of life or rather they didn’t own any slaves. In his simplicity, he thought the slaves a source of wealth and extravagant life that was supposedly inexistent in the North. He writes, â€Å". . . upon coming to the north, I expected to meet with a rough, hard-handed, and uncultivated population, living in the most Spartan-like simplicity, knowing nothing of the ease, luxury, pomp, and grandeur of southern slaveholders† (111). In contrast, he found himself â€Å"surrounded with the strongest proofs of wealth† (111). The blooming northern industry engaged numerous workers living in far better conditions (both physically and economically) than the pathetic southern slaves. In short, he found a new world, a world of hope where future lies. Works Cited Douglass, Frederick. Narrative of the life of Frederick Douglass, an American Slave. Electronic Text Center, University of Virginia Library. Accessed August 20, 2008 http://etext. virginia. edu/toc/modeng/public/DouNarr. html