Alexander the Great’s Legacy

Alexander the Great was one of the best generals the world has ever seen. His determination helped him spread the Greek culture (also called Hellenism) throughout his empire. In a short thirteen years, Alexander conquered the Persians and controlled one of the biggest empires in history. Lead by his fathers prejudice against the Persians and notorious temperament has lead many historians to wonder, was Alexander really great? Alexander's first battle was with the Persians at Granicus River in 334 B. C. E. By the following spring, Alexander controlled the entire western half of Asia minor. The Persian king, Darius the third, tried to stop Alexander but failed at Issus in 333 B. C. E. After his victory Alexander then turned south and by the winter of 332 B. C. E, Alexander controlled Syria, Palestine, and Egypt. In 331 B. C. E Alexander once again fought the Persians at Gaugamella in the Northwest of Babylon. After his victory Alexander entered the Persian capitols of Susa and Persepolis and plundered all of the gold and treasures of the city. Not satisfied with his victory over Persia, Alexander continued to pursue the Persian king Darius the third only to find that he had been killed by one of his own men. This lead Alexander to turn east to India. Exhausted and weary of yet another battle, Alexanders men mutinied against him and forced him to retreat from India. Alexander had created one the biggest empires the world has seen, but unable to leave an heir, it fell just as quickly as it rose after his death at the age of 32. Some speculated that fever or excessive alcohol consumption lead to his death, others believe that he was poisoned. Weather he had plans for a world empire are unknown, but in his fathers final wishes he reported to tell Alexander to † expand your empire for the one I left you is not enough. † Was Alexander really great? Alexander was a self proclaimed decedent of the Gods, claiming that he was related to Hercules. He was known to murder close Friends and advisers if they opposed his wishes and had a ferocious temper. By the end of his reign, Alexander has slaughtered thousand whose only crime was being in his way. His temperament leads one to believe that his armies succeeded for fear of Alexander rather than his leadership. However, Alexander's legacy was profound. He destroyed the Persian empire and and spread Hellenism throughout the lands. Without Alexander, the Greek culture would have fell and died alongside the empire. References: 1. â€Å"Alexander the Great†. Joseph Cortelli. Historyofmacedonia. org Web. 13 July, 2013 2. William J. Duiker, Jackson J. Spielvogel. Cengage Learning: World Civilizations 1. 2009 Manson, Ohio.

Psychological Mindsets in the Black Cat, My Last Duchess

The reality of life is that at some point it will all come to an end. End, one referencing it to when one is pronounced dead. Since death is unavoidable, we must take into account death because it is the finalization of our lives spent on this earth as well as an account of the way we left this world. There are numerous ways that one can leave this world, some die peacefully while others may die by force.The following will reveal the psychological mindsets concerning death as depicted in Poe’s â€Å"The Black Cat†, Browning’s â€Å"My Last Duchess†, and Dickinson’s â€Å"Because I could not Stop for Death†, and the ramifications of perverseness, pride, and eternity In â€Å"The Black Cat,† Poe uses perverseness to explain the narrator’s pursuit to murder Pluto, the black cat, and eventually his wife. The narrator had once loved animals, but alcoholism contributed to his change of temperament and irritableness, which led to the a buse of his pets and his wife.His reasoning for gouging Pluto’s eyes out, and then murdering the animal was because it loved him as he rejected it. The narrator had a sense of self-loathing and self-hatred that made him want to continue doing wrong to Pluto, which we identify to be: This spirit of perverseness, I say, came to my final overthrow. It was this unfathomable longing of the soul to vex itself-to offer violence to its own nature- to do wrong for the wrong’ssake only- that urged me to continue finally to consummate the injury I had inflicted upon the unoffending brute (Poe 138).After the death of Pluto, another cat who resembles Pluto, but with an added splotch of white fur becomes the narrators’ new pet, which fills the void of the narrator’s loss of Pluto. The new cat begins to disgust the narrator: â€Å"By slow degrees these feelings of disgust and annoyance rose into the bitterness of hatred†¦I came to look upon it with unutterable loa thing, and to flee silently from its odious presence, as from the breath of a pestilence†(Poe 140). The narrator doesn’t inflict harm on the cat for a while because it reminds him of Pluto and his evil deed.Although, the narrator feels shame and guilt he is not remorseful of his actions due to his perverse spirit because really: â€Å"Evil thoughts became my sole inmates-the darkest and most evil thoughts. The moodiness of my usual temper increased to hatred of all things and all of mankind†¦Ã¢â‚¬  (Poe 141). The narrator’s soul, which is full of madness and hatred, led him one day while his wife came with him to run some errands into the cellar, to attack the cat in rage. The cat had somehow made the narrator trip as he followed them into the cellar and this ignited fury from the narrator’s soul.His wife stopped his attempt to hit the cat with an axe and because of his wife’s actions, his madness shifted: â€Å"Goaded by the interference in to a rage more than demoniacal, I withdrew my arm from her grasp and buried the axe in her brain† (Poe 141). Poe uses the principle of perverseness in many of his other works as well as â€Å"The Black Cat† to portray: â€Å"To an ambiguous balancing of forces of attraction and repulsion (the seductive pull towards self destruction)† (Ketterer 28).This is the reason why the narrator’s perverse spirit caused him to murder with not much of a thought of remorse, but that he had committed a deadly sin, in which he found comfort in because what he was doing was leading him to his own self-destruction. Also, the narrator can be depicted as a victim to his mind, which led him to murder because when one reads Poe’s stories there tends to be an account where: â€Å"the imaging, then verbal expression create the fiend that overtakes the narrator’s reason†¦. ccording to the story’s analysis of the souls faculties, the human imagination crea tes a tangible, readily perceptible being† (Bieganowski 176-177). The narrator can be considered a victim, because the reader can sympathize that he is helpless and sick to the perverse spirit that becomes his nature. The narrator constantly in his mind goes through the continuous tugging between right and wrong and good and evil, till he finally wants it all to stop and in his mind, everything is distorted to do evil, in order to cease the tugging.In â€Å"My Last Duchess,† Browning uses the motive of pride to provide the Duke of Ferra’s reasoning for why he has his wife killed. In the beginning of the poem, the Duke of Ferra is addressing an ambassador, when he brings up a painting on the wall of his last Duchess. As his last Duchess is depicted, the Duke describes her as finding pleasure in the little things and not of the things he gave her. Furthermore she did not value his name nor admire him.By the start of the poem, the Duke of Ferra has shown his own ins ecurities about his last Duchess because he couldn’t control her and therefore the picture of her on the wall is now his dominance over her. As the duke talks of his Duchess, her actions in someway displeased him as she did a number of things wrong: â€Å"A heart-how shall I say? -too soon made glad, too easily impressed†¦somehow-I know not how-as if she ranked my gift of a nine-hundred-years-old name†(Browning 513). The Duke of Ferra is possessive, as well as arrogant and proud in nature.Due to his character and mania the Duke took everything his Duchess did as an offence because he wasn’t in control and so his pride led him to believe: Even had you skill in speech-which I have not-to make yourwill quite clear to such an one, and say you disgust me; hereyou miss, or there you exceed the mark-and if she let herself be lessoned so, nor plainly set her wits to yours, forsooth, and made excuse-even then would be some stooping; and I choose never to stoop (Brow ning 513).The Duke of Ferra justifies killing his wife before even mentioning that he has had her killed because in the Duke’s mind he see’s the Duchess’ smiles as incriminating. He thinks this because she didn’t just smile for him, but others as well, which is one of the jealousies that consumes him. The Duke’s jealous and possessive nature arouses his mania to be in complete control of a being, in this case his last Duchess. With all the Duke’s frustrations and concerns about his last Duchess off his chest and because of his own sense of pride for her to be what he wanted her to be: â€Å" I gave commands; then all smiles stopped together.There she stands as if alive† (Browning 513). The Duke refers to his last Duchess as standing there as if she was alive as a means to show his vain character. When the narrator looks at his last Duchess, he doesn’t just see in the painting the picture of her, but the painting is just another valued object, in which he is proud to possess. As pride is depicted for why the narrator went so far as to have his last Duchess murdered, the narrator’s actions can be self-evaluated to constitute the emotion of pride that overcame his judgment.With emotions there is more than the substantial basis to how one feels: â€Å"They are adaptive patterns of behavior arising from a person’s appraised relation to ongoing events†¦ beginning with appraisals of notable changes in an individual’s goals, motives, or concerns (Tangey and Fischer 65-66). From this explanation of emotions, the narrator adapted his sense of pride from his careful watch of his wife as more and more things that she did offended him. The narrator took into consideration every action his wife did from her smiles to her otal unawareness of the narrator’s notable name. Also from the explanation of emotions one can understand why the narrator didn’t simply just have his wife murd ered swiftly when he was displeased with her the first time. The narrator came to a gradual decision to have his wife murdered because of his emotions of pride and the sense of mania that grew from the displeasure of the ongoing events of his last Duchess, which lead him to believe what he couldn’t control, was a problem.Therefore, the narrator murders his wife due to the emotion of pride, which is defined: On the basis of a growing literature, we suggest that pride is generated by appraisals that one is responsible for a socially valued outcome or for being a socially valued person. Pride comprises action tendencies to present one’s worthy self or action to others such as a broad smile, beaming face, erect posture, celebratory gestures or comments, and comments that call attention to the self’s accomplishment. Internal reac-tions include increased heart rate and skin conductance as well as an erratic respiration.The subjective experience of pride involves an ex perience of one’s body or self as taller, stronger or bigger (Tangey and Fischer 66). In â€Å"Because I could not stop for Death,† Dickinson uses death to depict a seducing trip to eternity. From the first lines of the poem they predict the courteous and smooth passage from death to a place of eternity: â€Å" Because I could not stop for Death- He kindly stopped for me- the Carriage held but just ourselveles- And Immortality â€Å"(Dickinson 541). The Carriage driver is then depicted as being civil and courteous to the narrator.As the carriage driver is taking her closer and closer to death, the narrator passes childhood like memories till eventually they stop at her grave: â€Å"We passed the school, where Children strove at recess-in the Ring†¦we passed the Setting Sun- or rather-He passed Us†( Dickinson 541). Then the narrator describes what she is wearing, which is a gossamer, a tippet, and a tulle that shows she is under dressed because she begins to quiver and expresses the sudden chilliness. Then the carriage driver stops. One can imagine it’s a stop at the grave for we can conclude that the scenario is now darker and colder.The narrator uses the description of the house to depict the grave. The whole stop is the actual death of the narrator. The last stanza talks about the horse’s head that is pointed to eternity. This last part is in recognition that the narrator is guessing she’s headed towards eternity. We can infer that this whole experience for the narrator was a natural occurrence. We can also infer that since the carriage driver was courteous and civil, and created the whole attraction to death, that the narrator is going towards eternity.Furthermore since death for the narrator was a positive experience we can conclude that she will reach eternity. The occurrence of death in this story is linked to eternity. When one thinks of eternity it is a positive thought to what happens after our death. T herefore the whole experience of the carriage driver taking the narrator to her death had to symbolize the positive place that she would go next. This poem uses the seductive and attractive nature of the carriage driver to lure the narrator to her death, to the point where she doesn’t realize that she is dying because it came so naturally.The carriage driver is the male persona in this poem, because he creates a gentleman like approach to the narrator. To Dickinson death was an important part of many of her works. Emily Dickinson had an obsession for what happens after this life. This is one of the main inspirations for why most of Dickinson poems and stories revolve around death. This poem specifically â€Å"Because I could not stop for Death,† uses her ideology: â€Å" For Dickinson, thought does not stop just because death cannot or does not appear.Thus the thought-poem proceeds to â€Å"figure death out† in at least two ways, both of which rely on narrative ly precise imagery: one facing death†¦two the poet enacts through imagery the leap into the unknown of death† (Deppman 3). In â€Å"Because I could not stop for Death† Dickinson also uses: This category of personification carries two implications: first, that death becomes positive, becomes a thing or person and not an ab- sence or cessation, and second, that there is a relation of self to another beyond death (Death, the gentleman).All of the above maybe interpreted as strategies for a â€Å"creative† death-into-life approach (Nesteruk 28-29). Death was used in the stories of â€Å"The Black Cat,† â€Å"My Last Duchess,† and â€Å"Because I could not stop for Death†. The psychological mindset of death depicted in each story or poem explained why the narrator or the protagonist acted the way they did. In â€Å"The Black Cat,† Poe created a narrator whose perverse spirit led him to not only murder his cat, but his wife as well, in this mind debilitating circumstance where the narrator is leading a life towards self-destruction.In â€Å"My Last Duchess,† the Duke’s pride drove him to murder his last Duchess and possess her as a painting that he is proud to own. In â€Å"Because I could not stop for Death,† Dickinson uses a carriage drive to seduce the narrator towards her death, then eventually eternity. Works Cited Page * DiYanni, Robert. Literature: Approaches to Fiction, Poetry, and Drama. New York: McGraw-Hill, 2008. Print. * Ketterer, David. Edgar Allan Poe Life,Work, and Criticism. Canada: York Press, 1989. Print. * Tangey, June P. , and Fischer, Kurt W. Self-Conscious Emotions:The Psychology of Shame, Guilt. Embarrassment, and Pride. New York: 1995.Print. * Bieganowski, Ronald. â€Å"The Self-Consuming Narrator In Poe's â€Å"Ligeia† And â€Å"Usher. † American Literature 60. 2 (1988): 175. Academic Search Premier. Web. 23 Nov. 2012. * Nesteruk, Peter. â€Å"The Many Deaths of Emily Dickinson. † Emily Dickinson Journal 6. 1 (1997): 25-43. Project Muse. Spring 1997. Web. 28 Nov 2012. * Deppman, Jed. â€Å" Dickinson, Death, and the Sublime† Emily Dickinson Journal 9. 1 (2000):1-20. Print. * Schubert, Johan. â€Å" Between eternity and transience: On the significance of time in psycholoanalysis† 26 May. 2001. Web. 28 November. 2012 14 Research Paper English 1100C-7 Professor De Marco November 19, 2012

Crossing Essay

Since the beginning of human life, fathers from around the world have played a vital role in their sons’ lives, whom they have had to learn to fish, hunt and survive in general. It has been crucial for fathers to hand over their knowledge to their sons. Concurrently with the development of human life and its foundation, it has been possible to form a social stratum given that it has been facilitated for some people to make more money than other people have. Furthermore, this evolution was an influence on the family relationship, were the man became the new capital in society, and thus became more important than the woman. As the men were working, the women became responsible for the children and therefore had an enormous impact on the behaviour and upbringing of the children. Mark Slouka’s short story, ‘Crossing’, from 2009 shows a number of these important themes, such as the father/son-relationship and man vs. nature. The protagonist in the short story is the father, an unnamed man somewhere between 30-50 years old. The father finds himself in a small depression: †He hadn’t been happy in a while.† 1. Recently, the father was divorced from the mother of his son, which is shown in his thoughts about whether he had missed his wife or not. â€Å"†¦he hadn’t wanted her back, hadn’t wanted much of anything really† 2. Even though the main character has a guilty conscience, and it seems that he is the one to blame for the divorce – he feels a desire to make things work again – both his relationship to his ex-wife and most important of all, the relationship to his son. â€Å"When he looked at her she shook her head and looked away and at that moment he thought, maybe — maybe he could make this right.† 3. The father comes across as an honest, caring and loving father to his son, and quickly we consolidate sympathy with him as a reader. â€Å"†¦when the boy came running into the living room he threw him over his shoulder, careful not to hit his head on the corner of the TV†¦Ã¢â‚¬  4. The protagonist takes his son on a trip to make up for the divorce and to improve their relationship. The father wants to share some of his childhood memories he had as a young boy with his dad. The main character used to go on this exact trip; therefore, he repeats the same rituals and traditions to give his son the same experience. †This is it, kid, the old man would say whenever they turned off the main road, you excited? Every year †¦Ã¢â‚¬ Almost there,† he said to the little boy next to him. â€Å"You excited?†Ã¢â‚¬  5. As the main character sees  the river for the first time in many years, he is considering calling of the trip – the river is much greater than he had expected from it. Yet, he believes that there is no way out – he cannot turn around. There is nowhere else to go, which could symbolize him being in the middle of something – with no turning back. †For a moment he considered pulling out, explaining †¦ but there was nowhere else to go.† 6. During the short story, the father gives his thoughts and some comments on the things happening, which builds up a thrill in the story. The protagonist points out repeatedly that what they are about to do is dangerous. He knows that he is putting himself and his son into danger, but he wants to convince himself and his son about the fact that he is a good father. â€Å"People in a hurry get in trouble.† 7. â€Å"†So what do you do if you fall? He remembered asking once †¦ – and the old man calling back of his shoulder, â€Å"Do not fuckin ‘fall.† 8. The solicitude of the father reappears as he tries to calm down the boy as he stumbles in the river on their way back. The father knows that they are in a bad situation but he remains calm for the boy’s sake. In fact, the father himself is very scared and afraid of what is going to happened – at this point he has lost hope. Even though, he wants to appear brave and to show himself from his best side, when all he wants is to be a good father. â€Å"He could hear himself, breathing hard. †I’m okay, kiddo. I’m okay. That was not good, but we’re fine. â€Å"They were fine. 9. Since we do not have access to the boy’s thoughts and feelings, Mark Slouka draws a picture of him with descriptions through the father’s mind of the boy. We get the picture of a little fragile boy, who needs to be taken care of by his father. This makes us sympathize with the boy and especially the father, who needs to take care of him throughout their trip in the wilderness. †He tried not to look at the boy sitting where he’d left him on the opposite shore because there was something about the smallness of him in his blue shorts against the bank of stones he didn’t like†¦Ã¢â‚¬  10. There is a third person narrator in the short story, which is attached to the father since we get to know his inner feeling and memories. â€Å"You never see it, he thought.† 11. Slouka places the point of view with the father in order to show us how he experiences the situation of having been divorced, and how he now tries to regain order and meaning in his difficult life. The short story is arranged in chronological sequences, but with flashbacks. The time jumps from the present to the past. The present is in the wilderness at the river, and the past is when the father picks up the boy at his moms, and when he thinks back on his own childhood. The amount of energy used to build up the tension in the story is great. From start to finish, the reader is given a feeling of discomfort, and that something bad will happen. The author achieves this suspense by using the environment and the mood of the story. From the beginning the mood ominous and menacing. Rain, fog and emptiness dominate the description of the environment they find themselves in. In this way, the thrill is build up just as slowly, and as a reader, you are waiting for something terrible to hap pen. †It was raining†¦ [†¦] A black road†¦ [†¦] The line of the open sky in the east was razor sharp†¦ [†¦] The empty road†¦Ã¢â‚¬  12. The river is the main environment in which the story takes place, in and around. The river is larger and more violent than the main character remembers it: â€Å"The river was bigger than he remembered it, stronger.† 13. The river itself show some ominous signs as well which helps building excitement in the story. You always have the feeling that something bad is going to happen. When standing in front of the river, they sees something in the river that looks dead, something that has been shot. As a reader you are left with the question whether they survive the river or not. Furthermore, the ending points in the direction of death. †He wanted to scream for help. There was no one – just the rushing plain of the river, the trees†¦Everything had come together. He couldn’t move. He was barely holding on. There was no way.† 14. In addition, the title â€Å"Crossing† points in the direction of death. When you use the phrase â€Å"crossing over† it is usually associated with death. You will go to the other side. It is a bridge between life and death. The river becomes the tunnel – the question is if they reach the light or survives from it. The ending might seem unfair, tragic and unreasonable. However, the open ending gives the reader a choice of life and death – The author puts the characters destiny into our hands. Even though the story ends up in a bad way to the father and son, the trip has been a journey that has brought the two characters even closer. In fact, the father gets the perfect opportunity to perform the action of being a good parent. The most important thing in the father’s life ended up being the last. The short story shows how little and insignificant man is in relation to Mother Nature.

In God We Trust Question 4 Research Paper Example | Topics and Well Written Essays - 1250 words

In God We Trust Question 4 - Research Paper Example Based on this and many other factors that this paper will illustrate, the discussions will concur with the assumption of many that America is a Christian nation. To help in proving this point, the paper will illustrate the role of religion in the society, basing its illustrations from Paul Bloom’s essay, Is God an Accident? (Comely 2012) Other illustrations will emanate from sociological theories of evolution, functionalism, and collective conscience. Religion is crucial in upholding the morality of the society as well as its legal structures. Bloom proclaims that, â€Å"The United States is a poster child for supernatural belief† (Bloom). Paul Bloom is a psychology professor at university of Yale, formerly having written Descartes’ Baby. Individually, he is an atheist but recognizes the existence of belief in religion. From polls, Bloom established that about ninety-six percent of the American population believes in God. In relation to this, more than fifty perc ent of the same American population believes in angels, the devil, and miracles. Religion has performed the role of instigating morality and ethical values in the society (Ijaz 2011). As such, most people believe that religion offers guidance by defining the difference between wrong and right. This is extremely a necessity in today’s world especially with the emergence of modernity. This implies that there is ardent need to balance the negatives with the positives in this modern world. Religion has established itself, since the beginning of times, as the positive side. Belief in God somehow restrains people’s actions, by so doing controlling evil and wrongdoings. In addition to this, religion also brings with it the conservancy nature of the world, which will similarly work towards maintaining balance between the right and wrong. From sociology, it is absolute knowledge that the world often tends to shift from liberal to conservative aspect, and vice versa. Religion co mes into play here as it brings the world from its liberal phase back to the conservative one in instances where the liberal phase is to the extreme. According to functionalism sociological theory, religion offers a set of ethical practices and beliefs that people tend to conform with, thus uniting them. Also, supporting proposal is the ‘collective conscience’ proposed by Durkheim. Secondly, religion has been the greatest element of unity all over the world. As Bloom said, â€Å"Just about everyone in this country (United States of America) believes in God† (Bloom). There are certain concepts in religion that are universal, irrespective of one’s denomination. For example, almost all religious people believe in a supernatural being, angels and /or the devil, as well as an afterlife. Such common beliefs act as a unifying factor in the society. As such religious people often tend to view themselves as one community of believers, unified by their common religi ous teachings. Unity is a paramount aspect in every society, especially since people are of different ethnic groups or cultural values. There is a need in such societies to have a common feature that unites multicultural groups, and religion fills that gap. Furthermore, religion is fundamental in the identification, awareness, and respect for other cultures that are different from one’s culture. Through religion, one can learn about other cultures, including their language, foods and clothing as well as their cultural

Conflict Identification and Resolution Research Paper

Conflict Identification and Resolution - Research Paper Example Conflict refers to a situation where two or more parties are in serious discrepancies. Failure to resolve existing discrepancies is an effect on the morale of employees as well as their performance. Neglecting individuals’ duties due to disagreements negatively affects the overall performance of the organization in that it makes employees fail to meet organizational targets. Hence, unmet targets decrease organizational finances, a factor that makes organizations to collapse. It is of importance to outline ways of dealing with conflicts within the organization to help improve relations of both employees and organizational heads. Individuals should aim at improving the economic conditions of the organizations. Conflict identification Identification of conflicts is a vital aspect for managers aspiring to enhance the workforce in the organization. Those are several ways denoting that there are conflicts in organizations. These ways are a reduction in employee performance in relati on to the level of output. There is the need to ensure an improvement in organizational performances by dealing with the desires of the employees. It is also good to address motivational rewards to establish to various employees in accordance with their performance. According to Ohlendorf,  it is managers’ mandate to lay down better ways of improving employee point of view in relation to how they (workers) perceive their managers. Disagreements in the organization are common and occur due to dissatisfaction in places of work.

Zadie Smiths White Teeth Essay Example | Topics and Well Written Essays - 2000 words

Zadie Smiths White Teeth - Essay Example The author reflects on the multifaceted impact that cultural history can have on identity thus examining the masculine experience. The story revolves around the generational evaluation of masculinity and the altering of the social codes to insist that there is not always a solution to the dilemma of constituting the gender and cultural identity. Similarly, the text examines the dialogic motion between an individual's beginnings or stabilities in the past and the successive pathways that join several route points. Therefore underscoring the vital intersections of the roots needed to negotiate masculine identities in the novel postcolonial world. The text uses humor and irony to ease some of the tension and to expose the difficulties that arise when a particular type of masculinity is thought as a fixed idea that men should live up to. The comical plethora and ironic scenes throughout the text are precisely used. They defuse cultural conflicts that are entrenched in and occurring from the politics involved in negotiating contemporary masculinity in the face of a multifaceted and compelling history of colonialism. The first generation of men in the text has adopted the values and social codes set out for them by the past’s British Empire placing an intensified significance on heritage and integration. Samad and Marcus have attempted to instill these principles in their sons. The text maps the desires of the first generation of men to negotiate purely masculine personalities in order to succeed in a community that is marked by nostalgia for a past greatness. These men signify confused masculinities in search of a cultural identity and a life that men in a community have guaranteed them. They were so dedicated to macho values during an imperialist regime establishment.

Law of Obligations(Tort) LLB Essay Example | Topics and Well Written Essays - 1000 words

Law of Obligations(Tort) LLB - Essay Example Frances (and his parents), depending upon the effect of the incident on the child, may also have a claim for psychological damage against the nursery brought about by the latter's negligence. In the recent case of Jones v BBC, 2007 WL 2187023 (QBD), where Jones, a freelance sound recordist for defendant BBC claimed that he suffered personal injury when a windmill rotor fell onto his back causing severe spinal injury rendering him paraplegic. In ruling for the claimant, the court stated that since BBC's safety crew had identified a risk of the falling mast, a discussion before filming should have been made to warn the crew not to go beneath it. But the safety crew did not give the warning. Such failure of BBC, through the safety crew, is considered negligent which caused Jones' accident. Thus, the BBC was liable for Jones' injuries. Also, the cameraman and Jones worked as a team because their equipment was linked. Jones with his equipment was following the cameraman who had decided to pass beneath the mast thereby leading Jones into the hazardous area. The cameraman was then in breached of his duty of care and the BBC was vicariously liable for that negligence. In Wilsons & Clyde Coal Company, Limited v English, [1938] A.C. 57, the House of Lords stated as follows: " primarily the master has a duty to take due care to provide and maintain a reasonably safe system of working in the mine, and a master, who has delegated the duty of taking due care in the provision of a reasonably safe system of working to a competent servant, is responsible for a defect in the system of which he had no knowledge" By the Jones and Wilsons cases, it is clear that the employer is under a duty of care to provide the employee with competent fellow employees including a qualified medical personnel, properly maintained site and facilities, and to provide a safe place and system of work. The question of whether the employer breached that duty of care depends on the standard of care owed by the employer to its employee and whether it has taken reasonable steps considering the circumstances. (Latimer v A.E.C. Ltd.[1953]) In Jones, the breach of the employer's duty consists in B BC's failure (through its safety crew) to discuss with the cameraman and Jones the risk of the falling mast and to warn the cameraman and Jones in unequivocal terms that they must not go beneath it. In Wilsons, the breach by the employer consists of its failure to provide competent fellow employees, properly maintained mine and equipment, and to provide a safe place and system of work. In the case of Ina here, the failure of the employer to provide competent fellow employees and to properly provide and maintain a safe place and system of work which caused the employee's disability to work for three (3) months constitute a breach of the standard of care required of the employer. Jack's negligence in leaving the drill on the floor in a place where thirty (30) toddlers freely roam about constitutes a negligent act for which the employer must be held vicariously responsible. The nursery cannot invoke the defence that Jack is merely a hired self-employed carpenter because as the court st ated in the Jones case the BBC had clearly assumed a responsibility for the health and safety of freelancers when they were working on BBC productions that was equivalent to that of an employer to a direct employee. Jack should have been more careful with his tools because it can reasonably be expected

The expansion and settlement of the U.S Essay Example | Topics and Well Written Essays - 250 words - 1

The expansion and settlement of the U.S - Essay Example itiated the greatest sustenance mainly from Democrats especially northern states, through which the Democratic newspaper addressed an ultimate dream of widening philosophies of the U.S through no forceful and no brutal ways (Huntington). Congress and the slavery act was another reason that the US expanded. When the congress failed to pass a bill against slavery people fled in search for new territories. People fled to Kansas-Nebraska to make the positions pro or anti-slavery. Gold is a rich resource for a long time maintained the precious state. The discovery of gold in California and Klondike became a reason for people to settle in those areas in search for jobs and better lives. In addition, the completion of transcontinental Railroad 1869 as decreed by the government was another facilitator of expansion (Huntington). The ability to transport goods and people for a longer distance convinced citizens to settle wherever they wanted. People’s perception and how they have portrayed the US, has shaped the nation’s development in terms of population. Many songwriters, book authors, artists, influential leaders have painted America to be a nation flowing with milk and honey. A painting entitled American Progress has for a long time been an inspiration to most Americans and revealed the real picture of American development and expansion (Huntington). Most immigrants to the US have that thought in mind as they move to settle in the US. Among other reasons, American-Mexican war, acquisition of Hawaii and Alaska mid-19th century, French war and the Oregon Trail Dispute among many other

Walmart Lawsuits influence Assignment Example | Topics and Well Written Essays - 750 words

Walmart Lawsuits influence - Assignment Example Wal-Mart’s human resource policies are well-aligned with the corporate level strategy. Wal-Mart has often been accused of not managing to provide the employees with affordable healthcare while the efforts of the top management were directed at implementing low cost strategy. Lawsuits over the years have influenced Wal-Mart’s recruitment and retention strategies in such a way that it tends to avoid employees associated with collective bargaining associations or unions. This is partly explained by Wal-Mart’s involvement in a messy legal battle with the collective bargaining associations over the rights of the employees, as the Union disapproved of Wal-Mart’s withdrawal from paying 10 per cent bid to over 700 employees (Milner, 2005). In 2005, Wal-Mart’s store in Arkansas declared closing down of a store in Canada only six months after the success of its employees in gaining the right of getting a union membership (Milner, 2005). This suggests that the history of lawsuits experienced by Wal-Mart have moved the retailer against recruiting or retaining employees whose rights are safeguarded by other agencies, associations, and/or unions. Wal-Mart can prevent and/or reduce compensation law violations by complying with all corporate procedures and policies completely that are related to issues surrounding compensation, and hour; by completely adhering to all local, state, and federal regulations and laws related to compensation that apply, and by reporting all violations of policies and laws related to compensation to management. Evolution and expansion of the employment arrangements and the production and supply chains impart the need of development of a policy menu for Wal-Mart that is vast enough to recognize and address the liability issues on actors all across the supply chain that have play a role in compensation violations. Meanwhile, certain significant approaches can be pursued in order to hold the corporations accountable for

HR Plan Essay Example | Topics and Well Written Essays - 2000 words

HR Plan - Essay Example This false gesture of making the workers feel important can motivate them to work more efficiently. Human relations (HR) theory needs also to focus on retention of skilled employees for the benefit of the organization. In order to maintain satisfaction within employees and to make the organization attractive for potential employees, management must provide them employment benefits like health benefits. In many organizations, there is a one person HR department in which a solo individual is given the responsibility of performing all aspects of human relations management. It is up to the efficiency of that person which determines how well he can face the challenges and takes advantages of the opportunities to prove himself as a strong leader (Brady, 2006, p.1). For an effective human relations management, the strategy is to learning how to balance different aspects of the departments. Working tirelessly for long hours will reduce the efficiency of the manager as he will lose focus on h is critical responsibilities. In this paper, a HR program is created for a retail business firm that sells variety of products ranging from beauty products to apparels. It has over 1,000 stores in several U.S. states with over 120,000 employees. The retail organization has set up a one person HR department, and the new HR manager has designed and initiated a program for the benefit of the employees. The next section will talk about this program. Recruitment is the â€Å"process by which prospective employees are located and they are encouraged to apply for the job† (Khurana et al., 2010, p.65). There are several internal factors that determine the recruitment and selection process in an organization. First, salary and other benefits direct affect the recruitment of efficient employees. The promise of high salary in this competitive market can attract

Iranian Revolution of 1979 and its Impact on the Middle East Essay Example for Free

Iranian Revolution of 1979 and its Impact on the Middle East Essay Iranian Revolution is described as the events which involved in overthrow of the Iran’s monarchy, which was under Shah Mohammad Reza Pahlavi and afterward replacement with Islamic republic by Ayatollah Ruhollah Khomeini who was the leader of the revolution (Abdelnasser, 1997). It is known as 1979 Revolution or Islamic Revolution. The 1979 revolution is said to have been a nationalist, Shi’a Islamic and populist revolution, which replaced monarch with theocracy guided by Islamic jurists (Abdelnasser, 1997). Shah Mohammad Reza regime collapsed in early 1979 and marked the end of monarchial rule in Iran for more than 450 years. The origin of Iranian revolution can be traced back to the coup deter of 1953 which was against the front leader of the nation and the prime minister or the 1963 abortive uprising which was sparked by Ayatollah Khomeini arrest. The reason of Iran leader Mohammad Reza to be overthrown is subject of the historical debate. The Iranian revolution was to some extend a backlash conservative against the secularizing and westernizing efforts of the Shah who was backed by the western nations especially the Americans. The shah also had no conservative reaction to the social injustice as well as to other ancient regime shortcomings. Many Iranians perceived the Shah as being a puppet of the western power who were non-Muslims and who had culture, which was contaminating the culture of Iran (Salehi, 1988). The Shah regime was seen by the Iranians as being oppressive, corrupt, extravagant and brutal. The regime suffered from functional failures since the economic programs were overly ambitious and thus brought inflation, shortages and economic bottlenecks. The Iranian revolution is said to have been unique since it surprised the whole world. The surprise was because the revolution overthrew regime, which had support of many nations internationally and also which was protected heavily by lavishly financed security and army services (Amuzegar, 1991). Furthermore the revolution was conducted by unarmed demonstrators and crumbled the regime in duration of months. The revolution customary causes include: war defeat, peasant rebellion, financial crisis and disgruntled military (Ganji, 2002). Other causes of the revolution include policy of the Iran Shah and his policy mistakes. The shah strong westernization policy as well as his close identification with the United States of America is one factor which mainly caused the revolution (Gabriel, 1998). This included the allied powers original installation of the Shah as well as the CIA assistance to restore him in the power in 1953. In addition, the shah had many US military technicians and advisers and also was granted diplomatic immunity for them not to prosecute him. This led to the nationalist Iranians irrespective of their religion, to consider this Shah as the American puppet. Another cause of the revolution was the Islamic tradition unpopular disregard in the year 1976. The shah changed the calendar from Islamic to imperial, marking the Cyrus birthday to be the first day, where as is supposed to be the day on the flight of prophet Muhammad to Medina from Mecca (Ganji, 2002). The year overnight to 2535 from1355. The revolution was also caused by the policies of the shah rule, which was said to have corruption, extravagance and elitism and also the people did not like the shah royal court. Furthermore, the Shah failed to cultivate leadership supporters of the Shia religion who could have encountered the campaigns by Khomeini against him. Failure of the overly ambitious economic program in 1974, which was to meet the expectations brought by the windfall of the oil revenue, was also another cause (Daniel, 2001). In 1977-78, the Iran experienced a short but sharp economic contraction period which followed a considerable economic growth period and according to Crane Brinton who is a revolution scholar, situation like that create much disappointment larger than if the people were left all long in poverty. Shah also was focusing on government repression and surveillance on the Iran people’s Mujahedin, the communist Iran Tudeh party as well as other groups of leftist, while the religious opposition who were more popular grew, organized, and gradually started undermining the regime authority. Shah also had tendencies of authoritarian that violated constitution of Iran of 1906. This included dissent repression by security services such as the SAVAK, and then followed by appearance and appeasement of weakness while the revolution was gaining momentum (Amuzegar, 1991). The people of Iran exercised Alex de Tocqueville idea, which he stated that, when people who have been put up under oppressive rule for a long time without any protest over a sudden finds that the government pressure is relaxing, they join arms against it (Abdelnasser, 1997). Inflation, bottle necks and shortages followed by black markets, attacks on the alleged gougers of price and also the austerity measures, which angered the bazaar as well as the masses influenced the revolution. In addition, Shah antagonized former political Iranians, in particular the bazaar merchants by creating single party to have political monopoly, and this party had compulsory dues and membership (Ganji, 2002). This shah also generally had aggressive interference on the economic, political and concerns of religion on people’s lives. The Iranian shah had started having overconfident neglect in his governance and also had preoccupation of playing the statesmen of the world during oil boom, which followed a loss of his resolution and self confidence. Also his health had been weakened by cancer by the time the revolution was gaining momentum. The terminal illness of the shah was secret for a time, but he knew he was to die due to cancer; his medication on the other hand made him to be listless and depressed. Furthermore, several of his closest advisers had for the time died, and the personnel of palace had been fired in large number during the 1978 summer. The Shah had also underestimated the opposition strength and more especially the religious opposition (Salehi, 1988). The efforts to please and convince the opposition were too little and untimely even if no counter-attack efforts were made against the revolutionaries. His failure to train and prepare his security forces to deal with demonstration and protest also lead to the success of the revolution. His failure to control the crowd without using excessive force since the troops used live ammunition rather than the using water cannons or Plexiglas led to the revolution. The military officers also was used as power base who were to be pampered rather than using them as force for controlling security threats. Furthermore, the shah government had a personalized nature and he much prevented any possible or potential competitor to the trumped efficient of the monarch and also effective government. This led to crown cultivation of the divisions within political elite and the army and ultimately, the regime lack of support by its allies by the time he most needed them since many Iranians had left the country at the time when the revolution was beginning (Khomeini, 2010). The monarch government used to take governmental matters as personal interests, used to discourage initiatives by the frequent dismissal from office and also their overruling, and also their refusal to allow cooperation of officials in fear of the regicidal conspiracies. The shah was careful when meeting his generals and top aides individually and in his absence; the whole system could not be able to function. This made the revolution to take place and succeed efficient. The revolution had several impacts in the Iran country and the Middle East at large. First the revolution led to anew peoples governance which was to be guided by Islamic laws. The officials of American embassy were taken on hostage and Mr. Bazargan resigned. Khomeini established revolutionary guard to be counter weight of both the left armed groups as well as to the military of Shah. The guard with time grew to a military force at a full-scale and also became the revolution strongest institution. People serving under Pasdaran were the most oppressed mobilization known as Baseej-e Mostazafin who were volunteers in every activity starting from management of earthquake emergency to attacking newspaper offices and opposition demonstrators (Amuzegar, 1991). Thousands of revolutionary committees acted as the ears and eyes for the new found regime and were criticized for their arbitrary arrests and executions as well as property confiscations. Also, the regime wills enforcement was done by the Hezbollahi who were known as God party and they were strong-arm thugs whose role was to attack newspaper offices and demonstrators. Two political parties were formed after the fall of Shah Regime and were later suppressed by the pro-Khomeini group. These parties were, moderate religious group known as Muslims People’s Republican Party (MPRP) associated with the Mohammad Kazem and the other group was National Democratic Front (NDF) (Gabriel, 1988). Soon after the government of Khomeini, referendum was conducted as whether to replace the monarchy system and replace it with Islamic republic and 98. 2%voted for the favor of the referendum (Abdelnasser, 1997). Khomeini then declared the government should have 100%base on Islam. In addition, new constitution provided jurist rule to have powerful post, which should control security services and the military as well as to appoint judicial and top government officials (Khomeini, 2010). Khomeini also increased cleric’s number in the guardian council and their power and granted it control over legislature passed laws as well as the elections. One year after the revolution, Saddam Hussein invaded Iran with an attempt of taking advantage of the Iran revolutionary chaos as well as destroys the revolution when it is still young. Iran was then galvanized and people of Iran rallied behind the Khomeini government to help stop and reverse advance of Iraq. After another two years, Iran regained their land which had been lost in the invasion. Just like hostage crisis, the Iran war served as opportunity for the new regime to make stronger the revolutionary groups as well as the Islamic revolutionary at expense of the remaining turned-opponent allies (Amuzegar, 1991). While destructive and enormous costly, the Iran war rejuvenated drive for Islamic revolution and national unity as well as inhabiting fractious dispute and debate in the country. Shortly after the constitution election, several news papers, magazines and writing assembly opposing the idea of Khomeini, jurist theocratic rule, were made to shut down. When the NDP organized for the protests, Khomeini denounced them and said they thought they were dealing with people but now there is evidence that they are not. He further said that after each revolution, corrupt elements are supposed to be executed to the public and be burned (Ganji, 2002). He said they have not been given authority to publish the newspapers. After that speech, several people were injured and harmed by clubs, chains, iron bars and rocks when they were attacked by the Hezbollahi and shortly afterwards, a warrant was given for the NDF leader arrest. In December 1979, Islam party MPRP under its leader Shariatmadari had now become a rallying point of the Iranians who did not want theocracy but wanted democracy. Riots in Shariatmadari home area broke out and the followers of shariatdari and the members of MPRP seized the television station of Tabriz and used it to broadcast grievances and demands. The new regime reacted quickly and sends the revolutionary guards to take the station, the mediators to make diffusion of the complaints whereas the activists to stage counter demonstration of pro-Khomeini. In 1980, under leadership of Bansidr, universities in the country were closed to purge opponents of the theocratic rule in the nation as a part of Cultural Revolution. 8,000 military officers and 20,000 teachers were dismissed out of work since they were deemed to be westernized. In 1981, the office of IRP was bombed and seventy high-ranking officers were killed which included cabinet ministers as well as the parliament members (Ganji, 2002). Thousands of people were arrested and also hundreds of them were executed. In conclusion, the revolution of Iran even if it brought change to a new governance, the existing government seems to be the one which was promoting social unity between the people of Iran with other people of different nations. The constitution which was brought by this new government divided people and planted enmity in the society of Iran. American foreign policy on Iran changed with the new Iran Government taking a hardliner stance.

Case for Christ Essay Example for Free

Case for Christ Essay Dr. Jeffry McDonald was an ex-marine standing trial for killing his family. He did not think the jury would find him at fault because he had an alibi. However, his alibi did not stand up to scientific evidence. Dr. McDonald was sentenced based on blood and trace evidence that did not back up his alibi. In this case scientific evidence is introduced to prove or disprove the consistency of the gospels based on the discipline of archeology. Strobel turns to an archeological professional who has personal experience working digs in the Middle East. His name is John McRay. As Strobel seeks to stay independent in gathering the evidence he proposes a question to help him determine if McRay will exaggerate the role of archeology when it comes to determining the reliability of the gospels. McCray points out that archeology can bring forth evidence is presented to either explain or disprove evidence presented. In this chapter the search for opinions contrary to those already collected, which includes the opinions of Jesus Seminar, a self-selected group representing a small portion of New Testament scholars who believe Jesus did not say most of what is credited to him in the gospels. They also published The Five Gospels which include the traditional four plus a manuscript titled the Gospel of Thomas which was written in the second century. The author examines their claims to see if he can find reliable evidence to disprove these confusing opinions. To find answers he visits Dr. Gregory Boyd to gather evidence to the Jesus Seminars widely publicized views. Most skeptics take pride in their intellectual ability. Some people like to think that they have no beliefs. However, modern science has shown us that everyone has beliefs. Although people would like to think that everything we believe is based upon evidence and logic this cannot be. We become emotionally bound to our worldview, so much so that worldview changes occur rarely. Observational evidence became apparent that the universe was expanding. Inferring back in time revealed that the universe was merely billions of years old. The data eventually led to the Big Bang theory which is virtually universally accepted by modern day cosmologist. The idea that the universe could have gone through an infinite number of birth and deaths was shown to be false on the basis of the lack of amount of matter within the universe. So we have come to realize that the universe first began to exist 13 billion years ago. Atheists are left with a problem because their worldview requires all things have a cause to exist So logic says that the universe had a cause. Virtually all atheists say that this cause was some natural phenomenon. It is also possible that the cause of the universe was a supernatural intelligence, God. The problem gets worse for the atheist. The physical laws of the universe fall within very small ranges in order for life or matter to exist contradicting strong atheism. The prospect of finding a naturalistic cause for the origin of the universe is dreary since the laws of physics indicate that we will never be able escape the bounds of our universe to even look for the cause of the universe.

No Art Without Freedom Philosophy Essay

No Art Without Freedom Philosophy Essay In this essay great emphasis is put on the Albert Camus Quote, that without freedom, the existence of art is something that is not existence. In that perspective, the term freedom can be defined as the ability to have the will to make individual choices. These choices should be determined by individualism and not affected by any other out ward force. Art is considered to be more spiritual than it is physical science and therefore there is a need for the freedom of the spirit to express itself to the people. It is a mere fact that the more freedom is given to artists, the more they criticize the evils in the society thus creating a positive impact in the society. Artists feel like they are prisoners of their own conscience in the event that they are not given the freedom and the chance creates. Therefore this essay tries to cover the need for freedom in response to determinism, morality, Libertarianism and the free will in regard to the artists. Creation is more spiritual and inborn than practical. This mere fact can be emphasized on the fact that artists given the freedom and the free will to express there spiritual beings within themselves. The philosophical art has developed and practiced the term free will into many ways. This is because artist tends to think that when given the will to express themselves, they can come up with better ideologies than when they lack their freedom to express themselves. Without the free will to create, man may have no progress in life. Art is known as a field where man can communicate to themselves without the need to be verbal. Through art a lot of information can be transferred from one age group to the other. For example there ancient work of the earlier artist is still in place and today to be used to transfer information for research about the cultures and the social wellbeing of the ancient people (Honderich 122). Determinism on the other hand is the concept and ideology that any occurring event is bound by cause and effect. Artists believe that in order for them to come up with practice ideas, these ideas must be caused by something. That is what triggers them to come up with pieces and small ideas in there minds in which they amplify them to have a future work. There must be a causality which lies beyond the free will of their thoughts and the freedom to deliver their art into the society. Take for example an artist who is a singer by career. Before they come up with a new song there is something that triggers there thinking ability and often leads them to writing the song and then delivering it. This thing that causes them to come up with the song is what can be termed as the determinism (Salles 167). The same applies to when artist does something that is original in their own sense. They are forced to explore that vacuum in a deterministic manner towards an ultimate new outcome. This can be clearly demonstrated by a singer. When a singer has got some new life experiences, they are compelled to come up with new ideas and lines that enable them to come up with an ultimate new and original version of there song. This version is not compelled by their free will to make a choice to come up with the song but the causality will be the events that happened prior to the writing of the song. Therefore the beauty of any form of art can only be realized if there is freedom for the artists to have the free will to conduct there business and this will cause the to come up with magnificent ideologies (Sleinis 178). According to (Honderich 45), it is a common believe that free will of artist does not coexist where determinism exists. Many artists believe that where free will exists, there is a constraint for the determinism to occur. This argument can be supported by incompatibilists who believe that all the constrained of determinism including the free will exists. They believe that the determinism is hindered by physical constraints like the imprisonment of individuals. The threat of punishment also hinders the ability for the causality of events therefore denying the fact that there is the existence of causality and effect. This is because the arguments for free will have implications in all aspects of life like religion, ethics and science. For example in ethics, it is believed that the actions for individuals have implications which can be accounted for in case of a breach (Turiel 24). Libertarianism is the concept and the ideology that humans must be given the free will to express their ideas and actions. Researchers believe that liberalization is achieved through the large-scale power decentralization. When artists have been given the power to express themselves, it becomes easier for them to deliver their expressions to the public without any constraint. Philosophers believe that artists have got the right to live life and express their divine spiritual wellbeing without any physical constraints. When people have been enslaved, they are not productive as compared to the people who are not liberated (Salles 123). Liberation is important in all forms of the society and art is not left out. The lack of liberalization is a question that should be dealt with effectively to attain the freedom of expression. The free will of artists to come up with exciting commercials is also affected by their ability to express themselves and the ability to generate new ideas which are unique and do not resemble others. The liberation and the free will to act have caused a lot of questions as the philosophers support the free will to the artists. Like when the musicians have been prohibited to talk about some issues, they never interest the public because they display the same ideas that they have been expressing even in the past. This brings the spirit of boredom to the listeners therefore causing exhaustion of their work and ideas. Morality is the term used to define the norms and the behavior of individuals in the society. Morals are the accepted norms within a society. In art there are norms that should be used. When the artists follow these norms they become obedient to the society and can cause long term changes. There are distinctive codes of conduct that defines how an artist should behave in the business environment. These codes are known ethical rules that define ability for one to perform in their specific duties. They should be respected by any artist In conclusion, art is known to be more spiritual and this fights the common view that morality that it is a practice field. Many people in the world of art today advocate for the policies whereby they would be free in order for them to deliver effectively. The success of many artists is based on the decisions that are made by the respective governments in the making of their code of ethics. This brings the question that is morality a good measure in art and should it be applied in the art? The answer is definite; every aspect of humanity needs some morals in order for the people to prosper without clashing with the public. Philosophical aspects of morality defines that morals should be used where there is freedom of expression and this will in the long run bring the essence of free will to all the people involved in art. The truth about determinism is also evident in the world of art. The cause and effect of the soft determinism can be evidenced by how the artists become affected in their lives and end up coming with new ideologies and work which is beneficial to them.

The Perception of Change :: Transportation, Driving, Change Blindness

You can miss obvious signs while driving because your mind was wandering, listening to the radio, talking on your cell phone, or even talking to the passenger in your car. Change blindness is the difficulty noticing large changes in your visual senses that are normally easy to be seen (Simon, 2005 ). A main factor in change blindness is attention which is needed to see change (Simon, 2005). The perception of a change occurs when the attention is on the object being changed (Rensink, 1997). Changes to items in a central location are easier to detect than objects elsewhere and the objects that are in the same physical distance (Simon, 2005). Your attention can be distributed to 4-5 items at a time but only detect one change at that moment which is called change simultagnosia (Simon, 2005). Inattentional blindness was first studied by Ulric Neisser and his colleagues in the 1970s. Their study involved subjects viewing an attention-demanding task video where groups of players passing a ball. Subjects were asked to watch one group pass the ball back and forth while ignoring the other group who passed the ball. While this was taking place a woman carrying an umbrella walked through the scene which many subjected failed to notice (Simon, 2010). Simons and Chabris replicated this experiment by using a woman dressed in a gorilla suit that stopped in the middle of the video and thumped its chest for 9 seconds and only 50% of viewers noticed. The gorilla video is a well-known video on visual awareness with about 90% of people say they would notice the gorilla. A new video was later made in front of a green screen so that they could change the color of the curtain behind the event taking place. They had the gorilla walk through the scene stopped and faced the camera while he thumped his chest then left the scene. The curtain colored changed along with a player of the black team left the scene (Simons, 2010). (Beck, 2001) Detecting visual change in the environment is important and it is reported that people are poor when detecting the change during a screen flicker which causes the blindness to occur. When you divide your attention between two tasks you pay less attention to the second one than the primary task (Beck, 2001).

The Many Themes of A Tale of Two Cities :: Tale Two Cities Essays

The Many Themes of A Tale of Two Cities The Tale of Two Cities has many assorted themes. The themes are interconnected with each other. Theme plays a big part in the plot a book. The opinions formed by the audience, of the characters, are also affected by the themes in a book. Three themes in this book are sacrifice, love and hate, and death; these themes show up many times in this book. The themes in this book are shown through the characters and their actions. Sacrifice shows up in the book many times. Sacrifice is giving up something that is apart of your life that you do not really want to give up. The greatest sacrifice in the book is Carton's death. He sacrifices his life for his love for Lucie Manette. Sydney Carton met his death with great dignity. In fulfilling his old promise to Lucie, Carton attains peace; those watching see "The peacefullest man's face ever beheld"(366) at the guillotine. Charles Darnay gives up his estate in France, for the idea of working in England. His decision to become a teacher put him in a conflict with his uncle, the Marquis St. Evremonde. Miss Pross lost her hearing when she tried to stop Madame Defarge from killing Lucie and her family. Miss Pross was the loyal servant for Lucie. She showed her loving devotion to Lucie by fighting off Madame Defarge. Many characters are skilled with the force of love in this book. Miss Pross, fought off Madame Defarge for the reason that she loved Lucie, and did not want anything to happen to her. The true love was the feelings of Sydney for Lucie. This love was so great he sacrificed his own life for her. He showed more love for her than for himself. Hate is also plays a big part in the book. Madame Defarge had so much hate she went to the extent of trying to kill Lucie. This backfired and instead of Lucie dying she died in a struggle versus Miss Pross. Even Madame Defarge's husband Earnest Defarge shows hate when he accidentally runs over a peasant's son and kills him. Mr. Defarge showed no remorse for what he had done, and instead was very hateful toward the father of

Indian Ghost Story Essay -- essays research papers

It was February in the year 1991 when I had my experience with a ghost. I was 17 years old at the time. One Saturday evening in Phoenix, my high school was having a basketball game, and afterward my cousin and I left the school gymnasium at around 10 p.m. My cousin is from Tohono O’dham, and I was going to spend the weekend with my aunt’s family. Like myself, my aunt is Yaqui. She married a Tohono O’dham man some years ago and had two kids. One is my cousin. We got on Interstate 10 and then switched on to South Highway 15 for the drive to the town of Sells on the Tohono O’dham Reservation. About 40 minutes into our drive, we were deep in the desert. Because my car needed new tires, I had to drive just below the speed limit. The treads were just about completely worn out. I guess I had the type of car that we Indians call an â€Å"Indian car.† It was a pretty beat-up looking car, but it got me where I wanted to go. Anyway, there we were, driving in the middle of the desert with the CD player going, and the darkness all around. Suddenly, a large javelina crossed the road, and I hit that wild pig with a big old â€Å"bang!† I didn’t have time to think about stepping on the brakes, because one second there was just the road before us, and the next there was this javelina. I knew we had some big trouble with the car, because the radiator began to hiss, and steam began pouring out. I immediately drove to the side of the road and stopped the car to check on the damage. Sure enough, that animal had hit the front grill head-on, and a piece of metal had punctured my car’s radiator. Directly behind the car in the darkness e could hear the pig loudly squealing. It was a weird experience to be alone at night in the desert and to hear ... ...e before dawn, we were awakened by a truck with two guys who were headed for Sells. They sure did give us a good scare when they knocked on the car’s window, but soon we were introducing ourselves, and they offered to take us home. The guys told us they were artists driving from California. They were on a photography trip, taking pictures of the desert and Indians for an art project. We tied one end of a rope to the back of their truck and the other end to the front of our car, and they towed us home. We never mentioned our experience with the ghost the night before. But when we did get home that morning, we told my aunt and her family everything. Everyone agreed that what we had experienced was the ghost of an Indian from the spirit world. Since my encounter with that ghost, I’ve decided, if at all possible, never to drive at night through the desert again.

Edp250 Pt 4

Introduction The purpose of this easy is to compare and contrast two art lessons in relation to authentic arts learning and integration. The lessons will be sourced from the internet and both will be examples of using objects in the natural environment to create a painting. The lessons were designed for students in grades two to six. DiscussionAuthentic arts is as noted by Dinham,(2011) arts that incorporates learning involving integration necessitates, making connections across the curriculum between subject areas or disciplines and providing opportunities for students to witness and engage the relationships, transfer their knowledge and apply their learning through these connections. To make this happen there needs to be a move to prepare classroom teachers to become aware of art, and ways of delivering a successful lesson. Smilan and Marzilli miraglia (2009) notes, that â€Å"teachers need clarification about what art integration is and what it entails.We believe that true authen tic art- integrated learning places visual arts content at the centre of teaching and learning (p. 39)†. Meaning every teacher must continue to up skill their own knowledge of art and understands the elements to delivering an authentic art lesson requires(Dinham,2011). Art is more than painting, drawing and play dough; it is not merely a time filler at school, so teacher can have a break, or a bit of fun. Dinham, (2011) suggest that teachers need to understand what art gives their students, and how art provides a connectedness to society and their own identity and meaning.Art provides students the opportunities to problem solve, express their needs and emotion, be creative, try new experience and more importantly teachers need to appreciate authentic arts programmes as a significant importance in the curriculum. Lessons Lesson one demonstrates a well prepared art lesson and in lesson two, many elements of creating an effective authentic arts lesson are missing. Both lesson one and two require students to use natural items found in the environment to create a painting.Both lessons would be suited for students in grades two to six, and comprises elements of authentic arts. Below is a table that show what elements of authentic arts are essential when delivering an arts class. Required characteristics| Example| 1. Has connections across the curriculum| Lessons makes links to other curriculum such as maths, history etc. | 2. Uses understanding of multiple intelligences and different learning styles| Such as Howard Gardner concepts of multiple intelligence. | 3. Is themed and examines the theme in different areas| Such as dinosaurs, outdoor garden, countries. 4. Uses different modes of learning incorporated into different areas| Such as reading, singing, creating, comparing, contrasting, discussing. | 5. Lessons relate to real life tasks, that draw on a range of knowledge and skills across the curriculum| Lesson would encourage students to use prior knowledge of the task at hand. | 6. Learning’s provide opportunity for students to see relationships, transfer and apply learning and make connections across the curriculum| The lesson has been enriched with elements of real life experience and understanding. | 7.Activities are Instrumental and/or intrinsic| Instrumental, lessons that extend beyond the immediate lesson. Intrinsic lessons relates to the learning gained through the lesson Dinham,(2011). | Table is adapted from PowerPoint presentation Integration. Curtin University, (2012). Using this table as a guide the below lessons well be corresponded with the number from the above table showing which part of the lesson address each charatritcs. Lesson one: Retrieved from http://contemporaryartscenter. org/images/lessonplans/mughal-miniatures_natural-beauty. pdfMughal Miniature Paintings: Natural Beauty Grades: 2nd-7th Visual Arts Developed By: Kristen M. Woods Lesson Description: Mughal miniature painting originated during the 16th century in the Mughal Empire which spanned what are now India, Bangladesh, Nepal, and Pakistan. This art form is marked by careful attention of small detail, lush jewel tones, epic subject matter, and miniature scale. All of the Miniature artists that are participating in the Contemporary Arts Center’s exhibition Realms of Intimacy have studied at the National College of Arts (NCA) in Lahore, Pakistan.The NCA is renowned for its program dedicated to the centuriesold tradition of Mughal miniature painting which flourished from 1526 to 1857. The extremely selective school takes only a dozen of its accepted students to pursue the intensive major of miniature painting. This major at the NCA mimics a traditional eight year apprenticeship in two years of schooling. The meticulous technique begins with the posture of the students. The students are required to be seated on the floor for hours a day, hold their papers close to their eyes and brace their painting arms against their bod y.Their posture is essential to mastering the tiny brushstrokes needed to create pieces with such fine details. They spend their first year and a half copying historical works and learning to make their own tools. Only in the final half year are they allowed to explore their own creative devices. There is an extreme mental discipline that goes along with every aspect of being a miniature painter. The style is based on old traditions. One brush is still composed of a single squirrel hair. Mussel shells are used as mixing bowls for their organic paints.These natural paints are made from raw materials like vegetables, fruits, oil, soil, lime, indigo and lapis lazuli and on occasion eggs, gold powder, and silver foil. Through this program students must master ultra-fine figure drawing and brushwork, tea staining of page borders and burnishing of paper surfaces; all essential to practices that were used centuries ago. For this project, students will explore natural materials that can be used to dye paper and make paints then use their homemade materials to make their own versions of Mughal miniature paintings Objectives: ? Use problem solving to figure out natural materials they can use and combine to make paints and also dye paper Learn about the process that Mughal miniature painters go through when creating a piece Create their own composition based on Mughal miniature paintings Materials and Resources: Watercolor paper Tea, coffee, and cranberry juice Lard, Butter, Solid and liquid vegetable oil Spices, mustard, dirt, grass, fruits and vegetables, and other natural materials that can stain Paint brushes Small containers with lids (paint storage)Aprons/paint shirts Links and Books on natural paint mixing and Mughal Miniatures; http://www. hyoomik. com/images/egg. html http://www. sairawasim. com/ http://www. ambreenbutt. com/web/home. php http://www. ambreenbutt. com/web/works. php Whiles, Virginia. (2010). Art and Polemic in Pakistan: Cultural Politics a nd Tradition in Contemporary Miniature Painting. Edwards, Lynn. (2003). The Natural Paint Book. Critical Questions: How are cultural practices and traditions passed down and continued over time? Why are they important? Is process important in relation to product? What if miniaturist painters used synthetic materials? Would it change the look of the work? The Emotion? Activities: Preliminary Discussion: Discuss process with students; how artists begin a piece as opposed to showing them the finished product first. Then look through some images of contemporary Mughal Miniaturist paintings by Ambreen Butt and Saira Wasim whom still use tea staining and hand mixed pigments from natural materials. Discuss briefly the imagery and subject used in the works and the meanings behind them.With older students you may be able to get them to discuss some of the political satire seen in Saira Wasim’s work Art Activity: Start the project by dying paper. Using tea, coffee, or even fruit jui ce; have students dip a piece of watercolor paper into a large container full of the liquid of their choosing. Leave the paper in the liquid for at least 15 minutes and check on how well the liquid is dying the paper (don’t leave the paper in for too long because it will start disintegrating). Once the paper has a nice color all around, take it out and leave it to dry for about 24 hours. Next, have students mix their paints. Find some things either outside or maybe in the refrigerator that can stain. Things like grass, dirt, berries, flowers, mustard, and spices would work well. Have students use lard, solid or liquid vegetable oil, or butter to grind and mix their natural materials together making a thick paint. Have each student make at least three different color paints. They may share paints when it’s time to use them. Have students use a paint brush with their homemade paints to create their own miniature painting on their dyed paper. This project is more about p rocess and nderstanding materials so the composition can be very simple especially with younger students. You might suggest they do a composition showcasing the natural materials they use to make their materials like flowers, fruit, etc. Assessment: Students have dyed a piece of paper using tea, coffee, or fruit juice Students have mixed their own paints using fat and natural materials Students have used their paints and dyed paper to create their own miniature paintings Lesson two: Retrieved from http://www. kinderart. com/painting/plantdye. shtml PLANT DYE PAINTSGrade: 2-6    †¢    Age: 6-12 †¢Ã‚   Written by: Kim Swanger [Kim is a K-3 art teacher at Lakeview and Central Elementary Schools in Council Bluffs, Iowa. ] | Objectives: Students will learn that plants are a source of natural dyes and paints. This is a good lesson to show how pioneers or early civilizations may have used plant dyes to color cloth. What You Need: * crock pots * beets * spinach or kale * bl ack walnuts in the shell * dry onion skins * paint brushes * paper What You Do: 1. Discuss with the students that before we had synthetic dyes, people had to make their own paints and dyes using plants and other resources available.Show the students the nuts and vegetables you have and ask how the pioneers may have used these materials. 2. The night before the painting lesson, place beets, spinach or kale, walnuts, and onion skins in separate crock pots with enough water to barely cover them. Cook all night. The following morning, the water in each of these pots should have turned into natural dyes. The beet water will be magenta, the onion water will be amber, the spinach or kale water will be a light green and the black walnut water will be brown. 3.Pour a small amount of paint into bowls and ask students to smell them. Discuss which vegetable made which paint. 4. Provide brushes and paper (plain or coloring pages) and permit students to paint using the natural dyes. 5. After the painting experience, ask students what other natural materials might make dyes the pioneers could have used. Experiment with student suggestions. Note: If black walnuts are not available, VERY STRONG coffee or tea makes an adequate brown dye. Berries can also be used to make colorful dyes. Currently, red dye is commonly made from a parasite that lives on cacti.Both lessons are similar in terms of requiring students to use natural objects to create a painting; However a teacher using lesson one, their students would gain a deeper understanding of authentic art, and acquire skills that they can use across curriculum, as it demonstrates modes of learning and teaching strategies which enables each students to expression and understand what is required. It also uses scaffold learning, which enable students to see examples of what they could achieve, but also gives the history and reasoning behind why they are required to do this activity.This enables students to take an educational value from the lesson, rather than doing it just for merely fun (Dinham,2011). Although lesson two also has real world connection and can be intergraded into other curriculums it is its lack of depth to which it can do this that makes it the inferior of the two lessons. Lesson two can link to history whereas lesson one can relate to multiple curriculums, making this a more intergraded lesson to benefit student learning’s (Dinham, 2011).Lesson one has provided more elements of real life experience for students that they can compare contrast between a variety of objects they have used from the environment, from vegetables to plants and so forth. Whereas lesson two only focuses on one element. Both lesson one and two are instrumental meaning that they extend beyond the immediate arts experience (Dinham,2011) but again it would be lesson one that take this experience further as it looks at the impact the lesson has upon students learning as a whole.Overall, lesson two does not tick th e boxes for authentic arts integrated learning in the way that lesson one does. Lesson one provides a real and authentic learning experience that incorpatres connections to other areas of the curriculum, using modes of learning and teaching strategies which encourage and support every learner in the classroom regardless of skill or ability, all essential fact in delivering an authentic arts experience.References Curtin University, (2012). Course Notes. PP2 Integration. Retrieved fromhttps://lms. curtin. edu. au/webapps/portal/frameset. jsp? tab_tab_group_id=_4_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_47595_1%26url%3D Dinham, J. (2011). Delivering authentic arts education. South Melbourne, Victoria: Cengage Learning.

Identity and belonging Essay

1. Familial and societal values and expectations define who we are. Our parents are at the centre of our upbringing and teach us values, attitudes and beliefs that help to define us from our conception and birth. Family expectations can either act as a burden on a child’s sense of self and abilities, or an opportunity to learn and grow. In order to preserve their cultural identity, some parents tend to preserve their traditions and language by entrusting nuances of their national heritage onto their children. There is often a tension between children’s desire to follow their own dreams and ambitions, and the hopes and expectations of their parents. Sometimes a compromise must be made. Our actions and decisions are restricted by the expectations that our parents have of us, which then manifests itself into a vast change in our identity as we may not be following our instincts. We construct a sense of ourselves through social interaction in our family from an early age. They set the examples for us to follow and we subconsciously adapt to share similar lifestyles and ideals. Adherence to pre-existing guidelines that define social groups, and to the expectations of others, can often be the easiest and in some cases the only path to fitting in. Especially during the teenage years, there is a need for others’ validation and adherence to social convention. 2. Establishing an adult identity. Determining who we are and where we belong as adults is influenced by both our past and our present, by what we already know and what we yearn for in our lives. Finding peers, friends and partners who respect and accept our presence is a vital part of our establishment of an adult identity. Our identity gets more complicated with the passage of time. With age comes new frontiers, challenges and opportunities that individuals can grasp with either hesitation or optimism. The movement from an adolescent identity to an adult identity can often be a challenging one, particularly when the experience is fuelled by frustration, mishap and confusion. Being an  adolescent or young adult is a time fraught with fear for the future and uncertainty, since the body and the mind experience great change – physical, physiological and social change. As gregarious and cognisant beings, we loathe ostracism and desire assimilation. 3. Families and intimate relationships with others shape who we are. Families ideally provide love, protection, security and the opportunity for us to find out who we are. The need to belong is an intrinsic motivation in all humans to feel accepted and valued by others through sustained, meaningful connections that validate our role in society. Not all families provide the same kinds of opportunities for personal growth and, even in the most stable and supportive families, pressures to conform may occur. While we do not choose our families, we can choose the close connections we forge with other people. A desire to belong is also a desire to connect with others. Changing circumstances can precipitate a change in our close and intimate relationships, which in turn reshapes and further develops our identity. It may seem that our everyday lives are filled with mundane routine, however we eventually realise that every relationship and commitment gradually becomes a significant part of who we are and how we see the world. 4. Groups and communities provide us with a sense of belonging. Groups and communities can provide security, support and acceptance in our lives. By nature, human beings are not solitary creatures. Belonging is an inherent aspect of our human condition that is a universally ubiquitous concept in humanity. Examples of groups include families, factions, teams, clubs, schools and workplaces. Contributing to the social fabric can have a positive effect on our sense of self – it can enhance our self-esteem as well as our self-worth. Not only do we belong to a family group, but also to racial, religious and cultural groups – even without our knowledge (passive). We fulfill the need for belonging satisfactorily when the group values and respects the contribution our presence makes to the group. Belonging to a group often carries with it a sense of exclusivity or privilege. It also fosters a feeling that we are accepted and loved. Belonging can often be contradictory in nature as people may want to belong to a group or organisation out of fear of being left out or ostracised. To attain a sense of social integration, we attempt to affiliate ourselves with groups that share mutual values and ideologies which affirm our identity and social role. It is often difficult to belong if we hold different ideas, beliefs and values from the majority of a group or community. Refusing to conform to the expectations of the majority – especially in schools or workplaces – can take considerable courage and strength of character. Misalignment between individual and group identity will have the same isolating effect as social solicitude, leaving us spiritually disoriented and emotionally desolate. 5. Our identity can often be challenged. The people and ideas we encounter on a daily basis change the way we see the world and how we see ourselves. Our identity develops as we grow and change. As teenagers we may be challenged by peer pressure and thus might be easily swayed by others with stronger personalities. Our beliefs – political, religious and personal – may also be challenged and our identities reshaped as a result. Beliefs add meaning to our lives and connect us to others, by giving a sense of direction and purpose. If our beliefs are shunned, all semblance of our individuality and character can sometimes be diminished. When we are disconnected from others, we tend to view our own ideals and values unfavourably because they are ‘different’ from the rest of society. This disparity can place a burden on one’s self-worth and identity. In some circumstances the only method to find our true self is to go against the boundaries applied to use by others. Overemphasis on adapting ourselves to satisfy what others think and desire can cause individuals to turn into such parochial beings that we lose sight of reality and who we really are. Knowing who we are and where we belong is fundamental and it allows us to live as happy and confident individuals able to reject conformity. We are all part of a family, a community and a culture. While we think of ourselves as being individuals, we must also accept that as social creatures we like to feel like we belong and feel safe. This, in turn, gives us the confidence to be †me†. The clothes we wear, the music we listen to, the  football team we belong to, even the school we attend forms the parcel of who we are. 6. Choosing not to belong. Conforming to the needs of a group can often stifle one’s true identity, and thus an individual can choose not to belong to a certain group. Whilst belonging suggests a desire to be connected to others, it may also result in a dependence on others and a subsequent loss of individuality. Choosing not to belong to the mainstream can be a difficult yet rewarding decision. An individual may define themselves in opposition to social norms and expectations. When an individual decides that they do not want to belong to a specific group or community, they demonstrate strength and courage, as well as a dominant, unique identity that is able to cope on its own. However, there may be some drawbacks. In not belonging and conforming to a group or community, we may be left feeling lost, confused and without purpose in life, regardless of the strength of our individuality. If we do not fulfill the fundamental necessity for social integration, we may feel isolated from a world that we share n othing with and lose the sense of purpose that defined social roles are able to provide. If this crucial aspect of the human condition is not fulfilled, we may lose all semblance of our identity and place in society. The nature of isolation holds no benefits for the individual, as it disallows an individual to view life in a positive manner, and denies them the right of relishing upon the positives in life. When individuals are alienated, they tend to lose their sense of identity because they feel as though they are ‘nothing’; to the world they do not exist. 7. In order to belong, we must make sacrifices. To gain a true sense of acceptance sometimes requires compromise. Because there will inevitably be conflict between the views of the individual and that of the group, we must often conceal or renounce nuances of our true character that are contradictory to the group’s collective identity. In order to belong to a group, we have to give up some of our individual  freedom. Sometimes we may even have to compromise certain personal beliefs or modify our behaviour in order to fulfill an impulse to belong. This means belonging will invariably challenge our identity by forcing us to either uphold our own values or conform to the will of the group. Thus, a sense of belonging can benefit or hinder personal development. A sense of belonging can either support or detract from our personal identity. We must make compromises to suit which direction we would like to take in our lives. While in some instances belonging may challenge identity, identity and belonging must coexist in society. This is because identity is actually formulated through perceptions of individuals and that without social groups, identity would only be a figment of one’s imagination. In a society which inherently seeks to categorise individuals and others’ acceptance is based largely on the extent to which one conforms, it is paramount that every individual finds their genuine place in the world. Despite the often horrific consequences that come attached to defying convention, the determination to find who we truly are is sometimes so great that we are willing to risk everything in order to try. Some sort of balance must be reached such that we feel validated and significant but also understand our true selves. Conforming with prevailing culture has the capacity to strip an individual of their identity or at least parts of it – it is the self that is compromised and dampened. Isolated are those who maintain individuality to the detriment of collectivism. Assimilated are those who unconditionally accept conformity; entropy awaits those who have no regard for self and others; but salient are those who are able to maintain a discernible element of individuality whilst concurrently achieving societal acceptance. It is difficult to fulfill these dual impulses: to belong to a group, and to be free to express one’s individuality. This is the distinction between accepta nce and the exertion of individual identity (through personality, beliefs, gestures etc.). 8. A sense of belonging can strengthen our identity by assigning us defined social roles. We are more likely to uphold our own values and personal beliefs if we are under some form of obligation to do so. Roles can be both explicit (teacher) and implicit (bully). Where we sit in the social hierarchy can affect how we see and how we feel about ourselves. While there are no specific rules or conventions for such roles, we are inclined to behave in a way that is synonymous with our designated ‘identity’ so that we meet other people’s expectations. In all of the social groups that we as individuals belong to, we have a status to abide by and a role to fulfill. Status is our relative social position within a group or community, whilst a role is the part our society expects us to play in such a status. For example, a man may have the status of father in his family, and is thus expected to nurture, educate, guide and protect his children. Mothers usually have complementary roles. One can also have multiple roles and statuses – such as an uncle, grandfather and so on. 9. Individual growth comes from belonging. Individuals gain more from belonging to a group than from living in isolation. Most groups have certain expectations that members must conform to, but they also provide a forum in which individuals make valuable connections with others and enrich/reinforce/question their identities. Members of a group can also teach each other, sharing the wisdom they have gained from their life experiences. The wisdom is used to enrich the group’s collective knowledge. Belonging can facilitate or perhaps stifle personal growth. 10. Types of identity and belonging. Types of identity: Career: lawyer, nurse, politician. Family: father, mother, older sister, cousin. Skills: athletic, intelligent, leader. Cultural: history, tradition, religion, ethics. Social: peer group, clique, club, gang. Also collective/multiple/gender identity. Types of belonging: Relationships: family, friends, partner, teacher. Social: groups, classes, clubs, organisations. Environment: Australia, metropolitan, farm.

Pitfalls in executive information systems (EIS) development

As identified by Watson, EIS failures are due to the following factors: Lack of executive support – The support during the period of development is very essential. The support from the higher management with regard to information transparency and belief for the system would define better activity lifecycle and speed in implementation. Often information gathering from higher management is poorly managed and lacks standard processes for recording mechanism.As not enough documentation is done, the primary stage of IS development is miscarried and entire lifecycle suffers. Undefined system objectives – The system objectives are often revised and requirements are poorly defined. The scope of such systems is open and is never seized, thereafter making the system development in an undefined fashion. The system objective is not understood from the very beginning. The idea is to determine and set right goals for the system. Such initiatives are often neglected and not documented well.Undefined goals push activities to a different path and lack enough direction to succeed (McNurlin, 2009). Inadequate support staff – The support staff are often inadequate and unskilled to handle the development. The high skill individuals are often lacking for the development of EIS, which demands effective resources with years of aligned experience. Such shortages pose a danger to the development. Improper planning – The planning of the EIS system development is often is not adequate and lacks risk management information.The idea is to make the right judgment of the system in conjunction with various organizational objectives and the scope of the system. Such analysis often lacks and thus the system development fails. Planning the EIS system into various sub-systems for development makes the system development planned, however often the system knowhow makes it quite difficult to understand the entire system and thus the development of framework becomes difficu lt. References McNurlin B. C. and Sprague R. H. (2009). Information Systems Management in Practice (8th Ed). Prentice Hall.