Television Violence And Children Essay Example For Students

Television Violence And Children Essay Children and TelevisionTelevision affects childrens lives. There are many facts to support this opinion. In the following paragraphs I will prove that TV affects children and their behavior. Also I will talk about things related to this topic. What children watch today affects their lives. Television has a powerful impact on everyone. Many people, even super stars like Madonna feel there children should not watch television. Many of todays youth and family programs include sexually promiscuity, profanity, coarse joking, and anti family plots. Before allowing your children to watch television one must take into consideration what influences TV will have on them and what are the consequences of viewing television. Television has a power against our innocent children. People need to take into consideration religion factors, exploration, and the education of our children. We will write a custom essay on Television Violence And Children specifically for you for only $16.38 $13.9/page Order now The average child watches three hours of television a day. Children who watch violence on TV are most likely to display on aggressive behavior. Young children do know the difference between programs and commercials. Children in the United States spend more time on viewing television than any other activity except sleep. Television sends strong messages to kids about violence, sex, and alcohol. Brutal violence can be found in the news, primetime programming, music videos, and cartoons. Television glorifies sex and alcohol. Television can confuse our children about their values and abuse there up bringing. Many religions like Islam and Pentecostal are more concerned peace, family values, and respect. They do not condemn pre-martial sex, abhorrence, violence and waste, and drugs and alcohol. Unfortunately, TV promotes all of the above. Television can disrupt our childrens education and creativity. Time is taking away from our childrens study. The kids attention span is smaller. Instead of concentrating on their own imagination, they are concentrating on others creativity. Despite all this negativity, television can be very beneficial. Children who watch educational programs have better math and verbal skills. High quality programs can provide our children with a well rounded education like history, science, humanities, religion, the environment, and much more. Children need experiences that stimulate and integrate their senses of sight, hearing, taste, smell and touch. Their senses need to be protected from over stimulation, since young children are literally sponges. Children absorb all they see, hear, smell, taste, and touch from their environment since they havent developed the brain capacity to discriminate or filter out unpleasant or noxious sense experience. Our thought brain, the neocortex, represents our hi ghest and newest form of intellect. It receives extensive input from the core (action) brain and limbic (feeling) brain and has the potential of separating itself and being the most objective part of the brain. It connects us to our higher self. The neocortex needs more time to process the images from the action and feeling brains. It is also the part of the brain that has the most potential for the future, and it is the place where our experiences, recollections, feelings, and thinking skills all combine to shape our ideas and actions (Everett 1997Pg.105).The thinking brain is 5 times larger than the other brains combined and provides intellect, creativity thinking, computing and, if developed, sympathy, empathy, compassion and love (Pearce 1992 pg.50)By age 4, both the core and limbic brains are 80% myelinated. After age 6-7 the brains attention is shifted to the neocortex with myelination beginning first on the right side or hemisphere and later joined by the left hemisphere. The right hemisphere is the more intuitive side of the brain, and it particularly responds to visual images. It grasp wholes, shapes, and patterns and focuses on the big picture rather then the details. It directs drawing and painting and monitors Melodies and harmonies of music. It is especially responsive to novelty and color and is the dominant hemisphere when watching TV. (Healy, 1990, Everett 1997 pgs.122, 102.)Brain size has been shown to decrease 20-30% if a child is not touched, played with or talked to (Healy 1990 pg.199). In addition, the poor quality of reproduced sound presented to our hearing and the flashing, colored, fluorescent over-stimulating images presented to our eyes cause problems in the development and proper function of these two critical sense organs (Poplawski 1998 pg.60). It is important to realize that a six-year olds brain is 2/3 the size of an adults though it has 5-7 times more connections between neurons than does the brain of an 18-month old or an adul t(Pearce 1992 pg.78). Television has been in existence for the past 80 years, though the broadcasting of entertainment shows did not begin until the 1940s. In 1950, 10% of American households own a TV set. By 1954, this Percentage had increased to 50%, and by 1960, 80% of American households owned a television. Since 1970, more than 98% of American households own a TV and currently 66% of households own three or more TVs. Television is on almost 7 hours per day in an average American home. Children of all ages from preschool through adolescence, watch an average of 4 hours of TV per day (excluding time spent watching videos or playing computer games). A child spends more time watching TV then any other activity except sleeping, and by age 18 a child has spent more time in front of a TV than at school. (Internet yahoo.com)Parents have to regulate and take part of there childrens lives with television. Some things parents can do to control what children watch and protect them are:*Mov e your TV to the basement, sunroom, or attic. Having a TV in a prominent place is too tempting. When you want to watch a show, move the tube back to the living room. You may be surprised at how few programs you find worth all this moving. .u9fd73e7ad1476b7e41ccd74675f7deea , .u9fd73e7ad1476b7e41ccd74675f7deea .postImageUrl , .u9fd73e7ad1476b7e41ccd74675f7deea .centered-text-area { min-height: 80px; position: relative; } .u9fd73e7ad1476b7e41ccd74675f7deea , .u9fd73e7ad1476b7e41ccd74675f7deea:hover , .u9fd73e7ad1476b7e41ccd74675f7deea:visited , .u9fd73e7ad1476b7e41ccd74675f7deea:active { border:0!important; } .u9fd73e7ad1476b7e41ccd74675f7deea .clearfix:after { content: ""; display: table; clear: both; } .u9fd73e7ad1476b7e41ccd74675f7deea { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9fd73e7ad1476b7e41ccd74675f7deea:active , .u9fd73e7ad1476b7e41ccd74675f7deea:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9fd73e7ad1476b7e41ccd74675f7deea .centered-text-area { width: 100%; position: relative ; } .u9fd73e7ad1476b7e41ccd74675f7deea .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9fd73e7ad1476b7e41ccd74675f7deea .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9fd73e7ad1476b7e41ccd74675f7deea .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9fd73e7ad1476b7e41ccd74675f7deea:hover .ctaButton { background-color: #34495E!important; } .u9fd73e7ad1476b7e41ccd74675f7deea .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9fd73e7ad1476b7e41ccd74675f7deea .u9fd73e7ad1476b7e41ccd74675f7deea-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9fd73e7ad1476b7e41ccd74675f7deea:after { content: ""; display: block; clear: both; } READ: Planning for Professional Development Essay*Have everyone in the family make lists of activities to do besides watching TV then start doing them. *Sell all but one TV. Remove extras from bedrooms, the kitchen, and the garage. Use books or tapes or the radio instead of TV as background noise. Instead of using the TV as an electronic baby-sitter as you make dinner, invite children to help plan and make meals. Then leave the TV off while you eat. *Try to limit viewing to less than five hours a week, not by browbeating by providing fun alternatives for everyone in the family. Avoid using TV as reward and punishment. This increases the power of TV. Have a family meeting and agree on such limits as no morning TV or no TV before all homework is done. With all these possibilities, parents can secure childrens innocence. People can live without television. There are many more ways to tune out TV. IF some children have a computer they can keep themselves busy with it. Some can play sports go on outings and more. Television is a dangerous factor that can be avoided. (Infotrac.com)The average child watches five hours of TV by time they are in the first grade and nineteen thousand by the end of high school. Children watch TV more than any other single activity. Play a large role in our childrens televisions screening. Do not allow television to shape the attitudes of our children. Whether its regulating our children and TV or turning t he thing off it must be controlled. When one is going to watch TV they should make it positive activity instead of negative one. In conclusion even though TV affects children and adults I feel no one will ever stop watching Television. Television is to important and great to watch for people to just stop watching. I know I will not stop because I feel it is very entertaining and sometimes educational. Now we have cartoons likeHysteria, which talk about History in a fun way for kids to watch. Also Sesame Street for our young viewers. If you think that TV programs are going to affect your child or childrens life it is your decision to decide what they should watch. REFERENCESEverett, Miles. How Television Poisons Childrens Minds.1997 :Miles Publishing.pgs.89-105Healy, Jane. Endangered Minds: Why Children Dont Think and What We Can Do About It. 1990 New York:Simon and Schuster. Pgs.89,102,105Internet:Yahoo.comInfotrac.comPearce, Joseph Chilton. Evolutions End:Claiming Our Potential of Our Intelligence.1992:Harper San Francisco.pgs.50,78. Poplawski, Thomas. Losing Our Senses. A journal for Waldodorf Education,Vol.7,No.2,1998.pg.60

Teach Your Child All About King Arthur With an Essay Topic

Teach Your Child All About King Arthur With an Essay TopicKing Arthur exists in the hearts of all children and adults alike because of this terrific and funny kid's essay topic. It is also ideal for middle school or high school students as well as teachers. Many children are definitely drawn to the character of Arthur, a legendary swordsman, and they want to know more about his adventures.This sort of adventure and conflict is a huge draw for young readers as they enjoy following the adventures of a hero. The characters of the tale, the knights of the Round Table, Arthur, Guinevere, Lancelot, Morgan Le Fay, and Gudrun also appeal to adult readers, and because of this, King Arthur essay topics are increasingly becoming popular for books and young children's stories.These are the same stories that made the top-rated list for the blockbuster movie 'The Hobbit' which was based on the novel 'The Lord of the Rings'. 'The Lord of the Rings' has become a great worldwide phenomenon, and more children and adults are being drawn to the novels of J.R.R. Tolkien, which involve a fictional world of dwarves, elves, and giants.J.R.R. Tolkien's work has had great success in both the book and movie arenas. For parents who have never read the story of the powerful adventures of King Arthur, this may be the perfect time to start reading the classic tale of King Arthur, as well as the 'Lord of the Rings'.This is an excellent time to talk about all of the fantastic adventures that arise from the famed epic tale of King Arthur. Children will love to see their hero of the story emerge from his stables and fight by his side. Adults who have never experienced an epic fantasy tale, will find themselves quite enthralled with the beloved tale of King Arthur.So what makes these tales so appealing? If you ask your child, he may describe these sorts of adventures as exciting and really amazing. Whatever your child's preferences, there is no doubt that his interest will be motivated by these w onderful tales.King Arthur essay topics are a perfect choice for teaching about any memorable and enjoyable story of life. As a parent, you should consider this as an option for providing excitement for your child. In this age of electronic media, there is no need to have only one medium for introducing your child to the tales of King Arthur.

One basic assumption of Black-Scholes model Essays

One basic assumption of Black-Scholes model Essays One basic assumption of Black-Scholes model Essay One basic assumption of Black-Scholes model Essay One basic assumption of Black-Scholes model is that the stock price is log-normally distributed with constant volatility. However, in option market, does this assumption hold? In our paper, we try to show how wrong Black-Scholes is by challenging this assumption and illustrate the difference between Black-Scholes and real world. Method used to exam mispricing problem of Black-Scholes model About Mixlognormal: The probability distribution of the stock price might be made up of a mixture of two lognormal distributions, one for the possibility of an increase in share price and the other one of a decrease. In this way, we can capture the empirical distribution of stock price; its shape must be more accurate and accordingly more likely to be the same as the distribution of the companys share price in the real world. (Precisely, if we can employ more lognormal distributions to obtain the possibility for the movement of share price, we would get better distribution to describe real world.) Therefore, we could simply test the accuracy of Black-Scholes model by comparison. About Data: We chose Six Continents as our target company to do our analysis and made a comparison between its mixlognormal distribution and Black-Scholes lognormal distribution. We chose Feb 19th as the big event date for the company, because there was a takeover bid from the management of Pizza Express on that day. The share price of Six Continents jumped more than 10% on Feb 19th and the trading volume increased more than 200%. The dates before and after the big event date are Feb 18th and Feb 20th respectively. Following this way, the mispricing drawback of Black-Scholes might be detected more easily due to the noise of big event. Interpretation of the results Using the Excel VBA programme, we got the Black- Scholes lognormal distribution and mixlognormal distribution for these two particular days. The lognormal distribution of Black-Scholes is shown in blue and the mixlognormal distribution is shown in pink. Figure 1 Mixlognormal distribution and lognormal distribution for Six Continent options on 18th, Feb 2003. Figure 2 (Figure 1 and 2 are consistent with each other. Both illustrate the option is mispriced by Black-Scholes.) Comparing these two distributions (i.e. figure 1) of the date of Feb 18th, we find that: 1, the mixlognormal distribution has a fatter left tail and thinner right tail than the lognormal distribution (This phenomenon is also supported by empirical evidence when some people analysed the S;P 500 index), and 2. Both sides of the tails in mixlognormal distribution are longer as well. 3. The right tail is longer than the left tail. For the first finding, it means that in the more accurate scenario, the volatility used to price a low strike price option (i.e. a deep-out-of-the-money put or a deep-in-the-money call) is higher than that used to price a high-strike-price-option (i.e. a deep-in -the-money put or a deep-out-of-the-money call). The second finding means that the Black-Scholes lognormal distribution chops some small probability events, but in fact, these small probability events do exist in real world. The explanation of the third finding is that the bid proposal for Six Continent leaked before the announcement date. Investors have taken the probability of takeover into consideration and predict the price will go up. The probability of the share price going up is bigger than the probability of its going down, the right tail is longer. Figure 3 Mixlognormal distribution and lognormal distribution for Six Continent options on 18th, Feb 2003. Figure 4 Comparing the mixlognormal figure with the lognormal one (i.e. figure 3) of the date of Feb 20th, we find that: 1. This relationship of the two distributions is similar to those of the date of Feb 18th. 2. The left tail is still a little bit fatter and the right side a little thinner in the mixlognormal than that of lognormal. 3. The right tail is longer than of the left tail. The interpretations of this figure are the same to the above ones. From the above comparison and analysis, we can find the reason that Black-Scholes model is often shown to misprice out-of -the money and in-the-money options relative to their at-the-money counterparts: the assumption, which states that future stock price have a lognormal distribution and equivalently future returns have a normal distribution (which both results from the assumption of stock prices following a geometric Brownian motion.), is invalid. If this assumption is neglected, the risk neutral probability density does not necessarily fall into the family of lognormal distributions but can be shaped differently. This implies, that lognormal parametric estimation of risk-neutral probabilities leads to wrong result. When we move the two mixlognormal distributions (i.e. figure 6) together and also the two Black-Scholes distributions (i.e. figure 5) together, it is obvious to find that beside the mean of the share price moving to high level, the volatility shape changes a little. The left tail of figure before the big event dates is much fatter than the left tail of the figure after the big event date. Figure 5 Lognormal distributions of Six Continent options on 18th and 20th of Feb 2003. Figure 6 Mixlognormal distribution of Six Continent options on 18th and 20th of Feb 2003. This is understandable if we accept the explanation for the volatility smile when concerns leverage. It says that as a companys share price declines in the value, the companys leverage increases. Thus the equity of the company becomes more risky and its volatility increases. When the companys share price increases, leverage decreases, then the equity become less risky and its volatility decreases. Since the bid for the Six Continents was accepted as favourable news for the shareholders, the share price had a big jump. According to the above explanation, its shares become less risky and thus lower volatility, so the left tail becomes thinner. Conclusion We estimated risk neutral density of equity option prices and compared mixlognormal distribution and lognormal distribution before and after big event. We found that the assumption (stock prices are log-normally distributed) of Black-Scholes does not hold in the real world and this hole can make the options mispriced. Appendix 1: The raw data of lognormal distribution for Six Continent options on 18th, Feb 2003. Trade 18-Feb-03 Maturity 16-Apr-03 r 0 T 0.1561644 F 554.5 sigma 0.4091905 mkt call strikes BS theory Sq Error moneyness weigted sq error 196 360 194.58 2.01 194.5000 0.0103 166.5 390 164.89 2.59 164.5000 0.0157 138 420 135.86 4.57 134.5000 0.034 101.5 460 99.5 3.98 94.5000 0.0421 69 500 67.93 1.14 54.5000 0.0211 38 550 37.88 0.01 4.5000 0.0032 17.5 600 18.77 1.62 45.5000 0.0356 7 650 8.34 1.8 95.5000 0.0188 2.5 700 3.36 0.75 145.5000 0.0051 1 750 1.25 0.06 195.5000 0.0003 0.5 800 0.43 0 245.5000 0 18.53 0.1862 Appendix 2: The raw data of lognormal distribution for Six Continent options on 20th, Feb, 2003. Trade 37672 Maturity 37727 r 0 T 0.15068493 F 615.5 sigma 0.36813434 mkt call strikes BS theory Sq Error moneyness weigted sq error 256.5 360 255.5013903 0.997221354 255.5 0.003903019 227 390 225.5132704 2.210364876 225.5 0.009802062 197 420 195.5835263 2.006397745 195.5 0.010262904 157.5 460 156.0819138 2.010968563 155.5 0.012932274 119.5 500 118.0715084 2.040588233 115.5 0.017667431 76.5 550 75.70383997 0.633870793 65.5 0.009677417 42.5 600 42.91727918 0.174121912 15.5 0.011233672 21 650 21.38061239 0.144865789 34.5 0.004199008 9 700 9.401761762 0.161412513 84.5 0.001910207 3.5 750 3.688784898 0.035639738 134.5 0.000264979 1 800 1.308782808 0.095346823 184.5 0.000516785 0.5 850 0.425705755 0.005519635 234.5 2.35379E-05 10.51631797 0.082393295 Appendix 3: The raw data of mixlognormal distribution for Six Continent options on 18th, Feb, 2003. Trade 18-Feb-03 Maturity 16-Apr-03 r 0 T 0.1561644 F 554.5 F1 613.42684 sigm1 0.0050015 F2 545.13413 sigma2 0.4331614 p 0.1371431 Cmarket X Cimplied (Cmarket-Cimplied)^2 Implied sigma by BS 196 360 194.6650299 1.782145105 0.605651935 166.5 390 165.1475618 1.82908915 0.53766516 138 420 136.4577704 2.378472184 0.502173454 101.5 460 100.7421585 0.574323782 0.454991983 69 500 69.60810609 0.369793012 0.424942163 38 550 38.86792249 0.753289445 0.410555737 17.5 600 17.00376787 0.246246324 0.393289282 7 650 6.928636732 0.005092716 0.38547187 2.5 700 2.914632833 0.171920386 0.382378979 1 750 1.14301875 0.020454363 0.394114927 0.5 800 0.422795028 0.005960608 0.417111769 8.136787075 Appendix 4: The raw data of mixlognormal distribution for Six Continent options on 20th, Feb 2003 Trade 20-Feb-03 Maturity 16-Apr-03 r 0 T 0.1506849 F 615.5 F1 631.64945 sigm1 0.005 F2 613.47651 sigma2 0.3942533 p 0.1113462 Cmarket X Cimplied (Cmarket-Cimplied)^2 Implied sigma by BS 256.5 360 255.5039835 0.992048772 0.684121728 227 390 255.5291768 2.163320768 0.634591317 197 420 195.6487533 1.825867624 0.544725925 157.5 460 156.3364319 1.353890697 0.457835271 119.5 500 118.6654525 0.696469529 0.411053745 76.5 550 76.50974266 9.49E-05 0.380098628 42.5 600 42.7445391 0.059799374 0.363618501 21 650 20.42471433 0.330953606 0.363939585 9 700 9.572591543 0.327861075 0.362150688 3.5 750 4.077689599 0.333725272 0.363395708 1 800 1.597153827 0.356592693 0.351554917 0.5 850 0.581926491 0.00671195 0.376206304 8.447336279

Thirty Years War Battle of Rocroi

Thirty Years' War Battle of Rocroi In early 1643, the Spanish launched an invasion of northern France with the goal of relieving pressure on Catalonia and Franche-Comtà ©. Led by General Francisco de Melo, the mixed army of Spanish and Imperial troops crossed the border from Flanders and moved through the Ardennes. Arriving at the fortified town of Rocroi, de Melo laid siege. In an effort to block the Spanish advance, the 21-year old Duc de dEnghien (later the Prince of Conde), moved north with 23,000 men. Receiving word that de Melo was at Rocroi, dEnghien moved to attack before the Spanish could be reinforced. Summary Approaching Rocroi, dEnghien was surprised to find that the roads to the town were not defended. Moving through a narrow defile flanked by woods and marsh, he deployed his army on a ridge overlooking the town with his infantry in the center and cavalry on the flanks. Seeing the French nearing, de Melo formed up his army in a similar fashion between the ridge and Rocroi. After camping overnight in their positions, the battle began early on the morning of May 19, 1643. Moving to strike the first blow, dEnghien advanced his infantry and the cavalry on his right. As the fighting began, the Spanish infantry, fighting in their traditional tercio (square) formations gained the upper hand. On the French left, the cavalry, despite dEnghiens orders to hold their position charged forward. Slowed by soft, marshy ground, the French cavalrys charge was defeated by the German cavalry of Grafen von Isenburg. Counterattacking, Isenburg was able to drive the French horsemen from the field and then moved to assault the French infantry. This strike was blunted by the French infantry reserve which moved forward to meet the Germans. While the battle was going poorly on the left and center, dEnghien was able to achieve success on the right. Pushing Jean de Gassions cavalry forward, with support from musketeers, dEnghien was able to rout the opposing Spanish cavalry. With the Spanish horsemen swept from the field, dEnghien wheeled Gassions cavalry around and had them strike the flank and rear of de Melos infantry. Charging into the ranks of German and Walloon infantry, Gassions men were able to force them to retreat. As Gassion was attacking, the infantry reserve was able to break Isenburgs assault, compelling him to retire. Having gained the upper hand, by 8:00 AM dEnghien was able to reduce de Melos army to its vaunted Spanish tercios. Surrounding the Spanish, dEnghien pummeled them with artillery and launched four cavalry charges but was unable to break their formation. Two hours later, dEnghien offered the remaining Spanish terms of surrender similar to those given to a besieged garrison. These were accepted and the Spanish were permitted to depart the field with their colors and weapons. Aftermath The Battle of Rocroi cost dEnghien around 4,000 dead and wounded. Spanish losses were much higher with 7,000 dead and wounded as well as 8,000 captured. The French victory at Rocroi marked the first time the Spanish had been defeated in a major land battle in nearly a century. Though they had failed to crack, the battle also marked the beginning of the end for the Spanish tercio as a favored fighting formation. After Rocroi and the Battle of the Dunes (1658), armies began shifting to more linear formations. Selected Sources: The French Phase of the Thirty Years WarFrance and the Thirty Years War

Does Billy receive a fair trial Herman Melville Billy Budd Essay

Does Billy receive a fair trial Herman Melville Billy Budd - Essay Example The outcome of the trial goes to show how a composite plot, ably supported by ingenuity of narrative techniques, can be made analogous to a set of clandestine attributes of legal procedures. The thesis question to be resolved in this paper is whether Billy Budd receives a just trial or not, following the crime he commits after being charged with mutinous provocations. Judgment on the fate of Billy is legitimized per se by a number of factors that are ingrained in the protagonist’s characteristic features as well as in some external stimuli. Minkowitz argues that while Billy embodies ‘moral goodness and grace’ and is well liked among his colleagues, the ship’s master-at-arms John Claggart is ‘sinister’ (4). This perplexes the readers for they know who the culprit is according to the law. But mere understanding of the legal righteousness fails to provide an accurate picture of the author’s intentions. Captain Vere, for instance, is portrayed as a person of contradictory dispositions. He is stuck between the loftier ethics of law, which he is supposed to adhere to out of his professional responsibilities, and the apparent leniency of divine justice. He is the only person who knows that Billy is both clean-handed and guilty (Parker 37) and yet, he must convict Billy for his crime. It is apparent that the execution of Billy Budd symbolically represents a ‘justified animosity into a retributive righteousness’ (Melville 78). The question about whether Billy Budd receives justice or not is answered by Yannella: †¦Vere prejudges the case against Billy, uses irregular proceedings to convict him, and then executes him in a gross miscarriage of justice†¦Vere’s conservative rationale for hanging Billy, of course, is that it will silence and tame the sailors, who otherwise will take the captain’s inaction as a sign of weakness and an excuse to rebel (27-8). It is, therefore, quite clear that Billy Budd does not receive

Managing Organizational Change Term Paper Example | Topics and Well Written Essays - 2500 words

Managing Organizational Change - Term Paper Example It also offers a basis of evaluating the role of leadership and other change agent in the chance process (Kezar, 2001). An organization in the Financial/Banking Industry derives benefits due to roles played by people in the organization and their attitudes to the change process, especially in condition where there are cases of resistance. Nevertheless, this paper will focus on exploring the organizational change in the Financial/Banking Industry, through a description of management theory and system practices used in the organizations. Organization change is defines as a form of evolution that takes place though a life cycle, without which, the organization would not be able to develop or grow properly. Therefore, the growth calls for an organization to undergo a substantial change in different points of a development process. Influence of change is substantial to employees, organization and transformation, which is at the purpose of both employees and organization like a decision to terminate a section of business. However, the decision is at the best interests of the organization in their long-term objective, but consequences of that closure can have an adverse impact on employees involved, since they will be faced with problems of unemployment. In fact, the impact of the changes on the organization and employees, and the possible alternatives of dealing with the changes is a substantial issue that needs addressing. Background Organization change requires a change agent who refers to person that perpetrates the act or develops a process through which things in the organization become different (Shankar, 2013). For instance, a change occurs in situation, which members of an organization adapt or fail to adapt to dynamic environment, which is considered as a way of sustaining their competitive advantage through flexibility (Shankar, 2013). The role of being a change agent can be undertaken by a HR manager in an organization by implementing organizational change , through a demonstration unique versatility and wide range of skills (Stagl, 2011). The HR manager fostering change in the organization focuses on implementation or execution of activities that deal with employees’ behavior and attitude (Stagl, 2011). Therefore, as a change agent he or she focuses on identifying cues that impede change and the step that can be taken to eliminate these obstacles. There are other benefits that involve ability to forecast and identify need for change and this serves as a significant contributor that enables the organization to succeed and survive in adverse business environment (Kezar, 2001). Research techniques in the evaluation process offer a basis of applying literature critiquing teleological model, which are dominant model within the literature; in fact, they are evaluated in terms of their relevance for given forms of changes, which are proven by numerous studies (Shani, Pasmore & Woodman, 2011). Research techniques in the process of eva luating organization change offers recommendations on ways of challenging potential barriers to change, thereby setting principles that can be applied by leaders to establish a new

Fame and Glory in Dantes Divine Comedy Essay -- Divine Comedy Inferno

     Ã‚  Ã‚  Ã‚  Ã‚   "What is fame? Fame is but a slow decay   Even this shall pass away."   Theodore Tilton  Ã‚  Ã‚  Ã‚   The Divine Comedy, by Dante Alighieri, is a poem laden with such Christian themes as love, the search for happiness, and the desire to see God. Among these Christian themes, however, is Dante's obsession with and desire for fame, which seems to be a surprising departure from conventional medieval Christian morality. Indeed, as the poem progresses, a striking contradiction emerges. Dante the writer, in keeping with Christian doctrine, presents the desire for fame and glory among the souls of Inferno in order to replace it with humility among the souls of Purgatorio. Yet this purification of desire is not entirely embraced by Dante, who seems preoccupied with his own personal fame and glory. Therefore, how do we reconcile the seemingly hypocritical stance that the souls must strip themselves of pride and become humble, yet Dante can continue in h is quest for fame and glory and still be saved? This contradiction is developed as the reader and the character Dante travel through Inferno and Purgatorio and is resolved in the second sphere of Paradise. It is this sphere, which allows for fame and glory for honorable reasons, that permits us, as readers, to resolve this tension. It is in this sphere that Dante elucidates that fame is not always bad, but only becomes so when one's motives are impure.    The power of fame and glory is nowhere more powerful than among the souls of Inferno. The importance of earthly fame is particularly apparent in the figures of the several shades who have asked Dante to recall their names and stories on Earth. In fact, it is this promise of fame that induces most of the souls to ... ... of Paradise when we find that fame can have a place in paradise if it is sought for righteous reasons.    Works Cited Ciardi, John, trans. The Divine Comedy. In The Norton Anthology of World Masterpieces, Expanded Edition. Vol. I. Ed. Maynard Mack. New York: W.W. Norton, 1995. Works Consulted Bergin, Thomas Goddard. Dante. New York: Orion P, 1965. ---. Dante's Divine Comedy. Englewood Cliffs: Prentice, 1971. Niven, Larry and Pournelle, Jerry. Inferno. New York: Pocket Books,1976. MacAllister, Archibald T. Introduction. Inferno. By Dante. New York: Mentor, 1954. Pinsky, Robert. The Inferno of Dante. New York: Harper Collins, 1994. Shippey, T.A. "Into Hell and Out Again". Times Literary Supplement, 8 July 1977, .820. Spinrad, Norman. Introduction to Inferno, by Niven and Pournelle. Boston: Gregg Press, 1979.