Blade Runner Directors Cut essays

Blade Runner Director's Cut essays What theme or themes have you found in a feature film you have studied this year, which are relevant to a modern audience? The film, Blade Runner: Directors Cut, (BRDC) directed by Ridley Scott, explores a major theme that is relevant to us as a modern audience. The main theme is the questioning of humanity. This film forces the viewer to really wonder what humanity actually is, and how human we are. It forces us as the viewer to question our values, and to ponder over the difference between human and inferior beings. In, BRDC, the main theme is the question of what is humanity? One of the ways we wonder this, is through the replicants. Replicants are genetically engineered beings, or clones that are illegal on Earth. A number of rebel replicants have escaped from their off-world colony to Earth, where they wish to seek more life from their creator. They are only given a four-year life span. The film follows Deckard (Harrison Ford) as he is given the task of finding the replicants and retiring or killing them. This forces us as the viewer to question the humanity issues of this. We wonder if it is right to kill something that will only last four years. For example, the replicants appear to be human as is seen at the beginning, when the replicant Leon cares so much about his mother that he shoots another man for trying to talk about her. In fact, replicants do not have a mother but are implanted with the memory of one. The fact that the subject of his mother provoked such an emotional response from Leon, shows that he does possess human qualities, despite claims from the creator Tyrell that replicants can not experience human emotion. Leon shows in this scene that he does possess emotions, and while the viewer questions his humanity as he kills another man, they are also forced to question the humanity issues of killing them. They appear to be normal human beings, yet they m ...

Women In Islam Example

Women In Islam Example Women In Islam – Article Example Women in Islam – Article Summary In Islam, women are treated as equal to men. This is because they have equivalent importance as they carry out different acts of life. They form an integral part of the family basis and due to this, their significance is increased exponentially. They are a symbol of love, tenderness and unity within the family. Their role in marriage is also defined in accordance with the Islamic tenets and regulations as prescribed in the Holy Book Quran and the teachings of the Holy Prophet, Sunnah. When the talk goes out loud regarding the aspect of motherhood, it is an important part of any woman as she is completed when she becomes a mother. There are prescribed rights of divorced women which shall be given by the men who give them divorce. Also society has got a huge role to play under such circumstances. These include the quintessential pointers of inheritance, monogamy and so on. It is mandatory on every Muslim’s part and not just the male frater nity to educate them. The females therefore have a very significant role to play as they learn from worldly things as well as the Islamic teachings. Modesty is an important yardstick of understanding how the modern Islamic women should adhere to and what kinds of qualities they must adapt to. Being responsible on their part is not equal to superiority and this should be understood in the proper contexts. The oppressive practices meted on to the women must be taken care of by the society so that such activities do not come about at all.

Strategic Human Resource Management Case Study Example | Topics and Well Written Essays - 500 words

Strategic Human Resource Management - Case Study Example The major political concern that Excellence University is facing is the issue of clamping of the education visa by the involved agency. This has reduced the number of foreign students in the university. In terms of economic issues, the economic downturn has affected the enrolment rates and hence impacting on the remuneration packages for the university staff (Millmore, 2007). Among the social issues affecting the university is the lack of approval of some of the course in the university by the press. The operation of the university has also been affected by its failure to embrace technology in its various aspects leading to complaints from both the staff and the students. When it comes to legal matter the issue of UK Border Agency clamping the education visas of the students from foreign nations is also affecting the operation of the university. Despite the challenges being experienced, the university still has some strength in terms of the human resources. One of the strengths is the emphasis on quality and the open door policy that has allowed for and encouraged open communication. The weaknesses of the university in terms of human resources include poor management, poor secession plans, lack of customer support, low job satisfaction among the employees and out dated remuneration packages. The major opportunity that the business has is incorporating technology in its human resource operations to have the ability to react to some of the challenges that it is facing. Some of the major threats that it faces are the withdrawal of its licences, strives and stoppages due to the union issues, competition and withdrawal of foreign students. Some of the key influences that are impacting on the business now include poor management, outdated employee remuneration packages, failure to incorporate technology and competition. These four key factors

To analyze the historical significance of a figure studied in this Term Paper

To analyze the historical significance of a figure studied in this course - Term Paper Example It is in this regard that Churchill is considered one of the most influential historical figures for courageous political and military leadership. This paper gives a critical analysis of Winston Churchill in line with the past history that influenced his courageous leadership, his influence during his leadership period and how his influence on political and military leadership has extended to the current era. How Previous History Influenced Churchill The leadership skills that Churchill demonstrated were motivated or influenced by his experiences within the military. Churchill attended and was part of the Royal Military College, Sandhurst, which culminated the beginning of his career in the military. At the college and later in the military, Churchill’s leadership abilities and skills were obvious. In the year 1901, Churchill entered parliament. At this time he was only 26 years old and his courage and leadership qualities made him to gain significant admiration from members a nd colleagues within his party (Bell 1097). When the Second World War broke out, Churchill was appointed within the Royal Navy as the First Lord of Admiralty. However he resigned from this role after the Dardanelles expedition which was characterized by disastrous incidents. This however did not weaken his spirits. As a result, Churchill rejoined the military and later went back to a political career where he played senior governmental roles within missions in overseas nations. The 1939 breaking out of the war caused Churchill to be reappointed as the First Lord of Admiralty. The resignation of the British prime minster Chamberlain in 1940 was followed by the Churchill takeover as the new prime minister. This officially marked his important role in the political and military reigns within the UK and other parts of the world. His charisma and courage was demonstrated by the fact that he refused to give in to the Nazi Germany. This led to great inspiration to his country and the milit ary in addition to political leaders. Their focus was therefore to stage a retreat and win against the influence of the Germans. An air defense was therefore organized by Churchill which successfully marked the victory in the battle of Britain and Mussolini’s Italy. Italy in return gained the trust of Britain under the leadership of Churchill. It is therefore notable from the historical perspective that Churchill was both a charismatic and influential leader within the political and military reams of Britain and other parts of the world. The Influence of Churchill during his Time Even though Churchill lost his prime minster position in the year 1945, his passion for leadership in politics was not lost. This reveals that he was a determined individual who was focused at achieving his dreams. Because of this determination, Churchill was reelected in the year 1951 as the prime minister of Britain (Dumbrell 35). During his tenure as prime minster, Churchill was an exceptional mil itary or war time leader who served both political and military roles for his country. More importantly, Churchill was a successful literary scholar. This is disclosed by the fact that he started writing his campaign reports early when he was only 24 years old. From the campaign reports, Churchill came up with his first publication in the year 1900. The culmination of Churchill’s achievements and influence in leadership was achieved in 1953 when we was honored with a Nobel Prize for Literature in addition to an

Discrimination and Young People Essay Example for Free

Discrimination and Young People Essay 1.1 Explain what is meant by * diversity * equality * inclusion Diversity means difference. It means understanding that each individual is unique, and recognizing our individual differences such as race, ethnicity, gender, sexual orientation, age, physical abilities and religious beliefs. Equality means treating everyone the same regardless of their individual differences. It is the discovery of these differences in a safe, positive, and nurturing environment. Everyone has an equal right to be treated with dignity and respect. No one should be denied opportunities because of their race or ethnicity, their disability, their gender or sexual orientation, their age or religion. Inclusion means including people in a way that makes them feel appreciated and respected. Treating individuals fairly and respecting the differences between them makes it easier to include them. 1.2 Describe the potential effects of discrimination Discrimination is treating someone or a group of people in a different way to everyone else based on their individual differences. It involves the behavior towards a child or children such as excluding or restricting children from activities that other children are participating in. Discrimination happens when we fail to respect individuals and their choices. Discrimination affects everybody in different ways: Low self-esteem, depression, withdrawn behaviour, shyness, tearful, fearful etc. When someone is discriminated against, it can exclude them from friends, family, neighbours, and society in general. A child’s self-worth is reduced, as they feel isolated, and alone. Children’s Young People’s Workforce (2010 page 21) states that â€Å"When children experience prejudiced attitudes, there is a danger of damage to their self-esteem and self-confidence†. Discrimination can limit a child’s right to achieve their potential and objectives, their right to learn, their right to succeed. The most common forms of discrimination are racial remarks, being insulted and being the butt of hurtful jokes. Discrimination, racism and harassment may have significant mental and physical health consequences such as frustration, stress, anxiety and depression. Effects of discrimination physically and emotionally: Depression Anger Low self-esteem Isolation Loss of confidence Low self-worth Feeling stressed or unable to cope Fear of rejection The long-term effects could include: Loss of motivation Missed opportunities that may affect the childs experiences and development Limited access to services Mental illness caused by stress 1.3 Explain how inclusive practice promotes equality and supports diversity Inclusive practice is about the attitudes, approaches and approaches taken to ensure that people are not excluded or isolated. It means supporting diversity by accepting and welcoming children’s differences, and promoting equality by ensuring equal opportunities for all children. Child care workers show inclusive practice by working in ways that recognise, respect, value and make the most of all aspects of diversity. Children’s Young People’s Workforce (2010 page 25) states that another type of inclusive practice is to â€Å"offer children equality of opportunity to  participate, develop and learn. This does not mean treating them all the same; we have to acknowledge their diversity and treat children as individuals, with equal concern†. Having a sound awareness of and responding sensitively to an individual’s diverse needs supports them in developing a sense of belonging, well-being and confidence in their identity and capabilities and it helps them to achieve their potential to take their place in society. In addition, inclusive practice involves having an understanding of the impact that discrimination, inequality and social exclusion can have on an individual’s physical and mental health. Having such an understanding ensures appropriate, personalised care and support, thereby enabling an individual to develop self-respect and maintain a valued role in society. Children’s Young People’s Workforce (2010 page 20) states that â€Å"When children spend time in settings which promote diversity, equality of opportunity and inclusion, they are able to make progress in all areas of development†. Inclusive practice involves reflecting on and challenging one’s own prejudices, behaviours and work practices. It also involves challenging those of colleagues and other service providers with a view to changing ways of thinking and working and changing services to build on good practice and to better support diversity and promote equality. Bibliography Authors:Penny Tassoni, Kate Beith, Kath Bulman, Sue Griffin Year of publication:2010 Title:Children’s Young People’s Workforce – Early Learning Childcare Publisher:Heinemann

Television Violence and Children :: essays research papers media

Television Violence and Children The effects of television violence and children can vary according to the child. There are various effects, both physical and psychological, that can occur. First of all, the child, through his years of watching television, may develop the concept that violence is a way to solve problems. The watching of these television shows is where most of the children pick up this aggressive mindset they have. It is to be said that eighty percent of what you learn when you are a child, is from what you see. That in it can become very dangerous to the child in many ways. Secondly, the child may have a favorite character he or she looks up to, who may have a violent role in the cartoon. Seeing their favorite cartoon character kill another character may give an impression that it?s funny and is okay to so the same. The bright colors from cartoons simply catch the child?s eye. . The viewing of violence does not make the child violent, but it kind of tells them that it is acceptable for their favorite cartoon character to hurt others. There have been researches that have shown that the estimated child, once passed elementary, will have been introduced to eight thousand murders, and more than one hundred-thousand acts of some sort of violence on television. Those numbers show a dramatic change in the way television shows have increased their violence rate. With numbers like these, violence can be extremely harmful to a child. In recent studies it has been proven that once children are put in front of a television, their concentration cannot be broken or wrecked. Most children who watch these violent shows have been less patient, more aggressive, and more likely to have lower grades than the children who watch television shows like Mr. Rogers. The more the child watches these violent shows, the faster he or she will unnaturally speed up the impact of the

Organisational dialouge Essay

Question 2: A range of authors (e.g. Gerard and Ellinor 2001; Isaacs 1993, 1999; Schein 1993; Senge 1995) suggest that dialogue can positively transform organizational cultures. Do you agree with this assessment? Why? Why not? Engage with relevant academic literature in developing your argument. Student Name: Nguyen Vu Hoang Dung Student Number: 11477445 In organization people spend 80 percent of their time to communicate (The British Psychological Society 2012). Communication is a key tool to share information, foster different opinions and build alignment and trust. According to Gerard & Teurfs (1995), the process of dialogue is an invitation to create organization cultures through conversations. It acts as a learning environment that shifting individuals to â€Å"a deeper understanding of collaboration in groups, and a new way of sensing their connections to others throughout the organization† (Querubin 2011, p.19). It brings all the ideas together and suspends judgment so people will have a greater chance to understand each other (Brayman, Grey & Stearns 2010). This essay will analyze the role of dialogue in transforming organizational cultures positively and all the benefits it brings. However, it will also examine the challenges of implementing dialogue. Organizational culture includes shared values and beliefs that guide behaviors of all members and determine the way things should be done in the organization (Sergiovanni 1984). Company has its own culture usually indicates higher performance. The role of dialogue is not only to spread the common values and meanings that company wants its employees to follow but also allow everyone to express their own interest. According to Gerard and  Ellinor (2001), the main purpose of dialogue is to produce collective understanding. Firstly, they compared the differences between dialogue and discussion. In discussion, people tend to protect their own thoughts and do not truly concern about other’s opinions and needs. They play as a speaker’s role rather than as a listener. It might leave the remainder out of discussion with frustration, isolation and disrespect. Decisions could be made by the person who has the most power and influence in the group (Gerard and Ellinor 2001). Hence it weakens the aim of enhancing organizational cultures. In contrast, when employees participate in a dialogue, their role as a listener is more important than as a speaker. They desire to hear what others want to say. They try to fit all different perspectives into a common value. Therefore, if issues occur, they listen to deeply understand other’s thoughts and opinions (Gerard and Ellinor 2001). By doing that, employees are getting closer to each other and conflicts are minimized. They help their team or their department to build shared culture. Secondly, Gerard and Ellinor (2001) stated five skills of dialogue including suspension of judgment, listening, reflection, assumption identification and inquiry. They defined the meaning of suspension in dialogue is not to stop one’s judgment about a problem. Instead, they have to aware what their judgments are and â€Å"then holding them lightly so they can still hear what others are saying† (Gerard and Ellinor 2001, p. 7). After listening carefully to other’s ideas, they need to reflect their own assumptions. Therefore, to revising whether those assumptions are linked to the organization or not. If they cannot understand the differences, they must inquire for more information. Hence, this process of dialogue enables each employee to foster different views and converge them together to become one unique aim. Organizational culture is enhanced. In agreement with Gerard and Ellinor, Isaacs (1999) analyzed four principles of dialogue based on Bohm’s research in 1996. They are listening, respecting, suspending and voicing. Firstly, Isaacs had compared listening skill in dialogue to listening to music. He stated a single note of music could not deliver the meaning of the whole song. It is similar to one’s role in a conversation. A single idea is not sufficient to set purposes and  cultures for the whole organization. Hence, dialogue is an excellent practice to give people a chance to listen deeply and get into the nature of the conversation. Secondly, he defined respecting as getting to know more about one person and figure out what sources or circumstances has created their particular thinking. Based on this understanding, people in an organization will pay more respect to each other. The main goal of respecting in dialogue is not to seek decision but to tolerate difference, gap and conflict (Isaacs 1999). The third principle of dialogue, suspending, is determined similar to Gerard and Ellinor (2001). And the last principle Isaacs mentioned is voicing. He suggested people should listen internally so as to select what should say and what should not say in a circumstance. Sometimes keeping silence and listen can achieve the best result. Therefore, the purpose of voicing means people contribute their speech, not only for themselves, but to the whole idea. Overall, these principles are considered having positive effects on organizational learning. They emphasize group and organization achievements rather than an individual accomplishment. In Schein’s study (1993), he described dialogue as â€Å"talking around the campfire† (p. 391). He used â€Å"campfire† as a metaphor to explain how decision is made through dialogue. In the past, people sat around campfire during meeting and shared their own opinions. Arguments would never come up as people just simply expressed their thoughts without any discussion or debate. Through that, they were aware themselves which idea was acceptable and were unacceptable (Schein 1993). This process allowed enough time for each person to listen to a deeper layer of other’s opinions then reflect on their own assumptions. Moreover, Schein introduced the check-in concept. At the beginning of the meeting, each person will respectively contribute his or her ideas, views and feelings to the group as a whole, and therefore, â€Å"has helped to create the group† (Schein 1993, p. 392). Lastly, Schein stressed the limitation of eye contact. This makes people feel ea sier to suspend disagreements and concentrate on listening. Senge (1995) determined dialogue as a facilitator for team learning. Based on his research, team is the key unit to build culture in an organization. By applying dialogue into team learning process, it develops shared vision and  brings result every member truly desires. It also creates teamwork and shares equal leadership to each member in the group. Through sharing a common pool of meaning, culture is positively transforming from individual to group values and beliefs. Although dialogue is proved to have a great effect on organizational culture, there are challenges in implementing it into organization learning system. The first challenge is due to hierarchy level in an organization (Raelin 2012). Dialogue requires equal say and sharing from each member of the organization. However, employees tend to afraid of expressing their true views in front of their managers. They leave decision making to people at higher position. In top-down companies, upper levels of management have full knowledge of desired targets, goals and norms. They have the right and ability to create and change organizational culture. They enforce rules and duties on their employee. They usually do not spend time to listen to individual’s opinion and feeling. Hence, it is very challenging to apply dialogue into this type of business. Furthermore, if the organization involves a cross-culture, that employee come from different culture backgrounds, there is a need for a more lengthy and complicated process of dialogue (Schein 1993). In this type of organization, people use different languages and operate from different mental models. Organization needs to design a dialogue that enables all these people to communicate effectively. Thornhill, Lewis & Saunders (2000) also emphasized there is may be a need to â€Å"re-designing of performance appraisal systems and reward systems† and â€Å"the re-definition of job roles to induce employees into accept the new behavior expected from them† (p. 27). Hence it is costly and time consuming. Finally, dialogue may not be suitable to apply to all organizations cultures in the world. For example, Western culture is different from Eastern culture. As dialogue encourage the limitation of eye contact (Schein 1993), people from the West will consider this as impolite or even disrespectful (Spindler 1990). In addition, in Western countries people prefer confrontation whereas Eastern people prefer to say what they feel most  appropriate in this circumstance or least hurtful to the others (Schein 1993). Therefore, dialogue must be selective so it is suitable for each particular organization. In conclusion, dialogue has played a key role in positively transforming organizational culture. It acts as a learning environment that shifts individual to group thinking. It leads each employee to recognize the essential of collaborating in a group. Querubin (2011) demonstrated that dialogue enables members to â€Å"become open to diversity and lose an â€Å"us vs. them† paradigm so prevalent in task-oriented cultures† (p. 19). Hence, group achievement is more important than individual accomplishment. Moreover, dialogue includes suspending of judgment, listening, respect, reflection, assumption and voicing. Through all these principles, dialogue creates collective understanding and leads all members of the organization to higher commitment. However, the implementation of dialogue still faces several challenges, including hierarchy levels, time consuming and different cultural backgrounds. Therefore, selective approach of dialogue must be considered to apply to specifi c organization. REFERENCES Bohm, D. 1996, On Dialogue. Ed. Lee Nichol, Routledge, London & New York. Brayman, J., Grey, M. & Stearns, M. 2010, Taking Flight to Literacy and Leadership, Rowman & Littlefield, viewed 16 December 2010, Ellinor, L. & Gerard, G. 2001, Dialogue at Work: Skills at Leveraging Collective Understanding, Pegasus Communications, Waltham, MA. Ellinor, L. & Gerard, G. 2001, Dialogue at Work: Skills at Leveraging Collective Understanding, Pegasus Communications, Waltham, MA, pp. 7. Gerard, G. & Teurfs, L. 1995, Dialogue and Organizational Transformation, 1st edn, Sterling & Stone, Inc., San Francisco. Isaacs, W. 1999, Dialogue and the Art of Thinking Together: A Pioneering Approach to Communicating in Business and in Live, Currency, New York. Querubin, C. 2011, ‘The effect on the organization’, Dialogue: Creating Shared Meaning and Other Benefits for Business, pp. 19, Raelin, J. 2012, ‘Dialogue and deliberation as expressions of democratic leadership in participatory organizational change’, Journal of Organizational Change Management, Vol. 25. Schein , E. H. 1993, On dialogue, culture, and organizational learning . Organizational Dynamics, pp 391-392. Senge, P. M. 1995, The spirit of personal mastery, MN: Charthouse International Learning Corporation, Burnsville. Sergiovanni, T. 1984, ‘Leadership and excellence in schooling’, Educational Leadership Journal, vol. 4. Spindler, G. 1993, The American Cultural Dialogue and Its Transmission, Psychology Press, The British Psychological Society 2012, Dialogue: How to create change in organizations through conversation, viewed 14 May 2012, http://www.bps.org.uk/events/dialogue-how-create-change-organisations-through-conversation-1 Thornhill, A., Lewis, M. & Saunders, M. 2000, Managing Change: A Human Resource Strategy Approach, Prentice Hall, London.

Kolb’s Experiential Learning Cycle

Kolb’s experimental learning model was developed in 1984. The theoretical perspective of the model was that different people showed difference in their development preferences towards different styles of learning. Like any other way, such people would develop different preference to other styles in their lives including leadership, management and negotiating. According to Kolb, a combination of four styles in the learning process determine the nature of the learning styles. Consequently, the legitimacy for learning to take place should be a compound of the four different processes. These styles are: – Firstly, active experimentation seeks to establish the basis of what could be new in the learning process. It seeks to use the combination of various methods aimed at driving towards the act of new knowledge. According to this process, learners should be professional models when left in determining the best criteria within a package of relevant learning materials. This process involves  Ã‚   discussion within small groups, solving of learning problems and getting feedback from peer members. Abstract conceptualization seeks to find and conceptualize the relationship between two or more things. This is achieved through analytic comparison between learning analogies, going to lectures and reading learning materials. Abstract conceptualization is promoted through comparative approaches in case studies, reflective thinking and theoretical reading. According to http://www.businessballs.com/kolblearningstyles.htm, reflective observation seeks to relate the perception brought out through observation by a learner in developing contingent knowledge. This could be through observation of journals, logs as well as brainstorming. From what a learner sees from the reflective observation, the trainer should then provide the most adequate interpretation to learner. Concrete experience is what the learner conceptualizes from real life learning experience through an interaction with the learning environment. It involves the use of fieldwork excursions, laboratory findings and physical observations. From what the learner gets from such concrete experience, he/she should then question about the most appropriate area with which such knowledge can be applied. The training methodology involves peer group feedback from learners with directions from their trainer. (Sherry, Lori, 2004) Kolb’s experimental learning theory is therefore a component of four stages /processes. The model is important in that it seeks towards understanding the different learning styles among different individual persons as well as giving a fundamental experimental cycle that helps in its implementation. It forms the benchmark principle in his learning theory where both concrete and immediate experience acts as the basic tool support of the learner’s reflections and observations. Accordingly, whatever reflection and observations that are distilled and assimilated help to provide abstract concepts that produce new action implication that could be taken through active testing. The final consequence of this chain network of activities is the development of rational experience that make fundamental of knowledge. (Carolyn, 1993) Kolb’s learning cycle is a representative process, which involves touching all learning bases through a spiral learning cycle. The cycle involves experiencing, thinking, reflecting and acting. Consequently, the results of concrete and immediate experiences would be reflections and observations. Such set of reflections undergo through a process of assimilation which is then passed through absorption and translation into specific abstract conceptions which have active implications. Such a person can thus involve in an active testing and experimentation of what he /she had got from the former process and thus creating new set of experiences. According to Kolb’s, the preference towards learning styles is diverse for different people. The influence towards a specific learning style is determined by the potentiality of various factors. Kolb’s adequately defined out the three specific stages of development. Elsewhere, the propensity towards the reconciliation within these stages and the integration with these learning styles has its growth and improvement through out the different development stages. (Carolyn, 1993) Indeed, he has cited the acquisition stage as what comes between birth and adolescent. Here, a person develops cognitive structures and basic abilities. Either, specializations is what comes during schooling period and experience towards adulthood. Here, the person develops special styles of learning whose influence is the state of socialization within an organization and the state of education. The stage of integration occurs during mid-career period across the old life domain. The person expresses learning styles which are non-dominant. According to Kolb, the influence towards a particular learning style consists the implications of two state variables.   These include feeling and thinking towards concrete experience and abstract conceptualization. Elsewhere, there is   doing and watching towards active experimentation and reflective thinking. The importance held by knowing the nature of learning style by a particular person helps the trainer to give learning orientations according to such specific methods. Consequently, specific learning style would have positive response to specific stimulus needs. These active training options allied to the different learning styles include the diverging perspective, where the learners have different perspectives to look things. There is a high sensitivity towards learning objectives. Either, there consists assimilation which refers to styles that are concise in nature and which require logical approaches. Here, concepts and ideas make an important aspect. Moreover, converging process involve solving problems as well as applying their learning skills towards finding practical solutions. The accommodating style of learning is relied only in intuition than the use of logics. It involves the use of other person’s learning results in taking experimental and practical impacts. (Sherry, Lori, 2004) Reference Carolyn, Z. (1993) Topical Article: Integrating Separate and Connected Knowing. The Experiential Learning Model. Teaching of Psychology, Vol. 20 Kolb’s Learning Styles, Experimental Learning Theory. Retrieved on 26th April 2008 from http://www.businessballs.com/kolblearningstyles.htm Sherry, K Lori, R. (2004) Designing Online Workshop: Using an Experience Learning Model. Journal of College Counseling. Vol. 7

Why Write a Follow Up Email After Sending Resume

Why Write a Follow Up Email After Sending Resume Writing resumes is often a huge, anxiety-ridden feat. You need to follow certain rules to complete a resume. But dont worry you can always ask our experts to write your resume. After sending resumes, most people want to sit back and relax, considering their part of the job hunt over. However, theres an important step after youve sent out your resume. Ignoring it may cause you to miss some opportunities. Sending a follow-up email can make the crucial difference between getting a call for an interview or getting left in the discard pile. A follow-up email accomplishes a lot of things: It ensures that your email wasnt lost and/or that your resume made it into the right hands. It shows that you have initiative and that youre really interested in the position. Even if the hiring manager already looked through your resume, sending a follow-up email will cause them to pay special attention to it. When sending out your follow-up email, bear the following tips in mind: Send a Message to Your Contact If you happen to have a contact within the company you applied to, go ahead and send them a message letting them know that you sent your resume but havent had a response yet. They may be able to give you an insiders scoop on why not. It could be that the hiring manager is on vacation or the company is in the middle of a major overhaul. Or this may just be standard for them to take a long time before replying. Any heads up you can get from your contact will help you relax a little bit while you wait for a reply. Send a Message to Human Resources If you dont have a contact and you sent your resume blind, then you should do some research to find out who the companys human resources head is and shoot them an email about your resume. Sending an email directly to them will make you stand out from the crowd who didnt put the time or effort into finding out who would be hiring them. Be Brief Your message should be around 100 words. Dont ramble or bring up non-relevant topics. Be professional. Introduce yourself by including your full name and job title. Then include your reason for writing: I sent my resume to your company on December 5th and would like to make sure that it was received. Restate Your Skills and Experiences Go ahead and summarize your resumes highlights. This will help trigger their memory if they did read your resume and hopefully spark their interest in reading it if they havent. I have a Masters in Fine Arts and worked for five years as director of the Museum of Modern Art in San Francisco. Ive recently relocated to New York and am seeking a position at your museum. Thank Them for Their Time Showing some courtesy goes a long way. A lot of hiring managers are busy and its a drag to read resumes and check references so make sure you tell them: Thank you for taking the time to consider my resume. Re-attach Your Resume If, for some reason, your resume got lost in cyberspace or if they havent gotten around to reading it yet, make it easy for them. You can also benefit from such a situation because you will have one more chance to check if everything is good with your resume. You can even strengthen your resume by adding good adjectives for resume that you can find on our blog. Go ahead and re-attach your resume so they can have it at their fingertips after reading your email. That way they dont have to go digging around through their email to find it. If after looking through your resume, youve found out that it should be rewritten, follow these 8 steps to writing a magnetic resume. Send Another Email After Two Weeks If you havent heard back from them after two more weeks, go ahead and shoot off another email. Follow the same protocol as above, only this time its not necessary to re-attach your resume. And Another Two Weeks Later Try one more time, and if you dont hear back after that, you might have to accept that you struck out on this one. At least then you can start to focus your energy on other companies and will hopefully have earned some other interviews by then. Have any resume tricks up your sleeve? Wed appreciate your comments and suggestions!

Annotated Bibliography on Thoreaus essay Resistance to Civil Government †English Literature Essay

Annotated Bibliography on Thoreaus essay Resistance to Civil Government – English Literature Essay Free Online Research Papers The idea that I am pursuing in this annotated bibliography is whether or not the ideas suggested by Henry David Thoreau in his essay â€Å"Resistance to Civil Government† are actually anarchy. To do this, I first found a definition of anarchy in Webster’s Dictionary. It defines anarchy as a lack of government in a state; lawlessness; confusion. Upon beginning research, I found that Thoreau’s essay was also published under the title â€Å"Civil Disobedience† and that most critics call it that. Eulau, Heinz â€Å"Wayside Challenger: Some Remarks on the Politics of Henry David Thoreau.† Thoreau: A Collection of Critical Essays. (1959): 117-130 Heinz Eulau writes that Thoreau â€Å"refused to vote because he considered the democratic ballet an ineffective political instrument† (119). Eulau says that Thoreau called for a better government at once, not for government to end at once. Eulau also says that â€Å"Such a government would anticipate and provide for reform, cherish its â€Å"wise minority† and encourage its citizens to be on the alert to point out its faults.† Thoreau is demanding a government that protects and serves its people, not itself. He probably saw the government not wanting to abolish slavery as one of the many ways that government works for government and not for the people it governs, because slavery kept a lot of money in the right places for the government. Eulau also says that Thoreau’s politics could not be brought into literal use because they were ambiguous. He says that Thoreau could not recognize why his ideas could not work â€Å"because he fell back, again and again, on the principle of individual conscience as the sole valid guide in the political action† (120). This, according to Eulau, is in conflict with the democratic principle of majority rule. I think that if the people were of the high conscience Thoreau assumed, then their majority would be of the same high conscience and thus they would make moral and just decisions for everyone. It’s too bad that the level of conscience Thoreau believed in does not exist for the majority of people today. Edel, Leon. Henry David Thoreau. (1970): 47p Leon Edel says that the essay â€Å"Civil Disobedience† is written to set up Thoreau’s argument for â€Å"men to offer noncompliance when their conscience dictates it† (38). He says that this idea in practice â€Å"has proved to be a passive way of making revolution† (38). Edel is focusing on Thoreau’s essay as a way of making changes, rather than a call for government to end. He argues that â€Å"passive resistance† does not work in all situations, saying that Nazis in tanks would surely run over people sitting in the road to protest them. He also says, â€Å"Thoreau’s civil disobedience presupposes a high state of conscience† (38). While I don’t share the same faith in man that Thoreau did, I do believe that if the high state of conscience he believed in could be achieved that his ideas would work. Edel also says, â€Å"Whether the personal anarchism Thoreau preached is possible in every age remains to be seenâ⠂¬  (39). I think that he is saying that by living the way he did, Thoreau achieved his own personal anarchy, while still being under the United States government. To use anarchy in this way would imply that it means freedom on an individual level, which is in some ways obtainable today, but everyone still must abide by laws. Glick, Wendell. â€Å"Civil Disobedience’: Thoreau’s Attack upon Relativism.† Western Humanities Review, Vol. VII No. 1 (1952): 35-42. Wendell Glick writes that Thoreau is calling only for a government that governs not at all when men are prepared for it. Glick says that Thoreau is addressing those no-government men the anarchists and extremists. According to Glick, Thoreau believed that these men fail to take into consideration the imperfection of the human species. So if Thoreau is calling for anarchy, he is not calling for anarchy as we think of it today. His anarchy is more like a utopian society, which can only exist when men become enlightened enough to govern themselves. Glick says that Thoreau considered governments only temporary arrangements whose purpose are to keep order until â€Å"the development of the individual should make them no longer necessary† (38). Glick adds â€Å"Thoreau did not object to government per se† (38). According to Glick, Thoreau was so angry at the tendency of government to â€Å"substitute the principal of social utility for the principle of absolute rightà ¢â‚¬  (38). I agree with Glick’s arguments that Thoreau did not totally write off government all together. Thoreau realized that the situation he wanted was not possible at his time, but he was very optimistic about the possibility of it occurring in the future. Kazin, Alfrid. Henry David Thoreau: Studies and Commentaries. Fairleigh Dickinson University Press. (1972): 34-52. Alfrid Kazin says that Thoreau knew no Negroes and had never been oppressed; yet he claimed strong opposition to slavery. Kazin uses this to argue that Thoreau was an idealist whose ideas existed only in principle and not reality. He also says that Thoreau â€Å"proposed to teach others to be as free of society as himself† (44). Being free of society is hardly a synonym for anarchy. Kazin states that Thoreau â€Å"affirms the absolute right of the individual to obey his own conscience in defiance of an unknown law† (44). Disobeying a law is hardly anarchy, but could an argument not be made that obeying an unjust law is closer to anarchy? Democracy is based on government by the people, and not governing oneself by obeying an unjust law would then fit the definition of lawlessness (for oneself) in anarchy. Kazin quotes Thoreau as saying, â€Å"Under a government which imprisons any unjustly, the true place for a just man is in prison† (44). Thoreau is obvio usly making a reference to himself here, but I think that he cannot expect a perfect society in any shape or form, which is implied when he says that no one should be unjustly imprisoned. If imprisonment is to be used as punishment at all, human error will ensure that there will always be wrongfully imprisoned persons. Krutch, Joseph Wood. Henry David Thoreau. (1948): 298p Joseph Krutch writes that Thoreau â€Å"calls upon all honest men to do what he has done and to refuse active or even symbolical support to the state which countenances the nefarious institution of slavery† (134). Krutch also says that Thoreau is angry with those that feel they have done their part by just voting for the right person. I think Thoreau felt that no one was capable of leading everyone in the right way all the time and so all authority should be challenged. Krutch says that â€Å"Thoreau was not unaware of the fact that he assumed the existence of these conditions, and it certainly did not seem to him, as it seemed to certain of his critics, that the assumptions invalidated the argument† (136). Here he is referring to Thoreau’s assumption that man is in a high enough state of conscience to govern himself. This would suggest that Thoreau knew his ideas could not work in his time, and maybe not at any time. However, he still wanted to express wha t might be the best way to do things under ideal conditions, in hopes that they might drive man farther towards them. This I agree with, as I think Thoreau knew the limitations of man then and was writing idealistically about a better way to live. Madison, Charles A. â€Å"Henry David Thoreau: Transcendental Individualist.† Ethics, Vol. IV No. 2 (1944): 110-123. Charles Madison says that Thoreau â€Å"gravitated toward the principles of philosophical anarchism† (114). This would suggest that Thoreau wasn’t demanding exactly what he wrote about, but instead trying to get people to think and to resist that which they feel is wrong. He says that Thoreau’s reasoning is that the individual and not the state is the best judge of right and wrong. I think Thoreau assumes that all people can differentiate between right and wrong. I slightly disagree with him here because some people cannot see right and wrong. That being said, Thoreau also seems to think that all people will use their judgement of right and wrong to make good moral decisions. This does not work at all in today’s society, as many people can make the distinction but won’t follow through with the right action. I don’t see how society could have been that much different in Thoreau’s day. Madison says that Thoreau knew that men need ed government as long as greed and passion overtook them. This would again reiterate the idea of â€Å"philosophical anarchism,† which may be of better use as a teacher than it would be in practice. Nelson, William Stuart. â€Å"Thoreau and American Non-Violent Resistance.† Thoreau in Our Season. (1967): 14-18. William Nelson writes â€Å"It is yet to dawn fully upon the participants in sit-ins, freedom rides and other recent forms of non-violent resistance in the United States how deeply indebted they are to Henry David Thoreau† (14). He says that Thoreau â€Å"conceded that government is a present necessity but held that governments by their very nature are prone to err† (14). Thoreau would then not be calling for anarchy, but for a check to the errors of government by the people of a nation. Nelson says that what Thoreau really wants is â€Å"the assertion of the right of conscience in the presence of the rule of law† (15). I agree with this, as I think Thoreau was fine with law as long as it was just and moral. If the law is not just and moral, then man should resist until it is changed. Nelson says, â€Å"Civil resistance is not necessarily invoked against every law which is regarded as bad† (15). This reiterates that Thoreau did not mind all laws, ju st those that his conscience deemed unjust. Nichols, Charles H. â€Å"Thoreau on the Citizen and His Government.† PHYLON: The Atlanta University Review of Race and Culture, Vol. XIII No. 1 (1952): 19-24. Charles Nichols writes that Thoreau refused the government at his time any cooperation, while he stated his allegiance to a higher law. He says that the higher law Thoreau was looking for can be found in nature. Looking for any law at all would suggest that anarchy is not what Thoreau wanted. Anarchy by definition is the absence of laws. Thoreau did say, however, â€Å"he who lives by the highest law is in one sense lawless.† Thoreau meant that by living under the law of nature, a person is free. Nichols says â€Å"to vote thus for a man or measure with no consideration of what is morally right is to participate in a series of crimes against humanity (20). I think that voting for politicians or laws without morally judging them would bring about a state far worse than anarchy. Nichols says that the individuals Thoreau speaks of, the ones, who could and should govern themselves, would surely support a government that sought to establish and maintain justice. This would suggest that Thoreau just wants a better government, not anarchy. Saalbach, Robert Palmer. â€Å"Thoreau and Civil Disobedience.† Ball State University Forum Vol. XIII No. 4 (1972): 18-24. Robert Saalbach gives a definition of society, which to him is â€Å"a system of mutually accepted rules of conduct limiting the behavior of individuals† (19). He argues that without these rules there is not a society, but a collection of individuals that do not know how to act in reference to others. He also says that society is a game and cannot be played without rules. I think that rules are needed for society today, only because there are those that cannot and will not think for themselves, as well as those that are purely evil. Saalbach says, â€Å"Thoreau assumes that the law always follows expediency while conscience always follows the right† (20). I agree that Thoreau assumed that every person’s conscience always follows the right, but I think he realized that people don’t always follow their conscience. He felt that is what every person should strive for, realizing that some people do not follow a strict morality. Saalbach also argues that law and right cannot be distinguished from each other. I do not agree with this, as law can be something just to further the wants of those in power, which is not necessarily right. Vivas, Eliso. â€Å"Thoreau: The Paradox of Youth.† The New Student Vol. 7 No. 23 (1928): 5-8 Eliso Vivas says of Thoreau â€Å"He was an anarchist because he saw the essential uselessness of government† (5). I don’t think seeing government as useless necessarily labels a person an anarchist. Vivas says that Thoreau suggests that men only keep government around because they are afraid to do without its protection. Vivas says that Thoreau never felt a need for government because he was willing to share anything he owned with anyone. A society without government, but with people sharing everything they own does not sound like anarchy to me, although by definition it would be. Vivas uses the term â€Å"self-sufficient† to describe Thoreau and his ideas for a non-government. A society of self-sufficient individuals doesn’t sound like anarchy to me either. However, Thoreau was the exception and not the rule. Most people in my opinion could not deal with that kind of society. All of this information points to one thing and that is that Thoreau contradicts himself in his essay Civil Disobedience.† If he really wants no government at all, then he is calling for anarchy, but if he is only calling for this when man has a high enough conscience level, then it would not be the anarchy that I have defined. I think his main intention was to have people question the government, not to just take whatever it gives them. By saying that no government would be best, he drew attention to his essay because people are drawn to extremes. By just looking at it on the surface, I might call it anarchy, but I think Thoreau was calling for a kind of society that we don’t even have a word for, because we can’t see how it could exist. Research Papers on Annotated Bibliography on Thoreau's essay "Resistance to Civil Government" - English Literature EssayQuebec and CanadaBringing Democracy to AfricaComparison: Letter from Birmingham and Crito19 Century Society: A Deeply Divided EraAssess the importance of Nationalism 1815-1850 EuropePETSTEL analysis of IndiaCapital PunishmentThe Effects of Illegal ImmigrationNever Been Kicked Out of a Place This NiceRelationship between Media Coverage and Social and

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