Mother Courage And Her Children By Brecht Essays -

Mother Courage And Her Children By Brecht In 1939, on the eve of the Nazi Holocaust, the great German playwright Bertolt Brecht wrote Mother Courage and Her Children. For the setting of his play, he chose the Thirty Years' War, the senseless 17th century European conflict that pitted Protestants against Catholics and laid waste to whole lands and peoples. Spanning the years 1618-1648, it was the most destructive war in European history until modern times. It was a war which seemingly no one wanted but which no one could stop once it had gained its brutal momentum. The play came too late to be of consequence in World War Two, but it has played to great effect on the world stage ever since, becoming Brecht's most popular work after The Threepenny Opera. Mother Courage herself has become a theatre archetype of the indomitable, irrepressible human spirit. For all its epic scope--rolling through Sweden, Poland, Saxony, Bavaria and Alsace--the play is an intensely personal journey. It centers on a woman, Mother Courage, who owns a rolling canteen wagon and who follows the war selling victuals and sundries to its troops. She is an earthy peasant, a hearty cynic who profits from slaughter, and who actually fears that peace may break out. Mother Courage knows no loyalty but to her business and to her family whom she tries to protect from the ravages of the carnage. Eventually, the war exacts its pound of flesh, its payment for her long feeding upon it. One by one, all her children become fodder for the ravenous maw of the conflict, victims of the very virtues which she has instilled in them for survival. This is a deeply human play. Mother Courage embodies the best, and worst, of all of us in similar circumstances. With a single mindedness that produces real heroism, she negotiates the wake of the war. Ruthless, fiercely selfish, clever and conniving in defense of her small moveable turf, she is completely understandable. In her bawdy humor, tenderness and rue, she is utterly human and sympathetic. In the end, like in any tragedy, it is her great will and indomitable spirit which is both her ruin and her triumph.

Prison and Good Guards Essay

Prison and Good Guards Essay Prison and Good Guards Essay 1. The students in the experiment feel confused because the cops showed up at their house to arrest them for a crime they didn’t commit. They feel scared and dehumanized because they were just thrown on the car and searched, also when he was put in the holding cell, they blind folded him so he could think about what he did wrong. 2. There was no training on how to be a guard in this experiment. The guards were just set free to do what they want as long as they were not breaking any laws. They warned the guards what kind of things they could go through and the seriousness of the experiment beforehand; knowing this, I do not think I would have been a guard for this experiment. I could not play it off well and I would honestly be too scared to be a part of it. 3. The â€Å"good guards† did not object to anything that the â€Å"bad guards† did is because you can’t talk down to your superior. If the â€Å"bad guards† were above them in the chain of comma nd, than they have no choice but to go along with what they did. Also, the â€Å"good guards† were not being treated badly; the bad treatment was directed to the prisoners. 4. If I was a prisoner during the Stanford experiment, I would not have been able to handle it. If I were in a dress with no under clothes, rubber sandals, and a heavy chain bolted to my ankle is too hard to even comprehend. Although all of the prisoners rebelled and joined forces with each other by destroying their ID numbers jail cells, I would be too afraid I would get in trouble and would just sit back in the corner and ponder why I’m there in the first place. Even though â€Å"real† prisons aren’t as bad as this experiment, it’s still the same concept and that is something I would not be able to handle. 5. The experiment was so thought through and conducted that the prisoners actually felt like they were in â€Å"real† jail. After being in â€Å"prison† for so long, it’s what they grew accustomed to. Even though the prisoners were volunteers, they thought they were being sent to a real prison and seeing what real prison was like. They didn’t try to work outside the prison system because that’s how they believed the prison actually worked. 6. I feel that prisoners may feel that the guards are demeaning and abusive towards them because of their character rather than the situation they are in because the guards are always evil and disrespectful and that’s the only way the prisoners see them, so that’s how they think the guards are at all times. 7. Reality in a prison setting is not having any freedom or any privacy. Reality is sitting in a jail cell with nothing to do except ponder all of your thoughts and continuously regret why you’re sitting there in the first place. Reality in a prison setting is wishing you were home with your family, your friends, or your dog. Illusions never really become â €Å"real.† Prisoners probably hope that their illusions will eventually become real, what they are falsely believing, I’m sure is much better than the reality they’re living in. The poem, â€Å"Within the illusion of life, Death is the only reality, but is

Critically Discuss the Relation Between Emotional Intelligence And Essay

Critically Discuss the Relation Between Emotional Intelligence And Employee Performance - Essay Example p management believes that the subordinates are always lazy at work and dissatisfied with their norms without any organization and productivity happening at their respective ends (Reilly, 2009, 56). There are times when the top management does take notice of the fact that these problems have attained significance for good or for bad; however the same need to be stopped in order to bring about sanity within the workplace domains. Therefore the emotional significance is touched upon in entirety under such situations because it deems quite a lot of significance in the long run. The most basic definition of emotional intelligence is the ability or skill to properly identify, find out and thus take control of one’s emotional realms and the people around such individuals. Thus the emotional intelligence understandings are reached upon when the individuals working within a group have to deal with one another and thus document their own selves as well, within a short amount of time, a nd without much hassle coming to the fore. The employees need to understand that the other individuals working within a group or an entity, are also human beings and they are having an emotional intelligence all this while as well (Boyle, 2006, 122). There is a dire need to understand on the part of the organizations that deal with emotionally charged up people to take a look at their psychological realms and thus solve the issues that hamper their smooth working domains. What this will do is to gauge how well they can adapt with the different situations that come about and how sanity shall prevail in the end within the workplace environments. High levels of performance are rest assured within the workplace dynamics because a great amount of importance is attached to the same dictum of... This essay stresses that one must comprehend that it is significant to discern the fact as to how and in what manner emotional intelligence could benefit the basis of employees and workers in a workplace setting since this is generally a new phenomenon which is on the rise. The future of work has a number of drastic issues that must be settled early. This is because employees fear for these issues to crop up on an irregular basis. A couple of issues that will shape up the future of work include privacy and the ever-falling motivation. This brings into reckoning a couple of significant problems that hamper both men and women who work within the realms of a workplace environment and the same means a great amount of distraction for the people who are focusing on getting employed within such companies as varied vacancies are opening up from time to time. This paper makes a conclusion that it is a fact that privacy for the sake of the employees remains a quintessential aspect as this tangent is close to the hearts of the people who matter the most. It is a fact that privacy for employees is something that has a great amount of value upon their entireties as no one likes to share his/her respective views within the workplace limits. It will be interesting to note the responses of the subjects after a period of a year or two and by that time much research would have come in line with the same topic.

Child labor Essay Example | Topics and Well Written Essays - 1250 words

Child labor - Essay Example Many children along with their parents suffered life-threatening injuries – punctured eyeballs, scarred legs and missing limbs – from the sharp blades and machines in the field. (Buckley para. 1, 2 http://www.commondreams.org/views/031600-102.htm) Several child laborers experience harsh living conditions. They are locked, sometimes chained, in crowded rooms for long hours like prisoners. Many develop illnesses and diseases like silicosis and tuberculosis. Some are kidnapped and later sold to flesh traders as slaves. Employers at times abuse the children by beating them, branding them with hot irons like livestock, torture them, or deprive them of food. In worst cases, they get killed while at work. (Kalmes para. 6 http://www.ilstu.edu/~jnassar/child.html) Probably the major cause of child labor in some, if not all, of the countries is poverty and underdevelopment. Child labor makes it a necessity for economic advancement. Another problem is the differences in culture. For example, some Hindi societies have a natural division of labor called castes, and because children are better at tasks that need little to no experience, they are deprived of schooling and are made to work instead. Furthermore, putting a stop to child labor does not assure a better life for the child. These children, and their families, work to live. This circumstance might push them to enter dangerous jobs. (Kalmes para. 3 http://www.ilstu.edu/~jnassar/child.html). One of the causes of child labor may be in relation to the global market. Third World countries prefer to use child labor to fit their economies. Because of globalization and the growing economic condition worldwide, the demand for exports in the developing countries increased. To provide an adequate supply for that demand, however, these countries have opted to find cheap labor to cut production costs, and this

Research paper Example | Topics and Well Written Essays - 500 words - 2

Research Paper Example The painting is an exact mirror image of this city. It shows a jumbled up maze with roads and ladders. New York is considered to be one of the busiest and most expensive cities of the world located in the most advanced country/continent- North America. The Food culture of this city is a mixed culture with Italian, European as well as Chinese food. However because it is a diverse city with people from all over the world, all kinds of food is eaten over here. New York is considered to be the cultural capital of the world, the reason once again being the diversity on cultures ranging from contemporary to modern covering all regions of the world. As for its architecture, New York has the world’s most remarkable and extraordinary architecture with noteworthy buildings mostly made of stone and brick. The city has tall and huge buildings and a rich architectural history. The weather of New York is sub-tropical, and both winters and summers are quite different. Summers being sunny, humid and warm while winters being cold and moist because of rain. Moreover, New York is the center for many activities related to media such as television, music, print media, films and advertising. This amazing piece of art as described by the author as a ‘construction’ rather than just a painting shows a process of building and growing. It is classified as a painting using oil paints on a wood canvas, bright colors with a view that makes it look like separate pieces joined together to portray the process of uncanny structures used to show life in this city. The dimensions of this work are 9 5" x 11 3" x 1 Â ½ and light makes it look brighter. The period in which the painting was made is the CONTEMPORAY period, and the style of the painting is also contemporary, showing the current state of the city. The style flourished since after World War 2 and continues till today. EXPRESSIONISM is prominent in paintings of this era that originated in Germany. The art

Double Dissociation: Optic Ataxia and Visual Form Agnosia

Double Dissociation: Optic Ataxia and Visual Form Agnosia Organisms, at one level, are obviously collections of parallel systems that are potentially independent, although normally interactive. (Weiskrantz, 1990) The argument of separate visual processing streams is a long and turbulent one, which stems largely from Ungerleider and Mishkins (1982) early work with monkeys. Following this research, Mishkin, Ungerleider, and Macko (1983) suggested two streams of processing. They characterised the ventral stream as the what route, used to analyse visual characteristics of objects, and the dorsal stream as the where stream, which calculated the spatial relations of the object. However, in 1992, Milner and Goodale proposed a reinterpretation of the dual pathway model (Goodale Milner, 1992, 2004; Milner Goodale, 1993, 2006). In this new model, the ventral stream was concerned with the visual perception and processing of object form and object recognition, to transform visual information into a perceptual representation of the world (Goodale Milner, 1992). Importantly, it also encoded spatial relations of objects in an allo-centric sense. This allows us to think about our world, its objects, and t he placement of objects. In contrast, the dorsal stream was involved in the controlling actions interacting with the goal object. The dorsal stream calculates spatial relations in an ego-centric view, using accurate and precise measurements. In more general terms, it can be stated in short, that this new model suggested that differences between the two streams should be evaluated, not in terms of visual inputs, but as the output systems which the two streams serve. Both streams receive the same visual information, but they interpret it in different ways (Milner Goodale, 2008). In their study of this model, researchers searched for the ideal complementary double dissociation which would unequivocally support Milner and Goodales claim that these streams are completely separate entities, which receive visual information, and then interpret and react to this information in very different ways. They found support for these claims by the flagship double dissociation studies using neuropsychological patients. The key conditions in these case studies and experimental research studies are Optic Ataxia (OA) and Visual Form Agnosia (VA). These neuropsychological disorders are, to Milner and Goodale, the quintessential case for a double dissociation. The term of double dissociation is an elusive idea in neuropsychology, with clear and concise dissociations difficult to come by. In a single dissociation, damage to a particular brain region interrupts one function, but not another function. This implies that these two functions are independent of each other in some form. The most commonly referenced single dissociation is the condition VA, in which the patient perceptual abilities are impeded, but not the visuomotor abilities. Furthering on from single dissociations, interest has turned to finding double dissociations. These double dissociations, as originally described by Teuber (1955) are seen as powerful tools in neuropsychological research, to discover and study the separate functional modules and to strengthen the evidence for a single dissociation. However, double dissociations can be very difficult to prove, as to be a true double dissociation it must be shown that two different external manipulations will affect two patients differently. That is, the first manipulation will affect patient A, but not B, whereas the second manipulation will affect patient B, but not A. This can be used as a starting block to make inferences of the modular functions of brain areas. The dual visual systems double dissociation of OA and VA, or perception of objects with mis-reaching and inability to perceive with successful grasping became the workhorse of Milner and Goodales model. They based much of their early findin gs upon studies carried out with patient D.F which showed a single dissociation (James, Culham, Humphrey, Milner, Goodale, 2003; Goodale, Milner, Jakobson, Carey, 1991). Patient D.F. is the most researched neuropsychological patient in the study of dual visual streams, and it is from research carried out with her that led to the fruition of Milner and Goodales model (Goodale et al., 1991). D.F. suffered bilateral lesions of the occipito-temporal cortex, considered to be the ventral stream area, which resulted in a profound case of Visual Form Agnosia (Milner et al, 1991). That is, she was incapable of visually perceiving the form of objects and yet she could accurately make visually guided movements and grasp objects (James et al., 2003; Goodale et al., 1991). It was argued that this research indicated that D.F.s visuomotor skills were left intact, implying firstly, that there was evidence for a single dissociation, and secondly, that D.F. could show pure visuomotor skill with out the interference of perception. In other words, she could show what the dorsal stream in Milner and Goodales model was capable of achieving (Milner et al., 1991). This original study was quickly followed by a stream of research which investigated the visuomotor capabilities of D.F (Goodale, 1994b; Milner et al, 1991) and a second VA patient; S.B. (Dijkerman, Le, Demonet, Milner, 2004). The further research illustrated that D.F.s visuomotor skills allowed her to scale her grip and orientate her wrist correctly, similarly to controls (Milner Goodale, 1995). In matching orientation tasks D.F. failed, appearing to choose orientations at random, yet when asked to reach towards a slot and post an item she performed at a similar level to controls (Goodale et al., 1991). Studies illustrated her ability to use visual information involving the orientation and shape of a particular object for online corrections of hand movements and in an object grasping task for regular shapes, (Dijkerman, Milner, Carey, 1996; Carey, Harvey, Milner, 1996), and irregular shapes (Goodale et al., 1994c). These findings were later replicated with S.B. (Dijkerman, McInto sh, Schindler, Nijboer, Milner, 2009; Dijkerman et al., 2004). The interpretation given to D.F.s visuomotor abilities suggested that the undamaged dorsal stream was controlling the visuomotor abilities, without the input of the damaged ventral stream. This was a powerful argument for Milner and Goodales model as it emphasised the functional dissociation within the visual system. On the opposite side of this dissociation, researchers studied patients (I.G. and A.T.) with Optic Ataxia (OA); a visuomotor disorder. This involves gross mis-reaching for visual targets, usually most severe in the peripheral visual field, can manifest in the contralesional visual field and the contralesional hand (Perenin Vighetto, 1988). However, patients can identify objects normally; unlike patient D.F., OA patients can discriminate the size, shape, and orientation of objects. However, these patients have difficulty in grasping objects correctly or in a functionally correct manner. OA patients will not appropriately scale their grip during reaching; they open their finger grip too wide, and close it once they reach contact with the object (Jeannerod, Decety, Michel, 1994). In addition, their reaching duration is increased, their peak velocity is lower than controls, and they misplace their fingers when they have to visually guide their hand towards a slit (Grà ©a et al., 2002) . Similarly, in reaching tasks with target jumps, both A.T. and I.G. failed to show online adjustment of movement like healthy controls (Pisella et al., 2000; Grà ©a et al., 2002). This indicates a feed forward and feedback deficit in OA. More simply, OA patients do not possess the capabilities to quickly alter their movements; they rely on the involvement of slower and later visual and motor feedback. However, does all this research lead onto the conclusion of a classic double dissociation? Milner and Goodale argue that no clearer evidence could be shown; one condition (VA) leads to inability to perceive items, yet can act on these items, and the other condition (OA) shows an inability to grasp an item, and yet they can perceive all their features. The problem is, this case of double dissociation may not be as straight forward and concise as Milner and Goodale assume. There is a new stream of research showing the exceptions and difficulties in the dual visual system assumption. A classic dissociation calls for one function to be within normal performance range and the affected function to be far below normal performance (Shallice, 1988). In relation to D.F.s visuomotor abilities, more recent research has highlighted difficulties in claiming a classic dissociation. Although D.F. does manage to grasp items in most cases, this is not to the level of normal range; she makes semantic errors in grasping tools in non-functional ways (Carey, Harvey, Milner, 1996). However, she also fails to grasp neutral laboratory blocks using the most comfortable grasp (Dijkerman, et al., 2009), and she fails to complete visuomotor guiding or grasping tasks with any shapes of significant complexity (Goodale et al., 1994a; Carey et al., 1996; Dijkerman et al., 1998; McIntosh, Dijkerman, Mon-Williams, Milner, 2004). In fact, more recent research has found restrictions to D.F.s grasping abilities, showing that she does not automatically select a grip posture which minimises awkwar d and uncomfortable grasps, like control subjects (Dijkerman et al., 2009). Furthermore, even in successful completion of simplistic tasks, D.F. may not use the same visual cues that healthy controls use. When prisms were used to perturb D.F.s vision, it was found that D.F. relies almost exclusively on vergence angle and vertical gaze for establishing object distance in reaching tasks (Mon-Williams, McIntosh, Milner, 2001; Mon-Williams, Tresilian, McIntosh, Milner, 2001). In fact there have been reports of the daily difficulty in carrying out actions for VA patients, namely S.B. showing at times greater peripheral misreaching than OA patients (Là © et al., 2002; Pisella, Binkofski, Lasek, Toni, Rossetti, 2006). VA patients use compensation techniques such as, moving their head to focus the target in central vision and slowing their goal directed movements (Rosetti, Vighetto, Pisella, 2003; Pisella et al., 2006). Dijkerman and colleagues found that patient D.F. could perform a grasping task well when she could use binocular viewing, even when her head po sition was fixed on a chin rest. However, she could not complete the task under monocular viewing unless she could tilt her head to compensate (Dijkerman et al., 1996). Specifically, D.F. needs to use either binocular disparity or motion parallax to recover the depth of an object and successfully carry out a grasping task. The empirical evidence illustrates that patients with VA struggle with many visuomotor tasks and in many cases can only complete simple tasks. Therefore, their performance is far from within the normal range, shown by control tasks with uninjured brains. Firstly, this puts into question the strong single dissociation thought to be illustrated by VA. However, even more importantly and secondly, these findings cast doubts on the pure dorsal abilities, suggesting that even with an uninjured dorsal stream visuomotor skills are affected, which in this case prevents the possibility of a double dissociation. The past research of OA has equally been viewed only through the eyes of the dual processing model, excluding the finer details. For example, clinically, a diagnosis of OA requires for all other perceptual deficits to be excluded. Specifically, issues with visual acuity, visual neglect or injury to the eye itself must be ruled out as explanations for misreaching with visual guidance. However, these diagnostic guidelines have not always been followed, and assessments of such issues have been absent or carried out in approximations (Schenk McIntosh, 2010). Stricter assessments have recurrently shown impaired discrimination of object location or orientation, particularly in the extra-foveal visual field where OA symptoms are most severe (Michel Henaff, 2004; Pisella et al., 2009). It has been argued that in truth, OA is more closely linked to attentional disorders, such as visual neglect or visual extinction (Michel Henaff, 2004; Pisella et al., 2009; Streimer et al., 2007, 2009). A.T.s attentional visual field was described as being narrowed to a functional tunnel vision (Michel Henaff, 2004). The confusion of OAs true origin comes from the fact that misreaching occurs in extra-foveal vision, when patients cannot fixate on the object. The visuomotor abilities of OA patients in central vision show little to no deficits in carrying out visually guided grasping tasks under normal conditions, unlike the misreaching that is present in the peripheral visual field (Grà ©a et al., 2002; Pisella et al., 2000). More recent studies have suggested that misreaching also affects proprioceptive targets which are not in the direction of gaze (Jackson et al., 2009; Blangero et al., 2007). Jackson et al. (2009) argue that this indicates a difficulty in representing several locations simultaneously, indicating that OA is not simply a visuomotor problem. Similarly, recent papers have shown that perception itself is also impaired in the peripheral visual field (Michel Henaff, 2004; Rosetti et al., 2005). These findings plunge the status of OA as a visuomotor disorder into uncertainty; and it unquestionably casts doubts on optic ataxia being considered as evidence of a dissociation of perceptual and motor functions within visual processing. Furthermore, with a growing number of researchers questioning the clarity of OAs strict visuomotor deficits, the argument of a double dissociation loses even more conviction. Many years of research have emphasised an impairment of actions in OA, and an impairment of perception in VA. However, are the differences between these two conditions and the empirical evidence strong enough to support a case for a double dissociation? As Pisella and colleagues (2006) highlights, looking over past research on the vision for action studies on OA patients and VA patients; it becomes obvious that these sets of patients have not been tested in identical settings. As previously noted, vision guided grasping movements are impaired in the peripheral vision of OA patients; however, these same abilities have only been tested in the central vision for VA patients (Pisella et al., 2006). As indicated earlier, OA patients have been shown to deal with visually guided grasping to a successful level in central vision and ecologically valid conditions (Grà ©a et al., 2002; Pisella et al., 2000). Without empirical evidence to indicate the true abilities of VA patients reaching in p eripheral vision, it cannot be concluded that their reaching is unaffected. Similarly, OA patients perceptual abilities have not been significantly studied. It is assumed that their perception is at normal levels, however, this same assumption was given to VA reaching until it was more closely studied. Thus, this major fault in the claim for a double dissociation does not take into account the fundamental assumption for double dissociations; that testing of the function must be carried out in the same conditions (Teuber, 1955). Given the arguments presented, it seems unlikely that OA and VA are a complementary double dissociation reflecting the inner workings of a separate vision for action and vision for perception processing routes. This suggestion is much too simplified. It is much more likely that the vision for perception and vision for action streams interact a great deal, and thus both streams have an effect upon each of these two conditions. We are unclear of VA patients peripheral visual abilities, and thus they cannot be truly compared to OA patients extra-foveal misreachings. In fact, with doubt mounting about OAs actually link to the vision for action stream, the argument becomes even more clouded. Diagnostically, this must be cleared up before any conclusions of its involvement can be made. In a comparable trend, patients with VA do not perform as well in visually guiding grasping tasks as originally claimed; they in fact perform well below normal levels (Goodale et al., 1994a; Carey et al., 1996; Dijkerman et al., 1998; McIntosh et al., 2004). Furthermore, under normal conditions and in central vision, OA patients actually perform better than previously claimed, due to their compensatory techniques (Grà ©a et al., 2002; Pisella et al., 2000). This coupled with recent findings of OA patients perceptual difficulties in peripheral vision, (Michel Henaff, 2004; Rosetti et al., 2005), it becomes an extremely difficult task to claim a double dissociation. Although, it may be extreme to claim no interaction between these conditions, they are not completely separate entities either. The fact remains that both conditions allow us to learn a great deal about the visual system under the Milner and Goodale model, and there is certainly a complementary divergence of symptoms in p art. However, the issue lies in attempting to construct these components into a complementary double dissociation; the components just do not add up. Hence, it is necessary to move beyond the rudimentary dichotomy of vision for action and vision for perception, and consequently the supposed double dissociation and simplification of OA and VA. Despite previous conventions on the unification of these deficits as one dissociation, as has been shown deeper research is beginning to highlight the cracks in this dissociation. It is necessary to advance the Milner and Goodale model beyond the research reliance on the OA and VA double dissociations. It is important that the assumptions made of OA and VA being clear and concise indicators of each visual streams abilities is eased. Although individually, patients such as D.F. and S.B., who have perceptual deficits as found in VA, can be useful indicators of the most basic abilities of the dorsal stream, this cannot be guaranteed to indicate workings of the ventral stream. As shown previously, the interaction between the two streams may be greater than previously thought. Thus higher function s of the dorsal stream may fail in patients with VA without the necessary interactive involvement from the ventral stream. Similarly in cases of OA, moreover, this may be in even more doubt with the disagreement of attention deficits playing a vital role in OA symptoms. In essence, the fixation on a double dissociation between OA and VA is hindering future research and the advancement of the dual visual processing model. This simplistic idea of the absolute double dissociation must be abandoned, and a more interactive approach taken to achieve research advancement.

Library and Theoretical Framework

Definition Theories are formulated to explain, predict, and understand phenomena and, in many cases, to challenge and extend existing knowledge, within the limits of the critical bounding assumptions. The theoretical framework is the structure that can hold or support a theory of a research study. The theoretical framework introduces and describes the theory which explains why the research problem under study exists. Importance of Theory A theoretical framework consists of concepts, together with their definitions, and existing theory/theories that are used for your particular study.The theoretical framework must demonstrate an understanding of theories and concepts that are relevant to the topic of your research paper and that will relate it to the broader fields of knowledge in the class you are taking. The theoretical framework is not something that is found readily available in the literature. You must review course readings and pertinent research literature for theories and anal ytic models that are relevant to the research problem you are investigating. The selection of a theory should depend on its appropriateness, ease of application, and explanatory power.The theoretical framework strengthens the study in the following ways. 1 . An explicit statement of theoretical assumptions permits the reader to evaluate them critically. 2. The theoretical framework connects the researcher to existing knowledge. Guided by a relevant theory, you are given a basis for your hypotheses and choice of research methods. 3. Articulating the theoretical assumptions of a research study forces you to address questions of why and how. It permits you to move from simply describing a phenomenon observed to generalizing about various aspects of that phenomenon. 4.Having a theory helps you to identify the limits to those generalizations. A theoretical framework specifies which key variables influence a phenomenon of interest. It alerts you to examine how those key variables might di ffer and under what circumstances. By virtue of its application nature, good theory in the social sciences is of value precisely because it fulfills one primary purpose: to explain the meaning, nature, and challenges of a phenomenon, often experienced but unexplained in the world in which we live, so that we may use that knowledge and understanding to act in more informed and effective ways.A theoretical framework is a compilation of interrelated concepts, such as a theory though not necessarily worked-out so well. A theoretical framework guides you in doing research, determining what kind of things you will measure, and what type of statistical relationships you will look out for. A theoretical framework is a theoretical perspective of something. It can simply be a theory, but it can also be more general or a basic approach to understanding something. Typically, a theoretical framework defines the kinds of variables that you will want to look at. A theoretical framework refers to a collection of interrelated concepts.It is like a theory but it is so well worked out. It guides one's research, determines what things one will measure and the statistical relationships one will look for. A theoretical framework is a collection of interrelated concepts, like a theory but not necessarily so well worked-out. It guides your research, determining what things you will measure, and what statistical relationships you will look for. Theoretical frameworks are also important in exploratory studies. Theoretical framework is a structure that is used for supporting a theory of any research work. It explains the theory of why the research is necessary.The framework helps the reader to make sense of the question that the research is founded on. A theoretical framework is a compilation of thoughts and theories on a research topic. To write a theoretical framework, identify the core set of connectors within a topic showing how they are related to the research topic. When writing t heoretical framework, include an outline of existing theories closely related to the research topic. Demonstrate that the topic addresses questions that interest those already researching the field then clarify how your research relates to the existing theories.Your own theoretical assumptions and loyalties should be as open as possible. Why use a Theoretical Framework? An effective history paper should do more than simply report what happened in the past. An effective history paper should also provide some analysis. Using a theoretical framework for your paper can help open up your analysis of past events by providing a particular set of questions to ask, and a particular perspective to use when examining your topic. top of page What is a Theoretical Framework? Theoretical frameworks provide a particular perspective, or lens, through which to xamine a topic.Theoretical frameworks usually come from other disciplines – such as economics, the social sciences, and anthropology à ¢â‚¬â€œ and are used by historians to bring new dimensions of their topic to light. There is no right or wrong theoretical framework to use when examining your topic since every topic can be looked at from a number of different perspectives. For example, an essay on slavery in the American south could be examined from a social perspective – the relations between slaves, or between slaves and masters – but also from an economic perspective, a political erspective, or a cultural perspective Just to name a few.Theoretical frameworks, however, are even more specific than these broad subject approaches. Theoretical frameworks are specific theories about aspects of human existence such as the functioning of politics, the economy, and human relations. These theories can then be applied to the study of actual events. While it is not necessary to use a theoretical framework to examine your topic, it can help to focus your essay on a specific aspect of your topic and can direct your analysis of that topic, offering unexpected insights into the past. op of page Examples ot Theoretical Frameworks There is no finite list of theoretical frameworks one can apply to a topic. Nonetheless, there are several theoretical frameworks that have been used more often by historians, forming schools of thought and shared approaches to historical subject matter such as marxism, nationalism, post-colonialism, and post-modernism, Just to name a few. It is important to note that these categories are fluid, and many of the theories can be classified under more than one school of thought.In addition, many historians borrow theoretical frameworks from other disciplines without actively ssociating themselves with a particular school of thought. Below are some examples of theoretical frameworks that have been adopted by historians in recent decades. Marxism Many scholars use Marxist philosophy and theories to study past events. One notable theory is Italian philosopher Antonio Gram sci's theory of â€Å"cultural hegemony. † Gramsci proposed that those in power maintain power by making the societal hierarchy seem â€Å"normal. † Gramsci's theory has been used by many contemporary historians to analyze past events.For example, Robert Rydell has applied this theory o the study of World's Fairs, proposing that the elite of society used World's Fairs to try to sway the masses into supporting a societal order that appeared to benefit everyone, but in reality benefitted primarily the elite. This is Just one example of a Marxist theory being applied to the study of history. There are many more. Nationalism Scholars of nationalism study how and why people have come to identify themselves as being a part of a nation, as well as the impact of the rise of nationalism in the last two centuries.Benedict Anderson, for example, famously referred to nations as imagined communities† since a nation is a community in which the vast majority of people will neve r actually meet face-to-face or know each other, but nonetheless share a sense of identity based on nationality. Many historians have used Anderson's theory to analyse nations and nationalism historically, while others have challenged Anderson's theory on how nations are created by examining the rise of nationalism in a variety of different historical contexts.Post-colonialism Post-colonialists study the power relations and racist assumptions that made the colonial system possible, as well as the legacy of colonialism for both the colonists nd the colonized. Edward Said's theory of â€Å"Orientalism† proposes that the West has created a mythologized version of the East (or Orient) to reinforce the difference between the two, and the superiority of the West over the East, thus legitimizing Western attitudes towards and treatment of those in the East.Historians use Said's theory to examine past events, even those outside the strict geographic area being considered in Said's ori ginal theory. Historians examine how western countries mythologize and exoticize the â€Å"other† in order to reinforce and legitimize their position of power. American historian Erika Lee, for example, uses Said's theory to examine American attitudes (particularly those of white American women) towards China and Japan in the late nineteenth and early twentieth centuries as the United States was developing its â€Å"informal empire† in the region through treaties and trade.Literary Theory Historians have borrowed prolifically from cultural and literary theorists in recent decades. One notable example is Russian literary theorist M kn il Bakhtin's theory ot â€Å"carnivalesque. † For Bakhtin, the â€Å"carnivalesque† referred to literature that permits a emporary inversion of the normal social hierarchy. He compares these literary productions to the medieval carnival where for the duration of the carnival normal hierarchies of power were suspended, allowin g participants to mock and burlesque those in authority.Many historians have made use of Bakhtin's theory outside of the world of literature, applying it to past events,and examining how different events allowed for the temporary inversion of power. Natalie Zemon Davis, for example, examines the role of gender inversion in the popular culture of early modern France. While many historians and anthropologists have argued that the temporary inversion of power of the â€Å"carnivalesque† ultimately serve to re-inforce normal power structures, Davis argues that carnivalesque inversions can also serve to undermine them.Post-Modernism French philosopher and historian Michel Foucault theorized that â€Å"discourses† (meaning the ways in which we speak and think about our reality or some aspect of that reality) actually structure our reality and tin most instances are used to reinforce hierarchies of power, but can also be used to subvert these same hierarchies. Historians have applied Foucault's theory to the past, examining how discourses in different times and places have been used to reinforce power.Bengali historian Dipesh Chakrabarty, for example, examines how the discourse of history in the academic world continues to place Europe at the centre of historical studies, even in the study of places outside of Europe. Gender Studies Gender studies examines how notions of gender structure our reality. Gender studies have been influenced by post-modernism, arguing that gender is not a fixed category, but rather a social construction. Historians have used these theories to examine how the construction of gender functioned in the past, and to what end.

Nature of thought

Thinking: the activity of the brain that can potentially be communicated. Inform thoughts become your words become your actions become your habits become your character become you. † (Gary R. Kirby and Jeffery R. Godparent, Thinking, 2007) What makes human thinking unique is the fact that our thoughts are made up of language. Language allows us to see things differently by channeling our thinking and perceptions. Our thoughts are influenced by the language we use to describe them.The languages we use may too be influenced by personal barriers. Personal barriers include self- serving biases, cognitive distortions that put us in a favorable position. Stereotypes, being biased toward members of a certain group. Emotional influences also effect and inspire human thought. Emotion is what differentiates human beings from animals. We as humans think to communicate, using different languages that are influenced by barriers based upon memories. Memory plays an important role in thinking . Without memory we can't think. According to Richard Paul and LindaElder, Journal of Developmental Education, â€Å"Everything we learn is related to everything we learn and learning things in relation to each other makes each of the things we learn more memorable, more intelligible, and more useful. † Without memory we'd have no future to imagining and no past to consider. Getting an adequate amount of sleep is essential to the critical thinking process. Sleep debt can negatively affect our mood, motivation, memory, decision making, concentration, problem solving, and logical thinking (Corer, 1996). So in order to think big we must stimulate the brain with intellectual activity and enhance our memory.Enhancing memory includes making information meaningful, by associating new information with what we already know well, by using mnemonic techniques and by repetition and practice. Listening to the recollections of others and being open to the possibilities. Finding relevance o f the information, how it relates to our lives, increases its meaning and makes it more memorable. Now let's use my memory. I can remember when I found out I was pregnant with my first child. I thought I had gotten sick. I didn't feel well, very low amount of energy. Well I was sick, but it wasn't the sickI was thinking where I could go buy something over the counter and it be gone in a few days. I was suffering from morning sickness, the nauseous feeling a woman's body goes through in the first trimester of pregnancy. The difference in my thoughts and reality was that a baby was coming. A child, a life changing experience. I had all kinds of thoughts going through my head. First, I had to acknowledge that I was soon to be called â€Å"Mommy'. Which then lead to other thoughts like if I was good enough to be parent at the age of 22. I thought what my family would think of me being that I as still young and not married.I was concerned on what the father of my child would say when I told him. After informing my family and accepting this important role that was coming into play. I began taking prenatal classes to educate myself on being a mother. I enrolled in college and begin taking Early Childhood Education courses. I learned that having my daughter pushed me into the field of working with children and having a passion for the work that I do. In the beginning I was nervous, worried about what others would think of me. Encapsulation was a personal barrier s I was raised to believe that one should be married before she has a child.My emotions were out of control the first couple of months as I thought to myself that I wasn't fit for the circumstances. After all that I have to say that I am a wonderful mother despite all my fears and that my thoughts from then have influenced and encouraged me to believe that can handle all situations, and to see something good out of anything that we are faced with.

Ethical Systems Essay examples

Ethical Systems Essay examples Ethical Systems Essay examples Ethical systems are the principles from which an individual must use to make a decision. There are several ethical issues involved in cloud computing. Some of the ethical issues that could raise question are control, accountability, security, ownership, and privacy. Being proactive in ethical concerns and issues is a key factor in easing the key individuals in an organization skeptism related to cloud computing. The key individual that is directly related in the topic of lawyers and the use of cloud computing are the lawyers. It is up to the lawyers to take the measures to protect his or her client confidentiality. There are several ethical systems that can be involved when cloud computing is present. The primary ethical system would be a duty-based ethical system. It is the system where the lawyer has a moral obligation to behave in a certain way. There is right and wrong and it is regulated by an outside authority. There are laws set in place and there are consequences lawyers wil l face if he or she does not take every measure to protect his or her client confidentiality. Rights-based ethics are also involved. The clients have the right to be protected with legal rights and moral rights. The last type of ethics involved are virtue-based ethics. It is believe that the companies that are being used for the cloud computing and the attorneys using them are acting with integrity to ensureing that clients information is protected from any possible threat. Most lawyers are in

Essay Sample on Conflict Resolution in Business Environments

Essay Sample on Conflict Resolution in Business Environments Identifying conflict in our lives and overcoming it can be highly beneficial to our happiness and well being. There are many different areas of conflict that we encounter throughout the course of an average day. We might experience conflict with our friends and family members or we may see conflict situations arise in our work environment. At work, the conflict may be in a small group or it may be a conflict issue with the company as a whole. Often times, our areas of conflict might overlap and we allow personal issues to influence our work environment and vice-versa. Once we have identified our areas of conflict, it becomes vital that we challenge them and are able to overcome them in a constructive way. Usually within a company, there is an inner-circle or small group of people that we work with day in and day out. These individuals might become our closest friends and most trusted confidants, as we depend on them to help and assist us throughout the day. It is always nice having someone supporting you in your work duties. When there is a rather challenging task at hand, it helps to have the support of our co-workers. When an individual has little or no conflicts with their peers and co-workers, everyone benefits, the individual, the group, and the company. The company will benefit thanks to the employees being happy in their jobs and generating a more productive atmosphere for everyone. But what if a conflict situation arises within the group? What if there are suddenly two different ways of thought on a particular issue? How can this issue be identified and, hopefully, resolved? During a normal business meeting, two employees see a solution to a problem and feel that their way is the only way for the company to proceed. They are passionate to prove their point and they set forth on explaining to everyone their ideas. This conflict has arisen because two individuals see things differently and both are trying to present their case in the best possible way. When a conflict situation like this is discovered, it is important to identify it and see what positive actions may be taken from each individual’s ideas. Clearly list out the possible outcomes of each plan and see if there is a way to compromise and join the two ideas together into a single, beneficial result. There might very well be no way to see that both issues get resolved, but it is important that the group feels comfortable to bring up different perspectives and ideas for everyone. If everyone went along with the norm, there might be stagnation within the group and people would not feel the desire to change anything. The company might not be able to ‘grow’ financially. If an individual feels they can contribute a new idea in a better way, it can only lead to good things. Imagine a group where two ideas were not identified and no new issues were discussed. There would not be any conflicts, but at the same time, no new, and possibly better ideas would be uncovered. Identifying conflicts within a group is relatively easy and can be dealt with in various productive ways. However, what does someone do when they experience personal conflict with someone else? If someone is allowing personal opinions and feelings to influence their job performance, that is something which must be identified and handled immediately. Maybe an individual does not like the way someone dresses, the kind of car they drive, the kinds of hobbies they enjoy or other non-work related issues. These personal differences can become great conflicts throughout the company, if they are not identified and handled properly. Interpersonal conflicts are probably the number one issue within society. They can influence our lives both professionally and personally. This type of conflict can be identified in all aspects that we experience. One can let a personal grudge contribute to their workspace and this type of negativity can lead to a non-beneficial work process for the entire company, if it is not properly identified. Identifying conflict among organizations can lead to even greater disaster in the work environment. This type of conflict may sometimes influence millions of dollars and may even lead to the downfall of a company, if it is not identified. Once both sides have presented their issues, how can it be resolved? This is a question many companies must deal with. An important source of advertising revenue might also be lost for a company, if there is a stigma of conflict attached to a company. There might not be a market for them to make money, if people have negative issues associated with a company and they have allowed these issues to blossom into media problems. The possibilities for these large issues affecting a company are endless, which is why it is important to identify conflict right away and begin to work on a positive solution. Identifying issues can take on a wide variety of forms. Personal issues, work group related issues and even interorganizational issues are all able to be both beneficial and harmful to a company. Properly identifying them in a clarifying format is the first step. Once theses issues are identified and one can see how they impede productivity, then they may be resolved in a way that is satisfactory for everyone involved. Most people feel uncomfortable about conflict. Some people may think that all conflict is non-productive. However, research has shown that the certain forms of conflict can stimulate thinking and viewpoints and is often an important part of the teaming process. There are two main categories of conflict, constructive and destructive. Within each category, there are four identified issues that usually cause conflict: facts or data which is a communication problem; process or methods a disagreement of methods; goals or purposes disagreement of goals; values these are the most subjective and personal disagreements, usually necessitating a professional mediator. The higher the level of conflict, the more personal it becomes and non-productive it can be (Leigh Thompson, et al. 240). Even the most innocent forms of conflict, if not checked, can quickly escalate to higher levels causing a negative impact to a teams performance and success. Destructive conflict; also known as Affective or A-type conflict (Leigh Thompson, et al. 218), is personal, defensive, and resentful in nature. A-type conflict causes the person to lose focus of team goals and issues while closing the mind to new ideas and opinions. Its negative personal nature, causes emotions to run high and anger to swell leaving no room for seeing other viewpoints, open-mindedness, compromise or reconciliation. Other effects of A-type conflict may cause witnesses to the negative behavior to limit their future views, ideas, and suggestions. This will further reduce the teams effectiveness in the future. Productive conflict; also known as Cognitive or C-type conflict (Leigh Thompson, et al. 218), originates from differences of opinion and is largely depersonalized. If team members are educated on how to recognize and handle this type of conflict, C-type conflict can help stimulate creative thinking, causing people to think in different ways and arrive at different solutions while not being afraid to express those viewpoints and opinions to team members. To get the best result often means looking at a situation from several different points of view. Making an atmosphere that is conducive to out of the box thinking, and the sharing of those ideas is the problem and the answer. The key to C-type conflict is to keeping it impersonal. Nothing good can come from A-conflict and there is much to be gained from C-type conflict. How do you discourage one and encourage the other is the question. Key factors for promoting an atmosphere where C-type conflict prospers and A-type conflict is stunted, lies with the teams understanding of conflict to begin with. Early conflict education and smart chartering is essential. Key elements of any charter must include the handling of conflicts combined with early education of team members as to how to handle conflict situations. Conflict education is an effective way to reducing A-type conflict while encouraging team members to express varying viewpoints and opinions. There are many misconceptions about conflict. The first being, conflict is abnormal. Whenever there are multiple individuals striving to solve a problem or interpret a message, or define a goal, there is going to be a difference of opinions that will lead to conflict. When people understand that conflict exists and resolution is perused, then unity can replace conflict (Leigh Thompson, et al. 239). Another misconception is that conflicts and difference of opinions are the same. A difference of opinion is usually temporary and usually a result of misunderstandings, which can be resolved by clarification. Conflict is more severe and not as easily defined or clarified (Leigh Thompson, et al. 239). Many people think conflict is a result of differences in personality. Personality differences themselves do not cause conflict. People with different types of personalities tend to bring different perspectives and points of views. If team members can recognize this as a positive attribute for the team, these differences can stimulate thinking and possible solutions. It is when those differences are played out through behavior and emotion that conflict can occur (Leigh Thompson, et al. 239). Anger is often mistaken for conflict. Because conflict and emotions are involved in most conflict situations, people tent to associated all anger with conflict. However, Anger is just one type of emotion and people have a choice as which type of emotion they will use. This is where team chartering and training can have their greatest positive impact (Leigh Thompson, et al. 239). Effective chartering can drastically reduce Affective conflict. The charter should always include operational ground rules that will dictate how the team will come to an agreement when conflict arises. It should also include rules of engagement for presenting opposite points of views, disagreements, and constructive criticisms. The charter should also recognize that emotions will be impacted and as a result the should be time reserved, on a frequent and regular interval, where team members can vent there issues before their emotions get out of hand. Team education is also an important tool for reducing Affective conflict. Conflict education should be given when a team is formed and at periodic intervals as needed. It is always a good idea for the team to get a refresher course on conflict management when given new assignments, new members are assigned, or when any team member feels that it is appropriate. Ideally, the only conflict in a team/group would be constructive conflict. If this were the case, there would be no need for a solution process. A well-constructed, functioning team should try to avoid destructive conflict. If it should arise anyway, and there is a good chance it will, the conflict needs to be first identified and then dealt with before total destruction occurs. To identify a conflict you first determine whether it is an individual, intergroup, or interorganizational conflict. The solution process to be utilized is determined from this. Also, one conflict may have started a second conflict. These would have to be handled at the same time but using different solutions. The two kinds of conflict are constructive and destructive. Constructive conflict should be encouraged as it allows growth through creative thinking. By encouraging constructive conflict, a group or team becomes more unified and productivity increases. Destructive conflict is negative and stems from a lack of agreement, which results in a division of the group or team. Constructive conflict is necessary in accomplishing team goals but negative conflict needs to be resolved or, better yet, avoided. There are many levels of conflict and the entire team/group should be aware of the signs. Of course, it is always easier to solve other peoples problems than be insightful and objective about our own. When conflict resolution is considered necessary, there are phases (Johnson and Johnson, 1994), which can help in resolving conflict. These phases are: collect data, probe, save face, discover common interests, reinforce, negotiate, and solidify adjustments. Then there are strategies (Johnson and Johnson, 1994), which can help in resolving conflicts. A strategy that best suits the situation should be used. These strategies are: avoidance, accommodation, compromise, competition, and collaboration. Negative conflict will always arise where people are working together. Some of these conflicts might require outside mediation. This does not necessarily mean that the team or group is doomed. People who work together every day, even if theyre not part of the conflict, may still be too close to the persons involved to objectively mediate the situation. There is a lot more to conflict resolution than reading a chapter, or even an entire book on the subject. Insight and empathy are absolutely necessary, along with a good sense of humor.

Analysis of President Bush's Address to a Joint Session of Congress Speech or Presentation

Analysis of President Bush's Address to a Joint Session of Congress and the American People - Speech or Presentation Example Present during the speech are top government officials including departmental secretaries and different states legislative officials. The speech is a reaction to the 9/11 attack and a declaration of War against Alqaeda and the Taliban regime. The speech takes place on 20th September, 2001, only nine days after terrorists hijacked two American planes and crushed them on the twin towers. The speech is also serves to assurance the people of America that America is strong and cannot be shaken by its enemies (terrorists). Furthermore, the speech is aimed at reassuring Muslims across the globe that America is not against Islam but is against those who go against Allah’s commands by wrecking havoc on innocent people. In my view, the speech is held at an appropriate time and setting considering that the American people at the time were in grief having lost loved ones and property beyond value. The American people also needed an assurance that their government was in action and would t ake measures to avoid similar happenings as those of 9/11. The speech is said at an appropriate setting and the message delivered as weighty as it should have been. Speech Transcript President Bush Address to a Joint Session of Congress and the American People   On September the 11th, enemies of freedom committed an act of war against our country.  Ã‚  Americans have known wars -- but for the past 136 years, they have been wars on foreign soil, except for one Sunday in 1941.  Ã‚  Americans have known the casualties of war -- but not at the center of a great city on a peaceful morning.  Ã‚  Looking at the audience, hands still. Americans have known surprise attacks -- but never before on thousands of civilians.  Ã‚  All of this was brought upon us in a single day -- and night fell on a different world, a world where freedom itself is under attack. Hands shift and move gently Americans have many questions tonight.  Ã‚  Americans are asking:  Ã‚  Who attacked our country?   Ã‚  The evidence we have gathered all points to a collection of loosely affiliated terrorist organizations known as al Qaeda.  Ã‚  They are the same murderers indicted for bombing American embassies in Tanzania and Kenya, and responsible for bombing the USS Cole. Mood change anger, tonal variation, hands move, and use of gestures Al Qaeda is to terror what the mafia is to crime.  Ã‚  But its goal is not making money; its goal is remaking the world -- and imposing its radical beliefs on people everywhere. The terrorists practice a fringe form of Islamic extremism that has been rejected by Muslim scholars and the vast majority of Muslim clerics -- a fringe movement that perverts the peaceful teachings of Islam.  Ã‚  The terrorists' directive commands them to kill Christians and Jews, to kill all Americans, and make no distinction among military and civilians, including women and children. This group and its leader -- a person named Osama bin Laden -- are linked to many other organizations in different countries, including the Egyptian Islamic Jihad and the Islamic Movement of Uzbekistan.  Ã‚  There are thousands of these terrorists in more than 60 countries.  Ã‚  They are recruited from their own nations and neighborhoods and brought to camps in places like Afghanistan, where they are trained in the tactics of terror.  Ã‚  They are sent back to their homes or sent to hide in countries around the world to plot evil and destruction. The leadership of al Qaeda has great influence in Afghanistan and supports the Taliban regime in

Evaluation report of NLA and Work Based Learning Essay

Evaluation report of NLA and Work Based Learning - Essay Example I believe it is very essential and undeniable for everyone as well as for me that educational qualifications and continuous self-assessments help in grooming and developing ones perspective as well as refining his/her understanding regarding the possessed potentials when defining their career plan. Undoubtedly, this course has played a pivotal role in structuring and polishing my knowledge substantially, helping me to redefine my career goals and plans further. Overall, it guided me to have a great career ahead. In context to the above-mentioned points, the main objective of this essay is to evaluate the importance of the Negotiated Learning Agreement (NLA), contributing to my abilities and critical understanding. The essay also emphasises the value and the importance of the work base knowledge in my career. It also reflects the way the education and the career goals have changed my viewpoints towards life in the competitive job market environment as well as in the employer organisation as well. Ultimately, it can be asserted that the course has helped me to review and access my performance throughout the NLA process and during my placement process. To be noted in this regards, the work-based learning program, in lieu of the placement process has helped me to overcome many problems and issues about which I lacked previous understanding, further helping me to clear the interview mitigating the gaps between the requirements of the employer and my competencies. Nevertheless, it has helped me t o notify the gaps, which may arise in the future related to my career and take preventive measures accordingly. It also clarifies my doubt of how to develop my CV and to build a better career. I am a marketing management student. It was owing to my passion towards organisational management that I ultimately decided to select this management course. I believe that it will help me to meet the criteria that are needed to build a strong career in the field of