Rivers in Nepal

Nepal is rich in water resource. There are many small and big rivers. These are the natural gifts for Nepal. It is proved by the fact that Nepal is the second richest country in the world after Brazil in water resource. Most rivers in Nepal originate from the snow clad mountains. Among these rivers in Nepal Koshi, Gandaki, Narayani and Karnali are some of the biggest rivers which flow from the Himalayas all through the year. Koshi is considered as the largest and Karnali is considered as the longest rivers in Nepal.Similarly, there are other rivers such as Bagmati, Bheri, Rapti, Kamala, Seti, Marshyangdi, etc. And many zones of Nepal are named after these rivers. Rivers are known as the white gold in Nepal. Rivers have been used to generate hydroelectricity. For example, Sunkoshi, Marshyangdi and Trishuli are some of the leading hydroelectricity projects in Nepal. Since Nepal is an agricultural country, the multi purpose river projects have eased the farmers in the terai and some hil ly regions in irrigation and having multiple farming.Besides, these projects also have helped in the supply of drinking water in many parts of Nepal. Some of the big rivers like Narayani and Kali Gandaki have also provided a good navigation service to facilitate the villagers and the tourists. Another important use of rivers in Nepal is the most famous rafting sport. Mostly Bhote Koshi, Karnali and Trishuli are well known for rafting. They are helping Nepal to earn a substantial foreign currency which adds to the lion’s share of the national economy.It is therefore essential for Nepal to value and exploit the potential of these rivers in a sustainable manner. There is no denying the fact that Nepal can sell its electricity to its gigantic neighbours–India and China thereby adding a huge foreign currency into the pocket of its budget. The future of Nepal can be brightened if water resource is utilized well. Suggestions: In this question, our topic has two major words at the focus. They are Rivers and Nepal; therefore we have to show the relationship in between them. Understand the topic well first.On many occasions, students deal with only one part of the topic which makes them deviate from the content thereby resulting in poor performance in tests and exams. Pay more attention on writing the introducing and the concluding paragraphs. Make these two paragraphs short and specific. Do not end your essay with any negative aspect of the topic. Always end with a positive note and emphasis. Use connectives wherever necessary, but do not overuse them. Use them most importantly for connecting one paragraph with the other. Rivers in Nepal Nepal is rich in water resource. There are many small and big rivers. These are the natural gifts for Nepal. It is proved by the fact that Nepal is the second richest country in the world after Brazil in water resource.Most rivers in Nepal originate from the snow clad mountains. Among these rivers in Nepal Koshi, Gandaki, Narayani and Karnali are some of the biggest rivers which flow from the Himalayas all through the year. Koshi is considered as the largest and Karnali is considered as the longest rivers in Nepal. Similarly, there are other rivers such as Bagmati, Bheri, Rapti, Kamala, Seti, Marshyangdi, etc. And many zones of Nepal are named after these rivers.Rivers are known as the white gold in Nepal. Rivers have been used to generate hydroelectricity. For example, Sunkoshi, Marshyangdi and Trishuli are some of the leading hydroelectricity projects in Nepal. Since Nepal is an agricultural country, the multi purpose river projects have eased the farmers in the terai and some hill y regions in irrigation and having multiple farming. Besides, these projects also have helped in the supply of drinking water in many parts of Nepal.Some of the big rivers like Narayani and Kali Gandaki have also provided a good navigation service to facilitate the villagers and the tourists. Another important use of rivers in Nepal is the most famous rafting sport. Mostly Bhote Koshi, Karnali and Trishuli are well known for rafting. They are helping Nepal to earn a substantial foreign currency which adds to the lion’s share of the national economy.It is therefore essential for Nepal to value and exploit the potential of these rivers in a sustainable manner. There is no denying the fact that Nepal can sell its electricity to its gigantic neighbours–India and China thereby adding a huge foreign currency into the pocket of its budget. The future of Nepal can be brightened if water resource is utilized well.Suggestions:In this question, our topic has two major words at th e focus. They are Rivers and Nepal; therefore we have to show the relationship in between them. Understand the topic well first. On many occasions, students deal with only one part of the topic which makes them deviate from the content thereby resulting in poor performance in tests and exams. Pay more attention on  writing the introducing and the concluding paragraphs. Make these two paragraphs short and specific. Do not end your essay with any negative aspect of the topic. Always end with a positive note and emphasis. Use connectives wherever necessary, but do not overuse them. Use them most importantly for connecting one paragraph with the other.

Extended Definiton of Emo

Frances Louise Y. GarayFinal Draft of Extended Definition Paper 11048492 A57 â€Å"Emo† â€Å"I wish my lawn mower was emo so it would cut itself. † Isn’t the word â€Å"emo† now a very familiar word to refer a person who is feeling gloomy, heartbroken and depressed? Nowadays, the word â€Å"emo† is used as an adjective to describe a person who cuts himself or a person who feels depressed whenever the rain is pouring hard and stares at it while listening to some emotional songs or â€Å"senti† songs.Emo is an abbreviation of â€Å"emotional hardcore† that originated in the mid-1980’s from the hardcore puck movement of Washington, D. C. Emo is a style of rock music typically characterized by melodic musicianship and expressive, often confessional lyrics. Emo, in modern time, used to describe people who are depressed and cut themselves. Emo is a young person who is considered to be over-emotional or stereotypically emo. The word à ¢â‚¬Å"emo† actually means a s something of a put-down for the kids who really like â€Å"Rites of Spring† and â€Å"Indian Summer† (Emo bands).The word â€Å"emo† is now used to describe people who have fashion like side bangs, tight pants, wearing black or sweater vest, chains and spiky bracelets. Emo people usually wear dark clothes and tight pants. However, happy people are usually seen wearing and light-colored clothes. In addition, a happy person has an aura of an uplifting, cheerful and happy-go-lucky type of person. They also have an aura that makes you comfortable and delightful. Unlike an emo person, it can give you a bad feeling, weird and pessimistic type of person when you see them.In terms of attitude, an emo person is usually depressed, emotional, dramatic, sensitive, expressive and heartbroken. They are also always feeling insecure and in pain. They have low self-esteem and they are anti-social. In contrast, a happy person has an attitude of being an optimistic, smiling, open-minded, jolly, confident and sociable type of person. Emo’s confessional lyrics are the reasons why people used the word â€Å"emo† to describe a person who is being dramatic, emotional and expressive to what they feel.Because of the lyrics of the song about the pain they felt and it should be expressed, it encouraged teenagers to cut themselves. It also encouraged them to become a loner and lose their ego because of their problems to other people. Lastly, it encouraged them to have a fashion trend of wearing black clothes and punk hairstyles because of the emo bands that made this fashion trend famous. Emo is a style of rock music typically characterized by melodic musicianship and expressive often confessional lyrics.The word â€Å"emo† is now used to describe people who are wearing dark clothes and tight pants, emotional and pessimistic kind of person. Because of this, it encouraged them to be different in society, to be a loser and to cut themselves. The word emo helped us in defining things around us. Instead of saying that person looks so depressed or is being so sad, we can just say ‘he’s just being emo today. ’ Though words can change its meaning overtime, it still, somehow contain the same thought of how the word was first used.

Intellectual and cultural life of colonial Mexico Essay

Mexico is a land whose history is as rich and diverse as its people. Prior to the arrival of the Spaniards to Mexico the natives enjoy great progress and technology. They’ve printed books, made paper and pigments, painted murals and manuscripts, cultivated crops, made structures and lavish designs in architecture that some historians say even outdates that of Egypt, engaged in medical practice and planted botanical crops. However with the invasion of the Spanish Empire that happened between the year 1521 to 1600 the natives who posses such technologies were suppressed by the Colonialist. Various indigenous groups disappeared since the Spaniards pushed to promote Catholicism in the country in their attempt to eliminate anything that links the people from their â€Å"Pagan past†. They also brought with them superior technology from Europe which hindered the progress of technologies that they have developed before. The diversity and development of Native Mexico is shown as manuscripts of maps of the different areas in Mexico are found in â€Å"the six Relaciones Geograficas maps†. The rich text combines native and European colorants a clear manifestation of their rich technology even before the colonialist came to the country. The inhabitants of Mexico today can be classified into two groups, the Indigenous Peoples who lived before the 14th century and the Immigration people who arrived with the Spanish conquest. The former, which are the indigenous peoples are the Toltec, Omeca, Zapotec, Maya, Aztec, Huichol, Purapecha, Tarahumara and etc. The later on the other hand are a mix of different cultures due to the wave of migration brought about by the Spanish Conquerors. For us to fully understand the impact that colonization has brought to the natives, we need to discuss their culture and practices in terms of social stratification, culture, religion and economy prior to the coming of the Spaniards. Native Mexico Mexico was the site of some of the earliest and most advanced civilizations in the western hemisphere. Its human history began with the aboriginal people we call American Indians or Amerids. Archeological records date back to older than that civilization of Egypt. They were scattered groups of nomadic hunters. The Amerids then became diverse and divided into sub classes differentiating in culture, legend and practices. These are the Toltec, Maya, Omeca, Zapotec, Aztec, Purapecha, Huichol, Tarahumara and etc. Clash of cultural minorities happened and led to the fall of different empires. When the Spaniards came to Mexico the Maya and Aztec groups where predominant in the region. Their economy greatly relies on agriculture and herding. It was a society divide into three classes: slave, commoner and nobility. However, far different from that of the Spaniard, the slaves can buy their freedom and when he manages to escape from his master and makes his was safely to the royal palace he is then given immediate freedom. Social mobility was also practiced by all the classes regardless of race as long as one has enough money and resources to do so. With regards to religion, they have numerous Gods. In Aztec society in particular, their gods are Uitzilopochtli (sun god), Tlaloc (rain god), Coyolxauhqui (moon goddess), and Quetzalcoatl (inventor of writing and the calendar and also associated with the planet Venus and with resurrection) . Animal and human sacrifices were also made to honor warriors during the war and for religious ceremonies. Prisoners were also sacrificed for less important rituals. The Spaniards found the ritual horrendous since it involves human sacrifices which are against Catholic faith. The ritual would take place on top of a pyramid where the human sacrifice is placed on a convex stone and the priest would reap their hearts out using a knife (Almanac, 2005). As of press time, the modern Aztecs people number for over a million and are the largest aboriginal group in the country. Most of them are farmers who have no access to education and most are illiterate.

Operation Management - Dubai International Airport Term Paper

Operation Management - Dubai International Airport - Term Paper Example A look at the advantages of TQM reveals that it has been able to be more important than its disadvantages and as such is rapidly being adopted by most firms (BANK, 2000). This study for that reason, sought after examining the application of total quality management in the operations of Dubai International Airport in relation to the following key themes or concepts: globalization, cultural organization of the airport, the decision making process used by the management, relations of financial forecasting and its techniques to TQM, emergency, safety and security, economic significance, and infrastructural developments within the facility (MUKHERJEE, 2006). Introduction Dubai International Airport is an international airport that serves Dubai. As a major airline hub, the airport serves the Middle East as a main airport. This airport is also the home base of most of the international airlines in Dubai such as Emirates, Fly Dubai and Emirates Sky Cargo (HUGOS, 2003). Other international ai rlines have also lined up to be operating from this airport and as such it is an extremely busy airport in the Middle East compared to all other airports. In a month, this airport operates hundreds of thousands of passenger flights to several other destinations in the world. The airport is spread over a large piece of land spanning up to 3500 ha (BOERMEESTER & DURANTE, 2000). The airports ability to handle this huge passenger traffic made it to be ranked the 3rd busiest international airport by international passenger traffic thus, surpassing Hong Kong International airport in the rankings (LI, 2013). Research questions The following questions were the guiding points of this study. i. What effects does the adoption of total quality management by Dubai International Airport have on its operations? ii. What total quality barriers do the organization face in its operations if any? Purpose and significance of the study The purpose of this study is to establish the relevance of total qua lity management policies within the operational actions of Dubai International Airport (REID & SANDERS, 2007). The results of this study are anticipated at benefiting the Middle East economy with regard to airport supervision by contributing to the improvement of knowledge and understanding on the subject area both hypothetically and practically (KETCHEN, 2007). It shall also form the basis on which other researchers can build up their studies in the equivalent or related field in the future. Objective of the study Based on the study’s statement of the problem and the research questions, the validation of this study will based on the main purpose of establishing the impacts of total quality management on the operations of Dubai International Airport and whether these quality management policies have had any influence on the growth trends witnessed in the organization (HANSSON, 2003). Scope of the study The study is prearranged to be conducted during the semester as part of a partial achievement of the course requirements. The study shall be structured into a number of chapters with wide-ranging coverage of the sub-topics done under each chapter. Consequently, the scope of this study shall be restricted to date from the year 2000 with Dubai Internation

Evidence vs. Dogma Essay Example | Topics and Well Written Essays - 750 words

Evidence vs. Dogma - Essay Example They continue to advocate the Biblical version of events, that an alien being of undetermined construction and origin made not only the earth and everything on it but the entire universe too. Eventually, society will universally embrace evolution as a fact but, as life itself does, society evolves slowly. People who, despite all evidence to the contrary, continue to â€Å"believe† that the God, as described in the Bible, Koran and/or Torah, created everything in the universe are described as â€Å"creationists†, and the pseudo science they ascribe to is called â€Å"creationism.† Creationism attempts to offer evidence to support superstitious beliefs by challenging the scientific theory. Creationists claim that evolution has not been conclusively proven, that it’s just â€Å"a theory.† Creationists require a higher standard of verification from scientists than they are willing to offer for creation. Scientists are asked to satisfy all questions, whe ther realistic or not, pertaining to the origin of life. It’s an impossible task to answer with certainty the question â€Å"how we got here† unless one accepts the Biblical version of events which is all the evidence they need. ... No one has ever actually seen an atom. No one has ever directly observed either electricity or gravity. To even suggest that science cannot deal with unobservable is to display an ignorance of the nature of the scientific enterprise† (Albert, 1986). Scientists can track the ancestry of living things by comparing similar traits and gene mapping techniques. Evolutionists utilize this scientifically sound method, and it has been conclusively demonstrated that human’s nearest relatives are chimpanzees. Genetically speaking, in addition to physically observable similarities, activities such as tool making and similar social structures, the different types of primates, chimps and people are very similar, too much so for it to be just a coincidence. â€Å"Biologists can cite many instances of parallel evolution in which forms that are only distantly related have developed similarities in structure—for example, the almost identical structures of human and octopus eyes.â €  (Albert, 1986). Darwin theorized that animals physically acclimate to a new surrounding over millions of years, a process which he called natural selection. Since Darwin’s lifetime, scientists have also been pointing to mutation as a method of evolution that can be employed in conjunction with Darwin’s theory. On his historic journey to the Galapagos Islands located about 600 miles off the western South American coast, Darwin carefully documented tangible verification for his evolutionary theory. There are 13 islands of the Galapagos chain, all located relatively together, yet they are greatly different geographically, some had tropical-like conditions, others resembled a desert, some rocky, some sandy, for example. Darwin observed clear physical

Contract Remoteness of Damages Essay Example | Topics and Well Written Essays - 1250 words

Contract Remoteness of Damages - Essay Example Sometimes, breach are treated immaterially when the aggrieved party may not have actually suffered actual damage from the breach or may have and at other times, the other party is compelled to indemnify and perform accordingly to the agreed terms or pay minimal damages resulting to such breach. Other fundamental breach of contract treated as a grave offense against the agreement itself results to the termination of the performance of the contract thereby entitling the party to sue for damages. In anticipation of a probable breach, a party may sue for the termination of the contract and file for damages without the actual breach taking place. Consequently, the laws that provides a remedy for any breach of contract is commonly known by lawyers as the "rule of remoteness" that is determined by the contractual agreement, even when it is not covered in its express terms. Further the law has delegated and simplified the classification under non-pecuniary and pecuniary losses with the former commonly sought as a supportive argument in respect for personal injuries and deaths. Such differences are identified in a contract to measure the nature of breach of duty which the damage meant to undo and award is reflective in the underlying obligation. Sometimes, rather than argue for the actual obligation to take particular effect, the aggrieved party is keener on pressing charges with the pure knowledge of the allocation which the law has recognized. This has concurrently resulted and thereby pushed the limit to the losses for which the other party is actually responsible within at the time of conclusion of the agreement. This will i n fact result to people placing more emphasis in contract making which has been treated on the possible losses arising from its breach than the advantages gained from its performance. Law and jurisprudence dictates that in losses arising from the breach of contract, the remoteness of damages is governed by certain doctrines that treat the losses as fair and reasonable which in Hadley v. Baxendale [1854] is justified as, "according to the usual course of things" (non-pecuniary) and "supposed to be in contemplation of both parties at the time the contract was made" (pecuniary). Non-pecuniary damages are measured by the loss of bargain, wasted expenditures; and total failure of consideration under the Civil Liability (Contribution) Act 1978. A requirement common to both, of course, is that an injury must have been sustained by the claimant himself nonetheless, differs for while it is pecuniary in actual or compensatory damages, it is, upon the other hand, non-pecuniary in the case of actual damages. The actual loss under judicial discretion is a manifestation yet an assumption to be assessed under no accepted principle but upon which answers may be based. Under the question of significance, whatever reasonably appears to have been significant to the promisor in assuming the risk(Smith, 1997), setting the price and deciding in how much effort to expend in order to perform may be up to the value of an ordinary loss that was contemplated if in fact it did not occur. Guided by the principles of "quantum meruit", express agreements and fixed in a contract shall entitle the aggrieved to claim for what is agreed in

Managing Projects and Operations Essay Example | Topics and Well Written Essays - 2000 words

Managing Projects and Operations - Essay Example The centre is focused on providing twenty four hour fitness services seven days a week (Martin and Tate, 1997). There is need to identify internal strengths and weaknesses of the fitness center for purposes of bridging the gap existing between community, current status of the organization and future expectations. In normal situations, such organization’s strengths are determined through assessment of various sectors and prospects within the company. These aspects include employees, nature of facility, skills and expertise, nature of equipments and activities and human resource management cares for their employees and the surrounding community including training and development. Overall weaknesses are normally determined through the assessment on availability of enough funds required for expansion, low rates of employee turn-over, poorly laid down structures on strategic management, poor locations and poor communication links (Barney, 2007). Energise Health & Fitness Centre wou ld be faced with external opportunities some of which include; relational ties between the gym and other organizations, marketing principles and strategies, nature of incentives rendered to, government regulation and incorporation of information technology. The center will be faced by equal threats which include; economic turmoil, loss of employees and clients, increase in costs of expertise services and stiff competition from other fitness centers (24 Hour Fitness, 2012). Various factors should be considered based on employees within the center; these include the nature of skills irrespective of the education level, Knowledge on the use of facilities, impact on others both inside and outside the company. Concerning business level, certain considerations should be made dealing with areas such as reputation, Capacity, Responsiveness and customer attitudes. Based on corporate level, there is involvement of processes and structures utilized in managing business affairs of such faciliti es. This would involve incorporation on areas involving competitive advantages and disadvantages and the nature of services. Then finally there is high positioned executive level which involves vital exercises such as quality assessment, Installation and service capabilities (Martin and Tate, 1997). Effectiveness on corporate governance within the facility can be achieved through approved principles, rules and regulations which should provide necessary foundation and guidance for leadership. Leadership within the gym should comprise of management team accountable to the running of the gym on a 24-hour basis. The management is endowed with the responsibility of having accurate and up to-date information concerning the facility. The fitness center should also have chief executive officer whose role is different from the overall chairman. The powers and authority held by the two should be checked for the purposes of offering balance within decision making. Then there are shareholders w ho should be fully involved in the organization’s activities involving concerns of the surrounding community. Implications on the gym and its strategic operations Robust management practices within corporate governance will be essential in determining the level of customers attracted to the facility. This is since it would ensure profitable management of resources and assets. Good corporate governance would also ensure improvement in communication and implementation of new and workable

Questions to answer Essay Example | Topics and Well Written Essays - 250 words

Questions to answer - Essay Example This method fosters the chief motivation for reimbursing as setting up a more promising rate of interest over the period of the new issue. 3. Recognizing the difference on reimbursing is the same as the difference on other prompt terminations (Carmichael and Graham, 2010). Auditors argue that organizations should recognize this difference in income in the term of the termination. The third method makes practical sense since it is the only argument where an accountant records the whole difference when the particular agreement is extinguished. This process affects previous terms when the agreement was valid. However, the third method is the generally accepted one (FASB, 1972). This is because many accountants contend that the recognition of this difference might compel an organization to record returns by borrowing funds at high rates of interest to settle discounted, low-rate debts. I favor the first option because it takes into account equity categorization for a part of or the entire outstanding convertible debt issue. As a result, the first option is suitable for fiscal auditing and reporting from a tax point of view (Grant Thorton, 2013). Instruments with the features of both equity and liability categorizations are compound. The first option also qualifies as a requirement for the categorization of fiscal tools (Schneider et al., n.d.). FASB. (1972). APB 26: Early Extinguishment of Debt. FASB. Retrieved from http://www.fasb.org/cs/BlobServer?blobkey=id&blobnocache=true&blobwhere=117582 0898212&blobheader=application/pdf&blobcol=urldata&blobtable=MungoBlobs Schneider, D. K., Schisler, D., Mccarthy, M. G., and Hagler, J. L. (n.d.). Equity Classification of Convertible Debt? Tax and Cash Flows Considerations. Journal of Applied Business Research, 11(4), pp.

Software engineering paper Essay Example | Topics and Well Written Essays - 1000 words

Software engineering paper - Essay Example expressed portable because the original c compilers lacked the ability to represent the relative sizes of floating-point data and integers in a machine-independent way. The structure of a mobile c compiler design was in such a way that it could be adaptable to other different machines and not only UNIX machines. The architectural structure of the portable compiler was one that could be easily modified. The compiler contained approximately 8000 lines of code that less than 20 percent of it was a machine dependent. The maintenance work of the c compiler code is easy because the structure has a large portion of similar code in many systems like the IBM System/370. In addition Honeywell 6000, Inter-data 8/32, SEL86 or even in eclipse and DEC VAX-11/780. Its structure also consists of an intermediate file found in the interface between the passes of portable c. This file contains representations of expression trees and character illustrations of stereotyped code for epilogues and subroutine prologues. The structural architecture of a portable UNIX was created from the realization that operating systems of many machines had hardware architectures that were a significant problem to the implementation of the UNIX system. The structure was to have a c compiler that could be altered without many problems and create new code for various machines. The c language was to be extended in order to allow many c programs become portable to a larger range of devices and be able to identify constructions that are non-portable. It illustrates the structure of re-coding a language in this case the c language as this would allow detection of machine dependencies and isolate them. It would also enable demonstration of portability by using it in other machines. The portable c compiler had to compromise its optimality with heuristic algorithms so that it could be able to get efficient and acceptable code to be generated in quite reasonable time. The creation of the portable c compiler

Reflection Paper Essay Example | Topics and Well Written Essays - 500 words - 5

Reflection Paper - Essay Example Through this means, I believe I will be among the 80 percent nurse graduates with the baccalaureate degree by the year 2020. It is also important that health care organizations offer tuition reimbursement to help develop a culture that promotes further education, and giving promotion and salary differential according to Institute of Medicine of the National Academies (n.d). b). It is important that the quality of healthcare be improved to a higher level. This can only be realized through research and development with the aim of increasing diversity by ensuring that more nurses in the country acquire a doctorate. In this connection, for me to fit into this 5th recommendation of IOM, I will ensure that I enroll for a doctorate program in the next five years after graduating with a baccalaureate degree. It is also acknowledgeable that this would require a lot of funding and dedication from an individual and schools and the public at large. However, since I have a lot of passion for education that would enable me better the lives of others in the future, sky is the limit. In case I find it difficult to get tuition fees, I will seek for assistance from well wishers and the government to offer me a scholarship. In the end, I believe I will among those who form part of the double digit number of those with a doctorate by the year 2020. It would also be benef icial for university trustees and academic administrators create salary and benefit packages that are competitive in the market to recruit highly qualified academic and clinical nurses like myself. c). For me to be able to fit into the sixth recommendation of IOM future for nursing, it would be imperative for faculty and healthcare organizations to create, and priorities competencies so that curricula can regularly be updated to ensure that graduates at all stages are well prepared to meet both

Critique of Pure Reason Essay Example for Free

Critique of Pure Reason Essay Immanuel Kant (1724–1804) is the central figure in modern philosophy. He synthesized early modern rationalism and empiricism, set the terms for much of nineteenth and twentieth century philosophy, and continues to exercise a significant influence today in metaphysics, epistemology, ethics, political philosophy, aesthetics, and other fields. The fundamental idea of Kants â€Å"critical philosophy† — especially in his three Critiques: the Critique of Pure Reason (1781, 1787), the Critique of Practical Reason (1788), and the Critique of the Power of Judgment (1790) — is human autonomy. He argues that the human understanding is the source of the general laws of nature that structure all our experience; and that human reason gives itself the moral law, which is our basis for belief in God, freedom, and immortality. Therefore, scientific knowledge, morality, and religious belief are mutually consistent and secure because they all rest on the same foundation of human autonomy, which is also the final end of nature according to the teleological worldview of reflecting judgment that Kant introduces to unify the theoretical and practical parts of his philosophical system. 1. Life and works Immanuel Kant was born April 22, 1724 in Konigsberg, near the southeastern shore of the Baltic Sea. Today Konigsberg has been renamed Kaliningrad and is part of Russia. But during Kants lifetime Konigsberg was the capitol of East Prussia, and its dominant language was German. Though geographically remote from the rest of Prussia and other German cities, Konigsberg was then a major commercial center, an important military port, and a relatively cosmopolitan university town. [1] Kant was born into an artisan family of modest means. His father was a master harness maker, and his mother was the daughter of a harness maker, though she was better educated than most women of her social class. Kants family was never destitute, but his fathers trade was in decline during Kants youth and his parents at times had to rely on extended family for financial support. Kants parents were Pietist and he attended a Pietist school, the Collegium Fridericianum, from ages eight through fifteen. Pietism was an evangelical Lutheran movement that emphasized conversion, reliance on divine grace, the experience of religious emotions, and personal devotion involving regular Bible study, prayer, and introspection. Kant reacted strongly against the forced soul-searching to which he was subjected at the Collegium Fridericianum, in response to which he sought refuge in the Latin classics, which were central to the schools curriculum. Later the mature Kants emphasis on reason and autonomy, rather than emotion and dependence on either authority or grace, may in part reflect his youthful reaction against Pietism. But although the young Kant loathed his Pietist schooling, he had deep respect and admiration for his parents, especially his mother, whose â€Å"genuine religiosity† he described as â€Å"not at all enthusiastic. † According to his biographer, Manfred Kuehn, Kants parents probably influenced him much less through their Pietism than through their artisan values of â€Å"hard work, honesty, cleanliness, and independence,† which they taught him by example. [2] Kant attended college at the University of Konigsberg, known as the Albertina, where his early interest in classics was quickly superseded by philosophy, which all first year students studied and which encompassed mathematics and physics as well as logic, metaphysics, ethics, and natural law. Kants philosophy professors exposed him to the approach of Christian Wolff (1679–1750), whose critical synthesis of the philosophy of G. W. Leibniz (1646–1716) was then very influential in German universities. But Kant was also exposed to a range of German and British critics of Wolff, and there were strong doses of Aristotelianism and Pietism represented in the philosophy faculty as well. Kants favorite teacher was Martin Knutzen (1713–1751), a Pietist who was heavily influenced by both Wolff and the English philosopher John Locke (1632–1704). Knutzen introduced Kant to the work of Isaac Newton (1642–1727), and his influence is visible in Kants first published work, Thoughts on the True Estimation of Living Forces (1747), which was a critical attempt to mediate a dispute in natural philosophy between Leibnizians and Newtonians over the proper measurement of force. After college Kant spent six years as a private tutor to young children outside Konigsberg. By this time both of his parents had died and Kants finances were not yet secure enough for him to pursue an academic career. He finally returned to Konigsberg in 1754 and began teaching at the Albertina the following year. For the next four decades Kant taught philosophy there, until his retirement from teaching in 1796 at the age of seventy-two. Kant had a burst of publishing activity in the years after he returned from working as a private tutor. In 1754 and 1755 he published three scientific works — one of which, Universal Natural History and Theory of the Heavens (1755), was a major book in which, among other things, he developed what later became known as the nebular hypothesis about the formation of the solar system. Unfortunately, the printer went bankrupt and the book had little immediate impact. To secure qualifications for teaching at the university, Kant also wrote two Latin dissertations: the first, entitled Concise Outline of Some Reflections on Fire (1755), earned him the Magister degree; and the second, New Elucidation of the First Principles of Metaphysical Cognition (1755), entitled him to teach as an unsalaried lecturer. The following year he published another Latin work, The Employment in Natural Philosophy of Metaphysics Combined with Geometry, of Which Sample I Contains the Physical Monadology (1756), in hopes of succeeding Knutzen as associate professor of logic and metaphysics, though Kant failed to secure this position. Both the New Elucidation, which was Kants first work concerned mainly with metaphysics, and the Physical Monadology further develop the position on the interaction of finite substances that he first outlined in Living Forces. Both works depart from Leibniz-Wolffian views, though not radically. The New Elucidation in particular shows the influence of Christian August Crusius (1715–1775), a German critic of Wolff. [3] As an unsalaried lecturer at the Albertina Kant was paid directly by the students who attended his lectures, so he needed to teach an enormous amount and to attract many students in order to earn a living. Kant held this position from 1755 to 1770, during which period he would lecture an average of twenty hours per week on logic, metaphysics, and ethics, as well as mathematics, physics, and physical geography. In his lectures Kant used textbooks by Wolffian authors such as Alexander Gottlieb Baumgarten (1714–1762) and Georg Friedrich Meier (1718–1777), but he followed them loosely and used them to structure his own reflections, which drew on a wide range of ideas of contemporary interest. These ideas often stemmed from British sentimentalist philosophers such as David Hume (1711–1776) and Francis Hutcheson (1694–1747), some of whose texts were translated into German in the mid-1750s; and from the Swiss philosopher Jean-Jacques Rousseau (1712–1778), who published a flurry of works in the early 1760s. From early in his career Kant was a popular and successful lecturer. He also quickly developed a local reputation as a promising young intellectual and cut a dashing figure in Konigsberg society. After several years of relative quiet, Kant unleashed another burst of publications in 1762–1764, including five philosophical works. The False Subtlety of the Four Syllogistic Figures (1762) rehearses criticisms of Aristotelian logic that were developed by other German philosophers. The Only Possible Argument in Support of a Demonstration of the Existence of God (1762–3) is a major book in which Kant drew on his earlier work in Universal History and New Elucidation to develop an original argument for Gods existence as a condition of the internal possibility of all things, while criticizing other arguments for Gods existence. The book attracted several positive and some negative reviews. In 1762 Kant also submitted an essay entitled Inquiry Concerning the Distinctness of the Principles of Natural Theology and Morality to a prize competition by the Prussian Royal Academy, though Kants submission took second prize to Moses Mendelssohns winning essay (and was published with it in 1764). Kants Prize Essay, as it is known, departs more significantly from Leibniz-Wolffian views than his earlier work and also contains his first extended discussion of moral philosophy in print. The Prize Essay draws on British sources to criticize German rationalism in two respects: first, drawing on Newton, Kant distinguishes between the methods of mathematics and philosophy; and second, drawing on Hutcheson, he claims that â€Å"an unanalysable feeling of the good† supplies the material content of our moral obligations, which cannot be demonstrated in a purely intellectual way from the formal principle of perfection alone (2:299). [4] These themes reappear in the Attempt to Introduce the Concept of Negative Magnitudes into Philosophy (1763), whose main thesis, however, is that the real opposition of conflicting forces, as in causal relations, is not reducible to the logical relation of contradiction, as Leibnizians held. In Negative Magnitudes Kant also argues that the morality of an action is a function of the internal forces that motivate one to act, rather than of the external (physical) actions or their consequences. Finally, Observations on the Feeling of the Beautiful and the Sublime (1764) deals mainly with alleged differences in the tastes of men and women and of people from different cultures. After it was published, Kant filled his own interleaved copy of this book with (often unrelated) handwritten remarks, many of which reflect the deep influence of Rousseau on his thinking about moral philosophy in the mid-1760s. These works helped to secure Kant a broader reputation in Germany, but for the most part they were not strikingly original. Like other German philosophers at the time, Kants early works are generally concerned with using insights from British empiricist authors to reform or broaden the German rationalist tradition without radically undermining its foundations. While some of his early works tend to emphasize rationalist ideas, others have a more empiricist emphasis. During this time Kant was striving to work out an independent position, but before the 1770s his views remained fluid. In 1766 Kant published his first work concerned with the possibility of metaphysics, which later became a central topic of his mature philosophy. Dreams of a Spirit-Seer Elucidated by Dreams of Metaphysics, which he wrote soon after publishing a short Essay on Maladies of the Mind (1764), was occasioned by Kants fascination with the Swedish visionary Emanuel Swedenborg (1688–1772), who claimed to have insight into a spirit world that enabled him to make a series of apparently miraculous predictions. In this curious work Kant satirically compares Swedenborgs spirit-visions to the belief of rationalist metaphysicians in an immaterial soul that survives death, and he concludes that philosophical knowledge of either is impossible because human reason is limited to experience. The skeptical tone of Dreams is tempered, however, by Kants suggestion that â€Å"moral faith† nevertheless supports belief in an immaterial and immortal soul, even if it is not possible to attain metaphysical knowledge in this domain (2:373). In 1770, at the age of forty-six, Kant was appointed to the chair in logic and metaphysics at the Albertina, after teaching for fifteen years as an unsalaried lecturer and working since 1766 as a sublibrarian to supplement his income. Kant was turned down for the same position in 1758. But later, as his reputation grew, he declined chairs in philosophy at Erlangen (1769) and Jena (1770) in hopes of obtaining one in Konigsberg. After Kant was finally promoted, he gradually extended his repertoire of lectures to include anthropology (Kants was the first such course in Germany and became very popular), rational theology, pedagogy, natural right, and even mineralogy and military fortifications. In order to inaugurate his new position, Kant also wrote one more Latin dissertation: Concerning the Form and Principles of the Sensible and Intelligible World (1770), which is known as the Inaugural Dissertation. The Inaugural Dissertation departs more radically from both Wolffian rationalism and British sentimentalism than Kants earlier work. Inspired by Crusius and the Swiss natural philosopher Johann Heinrich Lambert (1728–1777), Kant distinguishes between two fundamental powers of cognition, sensibility and understanding (intelligence), where the Leibniz-Wolffians regarded understanding (intellect) as the only fundamental power. Kant therefore rejects the rationalist view that sensibility is only a confused species of intellectual cognition, and he replaces this with his own view that sensibility is distinct from understanding and brings to perception its own subjective forms of space and time — a view that developed out of Kants earlier criticism of Leibnizs relational view of space in Concerning the Ultimate Ground of the Differentiation of Directions in Space (1768). Moreover, as the title of the Inaugural Dissertation indicates, Kant argues that sensibility and understanding are directed at two different worlds: sensibility gives us access to the sensible world, while understanding enables us to grasp a distinct intelligible world. These two worlds are related in that what the understanding grasps in the intelligible world is the â€Å"paradigm† of â€Å"NOUMENAL PERFECTION,† which is â€Å"a common measure for all other things in so far as they are realities. † Considered theoretically, this intelligible paradigm of perfection is God; considered practically, it is â€Å"MORAL PERFECTION† (2:396). The Inaugural Dissertation thus develops a form of Platonism; and it rejects the view of British sentimentalists that moral judgments are based on feelings of pleasure or pain, since Kant now holds that moral judgments are based on pure understanding alone. After 1770 Kant never surrendered the views that sensibility and understanding are distinct powers of cognition, that space and time are subjective forms of human sensibility, and that moral judgments are based on pure understanding (or reason) alone. But his embrace of Platonism in the Inaugural Dissertation was short-lived. He soon denied that our understanding is capable of insight into an intelligible world, which cleared the path toward his mature position in the Critique of Pure Reason (1781), according to which the understanding (like sensibility) supplies forms that structure our experience of the sensible world, to which human knowledge is limited, while the intelligible (or noumenal) world is strictly unknowable to us. Kant spent a decade working on the Critique of Pure Reason and published nothing else of significance between 1770 and 1781. But its publication marked the beginning of another burst of activity that produced Kants most important and enduring works. Because early reviews of the Critique of Pure Reason were few and (in Kants judgment) uncomprehending, he tried to clarify its main points in the much shorter Prolegomena to Any Future Metaphysics That Will Be Able to Come Forward as a Science (1783). Among the major books that rapidly followed are the Groundwork of the Metaphysics of Morals (1785), Kants main work on the fundamental principle of morality; the Metaphysical Foundations of Natural Science (1786), his main work on natural philosophy in what scholars call his critical period (1781–1798); the second and substantially revised edition of the Critique of Pure Reason (1787); the Critique of Practical Reason (1788), a fuller discussion of topics in moral philosophy that builds on (and in some ways revises) the Groundwork; and the Critique of the Power of Judgment (1790), which deals with aesthetics and teleology. Kant also published a number of important essays in this period, including Idea for a Universal History With a Cosmopolitan Aim (1784) and Conjectural Beginning of Human History (1786), his main contributions to the philosophy of history; An Answer to the Question: What is Enlightenment? (1784), which broaches some of the key ideas of his later political essays; and What Does it Mean to Orient Oneself in Thinking? (1786), Kants intervention in the pantheism controversy that raged in German intellectual circles after F. H. Jacobi (1743–1819) accused the recently deceased G. E. Lessing (1729–1781) of Spinozism. With these works Kant secured international fame and came to dominate German philosophy in the late 1780s. But in 1790 he announced that the Critique of the Power of Judgment brought his critical enterprise to an end (5:170). By then K. L. Reinhold (1758–1823), whose Letters on the Kantian Philosophy (1786) popularized Kants moral and religious ideas, had been installed (in 1787) in a chair devoted to Kantian philosophy at Jena, which was more centrally located than Konigsberg and rapidly developing into the focal point of the next phase in German intellectual history. Reinhold soon began to criticize and move away from Kants views. In 1794 his chair at Jena passed to J. G. Fichte, who had visited the master in Konigsberg and whose first book, Attempt at a Critique of All Revelation (1792), was published anonymously and initially mistaken for a work by Kant himself. This catapulted Fichte to fame, but he too soon moved away from Kant and developed an original position quite at odds with Kants, which Kant finally repudiated publicly in 1799 (12:370–371). Yet while German philosophy moved on to assess and respond to Kants legacy, Kant himself continued publishing important works in the 1790s. Among these are Religion Within the Boundaries of Mere Reason (1793), which drew a censure from the Prussian King when Kant published the book after its second essay was rejected by the censor; The Conflict of the Faculties (1798), a collection of essays inspired by Kants troubles with the censor and dealing with the relationship between the philosophical and theological faculties of the university; On the Common Saying: That May be Correct in Theory, But it is of No Use in Practice (1793), Toward Perpetual Peace (1795), and the Doctrine of Right, the first part of the Metaphysics of Morals (1797), Kants main works in political philosophy; the Doctrine of Virtue, the second part of the Metaphysics of Morals (1797), a catalogue of duties that Kant had been planning for more than thirty years; and Anthropology From a Pragmatic Point of View (1798), based on Kants anthropology lectures. Several other compilations of Kants lecture notes from other courses were published later, but these were not prepared by Kant himself. Kant retired from teaching in 1796. For nearly two decades he had lived a highly disciplined life focused primarily on completing his philosophical system, which began to take definite shape in his mind only in middle age. After retiring he came to believe that there was a gap in this system separating the metaphysical foundations of natural science from physics itself, and he set out to close this gap in a series of notes that postulate the existence of an ether or caloric matter. These notes, known as the Opus Postumum, remained unfinished and unpublished in Kants lifetime, and scholars disagree on their significance and relation to his earlier work. It is clear, however, that these late notes show unmistakable signs of Kants mental decline, which became tragically precipitous around 1800. Kant died February 12, 1804, just short of his eightieth birthday. 2. Kants project in the Critique of Pure Reason. The main topic of the Critique of Pure Reason is the possibility of metaphysics, understood in a specific way. Kant defines metaphysics in terms of â€Å"the cognitions after which reason might strive independently of all experience,† and his goal in the book is to reach a â€Å"decision about the possibility or impossibility of a metaphysics in general, and the determination of its sources, as well as its extent and boundaries, all, however, from principles† (Axii. See also Bxiv; and 4:255–257). Thus metaphysics for Kant concerns a priori knowledge, or knowledge whose justification does not depend on experience; and he associates a priori knowledge with reason. The project of the Critique is to examine whether, how, and to what extent human reason is capable of a priori knowledge. 2. 1 The crisis of the Enlightenment To understand the project of the Critique better, let us consider the historical and intellectual context in which it was written. [5] Kant wrote the Critique toward the end of the Enlightenment, which was then in a state of crisis. Hindsight enables us to see that the 1780’s was a transitional decade in which the cultural balance shifted decisively away from the Enlightenment toward Romanticism, but of course Kant did not have the benefit of such hindsight. The Enlightenment was a reaction to the rise and successes of modern science in the sixteenth and seventeenth centuries. The spectacular achievement of Newton in particular engendered widespread confidence and optimism about the power of human reason to control nature and to improve human life. One effect of this new confidence in reason was that traditional authorities were increasingly questioned. For why should we need political or religious authorities to tell us how to live or what to believe, if each of us has the capacity to figure these things out for ourselves? Kant expresses this Enlightenment commitment to the sovereignty of reason in the Critique: Our age is the age of criticism, to which everything must submit. Religion through its holiness and legislation through its majesty commonly seek to exempt themselves from it. But in this way they excite a just suspicion against themselves, and cannot lay claim to that unfeigned respect that reason grants only to that which has been able to withstand its free and public examination (Axi). Enlightenment is about thinking for oneself rather than letting others think for you, according to What is Enlightenment? (8:35). In this essay, Kant also expresses the Enlightenment faith in the inevitability of progress. A few independent thinkers will gradually inspire a broader cultural movement, which ultimately will lead to greater freedom of action and governmental reform. A culture of enlightenment is â€Å"almost inevitable† if only there is â€Å"freedom to make public use of ones reason in all matters† (8:36). The problem is that to some it seemed unclear whether progress would in fact ensue if reason enjoyed full sovereignty over traditional authorities; or whether unaided reasoning would instead lead straight to materialism, fatalism, atheism, skepticism (Bxxxiv), or even libertinism and authoritarianism (8:146). The Enlightenment commitment to the sovereignty of reason was tied to the expectation that it would not lead to any of these consequences but instead would support certain key beliefs that tradition had always sanctioned. Crucially, these included belief in God, the soul, freedom, and the compatibility of science with morality and religion. Although a few intellectuals rejected some or all of these beliefs, the general spirit of the Enlightenment was not so radical. The Enlightenment was about replacing traditional authorities with the authority of individual human reason, but it was not about overturning traditional moral and religious beliefs. Yet the original inspiration for the Enlightenment was the new physics, which was mechanistic. If nature is entirely governed by mechanistic, causal laws, then it may seem that there is no room for freedom, a soul, or anything but matter in motion. This threatened the traditional view that morality requires freedom. We must be free in order to choose what is right over what is wrong, because otherwise we cannot be held responsible. It also threatened the traditional religious belief in a soul that can survive death or be resurrected in an afterlife. So modern science, the pride of the Enlightenment, the source of its optimism about the powers of human reason, threatened to undermine traditional moral and religious beliefs that free rational thought was expected to support. This was the main intellectual crisis of the Enlightenment. The Critique of Pure Reason is Kants response to this crisis. Its main topic is metaphysics because, for Kant, metaphysics is the domain of reason – it is â€Å"the inventory of all we possess through pure reason, ordered systematically† (Axx) — and the authority of reason was in question. Kants main goal is to show that a critique of reason by reason itself, unaided and unrestrained by traditional authorities, establishes a secure and consistent basis for both Newtonian science and traditional morality and religion. In other words, free rational inquiry adequately supports all of these essential human interests and shows them to be mutually consistent. So reason deserves the sovereignty attributed to it by the Enlightenment. 2. 2 Kants Copernican revolution in philosophy To see how Kant attempts to achieve this goal in the Critique, it helps to reflect on his grounds for rejecting the Platonism of the Inaugural Dissertation. In a way the Inaugural Dissertation also tries to reconcile Newtonian science with traditional morality and religion, but its strategy is different from that of the Critique. According to the Inaugural Dissertation, Newtonian science is true of the sensible world, to which sensibility gives us access; and the understanding grasps principles of divine and moral perfection in a distinct intelligible world, which are paradigms for measuring everything in the sensible world. So on this view our knowledge of the intelligible world is a priori because it does not depend on sensibility, and this a priori knowledge furnishes principles for judging the sensible world because in some way the sensible world itself conforms to or imitates the intelligible world. Soon after writing the Inaugural Dissertation, however, Kant expressed doubts about this view. As he explained in a February 21, 1772 letter to his friend and former student, Marcus Herz: In my dissertation I was content to explain the nature of intellectual representations in a merely negative way, namely, to state that they were not modifications of the soul brought about by the object. However, I silently passed over the further question of how a representation that refers to an object without being in any way affected by it can be possible†¦. [B]y what means are these [intellectual representations] given to us, if not by the way in which they affect us? And if such intellectual representations depend on our inner activity, whence comes the agreement that they are supposed to have with objects — objects that are nevertheless not possibly produced thereby? †¦[A]s to how my understanding may form for itself concepts of things completely a priori, with which concepts the things must necessarily agree, and as to how my understanding may formulate real principles concerning the possibility of such concepts, with which principles experience must be in exact agreement and which nevertheless are independent of experience — this question, of how the faculty of understanding achieves this conformity with the things themselves, is still left in a state of obscurity. (10:130–131) Here Kant entertains doubts about how a priori knowledge of an intelligible world would be possible. The position of the Inaugural Dissertation is that the intelligible world is independent of the human understanding and of the sensible world, both of which (in different ways) conform to the intelligible world. But, leaving aside questions about what it means for the sensible world to conform to an intelligible world, how is it possible for the human understanding to conform to or grasp an intelligible world? If the intelligible world is independent of our understanding, then it seems that we could grasp it only if we are passively affected by it in some way. But for Kant sensibility is our passive or receptive capacity to be affected by objects that are independent of us (2:392, A51/B75). So the only way we could grasp an intelligible world that is independent of us is through sensibility, which means that our knowledge of it could not be a priori. The pure understanding alone could at best enable us to form representations of an intelligible world. But since these intellectual representations would entirely â€Å"depend on our inner activity,† as Kant says to Herz, we have no good reason to believe that they conform to an independent intelligible world. Such a priori intellectual representations could well be figments of the brain that do not correspond to anything independent of the human mind. In any case, it is completely mysterious how there might come to be a correspondence between purely intellectual representations and an independent intelligible world. Kants strategy in the Critique is similar to that of the Inaugural Dissertation in that both works attempt to reconcile modern science with traditional morality and religion by relegating them to distinct sensible and intelligible worlds, respectively. But the Critique gives a far more modest and yet revolutionary account of a priori knowledge. As Kants letter to Herz suggests, the main problem with his view in the Inaugural Dissertation is that it tries to explain the possibility of a priori knowledge about a world that is entirely independent of the human mind. This turned out to be a dead end, and Kant never again maintained that we can have a priori knowledge about an intelligible world precisely because such a world would be entirely independent of us. However, Kants revolutionary position in the Critique is that we can have a priori knowledge about the general structure of the sensible world because it is not entirely independent of the human mind. The sensible world, or the world of appearances, is constructed by the human mind from a combination of sensory matter that we receive passively and a priori forms that are supplied by our cognitive faculties. We can have a priori knowledge only about aspects of the sensible world that reflect the a priori forms supplied by our cognitive faculties. In Kants words, â€Å"we can cognize of things a priori only what we ourselves have put into them† (Bxviii). So according to the Critique, a priori knowledge is possible only if and to the extent that the sensible world itself depends on the way the human mind structures its experience. Kant characterizes this new constructivist view of experience in the Critique through an analogy with the revolution wrought by Copernicus in astronomy: Up to now it has been assumed that all our cognition must conform to the objects; but all attempts to find out something about them a priori through concepts that would extend our cognition have, on this presupposition, come to nothing. Hence let us once try whether we do not get farther with the problems of metaphysics by assuming that the objects must conform to our cognition, which would agree better with the requested possibility of an a priori cognition of them, which is to establish something about objects before they are given to us. This would be just like the first thoughts of Copernicus, who, when he did not make good progress in the explanation of the celestial motions if he assumed that the entire celestial host revolves around the observer, tried to see if he might not have greater success if he made the observer revolve and left the stars at rest. Now in metaphysics we can try in a similar way regarding the intuition of objects. If intuition has to conform to the constitution of the objects, then I do not see how we can know anything of them a priori; but if the object (as an object of the senses) conforms to the constitution of our faculty of intuition, then I can very well represent this possibility to myself. Yet because I cannot stop with these intuitions, if they are to become cognitions, but must refer them as representations to something as their object and determine this object through them, I can assume either that the concepts through which I bring about this determination also con.

Time Catherine and Rodolfo Essay Example for Free

Time Catherine and Rodolfo Essay Eddie asks Rodolfo if he has ever boxed before. Rodolfo says no, and Eddie asks if he would like him to show him how it done. Reluctantly Rodolfo agrees. Rodolfo doesnt want to box, but he is so desperate to please Eddie that he agrees. Eddie only wants to make a fool out of Rodolfo. After the fight it is as if the fight has enlightened Rodolfo, he now half realises, that Eddie dislikes him completely, and there is nothing he can do to correct that. Rodolfo asks Catherine to dance. This is done to annoy Eddie, and it works just as Rodolfo wished it to. We now come to the end of act 1. We have seen most aspects of each persons personality, and where they stand in the story. WE shall now discover what lengths each character will go to, to have his/her own way. Alfieri introduces this act, back in the roll of narrator. He tells us the date, the 23rd of December. He also tells us that it is the first time Catherine and Rodolfo have been alone in the house together. One of the earlier excuses Eddie had given to Catherine why she should not marry Rodolfo, was because Eddie thought all that Rodolfo wanted from her was rights to be a citizen. Catherine asks Rodolfo, as a test, if she wanted to, if they could live in Italy when they get married. Rodolfo hates the idea, which only worries Catherine even more. It seems now that everyone except Eddie and Catherine realise Eddies infatuation with Catherine is serious. And here, Catherine starts to realise it too. When Eddie gets home and realises that Catherine and Rodolfo have slept together; Eddie goes mad and his immediate reaction is to tell Rodolfo to pack his bags and leave. Catherine faces up to the situation finally and tells Eddie that she must go with Eddie. Eddie denies her the right completely and refuses to let Catherine go. In Catherines next piece of dialogue we see all her problems come out in her words. She loves Eddie, but not in the same way that he loves her. She wants to stay with Rodolfo because she is the one she truly loves, but Eddie does not want Catherine to go with Rodolfo, and Catherine knows this and does not want to upset Eddie. She knows that she must upset Eddie, as it is the only way out of the situation. Eddie tells her that she: Aint goin nowheres And then he kisses her on the lips. Why does he do that, is he finally facing up to his feelings? Rodolfo lunges at Eddie in anger, but Rodolfo is no match for Eddie, and Eddie merely pins him and then kisses him. This kiss is to ridicule Rodolfo, to show Catherine that she should not marry someone so weak as to let another man kiss him. Or maybe he does this because he thinks that Rodolfo is homosexual. After this scene the play suddenly calms down and becomes certainly more serene. Alfieri narrates, and then turns to when Eddie comes to see him. From what Eddie says, it seems that Eddie got his way. He tells Alfieri that Beatrice is renting a room for Marco and Rodolfo. Eddie wants to know again, if there is anything he can do. Alfieri tells him, Morally and legally you have no rights, you cannot stop it; she is a free agent. This is in regard to Rodolfo marrying Catherine. When Eddie finally excepts it. A telephone glows on the opposite side of the stage, and Alfieri realises what Eddie is going to do. He shouts after him, You wont have a friend in the world Eddie! Even those who understand will turn against you, even the ones who feel the same will despise you! Put it out of your mind! Eddie! This is the last piece of advice Eddie is given, and he does not listen to it. He telephones the immigration bureau and reports two illegal immigrants. At home he acts as if he has done nothing. He argues with Beatrice normally, as if he has no guilt for what he has done. Catherine tells Eddie of her and Rodolfos plans of marriage. He gets upset despite the fact that he knows they will never marry. Just before the immigration officers arrive, Eddie realises what he has done and screams at Beatrice and Catherine to get Rodolfo and Marco out of the house, but it is too late. The immigration officers arrive, both Beatrice and Catherine realise what Eddie has done. Catherine streaks into the bedroom and Beatrice stares at him in horror. Eddie tries to deny it. But there is nothing he can do. He has done it now. The scene now is all of his friends, leaving him, just like Alfieri said they would, one by one they leave Eddie standing there alone, and they only person left is Beatrice. The next scene involves Marco, Alfieri, Catherine and Rodolfo. Alfieri tells Marco that there is a chance that Rodolfo can stay and marry Catherine, but he will have to go back to his country, but as long as he promises not to try to kill or in any way harm Eddie, he could possibly get bail. Marco finds it difficult, but agrees that he will not harm Eddie. The scene changes back to just before the wedding, Eddie will not permit Beatrice to go to the wedding, Catherine is outraged, and tries to persuade Beatrice but they are interrupted by Rodolfo who shouts, Marco is coming, Eddie He knows that Marco will kill Eddie, but Eddie will not move, no matter how much Beatrice tries to persuade him. Rodolfo tries to apologise to Eddie, is he apologising because hes not a man or because he is more than a man? Eddie wants to fight to prove that he is a man, and Marco wants to fight to show people what he did to him, to get his revenge in a way. Eddie seems to be finding it hard to stay sain. Eddie could easily walk away, but he doesnt want to because of Sicilian honour. The knife, which Eddie is ready to kill Marco with, kills him. His lasts words are to Beatrice, which is interesting, and shows that maybe thats what it took for him to realise that what he had before with Beatrice meant so much more. The play finishes with a speech by Alfieri. A line, which means a lot, is: For that I think I will love him more than any of my sensible clients It is making a joke out of a clearly unfunny situation, but it lightens the play, and it is a good time to put it in. It finishes with: And so I mourn him I admit it with a certain alarm. This is a very good place to end the play. Alfieri was the unbiased character who gave us an all-round view, and was a good friend to all the characters involved.

Different Learning Theories Of Human Resource Development

Different Learning Theories Of Human Resource Development Knowing a persons learning style enables learning to be orientated according to the preferred method. That said, everyone responds to and needs the motivation of all types of learning styles to one extent or another its a matter of using importance that fits best with the given situation and a persons learning style preferences. Kolbs learning theory sets out four different learning styles, which are based on a four stage learning cycle. In this respect Kolbs model is particularly elegant, since it offers both a way to understand individual peoples different learning styles, and also an explanation of a cycle of experiential learning that applies to us all. Diverging (feeling and watching CE/RO) Assimilating (watching and thinking AC/RO) Converging (doing and thinking AC/AE) Accommodating (doing and feeling CE/AE) Diverging people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style Diverging because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a Diverging learning style have broad cultural interests and like to collect information. They are interested in people, be likely to be creative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback. The Assimilating learning preference is for a summarizing, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They do extremely well at understanding wide ranging information and organizing it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people are important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through. For an example people who prefer the Assimilating learning style will not be comfortable being thrown in at the deep end without notes and instructions. Converging people with a Converging learning style can solve problems and will use their learning to find solutions to useful issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables high-quality and technology abilities. People with a Converging style like to test with new ideas, to simulate, and to work with practical applications. The Accommodating learning style is hands-on, and relies on perception rather than logic. These people use other peoples analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They usually act on gut instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is common and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective. People who like prefer to use an Accommodating learning style are likely to become frustrated if they are forced to read lots of instructions and rules, and are unable to get hands on experience as soon as possible. However most people clearly display clear strong preferences for a given learning style. The ability to use or switch between different styles is not one that we should assume comes easily or naturally to many people. Basically, people who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference. Honey and Mumford learning styles Honey and Mumford (1982) have built a typology of Learning Styles around this cycle, identifying individual preferences for each stage (Activist, Reflector, Theorist, and Pragmatist respectively); Kolb also has a test instrument (the Learning Style Inventory) but has carried it further by relating the process also to forms of knowledge. Anonymous, (2010) There are four characteristics of learning styles, Activist Theorist Pragmatist Reflector Activists involve themselves totally and without unfairness in new experiences. They enjoy the here and now, and are happy to be dominated by immediate experiences. They are open-minded, not disbelieving, and this tends to make them excited about anything new. Their philosophy is: Ill try anything once. They tend to act first and consider the consequences afterwards. Their days are filled with activity. They tackle problems by brainstorming. As soon as the stimulation from one activity has died down they are busy looking for the next. They tend to increase on the challenge of new experiences but are bored with implementation and longer term consolidation. They are gregarious people constantly involving themselves with others but, in doing so; they seek to centre all activities on themselves. For an example, those people who learn by doing. Activists need to get their hands dirty, to dive in with both feet first. Have an open-minded approach to learning, involving themselves fully and without bias in new experiences. Brainstorming problem solving, group discussion, competitions and role play, these are the activities of Activists. Theorists adapt and combine observations into complex but logically sound theories. They think problems through in a vertical, step-by-step logical way. They learn disparate facts into logical theories. They tend to be perfectionists who wont rest easy until things are tidy and fit into a normal proposal. They like to analyse and combine. They are keen on basic assumptions, principles, theories models and systems thinking. Their philosophy prizes rationality and logic. If its logical its good. Questions they frequently ask are: Does it make sense? How does this fit with that? What are the basic assumptions? They tend to be detached, analytical and dedicated to rational objectivity rather than anything subjective or ambiguous. Their approach to problems is consistently logical. This is their mental set and they rigidly reject anything that doesnt fit with it. They prefer to maximize certainty and feel uncomfortable with subjective judgments, lateral thinking and anything flippant. For an example, learners like to understand the theory behind the actions. They need models, concepts and facts in order to engage in the learning process. Prefer to analyse and synthesize, drawing new information into a systematic and logical theory. Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to research with applications. They are the sort of people who return from courses full with new ideas that they want to try out in practice. They like to get on with things and act quickly and confidently on ideas that attract them. They tend to be impatient with ruminating and open-ended discussions. They are essentially practical, down to earth people who like making practical decisions and solving problems. They respond to problems and opportunities as a challenge. Their philosophy is There is always a better way and If it works its good. For an example, people need to be able to see how to put the learning into practice in the real world. Abstract concepts and games are of limited use unless they can see a way to put the ideas into action in their lives. Experimenters, trying out new ideas, theories and techniques to see if they work Reflector like to stand back to ponder experiences and observe them from many different perspectives. They collect data, both first hand and from others, and prefer to think about it carefully before coming to a conclusion. The thorough collection and analysis of data about experiences and events is what counts so they tend to reschedule reaching definitive conclusions for as long as possible. Their philosophy is to be careful. They are thoughtful people who like to consider all possible angles and implications before making a move. They prefer to take a back seat in meetings and discussions. They enjoy observing other people in action. They listen to others and get the drift of the discussion before making their own points. They tend to adopt a low profile and have a slightly distant, tolerant relaxed air about them. When they act it is part of a wide picture which includes the past as well as the present and others observations as well as their own. For an example, people learn by observing and thinking about what happened. They may avoid leaping in and prefer to watch from the sidelines. Prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion. Learning Theories The Behaviorist Approach Some of our learning comes about as a response to a stimulus. We are learning from our sensors. We react to something outside ourselves. If the result is good for us, we learn to react in similar fashion in a similar situation, while if the result is bad, we learn not to do that again. This is the basic idea of the Behaviorist Approach which can be traced back to the work of Pavlov (1927) who taught dogs to salivate at the sound of a bell. Behaviorist concentrates on modifying behavior by reinforcement. Behavior that is seen as positive or good is reinforced by rewards. For an example car insurance is reduced if you do not make a claim. Most people have experienced both positive and negative reinforcement. We can see that behaviorist learning theories have their strengths. However, this approach to learning has been critized as mechanistic and tending to focus only on certain behavior. There is evidence to suggest that reinforcement may need constant topping-up to remain effective. Anonymous, (2010) The Cognitive Approach If some of our learning is reactive, some learning can also be described as positive. That is we seek out information and try to make sense of it in order to understand better our world and our place in it. This is the basis of cognitive theories of learning, which make use of the work of researchers such as Kohler (1925) and Piaget (1950). Kohler worked with apes and Piaget concentrated on child development, but their results have been applied more widely. For the cognitive, the key feature of human beings for learning is that we are intelligent seekers. According to cognitive approaches, we constantly find that our experience of the world does not quite fit the way we see the world, and we try to do something about the misfit. We seek new information, we adjust our view of the world, and we may create a new way of seeing the world. There are clear connections here with some of the elements we noted earlier in the different stages of the learning process. The Social Learning Approach The social learning theory proposed by Albert Bandura has become perhaps the most important theory of learning and development. While ingrained in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning. His theory added a social element, arguing that people can learn new information and behaviors by watching other people. Known as observational learning (or modeling), this type of learning can be used to explain a wide variety of behaviors. Psychology, (2010) Basic Social Learning Concepts 1. People can learn through observation. Observational Learning In his famous Bobo doll studies, Bandura established that children learn and reproduce behaviors they have observed in other people. The children in Banduras studies observed an adult acting aggressively toward a Bobo doll. When the children were later allowed to play in a room with the Bobo doll, they began to reproduce the aggressive actions they had previously observed. Bandura identified three basic models of observational learning: A live model, which involves an actual individual representative or acting out a behavior. A verbal instructional model, which involves descriptions and explanations of a behavior. A symbolic model, which involves real or fictional characters displaying behaviors in books, films, television programs, or online media. 2. Mental states are important to learning. Intrinsic Reinforcement Bandura noted that external, environmental reinforcement was not the only factor to influence learning and behavior. He described essential reinforcement as a form of internal reward, such as pride, satisfaction, and a sense of accomplishment. This emphasis on internal thoughts and cognitions helps connect learning theories to cognitive developmental theories. While many textbooks place social learning theory with behavioral theories, Bandura himself describes his approach as a social cognitive theory. 3. Learning does not necessarily lead to a change in behavior. While behaviorists believed that learning led to a permanent change in behavior, observational learning demonstrates that people can learn new information without demonstrating new behaviors. The Modeling Process Not all observed behaviors are effectively learned. Factors involving both the model and the learner can play a role in whether social learning is successful. Certain requirements and steps must also be followed. The following steps are involved in the observational learning and modeling process: Attention: In order to learn, you need to be paying attention. Anything that detracts your attention is going to have a negative effect on observational learning. If the model interesting or there is a novel aspect to the situation, you are far more likely to dedicate your full attention to learning. Retention: The ability to store information is also an important part of the learning process. Retention can be affected by a number of factors, but the ability to pull up information later and act on it is vital to observational learning. Reproduction: Once you have paid attention to the model and retained the information, it is time to actually perform the behavior you observed. Further practice of the learned behavior leads to improvement and skill advancement. Motivation: Finally, in order for observational learning to be successful, you have to be motivated to imitate the behavior that has been modeled. Reinforcement and punishment play an important role in motivation. While experiencing these motivators can be highly effective, so can observing other experience some type of reinforcement or punishment. For example, if you see another student rewarded with extra credit for being to class on time, you might start to show up a few minutes early each day. Psychology, (2010) Learning Curve A learning curve is a graphical representation of the changing rate of learning (in the average person) for a given activity or tool. Usually, the increase in retention of information is sharpest after the primary attempts, and then regularly evens out, meaning that less and less new information is retained after each duplication. The learning curve can also represent at a glance the initial difficulty of learning something and, to an extent, how much there is to learn after early knowledge. For example, the Windows program Notepad is extremely simple to learn, but offers little after this. On the other extreme is the UNIX terminal editor VI, which is difficult to learn, but offers a wide array of features to master after the user has figured out how to work it. It is possible for something to be easy to learn, but difficult to master or hard to learn with little beyond this. Wikipedia, (2010)

A Man For All Seasons Essay -- English Literature

A Man For All Seasons In A Man For All Seasons Robert Bolt uses a lot of symbolism to tell the story. The main character Sir Thomas More wears plain Grey clothes which are simple, not fashionable/stylish. This symbolizes that he is not ostentatious, only cares about God and not peoples opinions and not boastful. Cardinal Wolsey wears bright, silky clothes that shows he is very important and rich so he can afford these clothes. Clothes represent your status. When Cardinal Wolsey dies his clothes are heaped on the middle of the floor and the steward just flings them into a basket with no respect at all this symbolizes they have no meaning anymore and are just plain, ordinary clothes. The king’s clothes are gold which shows that this person is the most important. Only the king wears gold clothes and the richest things. The duke is dressed in green to just represent who he is to every citizen around him. For the administrator’s black and pinstripe suits are worn once again to show status. Examples of administrators are Rich and Cromwell. This symbolism of clothes shows a dress code for all different types of people there are E.G poor people will wear dirty rags which might be torn and very worn. Where as rich people like the king, duke, etc will wear silk, gold and silver. The language used in the play is also symbolism as when someone speaks to the king they always say â€Å"your grace† this represents the king is very important and has to be addressed properly. When poor people talk to Cromwell, More, the Duke and the Cardinal they are always addressed as â€Å"Sir† and once again represents the importance of this person. The common man puts on the hat and coat; this shows the alienation effect. The audience has se... ... if Cromwell is letting him know that he is not doing a bad thing. Cromwell knows that he did no wrong and so shall go to heaven. The common man now has an identity as the headsman. When Cromwell takes the mask from his sleeve the whole audience can see him doing it and so again it breaks the realism even at an intense moment. This break in reality might get the audience to think about the morality of what is happening to More and whether they think that he should die or not, this is exactly what Bolt wanted, the audience to be thinking about the theory. In Act two we are told the exact stage settings, "Bars, rack and cage flown swiftly upwards" This happens all in front of the audience so the idea showing the audience that it is not real is done here, they can see the change of scenery so it now is impossible to believe that what they see is real.

Individualism and Paradox in the Works of D. H. Lawrence :: Biography Biographies Essays

Individualism and Paradox in the Works of D. H. Lawrence      Ã‚  Ã‚  Ã‚   When you read something by D. H. Lawrence, you often end up wondering the same thing: does he hate people? Lawrence has a profound interest in us human beings, but it's the fascination of a child picking at a scab that drives him, rather than a kind of scientific or spiritual quest for some mythical "social truth." Some of Lawrence's works--"Insouciance," for example--question mankind's tendencies outright: what good is served by a world of "white-haired ladies" wasting time "caring" and sounding intelligent and cultured and talking about pretentious, bourgeois issues?(2)    But this work is blatant in its negative descriptions of people and their behavior in society. At one point in "Insouciance," the narrator--Lawrence--comes right out and pontificates for several paragraphs on the defects of "modern" society. But for me, it is the more subtle pieces that hold greatest power. When Lawrence hints, insinuates, or implies his views, he is, in a way, letting us discover the kernel of truth, however upsetting or controversial. This process, utilized in "Mercury," is of far greater interest than the almost direct missive from Lawrence used in "Insouciance," that flatly states his view of what "living" really is. For not only must we discover the meaning; we must also decide whether our interpretation is really Lawrence's intent--perhaps we have confused some inadvertent seepage of Lawrence's personnel venom with his intended meaning. It is a risk we will have to take as we analyze works such as "Mercury". Instead of condemning society in "Mercury," Lawrence actually tries to leave it, ascending to "the top of the Merkur," where he has a new vantage point on the world. He develops some of the same ideas as in "Insouciance," but at the end of the work, Lawrence redeems society, or at least apologizes for it, adding new fire to our question. By the end we cannot, with certainty, tell whether Lawrence hates people or not--and this reflects a sort of internal struggle for Lawrence.    One could lessen the scope and dilute the importance of this topic by suggesting that the "Sunday people" Lawrence criticizes are not humanity as a whole but rather a specific group--perhaps the vacationing, upper-middle class Schlegels, perhaps the aspiring, pseudo-intellectual Leonard Basts of the lower middle class, who think culture lies in a misunderstood walk through the woods.

Wal Mart :: essays research papers

Identify and evaluate the marketing strategies that Wal-Mart pursued to maintain its growth and marketing leadership position? What factors should a firm consider in the development of its marketing strategy. In my analysis of the article, the marketing strategies employed by Wal-Mart are; I. Cost Leadership Wal-Mart commits to deliver quality products with the lowest price. Wal-Mart’s prices are up to 15% cheaper than other stores. Wal-Mart’s store managers are given authority to lower prices based on the local competition. Wal-Mart stores are built in the outskirts of large cities and communities with the warehouse appearance that giving them the competition advantages in low leasing and maintenance costs. From my evaluation, the cost-leadership strategy helps Wal-Mart to fulfill the market niche of costumers looking for quality goods at a bargain price. This was the market-penetration and market-development strategy that helped the company penetrates and expands in its target market. Wal-Mart is somewhat protected from industry competitors by its cost advantages. If the rivalry within the industry competes on price, Wal-Mart is withstanding better then other companies because of its lower overhead costs and advanced inventory system. II. Differentiations and Operation Effectiveness. Apart from the cost leadership, Wal-Mart’s philosophies of excellence in the workplace, customer service, warmer feeling store and its core competencies in unique product inventory systems helped Wal-Mart gains a quality leadership that placed Wal-Mart in the competitive advantage against its competitors. From my analysis, the danger still exists for Wal-Mart is the competition can easily imitate Wal-Mart’s method. This is already apparent with Target and Kmart building new stores resembling the supercenter format and emulating Wal-Mart ways by introducing people greeters, upgrading interior, developing new logos and signage, and introduce new inventory response system. In order to fight this threat, Wal-Mart needs to exploit its bargaining power over its suppliers and pass the benefits on to its customers in the form of quality brand name items available at lower than competitive prices.

Angethlor Wimberly

Valerie Young is a marketing manager for Wisson, a fragrance company headquartered in Chicago. While working for Wisson, Valerie discovers information that questions her ethics and places her in compromising dilemmas. The discovery contributes to the stressors she experiences. Her manager, Mr. Lionel Waters, was hired by Wisson for his successful contributions to the female fragrance industry. Mr. Waters is responsible for the stressors experienced by Valerie. While working in the U. S. n a working visa, Valerie provides organizational, marketing and financial skills for Wisson. She continues to produce quality work after the downsizing of her department. As a newly accepted student for the master's of science program at the University of Chicago she is grateful to her company for tuition reimbursement if she receives A's and B's in her classes. She has a type B personality. She sees the big picture of her actions and others and does not react quickly when involved in situations. She has a boyfriend who is neutral to her job and provides advice when she needs it.He is someone who she can rely on for confidentiality. Mr. Waters has over 14 years with Wisson. Upon hiring, Waters hired two close friends and gave them salaries beyond company policy. He has a Type A personality. He is more concerned with the amount of money he is making rather than how he is making it. He spends most of his time spending as much of the company money as he can and as quickly as possible. He shows up to work when he wants to and leaves the team he is suppose to be heading in the dark. They are left alone without a mentor or someone to provide professional guidance.In an effort to make copies, Valerie noticed someone left the copier machine jammed. While trying to remove the jammed papers, she discovers paperwork relating to Waters. The papers were invoices for two fragrance companies owned by Waters. Apparently, Waters stopped working with previous fragrance companies and dealt strict ly with his own to gain money and kickbacks for new products put out by Wisson. After the discovery, Valerie went home to talk it over with her boyfriend. She needed a way to release the anger she felt inside. She knew that it was against company policy for customers to accept bribes and kickbacks.Many questions ran through her mind which contributed to stress. She wondered if other members of the team were aware of the situation, is it common practice for an employee to have a financial interest of such with the company. The knowledge of the paperwork she found placed Valerie in a difficult dilemma which questioned her ethics. If she confronted Wisson with her findings she could risk losing her job. Wisson may have a good relationship with Waters. Waters was hired because of his success rate. Valerie could be replaced. Wisson may know what is taking place at his company.If Valeries loses her job she will have 30 days to be hired with another company or face deportation. If another company were to consider hiring Valerie, they would inquire a lot of paperwork and the U. S. has made it difficult and expensive for them to do so. Deportation could mean losing her chance to attend a Master’s of Science program she was accepted at. Wisson has agreed to reimburse for every â€Å"A† and â€Å"B† grade she receives at the University of Chicago. Valerie has a good relationship with her team mates at work. She will miss the camaraderie and friendships they have built among themselves.Leaving the U. S. would also mean leaving her boyfriend who has supported her and has been her confidant when she needed someone to talk to. Valerie did confront Waters about allowing other fragrance companies an opportunity. An agreement from Waters would alleviate the stress and ease her conscious of not turning in Waters. The fear of a broken relationship with her colleges due to her dropping the ball on the supervisor will no longer linger in her mind. Valerie could choose to keep her mouth shut. A higher degree could mean more opportunities for her career.Even though her boss, Waters, lacks good management skills and leadership principles the formed friendships she experiences with her colleagues will last a life time. Waters would show up late to meetings, overspend on launching events, cancel meetings at the last minute and rarely showed up at work. The other team members were used to it and learned to be more efficient and productive without their team leader, Waters. Good advice for Valerie is to keep mouth shut for now. Keep a log book of everything that goes on. She is single with no kids and she is capable of getting a Master’s degree within 12-15 months.While obtaining degree, look for another job and apply for citizenship. With a Master’s degree, she will have a lot to contribute to the U. S. and this fact may assist her with obtaining citizenship. Before leaving the company and after receiving degree, contact Wisson an d disclose the information. Allow Wisson to make the decision and remind him of your degree. The door may be open for her to replace Water’s. Valerie is eager to learn about perfuming and she has a good working relationship with the employees who did all the work while Water’s wasted company’s money and took vacations.