Summary and Analysis No Name Woman by Maxine Hong Kingston, Both Ain't Essay

Summary and Analysis No Name Woman by Maxine Hong Kingston, Both Ain't I A Woman by Sojourner Truth and No Name Woman - Essay Example But I do know what it is like to be excluded from the sisterhood and I do know what it's like to know that the plans around my birth were very different from the reality. She delivered her speech at the Woman's Convention in Akron. Women were beginning to respond to the mistreatments of chivalry and the way that they were infantilized by the dominant rhetoric, but Truth pointed out that both white men and white women assumed things that excluded systematically a black perspective. Truth had never known chivalry from men, at least white men: She had known the lash and starvation. She had never known being a domesticated baby factory: Instead, she was a career woman because she was a slave and she was not a mother of a troupe of children not because she didn't have those children but because they were sold into slavery. One could point out, bitterly, that even a black male slave would prefer to live like a white woman. The truth was making an appeal for the sisterhood, the emerging fem inist movement, to represent all women, and to bear in mind that what women need varies from group to group. I have known many a time where I felt excluded from a sisterhood that portrayed them as the archetype of femininity. Whether cheerleaders or well-meaning young feminists, I've seen people repeatedly act as if they were advancing â€Å"just us girls† when they were, in fact, trampling over me. She feels possessed by a ghost, the ghost of her aunt, who feels that Kingston should take her place. It wasn't the raid by the villagers.

Fault In Romeo and Juliet Essay Example for Free

Fault In Romeo and Juliet Essay In William Shakespeares play, Romeo and Juliet, one of the main characters, Juliet, commits suicide near the end of the play. Friar Lawrence is directly responsible for the death of Juliet in all ways. He makes not only one, but three mistakes that all lead to Juliets death. He gave a poison to Juliet, he trusted someone else with a letter of great significance to deliver to Romeo, and he fled when Juliet was in the most danger at the tomb. Had he not have made these three major terrible mistakes, Juliet might not have killed herself. Friar Lawrence made a major mistake that he could have avoided himself. He trusted Juliet, an unstable teenage girl, with a fake-death poison. This rash decision was a very poor choice on the friars behalf. Here, the friar shows his irresponsibility by saying, If thou hast the strength of will to slay thyself take thou this vial no warmth, no breath shall testify thou livest; (4.1.72, 93, 98) Friar Lawrences idea for Juliet is very risky and he should have known better than to try it. Because of what happens, everyone thinks Juliet is dead and shortly thereafter, she is buried alive. This quote shows the true meaning of responsibility, because when he says this, her life rests in his hands. Capulet is even foiled by the plan, because when he says her faking her death, he said, Death lies on her like an untimely frost. (4.5.28) The fake death has fooled Capulet, Juliets father, and the rest of the family. Had Friar Lawrence not have given Juliet the poison, she would have never been put in the position that she was in, which eventually leads to her death. Trusting Friar John to send the letter, and not even telling him that the letter was urgent, was Friar Lawrences next big mistake. The mistake of him sending someone else to do it was inexcusable; a matter as important as faking death should be dealt with personally. Had Friar Lawrence have personally delivered the letter, the plan might have gone smoothly. Friar John shows his incompetence in the fifth act when he says I could not send it here it is again - (5.2.14). Showing Friar Lawrences poor decision making again, this quote perfectly shows how Friar Lawrence is responsible for Juliets death by choosing to send the letter instead of delivering it. At that, he should not have trusted someone as mediocre as Friar John. The letter was not nice but full of charge, of dear import, and the neglecting it may do much danger. (5.2.18-20) Friar Lawrence trusted a complete buffoon at the most crucial of times and the price was paid for the actions of both friars. Consequently, Juliet dies because Friar Lawrence did not think through that something might arise and a situation this urgent must be dealt with personally. Friar Lawrence could have easily avoided the situation. Cowardice, plain and simple, was also another reason why Friar Lawrence was responsible for Juliets death. He runs away when Juliet needs him the most, and in leaving her alone, she kills herself. In the tomb scene, Friar Lawrence attempts to help Juliet before running away. (Friar Lawrence): Stay not to question, for the Watch is coming. Come go, good Juliet, I dare no longer stay. (Juliet): Go get thee hence, for I will not away. Friar Lawrence puts himself before Juliet, and worries about getting caught by the watch. He leaves Juliet when she needs him most. Friar Lawrence shows here that he really does not care about Juliet, and that he is very self-centered. He leaves her to kill herself, even though it is entirely his fault that she is even in that situation. Had the friar not have left the tomb, then Juliet might not have had the opportunity to kill herself, as you can see she does in the following quote. Yea, noise? Then Ill be brief. O happy dagger, [taking Romeos dagger.] this is thy sheath; [stabs herself.] (5.3.169) Juliet says these final words before killing herself. We see here what results directly from Friar Lawrence leaving the scene when he should have stayed. Had he stayed, he could have at least attempted to wrench the dagger from her hand, or comforted her until she let go of the knife. Instead of staying to help he chose to run away from the watchmen for his own safety, and because of this final, terrible choice, Juliet ends up dead. Friar Lawrence makes many bad choices throughout the play; choices that are inexcusable. When he made such terrible choices, he inevitably doomed Juliet to her death. His irresponsible choices, trusting Juliet with poison, giving the letter to Friar John, and running away at the tomb, were awful choices. He consistently shows that he is an awful decision maker, and he is entirely responsible for Juliets death. One could even say he is more responsible for the death than Juliet herself.

Essay --

In normal cases the immune system's white blood cells protect the body from harmful substances, called pathogens. A pathogen is anything that tries to harm the body. Some examples of pathogens are fungi, bacteria, protozoans, and viruses , and blood or tissues from another species or person. The immune system produces antibodies that destroy these harmful substances. An antibody is like a protein marker produced by B-Cells to identify foreign objects. Unfortunately, as useful the immune system is for our bodies, there are many disorders and diseases related to it. Immune system disorders cause low immune activity or over immune activity in the immune system. During immune system over activity cases, the body damages and attacks its own tissues; these diseases are known as autoimmune diseases. Immune deficiency decreases the body's ability to fight pathogens, causing a higher chance for infection. Allergies are an example of the immune systems over-activity diseases. Allergies occur when the immune system reacts to foods or substances that are not harmful. The most common allergens are pets and pollen. When the immune system senses an allergen, it releases unneeded chemicals. Histamine for example, is one of the chemicals that are released after the immune system senses an allergen; it triggers an inflammatory response. Allergic reactions like this have many symptoms that can include breathing problems, eye irritation, rash, even nausea and vomiting. Asthma is a condition where the immune system becomes over-active in the bronchi. Many people with asthma suffer constriction in their bronchial tubes, which make it harder to breath. An asthma infected persons airways are almost always under inflammation. There is no total cure f... ...rittle bones, and death; 20% of people who have a thyroid storm die. The final immune disorder I want to mention is immunodeficiency. Immunodeficiency is the failure of the immune system to protect the body from harmful substances and infection. Most of the time it is caused by the absence of some components needed. The main cause of immunodeficiency around the world is the Human immunodeficiency Virus (HIV). HIV attacks and kills a crucial part of the immune system; T helper cells. T Helper-Cells kills infected cells. And without T-Cells many other immune cells cannot work properly, including B-Cells that make antibodies. A person infected with HIV may not show any signs or symptoms for years. But as HIV kills more and more T-Cells die the body becomes more vulnerable to infection. And when infected cells outnumber uninfected cells, then the patient will have AIDS.

My Salvation Experience Essay

As of September of 2011, I will have been a born-again Christian for 41 years. My journey to faith in Christ began with the conversion of my father, Jack Baines, Sr. in 1967. Dr. Melvin Worthington was the pastor of the First Free Will Baptist of Amory, Ms and he invited my father to attend a Revival service in Tupelo, MS where his brother was the guest evangelist. The first night, my dad went to the altar and said he rededicated his life to Christ. However, the second night, he went forward to the altar and said he really had never been born again and that night he accepted Christ as his Lord and Savior. His life was immediately characterized by change and dedication to living for the Lord. As my father began to grow in the Lord, he also began to lead people to Christ and it started with his family. A he taught the Bible to us at home and lead our family to be faithful to attend the church, one by one my sister, brother, and I asked Christ into our lives. I was five years old when I was born-again. I was the typical kid who was not old enough to really experience a life of deep sin or rebellion but was just as lost and in need of salvation as anyone. One day my dad took me to the pastor’s office where I was led to Christ and soon baptized. The change in my life was immediately evident as I was assured that I would go to Heaven when I died and knew that I needed to live according to the teachings of the Bible. One of the major changes was the burden, even as a young boy, that I had for my friends and family who need to accept Christ. I became very diligent at a young age to tell people about Christ, be faithful serving in the local church, and developed a love for good preaching and teaching. I am so thankful even today that someone cared enough for my father and my family that they shared the gospel with him. This began a journey that would impact my life just a few short years later. My relationship has continued to grow and the personal relationship with Christ has helped me face every life situation. I am very thankful that becoming a Christian early in life spared me much heartache that may have come my way had I not been a Christian. I love to help lead children to Christ knowing that an early relationship with Christ will prepare them much earlier to live in this world.

Importance of Leadership

Chapter 1 The Importance of Leadership D. Quinn Mills Leadership How to Lead, How to Live  © 2005 D. Quinn Mills. All Rights Reserved. Leadership: How to Lead, How to Live Few things are more important to human activity than leadership. Effective leadership helps our nation through times of peril. It makes a business organization successful. It enables a not-for-profit organization to fulfill its mission. The effective leadership of parents enables children to grow strong and healthy and become productive adults. The absence of leadership is equally dramatic in its effects. Without leadership, organizations move too slowly, stagnate, and lose their way. Much of the literature about organizations stresses decision-making and implies that if decision-making is timely, complete, and correct, then things will go well. Yet a decision by itself changes nothing. After a decision is made, an organization faces the problem of implementation—how to get things done in a timely and effective way. Problems of implementation are really issues about how leaders influence behavior, change the course of events, and overcome resistance. Leadership is crucial in implementing decisions successfully. Each of us recognizes the importance of leadership when we vote for our political leaders. We realize that it matters who is in office, so we participate in a contest, an election, to choose the best candidate. Investors recognize the importance of business leadership when they say that a good leader can make a success of a weak business plan, but that a poor leader can ruin even the best plan. 10 The Importance of Leadership Who Will Gain from Leadership? Do you want to be a leader? Or, if you’re already a leader, do you want to improve your leadership? Do you want to affect what other people do—to help them accomplish important goals? Do you want to point the way in your organization? Do you want to climb the promotion ladder to positions of higher authority and greater pay? Leadership will make these things possible. You should read this book if: †¢ †¢ You are interested in leadership and how it affects you. You plan to lead an organization or are already in a leadership position. You are interested in developing yourself to meet the challenges you will confront in a leadership role. You wish to make a difference in the world through leadership. †¢ †¢ The Meaning of Leadership What is leadership? It is a process by which one person influences the thoughts, attitudes, and behaviors of others. Leaders set a direction for the rest of us; they help us see what lies ahead; they help us visualize what we might achieve; they encourage us and inspire us. Without leadership a group of human beings quickly degenerates into argument and conflict, because we see things in different ways and lean toward different solutions. Leadership helps to point us in the same direction and harness our efforts jointly. Leadership is the 11 Leadership: How to Lead, How to Live bility to get other people to do something significant that they might not otherwise do. It’s energizing people toward a goal. Without followers, however, a leader isn’t a leader, although followers may only come after a long wait. For example, during the 1930s Winston Churchill urged his fellow Englishmen to face the coming threat from Hitler’s Germany. But most Englishmen preferred to believe that Hitler could be appeased—so that a war could be avoided. They were engaged in wishful thinking about the future and denial that the future would be dangerous. They resented Churchill for nsisting that they must face the danger. They rejected his leadership. He had very few followers. But finally reality intruded—Germany went too far and war began. At this point Churchill was acclaimed for his foresight, and became prime minister of the United Kingdom during the Second World War. During this period almost all Englishmen accepted his leadership willingly. True leadership is sometimes hard to distinguish from false leadership, which is merely a form of pretending. Winston Churchill was a real and great leader. But there are also people who wish to appear to be leaders, but aren’t actually. They say that they are leading others; they posture as if they are setting direction and inspiring others. Yet often they are merely pretending. There’s an old saying that the way to become a leader is to find a parade and run to the front of it. We refer to a person â€Å"leading† a parade, but walking at the front isn’t really leadership unless the person in front is actually choosing the direction! If the person isn’t choosing the direction, then being at the front of the line is merely a way to pretend to be a leader. 12 The Importance of Leadership Leadership can be used for good or ill. Hitler seemed to be a leader of the German people, but he set an evil direction. He had great leadership skills, but put them to terrible uses. Sometimes people in business use leadership skills to exploit others. Sometimes people in charitable organizations use leadership skills to benefit themselves rather than the people they are supposed to help. Leadership skills can be perverted to pursue bad ends. The Importance of Ethics The danger that leadership will be perverted is why ethics are so important to good leadership. Ethics are the inner compass that directs a person toward what is right and fair. Only if a person has an inner ethical compass can he or she be sure that leadership qualities will not turn to evil ends. Learning to lead with good objectives is the only purpose of this book. So let us say that those who do harm are not leaders at all; we recognize that they may be influential and persuasive, but we will not think of them as leaders. With confidence that you, good readers of this book, will put leadership to noble ends, we go forward. The Work of the Leader Taking a leadership position means several things: A leader must have a vision of the future for the organization and its members. 3 Leadership: How to Lead, How to Live EXECUTIVE SUMMARY 1-1 TAKING A LEADERSHIP POSITION Taking a leadership position means: †¢ †¢ Having a vision about what can be accomplished. Making a commitment to the mission and to the people you lead. Taking responsibility for the accomplishment of the mission and the welfare of those you lead. Assuming risk of loss and failure. Acc epting recognition for success. †¢ †¢ †¢ A leader must be able to express his or her vision clearly and in a compelling manner so that others are engaged by it. (See Executive Summary 1-1. A leader has to make a commitment to his or her vision, to the organization, and to the members of the organization. A leader can’t be committed one day and uninterested the next. People will judge a leader by his or her commitment, and will commit themselves no more than the leader does. A leader assumes a considerable amount of responsibility— not just for the mission that he or she urges others to accept, nor just for the organization he or she heads, but for his or her followers, their lives and efforts, as well. 14 The Importance of Leadership A leader assumes risk. If there is no risk, little leadership is required. If the effort is easy and certain to succeed, anyone can, and probably will, â€Å"lead† it. But where the effort entails a risk of failure, then many people will quail before the challenge and leadership is necessary to get people to make the commitment and the effort to succeed. In most organizations, one associates high levels of leadership with high levels of authority. The chief executive of a company usually plays more of a leadership role than people at lower levels of the hierarchy in the firm. It is the same in notfor-profits and government agencies. The higher on the job ladder a person is, the more she is expected to exhibit leadership. In the military, however, the opposite holds true, and for a very good reason. In the military the greatest leadership challenge is to get other people to risk their lives in combat. Generally, the higher one goes in the chain of command, the less exposure he has to the battlefield, and the less exposure to men and women who are in combat. The officers who have responsibility for commanding soldiers in combat have the greatest leadership challenge, for they must get others to risk their lives. Michael Jordan’s brother is an army sergeant major leading a deployment in Iraq in which he is responsible for more than 2,000 soldiers. Offered an opportunity to leave his assignment in combat, he chose to stay with his unit in harm’s way. In so doing, he accepted one of the military’s most significant leadership challenges. 15 Leadership: How to Lead, How to Live The first responsibility in a position of leadership is to have a vision. (See Executive Summary 1-2. ) The visionary leader must create his or her concept of what the organization can accomplish. A business leader may be leading a few people in a department or an entire company; a military leader a small squad or an entire army. The vision may be smaller when the group of people is small; and much broader when the group of people is large, but it must be forward-looking and exciting in either case. EXECUTIVE SUMMARY 1-2 VISIONARY LEADERSHIP Visionary leadership requires: †¢ †¢ Creating a vision, a mission, and a strategy. Communicating the vision/mission/strategy and getting buy-in. Motivating action. Helping an organization grow, evolve, and adapt to changing circumstances. †¢ †¢ The leader must also provide a mission—what needs to be done—and a strategy, a path, for how to accomplish the mission and achieve the vision, a way for the group to get there. But having an exciting vision, an exciting mission, and a careful strategy is not sufficient. A leader must clearly communicate them. Only if people grasp the vision can they commit to it, and buy-in is crucial to motivating action. Finally, a vision cannot be rigid and unchanging; it must adapt 16 The Importance of Leadership to changing circumstances, growing and evolving. Otherwise it becomes outdated and obsolete, and loses its power to excite and motivate people. Leaders versus Administrators and Managers Leadership is not the same thing as being in a position of authority. It is possible to be a boss in a company without being a leader. A boss can be more of an administrator than a leader. Conversely, an administrator can be effective in his job without being a leader. The administrator is a bureaucrat— whether in government or in business—a person who keeps careful records and sees that things are done according to the rules. On the other hand, a leader can be effective without being an administrator—leaving rules, regulations, and their enforcement to others. Administration is not as exciting a topic as leadership, but it is almost as important. The success of organizations depends to a great degree on how well they are administered. A manager is often thought to be primarily an administrator. But a manager is not an administrator; management requires a special set of skills of its own. And being a manager is different from being a leader, as we shall see below. So there are three roles: administrator, manager, and leader. A manager has the broadest role, and a good manager has much of an administrator and a leader in him or her. A manager needs to set direction and inspire others to get work done (leadership functions) and he or she needs to keep records and see that rules are followed (administrative functions). 17 Leadership: How to Lead, How to Live The manager is a necessary combination of leader and administrator. (See D. Quinn Mills, Principles of Management, Waltham, MA: MindEdge Press, 2005. ) But leadership is the most important of the three roles. Administrators What does an administrator do? (See Executive Summary 13. ) An administrator applies rules and regulations generally developed by top executives of an organization. In the government, the key rules and regulations are often issued by legislative authorities like the U. S. Congress). He or she keeps records and fills out forms necessary to take administrative steps (like getting employees paid or reimbursing an employee for travel expenses). EXECUTIVE SUMMARY 1-3 ELEMENTS OF ADMINISTRATION The elements of administration are: †¢ †¢ Making rules and regulations Making decisions that apply and interpret rules and regulations Keeping records Filling out forms †¢ †¢ 18 The Importance of Leadership Managers What does a manager do? See Executive Summary 1-4. ) He or she makes plans and creates budgets that set forth in great detail how something will be accomplished and how much money and other resources (e. g. , people, office space) are necessary to accomplish those plans and budgets. He decides who is going to be assigned to the necessary tasks and how they will fit into the organization. She supervises the actions people take, ensuring that they are doing the right things, that no money is being misappropriated or wasted (we call this â€Å"controlling†), and when problems arise she helps to resolve them. Finally, by combining these tasks into a coherent whole, the manager makes the organization operate efficiently. Running an organization effectively requires administration, management, and leadership. Leadership is ordinarily in shorter supply than administrative or managerial competence. Leadership is more important and more demanding for most people. Fewer people are able or willing to be leaders, so it tends to be a higher calling than administration or management. There is a large literature discussing the differences between leaders and managers. There is also an important distinction to make between leaders and administrators. In general, a leader takes a broader view and points an organization toward necessary, even critical, change. The core of the criticism in the literature is that organizations of all sorts (corporations, government agencies, and not-for-profit organizations) tend to be over-managed (and/or over-administrated) and under-led. Because of over-management and overadministration, organizations are slow to make necessary changes and achieve less than what they could. This is a substantial criticism that points to the importance of leadership. 19 Leadership: How to Lead, How to Live EXECUTIVE SUMMARY 1-4 ELEMENTS OF MANAGEMENT The elements of management are: †¢ †¢ †¢ †¢ †¢ †¢ †¢ Planning and budgeting Setting direction Organizing and staffing Aligning the efforts of many people Controlling Decision-making and problem solving Motivating and inspiring people The Nature of Leadership True leadership is special, subtle, and complex. Too often we confuse things like personal style and a position of authority with leadership. †¢ Leadership is not primarily a particular personality trait. A trait closely linked to leadership is charisma, but many people who have charisma (for example, movie actors and sports figures) are not leaders. Leadership is not primarily a set of important objectives. It involves getting things done. †¢ 20 The Importance of Leadership †¢ Leadership is not primarily a formal position. There have been great leaders who did not hold high positions—for example, Martin Luther King, Jr. and Jeanne d’Arc—and there are people who hold high positions who are not leaders at all, but administrators who don’t want to rock the boat. Leadership is not primarily a set of behaviors. Many leadership manuals suggest that what defines leadership is things such as delegating and providing inspiration and vision; but people who are not leaders can do these things, and some effective leaders don’t do them all. †¢ Many discussions of leadership confuse any and all of the above— personality, important objectives, formal position, specific behaviors—with leadership. (See John P. Kotter, What Leaders Really Do, Boston: Harvard Business School Press, 1999. ) But leadership is more than any of the above characteristics. It’s a process by which one influences the thoughts and behaviors of others in a substantial way. It may involve charisma, important objectives, a formal position, and a particular set of behaviors, but it is not limited to any of them. Effective leaders are often very complex people. Writing about Oliver Cromwell, the Lord Protector of England during the English civil wars of the seventeenth century, a foremost historian marveled at the complexity of his personality. â€Å"There was no single Cromwell, â€Å" he wrote, â€Å"—that is, a clear-cut individual†¦Instead, there was a multiplicity of Cromwells, each linked to the other by his enormous vitality†¦Firstly, there was the very human, simple and compassionate man, a visionary and a romantic. Secondly, there was a violent, boisterous and irascible bully. Thirdly, there was the resolute and iron-willed general†¦Fourthly, the calculating politician, the man of expedients who had no guiding principles. 21 Leadership: How to Lead, How to Live And lastly, there was†¦the Cromwell†¦who, as the interpreter of God’s will, was capable of committing any atrocity. † (J. F. C. Fuller, A Military History of the Western World, Volume 2, New York: Funk & Wagnalls, 1955, p. 110. Because leaders can be so complex, we must be careful in our generalizations about leaders and their personalities. But not all leaders are such complex personalities, which is good for most of us who aspire to leadership. Examples of Leadership Leadership in Business In the 1980s Harley-Davidson was almost knocked out of business by competition from other firms. To survive, it needed to change dramatically. Rich Teerlink, the company’s leader, was able to save the firm financial ly, but with the pressure off, the challenge of continuing to improve seemed even more daunting. Could Teerlink get his managers and employees to make the significant, and to many of them inconvenient, changes necessary? He did it by building a different company, one driven from the bottom up by employees rather than from the top down by managers. It’s a story of successes and failures, advances and setbacks, dead ends and breakthroughs, ending in a much stronger company than before. (Read the inspiring story in Rich Teerlink and Lee Ozley, More Than a Motorcycle: The Leadership Journey at Harley-Davidson, Boston: Harvard Business School Press, 2000. 22 The Importance of Leadership Leadership in Government When Charles O. Rossotti became commissioner of the Internal Revenue Service (IRS) in 1997, the agency had the largest customer base—and the lowest approval rating—of any institution in America. Mired in scandal, caught in a political maelstrom, and beset by profound management and technology problems, the IRS was widely dismissed as a hopelessly flawed an d dysfunctional organization. Rossotti— the first businessperson to head the IRS—transformed the much-maligned agency. In the glare of intense public scrutiny, he effected dramatic changes in the way the IRS did business—while the agency continued to collect $2 trillion in revenue. Through heated congressional hearings, encounters with Washington bigwigs, frank exchanges with taxpayers and employees, and risky turnaround strategies, Rossotti demonstrated leadership against daunting odds. (Read this enlightening story in Charles O. Rossotti, Many Unhappy Returns: One Man's Quest to Turn Around the Most Unpopular Organization in America, Boston: Harvard Business School Press, 2005. ) 23

The Catcher in the Rye Characters

'The Catcher in the Rye' Characters The Catcher in the Rye remains a singular creation, a novel that is wholly tied to the intelligent, immature, and tortured point-of-view of its main character, Holden Caulfield. In some ways Holden is the only character in The Catcher in the Rye, as everyone else in the story is filtered through Holden’s perception, which is unreliable and often self-indulgent. The end result of this technique is that every other character and their actions must be judged in terms of Holden’s evolution or lack thereof- are the people he meets really phonies or does he only see them that way? The fact that Holden’s Voice still rings true today, while his unreliable nature makes understanding the other characters a challenge, is a testament to Salinger’s skill. Holden Caulfield Holden Caulfield is the sixteen-year-old narrator of the novel. Intelligent and emotional, Holden feels lonely and alienated from the world around him. He considers most of the people and places he encounters phony- hypocritical, inauthentic, and pretentious. Holden strives to present himself as a cynical and worldly person who sees through everyone elses tricks, but at times his own youthful naà ¯vetà © shines through. Holdens cynicism can be viewed as a defense mechanism, employed to avoid facing the pain of adulthood and its accompanying loss of innocence. Indeed, Holden adores his younger sister Phoebe and cherishes her innocence, which he equates to inherent goodness. His fantasy of playing the role of catcher in the rye serves to highlight this point: since Holden cannot restore his own innocence, he yearns to protect the innocence of others. Holden is an unreliable first-person narrator. All of Holdens experiences and interactions are presented from his own perspective, so the reader never gets objective information about the novels events. However, there are hints Holden is describing something of a fantasy version of himself, as when the women at the Lavender Room laugh after Holden convinces their friend to dance with him. Holden is obsessed with death, particularly the death of his younger brother, Allie. Over the course of the novel, his health seems to disintegrate. He experiences headaches and nausea and at one point loses consciousness. These symptoms may be real, but they could also be psychosomatic, representing Holdens increasing inner turmoil as he repeatedly tries and fails to find human connection. Ackley Ackley is a classmate of Holdens at Pencey Prep. He has bad hygiene and isnt very popular. Holden claims to despise Ackley, but the two boys go to the movies together, and Holden seeks out Ackley after his altercation with Stradlater. There are hints that Holden views Ackley as a version of himself. Ackley brags about made-up sexual experiences in much the same way that Holden feigns worldliness and life experience. In fact, Holden treats Ackley rather similarly to how other people treat Holden at different points in the story. Stradlater Stradlater is Holden’s roommate at Pencey Prep. Confident, handsome, and popular, Stradlater is, in some ways, everything Holden wishes he could be. He describes Stradlater’s inappropriate seduction techniques with breathless admiration, while at the same time clearly understanding how terrible Stradlaters behavior is. Holden is too sensitive to be like Stradlater- notice how he describes the girl he likes in terms of her interests and feelings, not her physicality- but there is a part of him that wishes he was. Phoebe Caulfield Phoebe is Holden’s ten-year-old sister. She is one of the few people Holden does not consider phony. Smart and loving, Phoebe is one of Holdens only sources of happiness. She is also unusually perceptive for her age- she instantly perceives Holden’s pain and offers to run away with him in order to help him. For Holden, Phoebe embodies the lost childhood innocence that he is mourning. Allie Caulfield Allie is Holdens late brother, who died of leukemia prior to the start of the novels events. Holden views Allie as a perfect innocent who died before he could be corrupted by knowledge and maturity. In some ways, the memory of Allie is a stand-in for Holdens younger self, the boy he used to be before the loss of innocence. Sally Hayes Sally Hayes is a teenage girl who goes on dates with Holden. Holden thinks Sally is stupid and conventional, but her actions dont support this assessment. Sally is well-read and well-mannered, and her self-centeredness seems more like developmentally-appropriate teenage behavior than a lifetime personality flaw. When Holden invites Sally to run away with him, Sallys rejection of the fantasy is rooted in a clear-headed analysis of their prospects. In other words, Sally’s sole crime is not conforming to Holden’s fantasy about her. In turn, Holden covers his hurt at being rejected by deciding Sally is not worth his time (a very adolescent reaction). Carl Luce Carl Luce is Holdens former student advisor from the Whooton School. He is three years older than Holden. At Whooton, Carl was a source of information about sex for the younger boys. When Holden is in New York City, he meets up with Carl, who is now nineteen and a student at Columbia. Holden tries to get Carl to talk about sex, but Carl refuses and eventually becomes so frustrated with the incessant questioning that he leaves. Holden also asks about Carls sexual orientation, a moment that suggests Holden may be questioning his own sexuality. Mr. Antolini Mr. Antolini is Holdens former English teacher. Mr. Antolini is sincerely invested in helping Holden, offering him emotional support, advice, and even a place to stay. During their conversation, he treats Holden with respect and acknowledges Holdens struggles and sensitivity. Holden likes Mr. Antolini, but when he wakes up to find Mr. Antolinis hand on his forehead, he interprets the action as a sexual advance and leaves abruptly. It is unclear whether Holdens interpretation is accurate, however, as the gesture could simply signify care and concern. Sunny Sunny is a prostitute that Maurice, the elevator operator-sum-pimp at the hotel sends to Holden. She appears to Holden to be quite young and immature, and he loses interest in having sex with her after observing some of her nervous habits. Holden comes to see her as being worse off than he is- a lone moment of sympathy for the character. She becomes, in other words, a human being to him instead of a sex object, and he can’t bring himself to do anything. At the same time, his loss of sexual desire could be seen as a lack of interest in the female gender.

Greek mythology Essays

Greek mythology Essays Greek mythology Essay Greek mythology Essay With regards to subject-matter, both poems have a historical and literary background. In Greek mythology Syrinx was a nymph chased by an amorous god called Pan. In The Nightingale, according to classical mythology, Philomela was raped by her brother in law, Tereus, who then tore out her tongue so that she could not reveal his crime. Therefore both poems seem to have some roots in the subjection of females to the threat of rape by overbearing males and therefore lose their voice literally but also with regards to personal freedom. However, The Nightingale and Syrinx appear to have two very different meanings.The Nightingale is an incredibly meaningful poem in the sense that the words chosen and the regularity in the structure help express great grief and emotion. The first line can be seen as a reference to Christianity: The Nightingale as soon as April bringeth.’ (line 1) This is because April represents the beginning of Spring and the end of winter. Winter represents darkness and the Nightingale was a bird that sang with increasing joy as dawn represented by Spring approached. : This made it a symbol of the Christian soul singing in the darkness of this world, joyfully anticipating the arrival of Christ, it’s light. Therefore the speaker could be trying to inform us of the Nightingales desire to rid themselves of this grief and find Christ.However, it can be argued that the language used in The Nightingale is more archaic than that of the Syrinx. Therefore the later mention of a thorn: Thy thorn without, my thorn my heart invadeth.’ (line 12) Could be seen as a biblical reference to Christ and the crown of thorns. This image of a thorn represents pain not just physical but emotional. As if the speaker possibly Philomela’s sister, feels betrayed by Philomela, like how Jesus was betrayed by the Jews. Therefore the speaker does not just refer to the imagery of a sharp thorn causing great physical pain. Instead the mention of a thorn is as a biblical reference symbolising betrayal and emotional pain, which creates strong imagery as to the grief and anguish the speaker is suffering.Syrinx on the other hand, presents a different view of the meaning behind a bird’s song than The Ni ghtingale. Amy Clampitt has made it clear in her poem Syrinx, that she is not interested with metre and rhyme. Instead she has purposely made her rhyme, metre and layout all irregular to emphasise that a bird’s call can mean nothing at all. The Nightingale focuses on a deep meaning behind a bird’s song. However, Syrinx focuses on the fact that a bird’s call is meaningless, yet it is the sounds that are important. The first three lines express this:Like the foghorn that’s all lung, The wind chime that’s all percussion, Like the wind itself, that’s merely air (lines 1-3) Here we see the speaker trying to highlight that sometimes sounds are only sounds and have no other meaning. Like wind that is merely air, voice and songs are merely sounds. This presents an opposite view to that of The Nightingale, as the Nightingale’s song is said to represent deep sorrow and anguish. Where Syrinx simply looks at how sometimes things really are what they seem to be.Therefore Syrinx is a poem that looks at how sound really is just sound and nothing more: Be saying: is it o-ka-lee or con-ka-ree, is it really jug jug, is it cuckoo for that matter? (lines 13-15) Here we see the speaker placing emphasis on the sounds of words as they struggle to understand what the bird is saying. They then go on to support my argument that Syrinx is a poem about how the sounds of words may have no order or meaning to them and are simply just sounds as they say it is: much less whether a bird’s call means anything in particular, or at all. (lines 16-18)Therefore the speaker is trying to highlight the fact that a bird’s call is made up of completely arbitrary sounds and have no real meaning. This is further expressed at the beginning of the second stanza where the speaker states that: Syntax comes last, there can be/ no doubt of it: came last.’ (lines 19-20) Thus we envisage the speaker telling us that these sounds are only sounds. Syntax the organization of words to represent meaning, is said to come last, therefore the speaker is placing emphasis on the fact that the sounds of words are only sounds with no deeper meaning.However, The Nightingale contrasts greatly from the poem Syrinx, as it is a poem with a deep meaning behind it. This becomes clear as the poem progresses and the speaker tells us that the bare earth is proud of new clothing: While late bare earth, proud of new clothing, springeth,’ (line 3) This is metaphorical of the Nightingales situation, because the bare earth represents the grief the Nightingale has suffered. However, the new clothing represents Spring and a new beginning for the Nightingale. Spring is also a time of love, the Nightingale with its beautiful night song is recognised as the bird of love.The Nightingale’s link with lovers and the night makes it a perfect symbol of those who would die for love. The speaker expresses this desire for love: Since wanting is more woe than too much having.’ (line 20) Therefore the speaker, who could possibly be Philomela’s sister, is basically expressing her desire for companionship and love again. The first stanza seems to represent the speaker telling us of the pain and anguish Philomela has suffered. The second stanza sees the speaker tell us that what Philomela has suffered is over now however, their suffering still continues: But I, who daily craving, Cannot have to content me, Have more cause to lament me, (lines 17-19)

Many Types of Drop-In Fuels

Many Types of Drop-In Fuels These days, it’s hard to find an organic material that isn’t being positioned as the next great alternative energy source. Rising to the top of the list are biofuels known as so-called â€Å"drop in† fuels – those renewable sources that can be used without major investment in infrastructure in the U.S. where storage and distribution has long catered to petroleum. That current investment in infrastructure isn’t small potatoes. There is about $7 billion in pipeline expenditures alone each and every year. Defining Drop-in Fuels What defines a drop-in fuel? The alternative fuels industry itself isn’t exactly clear, with some defining it broadly to mean any renewable fuel making use of at least some of the costly existing petroleum infrastructure. Others have taken a more narrowed approach. One of the most popular definitions is that drop-in fuels are those renewable fuels which can be blended with petroleum products, such as gasoline, and utilized in the current infrastructure of pumps, pipelines and other existing equipment.    Under such a definition, a biofuel would require some percentage of gasoline blender , derived from unique gasoline stocks, to form the fuel’s base. Examples of drop-in fuels defined in this way include the terpenes, butanol and isoprene, among other. Often, the technology is applied to diesel fuel, forming a biodiesel, rather than to gasoline. There are even some next-generation biofuels proponents who are developing mixtures of chemicals to form a biofuel without the gasoline or diesel base. Algae Most Common Drop-in Fuel With well over 50 companies investing in the development of algae as a biofuel, the little green plant reigns supreme among drop-in fuels. Yet, despite this general interest, most biofuels experts agree that at least another decade of research and technological breakthroughs will be necessary before this drop-in fuel is deemed commercially viable. That’s a long- and costly- trail ahead. As with most drop-in fuels, the challenges come in moving the technology from the lab to full-scale commercial production. An additional challenge with algae specifically has been the wide variance among algae and the extensive processing necessary. Butanol Also Sees Growth But algae isn’t the only show in town. Last year, a leading biobutanol company, Gevo, announced plans to acquire ethanol facilities in the Midwest and convert them to commercial production of the drop-in fuel isobutanol, also known as isobutyl alcohol.    The move was seen by industry players as a step forward in the development of butanol as an alternative drop-in fuel, with the company hoping to begin isobutanol production by 2012. Although able to make use of existing infrastructure, unlike algae, there is some concern over potential safety threats. Vapors can travel long distances and collect in low-lying areas to form an explosion hazard. However, its proponents are quick to point out the biofuel’s many fuel and chemical applications make it an attractive venture. Big player DuPont has also tested the waters of biobutanol as a drop-in fuel and plans to likewise rely on existing under-utilized ethanol capacity and conventional feedstocks as it gets its operations off the ground. The investment to retrofit existing ethanol facilities is more economical than building new structures and require only minor changes to the fermentation and distillation processes. Broadening Portfolios DuPont says it plans to follow a multi-step approach to drop-in fuel development, first focusing on n-butyl alcohol and conventional feedstocks before moving on to other drop-in fuels like isobutanol as well as non-feed crops, such as cellulosic feedstocks.    Yet another company, ButylFuel, LLC, has gone on record as having said it has now developed fermentation-derived biobutanol at a cost that is competitive with petroleum products. Its drop-in fuel can be blended at a variety of percentages with gasoline or diesel fuels. How competitive? The company claims it can produce its drop-in fuel from corn for about $1.20 per gallon. Like algae players who are benefiting not only from algae as a drop-in fuel, but from the many byproducts as well, research and development in other drop-in fuels sectors are looking at diverse portfolios of products, causing some to characterize this next generation of alternative fuels as a means to produce hydrocarbon blend stock that can have a multitude of applications.

LED520 Cross-Cultural Communication and Leadership Assignment - 1

LED520 Cross-Cultural Communication and Leadership - Assignment Example The dichotomy of individualism/collectivism individuals from different cultures related with one another on an individual level and within a group. The degree of individualism or collectivism is determined, by the way, an individual responds to groups (Earley & Gibson, 1998). Some cultures encourage members to prioritize the needs of the group while in some personal needs come first. Power Distance, Individualism, uncertainty avoidance, and masculinity/feminism are the four dimensions of culture advanced by Geert Hofstede (Hofstedes Intercultural Dimensions, n.d.). The Power Distance dimension refers to the level of equality/inequality in a particular society. A society with high power distances are very unequal, and it is difficult to climb the ladder. Individualism dimension refers to the level of importance attached to individual achievements. Cultural metaphors help in understanding the difference in culture. It facilitates efficient cross-cultural communication (Vernon-Wortzel & Shrivastava, 1996). The idea is to select something that the members of a given society consider important. That thing can be used to comprehend the basic features of that given society (Vernon-Wortzel & Shrivastava, 1996). The use of cultural metaphors makes it easy to understand the most important features of a society. The cultural group selected for the project is Afghanistan. During the project, I had a chance to interact with Afghanistan Army soldier who also act as interpreters. It will be my first time to be in contact with people from Afghanistan. The Afghanistan people have a very distinct culture that is very different from the Western culture. The cultural activity entails working with the group of Afghanistan arm soldiers starting from April. We spent most of the time with soldiers because we work, eat, fellowship, and sleep beside each other. The

Qualitative and Quantitative risk analysis Essay

Qualitative and Quantitative risk analysis - Essay Example It is also preferred in scenarios when the project specifics are not required by the organization. Qualitative risks are again commonly preferred over the quantitative risk analysis in areas where the risk categorization of risk is required by the organization (Garcia, 2009). Classification of the risks provides the management with the probability of risk originating in various departments is determined so as to take measures in case they occur. Qualitative analysis is preferred when the organization is small since the method is simple as the statistic can be easily analyzed as opposed to the complex analysis involved in the quantitative risk assessment with time consuming procedures (Garcia, 2009). Since it is simple, it requires little cost in the assessment which can be easily affordable to the management. Qualitative risk is used in scenes where there is no software by the organization as it does not need a specific for its analysis since the quantitative analysis must be performed by specific softwares which might be costly to the institution (Garcia,

Alzheimer's Disease Patient and Social Theory Essay

Alzheimer's Disease Patient and Social Theory - Essay Example The key points of this analysis are the medical background and history of the patient, the psychological and sociological factors affecting her and her health, and finally how the patient and those psychological and sociological factors fit into a larger theoretical and policy framework. About the Patient In the interests of maintaining confidentiality and respecting patient privacy, I will be referring to this patient as Mrs. X. Due to her rapidly deteriorating mental and physical condition, Mrs. X's residential care home was no longer capable of providing the nursing services she required, and she was subsequently transferred into the mental health ward. Mrs. X has vascular dementia or Alzheimer's disease and has been declared legally incompetent to make her own medical decisions. In addition, she is prone to mild absence seizures, causing disorientation and occasional falls, though they do not induce unconsciousness. She is receiving phenytoin to treat the seizures. Mrs. X's behavioural issues have progressively worsened to the point that she requires full care and constant monitoring. She will wander the halls of the ward at night screaming. Her husband believes that many of her mental issues are related to her lack of sleep, which does make her agitated and irritable during the day. She has difficulty communicating her needs, as she is completely non-verbal. This factor alone is greatly complicating her nursing care. Other complicating factors in Mrs. X's care are her dislike for the staff to attempt personal hygiene or care needs, and her refusal to comply with treatment regimens. For example, she was found to be refusing her medication by hiding pills in her mouth, and had to be switched to liquid suspensions. Psychological and Sociological Factors It is difficult to assess Mrs. X's psychological condition exactly, due to her dementia and non-verbal state; however, it is safe to say that she is clearly unhappy with the current situation. Th is is a concern, as a patient's psychological state is often directly related to their ability to heal when hurt or to keep themselves healthy in the first place (Gross, 2007). Even on the first layer of the Whitehead-Dahlgren model of psychological influences, her physical state of being, most effects on Mrs. X are strongly negative (Marks & Evans, 2005). She often seems unaware of her surroundings, becoming lost within the building, which is a traumatising event for her. This most often occurs at night when she wanders. Her sleeplessness is due to severe insomnia, a condition that further damages her poor psychological state. She is helpless to do anything for herself, unable even to eat, drink, or use the toilet without help. Even in her mentally compromised state, this level of dependence on others causes her a significant amount of distress. This is evidenced by her dislike mentioned earlier for staff members trying to attend to her personal care. She is in pain due to arthriti s and frequent constipation, which also negatively impacts her psychological well-being. On the second layer and third layers, her lifestyle factors and social networks, the situation is equally as poor (Marks & Evans, 2005). She upsets the other patients by screaming and yelling, with the result that she has very little positive social contact with them. She

Pfizer Research Paper Example | Topics and Well Written Essays - 1250 words

Pfizer - Research Paper Example The company was an instant success and by the start of the 20th century, the sales had peaked more than 3 billion dollars (Rodengen, 1999). The drugs of the company reach to almost every country of the world. Currently, the company employs more than 0.1 million people worldwide (Mennen, 2010). During the First World War, the company played an important role in supplying drugs, specially, penicillin for the Allied forces. However, towards the 1940s, penicillin, which was the prime product of the company, became a common drug and its prices went down, therefore, Pfizer decided to search for alternative drugs. During this time, the company decided to maintain a harmony between its manufacturing and research operations. It was during the 1950s and beyond that, the company focused on international expansions quickly moving to attractive markets such as Brazil, Canada, Cuba, Turkey, United Kingdom, and others (Rodengen, 1999). Feldene (piroxicam) became the first medicine of Pfizer, which was able to hit the 1 billion sales mark in the United States. Despite the fact that the company has suffered from four legal claims from the US Department of Justice, which have created fines, which remain largest for any health care company in the United States, the company still appears to be in good financial shape and sufficient liquidity as well (Mennen, 2010). â€Å"Lipitor Lyrica, Celebrex, Norvasc, Viagra, Xalatan/Xalacom, Detrol/Detrol LA, Zyvox, Geodon/Zeldox, Sutent, and Genotropin are the highest revenue generating drugs for the company† (Pfizer, 2011). Currently, Ian Read, who serves as the President and the Chief Executive Officer of the company at the same time, is leading the company. For the last year of 2010, Pfizer has a gross profit margin of 76.81 percent and a net profit margin of 12.56 percent. With more than 7.9 billion shares outstanding, it has a market capitalization of 165.29 billion US dollars (Pfizer, 2011). Currently, as of the last financial r eports of 2010, the company appears to be in good financial shape when the market place is suffering from a financial crunch. Towards the end of the year 2010, the company declared that it would pay a dividend of 20 cent per common stock for the first quarter of 2011 (Msn Money, 2011). This is an 11 percent increase from last year and would be the 289th consecutive dividend payout, which is a manifestation of the company’s commitment with its shareholders and earning them a decent return on their investment (Sander, 2010). Another poof of company’s good financial health is the recent wave of merges and acquisitions, which would definitely improve the industry structure by decreasing the rivalry and making the company an even bigger giant. In January 2009, Pfizer acquired Wyeth, a strong rival for around sixty-eight billion US dollars (Sander, 2010). This remains the second biggest merger in the corporate history and makes Pfizer the largest pharmaceutical company on th e globe. Pfizer also agreed to buy â€Å"King Pharmaceuticals in the fall of 2010 for 3.6 billion US dollars, which is nearly 40 percent premium considering the last share price† (Pfizer, 2011). Pfizer was the only company in the year 2009 to introduce 14 new blockbuster products and according to the reports of 2010,

The Online Higher Education Market in the USA Essay

The Online Higher Education Market in the USA - Essay Example In online courses, professors are often referred to as facilitators. There are some similarities between taking online and a traditional course, but there are also a lot of differences. Students often are exposed to both types of courses in the curriculum of universities. The purpose of this paper is to compare and contrast traditional and online courses. In a traditional school, the majority of courses are taken on a semester basis. There are some school systems that offer trimester courses. The length of a semester is approximately five months, while trimesters are completed in about three months. Online schools are different in their scheduling. A lot of online schools offer courses in six-week spans. A student that takes six-week online courses can complete a master’s degree in 18 months instead of two years. Both online courses and traditional college courses are very challenging and require a full commitment from the students. The grading format of online courses is diff erent than in traditional courses. In traditional courses at universities, the teacher places a lot of weight on examinations. The exam grades often exceed 70% of the total value of the grade. An online course has a different emphasis. Professors in online courses allocate a low portion of the grade to exams and a larger portion to essays or term papers. The participation dynamics of an online course is much different than in a traditional course. In a physical college, the professor stands in front of a classroom and speaks to the class. Students are able to ask questions to interact with the professor. In such a scenario, the professor has full control of the material that is discussed in class. The dynamics in an online course is much different. Online classes utilize a classroom forum for participation purposes. The professor typically posts discussion questions for everyone to answer. The students are supposed to answer the question and also post replies about the answers of ot her students. In this dynamic, the student is more involved than in traditional courses.

Summary of the material Essay Example | Topics and Well Written Essays - 500 words

Summary of the material - Essay Example The article points out that pollution is a phenomenon that can bring about great havoc to the environment and ill health to the future generations if it is not mitigated at present. It brings about into light the connection between policies that improve the overall conditions of the environment and those that prevent probable health risks. For this reason, the article epitomizes the model economy. The model economy provides for people to be insured with the notion that pollution will bring about future problems in terms of health (Wang, Zhao, and Bhattacharya). This means that with the increased pollution at present, there is a great possibility that a myriad of health problems will develop. According to the article, the provision of private companies to provide insurance for the anticipated health risks will boost the economy in the sense that taxes will come about from this initiative (Wang, Zhao, and Bhattacharya). Economics plays a major role in this subject matter. It is important to note that environmental policies are aimed to bring about sustainable environmental practices. In the recent economies, people have come to perceive the importance of bringing about green economies. Valuing the environment has not only been able to raise important revenue to governments but also bring about proper conservation and management of our environments. Curbing pollution will not only ensure that the environment is clean but also bring about monetary benefits to the government. The insurance companies will also indirectly aid in ensuring that revenue is raised while bringing about sustainability of the economy. From the article, we can distinctly see the role of environmental economics in maintaining a clean environment and healthy living. The article educates readers on the need of taking insurance cover especially with the increasing industrialization that poses

The Online Higher Education Market in the USA Essay

The Online Higher Education Market in the USA - Essay Example In online courses, professors are often referred to as facilitators. There are some similarities between taking online and a traditional course, but there are also a lot of differences. Students often are exposed to both types of courses in the curriculum of universities. The purpose of this paper is to compare and contrast traditional and online courses. In a traditional school, the majority of courses are taken on a semester basis. There are some school systems that offer trimester courses. The length of a semester is approximately five months, while trimesters are completed in about three months. Online schools are different in their scheduling. A lot of online schools offer courses in six-week spans. A student that takes six-week online courses can complete a master’s degree in 18 months instead of two years. Both online courses and traditional college courses are very challenging and require a full commitment from the students. The grading format of online courses is diff erent than in traditional courses. In traditional courses at universities, the teacher places a lot of weight on examinations. The exam grades often exceed 70% of the total value of the grade. An online course has a different emphasis. Professors in online courses allocate a low portion of the grade to exams and a larger portion to essays or term papers. The participation dynamics of an online course is much different than in a traditional course. In a physical college, the professor stands in front of a classroom and speaks to the class. Students are able to ask questions to interact with the professor. In such a scenario, the professor has full control of the material that is discussed in class. The dynamics in an online course is much different. Online classes utilize a classroom forum for participation purposes. The professor typically posts discussion questions for everyone to answer. The students are supposed to answer the question and also post replies about the answers of ot her students. In this dynamic, the student is more involved than in traditional courses.

Brands and other intangible assets Essay Example | Topics and Well Written Essays - 5000 words

Brands and other intangible assets - Essay Example The financial status with a brand becomes more distinguished as relations to consumers are built through the brand valuation. Recognizing the brand as an intangible asset becomes essential to a corporation because of the impact it has on consumer spending as well as on the financial future of a company. If finances begin to fluctuate from stable growth to increases and decreases in the company, then it can be noted as a direct link to the intangible asset of brand valuation (Wood, 662, 2000). Branding is a concept that began centuries ago as many began to associate the idea of ownership with the products they owned. Branding a home or slaves was the concept used by those who were interested in keeping and maintaining a personal establishment. The main concept was to recognize ownership specifically to gather a return on investment for the ownership. The concept of branding for businesses began to boom with the emergence of the industrial revolution and the building of companies into national entities. During this time, the competition to create products at a mass level while outdoing competitors became the main concept. In the 1920s, General Motors, Ford and companies such as P&G began to use their name identity as a tactic for overcoming the competition. As these brands were identified as an intangible asset demand increased as well as the accounting structure. As consumerism began to rise in the 1980s, most businesses began to incorporate branding into their main ident ity as it was noted that financial differences occurred when a brand was recognized. The main concept was to create a higher amount of demand from potential customers while allowing customers to become loyal to the brand identity over other competitors. The result was the ability to not only build reputation, but also to change the financial increases within a corporation. The concept of brand identity during the 1980s and 1990s also began to emerge at a global level,

Academic term Essay Example for Free

Academic term Essay Please check with me to make sure that I will be in my office before you make a trip to the campus. My office hours are variable, so an appointment is advisable. We will be using ELearning this semester as our main form of class communication. Please check ELearning weekly for updates, presentation materials, handouts and assignments. Course Pre-requisites, Co-requisites, and/or Other Restrictions ACCT 6330-Intermediate Financial Accounting I Course Description This course introduces the basic concepts, philosophy, standards, procedures, and practices of auditing. Topics include generally accepted auditing standards, the changing role of the independent auditor, professional conduct and ethics, auditor’s reporting responsibilities, risk assessment, internal control, evidential matter and management fraud. *VIDEO AND AUDIO RECORDING DURING CLASS IS NOT PERMITTED WITHOUT PRIOR APPROVAL. Course Syllabus Page 1 Student Learning Objectives/Outcomes This course has four primary learning objectives: Learning Goals/Objectives Learning Outcome/Assessment Develop an understanding of auditing Selected Readings, assignment questions, and assurance services: exam questions, case analysis. See more: Satirical essay about drugs Develop an understanding of the professional Case Analysis, assignment questions, and ethical responsibilities in auditing. exam questions. Develop an understanding of an auditor’s Case Analysis, assignment questions, reporting obligations and responsibilities. exam questions. Develop an understanding of the process Case Analysis, Readings, and completion used by independent external auditors in of a research project. performing a financial audit. Required Textbooks and Materials Textbook: Auditing and Assurance Services, 6th Edition, McGraw-Hill Irwin, by Louwers, Ramsay, Sinason, Strawser and Thibodeau. Course Syllabus Page 2 Assignments Academic Calendar: ACCT 6334 COURSE OUTLINE WK DAY DATE TOPIC CHAPTER / MODULE CASE 1 M 08/25 Course Introduction W 08/27 Auditing and Assurance Services 1 2 M W 09/01 09/03 Holiday – NO CLASS UTD CLOSED Auditing and Assurance Services 1 3 M W 09/08 09/10 Professional Standards Engagement Planning 2 3 Company selection due 4 M W 09/15 09/17 Management Fraud Management Fraud 4 4 2. 52 p. 68 5 M W 09/22 09/24 Enron Video EXAMINATION I 6 M 09/29 Internal Control 5 W 10/01 Internal Control 5 7 M W 10/06 10/08 Assurance and Other Services Overview of Sampling A E. 8 M W 10/13 10/15 Employee Fraud and the Audit of Cash Employee Fraud and the Audit of Cash 6 64. 62 p. 164 9 M W 10/20 10/22 WorldCom Video EXAMINATION II 10 M 10/27 NO CLASS – LIBRARY DAY W 10/29 Revenue and Collection Cycle 7 11 M W 11/03 11/05 Revenue and Collection Cycle Acquisition and Expenditure Cycle 7 85. 61 p. 215 12 M W 11/10 11/12 Completing the Audit Video ZZZZ Best Carpet Cleaning 11 13 M W 11/17 11/19 Reports on Audited Financial Stmts. Review – Paper Due 12 *Paper Due* 14 M W 11/24 11/26 Winter Break – No Classes Winter Break – No Classes 16 M 12/01 Presentations 17 W M W 12/03. 12/08 12/10 Presentations Presentations EXAMINATION III *Research projects are due and presentation materials must be uploaded. Course Syllabus Page 3 Grading Policy, Exams and Assignments Exams: There will be three examinations in this course. These examinations are not cumulative, and the format of each exam will be multiple choice. You will need an 882 Scantron for each exam. Case Assignments: You will be assigned three cases from selected chapters. Each case is valued at 25 points. The case assignments will be graded on clarity of thought process, grammar, spelling and technical content. All  assignments must be typed and must use Standard English with correct grammar and punctuation. The case assignments are due at the beginning of class. NO EXCEPTIONS. If for any reason, you are unable to attend class on the day a case assignment is due, assignments will be accepted by email (preferably attached as a MS Word or Excel File) as long as the case arrives before 8:30 a. m. on the due date. Do not email case assignments unless you are unable to attend class. Cases are always due on Wednesday. Research Project: Each student team will select an SEC reporting company and complete a research project on that  company. The project will include a written paper along with a presentation at the end of the semester. The purpose of the project is to familiarize you with the overall process of auditing a public company. The specific requirements for the project along with the grading standards will be outlined in class. ALL STUDENTS MUST ATTEND ALL PRESENTATIONS OR YOU WILL RECEIVE A 50% REDUCTION IN YOUR RESEARCH PAPER GRADE. YOU MUST BE IN ATTENDANCE FOR ALL PRESENTATIONS EVEN IF YOU ARE NOT PRESENTING. Your final score on the research project will be based upon how much work you  contributed to the overall project as determined by your teammates and the instructor. RESEARCH PAPER SUBMISSION INSTRUCTIONS: TURNITIN ELEARNING RESEARCH PAPER SUBMISSION INSTRUCTIONS THE RESEARCH PAPER WILL BE SUBMITTED AND EXAMINED THROUGH THE INTEGRATED PLAGIARISM DETECTION TOOL CALLED TURNITIN. PLEASE FIND THE TURNITIN ASSIGNMENT SUBMISSION ICON ON THE DESIGNATED COURSE PAGE AND CLICK TO OPEN IT. YOU CAN CLICK THE ASSIGNMENT TITLE TO VIEW THE ASSIGNMENT INFORMATION. TO SUBMIT YOUR FILE, PLEASE CLICK THE SUBMIT ICON, ON THE NEXT PAGE, SELECT THE OPTION OF â€Å"FILE UPLOAD† (OR â€Å"CUT AND PASTE†), ENTER THE SUBMISSION TITLE, CLICK BROWSE TO  LOCATE YOUR FILE AND CLICK SUBMIT BUTTON. YOU CAN THEN REVIEW (CLICK â€Å"CANCEL, GO BACK† IF NEEDED) AND CONFIRM YOUR SUBMISSION. (NOTE: ONLY ONE SINGLE FILE MAY BE SUBMITTED. SOME COMMON FILE TYPES ACCEPTED ARE: WORD, HTML, PDF, TXT AND RTF. ) YOU CAN GO BACK TO THE ASSIGNMENT PAGE TO CHECK THE ORIGINALITY REPORT (SHOWING THE PERCENTAGE OF SIMILARITY MATCH AND THE SOURCES DETECTED) WHEN IT BECOMES AVAILABLE. PLEASE NOTE IT MAY TAKE SOME TIME FOR TURNITIN TO GENERATE THE ORIGINALITY REPORT ESPECIALLY DURING THE SEMESTER END BUSY TIME. FOR OVERWRITTEN OR RESUBMITTED PAPER, IT TAKES 24 HOURS. FOR MORE INFORMATION AND ASSISTANCE ON USING TURNITIN, PLEASE GO TO: HTTP://WWW. TURNITIN. COM/STATIC/TRAINING. HTML. Course Syllabus Page 4 Grades: Your final grade in this course will be determined as follows: Examination 1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 100 points Examination 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 100 points Examination 3†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 100 points Assigned Cases†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 75 points Research Project†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 100 points TOTAL 475 points Translation of the total score into a letter grade will be based on the instructor’s judgment. The letter grade will reflect each student’s performance relative to the class and standards expected of  graduate students. Each exam is equally weighted and the course grade is determined based on a straight scale. The straight scale is follows: 100-90% A 89-80% B 79-70% C 69%-0 F The grade of D is not available for Graduate level courses. Course Instructor Policies Regarding Attendance, Homework and Make Up Exams Attendance: Attendance for every class is expected. It is critical to your success that you attend each class and take notes during the lectures. You should come to class prepared, which means that you should have read the assigned material. Office hours are not a substitute for coming to class;  accordingly, I will not go over material covered in class with you if you have missed class. As a courtesy to others, please turn off your cellular phones while in the classroom. ALL STUDENTS MUST ATTEND ALL RESEARCH PROJECT PRESENTATIONS OR YOU WILL RECEIVE A 50% REDUCTION IN YOUR RESEARCH PAPER GRADE. YOU MUST BE IN ATTENDANCE FOR ALL PRESENTATIONS EVEN IF YOU ARE NOT PRESENTING. Homework: I suggest that you work all of the â€Å"Multiple-Choice Questions† for each chapter. While there will be no points allocated to homework other than the case assignments, there is a direct correlation  between working problems and performing successfully on examinations. I will periodically post selected solutions to Chapter problems in ELearning. Makeup Exams: Makeup exams are given only for excused absences, which must be determined prior to the exam. Excused absences may be given for verifiable medical or family emergencies. Written documentation must be provided to qualify for an â€Å"excused absence†. The medical Course Syllabus Page 5 documentation must specifically state that you could not attend the exam on the day of the exam due to your illness and must be signed by a licensed physician.  Students who do not show up for an exam without making arrangements with me prior to the exam will receive a zero. All documentation evidencing your absence from an exam is due within 5 business days of the missed exam and you must make up the missed exam within 7 business days of the absence. For example if the missed class were on Wednesday night the 10th, you would have until Friday the 19th to complete the makeup. If the documentation is not received within the 5 days and the exam is not completed within the 7 day window, a zero is awarded to the student. The determination of  an â€Å"acceptable† excuse is solely up to the instructors discretion. Also, it is solely the students responsibility to communicate with the instructor regarding these issues and it is solely the students responsibility to ensure that the instructor is receiving the communication and any documentation. You should use email as the main form of communication, either within eLearning or using my UTD email address: chris. [emailprotected] edu . Also, the student must verify that the instructor has received the appropriate documentation within the 5 day window and must have verification that they (the student) have made arrangements with the 7 day window to reschedule the exam. I do not guarantee that the level of difficulty of the makeup exam will be comparable to the exam given at the scheduled time. I will determine the date and time of the makeup exam, and you must make arrangements to take it at that time. Field Trip Policies Off-campus Instruction and Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information  regarding these rules and regulations may be found at the website address http://www. utdallas. edu/BusinessAffairs/ Travel_Risk_Activities. htm. Additional information is available from the office of the school dean. Below is a description of any travel and/or risk-related activity associated with this course. Student Conduct Discipline The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern  student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1. 602, 972/883-6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or  off campus, or whether civil or criminal penalties are also imposed for such conduct. Academic Integrity The faculty and administration of the School of Management expect from our students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. We want to Course Syllabus Page 6 establish a reputation for the honorable behavior of our graduates, which extends throughout their  careers. Both your individual reputation and the school’s reputation matter to your success. The Judicial Affairs website lists examples of academic dishonesty. Dishonesty includes, but is not limited to cheating, plagiarism, collusion, facilitating academic dishonesty, fabrication, failure to contribute to a collaborative project and sabotage. Some of the ways students may engage in academic dishonesty are: †¢Signing in for or answering on behalf of a student that is not present. †¢Collaboration on Quizzes and Testlets that are intended to be individual work  Ã¢â‚¬ ¢Coughing and/or using visual or auditory signals in a test; †¢Concealing notes on hands, caps, shoes, in pockets or the back of beverage bottle †¢labels; †¢Writing in blue books prior to an examination; †¢Writing information on blackboards, desks, or keeping notes on the floor; †¢Obtaining copies of an exam in advance; †¢Passing information from an earlier class to a later class; †¢Leaving information in the bathroom; †¢Exchanging exams so that neighbors have identical test forms; †¢Having a substitute take a test and providing falsified identification for the substitute; †¢Fabricating data for lab assignments; †¢Changing a graded paper and requesting that it be regraded; †¢Failing to turn in a test or assignment and later suggesting the faculty member lost the †¢item; †¢Stealing another student’s graded test and affixing one’s own name on it; †¢Recording two answers, one on the test form, one on the answer sheet; †¢Marking an answer sheet to enable another to see the answer; †¢Encircling two adjacent answers and claiming to have had the correct answer; †¢Stealing an exam for someone in another section or for placement in a test file; †¢Using an electronic device to store test information, or to send or receive answers for atest; †¢Destroying or removing library materials to gain an academic advantage; †¢Consulting assignment solutions posted on websites of previous course offerings; †¢Transferring a computer file from one person’s account to another; †¢Transmitting posted answers for an exam to a student in a testing area via electronic device; †¢Downloading text from the Internet or other sources without proper attribution; †¢Citing to false references or findings in research or other academic exercises; †¢Unauthorized collaborating with another person in preparing academic exercises. †¢Submitting a substantial portion of the same academic work more than once without written authorization from the instructor. Email Use The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student’s U. T. Dallas email address and that faculty and staff consider email from students official only if it originates from a  UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U. T. Dallas provides a method for students to have their U. T. Dallas mail forwarded to other accounts. Course Syllabus Page 7 Withdrawal from Class The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semesters course catalog. Administration procedures must be followed. It is the students responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of F in a course if you choose not to attend the class once you are enrolled. Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called â€Å"the respondent†). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of  Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade Policy As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services. The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1. 610 in the Student Union. Office hours are Monday and Thursday, 8:30 a. m. to 6:30 p. m. ; Tuesday and Wednesday, 8:30 a. m. to 7:30 p. m. ; and Friday, 8:30 a. m. to 5:30 p. m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) Essentially, the law requires that colleges and universities make those reasonable adjustments  necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. Course Syllabus Page 8 The college or university may need to provide special services such as registration, note-taking, or  mobility assistance. It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours. Religious Holy Days The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are  exempt from property tax under Section 11. 20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A  student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i. e. , for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative  intent of TEC 51. 911(b), and the student and instructor will abide by the decision of the chief executive officer or designee. These descriptions and timelines are subject to change at the discretion of the Professor. Your final grade in the class is also subject to the discretion of the Professor based upon your earned grades and your conduct during the semester which could include; attendance, conduct during the semester, failure to communicate with the professor or your teammates and the work product expected of a Graduate student as compared to others in the class.

The Paradox of American Power by Joseph S. Nye

The Paradox of American Power by Joseph S. Nye INTRODUCTION In the book of Joseph S. Nye, The Paradox of American Power: Why the Worlds Only Superpower Cant Go It Alone, he shows a complete analysis of the elements contained in formulating consistent foreign policy in the post Cold War world. Nye obtains a relaistic thery for analyzing the countless forces at play. The forces which are effective on the foreign policy areas. . This permission to relevant groups, parties to talk at the same language. So, Nye everytime frames the matters for analysis and debate. Nye mentions about the obvious chaos in the foreign policy realm of the asymmetric post Cold War. He regularly, logically and permamently shows a deep insights of fact-driven context. THE AMERICAN COLOSSUS The U.S. have control on the world affiars as never seen before in the past like since Rome. Globalization became like equal with the made in US productions. But this domination will be countinue or end. Power means in the foreign relations that the capability to effect desired aftermaths and alteration the act of others to make this happen. Power in here mainly deals with the military and economic power. And power can be used effectively or ineffectively. Hard Power Military power is the most important element that can rapidly become a dominant interest as we seen in the recent events. Although nations dont accept the direct use of force, they can recruit to private proxies to hire terroist groups against foes. Nye mentions that these terrorist groups is similar to pirates which were compressed by British Navy in the 19th century. For the stabilizing military force can be used to fix the unstable relationships. For example in many Asian and European states were happy with the coming of US military forces for making stabilizate to their environment against to unstable neighbors in usable ways. Economic power has became very vital for modern states by the effects of rasing economic objectives increases. To maximize economic power, a state should obey to market rules. So, in one sense, modern nations muth dipense with sovereign economic powers to the marketsi f they dont willing to dispense with a appreciable degree of their economic durability and welfare. Despots that dont care the welfare of their citizens can reject market rules and contempt at international enforcements. Military and economic power are sortly but deftly analyzed by Nye in the hard power issue. Soft Power There are some cultural, ideological and institutional forces can be counted as soft powers. Maket o people belive that they want something but actually you want that, to coopt citizens rather than enforcing them. And that is what soft power is. Institutions, beliefs, and values can be set off by soft power. Soft power is more than only influence or conviction, its the talent to seduce and attract, whcih can cause to acceptation or imitation and can make easier to endeavors at leadership. Soft power arises from the citizens as well as from government. Govermental and popular soft power effets each others, work individually. Vanity, the idea of discrepancy from others, and a close approach to national interest are the factors that erode the soft power. Soft power arises from the citizens as well as from government. Govermental and popular soft power effets each others, work individually. Vanity, the idea of discrepancy from others, and a close approach to national interest are the factors that erode the soft power. Different contentions of soft power is analyzes by Nye. Different types of powers in different types of nations, he talks about importance of this. Soft power elements effect distinctively in modern countires than in the pre industrial despotisms states generely in the Africa and the Middle East. There are also distinctions in lately industrializing state like China and India. But, contemporary economic and social streams toward rised effect for soft power elements. In the modern world only military power cant assure the success. U.S. Leadership Simple balance of power researches break up when soft power elements are assumed. Oppositely to balance of power elements, the enormous dominance of US power is not actually driving other states to unite against it. The excitative attraction of its soft power elements and its mostly unthreatening attitude towards peaceful nations should avoid such situations if the US does not start to behave in a manner that build up widespread affright and abomination. After the world war second the nations choose to ally themselves to the US against the Soviet Union threat for instance; although the US was so powerfull at that time. That was the Soviet Union which made widespread affright and abomination. Till latelty, Iraq and Iran concerned more about each other than about the US, although both of them never like the US. Nye analyzed that dominant power can make eras of relative peace and create trade ways among the major states of the world. Nye truely is aware of the need for some dominant power which is comprehensively accepted as a headman to restrict and reconcile conflicts, stabilize world wide finance and economy, and encouraging the found to the adjustments and establishment of the institutions necessary for international governance. The U.S. is too strong to be effectively challenged, but lacks the power to alone achieve such desirable goals as nuclear nonproliferation and the minimization of global terrorism. In pursuing its foreign policy objectives, it needs cooperation and coalitions that require a complex array of compromises and accommodations. Vanity and one sidedness can undermine the effectiveness of the US power, especially the adorableness and effects of its soft power policies and leardship style, Nye says. On the other hand, US strategic restricts is comfortingly the open and pluralistic attitude where its external policy is improved decreaces uncertainty and surprise and its desire to engage in the way of international governence guaranty other states a have a say that rises the adorableness of its leadership. The role of United States in the egypt-isreali war is that took office in the temporary full followed the Lebanese civl war and tried to break out of Kissinger s step-by-step process by offering a plan for a comprehensive settlement. The Carter plan was much like the Rogers plan. It called for a gradual Israeli withdrawal to kto its 1967 boundares with only minor expceptions in exchange for recogniton, great power security guarantees, and demilitarized zones on the borders. The Palestinians gradully would receive self-determination in the West Bank and Gaza Strip as an independent state,or in federation with Jordan. Neither the Araps nor the Israelis were ready for such a compromise, and Carter s own elaboratiopns on the plan gave both sides an excuse to avoid it. Carter first said that Israel should have defensible borders, the code word in the Middle East for according Israel nuch of the territory conquered in the Six-day War of 1967. Carter tried t? correct this impression by speaking later of only minor border adjustments and of a Palestinian homeland, both anathema to the Israelis. The Carter plan bogged down in confusion as the new hard line Israeli administration, headed by Menachem Begin, insisted on the right to make Jerusalem Israel s capital and plant new Jerwish settlement on the West Bank. Carter tried to recoup by bringing the Soviets back to into the Middle East negotiations. Cyrus Vance and Soviet Foreign Minister Andrei Gromyko worked out a joint statement on October 1,1977, that called for reconvening the Geneva conferencewithin 3 mounth. There the Arabs and Israelis would negotiate a comprehensive settlement under the auspices of the U.S, the Soviet Union, and the other powers. Immediately Carter run into a hail of criticism. Many Americans denounced the Geneva approach even though they had agreed to it under duress. Carter tries to appease his American and Israeli critcs by insisring that America had no intention of imposing a settlement and by agreeing to alter the U.S-Soviet understanding to allow the Israelis to veto the participation. Doable challenges for the United States dominance are realistically baselined and analysed. China is in compliance with listed leading as a possible resource for many challenges. On the other hand, Chinas economical and miliraty aspect involves so many existential blockes and obstacles not only for gaining achieve world power situation, but even in dislocating the United States as the dominant force in the Western Pasific and Southeast Asian regions. Dependence can be formed of culturally, politically and economically. The most easily measured one of them is economic dependence. It can be seen in branches of trade, foreign aid and direct foreign investment from the core country. Political depence is mostly about with security and foreign military asistance. This dependence relations lead to dependent foreign policies Pro-Core dependent policy; dependent states apply the foreign policies relevant with the core states prefers. Compliance is an explanation of pro-core foreign policies. Compliance is that dependent states will apply foreign policy within the context of their asymmetrical economic relationships. In this situation Core states will provide th e economic aids and perphery state will behave in the foreign policiy relevant with the core states preferences. Periphery state obeys the core states foreign policy desires for the economical supports from the core state. Under normal circumstances dependent states constent to apply to pro-core policies. Anti-core foreign policy requires counter-dependence, compensation. Compliance means that dependent state- periphery, make foreign policy decisions considering the cores wishes in order to be rewarded or not to be punished. Consensus means the elites of periphery who dominates the agenda , have the same ideas with the core country in economic or political arena. Generally, the elites of periphery had been educated in core country so they can adopt culture of the core easily. Counter-dependence means, not to cause a relationship between foreign policy and dependency. The periphery country makes foreign policy decisions without considering the wishes of the core but in the end there occur some sanctions to the periphery country such as an economic or military embargo. Compensation process is implemented by a government that does not strongly oppose economic ties with the core, but must respond to the popular unrest that such an economic relationship creates. The theory of leadership style is regarding to three critical assumptions.: reaction to political constraints, openness to information and motivation for action. On the other hand; there are two kinds of leader according to this theory on foreign policy: goal driven leader and contextually-responsive leader. Goal driven leaders make decision in light of their ideas, perceptions, belief system, passion and ideologies. They act according to their personal standards. Constraints might be an obstacle but they can ignore them. They are less likely to perceive political constraints. They are intent to perceive informations selectively from their environment. It means they take what they want to take. And goal driven leaders are motivated by an internal particular cause, an ideology or a particular set of interests. On the other side; in contrast, contextually-responsive leaders define situations according to expectations and interests of others. They pay attention to confirmation by others such as public,media, interest groups and advisers. Political constraints are important for them. They are open to all informations and they define the problems by checking what the others are advocating and doing. Their motivation for action is in light of acceptance, approval and support. In a dramatic departure in US foreign policy, president Nixon removed the long-standing hostility to communist China to support Chinas admission to the UN in 1971. He visited to China in 1972 as he called a journey for peace. Two governments agreed to broaden scientific, culturel and trade contacts. Nixon was the first president to visit China and the first to visit a nation which the US had no formal diplomatic relations. On the US foreign policy at that time; Nixon and his advisers desired to provide normalization of relations with China with the assistance of relaxation in the restrictions on travel to China and American support of the Chinese nationalist regime on Taiwan. So we can say that; by using ping pong diplomacy ,that means offering in matters to open channels, president Nixon ordered a review of American policy toward China. In briefly; the time of president Nixon is the time of starting the negotiations and cooperations with communist bloc in order to detent the international system. According to Nixon; era of confrontation was ending and the era of negotiations was beginning. In light of Nixon doctrine, that aims at rapprochement with communist bloc particularly China. The Nixons trip to China transformed the structure of international system. The visible purposes of Nixon were to remove the threat to peace and to provide stability among the major powers thanks to using strategic opportunity that derives from developing relationships with both the USSR and China. With the opening the doors to China in terms of trade, culture and travel on foreign policy such as removing embargo against China, supporting China to join into the United Nations, announcing the new policy that supports the China, supporting trade with China and allowing export etc.. , Nixons fundemental purposes were to demoralize North Vietnam and the other communist forces in Southeast Asia and to gain superiority against Soviet Union not so-called new structure for peace or law and order in streets. His plan became clearer when Henry Kissinger became national security advisor. The main purposes of Nixon doctrine was get rid of Vietnam War, to protect the US dominance in world affairs, to prevent the rising economic and political power of Eastern Europe and Japan, which have capability in order to undermine American markets and Washingtons economic policies regarding Vietnam, Middle East etc. And Nixons trip to China was the evidence of these aim. On the other side; China, the m ost revolutionary of communist states, had desire to cooperate with capitalist US in order to deter a Soviet attact. Consequently the trip by Richard Nixon to China was perceived as a great success. Because Vietnam became less obsession. It means Nixon obtained his and the Americans as a whole psychological aim. On the other hand; he attained other national aims regarding nuclear weapons in Cold War era as well. Because the SALT I Agreements 1972 were accepted by both the USSR and the US. Therefore the Anti-ballistic Misilse Treaty is a definitive long-term agreement which contributes the US security. The possibility of nuclear war has been reduced by this treaty. He was contextually-responsive leader when he made foreign-policy decisions about communist bloc and particularly China. . He took all decisions about China and socialist bloc step by step and ignored the ideological view. If he paid attention to the ideology and if the ideology prevented the rapproachement in spite of too many benefits, then we can say that yes he is goal driven. But he had all crucial points of contextually-responsive l eadership. Nixon encouraged his advisers to believe he was not only strong. It means he paid attention to his advisers opinions as all contextually-responsive leaders do as well. He tried to gain acceptance,approval and support. He had the political base on the right which protected him from the charge of being soft on communism. With the assistance of this opportunity, he gained the public support and acceptance of public on foreing policy about China and communist bloc although Nixons trip created like a bomb influence on Americans. In briefly; he was a contextually-responsive leader in this specific foreign policy issue. He took into account all informations from his environment and took decisions with his advisers. His motivation and action were determined in light of state institutions. He tried to gain general support and ignored his capitalist ideology. As Nye mentioned before, he is the first American president who tried to cooperate and rapproche with communist China. Globalization Globalization means that worldwide Networks of interdependence. National borders have became more blurred, but are stil far from irrelative. Nye states that ; Globalization has a sort of formats, however all of them too often economists write like it and the worldwide economy were unqie and the same. But other sizes of globalization have important effects on our day-to-day life. The oldest form of globalization is environmental interdependence says Nye. For instance, the first variola epidemic is recorded in Egypt in 1350 b.c. The disease showed in China in a.d. 49, Europe after 700, the Americas in 1520, and Australia in 1789.24 The plague or black death originated in Asia, but its spread killed a quarter to a third of the people in the Europe in the 14th century. Europeans carried diseases to the Americas in the 15th and 16th centuries that blasted to 95 percent of the endemic in population. Since 1973, thirty previously unknown infectious diseases have emerged, and other familiar diseases have spread geographically in new drug-resistant forms. The spread of foreign species of flora nd fauna to new areas has wiped out native species, and efforts to control them may cost several hundred billion dollars a year. On the other hand, not all effects of environmental globalization are adverse. For instance, nutrition and cuisine in both Europe and Asia benefited from the importation of such New World crops as potatoes, corn, and tomatoes, and the green revolution agricultural technology of the past few decades has helped poor farmers throughout the world. Military globalization consists of networks of interdependence in which force, or the threat of force, is employed. The world wars of the twentieth century are a case in point. During the Cold War, the global strategic interdependence between the United States and the Soviet Union was acute and well recognized. Not only did it produce world-straddling alliances, but either side could have used intercontinental miss iles to destroy the other within the space of thirty minutes.Such interdependence was distinctive not because it was totally new, but because the scale and speed of the potential conflict were so enormous. Today, terrorist networks constitute a new form of military globalization. Social globalization is the spread of peoples, cultures, images, and ideas. Migration is a concrete example. In the nineteenth century, some eighty million people crossed oceans to new homes-far more than in the twentieth century.