Saturday, August 31, 2019
Bshs 402
Course Syllabus BSHS/402 CASE MANAGEMENT Course Start Date: 10/30/2012 Course End Date: 12/3/2012 Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright  ©2009 by University of Phoenix. All rights reserved. University of Phoenix © is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.Microsoft ©, Windows ©, and Windows NT © are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix © editorial standards and practices. Course Description This course covers principles, practices, and issues in case management. The dia gnosis and treatment of developmental, psychological, and psychiatric roblems and treatment resources in the lease restrictive and most cost effective settings will be examined. Course Topics & Objectives Week One: Case Management Overview, Clientele, and Practice Models  ·Ã‚        Understand the basic definition and application of the case management function and process.  ·Ã‚        Delineate the concepts of case management as they apply to the needs of various special populations.  ·Ã‚        Describe the components of an integrated delivery model of case management. Week Two: Implementation of the Case Management Process         Describe the role and practice framework of case management.  ·Ã‚        Identify the differences and similarities of case management in the community setting and in the managed care environment. Week Three: Case Management Sk ills: Interpersonal and Information Gathering Skills, Goal Setting, Intervention, and Evaluation  ·Ã‚        Demonstrate the interpersonal skills necessary to build rapport in the early stages of case management.  ·Ã‚        Understand the integration of assessment to problem identification and goal setting.  ·Ã‚        Examine the connection between intervention planning and resource utilization.Week Four: Case Management Skills: Counseling, Therapy, and Linking of Clients to Services  ·Ã‚        Examine the personal helping interventions that can have positive effects on behavioral patterns of vulnerable clients.  ·Ã‚        Understand the case manager's role in developing formal and informal linkages to benefit the client. Week Five: Case Management Skills: Reassessment, Outcome Monitoring, Advocacy, and General Case Management Problems  ·Ã‚        Understand the correlation of reassessment, monitoring, and outcome evaluation to the prevention of future problems.Course Materials                                                                                                               Rothman, J. , ;amp; Sager, J. S. (1998). Case management: Integrating individual and community practice (2nd ed. ). Boston: Allyn and Bacon. All electronic materials are available on your student Web site. Point Values for Course AssignmentsÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â à ‚                                    ASSIGNMENTS| Points| Individual (75%)|  | All WeeksParticipation and Discussion Questions| 200|Week Two Individual Assignment: Special Populations Paper| 150| Week Three Individual Assignment: Textbook Quiz| 200| Week FiveIndividual Assignment: Final Examination| 200| Learning Team (25%)|  | Week TwoLearning Team Charter| 25| Week ThreeCase Manager Interview Questions| 25| Week FourLearning Team Assignment: Informal Networks Paper| 100| Week FiveLearning Team Assignment: Case Manager Interviews Presentation| 100| Total| 100| Week One Case Management Overview, Clientele, and Practice Models         Understand the basic definition and application of the case management function and process.  ·Ã‚        Delineate the concepts of case management as they apply to the needs of various spec ial populations.  ·Ã‚        Describe the components of an integrated delivery model of case management. Course Assignments 1. Readings  ·Ã‚        Read the Appendix and Ch. 1, 2, ;amp; 10 of Case Management.  ·Ã‚        Read this week’s Electronic Reserve Readings. 2. Learning Team Instructions  ·Ã‚        Review the Week One objectives and discuss insights and questions you may have.         Prepare for the Case Manager Interviews Power Point Presentation. ?                                       Create a plan for how the case manager interviews will be selected and conducted and adding any new ideas. ?                                       Discuss the areas that each of you wishes to pursue, who to contact, and how to contact likely interviewees. ?                                       Start your search NOW to find a case manager to interview for your LT project. Each student is required to interview a case manager.You cannot interview someone where you work and you cannot interview you own case manager if you have one. Your case managers must have either a BA or MA degree. ?                                       Start thinking about questions you will ask your case manager. Working with your team members, start discussing possible questions you will ask the case managers during the interview.  ·Ã‚        Information obtained from these inte rviews will combined and synthesized into a Power Point presentation in Week Five about how case managers function in the real world.         Search online for articles on case management for special needs populations. Each person can choose their own population to write on for the Week Two Special Population paper; this is an exercise to help each team learn about various special populations. ?                                       Divide the various disability populations and conduct an online search for articles on each student’s specific population. ?                                       Review the articles found and focus on the similarities and differences in services to the various populations. Â Â Â Â à ‚                                   Conduct a group discussion in which you review the similarities and differences in case management practices between special needs populations. 3. Discussion Questions  ·Ã‚        There is a difference in goals that are set by the client, and goals that a provider may wish for the client to achieve. Compare client-driven goals and provider-given goals.  ·Ã‚        As we’ve learned from this week’s reading, there are many different forms of advocacy. Discuss the role of advocacy in case management. What are some examples of ways we as case managers can appropriately advocate for our clients?Weekly Reminders Discussion Questions Discussion question responses will not count towards the class participation requirement. Only Posts to the Main forum will count towards participation. Al l Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 1 Deliverables Assignment| Individual or Learning Team| Location| Due|  Participation| Individual| Main| Ongoing – 4 days per week| Bio| Individual| Chat Room| Tuesday| Check-In| Individual| Main| Wednesday| Discussion Question (DQ) #1| Individual| Main| Wednesday| DQ #2| Individual| Main| Friday|Check-In to the Learning Team | Learning Team| Learning Team| Monday| Week Two Implementation of the Case Management Process  ·Ã‚        Describe the role and practice framework of case management.  ·Ã‚        Identify the differences and similarities of case management in the community setting and in the managed care environment. Course Assignments 1. Readings  ·Ã‚        Read Ch. 3 ;amp; 4 of Case Management.  ·Ã‚        Read this week’s Electronic Reserve Reading s. 2. Learning Team Instructions  ·Ã‚        Prepare for the Textbook Quiz in Week Three by reviewing Ch. –4 of Case Management as a group. Create and Submit the Learning Team Charter to the Learning Team Forum. There is a Learning Team Charter located in the Materials Forum that should be used for this exercise.  ·    Diversity Issues Exercise o       Form dyads or triads and discuss with your teammate(s) your differences in sex, race, culture, politics, and religion. After you have completed your discussion, talk to each other about what you found hard to discuss, what you found easy, and whether or not what you experienced relates to your work with clients.Discuss your experiences with the rest of the Learning Team. 3. Individual Assignment: Special Populations Paper  ·Ã‚        Resource: University of Phoenix Material: Criteria for Preparing Individual Paper on Special Populations (It will say that it is due Week Four, but it is due Week Two)  ·Ã‚        Review the material gathered on your chosen special population for the Week One Learning Team discussion. The materials should include at least two scholarly sources.  ·Ã‚        Write a 3- to 5-page paper in which you explain the following:  ?What populations have you reviewed and which one have you selected? ?                                       How and why have you selected this population? How was this area of interest formed? ?                                       What do you bring to the field of helping that would benefit this specific population? ?                                       How would you use case management to help this population? ?                                       What limitations and strengths do you bring to this chosen field? How would you use the strengths and overcome the limitations?                                        Are there likely to be multicultural issues to be addressed as you work with this population? How would you address those? ?                                       What local resources did you find in your Internet search for this population? Format your paper according to APA standard. This is a scholarly paper, requiring at least two scholarly sources, and citations of all information that is not common knowledge. Additionally, it should NOT be written in first person. Be creative! 4. Discussion Questions Discuss the importance of boundaries for both the client and practitioner in case management.Describe the role played by managed care in case management. Weekly Reminders Discussion Questions Discussion question responses will not count towards the class participation requirement. Only Posts to the Main forum will count towards participation. Participation All Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 2 Deliverables Assignment| Individual or Learning Team| Location| Due|  Participation| Individual| Main| Ongoing – 4 days per week| LT Charter| Learning Team| Assignments link| Tuesday|DQ #3| Individual| Main| Wednesday| DQ #4 | Individual| Main| Friday| Special Populations Paper| Individual| A ssignments Link| Sunday| Week Three Case Management Skills: Interpersonal and Information Gathering Skills, Goal Setting, Intervention, and Evaluation * Demonstrate the interpersonal skills necessary to build rapport in the early stages of case management. * Understand the integration of assessment to problem identification and goal setting. * Examine the connection between intervention planning and resource utilization. Course Assignments . Readings  ·Ã‚        Read Ch. 5 ;amp; 6 of Case Management.  ·Ã‚        Read this week’s Electronic Reserve Readings. 5. Individual Assignment: Textbook Quiz –    The Quiz will be posted prior to Day 1 of Week Three.  ·Ã‚        Complete the quiz on Ch. 1–4 of Case Management. 6. Learning Team Instructions  ·Ã‚        Discuss progress being made toward locating appropriate interviewees for the case management i nterviews, including any difficulties anyone is facing or experiencing, and solve problems as a team to overcome the difficulties.       Working as a team, prepare 12 interview questions (2 questions for each principle) in which the following are demonstrated: ? Assessment and reassessment ?        Establishing a relationship ?        Fostering client participation and empowerment ? Monitoring ?        Advocacy ?        Evaluation (system used to prevent problems in the future) These twelve questions are the core that each team member will be asking the case managers and presenting in full for the Case Managers Interview PPT. They should be submitted in the assignment link by the due date indicated. 7. Discussion QuestionsUsing a case study provided by your instructor as an example, address one of the following two questions:  ·Ã‚        List the components of an intake interview. In other words, what do you need to find out?  ·Ã‚        List the components of assessment. Describe how you would assess the seriousness of each problem and the steps you might take to address them. Using a case study provided by your instructor as an example, address one of the following two questions:  ·Ã‚        Describe the process of setting goals.  ·Ã‚        Describe formal and informal support systems and how you might use them for your case study.Weekly Reminders Discussion Questions Discussion question responses will not count towards the class participation requirement. Only Posts to the Main forum will count towards participation. Participation All Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 3 Deliverables Assignment| Individual or Learning Team| Location| Due|  Participation| Individua l| Main| Ongoing – 4 days per week| DQ #5| Individual| Main| Wednesday| DQ #6| Individual| Main| Friday| Textbook Quiz| Individual| Assignments Link| Sunday|Case Manager Interview Questions| Learning Team| Assignments Link| Monday| Week Four Case Management Skills: Counseling, Therapy, and Linking of Clients to Services * Examine the personal helping interventions that can have positive effects on behavioral patterns of vulnerable clients. * Understand the case manager's role in developing formal and informal linkages to benefit the client. Course Assignments 8. Readings  ·Ã‚        Read Ch. 7 & 9 of Case Management.  ·Ã‚        Read this week’s Electronic Reserve Readings. 9. Learning Team Instructions          Review textbook material as a group from Weeks One through Four in preparation for the Final Examination in Week Five.  ·Ã‚        Continue preparing f or the completion of the Case Manager Interviews Power Point Presentation due in Week Five. 10. Learning Team Assignment: Informal Networks paper ?        Write a 4- to 5-page paper using the following criteria:  Research: As a team, find two peer reviewed articles or other scholarly sources (not including the textbook) in the UOP Library related to informal support networks. Every member of the team needs to read the articles.         Use information from the articles, your personal experiences if you so choose (1-2 paragraphs only of personal experiences in the paper – not 1-2 paragraphs of personal experiences for each member of the Learning Team), and ideas from the group discussion about the special population in your article. Be sure to read and follow the rubric posted in your Materials forum. ?        Be sure to give a description of the special population served in the article. Include information on the race, age, economic status, culture, and family structure of the special population.         Submit your Informal Social Network assignment through the Assignment Link. * 11. Discussion Questions  ·Ã‚        Explain the difference between counseling and therapy. What do case managers do? *  ·Ã‚        Explain the differences between empowering and enabling clients and give examples of each. * Weekly Reminders Discussion Questions Discussion question responses will not count towards the class participation requirement. Only Posts to the Main forum will count towards participation. Participation All Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 4 DeliverablesAssignment| Individual or Learning Team| Location| Due| Participation| Individual| Main| Ongoing – 4 days per week| DQ #7| Individual| Main| Wednesday| DQ #8| Individual| M ain| Friday| Informal Networks Paper| Learning Team| Assignments Link| Monday| Week Five Case Management Skills: Reassessment, Outcome Monitoring, and Advocacy, and General Case Management Problems * Understand the correlation of reassessment, monitoring, and outcome evaluation to the prevention of future problems. Course Assignments 13. Readings  ·Ã‚        Read Ch. 8 of Case Management.  ·Ã‚        Review Ch. 1–9 of Case Management.         Read this week’s Electronic Reserve Readings. 14. Individual Assignment: Final Examination  ·Ã‚        Complete the Final Examination. 15. Learning Team Assignment: Case Manager Interviews – Power Point Presentation  ·Ã‚        Submit the information compiled by the team’s research and interviews on case managers in a Power Point Slide Presentation through the Assignment Link. There are NO maximum or minimum number of slides required. A word doc (. doc or docx) copy of all speaker’s notes is REQUIRED and should be entered into the assignment link separately. Failure to do so will result in a loss of points. 16.Discussion Questions  ·Ã‚        In case management, the term â€Å"monitoring†has a specific meaning. Describe its definition and purpose within this context. Be sure to include the role of client involvement in your discussion. *  ·Ã‚        During monitoring and reassessment, clients may encounter various barriers. Describe one such barrier and what you as the case manager might do to help your client overcome it. Weekly Reminders Final Week Requirements Discussion question responses and participation will be required during the final week of the course. Discussion question responses will not count towards the class participation requirementOnly Posts to the Main forum will count towar ds participation. Participation All Week: Remember to participate in the class discussions 4 out of 7 days during the week. Summary of Week 5 Deliverables Assignment| Individual or Learning Team| Location| Due| Participation| Individual| Main| Ongoing – 4 days per week| DQ #9| Individual| Main| Wednesday| DQ #10| Individual| Main| Friday| Final Exam| Individual| Assignments Link| Sunday| Learning Team Evaluations| Individual| Individual| Monday| Case Manager Interviews – Power Point Presentation| Learning Team| Assignments Link| Monday|
Friday, August 30, 2019
Accounting-Financial Statements Essay
Introduces the four financial statements–Income Statement, Statement of Retained Earnings, Balance Sheet, and Statement of Cash Flows. Accounting as the language of business is discussed along with an introduction of the various users of accounting information. Financial and Managerial accounting are compared. The four ways to organize a business – proprietorship, partnership, limited – liability company, and corporation, are discussed. An introduction and contrast of the Financial Accounting Standards Board (FASB) and the International Accounting Standards Board (IASB) is done. The Entity Assumption, Continuity (Going Concern) Assumption, Historical Cost Principle, and Stable – Monetary – Unit Assumption are explained. The accounting equation – Assets = Liabilities + Stockholder’s Equity is presented along with definitions and explanations of each component of the equation. A detail presentation of each of the four previously mentioned financial statements is given. Each account classification of the financial statements – assets, liabilities, stockholder’s equity, revenue, and expenses are thoroughly explained and examples of common account titles used are given. The process of evaluating a company through the use of the financial statements is shown. A discussion of business ethics in accounting decisions is done. An end of chapter summary problem emphasizes the preparation as well as understanding of the financial statements. An accounting vocabulary section explains all the new accounting terms. The End of Chapter Access Your Progress allows the student to determine how well he grasped the information presented in the chapter. Traditional exercises and problems solidify the student’s understanding of the material. Teaching Outline . Define a. Financial Accounting b. Managerial Accounting c. Contrast Financial and Managerial Accounting 2. Describe the users of financial information: a. Individuals b. Business Managers c. Investors d. Creditors e. Government Regulatory Agencies f. Taxing Authorities g. Nonprofit Organizations h. Other Organizations 3. Explain a. Financial Accounting Standards Board (FASB) i. Generally Accepted Account ing Principles (GAAP) b. International Accounting Standards Board (IASB) i. International Financial Reporting Standards (IFRS) c. Compare GAAP and IFRS 4. Define and discuss Accounting Principles, Assumptions and Concepts a. Entity Assumption b. Continuity (Going Concern) Assumption c. Historical Cost Principle d. Stable Monetary Unit Assumption 5. Introduce the Accounting Equation a. Define and discuss common account titles: i. Assets ii. Liabilities iii. Stockholder’s Equity b. Define and discuss common account titles; i. Revenue ii. Expense iii. Retained Earnings c. Discuss Paid in Capital and Dividends 6. Explain and Prepare the Financial Statements a. Income Statement b. Statements of Retained Earnings c. Balance Sheet d. Statement of Cash Flows 7. Use Financial Statements to evaluate business performance a. Explain the relationship among the financial statements 8. Ethics in Business and Accounting Decisions a. The role of judgment in making decisions b. Economic factors c. Legal factors d. Ethical factors Key Topics The financial statements are actually reports on how well or poorly a business performed during a specified period of time. Chapter one actually presents the four basic financial statements and other relevant information that is needed to adequately prepare the financial statements. First one must understand that the Financial Accounting Standards Board (FASB) develops the rules and guidelines in the United States that must be adhered to in preparing the financial statements. These guidelines are known as the generally accepted accounting principles (GAAP). The International Accounting Standards Board (IASB) develops the international financial reporting standards (IFRS) which are the international or global standards. Exhibit 1-3 gives an overview of the joint conceptual framework of accounting developed by the FASB and the IASB. However, the SEC announced that it will soon require all American companies to adopt the IFRS. This adoption is currently slated to begin the initial phase in 2014 with all companies on board by 2016. The adoption of the IFRS by all American companies will facilitate the process of comparing financial statements of like industries globally. Also, it will eliminate the need of many companies to prepare several sets of financial statements. Accounting is often labeled as the language of business and there are external as well as internal users of accounting information. Individuals, investors and creditors, regulatory bodies as well as nonprofit organizations are just some of the noted users of the accounting information. The accounting information is expected to be accurate as well as timely in order to satisfy the need of the users. There are two different types of accounting that is needed by the users. They are Financial Accounting and Managerial Accounting. Financial Accounting primarily provides information to the external users and managerial primarily serves the internal users. This information is used in each and every type of business organization. There is the sole proprietorship, partnership, limited liability company, and the corporation. Each of these businesses differs as far as the form of ownership and other accounting details however, each is dependent on accurate and timely information in order to operate at the optimum level. There are some key accounting principles, assumptions, and concepts used in adequately preparing the accounting records. The first one discussed in this chapter is the assumption entity. This is the underlying assumption, which can be taken by the users of the financial statements, that a business is a separate economic entity. Each business is treated as a separate and distinct entity to enable the accountant to adequately measure the financial performance of the business. The Continuity (Going Concern) Assumption is also discussed here. This is the assumption that the business will continue to exist long enough to use the existing assets for their intended purpose. If the business does intend to continue to operate and employ the assets as intended, it does not have to be disclosed in the financial statements. However, if there is an intention not to continue to operate it must be disclosed somewhere in the financial statements. The Historical Cost Principle is presented such that one will understand that actual cost is used as the valuing system for all accounting transactions. Actual cost is verifiable as well as unbiased and therefore used to insure that the accounting records are prepared in a relevant as well as reliable manner. The Stable Monetary Unit Assumption is also presented in this chapter. This is the assumption that the purchase power of a dollar does not fluctuate. That is, one can purchase the same amount with a dollar today that he/she could a year ago. This assumption allows the accountant to ignore inflation and add or subtract dollars from varying years without adjusting for inflation. This is sometimes difficult for students to understand because they have seen inflation as well as lagging economies however, the professor can assure the student that if needed there is a system developed to reliably compare statements from varying years. That system, however, is taught in upper level accounting courses. After developing an understanding of this material the student is then introduced to the Accounting Equation. That is: Assets = Liabilities + Owners’ Equity. It is imperative that the student understand the importance that this equation plays in preparing the financial statements. This equation presents the resources of a company as well as the claims on those resources. One must also note that this equation must be kept in balance at all times. Assets are presented as economic resources of the entity that are expected to be of future benefit. These resources have two types of claims against them: liabilities – outside claims and owners’ equity – insider claims. See exhibit 1-4 to help present the fact that the two sides must equal. The influence on stockholders’ equity by, paid-in capital, and retained earnings must be explained. Also, the manner in which revenue, expenses and dividends effect retained earnings should be explained. Remember to stress that dividends do not affect net income. They are not subtracted from revenue to determine the net income. Rather, they are subtracted from retained earnings. The financial statements are now to be presented. The Income Statement is the also referred to as the statement of operations because it measures the operating performance. It reports the revenues earned as well as the expenses incurred during a specified period of time. The expenses are subtracted from the revenue to determine the net income/loss for the accounting period. Net income is said to be the single most important item in the financial statements. The Statement of Retained Earnings is prepared after the Income Statement because the net income/loss from the Income Statement is needed to prepare the Statement of Retained Earnings. Retained earnings are simply the portion of the net income that the company has kept in the business. The Statement of Retained Earnings shows the changes that occurred in the retained earnings during the accounting period. Be sure to note that the net income is added to the beginning retained earning balance and the dividends are subtracted in order to determine the ending retained earnings balance. The Balance Sheet is prepared after the Statement of Retained Earnings because the ending retained earnings balance is needed to prepare the Balance Sheet. Statement of Financial Position is another name given to the Balance Sheet because it actually measures the financial position of a company. This statement reports on the assets, liabilities, and stockholders’ equity of a company. A good way to help the students understand the information given by the Balance Sheet is to tell them that it gives a quick snapshot view of the financial status of the company on one day. That day is generally the end of the accounting period. The sum of the assets is expected to equal the sum of the liabilities and the stockholders’ equity. See exhibit 1-9. The Statement of Cash Flow measures the cash receipts and payments. This statement reports on cash flows from three major activities: operating activities, investing activities, and financing activities. The net increase/decrease in cash from these three activities is then determined and added to the beginning cash balance to get the ending cash balance. In the financial statement conclusions it is important make sure the students know the purpose of each financial statement. It is also important that the students know the order of preparation as well as the formulas for each financial statement. Good business requires decision making, which in turn requires the exercise of good judgment. Making good judgments in business in general and accounting in particular should take into account not only economic, but legal and ethical dimensions as well. The last section of the chapter presents an ethical decision making model that is used consistently throughout the rest of the book. Use of the model emphasizes that good decisions are not always based just on the basis of how much money a company can make immediately.
Ap Us Colonial America Dbq
Anthony Edwards8/24/12 AP US History- Jones Colonial America DBQ An interesting characteristic of the colonies that the English founded during the 17th and 18th centuries on the eastern coast of modern day America is that while all were indeed settled by people from England they each developed their own very distinct cultures and ways of life. While the varying environments from each colony to the next certainly isn’t a negligible factor in the diversification of the colonists’ cultures in the New World, there are more striking factors that can be considered.The colonists themselves it seems had very different viewpoints, goals and demeanor when several regions are compared. Examples of two regions that were both settled by the English that developed very different and arguably contrasting cultures are the New England and the Chesapeake colonies. It is apparent that the main goals and natures of the colonists in either region were dissimilar.In New England colonists wer e primarily Puritans and focused on religion, self-government, family values, and cooperation for the good of the community where in the Chesapeake colonists often relied on the royal government and were focused on acquiring great wealth and furthering their own individual achievement. These dissimilarities as well as other factors like the environment caused the two cultures to develop in very separate ways. Every society is shaped by its environment and its culture can be greatly influenced by its surroundings.The society of the New England colonies was formed in an area of temperate, generally cool temperatures, clean water, and rocky, infertile soil. This meant that the colonists weren’t plagued by many diseases and relied on the trade of furs, lumber, and fish. This contrasts to the unhealthful environment the Chesapeake colonists faced. The land of the Chesapeake was often mosquito infested and its inhabitants were constantly in the danger of outbreaks of disease.The Ch esapeake’s economy focused on tobacco as its main export, meaning that the fate and the well-being of many Chesapeake colonies relied on the demand of tobacco products back in the Old World. Another factor that can shape a society is the actual makeup of the people within the society. The colonies in New England were primarily settled by entire families forming communities with other families. There are many accounts f the emigrants on board ships bound for America and very often the ships travelling to New England had examples of entire families seeking a fresh start with husbands, wives, sons, daughters, and occasionally servants (Document B). In contrast, the lists of emigrants bound for the Chesapeake usually held a majority of young men, unrelated to one another and a small portion of young women, again, unrelated. It seemed only individuals, most not even at the age of 35, came to the Chesapeake to start their new lives (Document C).This of course meant that the society in New England was oriented around family and understandably focusing on the well-being of those related to the colonists. In the Chesapeake most colonists held no relation to each other and so didn’t terribly care for anyone else but themselves. These factors by themselves would be enough to see an ostensible difference between the societies, however there are still more factors that led to the dissimilar developments of these two unique cultures. The Puritans that came to New England had a history of cooperation and a focus on the good of the Puritan community.After they left England to worship as they pleased and avoid persecution they went to the Netherlands. Eventually many Puritans became worried that their children would become â€Å"Dutchified†and wanted to retain their culture. To avoid further Dutchification the Puritans got a charter from the Virginia Company to settle in the New World. They landed off the mark however, perhaps to their benefit as they wer e supposed to land in the unhealthy Chesapeake, and found themselves in what would eventually become New England.In 1630 a man on board a ship sailing to New England named John Winthrop wrote what he thought would be A Model of Christian Charity. His views of course pleased his fellow New Englanders as he was destined to become the Governor of the Massachusetts Bay Colony for many years. His views expressed in his writings seemingly portrayed most Puritans opinions on the ideal community where all families, rich and poor, ought to work cooperatively for everyone’s benefit and have the utmost brotherly affection for each other.Failure in doing so would result in God’s withdrawal of his assistance and allow His enemies to speak ill of Him and His way of life (Document A). Clearly New Englanders held both God and cooperation in the highest reverence. In stark contrast, a certain Captain John Smith wrote an account of the history of Virginia in which he once described his colony in a manner that would surely displease Winthrop. Captain Smith describes the food of many of the colonists being merely meal and water, men focusing only on finding and selling gold, and a group of deserters trying to return to England (Document F).The colonists were ill prepared and focused more on wealth than provisions, showing no real sense of community or cooperation. It seems then that New England would be destined to develop into a series of tight knit, pious, cooperative communities where the Chesapeake would consist of those who eventually succeeded in finding their fortunes and those who would eventually have to be employed by them. While all colonies were ultimately under the control of the royal government there were varying degrees of control over each colony. Some colonies, like the ones in the Chesapeake area, were appointed a royal governor.Others like the New England colonies elected their own officials and often had freemen participate in government. A comm on theme throughout the history of the Chesapeake colonies is their dependence on the royal government for protection and provisions. In 1673 Governor Berkeley of Virginia had written a declaration stating how vulnerable his colony was to attack to the royal government . Berkeley claimed that there was more land to defend than the amount of men could handle, and that there were as many servants as there were freemen protecting the frontiers (Document G).Of course Berkeley was looking for royal intervention, something he in all likelihood did more often than not. However while the dependence on royal government of the Chesapeake colonies by itself may be enough to cause substantial amounts of unrest, there was also much corruption in the colonial government. There was eventually a rebellion of freemen and others who felt that the upperclass of the Chesapeake colonies were using the workers and servants to benefit themselves and not the community. This rebellion was named Baconâ€℠¢s Rebellion after the man who led the revolt.Bacon eventually wrote his â€Å"Manifesto†explaining why he lead the revolt against Governor Berkeley. Bacon calls to attention the fact that many officials would suddenly gain much wealth and power that seemed almost impossible to achieve given their status entering the colony. Bacon also claims that the colonial officials were taking from public wealth and resources to increase their own power (Document H). Bacon and many others like him were tired of being controlled by those who they believed to be corrupt and thieving.Both of these instances show how the Chesapeake colonies relied on royal officials to govern them. This may be due to the fact that the Virginia Company was basically in control of the Chesapeake while it was still at first being colonised, and most of the men didn’t care about who was in charge so long as they could find a way to obtain their fortunes. The Chesapeake colonist’s goals were shorts ighted and put themselves in a prime position to be oppressed by disregarding the importance of their roles in government and focusing on their pursuit of wealth.Where the Chesapeake colonist’s actions are a prime example of how to allow a group of people to be oppressed, the New England colonists took a very hands on approach to their own government resulting in an overall better quality of life and community. There were many regulations and articles that the colonial government set forth to keep their communities running smoothly and fairly. In 1636 there were several Articles of Agreement appointed in Springfield, Massachusetts that set forth a plan to make a proper, Puritan community.The articles claimed that as soon as possible the community would procure a minister for the town, that the town would be comprised of forty families regardless of their financial standing, and these families will have a proportionate plot of land to live on and a section of the meadow or pla nting ground (Document D). The goal of these articles was to allow the town to maintain equal opportunity for all inhabitants to contribute to society in whatever way they could, and to live as comfortably as possible while doing it.In 1676, Connecticut made regulations on wages and prices for its inhabitants to avoid tradesmen and merchants overpricing their goods only to benefit themselves. The regulations also stated that the tradesmen and sellers may receive a moderate profit in order to better serve the community and God as overpricing their wares would be sinful and oppressive (Document E). The New England colonists wished to not only make their new homes in the New World, but also to provide a place where all Puritans and New Englanders can live in tight knit, fair, and model Christian societies.The New England colonists did not only set up model communities for themselves, but also for their children and their children’s children and so on. This reflects the colonists focus on community, self-government, and family values. An important thing to remember about the colonists that settled the Chesapeake and New England is that they once did share a country and society in England even though it may seem that they might as well have came from completely different countries.It is then important to note that simply because two groups of people come from the same country, doesn’t mean they are alike in any way. To look at our own country now, although we are often taught that we can all find common ground amongst those in our society there are still blatant differences in culture between ethnicities, regions, and religions. However, it is more prevalent to look at one’s goals and aspirations to truly see how unique each person or group of people can be.The Chesapeake and New England colonists were both English and where England may seem to have a relatively homogenous culture the goals of the colonists were basically opposites. The New Eng landers wanted a place where they can live and thrive in holy, cooperative, safe communities and provide a place where their people and their children can live the best lives possible. The Chesapeake colonists basically only wanted to find their fortunes and acquire wealth and power. These goals are reflected in both of the regions’ development.Lest we not forget then, that we as a people must now focus on what our goals are. If any lesson can be taken from the development of the New England and Chesapeake colonies now for our country it is that if we focus on short sighted goals like the corrupted American Dream of fortune or the corporations’ and big businesses’ main wishes of continued unsustainable destruction of resources and environments only for profit then we shall perhaps find ourselves in the position the Chesapeake colonists found themselves in.However, if we take a lesson from the New England colonists and focus on building a better tomorrow for our children and society then perhaps we shall thrive in model communities like the ones found in Massachusetts or Connecticut or elsewhere in colonial New England. It is important that we recognise what sort of path we are heading down, we must learn from our past to provide a better future for generations to come.
Thursday, August 29, 2019
Roman Essay Example | Topics and Well Written Essays - 750 words
Roman - Essay Example r for the blue faction is thought to have started racing at the age of 13 years or even younger (4) bringing in the question of whether the game was a reserve of adults or was open to everybody. This game was so well organized to an extent of associating rules of the game with religion. †sometimes the chariots would be called back to the starting line and the race would be started over, this may have been in response to the mistakes in religious rituals.’’(Footnotes (1)). Even though there is no specific reason for each charioteer being called back, the reasons are summed up to religious factors or foul play a test for which all of them failed. This alone shows earlier religious life of the charioteers as well as all the participants. Apart from unavailable family attachments of the gamers, it is also evident as a common factor among all the charioteers that their lives ended earlier than normal for those whose details are documented about the year of death. This plus other factors points to the question of whether the lives of the charioteers was had a commonality. From the documented facts from all the sources, the motivation seemed not only to be the prices but also the national recognition. Some even went ahead to build and inscribe monuments by themselves while still alive. Publius Aelius Gutta who is also known to have won a sixteen chariot race four from each color and with a documented father built his own monument while still alive (10). His life just like the rest of the charioteers was riddled with races with many victories, recalls, first runner-up and third runner-up positions. For others who did not build their monuments while still alive, had them built by other people. Their characters, poems as well as victories were written on their tomb and an altar built on their names for any passer-by to read and get to know them (6). A good example is that of Fuscus whose competition was praised even after his death. It is not indicated whether he
Wednesday, August 28, 2019
HRM Innovation and Change Lab Report Example | Topics and Well Written Essays - 4500 words
HRM Innovation and Change - Lab Report Example some employees of the existence of HRM policies and initiatives and the related positive impact on employee retention and overall HRM practices at these News Corporation media companies, the general agreement is that key performance indicators on the relative success of HRM initiatives have been gathering positive momentums at these media giants. Thus this paper has successfully established a set of positive correlations between a number of HRM related key performance indicators and the organizational outcomes especially concerning employee retention strategies at News Corporation. Particularly the environment and employee welfare related policies have shown a progressive improvement. Further employee retention strategies at News Corporation and labor turnover figures are interconnected in such a way that staff members have particularly been affected by a lack of concern for their negative experiences while dealing with customers. Finally this study has clearly identified a positive set of outcomes related to HRM practices and motivation thus News Corporation has acquired a greater dimension of integrity at the inner-house operational level on par with CSR initiatives. News Corporation is a global media company founded by Rupert Murdoch and is the world’s largest publisher of English language newspapers. Its operations span across a number of countries such as Australia, the United States, the United Kingdom and so on. News Corporation has been faced with stiffer competition in both digital and conventional publishing and therefore it ought to design and implement some far superior and innovative HRM policies and initiatives. News Corporation has initiated a number of changes in the workforce management and HRM practices. Work ethics is differentially applied to generate enthusiasm among employees. Workers at News Corporation are motivated through a good mixture of both financial and non-financial benefits. Performance-related pay might encourage employees to
Tuesday, August 27, 2019
The Greatest Impact on Western Civilization Essay
The Greatest Impact on Western Civilization - Essay Example In short, without the ideas that came from the Intellectual Revolution, there would be not much change in Europe and America, and revolutions for independence and efforts for the development of commerce and industry would not have been possible. The Intellectual Revolution was actually brought about by a deluge of scientific ideas that created an impact â€Å"on the way people live and think†and thus changed their â€Å"view of the nature of reality†(â€Å"Chapter 23†). Because of the scientific ideas brought about by the scientists of the Enlightenment like Newton, Copernicus and Pascal, â€Å"it [was] no longer possible to maintain that the sun [revolved] about a motionless earth, or that there [were] four terrestrial elements: earth, air, fire, and water†(â€Å"Chapter 23†). This implies that with the advent of the Scientific Revolution, people started assessing the validity of their beliefs through reason and stopped believing in superstition s. Moreover, perhaps the most important change was that people began to think and perhaps sought out the reasons for their own existence. Discoveries in the field of science like astronomy somehow also paved the way for people to make â€Å"exact [observations and to refuse] to accept any conclusion that did not square with all the observed data†(â€Å"Chapter 23†). ... This must have eventually led groups of people to evaluate their existence and position vis-a-vis a power hungry monarchy like that of France during the 18th century. Such revolutionary change in the way people thought would have indirectly led to the recognition of their rights as human beings by virtue of reason and thus eventually brought the French Revolution. The Intellectual Revolution also brought with it a new philosophy that perhaps awakened man’s sense of self. The political philosophy of John Locke, which was adopted by the constitutional monarchy of England, spread around Europe around this time and made those governed by absolute monarchy to rethink their positions and to consider the idea of having not an absolute king but three separate branches of government – executive, legislative and judiciary (â€Å"The Philosophies†). Moreover, the philosophy of Voltaire taught the people that â€Å"man’s desire to pursue one’s happiness [is] i nborn†(â€Å"The Philosophies†). Another philosopher, Montesquieu emphasized the legal system of each nation, and a great philosopher in the name of Jean Jacques Rosseau theorized that â€Å"the society in the state of nature [is] the society with no class-distinctions†(â€Å"The Philosophies†). This paralleled the Intellectual Revolution in America with Thomas Paine proclaiming the rights of man and the first 13 states finally declaring independence from the British. All this philosophy perhaps awakened in man a recognition of his innate right to freedom and, naturally, a desire to attain it at any cost. The philosophical aspect of the Intellectual Revolution thus helped to trigger the occurrence not only of the French Revolution but
Monday, August 26, 2019
Consider ther central principles of Christianity. How do there reflect Essay
Consider ther central principles of Christianity. How do there reflect Platonic ideas - Essay Example Similar is the philosophical notion of Platonism about God and life. Evidently Christianity was founded and nourished on the social ground where Platonism had been the key pressure. To illustrate, Christianity has a lot of similarities with the basic notions of Platonism. First of all, the Christian doctrines and Platonic principles accept the fact that spirit is superior to body and that it exists in all. In addition, Plato accepts the eternal, omnipresent and omnipotent nature of God. He also acknowledges the fact that God gives soul to human and that God created world because he is good. Platonism shows similarity in accepting the fact that God gives laws and every soul will be rewarded or punished according to its deeds. Both Platonism and Christianity maintain the concept of heaven and hell. Christianity also is based on the belief that God created the world and he created humans in his own likeness and character. Genesis 1:26 states that God created man in his own image. And it is said that ‘he made the world good; and when he saw it he was delighted’ (Genesis 1:31). ... In addition, Jesus Christ teaches to lay up treasures in heaven where ‘neither moth nor rust corrupt them’ (Mathew 6:20). Moreover, it is said in Romans that â€Å"if the spirit of him that raised up Jesus from the dead dwell in you, he that raised up Christ from the dead shall also quicken your mortal bodies by his Spirit that dwell in you†(Romans 8:11). Similar is the belief found in Platonism. According to Plato, (Phaedo, 114 C) after death, every soul goes to a place corresponding to its deeds while alive. If then, the wicked with curable sin nature will be left to a lower world where they shall suffer for their sins; whereas, the incurable souls will be abandoned permanently into hell. With regard to pious souls, they shall live without human bodies forever in eternal happiness with God almighty (ibid). Hence, the striking similarity between the Church and Platonism comes in the concept of heaven, hell and purgatory. Jesus says clearly that ‘it is bett er to pluck out your right eye if it sins because it is better to lose it than being cast into hell’ (Mathew 5:29). He also warns that â€Å"no one who speaks against the Holy Spirit will be forgiven either in this world or in the next†(Matthew 12:32). Another agreement comes in the case of body-soul interaction. Bible says â€Å"Do not be afraid of those who kill the body but cannot kill the soul. Rather, be afraid of the One who can destroy both soul and body in hell.†(Matthew 10:28) The concept that Platonism cherishes also is similar because it says that external aspects or diseases of the body can little harm the soul; whereas vice, can worsen the moral quality of
Sunday, August 25, 2019
BRAZILIAN CINEMA LAT AM 380 FINAL TAKE-HOME II Essay
BRAZILIAN CINEMA LAT AM 380 FINAL TAKE-HOME II - Essay Example Brazilian cinema prospect captured different livelihoods, beliefs and lifestyles of different groups of people, those that lived in cities or towns and those that lived in marginal areas with unfavorable conditions like the semi-arid areas where the early Portuguese first settled commonly referred to as sà ©rtao in Portuguese. Several influential renowned cinema film directors like Nelson Pereira dos Santos, Glauber Rocha, Andrucha Waddington, Jorge Furtado, Joà £o Tikomiroff, and Carlos Diegues Walter Salles amongst many others took the center stage in making these films with deeply embedded and well played out themes or motifs that clearly communicated message of importance. It is due to collective effort of these film productions developments in the 60s and 70s that led to the rise of a pro-modern movement â€Å"cinema novo†, new cinema (Rodriguez 109). that was very influential in addressing issues to do with social equality and intellectualism in Brazil as opposed to th e traditional cinema technique that were ineffective. The major themes captured by these films as portrayed in the two main settings, rural and urban, are the power in the Brazilian political landscape, religion and Brazilian popular culture. In the Brazilian context, power is closely associated with corruption in governments. The corruption in turn has led to socio-political and economical oppression to its citizens making the poor or the peasants much poorer while making the rich much wealthy creating a very big power gap between the two (Xavier 86). Power when misused is normally associated with the might or tyranny, and greed in any given society which are easily visible in the Brazilian societal and governmental structure where the rich oppress the poor because of the difference classes created and the powers that come attached. Power
Saturday, August 24, 2019
The Media in contemporary culture Essay Example | Topics and Well Written Essays - 1250 words
The Media in contemporary culture - Essay Example Of course, different people have various opinions on why the advertising is effective. For example, Berger, who wrote Ads, Fads, and Consumer Culture states advertising are a lottery, as it is still that nobody knows what advertisement will be effective and what will not. Berger adds that the advertisement executives believe that they waste half of money, spent on advertisements, but no one knows which half it is. (2000, p.2-3). Nowadays media is one of the most powerful instruments of forming the opinions of its consumers. Most of the marketing strategies that exist nowadays are built on the influences of the media. It is the irreplaceable instrument for selling things. Decades ago people bough what they needed, and their needs were dictated by their life conditions and financial status. It is nowadays that at first media creates the need in the specific product or group of products in people, and than they purchase the advertised thing. Thanks to the media people no longer buy things they need; they rather buy the attributes of the desired social status. Hirschman (2003) states that core societal values have an important role on advertising production and reception. Thus, to become fashionable, a product has to be promoted emphasizing its contribution to those societal values. Today media dictates people not only what they should buy, but also how they should behave, and what should they long for. Lindner, the author of the study, which analyzes the images of women in general interest and fashion magazine advertisements, states that: "advertisements often contain very subtle clues about gender roles and may operate as socializing agents on several levels. Because advertisements are publicly broadcast, the men and women portrayed are often perceived to represent the whole population, and men and women in the advertisements seem to accept these portrayed behaviors,
Friday, August 23, 2019
Critical analyses of Teenage Pregnancy in UK and it's impact on Essay
Critical analyses of Teenage Pregnancy in UK and it's impact on children , families and society - Essay Example There are a number of reasons for this disparity one of which is delay by the government to address the issue. Teenage mothers as a whole face a number of challenges including drop out of school, lack of income, loss of friends and the relationship with family members deteriorate (Berrington, Diamond, Ingham et al, 2005). Infants born of teenage mothers on the other hand have a higher mortality rate, born with many complications and denied parental love and care (Harden, Bruton, Fletcher and Okley, 2009). There have been various efforts by the government to try and combat this problem. One of the commonest is educating the young about sex. In sex education teenagers are taught the mechanisms of sex and how to prevent pregnancy (Carabine, 2007). However, sex education has been heavily criticized for failing to address issues that matter such as contraceptives. Just like in other countries where teenage pregnancy is low, transparency and early intervention is favoured (Fletcher, 2010). Though the government has done a lot to address the issue, the roots causes are yet to be tackled (Horgan and Kenny, 2007). Teenage pregnancy has been equated to deprivation. Once the government effectively tackles poverty in society, much would have been accomplished in the campaign against teenage pregnancy. The objective of this essay is to give a critical analysis of teenage pregnancy in the UK. It will address the effects on the mother, family and society as a whole. Comparisons will be drawn with other countries which might be experiencing a greater or lesser challenge. Finally, the effectiveness of UK government policies will be evaluated. According to Maslow, growth and survival are the basic explanation to human behaviour. The most important needs for survival are the basic requirements such as food and water which must be satisfied before satisfaction of higher needs. The higher needs though with ability to ensure psychological well-being of individuals have less
Thursday, August 22, 2019
Use of Idioms in ELL classes Assignment Example | Topics and Well Written Essays - 250 words
Use of Idioms in ELL classes - Assignment Example Stories are useful for teaching and entertaining students and they draw students’ attention and are readily absorbed. Contextual information is significantly effective and necessary for aiding students’ understanding of idioms. Another effective means of communicating meaning is through the use of illustrations. Although there is lingering debate regarding the affect of visuals on reading comprehension, many researchers claim that reading materials accompanied by visuals are more comprehensible to students as they more diversely target intelligences and offer a more abstract unit of meaning. Key vocabulary is illustrated by showing pictures and diagrams, which improves the ESL students’ reading comprehension. The use of illustrations shows that when words and pictures are presented together, students recall them better than when they are presented alone. Providing interesting pictures fosters and reinforces vocabulary development. The use of visuals with bright colors, rather than black and white copies, aids the student in recalling the picture. Create a game out of the idioms. This helps the students by giving them experience with the idiomatic expressions in a practical situation and motivates them to learn because the exercise is a game. One example involves placing the idioms on cards that the students can choose. The students then work collaboratively to act out the literal translation. Other groups of students then try and match the idiom that is being acted out to a list of idioms they have been
How Intervention Strategies Contribute to Change Essay Example for Free
How Intervention Strategies Contribute to Change Essay Anne-Marie van Oost, Master of commercial sciences and Innovation Management, InduTec asbl/vzw, avenue Nellie Melbalaan 73, 1070 Brussels, [emailprotected] Jacques Tichon, Dr. Ing., Haute Ecole Paul-Henri Spaak, rue Royale 150, 1000 Brussels, [emailprotected] Summary Change involves moving from one condition to another. Change is not necessarily innovation. But an organisation that finds a fundamentally new way to reach and serve its customers has achieved an innovation. Organisations are changing at a record pace to keep up with an environment that demands more performance. Some organisations are doing a good job of changing to meet new performance requirements. These organisations know that change is the rule and that they will need to master change to continue to thrive. Every manager who has tried to guide an organisational change has experienced the reality of having to run the business while changing the business.Running an organisation and changing an organisation are two different kind of jobs each requiring different mindsets and skill sets. That wouldn’t be a problem if changes didn’t come along often and an organisation could just keep doing what it had been doing and still satisfy customers and stakeholders. But today’s environment is very different than it was a few years ago, and change is now the rule and not the exception. Employees must be able to perform as well during the change as they perform when the organisation is not changing. Unfortunately most managers and employees have been overtrained to perform in a no change, and undertrained to perform during change. This article will give you some theoretical concepts you will need to better understand the need of mastering change. 1. How to make organisational change happen? What is the importance ‘to intervene’ 2. Are all organisations having trouble changing? Lots of organisations are not changing well enough to avoid negative consequences. Change implies inevitably resistance. 3. It is leadership that focuses the organisation on its new direction, whether that direction comes first from the leader hi/herself or from the mind of others. It is leadership that must coordinate the processes of change so that the organisation does not lose its way. It is leadership that supplies the courage for continued change in the face of the inevitable resistance and disappointment along the way. 1. INTRODUCTION Change has to do with ‘learning oganisations’. The concept has found favour in organisational development and management studies through the work of Senge, Nonaka Takeuchi, and others. , who have highlighted the importance of building ‘learning organisations’. The thinking is that only organisations that can learn fast will be equipped for the period of rapid change. Heifetz and Lauria state firmly that: â€Å"Solutions to adaptive challenges reside not in the executive suite but in the collective intelligence of employees at all levels†1. In order to improve organisational performance, there must be recognition that change and the turbulence it generates will undoubtedely affects all parts of the system.That is why it is one of the fundamental tasks of leadership to balance attention to the management of performance with attention to the management of change and uncertainty Academic Education focuses on technical and mental competences and stresses the need to train skills required for executive functions and leadership. Public and private enterprise would very much welcome purposeful and efficient training for leadership skills, but very often cannot find properly trained applicants for managerial positions.2 Leading people means asking people to change. One has to learn how to change, one has to really want change and go for it. If people don’t really want to learn and change, it will not happen. That is why changing is so difficult. With this paper some concepts and models are introduced from literature that offer some insight into the management of change. But keep in mind that models may offer some insight, but at the same time they show and conceal reality, because they are one-sided by definition. â€Å"If change really is of the essence, if you really wish to see change occur at the behaviour level, for example to see managers manage changes differently or to see a greater amount of teamwork, then you have to think of something that compels such behaviour†(Eric Van de Reed, P., Extraordinary leadership, creating strategies for change, Kogan Page, UK, 2001. Pfeiffer, J.W., voorwoord in , Situationeel leiding geven, Uitgeverij Business Contact, Amsterdam, 2006 2 1 Loo).3 This article deals with behaviour interventions, topics like resistance and power as important derivatives, as well as leadership in relation to change. 1.1 Intervening as a technique and phenomenon To intervene means that someone forces their way into an existing system of relationships, people, groups or objects with the aim of improving it. In processes of change intervening as a technique and phenomenon is an important topic. But keep in mind that models may offer some insight, but at the same time they show and conceal reality, because they are one-sided by definition. Aryris defines ‘to intervene’ as follows.4 â€Å"Organisations do not perform the actions that produce the learning. It is individuals acting as agents of organisations who produce the behaviour that leads to learning. Organisations can create conditions that may significantly influence what individuals frame as the problem, design as a solution, and produce as action to solve a problem. Whenever an error is detected and corrected without questioning or altering the underlying values of the system (be it individual, group, intergroup, organisational or interorganisational), the learning is single-loop. The term is borrowed from electrical engineering: a thermostat is defined as a single-loop learner. The thermostat is ‘programmes’ to detect states of â€Å"too cold†or â€Å"too hot†, and to correct the situation by turning the heat on or off. If the thermostat asked itself such questions as why it was set at 68 degrees, ot why it was programmed as it was, then it would be a double-loop learner.†Single-loop learning occurs when matches are created, or when mismatches are corrected by changing actions. Double-loop learning occurs when mismatches are corrected by first examining and altering the governing variables and then the actions. Governing ariables are the preferred states that individuans strive to â€Å"satisfice†when they are acting. These governing variabes are not the underlying beliefs or values people espouse. They are the ten have, Steven en Wouter, Verandering,over het doordacht werken aan de organisatie, Uitgeverij Nieuwezijds, 2004 4 Argyris, C. ,On organisational learning, Blackwell Publishing, 2004 3 variables that can be inferred, by observing the actions of individuals acting as agents for the organisation, to drive and guide their actions. This is where intervention shows up. In case you don’t handle the double –loop thinking, you become a servant of the status quo!! In his â€Å"Intervention theory and method: a behavioral science view, Argyris presents 3 methods of intervention: 1. To rely on knowledge and know-how already present in an intervener. Success is pretty much guaranteed as the proven methods put a client at ease. 2. To use in a creative manner a combination of different sources of existing knowledge of an intervener from previous situations. This requires more time than the first approach. 3. A third approach builds on the first two methods: to combine sources of knowledge of an intervener with those of a client. In this way, an intervention helps a client to understand a problem and the intervention contributes to the theoretical knowledge base of an intervener. This approach is less common, but should be preferred over the first 2 methods. The joint development of conceptual models not only helps the client, but is also useful for future cases an intervener has to deal with. In this way, an intervener tries to translate specific issues of a client to generally applicable rules and views the various interventions and strategies of change as complementary. Harrison, R.5 sees the different methods and strategies for change as complementary . He does not consider the methods as different ways of doing the same thing, but rather as different ways of doing different things. Harrison contends there is a need for a conceptual model that indicates which strategy is suitable for which problem. A distinction in this regard might be the depth of the intervention at an individual, emotional level. Harrison explains depth according to 5 strategies: 1. Operations analysis: this approach (very little depth) addresses the use of roles and functions within an organisation. The strategy is aimed at bringing about change in the relationship between the different roles. The assumption is that people are exchangeable to a significant degree. Thus, relevant skills, needs and values of people within an organisation should be discernable. Harrison, R. Choosing the depth of Organisational Intervention , Journal of applied Behavioral Science, 181-200 5 2. Management by objectives: (an approach with a little more depth) This approach addresses the individual results. The individual and the manager agree on the services to be provided. The process (how to achieve those results) remains latent. 3. Instrumental process analysis: This strategy does address the process: what is someone’s work style and what is its influence on others within an organisation? A particular person is the focus of attention: what stimulates and curbs someone’s performance and how can negotiations be conducted between groups and individuals in order to achieve better results through work behaviour and work relationships? 4. Interpersonal relationships: . (this approach exhibits a great deal of depth). The intervention focuses on feelings co-workers have vis-à -vis each other and is aimed at improving teamwork. 5. Intra-personal analysis: (deepest level of intervention). A person is hit in their core with the aim of gaining more insight into the inner self as well as into relationships with ‘significant others’. The level of depth has different effects on an organisation: The more depth a method has, the more difficult the intervention is. The more depth there is, the more personal the result is, the less transferable it is. As an intervention becomes more personal, the amount of available information shrinks. The predictability of the outcome of an intervention decreases as the depth of an intervention increases. Conclusion: there should not be more depth than necessary to obtain a long-lasting solution to the current problems. 1.2 Resistance Whenever there is talk of change or change is in the air, resistance is just around the corner. It is important to ascertain where exactly processes of change are bogged down and what the underlying dynamics are. Boonstra frequently attributes resistance to blocked relationship patterns. Van de Loo makes a slight differentiation and describes resistance as non-rational reactions and specifically relationships suffering from a non-open, safe and insular environment. Kotter Schlesinger6, Readings in Managerial Psychology, 1989, 664-678, lay out a strategic approach to organisation change. Major changes and a low tolerance level in coworkers cause resistance. Managers are aware of the role played by resistance but few take that into account in defining the approach. The 4 most common reasons for resistance are: 1. Parochial self-interest: employees believe they are losing something valuable. Self-interest is placed above the company’s interest. This type of resistance often is reflected in subtle, political behaviour that is exhibited before and during a change if the interests of a co-worker or of a group of co-workers do not match the organisation’s interest. 2. Misunderstanding and lack of trust: If co-workers do not understand the consequences and believe there will be more downsides than upsides to a change, they may also fee resistance. It is therefore key to clarify ambiguities as quickly as possible and to inspire as much trust as possible. 3; Different assessments: This situation often is created when different groups have different information available. Employees may get the impression that a change will have more drawbacks than benefits, both for themselves and for the entire organisation. 4. Low tolerance for change: This type of resistance stems from uncertainty and fear over not meeting the demands in terms of new skills and behaviour, even as co-workers realise change will be beneficial. There is also the fear over loss of face if change is perceived as doubt over previous activities. Major changes and low tolerance for change on the part of co-workers breed resistance. Kotter Schlesinger identify roughly 6 ways of dealing with resistance (strategy): 1. education and communication: especially in cases where resistance is caused by wrong or insufficient information, education and communication in advance can help reduce the level of resistance as well as the amount of time and effort put in. 2. participation and involvement: involving potential opponents in change can help prevent resistance. Participation leads to commitment. 3. support (training, time off after a heavy period, listening and providing emotional support,..: if it is fear and concern that cause resistance, support is the best medicine. 4. negotiation and agreement: offering incentives to active or political opponents can also reduce resistance. This method is effective if co-workers are losing position. The drawbacks are the high costs and the fact that a manager weakens his position once it becomes apparent that he is open to negotiation. Kotter,J.P. Schlesinger L.A. , Choosing strategies for change, Readings in Managerial Psychology, 1989, 664-678 6 5. manipulation and co-optation: manipulation boils down to selective use of information; cooptation is to appoint a co-worker to an important post at the time of design or implementation. However, if co-workers feel like they have been misled, this will give rise to even more resistance than had no action been taken. 6. explicit and implicit coercion: to coerce co-workers into accepting change, for instance by threatening dismissal or transfer. The selection of the method for implementing change depends on the desired speed, the level of planning in advance, the involvement of co-workers as well as the alternatives. To increase the level of success, a manager may do the following: 1. perform an organisation analysis representing the current situation, the problems and their causes. Also, such an analysis provides insight into the speed at which problems should be solved as well as the type of change needed. 2. draw up a list of factors that are important for the change needed. This will increase the insight into who may put up resistance, why and how much, who has the necessary information, whose cooperation is crucial for the implementation and what the relationship between initiators and co-workers is like. 3. select a strategy of change, based on the analyses set out above. This strategy determines the speed of change and the level of planning and participation. 4. monitor the process of change in order to anticipate unexpected events during the process of change in a timely and adequate manner. 1.3 Leadership It is becoming more and more evident that the way the human potential is made use of, is the standard to judge the success of an organisation. The outcome of our striving for excellency depends upon the way we manage to offer leadership. Our own staff and employees will decide if our organisation will prosper. It was Paul Hersey’s challenge to develop a model of leadership that is both practical and based on clear, universal and logical concepts. The model he has developed is called ‘Situational Leadership’7. 7 Hersey, P., The situational leader, Uitgeverij Business Contact Amsterdam, 2006 In this model first the dimensions ‘Guiding’ and ‘Supporting’ as instruments to influence people have been entered on the two-dimensional chart. By ‘Guiding’ Hersey means actions that instruct people what to do, how and when to do it, and who specifically has to do it. ‘Supporting’ contains listening, encouraging, creating conditions, showing appreciation and empathy. Then the 4 quadrants are entered into the model to show the 4 different styles or manners of leadership.
Wednesday, August 21, 2019
The Leadership Theories Of Machiavelli
The Leadership Theories Of Machiavelli Machiavelli, born on the 3rd day of May 1469, acquired his university education in the University of Florence. He wrote a famous book entitled the Prince. This book is famous for its break down on the issue of attributes of leadership and as such has become a guideline for leaders. He wrote the book based on his earlier experiences, addressing how a prince (leader) should rule. Although the book gained a lot of popularity, his views on the attributes of good leadership had a lot of flaws. In The Prince he advocates mean rule instead of liberalism. He talks of the benefits of being a dictator or exercising the autocratic style of leadership. There are a lot of leaders who have and are following the Machiavellian style of leadership as he had described in The Prince. Examples of such leaders who exercised or exhibited this type of leadership style were Muammar Abu Minyar al-Gaddafi of Libya and Idi Amin of Uganda. Muammar Gaddafi being a Machiavellian according to his leadership style has been the leader of Libya since he staged a military coup on the 1st of September 1969. [2] With the strict fellowship he has in the Machiavellian style of leadership, he has sought to maintain the power he has had ever since. In a recent article Gaddafi made a statement saying, I will fight to the last man and the last bullet [3] This goes a long way to emphasize on one of the shortfalls of Machiavelli when he talked about the fact that a leader has to gain power and should be able to maintain it by any means possible. In the same way, Gaddafi promises to maintain his power even if it means he has to kill. This action is affecting Libya in a negative manner since the world is pushing for democracy and finding all means to eradicate autocratic system of governance and as such it is affecting the economy of the state due to the current instability the country is facing now. As such, most investors w ould not be willing to invest in a country where peace does not prevail. Also, with growing rate of civilization, killing just to maintain power is barbaric and this would then send the state to a state of regression. Idi Amin was an autocratic leader who sought to exercise his power through military means. In his era, he created the situation whereby he was the only one who had the final say and no one could voice out their values in any way he or she deemed fit. He created and environment which had and still has a traumatizing effect on the people of Uganda now. During his reign as military dictator, there were issues of the abuse of ethnic affiliations, cases of the abuse of human rights and potent radical control, Asians faced expulsion from Uganda and killed outside normal legal proceedings. [4] Ugandans have still not devised the means of changing their government through undisturbed measures. Violence has become an option for which their voices could be heard. Again, Machiavelli talked about the situation whereby the prince did not have to possess any thoughts apart from that of war. He describes meanness as an attribute of a good leader. He says liberality would lead a prince or leader to be despised and hated whiles meanness would lead to reproach without hatred hence, being mean is the answer to greater leadership. [5] Moreover, Machiavelli allowed the hatred he had in him to take the greater side of him when he was imprisoned because of suspicion of his involvement in a conspiracy where he lost the trust he had in humans. A typical example of such a leader who exhibited Machiavellian traits in his style of leadership was Ghanas former president, Flt. Lt. Jerry John Rawlings. Just as it is of human nature to seek revenge for every pain inflicted upon him, Rawlings came into power through military means to seek revenge for all the pain inflicted upon him in the past. He knew gaining power would be the only way to show his hatred and have his revenge best served. [6] This is because having the power he needs, all he has to do is to order for the people responsible for his pain to either be killed or assassinated. As a result of this shortfall of Machiavelli which Rawlings also exhibited, most affected Ghanaians even after the change from a military government to democratic governance still cann ot find it in their hearts to forgive him for his actions. It is for this reason that the National Reconciliation Commission (NRC) was set up. In addition, Machiavellis concept makes mention of the fact that the end justifies the means. He says that if the action a leader takes brings about catastrophe in an area of specialization or nationwide despair then the action taken should not be regarded as a good one. [7] Combining this concept to the idea of establishing fear amongst ones followers, some Machiavellian leaders tend to modify this act by protecting the citizens by any means possible so as to be loved by them. When the Americans annexed Iraq, the Iraqis tried to resist their forces even though they were technologically more competent and outstripped them in terms of their quantity, Saddam Hussein having inculcated a great amount of fear in and hatred for Americans in his followers. He made himself an adherent of the Machiavellian style of leadership. Also, as a result of the fear the Tunisian president drum in his people, the only way they could show they were fed up with all his activities was have someone st art the protest and this was done by the unemployed and frustrated young man who felt the only way his voice could be heard was to set himself on fire. Again, this action did not just end there. Egyptians under the rule of Hosni Mubarak saw this as a platform to also voice out their values. Therefore one can say that all these people were simply quiet because of the brutal fear they had for their various leaders and were thus waiting for the right moment to retaliate. Furthermore, Machiavelli in his book wrote about a leader (the prince) being feared rather than loved by his people. Here, this situation would not work in a democratic society where the people decide how long one should be a leader but in the communist society like China, the leader could in his own discretion decide to practice the Machiavellian style of leadership and it would work perfectly for him since he has to instill fear in his followers due to the fact that it is less likely for them to revolt against the government or protest by defying authority. [8] In conclusion, these Machiavellian leaders mentioned above, considering the good and bad sides of Machiavellis thoughts on good leadership has led them to impact their nations in a negative manner. Most of the countries like Egypt, Libya, Tunisia, among others are still in a state of unrest and this posses as a threat to the surrounding nations since there is the fear that such actions could be transferred.
Tuesday, August 20, 2019
How Is Naturalism Depicted English Literature Essay
How Is Naturalism Depicted English Literature Essay Naturalism is an artistic movement that rose a great controversy between artists and writers. One of them was John Steinbeck, however many authors dared categorize him as realistic writer. Even he asserted that he did not care about genre. I have therefore decided to answer this research question : How is Naturalism depicted in the character Lennie from the short novel Of mice and men of John Steinbeck? This qualitative descriptive extended essay belongs to the category of literature. In this essay, I examine Naturalism and explain its origin and characteristics. From amongst those characteristics, I then analyze Lennies characterization and demonstrate the influence of Naturalism on it. For that reason, I divide my analysis into six parts, which do not solely comprise a literary analysis of narrative resources and literary devices, but also they include a deep stylistic analysis that uses the peculiar language usage to explain Lennies characteristics. Thus, I demonstrate Lennie is a character that mirrors many naturalistic ideas. One of them is the realness of Lennie, which depicts the objectivity naturalistic writers are supposed to have. Moreover, I explain how Lennie is a token of the naturalistic statement that regards humans as primitive beings. Likewise, I then argue that Lennie has no free will and acts after being influenced by his environment or his own primitive instinct, showing once more a naturalistic idea of determinism. Finally, after evidencing that George does not attribute any responsibility to Lennie for his bad actions, I prove another naturalistic statement that forbids authors from showing any kind of moral judgment. TABLE OF CONTENTS: INTRODUCTION p.4 CHAPTER 1: Background to literary Naturalism p.5 CHAPTER 2: Naturalism in the character Lennie from Of mice and men p.7 Realistic characteristics of Lennie p.7 Primitive behaviour of Lennie p.8 Animal Behaviour of Lennie p.9 Influence of the environment on Lennie p.11 No free will in Lennie p.12 No moral judgment on Lennies behaviour p.14 CONCLUSIONS p.15 BIBLIOGRAPHIC REFERENCES p.16 INTRODUCTION No doubt John Steinbeck was a hard-to-categorize author. Many authors have regarded him as a realistic and a sort of romanticism writer whereas others state that he is a naturalistic writer. Steinbeck emerged from a world of Experimentalism in which new forms of aesthetics and themes were being created and mixed. Moreover, this author stated, in one of his letters, as cited by Fredik Eliasson [1] , that he did not care about genre and, in another one, that a writer ought to do all work himself, avoiding taking advice from others. In the meantime, American Naturalism was a literary movement rising a great controversy between scholars. Darwins ideas caused a large disceptation, in which many people adopted and argued in favor of Naturalism. Then, in a world heading for globalization, why would John Steinbeck avoid being influenced by others? Given the context, I have formulated the following research problem : How is Naturalism depicted in the character Lennie from the novel Of mice and men of John Steinbeck? Throughout all this work I will try to answer this question. Therefore, it will be very important to stress that this qualitative-descriptive extended essay will not only focus on discovering what naturalistic characteristics are depicted in Lennie, but also on what devices Steinbeck used to let Lennie convey those features. Moreover, I would label this research as important because this work will not only focus on imagery and descriptions in the novel, but also there will be a stylistic analysis, which will be much better than a merely isolated literary analysis. In this essay, I will show how Steinbeck conveys some naturalistic ideas through the character of Lennie of his novel Of mice and men. In the first chapter, I will examine what Naturalism is and what its characteristics are. After this brief definition, I will discuss how John Steinbeck conveys naturalistic ideas in the characterization of Lennie, for which I will divide this analysis into six parts. After that, I will make some conclusions about it. CHAPTER 1: Background to Naturalism Naturalism is a literary movement that took place between the late 19th century and the middle 20th. It stems, according to the The Oxford companion to American literature [2] , from French literature, in which Émile Zola was the outstanding figure. This author wanted to form a literature ruled by science, that is, a literature that was not going to be an art anymore, but a science. He explicated his theory, as cited by Fredik Eliasson [3] , in his vast study Les Rougon-Macquart, in which human beings are regarded as human beasts and he asserts that they can be studied through their relationships to their environment. The previous ideas were on the basis of the philosophical doctrine of biological and social determinism [4] . On the one hand, the former derived from Charles Darwins theory of evolution. Although he never applied his theories to human behaviour, they were used to examine how ones situation was determined by biological aspects [5] . On the other hand, the latter was influenced by the ideology of Marx, which canvased the social and political situation of American urban life [6] . As set before, naturalistic works were basically defined by determinism. It stated that people are controlled by their instinct, their passions and their social and economic environment [7] . Therefore, humans should be considered as if they did not have free will. Furthermore, determinism, as established by Kathryn VanSpanckeren, denies religion as a motivating force in the world and instead perceives the universe as a machine, godless and out of control [8] . Then, due to the lack of free will, it would make no sense to judge human behaviour, for humankind does not made decisions by itself. Zola, in his essay The experimental novel, related the scientific method to literary works. He said: the experimental novelist is therefore the one () who does not interpose his personal sentiments [9] . Thus, novels had to be as objective as possible because naturalistic writers were supposed to offer a scientific view of reality, in which neither an illusion nor a moral judgment had to be included [10] . Among themes in Naturalism, the literary critic Walcutt could recognize four themes: Determinism, survival, violence and taboo [11] . The theme of determinism has already been explained. The theme of survival stems from the application of determinism to biological competition, which points out men can, due to their origin in animals, behave like them. The theme of violence is related to survival, because as everybody tries to survive, they have to damage each other in order to outlive. Finally, the last theme is taboo, which includes sex, disease, bodily functions, obscenity and depravity. On the whole, Naturalism regards humans as beings fated to obey their natural instinct and environment, depicting a reality in which they can not be criticized. Taking the information given into account, in the next chapter it will be seen that realism, which is result of objectivity, primitive and animal characteristics, environmental influence and the lack of free will and moral judgment will be used to analyze the characterization of the character chosen. CHAPTER 2: Naturalism in the character Lennie from Of mice and men Of mice and men is a playable novel of John Steinbeck published in 1937. This author was the winner of a Nobel Prize in literature thanks to his novel The Grapes of Wrath. Of mice and men is known on account of its themes of friendship and American dream. The two main characters are Lennie and George. In the following sub-chapters, I will focus on Lennie, a round and static character that is mainly characterized by indirect characterization. Realistic characteristics of Lennie One of the main and notable characteristics is the representation of reality. John Steinbeck takes advantage of descriptions and speech in order to present how the people of those times were. Thus, he is also stressing the objectivity of Naturalism, which states that everything has to be described as it is in real life. First of all, since the third-person narrator is omniscient, the novel becomes more objective. Furthermore, the use of a description of Lennies dress, given in the opening chapter, depicts some characteristics of real workers. It can be seen in the narrative discourse: Both were dressed in denim trousers and in denim coats with brass buttons. Both wore black, shapeless hats and both carried tight blanket rolls slung over their shoulders [12] . Here, the fact that they carry their blankets let us know, since the beginning, that they have no place to live. What is more, the use of the pronoun both extrapolates these characteristics to every person who is in the same situation, that is to say, any other rancher who is working hard to survive misery. Secondly, there is a great contrast between the language used in the voice of the narrator and the speech of Lennie and all characters in general. The former contains a Standard English whereas the latter presents a Vernacular English. As stated by Johanna Seppà ¤là ¤, in her short study Vernacular English in John Steinbecks Of Mice and Men [13] , this kind of language shows extensions of the s-ending to all verb forms, omissions of the auxiliary verb in the present perfect, double negation, reduction of words and use of colloquial phrases and words. Thus, we can see that Lennie is uneducated like the way workers of that period were. Therefore, this another reason to believe that this novel has a great deal of realism, which is a naturalistic characteristic. Primitive behaviour of Lennie Another characteristic of Naturalism in Lennie is his primitive behaviour. Clearly he is a childlike person and it will be demonstrated through the analysis of his actions, his speech and what other characters think and say about him. To start with, one of the most repetitive narrations, that will let readers know Lennie is like a child, is the act of smiling and its synonyms such as grin, giggle, chuckle, and laugh. By analyzing the setting and the situation in which Lennie feels pleased, happy or is being friendly, one can infer Lennie laughs because of pride. For instance, he smiles when he is able to remember what happened in Weed, the previous ranch in which he worked, and what George had told him about not saying any word. Also, when he feels proud to strike Curley, the son of the owners ranch, and when he hears George saying that he was as strong as bull. Definitely, Lennie fits the description of a child that feels pride when doing something correctly and being congratulated. Continuing, Steinbeck used suspension points when he wrote Lennies speech. This device creates a pause which can endure more than a single period or comma. Therefore, this pause could mean he stops for a while until he remembers what he has to say. Here are some examples: I remember some girls come by and you says . . . you says . . . [14] , I . . . I Lennie thought. His face grew tight with thought. I . . . aint gonna say nothin () [15] , Because . . . . because I got you () [16] and I . . . I aint gonna . . . say a word [17] . Suspension points are also seen by the time Lennie is constructing the ideas that he wants to express: I was jus playin with him . . . an he made like hes gonna bite me . . . . an I made like I was gonna smack him . . . an . . . an I done it. An then he was dead [18] . As it can be seen, Lennie stops when he finishes telling a sentence and then he continues talking. This is similar to the way children learn to talk and, therefo re, it is another reason why Lennie should be labelled as a child. Finally, one peculiar characteristic he has is forgetfulness. When George is talking to Lennie in the beginning of the novel he says: I gotta tell you again, do I? () O.K-O.K. Ill tell ya again [19] . Here the adjunct again forms an iterative narration and, thus, it let us know that it is not the first time he forgets something. As he can not remember things, he also takes trouble to learn them. When George says: You say that over two, three times so you sure wont forget it [20] and () Say it over to yourself, Lennie, so you wont forget it [21] he shows that Lennie needs to repeat words in order to interiorize them, which seems to be a sign of subnormal intelligence. Likewise, because of his retardation, Lennie is regarded as a child. Indeed, he is compared to kids and babies. For instance, when he cries, George tells him: Blubberin like a baby! [22] . It is also seen when Slim asks George: Hes jus like a kid, aint he? [23] and then George replies: Sure hes jes like a kid [24] . Moreover, even Curleys wife uses the adjective sonny to call him: What you got there, sonny boy? [25] and then she says: Jus like a big baby [26] . As it can be seen, the abundance of viewpoints from different characters states that Lennie unquestionably behaves like a child, which should be considered as primitive behaviour. Animal Behaviour of Lennie Edmund Wilson holds, as cited by Susan Shillinglaw [27] , that Steinbecks characters were more nearly animal than human. No doubt, this assertion is valid when discussing Lennies characterization because, in the next argument, it will evidenced that Lennie, by means of imagery, a peculiar diction and foreshadowing, is presented as if he had animal features. Throughout all the novel, the narrator compares Lennie to a bear and a horse three times. His motion is compared to () the way a bear drags his paws [28] in both the beginning and the end of the novel. Moreover, there is a comparison to a horse because, as the narrator says: [Lennie was] snorting into the water like a horse [29] . The latter differs from the former because it points out that Lennie has not good manners. Nevertheless, they have two things in common: they symbolize strength and great size. Hence it can be stated that the most outstanding characteristics in Lennie are physical, whereas the intellectual ones are subnormal. The comparison to animals is mirrored by diction. In the first chapter, a simile compares Lennie to a terrier who doesnt want to bring a ball to its master [30] . Moreover, when he fights against Curley, the narrator describes the scene using the following words: Lennie covered his face with his huge paws and bleated with terror [31] . Here the noun paw and the verb bleat, which means to make the sound of sheep and goats, convey Lennies similarity to animals. Finally, he is also referred to as a cuckoo by Slim. Cuckoo is synonym of mad and senseless [32] but, at the same time, as defined by the Encyclopà ¦dia Britannica, it representsany of numerous birds of the family Cuculidae [33] . The polysemy of this word could have been used to label him as a mad person and simultaneously compare him to an animal. Thus, Steinbeck presents, again, Lennie with animal characteristics. Another device used for describing Lennie is foreshadowing. As cited by Byung-Chull Bae and R. Michael Young [34] , S. Chatman defines it as hints of what is to come. That is exactly what can be seen in the novel when Candys dog is shot at its head because the workers regard it as a dog that does not deserve to continue suffering. Lennie is implicitly compared to this animal when in the end of the novel George shoots at him, for otherwise he would be murdered cruelly. Influence of the environment on Lennie Naturalism states that human beings are the product of their social environment. Next, it will be shown that Steinbeck conveyed this idea by means of diction, the symbolism of George and his speech. First of all, one should understand what George symbolizes. According to the definition given by Steven Croft and Helen Cross in their book English for the IB Diploma, () a symbol is simply a feature whereby a word or phrase represents something else () [35] . If George is to be considered as a symbol, one should say that he symbolizes Lennies social environment because George has been like Lennies family for a long time and has been looking after him since they met. When the narrator introduces Lennie and George, he uses a peculiar language when referring to their position. The voice of the narrator starts saying: one stayed behind the other [36] , by which readers do not know neither who is behind nor who is forward. Immediately, Georges appearance is described, letting readers know he is small. At first sight, one can imagine the small one must be following the other. However the narrator says: Behind him walked his opposite [37] and readers, thus, can imagine he is bigger than the other and nothing similar to the first ones appearance. In this situation, despite his size, Lennie is the follower and, therefore, here a hint appears to point out that Lennie is certainly dependent upon George. That dependence upon George can also be seen in the imitation. When George replaced his hat, pushed himself back from the river, drew up his knees and embraced them [38] , Lennie did the same and the author used the adjunct exactly and the same lexicon for describing both George and Lennies actions. What is more, he does not just do it , but he also watches George again to see whether he is doing it right. The adjunct immediately is used when Lennie imitates George at their arrival at the bunk house. Hence, it can be stated that humans beings, symbolized by Lennie, imitate and copy what they see in their environment, symbolized by George. Moreover, Georges speech reveals that Lennie () sure can take orders [39] . When he is talking to Slim, he says: [Lennie] can do anything you tell him [40] and jus tell Lennie what to do an hell do it if it dont take no figuring [41] . George knows Lennie can do everything he asks him to and that is why he turns to Lennie and says, Jump in. An he jumps [42] . After that, Lennie is very grateful, for George saves him from drowning, and forgets he had told him to jump. Here Lennie shows that he would not criticize any order he receives from George. Therefore, we can conclude that, according to this novel, environment has a determining influence on human beings. No free will in Lennie George says in one of his speeches: [Lennie] cant think of nothing to do himself () [43] . It shows the idea of determinism which states that humans beings have no free will. In this sub-chapter, it will be demonstrated how Steinbeck conveyed this idea by means of mainly peculiar use of language. To start with, when Lennie was asked to give a mouse away, his hand went into the pocket (à ¢Ã¢â€š ¬Ã‚ ¦) [44] in order to do what was being asked. However, Lennie did not want to do it and held his closed hand away from Georges direction [45] . Nevertheless, despite his effort, Lennies closed hand slowly obeyed [46] . By looking at the subjects and the objects, it can be seen that his hand is doing the actions, in the first and last quotation. It tries to hand it over to George, but, when Lennie acts as the subject and his hand is the object, it seems that he has to order it to be away from George. As Lennies hand surrenders the mouse over to George, one could infer that however much Lennie tries to avoid doing something against his will, he can not refrain from that. A similar situation is seen when Lennie has the mouse for the second time. Before handing the mouse over, Lennie makes an elaborate pantomime of innocence [47] trying to find mercy in a situation in which he can not do anything to avoid the loss of the mouse. Then he looks cornered and Steinbeck uses the following words: Lennie hesitated, backed away, looked wildly at the brush line as though he contemplated running for his freedom [48] . Here Lennie clearly shows that he does not want to obey George. After that, the adjunct reluctantly is used to describe the way he is trying to leave the mouse. Lennie, still indecisive, is in a great dilemma in the following extract: Lennie approached, drew back, approached again [49] . As it can be seen, by means of an antithesis, the author shows that Lennie doubts as to the two totally different options he has: to approach and to drew back. Nevertheless, George snapped his fingers sharply, and at the sound Lennie laid the mouse in his hand [50] , showing once more that he can not follow his will, because he has to do what his surroundings (George) tell him to do. Moreover, his body can be characterized as that of an entity that acts following its primitive instinct. It is evidenced when Lennie kills Curleys wife. This event started when Lennies big fingers fell to stroking her hair [51] . Then she asked him to stop, but Lennies fingers closed on her hair and hung on [52] . She started to shout, but Lennies other hand closed over her mouth and nose [53] . The fact that Lennies fingers and hand are the subjects in these sentences shows how he loses control of his own body. Afterward, he looked down at her, and carefully he removed his hand from over her mouth [54] , realizing, thus, that she was dead. In the previous sentences, Lennie is the subject, showing that he regains control of his body, but it is too late, for his hand had already killed Curleys wife. No moral judgment on Lennies behaviour Likewise, as stated previously, human behaviour can not be criticized, for it is the product of the environmental influence. Next, it will be demonstrated that this idea is presented by Steinbeck by means of Georges speech. When George and Slim talk about Lennie, they say, repeating many times, that he is not mean. For example, after killing Curleys wife, Lennie flees the ranch and then George says: Lennie never done it in meanness (à ¢Ã¢â€š ¬Ã‚ ¦) [55] , He never done this to be mean [56] and, finally, He dint know what he was doin  [57] . In fact, they say he does not act by malice but by unconsciousness of what he does. Another example is given after striking Curley, when George directly tells Lennie: You done jus what I tol you to () You aint done nothing wrong [58] . Thus, it is stated that somebody is not responsible for what they do because they just act unconsciously in response to their environment. CONCLUSIONS Taking everything into account, I can confirm the initial assertion which stated that John Steinbeck conveys some ideas of Naturalism. Use of similes, spoken language, peculiar diction, iterative narrations, descriptions and the voice of the narrator aid to characterize Lennie and, therefore, let readers see the naturalistic ideas conveyed in this character in the short novel Of mice and men of John Steinbeck. Steinbeck introduces Lennie as a realistic character that depicts a portrait of human beings who behave senselessly and show primitive features that approach the Darwinian idea which states that we all humans and animals had an origin in common. Although Lennie can not do things by himself and is almost always waiting for orders, he follows his natural instinct, which is demonstrated by his division into two entities: himself and his body. Moreover, Through the relationship between George and Lennie, Steinbeck conveys the main theme of Naturalism: determinism, which is evidenced in Georges influence on Lennie to act. Finally, as George said, Lennie has not free will and is not conscious of what he does. Therefore, he can not be criticized by other people. All in all, the previous characteristics of Lennie convey naturalistic themes that simultaneously bring the influence of Naturalism on Steinbeck out into the open. Having concluded this extended essay, I bid researchers to continue studying this topic. As it could be seen, I limited the scope to one character, which permitted me to reserve space for an exploration of it in considerable depth. Then, other essays could formulate some research questions from the following questions: How is Naturalism depicted in other characters from this novel?, is there any trace of moral judgment in this novel?, how is friendship, label of the relationship between George and Lennie, related with Naturalism? and how is Naturalism depicted in other novels of John Steinbeck? By answering these questions there will be a deeper understanding of the author and the themes he intended to transmit. BIBLIOGRAPHIC REFERENCES Bae B. and Young, R. (n.d.). A Use of Flashback and Foreshadowing for Surprise Arousal in Narrative Using a Plan-Based Approach. Retrieved from July 20, 2011, liquidnarrative.csc.ncsu.edu/pubs/icids1.pdf Beale, P. and Partridge, E. (2002). A Dictionary of Slang and Unconventional English: Colloquialisms and Catch Phrases, Fossilised Jokes and Puns, General Nicknames, Vulgarisms and Such Americanisms As Have Been Naturalis
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