Leadership and communication culture Essay Example | Topics and Well Written Essays - 2250 words

Leadership and communication culture - Essay Example A dialogic communication is one whereby a two way communication path is followed and participants defend their opinion and thoughts with justified arguments and simultaneously listen to other positions as well with the intention to understand better (Habermas 1984). Isaacs (1999) has explored numerous meaning for the term ‘dialogue’. Dialogue is not merely a normal form of conversation or a talk, but, in broader sense, it is now being used as a tool for fostering organizational learning. Coordinated actions among members of the organization could be produced through dialogue. A dialogic communication culture can be highly effective for a firm, in incorporating and facilitating continuous and sustainable change within a firm. Dialogue can open up the limited or narrow approach to work practices that most of the organizational members uphold. Dialogues can bring improvement in existing ideas and help in developing creative futuristic approach as well. With the development of the dialogic communication, organization can completely transform its culture by imbibing spirit of commitment and inculcating onus of responsibility and accountability among the members of the organization. Leaders play a vital role by dealing with unavoidable and anticipated conflicts skillfully. Thereby, existing challenges and problems can be resolved through innovative breakthroughs and cooperation of the entire team force which can be acquired through influential dialogic culture (Novak & Sellnow 2009). Sellnow 2009). DIALOGIC COMMUNICATION PROMOTES BETTER UNDERSTANDING THROUGH CONSTRUCTIVE LEADERSHIP Sustainable change can be attained only when understanding among members can be enhanced. By supporting the statement that ‘dialogues can rejuvenate organizational culture and leader’s foster development of such culture’, a study performed by Innes (2007) can be analyzed whereby the significance of dialogic communication is revealed clearly. In this study, the essence of solving group problems is highlighted. Two groups of students were allotted case studies and specific problems. The solutions to the problem allotted were analyzed later. It was found that group that had better understanding amongst them focused on the specific issue assigned whereas group

Benefits of Social Media to an Airport Essay Example | Topics and Well Written Essays - 1000 words

Benefits of Social Media to an Airport - Essay Example This essay stresses that social media provides a platform where the users share what is in their mind freely and even engage in debates and information exchange. Having airports being on social media will therefore mean that the users of the different social media who will view the business page will be able to freely air their comments, grievances and views about the airport. This therefore provides free branding exercise and ideas for the airport. It is also ensure that the airport continues to improve their business and venture by acting on the advice and criticism they are being given. This will also provide a competitive edge over the other airports that are not in the social media in terms of ideas, products, services and even further market venturing techniques including marketing strategies to attract investors, donors and more customers. This paper makes a conclusion that according to the Airline Social Media Outlook Report of 2012 which surveyed 55 airports, it is evident that the airports spend very few hours on social media (hence missing out on the benefits mentioned above or failing to reap all the benefits), they also allocate very little of their budget to social media spending annually, the airports just use the social media for branding and customer service and minimal marketing. Based on the major benefits provided above and even those that are termed as too minor and have not been discussed above, the airports management and administration in general should consider changing the above survey to make a difference to their business organization.

High School vs College Essay Example for Free

High School vs College Essay As we go on in life we face many challenges and new situations that we deal with. A new situation that most people deal with is college and all the changes that come along with it. What many people dont realize is that high school, in many ways, is similar and differrent from college. Not only are people changing but the surroundings and work change as well. There are some things that seem to never change such as some work and people. The majority of the work in college is very similar to high school. An example would be the Critical Thinking homework. In that class you have to re-write a sentence that is not proper and make it correct in high school I had to do the same thing in my English class. The papers are also similar; in high school I would have to write papers all the time just like in college. In World Culture class you have to answer questions throughout the book. In high school you had to do the same; you would have to read through the book and answer questions. The biggest difference from high school to college is the responsibility level that you take on. When youre in high school teachers tend to watch over what you do and chase you down for an assignment you didnt do. 1 College is different; the only person that makes sure your work gets done is you. 1 No professor chases a student down for work and watches everything you do; they correct the papers and tell you what is wrong. The student has the responsibility of either doing the work or not. 2 Time management is something that everyone must develop in college. In high school you have a usual routine that you follow, day to day. In college you usually have a few classes a day or maybe classes that are back to back. 1 Sometimes the classes are early and sometimes they are late. It is up to the student to manage there time doing homework and other activities in college. Time management is big because you can be lazy and not take time to do work or you could take every moment to accomplish things you need to do throughout the day. 2 An example would be playing video games when you should actually be writing a paper or doing other important work. This can make or break someone who is going off to college. In high school people usually fall into cliques or certain groups of people they hang around with. College and high school are similar; an example is that if someone plays football tend to spend more time with each other. They usually talk with one another or share a bond which no one else usually has. In high school people tend to do the same thing, kids group up with either the jocks or other groups. People just make friends more easily if they have something in common. A big difference between college and high school is a new place of living. When youre at home and going to high school your parents cook, shop, and make sure you do your work. At college things are different; you have to do all those that you parents did at home. An example would be doing your laundry. Not many kids do their own laundry, so when it comes to college, things are very different. Thats why people say that when youre in college you tend to mature due to the new style of living, which is living on your own. In college the amount of classes and the time you have to go for is different from high school. In high school you go in at the same time every day, which for me was 7:15 A. M. In college classes are usually a few times a week and longer than classes in high school. An example would be that my roommate only had one class on Wednesday which was 4:00 p. m. to 7:00 p. m. In high school you have the same classes every day and usually for the same amount of time unless your high school does double blocks. The point is that in high school its the same routine day to day but in college it changes day to day. Learning new things in high school are similar to college. How teachers taught us in high school was by handing out notes or taking notes from the black/white board. College is the same way; in my economics class we take notes from the black board or sometimes a projector. The notebook that I have now for notes is very similar to the one I had in high school. Writing papers in college are more common than in high school. In high school you do write papers but not as many as you tend to write in college. In college on average I have two papers a week to type and in high school I would maybe get one a week. They would also go more in-depth when correcting our papers. They would mark every mistake down, which kind of helped me become better when it came to writing papers. The lengths of papers in high school seem to be the same as the ones in college such as length and the content/structure. All the papers that have been passed in are about the same as high school. In high school papers were usually somewhere between 3 and 5 pages. The papers that have been turned in usually consist of the same format and writing style. Unity is something thats very different from high school to college. In high school you pretty much know everyone, because every day you see the same people over and over. Even in large schools you go to the same classes every day and see the same people. College is different because its bigger and most of the kids you usually dont see again. You may see them once or twice a month if lucky. This also depends on what type of school you go to. If you go to a small college then there is a good chance you will see people over and over again. As people go in life they will face changes every day and also see things that are similar to the past. When people go to college they tend to relate to this, they face many similarities and differences from high school. The differences between high school and college seem to be on a larger scale, such as living and responsibilities. The differences seem to change people, mostly for the better. People learn as life goes on; college helps doing this because it shows people new differences which people must change their ways to adapt to a new stage of life. Works Cited 1. The Differences: High School vs. College. 2003. 27 April 2007. http://www. murraystate. edu/secsv/fye/hsvscollege. htm. 2. High School vs. College. 2007. 27 April 2007. http://advising. buffalo. edu/firstyear/highschool_college. php.

The Death Penalty Pros And Cons Philosophy Essay

The Death Penalty Pros And Cons Philosophy Essay Death penalty has been a topic of concern throughout the world by large. Different countries and different societal communities have reservations or have believed that death penalty is just (acceptable). Many authors have published books on the debate on death penalty in the light of law and order. Death penalty which is often hailed as Capital Punishment, is a thought-out and designed execution of human life by government in reaction to a crime done by that convict. There has been an ongoing argument debating this matter, such as Amnesty International considers that The death penalty is the ultimate denial of human rights. It is premeditated and cold-blooded killing of a human being by the state in the name of justice. It violates the right to life; it is the ultimate cruel, inhuman and degrading punishment. There can never be any justification for torture or for cruel treatment. In an opposing argument to the above statement for death penalty, the Clark County Indiana Prosecuting Attorney says that there are some defendants who have earned the ultimate punishment our society has to offer by committing murder with aggravating circumstances present. I believe life is sacred. It cheapens the life of an innocent murder victim to say that society has no rights to keep the murderer from ever killing again. In my view, society has not only the right, but the duty to act in self defense to protect the innocent. Murdering Myths: the Story behind the Death Penalty a book by Judith W. Kay, focuses on debate that Americans contributes to a counteract-dynamism idea of justice, i.e. punishment corrects bad behavior. Sufferings disburse for wrong actions, and a victims wish for vengeance is quiet understandable and usual. She had an interview with both victims and convict, and she concluded that how this credence harms executors, victims and society and calls for a latest plot that identifies humanity in all of us. The narrative about the bad guys becomes joined with at first reluctantly, and later carelessly, contribution in various disciplinary practices, which together put the carry out of punishment afar balanced debate. Two unremitting deformations in image seem to be made, one by liberals and another by conservatives. Liberals be apt to see offenders as victims of bad society. Vicious persecution certainly is frequently the practice of murder ­ers. Liberals, though, make a mistake in seeing the humanity of the criminal without seeing the enduring effects of such brutalization. Liberals tend to under ­play the murderers resulting in brutal and risky habits, frankly assuming that an better environment will be satisfactory for the murderers rehabili ­tation. Because liberals see the community as at least partially accountable for producing violent criminals, liberals tend to get into the idea that criminals are victims too. Liberals fall short to see the culprits possible cleverness and in ­tegrity as well as his addition to his brutal habits. They go wrong by letting mur ­derers get away with Twinkie defenses, failing to grasp treacherous people guilty for their crimes. Liberals, with their single focal point, are scorned as bleeding hearts and soft on crime. Liberals are blamed of supporting the untimely release of treacherous criminals, turning a blind eye to the pain of vic ­tims and their families. Another mistake is made by conservatives, who lessen the criminals to embodiments of the most terrible things they ever did; misdeeds become uniqueness. Despite of merely disapproving evil behavior, conservatives criticize certain people as basically evil by underplaying the communitys accountability for infusing people with the same disciplinary, revengeful, and brutal motives that force the criminal justice system. Unwilling to name and criticize the dehu ­manizing social experiences that formed a human with the nature to devastate and kill, they blame persons as if their difficulties leaped from nowhere. Conservatives are blamed of being naive, classifying different hu ­mans as either entirely fine or wicked. The Death Penalty in America: Current Controversies by Hugo Adam Bedau; is the most detailed book that focuses on the death penalty, discussing its pros and cons which gets a massive attention of the world. Considering this volume, one view can emerge that undeniably, criminals who commit dreadful offenses deserve to be a contender of capital punishment. There should be no disagreement there. In ones observation, child molesters, killers and rapists have lost their lawful right to live in our society. It should be worried that a horrible deed must not be warranted under any situation; if a criminal has had a hard youth, this cannot justify. Let alone give reason for his actions. This is unquestionable, as is renowned, mentally ill are usually cunning, dangerous, scheming, self-absorbed and amiable. Moreover, they are unable to feel guiltiness and regret. Psychoanalysis is effectual in some cases but in most cases it does not work. Disreputable criminals are recognized for their deter ioration into felony upon discharge. Criminals can often mislead their psychiatrists because they are calculative and astute. Consequently, capital punishment is the most positive punishment next to life sentence. Several problems can occur with the capital punishment, such as ethical matters and guiltless lives being put to death, which possibly shouldnt. For instance, there is much more that requires to be completed prior to the preliminary action happens. This explains that there are steps that need to be apparent and proper evident on the suspect in accusation. For that reason, the new expertise that has been offered to people, for instance, DNA test system, a lot of faults must not be made in these critical verdicts. New expertise must be worn as a definite approach that the judgment to capital punishment is correct. Many people think that the capital punishment is honorably incorrect since they believe that only God ought to have the ultimate authority in death penalty. This brings up that the death penalty is only a type of brutal and unusual punishment. Consequently, they consider that the convict must not be penalized with death, still however; the verdicts had no leniency on their victim. For instance, in mid-summer of 1999, Allan Lee Davis was electrocuted in the Florida electric chair. Throughout the moment in time of his execution he undergone a blood loss and snapshots were sent all over the Internet. This illustrated and helped ones against death penalty, proving it to be a form of cruel and unusual punishment. In recent times the Supreme Court has decided to evaluate all electric chairs to observe whether or not it is a type of physical brutality, defacement, and or suffering. At the moment there are continually somewhat a small number of types of urbane forms to execute. There are poisonous injection, electric chair, gas, hanged execution, and gunfire. The majority of people think poisonous injection must be the only type of death penalty. In general, death penalty looks like the single way to guarantee convicts that the justice method is bona fide. This will permit the convicts to see the penalty of ending the lives of innocents. This technique will guarantee that they will not commit murder again. Is the Death Penalty Cruel and Unusual Punishment? One can consider the death penalty to be is too harsh in some case; however the U.S. do consent the Capital punishment in various cases. Whether the capital punishment will be obligated is reliant on the state in which one lives, since a large number of convicted cases are tried footed on state bylaws. For some cases so as to make it to the federal level there are unusual examples where the capital punishment can be forced. One of the cases is Daryl Reynard Atkins, who went on track that leads to death pit on the date of August 16, 1996. He and his friend William Jones make off with Eric Nesbitt and robbed him with a semi-automatic pistol. Atkins and Jones took all the cash Nesbitt had on his self, and then drove him off to an automated teller machine (ATM). At the same time as there, they were caught on camera pushing him off to withdraw more cash. Later than receiving the further cash, they drove Nesbitt to a remote locality and murdered him by bursting off eight shots of gunfire on him. Atkins was convicted of abduction, robbery by aimed weapon, and capital kill and was concluded to the judgment of capital punishment. Both Jones and Atkins bear out in the guiltiness phase of the Atkins trial. They each confirmed the event, but varied on whom really shot and murdered Nesbitt. Jones, whose statement was more reasoned and convincing to the panel of judges than the psychologically retarded Atkins, allowed the jury to criminalize Atkins and blame him for the killing. For the duration of the punishment stage of the trial, the state brought in the victim-impact proof and verified two infuriating situations to press on for the capital punishment. The state proved to the board of judges that Atkins posed a future risk for the reason that of his preceding crime convictions. Additionally, the state called four victims of previous robberies and physical attacks to give evidence against Atkins. In addition, the state proved the vileness of the offense by spotting to the films of the deceaseds body and the autopsy report, which were element of the early trial testimony. Dr. Evan Nelson, a forensic psychologist, gave evidence in the punishment phase that based on his assessment of Atkins, he was mildly mentally retarded. He testified that after evaluating Atkins school and court records and additionally administering a typical intelligence test, Atkins had a full scale IQ of 59 and was working anywhere between the ages of 9 and 12. Founded on this testimony, the jury sentenced Atkins to Capital punishment, but the Virginia Supreme Court ordered a subsequent sentencing trial because the trial court used a deceptive judgment form. At the following sentencing trial, the similar forensic psychologist gave evidence, but extra proof was added for the state by specialist observer Dr. Stanton Samenow, who said that Atkins was not mentally retarded, but was of average intelligence, at slightest and diagnosable as having disruptive character disorder. The panel of judges again sentenced Atkins to death. Subsequent to the second sentencing trial, the Virginia Supreme Court confirmed the imposition of the capital punishment. Atkins did not debate facing the Virginia Supreme Court that his sentence was inconsistent to penalties forced for comparable crimes in Virginia, but he did assert he is mentally retarded and thus cannot be sentenced to death. The Virginia Supreme Court refused his petition, saying it was not willing to commute Atkins verdict of death to life sentence simply for the reason that of his IQ score. Two Virginia justices dissented; saying that they casted off Dr. Samenows view that Atkins possesses usual aptitude as incredulous as a matter of law, and accomplished that the imposition of the sentence of death upon a criminal defendant who has the mental age of a child between the ages of 9 and 12 is excessive. In their disagreement, they said it is indefensible to conclude that individuals who are mentally retarded are not to some degree less culpable for their criminal acts. By definition, such individuals have substantial limitations not shared by the general population. A moral and civilized society diminishes itself if its system of justice does not afford recognition and consideration of those limitations in a meaningful way. Whereas in a 1989 trial, Penry v. Lynaugh, the United States Supreme Court did regulated that people with psychological retardation could be penalized to capital punishment, numerous states have in view of the fact that distorted their laws on this matter. The United States Supreme Court decided to take notice of Atkins appeal in 2002 given that of the dramatic change in the situation of state legislatures during the preceding 13 years. Throughout the years, the United States Supreme Court has detained that judging whether penalty is extreme is not based on principles that succeeded when the Bill of Rights was approved, but somewhat by those that at present overcome. Consequently, in influencing whether penalties are cruel and unusual the Supreme Court looks to present day standards placed by current legislatures. In 1989, while the Supreme Court last looked at the matter of ruling mentally retarded people to death penalty, the majority states did permit that. In 2002, when the Supreme Court determined to re-examine the matter, the political winds had distorted and state legislatures were deciding not in favor of the death penalty in cases relating people with mental retardation. So the justices upturned Penry and ruled in favor of Atkins, upturned the Virginia Supreme Court, and remanded the case back to the subordinate courts for more verdicts. The 6 to 3 decision that the capital punishment for Atkins was cruel and unusual punishment, was written by Justice John Paul Stevens, who was coupled by Justices Breyer, Ginsburg, Kennedy, OConnor, and Souter. Chief Justice Rehnquist wrote a dissenting view and was joined by Justices Scalia and Thomas. Scalia also wrote a dissenting judgment and was joined by Rehnquist and Thomas. In writing for the Court, Stevens said: Those mentally retarded persons who meet the laws requirements for criminal responsibility should be tried and punished when they commit crimes. Because of their disabilities in areas of reasoning, judgment, and control of their impulses, however, they do not act with the level of moral culpability that characterizes the most serious adult criminal conduct. Moreover, their impairments can jeopardize the reliability and fairness of capital proceedings against mentally retarded defendants. Presumably for these reasons, in the 13 years since we decided Penry v. Lynaugh, (1989), the American public, legislators, scholars, and judges have deliberated over the question whether the death penalty should ever be imposed on a mentally retarded criminal. The consensus reflected in those deliberations informs our answer to the question presented by this case: whether such executions are cruel and unusual punishments prohibited by the Eighth Amendment to the Federal Constitution. In writing his dissent, Chief Justice Rehnquist said: There are strong reasons for limiting our inquiry into what constitutes an evolving standard of decency under the Eighth Amendment to the laws passed by legislatures and the practices of sentencing juries in America. Here, the Court goes beyond these well-established objective indicators of contemporary values. It finds further support to [its] conclusion that a national consensus has developed against imposing the death penalty on all mentally retarded defendants in international opinion, the views of professional and religious organizations, and opinion polls not demonstrated to be reliable à ¢Ã¢â€š ¬Ã‚ ¦ Believing this view to be seriously mistaken, I dissent. Justice Scalia added in his dissent, This newest innovation promises to be more effective than any of the others in turning the process of capital trial into a game. How this competition will be played out will be seen in upcoming capital punishment cases that determine their way to the Supreme Court. Should the Death Penalty exist? At present the argument on the legitimacy of the Capital punishment continues. Current court decisions have ruled that a death sentence for rape and kidnapping as it was excessive for the crime and thus unconstitutional (Everheart v. Georgia 1977). The Court has in addition alleged it was unlawful to put to death the insane (Ford v. Wainright, 1986), however it was lawful to put to death the mentally retarded (Penry v. Lynaugh, 1989) and it is unlawful to put to death an criminal who was 15 or younger when the crime was committed (Thompson v. Oklahoma, 1988), but the Constitution does not bar the capital punishment for 16-year-olds who commit murder (Stanford v. Kentucky, 1989). The court will certainly carry on refining its policy in the upcoming years. Public support for death penalty remains high. A 1994 Gallop poll found that 80% of Americans keep on supporting the death penalty in theory; though that figure had dropped to 62% by 2000 according to a NBC News poll. Justice is not at all times to be unwavering by view census and lawful pattern conversely. Individual have to think that the civil law of men ought to be hindered to a standard exterior of itself in order to decide if it is just or unfair. This is the natural law viewpoint. This viewpoint holds that the natural law is the groundwork of all human law in to the extent that it ordains that man shall survive in society, and society for its foundation requires the survival of an influence, which shall hold the moral power essential to organize the members and direct them to the widespread good. A full argument of the inside and obligations of the natural law is outside of the range of this thesis. On the other hand suffice it to say, according to this viewpoint, that human laws are legal and reasonable only in up to now as they communicate with, and put into effect or supplement the natural law; they are null and void when they conflict with it. The natural law is distinct as mans contribution in the heavenly law thru the light of natural reason. This means, certainly, that human law is resulting from an accepting of God. A dialogue of the novel understanding of separation of church and state that has evolved in the United States and somewhere else in the West more than the past 40 years is also exterior of the capacity of this thesis. As a reality of history the Western legal tradition is derived from Christian beliefs. The mass of theological conjecture is derived from the Catholic belief. Catholic religion and social philosophy rests on a chord of authority: 1) Sacred Scripture the canonical books of the Old and New Testaments 2) Sacred Tradition that which is always been taught and held to be factual whether on paper or unwritten 3) The Magisterium the teaching office the Church which consists of all the Bishops in the world in unity with the Pope in Rome. It is the Magisterium that is approved to understand Sacred Scripture and Sacred Tradition, also called the Deposit of Faith, to address contemporary questions. The huge bulk of theological conjecture on the topic of capital punishment remains in the monarchy of confidentially held opinions which may be held or unnoticed according to the sense of right and wrong of the individual. Canon law forbids clergy to shed human blood and consequently the Church does not and has never carried out capital punishment. on the other hand, it has long been held that the state may utilize capital punishment. In the middle ages the Church was asked to occupy her know-how adjudicating crimes such as dissent and profanity. In these cases it was the only apprehension of the inquisitional body to decide the legitimacy of the offense charged, not to resolve or carry out the suitable punishment. The association among the modern Catholic Church and liberal democratic states is not as close as in the earlier period. The Church seeks to educate the faithful and to give confidence to them to contribute in the supporting life of the secular state. The Catechism of the Catholic Church, published in 1997, in paragraph 2267 states: Assuming that the guilty partys identity and responsibility have been fully determined, the traditional teaching of the Church does not exclude recourse to the death penalty, if this is the only possible way of effectively defending human lives against the unjust aggressor. If, however, non-lethal means are sufficient to defend and protect peoples safety from the aggressor, authority will limit itself to such means, as these are more in keeping with the concrete conditions of the common good and are more in conformity to the dignity of the human person. Today, in fact, as a consequence of the possibilities which the state has for effectively preventing crime, by rendering one who has committed an offense incapable of doing harm without definitely taking away from him the possibility of redeeming himself the cases in which the execution of the offender is an absolute necessity are very rare, if not practically non-existent. This is in fact a slight reformulation of the customary teaching; in this declaration it would appear that the lone explanation for capital punishment is explicit avoidance i.e. to get rid of the likelihood that a murderer will murder yet again. Preceding catechetical credentials such as the Baltimore Catechism, published in 1898 or the Roman Catechism published in 1566 make no bring up of capital punishment. Conventional Catholics are more liable to refer to the past writings of diverse theologians and Doctors of the Church which are constantly more constructive towards the utilizing of capital punishment. Avery Cardinal Dulles writing for the traditional Catholic periodical First Things summarized the whole of Catholic teaching on capital punishment in 10 points. 1) The purpose of punishment in secular courts is fourfold: the rehabilitation of the criminal, the protection of society from the criminal, the deterrence of other potential criminals, and retributive justice. 2) Just retribution, which seeks to establish the right order of things, should not be confused with vindictiveness, which is reprehensible. 3) Punishment may and should be administered with respect and love for the person punished. 4) The person who does evil may deserve death. According to the biblical accounts, God sometimes administers the penalty himself and sometimes directs others to do so. 5) Individuals and private groups may not take it upon themselves to inflict death as a penalty. 6) The State has the right, in principle, to inflict capital punishment in cases where there is no doubt about the gravity of the offense and the guilt of the accused. 7) The death penalty should not be imposed if the purposes of punishment can be equally well or better achieved by bloodless means, such as imprisonment. 8) The sentence of death may be improper if it has serious negative effects on society, such as miscarriages of justice, the increase of vindictiveness, or disrespect for the value of innocent human life. 9) Persons who specially represent the Church, such as clergy and religious, in view of their specific vocation, should abstain from pronouncing or executing the sentence of death. 10) Catholics, in seeking to form their judgment as to whether the death penalty is to be supported as a general policy, or in a given situation, should be attentive to the guidance of the pope and the bishops. Current Catholic teaching should be understood, as I have sought to understand it, in continuity with Scripture and tradition. In this observation the condition which is agreed upon its authority by God acts His agent and consequently possesses the authority to perform justice. In this thesis to address these following questions are chosen to be addressed concerning Death Penalty: 1) Is the capital punishment in itself neutrally morally wrong? 2) Does the state own the authority to make use of capital punishment? The answers to these questions can be: 1) No, Death penalty is not in itself morally wrong and is actually required to display the essential value of human life. 2) Yes, the state as a mediator of divine authority does own the authority to govern capital punishment for certain crimes. Certain questions arent addressed resulting from a useful viewpoint such as does the nuisance of the death penalty have a common prevention value. It could not be believed that issues suitably addressed from a practical viewpoint. The American justice structure frequently appears to function completely from this utilitarian perspective; this reflects the deep pressure of Jeremy Bentham who called death penalty useless annihilation. Agnostic utilitarian viewpoint regards death as the ultimate evil as a substitute of a stage on the way to eternal life. It can be agreed with Avery Cardinal Dulles when he states that While this change [the abolition of the death penalty in Europe] may be viewed as moral progress, it is probably due, in part, to the evaporation of the sense of sin, guilt, and retributive justice, all of which are essential to biblical religion and Catholic faith. The abolition of the death penalty in formerly Christian countries may owe more to secular humanism than to de eper penetration into the gospel. Work Cited Murdering Myths: The Story Behind the Death Penalty; by Judith W. Kay. The Death Penalty in America: Current Controversies; by Hugo Adam Bedau. ISBN: 9780195122862. Publisher: Oxford University Press, USA. The Complete Idiots Guide to The Supreme Court; by Lita Epstein, J.D. Ultimate Punishment: A Lawyers Reflections on Dealing with the Death Penalty; by attorney and author Scott Turow. Debating the Death Penalty: Should America Have Capital Punishment?; Edited by Hugo Bedau and Paul Cassel. Tears from Heaven: Voices from Hell; by Diane Robertson. ISBN: 9780595215720 Espy, M. Watt, and John Ortiz Smykla (2002) Executions in the United States, 1608-1987: The ESPY File, (online), 7/31/05. http://users.bestweb.net/~rg/execution.html Smith, Sharon C. (1999). Capital Punishment in the United States. (Online), 7/31/05. http://www.closeup.org/punish.html Quixote Center (N.D.). Equal Justice USA (Online), 7/31/05 http://www.quixote.org/ej/states/maryland/2003_bill_dies.html Aquinas, St. Thomas Summa Theologica II, Q) 95, a) 2 (online). Catholic Encyclopedia , 7/31/05. http://www.newadvent.org/summa/209502.html Aquinas, St. Thomas Summa Theologica II, Q) 91, a) 2 (online). Catholic Encyclopedia , 7/31/05. http://www.newadvent.org/summa/209102.htm Catechism of the Catholic Church (online), 7/31/05. http://www.scborromeo.org/ccc/para/2267.htm United States Conference of Catholic Bishops (ND). USCCB Statement, 1980. (online) 7/31/05 http://www.usccb.org/sdwp/national/criminal/death/uscc80.htm Dulles, Avery (April 2001) Catholicism and Capital Punishment (online), 7/31/05. First Things 112: 30-35 http://www.firstthings.com/ftissues/ft0104/articles/dulles.html Scalia, Antonin (May 2002). Gods Justice and Ours (online), 7/31/05 First Things 123:17-21. http://www.firstthings.com/ftissues/ft0205/articles/scalia.html Kant, Immanuel (1965) The Metaphysical Elements of Justice New York: Bobbs-Merrill Co. Inc. Demetrius B. Zema Gerald G. Walsh trans., (1950).Augustine, The City of God Book I, ch. 21, reprinted in 8 The Fathers of the Church 17, 53 URL Citations http://www.infoplease.com/cig/supreme-court/death-penalty-cruel-unusual-punishment.html http://topics.law.cornell.edu/wex/Death_penalty http://www.time.com/time/magazine/article/0,9171,905684-2,00.html http://www.deathpenaltyinfo.org/books-death-penalty-critiques

Characterization, Identities, and the Supernatural in Otranto Essay

"The Divided Self": Characterization, Identities, and the Supernatural A cursory first reading of Horace Walpole's Otranto might yield an impression that its characters are thoroughly superficial, shallow, and flat, almost to the point of being laughably so. A single character mold seems to have been applied to each character: Manfred is the incestuous tyrant, Hippolita is the helplessly devoted wife, Matilda is the picture of â€Å"tenderness and duty† (38), and Theodore is the chivalrous protector of delicate young ladies. As some critics have pointed out, each character is described heavy-handedly, and the author provides no keys into the inner minds of the characters, relying instead of outward displays of excess emotion (Sedgwick 131). Consequently, Otranto becomes â€Å"theatrical† (Napier 33) because of its emphasis on dramatic action and visual display. To the reader, each character and his/her displays of emotion combine in Otranto to make what amounts to a thoroughly ludicrous cast. There is some debate over the substitution of flat characters for even a single dynamic characters. Was this a deliberate choice on the part of the author? Some possibilities that may arise include the suggestion that Walpole was unskilled as an author and consequently, was unable to write â€Å"well.† Another suggestion is that Walpole's skill as an author is demonstrated in his intentional choice to write flat characters to achieve a higher purpose. Perhaps this purpose was to make his short novel a work of pure entertainment with mindless, fluffy characters? Or to maintain a quick-moving plot? Or perhaps Walpole decided to â€Å"systematically sacrific[e characters] to other, more highly valued aspects of narrative such as moral and plot† (Napier 34) wi... ...f boundaries between characterizations, identities, the psychological, and the supernatural, is not only ambiguous and incongruous, but unstable, contingent, baseless, mysterious, and haunting. Works Cited Freud, Sigmund. â€Å"Fragment of an Analysis of a Case of Hysteria (â€Å"Dora†).† The Freud Reader. Ed. Peter Gay. Trans. James Strachey. New York: Norton, 1995. 172-239. Moglen, Helene. The Trauma of Gender: A Feminist Theory of the English Novel. Los Angeles, CA: U of California P, 2001. Morris, David B. "Gothic Sublimity." New Literary History. 16.2 (Winter, 1985): 299-319. Napier, Elizabeth R. The Failure of Gothic: Problems of Disjunction in an Eighteenth-Century Literary Form. New York: OUP, 1987. Sedgwick, Eve K. Coherence of Gothic Conventions. New York and London: Methuen, 1986. Walpole, Horace. The Castle of Otranto. New York: OUP, 1998.

andy warhol Essay -- essays research papers

Andy Warhol, the American painter, printmaker, illustrator, and film maker was born in Pittsburgh on August 6, 1928, shortly afterwards settling in New York. The only son of immigrant, Czech parents, Andy finished high school and went on to the Carnegie Institute of Technology in Pittsburgh, graduating in 1949 with hopes of becoming an art teacher in the public schools. While in Pittsburgh, he worked for a department store arranging window displays, and often was asked to simply look for ideas in fashion magazines . While recognizing the job as a waste of time, he recalls later that the fashion magazines â€Å"gave me a sense of style and other career opportunities.† Upon graduating, Warhol moved to New York and began his artistic career as a commercial artist and illustrator for magazines and newspapers. Although extremely shy and clad in old jeans and sneakers, Warhol attempted to intermingle with anyone at all who might be able to assist him in the art world. His portfolio secure in a brown paper bag, Warhol introduced himself and showed his work to anyone that could help him out. Eventually, he got a job with Glamour magazine, doing illustrations for an article called â€Å"Success is a Job in New York,† along with doing a spread showing women’s shoes. Proving his reliability and skills, he acquired other such jobs, illustrating adds for Harpers Bazaar, Millers Shoes, contributing to other large corporate image-building campaigns, doing designs for the Upjohn Company, the National Broadcasting Company and others. In these early drawings, Warhol used a device that would prove beneficial throughout his commercial art period of the 1950’s-a tentative, blotted ink line produced by a simple monotype process. First he drew in black ink on glazed, nonabsorbent paper. Then he would press the design against an absorbent sheet. As droplets of ink spread, gaps in the line filled in-or didn’t, in which case they created a look of spo ntaneity. Warhol mastered thighs method, and art directors of the 1950’s found in adaptable to nearly any purpose. This method functioned provided him with a hand-scale equivalent of a printing press, showing his interest in mechanical reproduction that dominates much of his future work. Such techniques used for almost all of his works derived from his beginning in the commercial arts. His pattern of aesthetic and artistic innovation, to â€Å"expect ... ...y not have been completely random. Throughout the Death and Disaster paintings, Warhol makes use of background color to serve various functions. Mostly, throughout the series, he avoids the use of primary colors, using mainly secondaries, such as oranges, lavenders, and pinks, the types of colors â€Å"you would expect to find in a wallpaper store.† His use of background color in the Death and Disaster paintings is mostly extrinsic to the content of the images. In some, such as â€Å"Lavender Disaster,† the background color seems to intensify the effect of alienation created by the realism of the visual content. In others, such as â€Å"Atomic Bomb,† the red-orange color serves a supporting role. The images Warhol selected for these paintings were gruesome, though he showed again his brilliant eye for such images so effective in shocking the viewer. â€Å"With an eye for the eccentricity of an individual event, Warhol’s paintings capture the unpredict able choreography of death.† Using a broad range of images, from car crashes, suicides, burn victims, funerals, riots, to the culmination with the atomic bomb, Warhol succeeded in giving the viewer what one expected of Warhol; to expect the unexpected.

History to Hrm

Evolution of HRM †¢ History – MANAGEMENT – MAN MANAGEMENT †¢ Approaches †¢ Difference in Personnel Management and HR †¢ EXAMPLES OF MANAGEMENT PRACTICES TROUGHTOUT HISTORY †¢ Ancient †¢ Medieval †¢ Modern History Of HRM †¢ Industrial Revolution – Advantages and Disadvantages †¢ Trade Union Era – World War and Post World War †¢ Social Responsibility – Paternalistic Approach †¢ Scientific Management – F. W Taylor – Henry Fayol History Of HRM †¢ Industrial Psychology – Human Factor – Human Relations, Hawthorne Experiments †¢ Behavioral Sciences – Motivation – Satisfaction Modern Management – Management By Objectives – Organization Development It all began with, role of personnel manager being: †¢ Clerk – Managing Dues †¢ Record Keeper – Managing Time Keeping †¢ Channel of Communication between Employees + Management, Recruitment & Selection †¢ Industrial Relations – Union †¢ Labour Laws– Eg. Min. Wages, PF, ESIC Laws– †¢ Welfare Officer – Recreation †¢ Training & Development Phases of Human Resource Management AND TODAY †¢ †¢ †¢ †¢ Organization Development Strategic Partner Human Capital ManagementIt is a Profession Rising Prominence of the Human Resource Management: †¢ †¢ †¢ †¢ †¢ Emphasis on quality Impact of technology Liberalization of Indian economy Privatization of Indian economy Globalization Rising Prominence of the Human Resource Management: †¢ †¢ †¢ †¢ Changes in political philosophy Trade unionism Cutthroat competition International problems – Diversified workforce – Knowledge workers – Information Technology Approaches towards Human Beings: †¢ Mechanical approach – commodity approach or factor of production concept – up to 1920. Paternalistic Approach – from 1920 till great depressions – died during the Great Depressions of 1930s. Approaches towards Human Beings: †¢ Social System or Humanistic Approach: 1930-40 Psychologists – Mayo, Mc 40 Gregor etc. Sociologists – Blake etc. †¢ Human Resource Approach – 1940 onwards – (distinct needs, aspirations and personality) – MBO, two way communication, leadership, quality circles etc. Evolution of HRM in India 1920s – 30s Pragmatism of capitalists 1940s – 50s Technical, legalistic 1970s – 80s Professional, legalistic, impersonal 1990s PhilosophicalDIFFERENCE BETWEEN HRM/ HRD/ PRESONNEL †¢ LETS DISCUSS †¢ HRM AND PERSONNEL MANAGEMENT ARE THE SAME †¢ Some experts assert that there is no difference between human resources and personnel management They state that management. the two terms can be used interchangeably, with no difference in meaning. In fact, the terms a re often used interchangeably in help-wanted ads and job descriptions descriptions. †¢ When looking for a job in personnel management or human resources, it is important to realize that many companies use the terms interchangeably If you are offered interchangeably. job as a personnel manager, you may be required to perform the same duties as a human resource manager, and vice versa. In some companies, a distinction is made, but the difference is very subtle. Personnel vs. Human Resource Management †¢ Human †¢ Personnel Resource Management Management †¢ Personnel means †¢ persons employed. PM is the management of people employed. HRM is the management of employees’ skills, knowledge, abilities, talents, aptitudes, creative abilities etc. Employee is treated not †¢ Employee is treated as only as economic man an economic man as his but also as social and services are exchanged psychological man. Thus for wage/salary the complete man is viewed. â₠¬ ¢ Employees are used †¢ Employees are used for the multiple mutual mostly for organizational benefit of the benefits. organization, employees and their family members. †¢ Personnel function is †¢ HRM is a strategic treated as only an management function. auxiliary. †¢ Employee is viewed as a †¢ Employee is treated as commodity or tool or a resource. quipment, which can be purchased or used. †¢ Employees are treated †¢ Employees are treated as a profit centre and as cost centre and therefore, invests capital therefore management for human resource controls the cost of development and future labour. utility. †¢ Employees are used †¢ Employees are used for mostly for organizational the multiple mutual benefits. benefit of the organization, employees and their family members. †¢ Personnel Management is more of administrative functions. †¢ Personnel function are said to be reactive †¢ Personnel function is treated as only an a uxiliary. HR, is responsible for managing a workforce as one of the primary resources that contributes to the success of an organization. †¢ HRM is a proactive function. †¢ HRM is a strategic management function. Relationship Between HRM and HRD †¢ Human resource management (HRM) encompasses many functions †¢ Human resource development (HRD) is one of the functions within HRM †¢ Personnel management Precedes the history Talent Management †¢ A dynamic, ongoing process of systematically †¢ identifying, assessing, and developing talent for †¢ future critical roles to ensure continuity and †¢ effective organizational performance. Note that some people distinguish a difference between between HRM (a major management activity)and HRD(Human Resource Development). Those people might include HRM in HRD, explaining that HRD includes the broader range of activities to develop personnel inside of organizations, including, e. g. , career development, training, organization development, etc. ? There is a long-standing argument about where HR standing HR-related functions should be organized into large organizations, eg, â€Å"should HR be in the Organization Development department or the other way around? ? The HRM function and HRD profession have undergone tremendous change over the past 20-30 years. Many years ago, large 30 organizations looked to the â€Å"Personnel Department,† mostly to manage the paperwork around hiring and paying people. More recently, organizations consider the â€Å"HR Department† as playing a major role in staffing, training and helping to manage people so that people and the organization are performing at maximum capability in a highly fulfilling manner. Jobs & Careers in HRM †¢ HR Specialist †¢ HR Manager †¢ HR Executive