Free Essays on Purpose Of The Chain Of Command

The chain of command assists commanders at all levels to achieve their primary function of accomplishing the unit's assigned mission while caring for personnel and property in their charge. A simple and direct chain of command facilitates the transmittal of orders from the highest to the lowest levels in a minimum of time and with the least chance of misinterpretation. The command channel extends upward in the same manner for matters requiring official communication from subordinate to senior. A commander is therefore a commissioned or warrant officer who, by virtue of grade and assignment, exercises primary command authority over a military organization or prescribed territorial area that under pertinent official directives is recognized as â€Å"command.† The key elements of command are authority and responsibility. The commander is responsible for establishing leadership climate of the unit and developing disciplined and cohesive units. This sets the parameters within which command will be exercised and, therefore, sets the tone for social and duty relationships within the command. Leaders are also responsible for the professional development of their soldiers. To this end, they encourage self-study, professional development, and continued growth of their subordinates' military careers. The commanders and other leaders are committed to the professional Army ethic to promote a positive environment. If leaders show loyalty to their soldiers, the Army, and the Nation, they earn the loyalty of their soldiers. The soldiers will be faithful to their leader and follow orders always. If leaders consider their soldiers' needs and care for their wellbeing, and if they demonstrate genuine concern, these leaders build a positive command climate. Duty is obedient and disciplined performance. Soldiers with a sense of duty accomplish tasks given them, seize opportunities for self-improvement, and accept responsibility from their superiors... Free Essays on Purpose Of The Chain Of Command Free Essays on Purpose Of The Chain Of Command The chain of command assists commanders at all levels to achieve their primary function of accomplishing the unit's assigned mission while caring for personnel and property in their charge. A simple and direct chain of command facilitates the transmittal of orders from the highest to the lowest levels in a minimum of time and with the least chance of misinterpretation. The command channel extends upward in the same manner for matters requiring official communication from subordinate to senior. A commander is therefore a commissioned or warrant officer who, by virtue of grade and assignment, exercises primary command authority over a military organization or prescribed territorial area that under pertinent official directives is recognized as â€Å"command.† The key elements of command are authority and responsibility. The commander is responsible for establishing leadership climate of the unit and developing disciplined and cohesive units. This sets the parameters within which command will be exercised and, therefore, sets the tone for social and duty relationships within the command. Leaders are also responsible for the professional development of their soldiers. To this end, they encourage self-study, professional development, and continued growth of their subordinates' military careers. The commanders and other leaders are committed to the professional Army ethic to promote a positive environment. If leaders show loyalty to their soldiers, the Army, and the Nation, they earn the loyalty of their soldiers. The soldiers will be faithful to their leader and follow orders always. If leaders consider their soldiers' needs and care for their wellbeing, and if they demonstrate genuine concern, these leaders build a positive command climate. Duty is obedient and disciplined performance. Soldiers with a sense of duty accomplish tasks given them, seize opportunities for self-improvement, and accept responsibility from their superiors...

Definition and Examples of Exigence in Rhetoric

Definition and Examples of Exigence in Rhetoric In rhetoric, exigence is an issue, problem, or situation that causes or prompts someone to write or speak. The term exigence comes from the Latin word for demand. It was popularized in rhetorical studies by Lloyd Bitzer in The Rhetorical Situation (Philosophy and Rhetoric, 1968). In every rhetorical situation, said Bitzer, there will be at least one controlling exigence which functions as the organizing principle: it specifies the audience to be addressed and the change to be affected. In other words, says Cheryl Glenn, a rhetorical  exigence is a problem that can be resolved or changed by discourse (or language)... All successful rhetoric (whether verbal or visual) is an authentic response to an exigence, a real reason to send a message. (The Harbrace Guide to Writing, 2009) Other Considerations Exigence is not the only component of a rhetorical situation. The rhetor also must consider the audience being addressed and constraints that would present obstacles.   Commentary Exigence has to do with what prompts the author to write in the first place, a sense of urgency, a problem that requires attention right now, a need that must be met, a concept that must be understood before the audience can move to a next step. (M. Jimmie Killingsworth, Appeals in Modern Rhetoric. Southern Illinois University Press, 2005)An exigence may be something as direct and intense as a power outage, which might prompt an official to persuade everyone to stay calm or to assist those in need. An exigence may be more subtle or complex, like the discovery of a new virus, which might prompt medical officials to persuade the public how to change its behavior. Exigence is part of a situation. It is the critical component that makes people ask the hard questions: What is it? What caused it? What good is it? What are we going to do? What happened? What is going to happen? (John Mauk and John Metz Inventing Arguments, 4th ed. Cengage, 2016) Rhetorical and Nonrhetorical Exigences An exigence, [Lloyd] Bitzer (1968) asserted, is an imperfection marked by urgency; it is a defect, an obstacle, something waiting to be done, a thing which is other than it should be (p. 6). In other words, an exigence is a pressing problem in the world, something to which people must attend. The exigence functions as the ongoing principle of a situation; the situation develops around its controlling exigence (p. 7). But not every problem is a rhetorical exigence, Bitzer explained. An exigence which cannot be modified is not rhetorical; thus, whatever comes about of necessity and cannot be changed- death, winter, and some natural disasters, for instance- are exigences to be sure, but they are nonrhetorical. . . . An exigence is rhetorical when it is capable of positive modification and when positive modification requires discourse or can be assisted by discourse. (emphasis added) (John Mauk and John Metz Inventing Arguments, 4th ed. Cengage, 2016)Racism is an example of the first typ e of exigence, one where discourse is required to remove the problem... As an example of the second type- an exigence that can be modified by the assistance of rhetorical discourse- Bitzer offered the case of air pollution. (James Jasinski, Sourcebook on Rhetoric. Sage, 2001) A brief example may help to illustrate the difference between an exigence and a rhetorical exigence. A hurricane is an example of a non-rhetorical exigence. Regardless of how hard we try, no amount of rhetoric or human effort can prevent or alter the path of a hurricane (at least with todays technology). However, the aftermath of a hurricane pushes us in the direction of a rhetorical exigence. We would be dealing with a rhetorical exigence if we were trying to determine how best to respond to people who had lost their homes in a hurricane. The situation can be addressed with rhetoric and can be resolved through human action. (Stephen M. Croucher, Understanding Communication Theory: A Beginners Guide, Routledge, 2015) As a Form of Social Knowledge Exigence must be located in the social world, neither in a private perception nor in material circumstance. It cannot be broken into two components without destroying it as a rhetorical and social phenomenon. Exigence is a form of social knowledge- a mutual construing of objects, events, interest, and purposes that not only links them but makes them what they are: an objectified social need. This is quite different from [Lloyd] Bitzers characterization of exigence as a defect (1968) or a danger (1980). Conversely, although exigence provides the rhetor with a sense of rhetorical purpose, it is clearly not the same as the rhetors intention, for that can be ill-formed, dissembling, or at odds with what the situation conventionally supports. The exigence provides the rhetor with a socially recognizable way to make his or her intentions known. It provides an occasion, and thus a form, for making public our private versions of things. (Carolyn R. Miller, Genre as Social Action, 1984. Rpt. in Genre In the New Rhetoric, ed. by Freedman, Aviva, and Medway, Peter. Taylor Francis, 1994) Vatzs Social Constructionist Approach [Richard E.] Vatz (1973)... challenged Bitzers concept of the rhetorical situation, maintaining that an exigence is socially constructed and that rhetoric itself generates an exigence or rhetorical situation (The Myth of the Rhetorical Situation.) Quoting from Chaim Perelman, Vatz argued that when rhetors or persuaders choose particular issues or events to write about, they create presence or salience (Perelmans terms)- in essence, it is the choice to focus on the situation that creates the exigence. Thus a president who chooses to focus on health care or military action, according to Vatz, has constructed the exigence toward which the rhetoric is addressed. (Irene Clark, Multiple Majors, One Writing Class.  Linked Courses for General Education and Integrative Learning, ed. by  Soven, Margot, et al., Stylus, 2013)

The role of Markus Wolf in the Stasi regime in East Germany Essay

The role of Markus Wolf in the Stasi regime in East Germany - Essay Example A positive contrast between the two states may be that the NS was an actual German creation that was further deep-seated, but the Communist state of dictatorship was actually an external imposition which gradually turned softer. An intellectual revolution took place after the serene insurgency in 1989, as swiftly the DDR’s furtive papers were controlled by Bundesrepublik Deutschland. BRD had adequate inducement to publicize the secrets of a previous opponent. Through the meticulousness and purposeful promptness of Germans a great number of documents were provided to scholars who hardly had an expectation to smack it so heavily. The new Russian government was not much likely to reveal its history like the Germans; however, a number of its massive records had been searched out in connection with its previous settlement. Chronicles at the back of the Iron Curtain, due to which one may previously have to seek for the grains of corn in the middle of the heap of chaff, have only the natural limitations of memories. Investigating the outlawed Secret Police records in authoritarianism has a brilliant association to it. While all is required to be reserved undisclosed, these police should have kept the secrets. When the public was to know nothing, the Secret Police were supposed to know everything. (Peterson, 2001) As stated by Koehler (1999) Stasi is actually the title of the ministry of State security of East Germany its actual name in German language is â€Å"Ministerium fur Staatssicherheit†, which is abbreviated as â€Å"Stasi† and pronounced as â€Å"Tazi†. Stasi took fame as the secret police service of East Germany. It had its command center in East Berlin in a huge multiplex building and has a number of minor amenities all over the East Berlin. It has been well known as a successful and exploitive secret police service. Stasi used to have slogan which was translated as â€Å"Defense and Weapon

The Consumer Protection Act 1987 Analysis Essay

The Consumer Protection Act 1987 Analysis - Essay Example   In determining whether or not the UPOD was defective within the scope and range of the 1987 Act the courts defer to common law principles.   This approach is manifested by Section 3(2) of the 1987 Act which requires that, when considering whether or not a consumer can reasonably expect a product to be devoid of defects, the court must take into account all of the relevant circumstances.     Ã‚  The manner in which the product was marketed is relevant     For example in Worsley v Tambrands, the court ruled that warnings placed on a package warning of toxic shock were sufficiently displayed pursuant to the 1987 Act.     The government-sponsored campaign which was a general warning to the public was not directly attached to the product purchased by Carswell.   The warning is required to be placed on the product’s package.      In assessing the merits of Carswell’s claim, the court will also take into account whether or not the product can be safely used for its intended purpose. Scientific research reveals that the UPOD may be used safely since the risk of hearing impairment can only arise when the UPOD is used for 2 hours a day for 18 months to two years.   By implication, using the product for less than two hours daily will not endanger the user’s hearing capacity.   However, the government’s warning appears to refute this implication.      Another factor for the courts to consider is the actual cost of reparations.     Hot Ideas can escape liability if they can successfully demonstrate that the cost of repairing the double shock defect would be too great for them to cover with the result that they will suffer undue financial hardship.     In other words, if Hot Ideas can prove that recalls of the product and reparation of the double shock action would cause undue financial hardship, thus may impact Carswell’s claim.   However, the defect was discovered and publicized by the government.      On the facts, the product has been on the market for at least 20 years so that the products cannot be recalled and repaired without much difficulty and expense.

Geometry and Measurement Essay Example for Free

Geometry and Measurement Essay Measurement refers to the estimation of the magnitude of some attribute of an object, such as its length or weight, relative to a unit of measurement (Measurement, 2008). It usually involves using a measuring instrument, such as a ruler or scale, which is calibrated to compare the object to some standard, such as a meter or a kilogram. In science, where accurate measurement is crucial, a measurement is understood to have three parts: first, the measurement itself, second, the margin of error, and third, the confidence level that is, the probability that the actual property of the physical object is within the margin of error. Learn more:Â  studymoose.com/friendship-speech-essay Example, we might measure the length of an object as 2. 34 meters plus or minus 0. 01 meter, with a 95% level of confidence. When one is tasked to measure a specific unit, one is expected to acquire the most accurate data possible. Be it length, area, weight, volume or time, there are different modes of measuring processes designed for each classification of measurement so that all data acquired would be correct and appicable to all. Whatever kind of measurement you are trying to get, there should be a universal standard that should be used so that it can be used and applied by everyone. This helps in the consistency of measurement and the validity of the data. The van Hiele levels of geometric reasoning is a measuring stick to determine how advanced a persons thinking is in terms of geometric figures and objects. By using these levels, one can evaluate the progress of any person in learning about geometry and the concepts behind it. In the first level, known as visualization, students can name and recognize shapes by their appearance, but cannot specifically identify properties of shapes. Although they may be able to recognize characteristics, they do not use them for recognition and sorting. The second level, called analysis, students begin to identify properties of shapes and learn to use appropriate vocabulary related to properties, but do not make connections between different shapes and their properties. Irrelevant features, such as size or orientation, become less important, as students are able to focus on all shapes within a class. And in the third level, known as informal deduction, students are now able to recognize relationships between and among properties of shapes or classes of shapes and are able to follow logical arguments using such properties (Van de Walle). When one is faced with having to deal with fellow students who have differing geometric levels, one has to understand a couple of things. First, one cannot expect other people to be at the same level as you. We all have different levels of intelligence, or perhaps have a different pace in terms of learning new concepts or ideas. When someone is less advanced than everyone else, this does not automatically mean that he is less intelligent than the others. Several factors could have played a role, such as the unfamiliarity of the person towards geometric concepts. Those who are at a lower level could easily move on to the next, provided they are guided appropriately by those who are knowledgeable of the subject. Likewise, those who are more advanced than others need not feel that they more superior than their peers. They could simply have just been more familiar with geometric figures, perhaps having encountered them already in previous occasions. In the end, it is still the progress of everyone that should be the main concern, rather than focusing on individual achievements. References Measurement (2008). Annenberg Media. Retrieved 2 June 2008 from http://www. learner. org/channel/courses/learningmath/measurement/session1/ part_d/index. html Van de Walle, John A. (2001). Geometric Thinking and Geometric Concepts. In Elementary and Middle School Mathematics: Teaching Developmentally, 4th ed. (pp. 342-349). Boston: Allyn and Bacon.

Essay --

In 1916, Susan Glaspell wrote Trifles, when the egotistical male-dominated social order was ruthlessly manipulating women’s right to vote and cruelly restricting their functions in social, business, and government positions. In the home, the husband was dictator and the wife merely a domestic servant. The domestic sphere of women is minimized to the activities of the farmhouse which are considered trifles or insignificant in the world of men. Trifles explores the classical male stereotype of women during this period by expressing that women habitually worry about matters of little, or unimportance. This label creates the perception males are the only people concerned with essential issues, issues that a female would never discuss or confront during this era. Trifles is based on an actual murder case Susan Glaspell wrote about as a reporter for a newspaper in Iowa at the turn of the century. To completely comprehend and give an accurate analysis of Trifles, it is critical to acknowledge the condition of the women’s movement at the time the play was written and first produced. The significance of the position of women in this early 20th century community and the title of the play Trifles, is condescending. Susan Glaspell manipulatively uses her extensive knowledge about the murder case, to expose and express the way women actually felt during this period. As a reporter she was controlled and restricted to what she could actually publish. She constantly uses subtle but deep ways to associate the play to hash treatment of women and the way they are viewed by males in society. Lewis Hale casually states that "women are used to worrying over trifles"(Glaspell 663). He is enforcing how the men actually perceive the women in society ... ...ce to society and viewed as a servant to their husband and family. The female was looked down upon and was considered a second class citizen compared to their male counterpart. The significance of the female contribution to society was evolving and was a painful transition women had to endure so women can have what they have today. Women endured mental, emotional, physical, and political abuse that was comparable to that of slaves. The suffering women endured paved the way for future generations of females to be looked at as equals not peasants compared to men. The women decided not to tell the men about the things they found, which undoubtedly stressed the women enduring Minnie’s pain together for the greater good of women. If they had exposed the trifles that they had uncovered, the women would have presented the motive that the men could not find to convict her.

Night World : Black Dawn Chapter 3

It was raining, of course. Not a terrible storm, justa steady spitting patter that Maggie hardly noticed.It plastered her hair down but it also concealed thenoise of her steps. And the lowlying clouds blocked out MountRainier. In clear weather the mountain loomed over the city like an avenging white angel. I'mactuallyfollowingsomebody,Maggiethought. She could hardly believe it, but she wasreally moving down her own home street like a spy,skirting cars and ducking behind rhododendron bushes. While all the time keeping her eyes on the slender figure in front of her. That was what kept her going. She might havefelt silly and almost embarrassed to be doing thisbut not tonight. What had happened put her farbeyond embarrassment, and if she ‘started to relax inside and feel the faint pricklings of uncertainty,memory surged up again and swept everythingelse away. The memory of Sylvia's voice. The buckle might not have been fastenedright.And the memory ofher mother's hand going limp as her body sagged. I'll follow you no matter where you go, Maggie thought. And then†¦ She didn't know what then. She was trusting to instinct, letting it guide her. It was stronger andsmarter than she was at the moment. Sylvia's apartment was in the U district, the college area around the University of Washington. Itwas a long walk, and by the time they reached it,the rain was coming down harder. Maggie was gladto get out of it and follow Sylvia into the under ground garage. This is a dangerous place, she thought as shewalked into the echoing darkness. But it was simply a note made by her mind, with no emotionattached. At the moment she felt as if she couldpunch a mugger hard enough to splatter himagainst the wall. She kept a safe distance as Sylvia waited for the elevator, then headed for the stairs. Third floor. Maggie trotted up faster than the elevator could make it and arrived not even breathing hard. Thedoor of the stairwell was half open and she watched from behind it as Sylvia walked to anapartment door and raised a hand to knock. Before she could, the door opened. A boy wholooked a little older than Maggie was holding it,letting a couple of laughing girls out. Music driftedto Maggie, and the smell of incense. They're having a party in there. That shouldn't be so shocking-it was Saturdaynight. Sylvia lived with three roommates; they were undoubtedly the ones having the party. But as the girls walked past Sylvia they smiled and noddedand Sylvia smiled and nodded back before walkingcalmly through the door. Hardly the sort of thing you do when your boyfriend's just been killed, Maggie thought fiercely.And it doesn't exactly fit the â€Å"tragic heroine† act,either. Then she noticed something. When the boy holding the door let go, it had swung almost shut – but not quite. Can I do it? Maybe. If I look confident. I'd haveto walk right in as if I belonged, not hesitate. And hope she doesn't notice. Then get behindher. See if shetalksto anybody, what she says†¦ The laughing girls had caught the elevator. Maggie walked straight up to the door and, withoutpausing, she pushed it open and went inside. Look confident, she thought, and she kept ongoing, instinctively moving toward a side wall. Herentry didn't seem to have caused a stir, and it waseasier than she'd thought to walk in among these strangers. The apartment was very dark, for onething. And the music was medium loud, and everybody seemed to be talking. The only problem was that she couldn't see Sylvia. She put her back to the wall and waited forher eyes to adjust. Not over there-not by the stereo. Probably inone of the bedrooms in back,changing. It was as she moved toward the little hallwaythat led to the bedrooms that Maggie really noticedthe strangeness. Something about this apartment,about this party†¦ was off. Weird. It gave her thesame feeling that Sylvia did. Danger. This place is dangerous. Everybody there was so good-looking – or elseugly in a really fashionable way, as if they'd juststepped off MTV. But there was an air about themthat reminded Maggie of the sharks at the SeattleAquarium. A coldness that couldn't be seen, onlysensed. There is something so wrong here. Are they alldrug dealers or something?Satanists?Some kindof junior mafia? They just feel so evil†¦. Maggie herself felt like a cat with all its fur standing on end. When she heard a girl's voice coming from thefirst bedroom, she froze, hoping it was Sylvia. â€Å"Really, the most secret place you've ever imagined.† It wasn't Sylvia. Maggie could just see thespeaker through the crack in the door. She waspale and beautiful, with one long black braid, andshe was leaning forward and lightly touching theback of a boy's hand. â€Å"So exotic, so mysterious-it's a place from thepast, you see. It's ancient, and everybody's forgotten about it, but it's still there. Of course, it's terribly dangerous-but not forus†¦.† Not relevant, Maggie's mind decided, and shestopped listening. Somebody's weird vacationplans; nothing to do with Sylvia or Miles. She kept on edging down the hall. The door atthe end was shut. Sylvia's bedroom. Well, she has to be in there; she isn't anywhereelse. With a surreptitious glance behind her, Maggie crept closer to the door. She leaned toward it untilher cheek touched the cool white paint on the wood, all the while straining her eyes toward theliving room in case somebody should turn her way. She held her breath and tried to look casual, buther heart was beating so loudly that she could only hear it and the music. Certainly there was nobody talking behind thedoor. Maggie's hopes of eavesdropping faded. All right, then, I'll go in. And there's no point intrying to be stealthy; she's going to notice. So I'll just do it. It helpedthat she was so keyed up. She didn't even need to brace herself; her body was at maximum tension already. Despite her sense that therewas something menacing about this whole place, she wasn't frightened, or at least not in a way that felt like fear. It felt like rage instead, like being desperately ready for battle. She wanted to grab some thing and shake it to pieces. She took hold of the knob and pushed the dooropen. A new smell of incense hit her as the air rushedout. It was stronger than the living room smell,more earthy and musky, with an overlying sweetness that Maggie didn't like. The bedroom was even darker than the hall, but Maggie stepped inside.There was tension on the door somehow; as soon as she let go of it, it whispered shut behind her. Sylvia was standing beside the desk. She was alone, and she was still wearing theGore-Tex climbing outfit she'd had on at Maggie'shouse. Her shimmering fine hair was starting todry and lifting up like little angel feathers awayfrom her forehead. She was doing something with a brass incenseburner, adding pinches of powder and what looked like herbs to it. That was where thesickeninglysweet smell was coming from. Maggie had plannedas far as she'd plannedanything at all – to,rush right up and get in Sylvia'sface. To startle her into some kind of confession. She was going to say, â€Å"I need to talk to you.† Butbefore she could get the first word out, Sylvia spokewithout looking up. â€Å"What a shame. You really -should have stayedhome with your .parents, you know.† Her voice wascool and languorous, not hasty and certainly notregretful. Maggie stopped in her tracks. Now, what's thatsupposed to mean? Is it athreat? Fine. Whatever. I can threaten, too. But she was taken by surprise, and she had toswallow hard before speaking roughly. â€Å"I don'tknow what you're talking about, but at least you'vedropped the weepy-weepy act. You were really badat it.† â€Å"I thought I was very good,† Sylvia said andadded a pinch of something to the incense burner.†I'm sure the officers thought so, too.† Once again, Maggie was startled. This wasn'tgoing at all as she expected. Sylvia was so calm, somuch at ease.' So much in control of the situation. Not anymore, Maggie thought. She just admittedit was an act. All that chokey stuff while she was talking about Miles†¦ Fury uncoiled in Maggie's stomach like a snake. She took three fast steps forward. â€Å"You knowwhy I'm here. I want to know what really happenedto my brother.† â€Å"I told you† â€Å"You told a bunch of lies! I don't know what the truth is. The only thing I do know is that Miles would never make a stupid mistake like not buckling his harness. Look, if you did somethingdumb-if he's lying out there hurt or something,and you were too scared to admit ityou'd bettertell me right now.† It was the first time she'd putinto words a reason for Sylvia to be lying. Sylvia looked up. Maggie was startled. In the light of the singlecandle by the incense burner, Sylvia's eyes werenot violet but a more reddish color, like amethyst. They were large and clear and the light seemed to play in them, quivering. â€Å"Is that what you think happened?†Sylviaasked softly. â€Å"I said, I don't knowwhat happened!† Maggie feltdizzy suddenly, and fought it, glaring into Sylvia's strange eyes. â€Å"Maybe you had a fight or something.Maybe you've got some other boyfriend. Maybe you weren't even out climbing on Halloween in the first place. All I know is that you lied and that there's no body to find. And I want to know the truth!† Sylvia looked back steadily, the candlelight dancing in her purple eyes. â€Å"You know what yourbrother told me aboutyou?† she asked musingly.†Two things. The first was that you never gave up. He said, `Maggie's no rocket scientist, but once shegets hold of something she's just like a little bull terrier.' And the second was that you were a complete sucker for anybody in trouble. A real bleeding heart.† She added a few fingernail-sized chips of smoothbark to the mixture that was smoking in the incense burner. â€Å"Which is too bad,† she went on thoughtfully.†Strong-willed and compassionate: that's a real recipe for disaster.† Maggie had had it. â€Å"What happened to Miles? What did you dotohim?† Sylvia laughed, a little secret laugh. â€Å"I'm afraidyou couldn't guess if you spent the rest of yourshort life trying.† She shook her head. â€Å"It was toobad, actually. I liked him. We could have beengood together.† Maggie wanted to know one thing. â€Å"Is he dead?†Ã¢â‚¬ I told you, you'll never find out. Not even whenyou go where you're going.† Maggie stared at her, trying to make sense ofthis. She couldn't. When she spoke it was in a levelvoice, staring into Sylvia's eyes. â€Å"I don't know what your problem is-maybeyou're crazy or something. But I'mtellingyou rightnow, if you've done anything to my brother, I am going to killyou.† She'd never said anything like this before, butnow it came out quite naturally, with force andconviction. She was so angry that all she could seewas Sylvia's face. Her stomach was knotted and sheactually felt a burning in her middle, as if therewere a glowing fire there. â€Å"Now,† she said, â€Å"areyou going to tell me what happened to him?† Sylvia sighed, spoke quietly.†No.† Before Maggie quite knew she was doing it, shehad reached out and grabbed the front of Sylvia's green Gore-Tex jacket with both hands. Something sparked in Sylvia's eyes. For a moment, she looked startled and interested and grudgingly respectful. Then she sighed again, smilingfaintly. â€Å"And now you're going to kill me?† â€Å"Listen, you†¦Ã¢â‚¬ Maggie leaned in. She stopped.†Listen to what?† Maggie blinked. Her eyes were stinging suddenly.The smoke from the incense burner was rising directly into her face. â€Å"You†¦Ã¢â‚¬  I feel strange, Maggie thought. Very strange. Dizzy. It seemed to come over herall at once. There was a pattern of flashing gray spreading across her vision. Her stomach heavedand she felt a wave of queasiness. â€Å"Having a problem?† Sylvia's voice seemed tocome from far away. The incense. It was rising right in her face. And now†¦ â€Å"What did you do to me?† Maggie gasped. Shereeled backward, away from the smoke, but it wastoo late. Her knees were horribly rubbery. Herbody seemed to be far away somehow, and the sparkling pattern blinded her completely. She felt the back of her legs come up against abed. Then they simply weren't supporting her anymore; she was slithering down, unable to catch herself with her useless arms. Her lips were numb. â€Å"You know, for a moment there, I thought Imight be in trouble,† Sylvia's voice was sayingcalmly. `But I was wrong. The truth is that you'rejust an ordinary girl, after all. Weak and powerlessand ordinary. How could you even thinkabout going up against me? Against my people?† Am I dying? Maggie wondered. I'm losing myself.I can't see and I can't move†¦. â€Å"How could you come here and attack me? How could you thinkyouhad a chance at winning?† Even Sylvia's voice seemed to be getting more and more distant. â€Å"You're pathetic. But now you'll find out what happens when you mess with real power.You'll learn†¦.† The voice was gone. There was only arushingnoise in anendless blackness. Miles, Maggie thought. I'm sorry†¦.Then she stopped thinking at all.

To Kill a Mocking Bird Mrs. Dubose

Valeria Lackey Mrs. Flemming English 10 March 3, 2011 To Kill a Mockingbird Essay In the book To Kill a Mockingbird Jem and scout live in a small town called Macomb. Scout and Jem have a lot of fun times roaming their neighborhood; even though most of the town found it unruly and disturbing that their father was okay with this behavior. Jem and scout heard criticism from a lot of people but the person who made it sting the most lived two houses down from them, Mrs. Dubose. Mrs. Dubose is an old, rude hag addicted to morphine and in this book is a symbol for the reality of things.This mean old witch is racist, very rude and knows how to make her words sting. Mrs. Dubose’s full name is Henry Lafayette Dubose, a boy’s name, which is more than ironic when she makes fun of Scout for being a tomboy and saying things like, â€Å"Don’t say hey to me you ugly girl! You say good afternoon, Mrs. Dubose! † Harper Lee is showing Mrs. Dubose is a hypocrite because one s he has a boy’s name and two she is not attractive either so she has no right to call anyone ugly. A lot of people in this community do not agree with Atticus, but one of the few that let it be known is Mrs.Dubose. Every day the kids pass by her house and everyday she has a new comment about their father like, â€Å"not only a Finch waiting tables but one in the court house lawing for niggers! † Mrs. Dubose doesn’t have to address the children so harshly but she chooses to do so, Harper Lee is trying so symbolize stereotypical people. Mrs. Dubose might be able to stand up to her morphine addiction; she wouldn’t tell anyone to their face what she thinks about them only if they are smaller and they cannot do anything about it.Mrs. Dubose is a bully. Mrs. Dubose has been sucked into what most people should fear, an addition, but this was to a powerful highly addictive medicine, morphine. In the book it states that,† Mrs. Dubose lived alone except for a Negro girl in constant attendance’’, yet her name suggests that she is married which can only mean she has been widowed. That is when she began to spiral downward into the hands of the monster. Jem and Scout didn’t know that she was addicted to morphine they just thought she was sick.Even when they go over to the house to read to her, Jem’s punishment Scout just tags along. Jem and Scout saw it as a nightmare to go over to this horrible woman’s house and read to her and do little chores for her. They didn’t even know they were easing her mind off of the thing that stalks it. â€Å"Mrs. Dubose was a morphine addict,† withdrawals is what Mrs. Dubose suffered every day until the morphine was completely out of her system, shortly after that she died, but she ended with a great battle to the finish.Harper Lee was symbolizing how everyday people are sucked into the devils hand it’s their choice to decide whether or not they will get out. Through everything Mrs. Dubose thought the children and Atticus she still unfortunately died. Like everything in life no matter the accomplishments people still die, the importance is the memory story and knowledge they leave behind. â€Å". . . Instead of getting the idea that courage is a man with a gun in his hand. It’s when you know you’re licked before you begin but you begin anyway and you see it through no matter what.. Mrs. Dubose did not get to tell Jem this but she helped Atticus make his children realize that there is more to courage than a gun. Mrs. Dubose fought a fight with out a gun and it was a hard one but she made it and accomplished what she thought she could only dream of doing. Being free of morphine was her last wish and she accomplished that, â€Å"She said she was going to leave this world beholden to nothing and nobody. † Her death symbolizes you do not know what you have until you lose it Jem would have never looked through her wi ckedness.It took death for him to realize what she was truly about. More than just the characters in the book can learn from Mrs. Dubose, she helps unfold many lessons. Do not judge a book by its cover, take a step in another shoes for a while and a friendship can come in an unlikely place. Harper Lee used Mrs. Dubose as a symbol to reality that the real world is not a fairy tell and a lot of people are going to say hurtful things; but being the bigger person is better off in the long run. Mrs. Dubose was an old hag that overcame her fear and died without morphine.

Benifits of Classical Music essays

Benifits of Classical Music essays Classical music is an age-old genre of music that is typically stereotyped by many people in todays society. This type of music is frequently associated with the elderly and the upper class, and classical music is usually thought of as boring and sleep provoking. Although, classical music is hardly the choice of music for todays society, it has much to offer to this society as a whole and as a group of individuals. Classical music is a means of relaxation and mind enhancement for the individual as well as entertainment for all. Classical music is used by many as a way to relax and escape everyday chaos. After a long, hard day at work, classical music is often played during the ride home to alleviate built up, work related stress. The soft instrumental sounds of classical music such as the piano, flute, and violin are pleasing to the ears, and they are able to carry away the tensions of the day. Aside from its ability to provide relaxation, classical music enables a person to escape from reality. Because classical music lacks harsh lyrics and images of violence, it allows a person to imagine his own perfect world. Not only does classical music provide relief from the stress and chaos of society, but it also allows for intellectual enhancement. It has been said that classical music enhances the mind of the listener. Some claim that listening to classical music improves test scores, IQ levels, and the healing process. Because classical music has been linked to higher SAT scores, many teenagers today choose to listen to this genre of music. Also, many pregnant women and new mothers decide to listen to classical music because they believe, and studies have shown, that classical music can help improve the IQ levels of young children and infants. Studies have also been conducted that show a correlation between classical music and medical patients healing time. Some medica ...

Timeline and Definition of the Nazca Civilization

Timeline and Definition of the Nazca Civilization The Nasca (sometimes spelled Nazca outside of archaeological texts) Early Intermediate Period [EIP] civilization was located in the Nazca region as defined by the Ica and Grande river drainages, on the southern coast of Peru between about AD 1-750. Chronology The following dates are from Unkel et al. (2012). All dates are calibrated radiocarbon dates. Late Nasca AD 440-640Middle Nasca AD 300-440Early Nasca AD 80-300Initial Nasca   260 BC-80 ADLate Paracas 300 BC-100 Scholars perceive the Nasca as arising out of the Paracas culture, rather than an in-migration of people from another place. The early Nasca culture arose as a loosely-affiliated group of rural villages with self-sufficient subsistence based on corn agriculture. The villages had a distinctive art style, specific rituals, and burial customs. Cahuachi, an important Nasca ceremonial center, was built and became a focus of feasting and ceremonial activities. The Middle Nasca period saw many changes, perhaps brought about by a long drought. Settlement patterns and subsistence and irrigation practices changed, and Cahuachi became less important. By this time, the Nasca were a loose confederacy of chiefdomsnot with a centralized government, but rather autonomous settlements that regularly convened for rituals. By the Late Nasca period, increasing social complexity and warfare led to the movement of people away from the rural farmsteads and into a few larger sites. Culture The Nasca are known for their elaborate textile and ceramic art, including an elaborate mortuary ritual associated with warfare and the taking of trophy heads. More than 150 trophy heads have been identified at Nazca sites, and there are examples of burials of headless bodies, and burials of grave goods without human remains. Gold metallurgy in early Nasca times is comparable to Paracas culture: consisting of low-tech cold-hammered art objects. Some slag sites from copper smelting and other evidence suggest that by the late phase (Late Intermediate Period) the Nasca increased their technological knowledge. The Nasca region is an arid one, and the Nazca developed a sophisticated irrigation system that aided in their survival for so may centuries. The Nazca Lines The Nasca are probably best known to the public for the Nazca Lines, geometric lines and animal shapes etched into the desert plain by the members of this civilization. The Nazca lines were first intensively studied by the German mathemetician Maria Reiche and have been the focus of many silly theories concerning alien landing places. Recent investigations at Nasca include the Project Nasca/Palpa, a photogrammetric study from the Deutschen Archologischen Instituts and Instituto Andino de Estudios Arqueolà ³gicos, using modern GIS methods to record the geoglyphs digitally.​ More on the Nazca: Nazca Lines, Ica Region pottery vessel Archaeological Sites: Cahuachi, Cauchilla, La Muna, Saramarca, Mollake Grande, Primavera, Montegrande, Marcaya, Sources Conlee, Christina A. 2007 Decapitation and Rebirth: A Headless Burial from Nasca, Peru.  Current Anthropology  48(3):438-453. Eerkens, Jelmer W., et al. 2008  Obsidian hydration dating on the South Coast of Peru.  Journal of Archaeological Science  35(8):2231-2239. Kellner, Corina M. and Margaret J. Schoeninger 2008  Waris imperial influence on local Nasca diet: The stable isotope evidence.  Journal of Anthropological Archaeology  27(2):226-243. Knudson, Kelly J., et al. In press  The geographic origins of Nasca trophy heads using strontium, oxygen, and carbon isotope data.  Journal of Anthropological Archaeology  in press. Lambers, Karsten, et al. 2007  Combining photogrammetry and laser scanning for the recording and modelling of the Late Intermediate Period site of Pinchango Alto, Palpa, Peru.  Journal of Archaeological Science  34:1702-1712. Rink, W. J. and J.  Bartoll  2005  Dating the geometric Nasca lines in the Peruvian desert.  Antiquity  79(304):390-401. Silverman, Helaine and David Browne 1991  New evidence for the date of the Nazca lines.  Antiquity  65:208-220. Van Gijseghem, Hendrik and Kevin J. Vaughn 2008  Regional integration and the built environment in middle-range societies: Paracas and early Nasca houses and communities.  Journal of Anthropological Archaeology  27(1):111-130. Vaughn, Kevin J. 2004  Households, Crafts, and Feasting in the Ancient Andes: The Village Context of Early Nasca Craft Consumption.  Latin  American Antiquity  15(1):61-88. Vaughn, Kevin J., Christina A. Conlee, Hector Neff, and Katharina Schreiber 2006  Ceramic production in ancient Nasca: provenance analysis of pottery from the Early Nasca and  Tiza  cultures through INAA.  Journal of Archaeological Science  33:681-689. Vaughn, Kevin J. and Hendrik Van Gijseghem 2007  A compositional perspective on the origins of the â€Å"Nasca cult† at Cahuachi.  Journal of Archaeological Science  34(5):814-822.

D2 Essay Example | Topics and Well Written Essays - 3000 words

D2 - Essay Example If the organisation does not weigh the pros and cons of change, then it ends up with serious issues in hand (Chiefele, 2012). There are various cases where the short sightedness of the management has led to serious complications. Such complications act like poison pills. The present research report presents a case study of an organisational change and evaluates it using the â€Å"Appreciative Inquiry 5D framework†. 2. Definition D2 is a French car components manufacturing company that is contemplating to shut down the production plant at Didcot in UK and shift the operational base to France. On being informed by the management the employees of the both the plants will display signs of discomfort and discontent. The discontent among the employees at the plant in France is considerably low in comparison to UK. This is due to the reason that the employees at the UK plant were expecting that the management will declare plans for large investment. Due to this the employees started expecting that the management has definite future plan for them. So the news of closure of the plant will get them by surprise. The discontent would not have reached such levels had the management decided to come up with back up plans for the laid off employees (Lindheim and Swartout, 2003). This affected trust and dependability that the employees shared with the management. ... The decision to shut off the production plant at UK came with the intent to cut down the unproductive expenses. The aim to shift the operational base to Blios in France is part of a larger plan to utilise the advanced manufacturing facility there. The other aim is to increase the production in Blios and achieve economy of scale. UK production plant happened to be the base of the product development for quite some time and it helped the company stride through the years of recession. Some of the best minds are engaged in the developments of the production at the UK base. So the management decided to shift the product development engineers back to France. It must be noted that the decision to shift and provide employment to a selected group of employees is a serious instance of favouritism or bias (Mallon and Webb, 2006). This is also one of the reasons that will aggravate the employees at UK. The product development engineers are reluctant to go to France. This may be due to various re asons but more importantly the change in place and weather and working will put them in difficulty. Till now the whole problem is discussed from the point of view of the UK employees. The levels of dissatisfaction and discontent may not be severe among the employees of production plants at Spain and France but the employees were also feeling jittery. This is mainly due to the unexpected changes that will be declared by the management (Meyer, 2000). The decisions taken on the organisational level involves paradigm shift in the whole organisation of D2. Most of the decision looks very mechanistic in nature. The mechanistic natures of the changes are not suitable for the overall development of the organisation (Moessinger, 2007). This is because of