Management Consulting Essay Example | Topics and Well Written Essays - 1500 words

Management Consulting - Essay Example To put the above question into perspective it is important to examine what qualifies these assertions in the following two broad ways: Consulting as a Method which is Fashionable Consulting involves a scientific methodology of solving problems or providing a theoretical framework of solving or creating a model of solving a particular problem according to Kubr (2000). In terms of methodology, any new framework is normally created by the process of induction i.e. through making generalizations and doing comparative analysis based on studies that were previously done. The approach is thus pegged on product consulting as a ‘fashion’ that tailors on theoretical framework which is based on expert based knowledge. Tuomi and Naarmala (2010) state that when making generalizations about a theory, it is important to do so from a position of theoretical propositions in the form of concepts. Consulting as a Product which is Fashionable The process of developing new consulting product s makes avenues for string concepts and models that define goods and services which customers enjoy and which are accessible to them. In a sense this ensures that products which would otherwise not be ‘seen’ get to be noticed and the positive sanctions as well as incentives about it are illuminated by way of service so that buying them becomes faster and convenient (Brotheridge and Power, 2007). This assertion authoritatively is what consulting is all about. Literally, consulting is ‘a situation in which one person has a problem or difficulty and seeks help from someone with special skills’’ (Kipping and Engwall, 2002; Greiner and Poulfelt, 2009). However, consultants do not always decide for their customers the way forward. Instead, they provide advice without necessarily asserting themselves to a formal authority situation where they necessarily insist that their clients choose a particular way. Consulting has also been defined as ‘activity, recommending appropriate action and helping to implement those recommendations’ (Tuomi & Naarmala, 2010). In the end, this is important since it provides an avenue for development of new and probable systems that justify changes to be made in an organization or a business entity as well as offering training for managers and other employees. It also in a significant way addresses issues regarding problem identification and recognition and ultimately its assessment and solutions (Biswas and Twitchell, 2002). Further consulting within the prism of methodology also creates the ground for an outsider to offer both competent, non-partisan discussion about the problem. Further, consulting culminating to a fashion ushers in more resources in respect to developing a product or a project and does more in providing information and availing opportunities for social networking. Indeed, scholars and experts have often suggested that the use of consulting in a problematic situation enhances the number of possible solutions to look into and thus increases the holistic view and approach to management. The products thus become, in a sense, a fashion out of a scientifically oriented approach. Thommen and Richter (2004) state that in the work place the issue is increasingly examinable in two ways: One is that the employment of consultative way of working in various departments in any organization is

President Ronald Reagan Term Paper Example | Topics and Well Written Essays - 2000 words

President Ronald Reagan - Term Paper Example One such example of a nation with rich history of leaders is the United States. In the modern society of the United States, the president is viewed as the greatest leader of the country. The US has had its share of its own leaders, from the first presidents and community heads, to today’s president, Barrack Obama. One of these leaders of the American nation who served as a president is Ronald Reagan. He has numerous contributions during his term, but one must objectively assess these contributions, so as to fully appreciate whether these contributions and achievements had any real impact or effect. In relation, this paper will then look into the said contributions and achievements of a US president, specifically Ronal Reagan. This paper will first present an overall look at the president’s biography, especially focusing on Reagan’s term as the president of the United States. Afterwards, this paper will then present a critical appraisal of the president’s c ontribution to the country, using the different criteria provided by different secondary literatures and resources. In here, different ratings or appraisals will be given to the president and his performance, based on the said literatures. In addition, after different individual grades, an overall grade or evaluation of former president Ronald Reagan will be presented. More importantly, this paper will attempt to prove that President Ronald Reagan can be given a grade of A-, based on his achievements and accomplishments, also including numerous issues, controversies, and problems that arose during his reign as president. Biography and Overview of President’s Administration Ronald Wilson Reagan was born on the 6th of February in 1911, in a second floor apartment in Tampico, Illinois, where his parents resided at the time. The young Reagan was then raised in Dixon, and he received his education at Eureka College, graduating with a degree of Bachelor of Arts in Sociology and Eco nomics.1 After he graduated, Reagan first went into the entertainment sector, wherein he served as a radio broadcaster in Iowa. He then moved to Los Angeles in 1937, where his career in the entertainment sector soared as he found roles for acting in films, and then television shows.2 Some of Reagan’s most notable films include Bedtime for Bonzo, Kings Row, All American, and numerous others. In the later years of his career as an actor, Reagan found himself serving as the president of the Screen Actors Guild. Later, he also became the spokesman for the company General Electric (GE), where history saw to the earlier beginnings of his political career.3 Reagan was originally a member and follower of the Democratic Party, but by the late 1950s, his positions started shifting rightward and by 1962, he transferred to the Republican Party. His most notable move to the political arena was seen when, after delivering a stirring speech in 1964 supporting the presidential candidacy of t hen candidate Barry Goldwater, his leadership potentials were noticed and then brought to the limelight. With this acknowledgement of his potentials, Reagan was then persuaded to run for the governorship. Two years later, he won the said California governorship, a position he won again in 1970.4 In 1968, he ran for presidential nomination as candidate for the Republican Party, but he lost, and again in 1976, he ran for the same nomination for presidential candidacy but was defeated. Finally, in 1980, he won the said

Major Forces Shaping the U.S. Economy Essay Example for Free

Major Forces Shaping the U.S. Economy Essay Three issues will shape the economy’s performance the next 18 months. To what extent will consumer spending slow? What is the outlook for business expenditures? Will the Federal Reserve go too far in raising rates? Commentators and pundits are prone to say that consumers are â€Å"in great shape,† |†still going strong,† â€Å"resilient,† and so on. While it is easy to get caught up in this optimism, there is a need to focus more on the finances that underlie this spending. On a basic analysis, it will quickly become apparent that household finances are stretched to the point where slowdown can be expected, perhaps a significant slowdown, in consumer spending the next 6-12 months. Some of the reasons behind such a possibility are: Interest Rates: With the overall cost of credit rising since 2004, Americans with large outstanding balances on their credit cards, home equity loans, and adjustable rate mortgages are starting to feel the pinch. The Explosion in Household Debt. For years, Americans have been spending far more than what they have been earning. With borrowing costs historically low and home equity values increasing, consumers piled up on debt to finance a level of consumption that far exceeded their income growth. In the last five years, Americans have increased their total outstanding debt by $5 trillion. (To put that number in context, corporate sector debt jumped by about $1 trillion in that time frame, while federal government debt rose by $1. 3 trillion). That $5 trillion in additional liabilities brought total outstanding household debt to a record $11. 8 trillion. Servicing this massive liability was certainly easier when interest rates were low. But after a steady rally of rising rates, the burden of carrying those IOUs has now gotten much harder. Gasoline Costs. In addition to servicing that huge debt, Americans will need to part with more money for gasoline in coming months. A few other reasons on this line are: Rising Healthcare Costs Marginal Growth in Real Income Tougher Personal Bankruptcy Laws A Boost to Savings because of Rising Interest Rates The cumulative effects of these factors will depress consumer spending the second half of the year and probably through the first half of 2007. What is the Outlook for Business Expenditures: Since consumer outlays make up 70% of all U. S. economic activity, the expected slowdown in household spending will have a palpable impact on the economy. Fortunately, what will keep the economy out of any serious trouble is business spending. Driving capital expenditures this year will be strong profits, high capacity utilization rates, strong foreign demand for U. S. products, global competitive pressures, and that the cost of capital remains relatively low. Will the Federal Reserve Go Too Far in Raising Rates: So long as the Fed does not go too far in raising rates, a level that can be defined as above 5. 50%, the threat of recession is nil this year and next. Led by weaker consumer spending a softer housing market, U. S. economic activity can slow markedly in the second half of 2006 and last through the first half of 2007. However, strong business expenditures and a pick up in exports will keep the economy out of any serious trouble. Of course, should the economy suddenly be sideswiped by a serious external shock, the threat of recession becomes more real. The severity and timing of the downturn will depend on the nature of the shock. While there are numerous risks that bear close watching — such as the war in Iraq, the Israeli-Palestinian talks, North Korea, 2006 hurricane season, Venezuela, Nigeria —the threats that have the greatest probability of materializing involve Iran, a terrorist strike on Saudi oil facilities, and an Avian flu human pandemic (Baumohl).

The Hypocrisy Of The Civilized Society English Literature Essay

The Hypocrisy Of The Civilized Society English Literature Essay In the relatively short time of the existence of the United States, society has allowed the written word to seep into our everyday existence. What has been written forms our everyday lives; our country, democracy, freedom, laws, religions, news, stories, and our history that is passed on through generations. Much of the written word has found its way to be presented in rather elegant form, but not always so in subject matter. Throughout the history of America, the views of civility and civilized society have changed through times of progress, conflict and peace. Perception of ideals has shifted, political correctness has emerged, and cultural rules have changed. The literature of America reflects the hypocrisy of civilized society and uncovers truths that need to be told and that want to be heard. Annotated Bibliography of The Selling of Joseph, by Samuel Sewall Amacher, Richard E. Samuel Sewall. American Colonial Writers, 1606-1734. Ed. Emory Elliott. Detroit: Gale Research, 1984. Dictionary of Literary Biography Vol. 24. Literature Resource Center. Web. 6 Mar. 2011. When delving into the some of the early American Literature, one does not expect to find much available in defense of the African American race, and the common mistreatment endured by the people of a certain birthright or skin color. The Selling of Joseph, written in 1700, by Samuel Sewell, is one such surprising piece. Richard E. Amacher, in his Biographical Essay on Samuel Sewall, contrasts The Selling of Joseph, with work that focused on taming African Americans and rationalized their slavery, sale and mistreatment. In as much as the Puritans used the bible and the Word of their God to rationalize societys treatment of African Americans as slaves, Sewall uses the bible and quotes it directly to show that their God certainly does not agree with the mistreatment of any human. Sewell argues that in the common mans belief of Adam and Eve, that all men were heirs of the couple who fell from grace with temptation and gained their liberty, for better or worse. All heirs were entitled as equals to Adam and Eve. The gift of liberty was violated by the sale of Joseph by his brothers. (Amacher 13) Gods word in Exodus 21:16 supported this argument; This Law being of Everlasting Equity, wherein Man Stealing is ranked amongst the most atrocious of Capital Crimes. (Amacher 13) (Sewell 2) Richard E. Amachers comparison of Samuel Sewells The Selling of Joseph with other work of the same time period confirms that not all people of society agreed with the ownership of people or their employ or indenture as servants or slaves. A cultural rule of the 1700s was wide acceptance of slavery. Sewall looked at the Humanitarian aspect, and how society should treat all people. His attempt to influence society to change this pattern would not be realized for a great many years, yet his literary contributions show that not all bought into this ideal. Amacher emphasizes that: Sewalls [work] concentrated on human liberty as such, although he, too, good Calvinist that he was, buttressed his mainly humanitarian interests with many scriptural quotations. (Amacher 13) Theologically, the people of a society owe liberty to all descendants of Adam and Eve, as equals. Each side of the argument of slave ownership is supported by the same book, and end in different interpretations; each claiming to be correct based on their texts. Annotated Bibliography of The Gettysburg Address, by Abraham Lincoln Lodge, Henry Cabot. The Democracy of Abraham Lincoln The Democracy of the Constitution and Other Addresses and Essays. Charles Scribners Sons, 1915. 122-159. Rpt. In Nineteenth- Century Literature Criticism. Ed. Janet Mullane. Vol. 18. Detroit: Gale Research, 1988. Literature Resource Center. Web. 7, Mar. 2011. Henry Lodge Cabot speaks of the true meaning behind the words of Lincolns Gettysburg Address, in his essay titled the Democracy of Abraham Lincoln. Cabot explains his opinion about Lincolns idea concerning the government of the people. It is a government made up the citizens (the people) and its purpose is for governing of the people. The constitution is shown to be a continual pillar in our country. The document has basically been the same since the foundation of our nation. There have been some changes to the Constitution, such as three war time amendments, and the establishment of the income tax. The paper continues to state that Lincoln stated his opinion so clearly that there was no escape from its meaning. The Democracy of Abraham Lincoln is a good source about Lincolns Gettysburg Address as Cabot seems to fully grasp Lincolns meaning behind this famous speech. The information stated seems to show Lincolns belief that he could just deliver a basic message and with his words were fully understood. It is an example of a man who took his beliefs that the government should be for all the people. On review of this authors work I can definitely agree with his statement as follows; In his usual fashion he stated his proposition so clearly and with such finality that there is no escape from his meaning. This actually shows the fact that Lincoln simply told it how it was, with no fluff or exaggeration. The true meaning behind The Democracy of Abraham Lincoln supports the statement that as time change, the literature of that time changes to reflect the views of society. This address was a major turning point in civilized society. For the United States, the address was to be a benefit to the entire nation. The point of the address was to show that it is for all people but our society did and continues to show hypocrisy. It was not the original intent of our government but has shown to be a real issue in the world. Cabot explained Lincolns reasoning behind this speech but the overall result is not truly carried out in our country. Annotated Bibliography of Self Reliance by Ralph Waldo Emerson Grimm, Reverend David E. Introducing Unitarian Universalism. Interfaith Conference. Washburn University. Yager Stadium, Topeka, Kansas. October, 11, 2003. Web. 3 March 2011. Reverend David E. Grimm is a Unitarian Universalist minister, as was Emerson. The Unitarian Universalists have held Ralph Waldo Emerson in high regard for a great many years. Some of their principals come directly from the work of Emerson, and others were influenced by it. One of their principals is the free and responsible search for truth and meaning. Reverend Grimm gave a speech on Unitarian Universalism, where he introduced the Religion at an interfaith conference. In this speech, he gave a brief overview of Emerson, and stated that the desirable state of affairs where one could actually read the moral law directly for oneself was called self-reliance by a young Unitarian minister named Ralph Waldo Emerson. Grimm interprets the Essay by Emerson to mean that one should learn to trust the power within yourself to discern the higher law, to know whats right. This idea that a person could discern right from wrong without the guidance of the bible was not necessarily a new idea, but was not put out in the open so eloquently until Emerson wrote Self Reliance. Emerson was a Unitarian minister, but he left the church to pursue a career of writing. His writing still reflected his Unitarian beliefs, and in todays time, they are not only Unitarian, but more Unitarian Universalist, which only came to be after a merging of the two religions. The implications from the insight of Emerson brought an understanding of moral norms to Unitarianism. Grim States: After all, in the light of self-reliance, the Bible was seen for what it was: second-hand religion, a religion handed down from the past to us, from somebody elses original reading of the moral law long ago. (Grimm 15) Grim concludes that Self reliance unseated the hold of not only the Bible, but the sacred texts of other religions as well. All were someone elses interpretation of the moral law. It was the act of the interpretation that Emerson explained that a person could do for themselves. Grimm claims that Self Reliance put a truth out for people to consider: And so, over time, not just the Bible, but sacred texts from all of the worlds religions, came to be honored among us [Unitarian Universalists] as expressions of this universal human attempt to know what is right, and to do it. (Grimm 15) Emerson said Whoso would be a man, must be a non-conformist. (Emerson 7) meaning not to revolt against the system of man, but to question it, and gain knowledge that it holds. To accept answers on the basis of anothers opinion was trust not placed well. The major religions relied on their bible to relay right and wrong. Emerson attempts to tell the people that they already know right from wrong, and they only need to pull these morals from within. The work of Self Reliance coincides with the literary periods of Romanticism and of the Transcendentalists. This was a time of discovery and appreciation for nature. It was an enlightenment of the people, yet a grim realization by Emerson that dependence on societys demands and behaving correctly was becoming a major part of the human existence. Emerson says that men are overly concerned with reputations and the opinion of others so much so that they can no longer be genuine, and instead become hypocritical and cynical. Emerson further states that Society Never Advances. (Emerson 45) For every advancement, something is taken away. Emerson details this in a large selection: The civilized man has built a coach, but has lost the use of his feet. He is supported on crutches, but lacks so much support of the muscle. He has got a fine Geneva watch, but he has lost the skill to tell the hour by the sun. A Greenwich nautical almanac he has, and so being sure of the information when he wants it, the man in the street does not know a star in the sky. The solstice he does not observe; the equinox he knows as little; and the whole bright calendar of the year is without a dial in his mind. His notebooks impair his memory; his libraries overload his wit; the insurance-office increases the number of accidents; and it may be a question whether machinery does not encumber; whether we have not lost by refinement some energy, by a Christianity entrenched in establishments and forms some vigor of wild virtue. For every stoic was a stoic; but in Christendom where is the Christian? (Emerson 46) These statements prove that throughout history, the views of civility have changed, and that the perception of such has changed with political correctness thus changing cultural rules. Emersons Self Reliance shows that civilized society is indeed flawed, and is inherently tainted with hypocrisy. Annotated Bibliography of The Adventures of Huckleberry Finn by Mark Twain Grant, William E. Adventures of Huckleberry Finn. Masterplots, Fourth Edition (2010): 1-4. Literary Reference Center. EBSCO. Web. 10 Mar. 2011. Mark Twain gave the world The Adventures of Huckleberry Finn in 1876. It was a sequel to The Adventures of Tom Sawyer. Twain opens this novel by explaining to the reader that he is being true to the characters of the book by keeping their regional dialects. According to William E. Grant, in his criticism titled Adventures of Huckleberry Finn published in Masterplots, states: The skill with which Twain elevates the dialect of an illiterate village boy to the highest levels of poetry established the spoken American idiom as a literary language and earned for Twain the reputation, proclaimed for him by Ernest Hemingway, William Faulkner, and many others, as the father of the modern American novel. (Grant 13) Aside from the dialect of the characters, Twain manages to bring forth an uncanny goodness in most of the characters. Twain successfully depicts the world the characters live in as volatile and ever changing. Every character is in some sort of conflict. Themes of the novel are: Society in itself is hypocritical, Freedom, Slavery, Search for a Father Figure, the common man versus the world (or society) and the brotherhood of man. According to Grant, Twain believed human beings to be innately good though increasingly corrupted by social influences that replace their intuitive sense of right and wrong. (Grant 14) The character of Huck battles with his conscience many times in trying to decide what would be the right thing to do. He fakes his death in order to save himself, yet, feels it could be the reason his father died. Huck struggles with Jims status as a slave and if he should turn him in or not. Huck eventually decides to go to Hell and maintain his decision to break what is considered morally and legally wrong, and not turn Jim in; in fact, he protects Jim at every turn. Edwards feels that Twain compellingly establishes the irony that Hucks sin against the social establishment affirms the best that is possible in the individual. Within the novel, references are made to code of Honor with the Shepherdson boys, who live under the law of vendetta against the Grangerfords. There are also numerous references to civilize. The Widow Douglass attempts to Civilize Huck, making him wear fancies on Sundays and act proper and sit up straight. She wanted to teach him religion, yet she ironically holds slaves. She seemingly does not hold herself to what even she feels is not wholly right; she will not have her slaves sold to anyone else because she cares for them very well and she would not have them sent to someone who would treat them as good as she. Grant is of the opinion that slavery provides Twain his largest metaphor for both social bondage and institutionalized injustice and inhumanity. He further feels that the novel is not an anti-slavery novel per say, but rather than attacking an institution already legally dead, Twain uses the idea of slavery as a metaphor for all social bondage and injustice. (Grant 15) The novel was published nearly thirteen years after the end of the civil war, yet opinions and perceptions on race were not yet settled. Both Huck and Jim were literally and in perceptual slavery to the Widow Douglass. They both flee to begin a new life in a slave free state, yet cast off headed south on the Mississippi. Grant offered insight to the direction of the raft as It is almost irrelevant that Twain has Huck and Jim running deeper into the South rather than north toward free soil. Freedom exists neither in the North nor in the South but in the ideal and idyllic world of the raft and river. (Grant 15) The raft and the River both play catalyst to the heart of the relationship of Huck and Jim. The two see themselves fleeing the same situations, in their minds. Both take risks for one another, and there are consequences of being caught for both Huck and Jim. Huck is perceived as an abolitionist, punishable by death. Jim is seen as the murderer of Huck, punishable by death. While each has their life on the line for the other, they sincerely protect each another, almost as father and son. They make stops along the river for supplies and rest, each stop bringing an adventure that sends them fleeing once again for the sanctuary of their raft. Grant considers It is onshore that Huck encounters the worst excesses of which the damned human race is capable, but with each return to the raft comes a renewal of spiritual hope and idealism. Grant 16) William E. Grants essay enforces the idea of Hypocrisy in Civilized Society. The novel brings situations of Slavery, Civility, rules and wrongs that many people of the 19th century simply did not want to hear about, speak of, or deal with. They would have to turn the mirror inward and have a good look at themselves, because most people simply followed the cultural rules, and did not speak out even if they thought something was wrong. Grant ends his essay of criticism of the Adventures of Huckleberry Finn with a most well written statement: Through the adventures of an escaped slave and a runaway boy, both representatives of the ignorant and lowly of the earth, Twain affirms that true humanity is found in humans rather than institutions. (Grant 14) While this novel continually takes a beating for its content, the underlying moral truths that are exposed can still be applied to current times, with only a slight twist. It is literature such as The Adventures of Huckleberry Finn that should remain as originally written, unedited, in order to maintain the integrity with which it was intended. Annotated Bibliography of The Road Not Taken by Robert Frost Grimes, Linda Sue. Robert Frosts Tricky Poem. Analysis of The Road Not Taken. Suite101.com Media Inc., 14 Apr. 2008. Web. 9 Mar. 2011. . The Road Not Taken was written by Robert Frost. This poem characterizes an assertion of individualism. In Robert Frosts Tricky Poem, an analysis by Linda Sue Grimes, she states that Frost claims this poem was about his friend Edward Thomas. They [Frost and Thomas] would periodically go on walks in the woods near London. While they would be enjoying their walk they would come across two different roads to take. After choosing one road, rumor has it; Thomas would always wonder what was down the other road. According to Grimes in Robert Frosts Tricky Poem, the first stanza is describing the situation, which was the dilemma of choosing one road over the other. The second stanza describes the road he decides to take. Because it was grassy and wanted wear he takes the road that is less traveled on, even though he stated that they were and were not exactly the same. The third stanza continuities to describe the roads, he notices the difference between the two. Such as the leaves were freshly fallen and both had not been walked on. Â  The forth stanza has tricky words, I shall be telling this with a sigh, the word this can be interpreted as a relief or regret in the decision of the road he takes. (Frost 16) Different interpretations can be identified after reading The Road Not Taken, such as views upon friendship or his future behind the road he has taken and his experiences because of his choice. In the beginning of the 20th century there was a strong focus on individuality and nature, as it offered an escape from focus of World War I. Various processes in industrialism were taking shape in the country and changing views of society. Frosts poetry served as a system check back to reality from the chaos of the times. As Grimes says: In this poem, it is important to be careful with the time frame. When the speaker says he will be reporting sometime in the future how his road choice turned out, he clearly states that he cannot assign meaning to sigh and difference yet, because he cannot know how his choice will affect his future, until after he has lived it. (Grimes 11) Annotated Bibliography of Resistance to Civil Government by Henry David Thoreau Yarborough, Wynn. Readings of Thoreaus Resistance to Civil Government. American Transcendentalism Web. Virginia Commonwealth University. 1995. Web. March 11, 2011. Wynn Yarboroughs paper, titled Readings of Thoreaus Resistance to Civil Government, is an overview of Thoreaus Resistance to Civil Government, which is sometimes simply called Civil Disobedience, is based on a variety of sources from the 1920s through the 1970s. In the early paragraphs, Mr. Yarborough goes through the stages of Thoreaus life and different ways in which his work was perceived through the years. The remainder of the paper consists primarily of variety of different opinions and how each of them plays a part in certain time periods. The overall view of the references used by Mr. Yarborough is that Thoreau was a man with a great ability to justify his beliefs. Each of the views expressed by him seems to be validated by others in the years to come. It is my belief that Mr. Yarborough was very informative with this paper. It was an overview complied from many sources over an extended period of time. Each of the critics shows a side of Thoreau and they use his beliefs to back up their choices. The government is reflected in different ways during each of the reviews that Mr. Yarborough states. I feel that each of the critics of Thoreau may believe that his ways were not justified and that perhaps he was not rational. Critics such as Vivas, Parrington and MacKayne all show a variety of beliefs which may be justified by critiquing Thoreau. One example in Mr. Yarboroughs research that speaks to the significance of Thoreaus writings is In the 1960s, Thoreau became not only relevant but almost a popular icon. The statement that as time changes the literature of that time changes to reflect the views of society is shown correct with this review and how Thoreaus work is used to further many causes. Each time period from the 1920s through the 1970s has shown that the government had ever changing values. While time continues to change literature, time changes to reflect the views of society. Hypocrisy will always be a part of the government as it was so many years ago and it continues today. It is not the intention of the people involved but it is how society seems to function as a whole. Annotated Bibliography of Smoke and Steel by Carl Sandburg Niven, Penelope. Carl (August) Sandburg. American Poets, 1880-1945: Third Series. Ed. Peter Quartermain. Detroit: Gale Research, 1987. Dictionary of Literary Biography Vol. 54. Literature Resource Center. Web. 14 Mar. 2011. Penelope Nivens Critical essay, titled Carl (August) Sandburg, offers a look at the life and work of Carl Sandberg, an American Poet. Niven opens with a brief biographical essay, highlighting that Sandburg came from humble beginnings as the child of immigrants from Sweden. His parents met after they arrived in the United States, in Illinois. They were in search of a share of American democracy and prosperity. (Niven 4) His father was a hard worker, being employed by the railroad yard as a blacksmith. Sandburg was born in 1878, and was raised speaking both English and Swedish. According to Niven, Carl Sandberg was eager to assimilate into American Culture and Society at a very early age. When he was in grade school, he changed his name from a Swedish sounding Carl to a more American Sounding Charles. (Niven 4) There were many children in the Sandburg household, and after the deaths of two of the children, in 1892, Charles was forced to leave school to help with the familys needed income. In 1897, Sandburg left his family, at the age of eighteen, and toured the United States on the rails as a hobo. He gained knowledge of different areas, and worked odd jobs with the local working class people to get a small bit of money that helped him from one place to another. His desire to travel was immense, and he eventually volunteered for service in the Spanish American War in 1898. (Niven 6) His status as a veteran allowed him to attend college at no cost. He did attend, but did not excel, and eventually left. Sandburg was more interested with people and the landscape than he was with proper schooling. Sandberg began to write about the American people being candid and rugged, speaking in individual free-verse style which spoke clearly, directly, and often crudely to the audience which was also his subject. (Niven 10) He became an investigative reporter for the Chicago Daily News; he further developed passionate social concerns. Nivens states: He covered war, racial strife, lynchings, mob violence, and the inequities of the industrial society, such as child labor, and disease and injury induced in the workplace. These concerns were transmuted into poetry. Sandberg published several books of poetry, the first being Chicago Poems, that gave realistic views from the working class, children, and the inexplicable fate of the vulnerable and struggling human victims of war, progress, business. The following volume of poetry was titled Smoke and Steel (1920), which focused on the harsh reality of the times. The volume vividly depicts the daily toil of the working man and woman, the people who must sing or die.' Within the volume, a poem also titled Smoke and Steel, Sandburg uses Smoke from steel mills, spring fields, and autumn leaves as metaphors for the blood of a man. He considers them a life force, but also that which gives the people commonality. The poem details the struggle of the common man. Nivens finds that the Volume as a collection is uneven and concludes with contradictory critical views. She further states that other critics have labeled Sandburg as having no sense of the past or vision of the future. Some critics, however, did find that this son of Swedish immigrants was particularly suited to write about the incomplete, but urgent and hopeful American democracy and that Sandberg allows others to see our national life in the largeits beauty and glory, its baseness and shame. This article by Penelope Nivens offers a great look at the life and times of Carl Sandberg, and does relate his work, as a whole, to spotlighting the hypocrisy of American Society, within the time period that it is written, the 1920s, in the height of the Industrial Revolution. Within the poem, Smoke and Steel, the focus is on the lifeblood of all the people and what the people must do and conform to in order to make society work, and work for each of them. Even those who wish to escape the hypocrisy of civilized society and do something else will eventually return because of the jobs provided by industry. The anthem learned by the steel is: Do this or go hungry. (Sandburg 104, 105) Nivens concludes Yet as the spokesman for the great human family, Carl Sandburg, biographer, historian, troubadour, and poet, speaks to any period, any place. Annotated Bibliography of Smoke and Steel by Carl Sandburg Yannella, Philip. The Other Carl Sandburg. Univ. Press of Mississippi, 1996. Google Books. Web. 14 Mar. 2011. http://books.google.com/books?id=9T9h_xAdxGwCprintsec=frontcover#v=onepage qf=false Phillip Yannella has written immense material analyzing the poetry and works of Carl Sandburg, a poet of the early 20th century. In his book titled, The Other Carl Sandburg, Yanella looks at several of the books that Sandburg wrote, and attempts to shed light onto each volume, and give a bit of a representation to some of the more important individual poems contained within the volumes. The volume, Smoke and Steel, comprised many poems, and was the second book for Carl Sandburg. The first book reflected positively on the working class, and its eventual happiness to be active and productive. The second book, Smoke and Steel, has no heroic working class about to rise up to take its just due, no models of proper working class behavior, no noble immigrant workers, no happy autonomous humanistic workers, workers who danced and sang in spite of their lowness. (Yannella 144) Instead, with Smoke and Steel, Sandburg portrayed the worker as an angry and violent soul, and who harbored hostility against society. The worker was invisible. The time when the work was written, the 1920s, is important because the Race Riots had just happened, and there was a steel dispute that caused workers to decline in numbers, the union to strike, and allowed technology to take many a workers job. The poem titled Smoke and Steel is the longest in the volume of the same name. It contains some of the most intense, suggestive language he ever wrote. (Yanella 145) Sandburg metaphorically compares the smoke to the blood of man. He says that there is smoke in the mills, in the fields, in the burning leaves, and this smoke is from the work done by the common man. This man puts so much of himself into the task that the smoke becomes his blood and without it he cannot sustain, as the work cannot sustain without the worker. Smoke into blood, and blood into steel. They make the steel with men. The work of Sandburg and the Analysis by Phillip Yannella prove the thesis that society is hypocritical in itself, by requiring things to be made through industry to support it, yet it is the man who works in industry, and in doing so, suffers. The poem, Smoke and Steel, has powerful language that exposes the fact that steel is part of our everyday life, and it creeps into the everyday existence of every person. What is of the person and family who worked so hard and sometimes gave their life to give these often meaningless things to society? Sandburg states Smoke and blood is the mix of steel connecting the product with what has gone into making it. (Sandburg 45) He continues, as if every other person in the country is named Steve. Steve and the rest of us end on the same stars; we all wear a hat in hell together, in hell or heaven. (Sandburg 71) Sandburg touches on the environmental aspect as the byproduct of the steel that is made, slag, is washed out by fire and wind, and states Forever the slag gets washed in fire and wind because slag will contaminate wherever it lies forever. Sandberg shows that in our time or progress, we find need for steel and other industry, for our planes, our warships, and our rails. Sandburg humanizes the workers as brothers, and extends their reach as smoke from all industry to reach every American. Annotated Bibliography of I have a Dream by Dr. Martin Luther King Jr. Dlugan, Andrew. Speech Analysis: I Have a Dream Martin Luther King Jr. Six Minutes. Six Minutes, Jan. 2009. Web. 14 Mar. 2011. . On August 28, 1963 the anniversary of Dr. Martin Luther Kings I Have a Dream speech, is called Dream Day. Andrew Dlugan, in his speech analysis, states I Have A Dream is one of the most memorable speeches of all time. (Dlugan). That title represents an uplifting illusion to all who had the honor of listening to the speech, at least once in their lifetime. According to Dlugan, There are many uses of literally terms in the topics of Kings speech, such as rhetorical methods, including repetition, metaphors, inspiration, identification and persuasion. Dlugan points out that I Have A Dream is repeated eight times. This is an example of anaphora in modern rhetoric. The repetition of words is common within the speech. Freedom is repeated 20 times, mainly because freedom is the primary theme. The words, we, 30 times, our, seventeen times and dream, eleven times. In paragraph two of Kings speech, Five score years ago refers to Lincolns famous Gettysburg Address speech which began Four score and seven years ago This allusion is particularly poignant given that King was speaking in front of the Lincoln Memorial (Dlugan). Geographic reference was mention throughout the speech, Mississippi and New York (paragraph 13), Georgia (paragraph 19) and Alabama (paragraph 22). Lastly, metaphors are highlighting the contrast between two abstract concepts. Joyous daybreak to end the long night captivity (Paragraph 2). The Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity (Paragraph 3). This speech and analysis of it prove the thesis by showing that the people do not stand on the moral ground that they think that they do. Society has been living without seeing that other people, who share the same lands as they, are not affo

Issues in Virginia Woolf’s Mrs. Dalloway Essay -- Woolf

Issues in Virginia Woolf’s Mrs. Dalloway Virginia Woolf’s Mrs. Dalloway revolves around several of the issues that preoccupied the Bloomsbury writers and thinkers as a group. Issues of androgyny, class, madness, and mythology run throughout the novel. While that is hardly an exhaustive list, these notions seem to form the core of the structure of the novel. Woolf herself, when envisioning the project, sought to produce â€Å"a study of insanity and suicide, the world seen by the sane and the insane side by side.† This issue of madness, in particular, gives the novel its form as we follow the twinned lives of Septimus Warren Smith and Clarissa Dalloway. These preoccupations, occuring in the biographical and intellectual lives of the disparate members of Bloomsbury, revolved around Virginia framing the preoccupations and concerns of the text. In terms of the ambiguous gender identities running throughout the text (Clarissa’s frigidity towards her husband, her sexual view of women, and Septimus’s effeminite nature), there is a tendency towards the asexual or the androgynous in the...

The Importance of Culture Essay -- Sociology

What is culture? The definition of culture as explained by the English Anthropologist Edward B. Taylor in his work Primitive Culture: â€Å"Culture or civilization†¦is that complex whole which includes knowledge, belief, art, morals, law, customs, and other capabilities acquired by man as a member of society.† (Atafori). In addition, culture is the habits of people and is an important part of any society. Culture ties people of a community together, gives an individual a unique identity, and serves as the founding principles of one’s life. First, culture unites people together in a society. Further, culture gives common interests to one another in their society. For instance, Deepa Kartha emphasizes, â€Å"Culture is essential for the existence of a society, because it binds people together† (Kartha). Therefore, this common bond is what ties the people together in a group or region. In addition, Goodman’s essay implies, â€Å"It provides a powerful bond for personal loyalties and loyalties between peoples† (Goodman). Consequently, people that do not live in the regions where their culture exist will seek out others of the same traditions for camaraderie. Additionally, this bond explains why such regions in the world have communities made up of certain culture; for instance, China Town is a small region in the city of Melbourne, Australia that has all Chinese beliefs, morals, customs, and food. What’s more, the people that work and live in China Town are of Chinese culture. In addition, the culture of a community gives a person his or her own individuality. Communities will have different language, foods, customs, and traditions, which differentiates one group of people from another. Yutun Li points out that their family’s custom is to make d... ...Encyclopedia, Sixth Edition. 2008. Encyclopedia.com. 4 March 2010 . Atafori, Ayuure Kapini. "Culture-A Source of Prehudice and Ethnocentrism." 30 September 2006. The Statesman. 4 March 2009 . Brott, Armin A. "Not All Men Are Sly Foxes." Kennedy, X.J., Kennedy, Dorothy M., Aaron, Jane E. The Brief Bedford Reader. Boston: Bedford/St. Martin's, 2009. 285-287. Goodman, Donald P. III. "What is Culture." 14 June 2009. Goretti Publications. March 3 2010 . Kartha, Deepa. "What is Culture." 2 June 2009. Buzzle.com. 3 March 2010 . Li, Yiyun. "Orange Crush." Kennedy, X.J., Kennedy, Dorothy M., Aaron, Jane E. The Brief Bedford Reader. Boston: Bedford/St. Martin's, 2009. 144-146.

Digital Divide Essay

The term digital divide emerged in the mid-1990’s to describe the gap that exists between individuals who have access to technology and those that do not have access (Eamon, 2004). Computer technology has transformed modern society in profound ways (Behrman & Shields, 2000). Everyday society exposes citizens to technology in some form. Citizens integrate technology into common tasks such as signing into work, paying bills, shopping, paying taxes, and even reading the local newspaper (Behrman & Shields, 2000). The increasing integration of technology into society cause school systems to be more resolute about including technology in every classroom. School leaders generally agree that access to technology prepares students to succeed in the 21st century (Bell, Judge, & Puckett, 2006). Other researchers point out that increasing access to technology in the classroom environment does not ensure academic improvement. These researchers point out that there are limits to the advantages that technology offers. A meta-analysis by Crismann, Badgert and Lucking (1997) involving 27 studies concerning academic achievement of students who received traditional classroom instruction or traditional classroom instruction with technology integration showed interesting results. On average, students receiving technology infused instruction attained higher academic achievement than 58. 2 percent of those in traditional classrooms (Page, 2002). The digital divide addresses societal differences that correlate to the educational outcomes of students. Such differences raised concerns about the emergence of the digital divide between the children on one side who are benefiting from technology and the children on the other side who the lack of technology access leaves behind (Becker, 2000). Key Terms and Definitions 1. Application – computer software; also called a program 2. Broadband – a type of data transmission in which a single wire can carry several channels at once. Broadband technology can transmit data, audio, and video all at once over long distances. 3. Chat – real time, text-based communication in a virtual environment 4. Digital Divide – the gap between those with regular, effective access to digital technologies and those without 5. Digital Technology – machinery and computer equipment used for practical and informative purposes 6. Learning Portal – any web site that offers learners and organizations consolidated access to learning and training resources from multiple sources 7. Multimedia – interactive text, images, sounds, and color 8. Network – two or more computers that are connected so users can share files and devices 9. Online – a computer communicating with another computer 10. World Wide Web (www) – a graphical Internet tool that provides access to homepages created by individuals, businesses, and other organizations Statement of Hypothesis Researchers define the digital divide as discrepancies in technology use and access in learning environments based on ethnicity and socioeconomic status (Pearson & Swain, 2002). School systems and government programs supply technology equipment and software to United States’ schools in effort to close the digital divide. Nearly every school is now equipped with computers, and over two-thirds of our nation’s children have access at home (Shields & Behrman, 2000). Equal access and supply cannot close the digital divide alone. Teachers need adequate training on selection of technology and integration of technology. Teachers, parents, and students must become technology literate in order to close the digital divide. Review of Literature Advantages of Technology and Academic Performance The digital divide influences academic performance because limited student access to technology minimizes experiences and knowledge necessary to succeed academically. Computer based technology contributes to children’s academic achievement. Researchers associate having a home computer to better academic performance (Jackson et al. , 2006). Schools play a critical role in providing access to computers to students who do not have home computers. Teachers can have a profound effect on the digital divide by carefully examining how and when technology use is necessary. Regular use of technology in the classroom directly contributes to student achievement, both by making students more effective in their learning and teachers more efficient in their teaching. Teacher education should not focus on technology alone, but on its alignment with the curriculum. In order for this alignment with the curriculum to take place, more computers must be available for students use. Technology integrated into the curriculum increases students’ time on task and extends learning into the home, beyond the traditional school day (Shield & Behrman, 2000). Classrooms benefit from the advantages of technology if planning is efficient and effective for a particular group of students. Students must understand that the use of technology within lessons supports productivity. Technology is a tool that students use for learning, research, networking, collaboration, telecommunications, and problem solving. Technology lessons must be meaningful and engaging for students to improve academic performance. Teachers are able to shift student learning from memorizing answers to questions to knowing how to find answers. Activities that encourage students to use technology outside of the classroom such as using the technology lab, school media center, or local public library prepare students for future educational experiences. Using technology for academic tasks plays a positive role in student achievement (Wenglinsky, 2005). If students participate in authentic technology enhanced activities on a regular basis, these activities will offer students the support they need to become learners that are more proficient and possibly narrow the divide. Limitations of Technology and Academic Performance The level and quality of the student interactions with technology can limit the academic advantages that technology offers. Students must be able to use computers for more than web-surfing, chatting, game playing, and participating in low-level thinking activities. Student interactions with computers must be quality interactions that allow students to do research and create original multimedia products. Although 99% of public classrooms have access to computers, many students are not meeting the technology standards set by the National Educational Technology Standards (Morgan & VanLengen, 2005). While technology exposes students to activities that allow them to use higher order thinking and problem solving techniques, they still prefer to engage in non-academic activities on the Internet. Becker (2000) states that â€Å"most student Internet activities were recreational in nature – such as email, chat rooms, web-based games, web surfing, and listening to music†. Many children’s activities on the Internet appear to be for entertainment purposes instead of educational purposes. While the Internet gives students access to an array of educational tools, it also gives them access to non-academic material. Teachers often have trouble monitoring student use of appropriate websites, electronic mail messages, instant messages, and live chat rooms. Without careful observation, students can easily use school time to access material that is inappropriate for children and will not improve academic improvement. Even if teachers properly monitor students, they may not benefit from having access to computers in the classroom. Research by Lilia C. DiBello (2005) states that many teachers have not been properly trained to integrate technology in the classroom. While teachers may be comfortable with navigating various types of software, they often have trouble implementing the technology to meet technology standards (DiBello, 2005). Teacher preparation programs now require future teachers to take a technology course as a graduation requirement. However, technology is rapidly changing and school systems offer few opportunities that allow teachers to keep up with the changes modern technology brings. When teachers are not willing and not prepared to integrate technology into their classrooms, they often fail to prepare students to perform authentic tasks using the computers. Teachers often use computers for low-level thinking activities such as drill and practice (Pearson & Swain, 2002). According to Pearson and Swain (2002), students in high-poverty schools use computers for drill and practice 35% of the time, as opposed to students in low-poverty schools, who used computers for drill and practice 26% of the time. Schools who are below the poverty line are also more often to use computers for remedial purposes instead of higher order thinking skills. Teachers rarely teach students to use the computers to answers questions that they ask, research topics, or to prepare multimedia projects that coincide with the subjects they have learned in the classroom. Importance of Closing the Divide The digital divide exists both quantitatively and qualitatively. Gillan (2003) supported that quantitative gaps exist in schools and families where there is not enough access or time spent with technology. Qualitative gaps refer to selection of appropriate applications and quality training. Many studies have drawn the conclusion that the key factor in closing the digital divide may not be access alone. As years have passed, attention moved away from who is connected to the question of who is served. It is important to consider that the upper-to-middle classes are given high-quality access to technology because technologists are hard at work creating â€Å"solutions† designed just for them. According to Morgan and VanLengen (2005), most affluent students use software that requires the use of critical thinking skill. Less affluent students predominately use drill and practice software. Many school officials feel that technologists ignore solutions for the poor. The result is often that schools give the poor low-quality access that could actually hurt them and, in some sense, widen the divide. Because of the continued influences of technology on society, the United States must address the digital divide and implement strategies to narrow the gap. It is imperative to focus on what can be done if needs cannot be met. Students that are technology savvy have significant advantages over their peers. Students with limited technology skills will not have the same educational or job opportunities and information that will be necessary for full and knowledgeable participation in society. Leaders should not subject students to the wrong side of the digital divide just because computer access at home is limited or none. It is the responsibility of the schools and communities to help narrow the gap. The schools are the primary source of computer access. Schools can promote digital equity for young children by including access to computer resources used in developmentally appropriate ways (Judge, 2005). The digital divide has consequences that extend beyond the school. If the digital divide was only a matter of unequal access to equipment, closing it would simply involve duplicating the resources of wealthy schools in poorer schools (Riel, Schwartz, & Hitt, 2002). Educators need to learn the basics of information literacy: searching, evaluating materials for quality, risk assessment, and equally important privacy protection. These skills go beyond online behavior to include mass media and everyday communications. Conclusion It is the job of educators to plan technology-integrated lessons that are appropriate for the particular group they are teaching. Educators must have knowledge and skills to integrate technology into meaningful activities of interest and relevance to children. Educators need to be aware of the advantages and the limitations of technology for all students. The primary key to closing the digital divide is investment in literacy and education. The biggest barrier to use of digital technology is lack of skills. It is possible that the next generation of the World Wide Web, referred to as Internet, emphasizes the need to go beyond text to give users a sensory experience of the web. Some governments are exploring the use of cell phones, and applications like voice recognition technology or use of visual icons on various devices. The implications for closing the digital divide are important to society. Closing the digital divide will offer educational advantages, future employment and earning opportunities, chance for social and civic involvement, equity, and civil rights for all.