Titus Andronicus Essays - British Films, English-language Films

Titus Andronicus The film uses various techniques to present a particular view of the war against France. What is that interpretation and how does the film convey it? Although the Branagh version of Shakespeare's Henry V remains very close to the text, with only a few lines left out of the film, the movie portrays a very clear and distinct message about war and Branagh's opinion on the matter. Henry V is fundamentally a play about war, and it would have been very easy for Branagh to make his version of the play into a film that glorified war. Instead, Branagh took the opportunity to make a statement about what he felt was the true essence of wars - both medieval and modern. It is clear through Henry V that Branagh thinks that wars are a waste of precious human life, and in the end are fruitless, causing more loss than gain. From the very first battle at Harfleur Branagh's low opinion of war is shown. When we first see the fighting, it is dusk and the sky is further darkened by smoke, instantly creating a morbid feeling. Combined with the muddy and wet terrain, the cheerless soldiers and the overbearing size of the castle which they hope to achieve, it is clear not only that the English army must fight against all the odds to win, but that even the conditions are detrimental to the English cause. The scene where Bardolph, Nym and Pistol are backing away from the battle to save themselves is an important inclusion to the film. Had Branagh intended the film to be a glorification of war, this small scene could have easily been removed. However, he chose to keep it in his film because it actually assists the message which he attempts to convey. This scene, although still clearly comical, as Shakespeare intended it to be, it implies that not all soldiers are valiant and brave and that war is so terrible that soldiers are willing to desert their friends and fellow countrymen because of the hideous nature of war. After the battle of Harfluer is won by the English and they begin to make their way towards Agincourt, Branagh seizes the opportunity to show the viewer the 'victorious' army. Although he could have shown them to be joyful with their win, Branagh instead shows the war-weary, bloody, wet and muddy soldiers. It is raining and so the already miserable soldiers, wearing torn and ragged clothing are forced to bow their heads as they slowly make their way down the road in a way reminiscent of a death march, the sombre mood of the scene assisted by the music. The irony of this scene is obvious - the victorious English are miserably marching wet and weary down the road while the French are warm and dry inside their castles. The utter pointlessness of war that Branagh obviously feels is also shown through this, because although English men have been killed and they have won, they are still no better off than had they lost the battle. The battle at Agincourt is the climax of the play, and gives us an excellent indication as to Branagh's views on war. The wet and muddy field of Agincourt in which the battle was held assists the feeling of preeminent loss and the pointlessness that the viewer images the soldiers feel. The actual battle takes place rather quickly, but Branagh uses the opportunity to show medieval battle for what it really was. All over the field are small groups of men, beating each other to death with swords too blunt to cut, often resorting to almost wrestling in unbearably uncomfortable and heavy suits of armour. The violence of the scene, although not gory, is shocking, as I'm sure Branagh intended it to be, accentuated by the slow-motion shots of the fighting, and in particular the death of the horses, who are obviously scared already by the situation, but are maimed and fall helpless to the ground where they lay unattended as the fighting continues around them. This naturally evokes emotion in the viewer, who understands that the horses are innocent, but are brought into the battle for no reason whatsoever. This also leads the viewer

Stepping Out Of Normality Essay Example

Stepping Out Of Normality Essay Example Stepping Out Of Normality Essay Stepping Out Of Normality Essay Monica Akhter Bright Sarfo Intro to Sociology 101 L 18 09/29/13 Stepping Out of Normality Imagine getting on a train and spotting a random person with their pajamas on. The first thing that will enter your mind is Why is that person in their pajamas? It is afternoon and the train is certainly not that persons bedroom. Everyone else is curious as to why the person decided to dress that way. People shouldnt be laughing at him because his reasons for wearing his pajamas are practical. Despite all the pecifications invented by society for the term pajamas, they are clothes after all. They are meant to be worn and everything else associated with them was introduced by society. People wear pajamas at home before going to bed at night because those standards were set by society. Its considered normal and acceptable under societys eyes. However, wearing pajamas outside in public in the afternoon is considered a violation of a social norm. These social norms govern how a group of people behave in society. Norm violations will result in a certain reaction from people around you, whether they laugh at you, give you weird looks, or outright ask you why in the world you did what you did. To fully understand why people react the way they do when a person violates a norm, I broke a social norm in the past week. In our society, it is expected of you to wear an identical pair of shoes on your feet. Both shoes should match with each other. My norm violation was wearing mismatched shoes before going to school. That morning, I put on a white Converse along with a black sandal. While waiting for the train, I felt extra self-conscious of myself because of my shoes. The people around me casually turned around Just to stare at them. On the train, one lady spotted my shoes and tried hiding her smile. She then turned to her friends and whispered about it, which made me feel uncomfortable. I felt vulnerable in their eyes and I felt like a subject of discussion one that wasnt positive. Later on, I met up with my friends and received the most extreme reactions from them. One friend balked at my shoes and asked me, Are you out of your mind? The rest of my friends found it funny and kept asking me why I wore two different shoes. I explained to them how I was Just wearing shoes to keep my feet protected. They didnt buy my story and assumed that I was probably dared to pull a stunt like that. By the end of the day, I felt slightly free of the pressure to conform to societys expectations. My norm violation experience helped me understand the social control most people are under in todays society. There is an informal control that prevents people from stepping out of normality. People want to be accepted by others which is why they behave accordingly to societys expectations. Doing something out of the ordinary will cause people to express their negativity through disapproving looks and gestures of such. When people receive those types of negative gestures, they know not to repeat tnelr Denavlor agaln. wnlle wearing mlsmatcnea snoes, I nave also naa people gossip about my appearance, which was a negative gesture. There is also a formal control, which is present in the form of the government, prisons, laws and more. Our government set laws for people to live by in order to prevent chaos. If anyone breaks these laws, they are sent to prison as a form of punishment. This sets an example for others that if they behave outrageously and harmfully, they will have to face the consequences. My norm violation didnt require punishment because it wasnt a crime. Despite the social control, there are people in our society who arent heavily influenced by it. They commit norm violations here and there it all depends on how far you are willing to go to reject societys norms.

The New PSAT, Redesigned in 2015 Complete Guide

The New PSAT, Redesigned in 2015 Complete Guide SAT / ACT Prep Online Guides and Tips If you're a high school student planning on taking the PSAT, you'll be taking the new and redesigned PSAT. This new version of the test startedin October 2015was administeredto all students across the country. We’ll let you know all about the PSATformat, scoring, and content and what you need to know to be prepared. Not only is the 2015 PSAT an important step in prepping for the SATs, but it also qualifies you for National Merit distinctions and scholarships. Let’s dive into the changes in format, scoring, and content being made to the redesigned PSAT and what these changes mean for your test prep. Changes in Format The new, redesigned PSAT is 35 minutes longer than the old PSAT. It clocks in at 2 hours and 45 minutes, rather than 2 hours and 10 minutes. Instead of five multiple-choice answers, the PSAT now offers only four. This means you have a better chance of getting the answer right if you guess! The following chart breaks down the time and number of questions per section: Section Time Number of Questions Reading 60 minutes 48 questions Writing and Language 35 minutes 44 questions Math 70 minutes 47 questions Total 165 minutes 139 questions What Format Changes in the New PSAT Mean for Your Prep The new test is longer, so train your focus. Since the test is still pretty new, there aren't a lot of official practice tests to take. So far, College Board has come out with two official sample PSATs, which you can download and score. Make sure to take note of the changes between this test and older versions. New PSAT Practice Test 1 - Answer Explanations- Score Your Test New PSAT Practice Test 2 - Answer Explanations - Score Your Test Since having only two practice tests gives you limited options, it's also a good idea to use older practice tests. If you are practicing with full-length old practice tests, give yourself an extra section to practice test-taking for that longer chunk of time. As you practice, take note of your energy and attention. Take short breaks and anything else you need to keep focus for that amount of time. The new PSAT also closely resembles the new SAT, which was firstadministered in Marchof 2016. Except for the fact that the PSAT doesn't have an essay, the two tests have very similar content, format, and even scoring. Because of this, you can also use these eight practice tests for the new SAT to prep, while still keeping an eye out for any differences between the new PSAT and new SAT. New SAT Practice Test 1 - Answer Key New SAT Practice Test 2 - Answer Key New SAT Practice Test 3 - Answer Key New SAT Practice Test 4 - Answer Key New SAT Practice Test 5 - Answer Key New SAT Practice Test 6 - Answer Key New SAT Practice Test 7 - Answer Key New SAT Practice Test 8 - Answer Key New SAT Practice Test 9 - Answer Key New SAT Practice Test 10 - Answer Key The new scoring system on the PSAT is designed to help you predict your SAT score. Below I'll explain thechanges in the scoring systemfor both the new PSAT and new SAT and how you can incorporate this awareness into your studying. Changes in Scoring The redesigned PSATisscored on a scaled between 320 and 1520. You can score on a range from 160 to 760 for Math and 160 to 760 for Evidence-Based Reading and Writing. In addition tothese section scores, your score report will also tell you subscores forMath, Reading, and Writing and Language between 8 and 38. This will give you a sense of which sections you're best at and where you need improvement.Unlike the old PSAT, the redesigned PSAT gives no penalties for wrong answers. The SAT returned to the 1600 scoring system it usedback in the day, before 2005. It now hasa maximum composite score of 800 for Math and 800 for Evidence-Based Reading and Writing combined. As I mentioned above, your PSAT score is meant to predict your SAT score. The PSAT scale doesn't go up to 1600 exactly since the SAT is a more difficult test than the PSAT. While a 1300 on the PSAT suggests you might score around a 1300 on the SAT, a perfect PSAT score doesn't necessarily guarantee perfection on the SAT. The two scoring scales coincide with one another, but the PSAT is shifted down to account for its differences in difficulty level. Keep this discrepancy in mind when interpreting your PSAT scores from your practice tests and the official test itself. Disappointed with your PSAT performance? Want to improve your PSAT score by 150 points? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: What Scoring Changes in the Redesigned PSAT Mean for Your Prep Because they eliminated the wrong answer penalty, you don’t have to devise a strategy anymore for which questions to guess on and which to leave blank. Give all of them your best guess, even if you are unsure. If you leave any blank, save enough time at the end of each section to bubble in all your answers. When you’re taking a practice test, make sure to mark which ones are random guesses so you can review them when you’re finished. To make the most out of your practice tests, you want to really analyze why you missed a question and what you need to do- review content, work at a faster pace, etc.- to ace that question type the next time. Since the National Merit Scholarship Corporation is considering your composite score, rather than your section scores, all sections are important for qualifying for National Merit Semifinalist, Finalist, and scholarships. Changes in Content The changes that weremade to the content of the PSATmatch the revisions to the SAT. Overall, the content is more evidence- and context-based, featuring real world scenarios and data analysis. Emphasized skills include depth of analysis, interpretation of a word or idea in context, and multi-step problem solving. Check out the "Skills Crosswalk" for all three sections on College Board. Gone are the days of studying long lists of obscure vocabulary- the new PSAT (and SAT) tests that you understand the meaning and connotation of a word within the context of a passage. Similarly, grammar questions ask you to revise sentences within the context of passages, not as stand-alone sentences. All of the sections will include graphs and charts to test your ability to interpret, describe, and represent data visually or in words. The following example is taken from College Board’s New PSAT Sample Questions for the math section. Math questions also include multi-step grid-in word problems. They are going to focus more on algebra and data analysis and less on geometry. The geometry problems that are still there ask you to solve problems involving area, volume, or line, angle, and triangle theorems. What This Means for Your Prep Focus on sharpening your skills of problem-solving, data interpretation, and understanding grammar and vocabulary through context. These skills are more connected to what you learn in class and real life. You can develop them through reading and writing widely and often, as well as by paying attention to data representation and analysis in your math and science classes. When you’re reading, take notes on the work’s structure and organization. Consider the passage’s theme, tone, style, etc. and make sure you can point to specific lines that support your ideas. Get a sense of the various connotations of words in different contexts, rather than memorizing lists of vocabulary. For example, â€Å"brilliant† may mean exceptionally smart when describing a person, but it suggests bright and vivid when describing a color. Many of the skills and knowledge being tested remain the same from the old PSAT- understanding of literary terms and elements, depth of analysis and interpretation, working knowledge of various mathematical concepts. The new PSAT asks you to go one step further: to back up your answer with evidence, whether it is from a passage or chart, and to understand the relationships among words and numbers. Don't stop here: check out our collection of free practice questions and full-length tests for the PSAT, plus learn more about how to use old practice tests and material to prep effectively for the new PSAT. PSAT Comparison Chart Below is a chart comparing key points for the old version of the PSAT and the new version of the exam. You can use this to quickly see some of the most important differences between the two tests. Former PSAT New PSAT Total Scoring Scale 60-240 320-1520 Section Score Scales Critical Reading: 20-80Math: 20-80Writing: 20-80 Evidence-Based Reading and Writing: 160-760Math: 160-760 Testing Time 2 hours and 10 minutes 2 hours and 45 minutes Number of Answer Choices 5 4 Guessing Penalty Lose  ¼ point for every incorrect answer No guessing penalty To Find Out More... To learn more about the changes from the test makers, check out College Board’s site. As this site discusses the PSAT and SAT together, you’ll see the similarities in the two redesigns. The PSAT, unlike the SAT, still does not have an essay. Students who are taking the PSAT this fall don’t have as much practice material as past classes had, but you can still prep very effectively and get a high score if you are aware of the changes. As time goes on, more and more practice material for the new PSAT will become available. What’s Next? What scores do you need to qualify for the National Merit Scholarship? Read about what scores qualify on the new PSAT scoring scale. How can you win a National Merit Scholarship? We describe the different kinds of scholarships and what you need to do to qualify. Curious about the SAT changes that were implemented in2016? Read our detailed guide to the redesigned SAT. Want to get a perfect SAT score? Read about what it takes from an SAT perfect scorer. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Michael Jackson Essay Example | Topics and Well Written Essays - 1000 words - 2

Michael Jackson - Essay Example The last section forms concluding response to this problem. The method used is particularized examination of the literature together with the critical summarizing and personal inferences on the topic. Michael Joseph Jackson was also known as a King of Pop or the Icon of the Pop Music. This was considered to be an outstanding personality in the dimension of music in general and pop in particular. Strange stories together with personal and materialistic difficulties always occurred in his way. What was more, health problems with a constant pain remained to be a part of his life. A huge amount of hurdles chased him during his life; still, people always expressed admire and appreciation to Michael. He was a favourite for millions of people and idol for the entire world. Michael Jackson was born on August 29, 1958 in the common family of American workers (Borsboom, 2011, p.7). He was a black boy and a sevenths child in the family with strong rules and regulations. He always liked to perform since the early ages and tried to do it if some opportunities took place (Borsboom, 2011, p.11). At the age of 5 he started to perform at â€Å"a Christmas recital† in front of his classmates (Borsboom, 2011, p.11). This was a first try in his career as a singer and dancer. In 1964 Michael together with his brother Marlon joined the Jackson Brothers, and in a few years he started singing lead with his brother Jermaine in this band (Borsboom, 2011, p.11). His first serious performance on the professional scene was realized in 1968 when Michael appeared as a member of band that was called The Jackson 5 (Borsboom, 2011, p.11). That was an important step in his career as a vocalist and pop-singer, as it gave him the first serious experience and first essential lessons. It should be admitted that The Jackson 5 experienced a great fame in teenage people what was remained to be unusual in for African-American band (Borsboom, 2011, p.11). With

Consumer behavior Essay Example | Topics and Well Written Essays - 3000 words

Consumer behavior - Essay Example Amongst the internal factors which influence people in making their choice by interpreting market information are: perception, motivation, learning, attitudes, personality, age and lifestyle. Since consumers are the focus of marketers, hence consumer behavioural theories form the basis of marketing. It is important to understand what might influence a consumer to buy a certain product and what might hinder him from the same. This involves an understanding of his feeling about a product or brand and the impact laid by his personal and professional surroundings. This understanding will help in formulating the appropriate marketing theory. The identification of target consumers before offering a particular product is important. For instance, an individual from lower income stratum would not be eager to buy an expensive luxury item. In fact such people from lower economic backdrop would be little interested in buying health supplements like Kellogg’s K and rather concentrate on pr oducts essential for daily survival like fruits, vegetables and pulses. Likewise, age group, geographical location, lifestyle and social status of consumers would also be taken into account by marketers. Consumers are also driven by needs which are not satisfied. This acts as their motivation. Motives comprise energy from within oneself which directs an individual towards satisfying his need or to fulfil his objectives (Solomon, 2010). The paper will essentially highlight this aspect of consumer behaviour and show how it is related to marketing. Different models demonstrate various stages and reflect the factor of motivation along with the other aspects which act towards helping a consumer make his purchase decision. Relation between Consumer behaviour theory and Marketing – emphasis on Motivation The first stage of purchasing decision is problem recognition. At this stage a consumer identifies the difference between the current and the desired condition. When there is a gap, the need is identified and in order to meet this unmet need a motivation is generated. At this stage the marketers might help the consumer recognize the problem. The second stage is information search where the consumer begins to search their surroundings for possible clues and the available options. The means of search include personal experience and know-how, associates and friends, websites, advertisements and print media. After researching, the consumers would assess the available alternatives or options on the basis of pros and cons. To make product choice normally external factors like group culture might influence but the criteria might be summarized as heuristics or rules of thumb (brand loyalty, country of origin and personal liking are some examples). Purchase may differ from the decision taken owing to the time lapse and finally after purchase the evaluation of his satisfaction (buyer’s remorse) is important too (Blythe, 2008). This is the last stage of the buying process and this might be dealt with by warranties or after sales interaction with the consumers in order to influence future product or brand loyalty. So it is the motivation which initiates the purchasing process and the last stage in turn motivates future purchase decisions. Let us begin with a general model of consumer behaviour: (Blythe, 2008, p.7) Now, one may study consumer behaviour with respect to the seven Ps of marketing. This relation might be explained as follows: Product: the product

Planning Definition Essay Example for Free

Planning Definition Essay Planning means looking ahead and chalking out future courses of action to be followed. It is a preparatory step. It is a systematic activity which determines when, how and who is going to perform a specific job. Planning is a detailed programme regarding future courses of action. It is rightly said â€Å"Well plan is half done†. Therefore planning takes into consideration available prospective human and physical resources of the organization so as to get effective co-ordination, contribution perfect adjustment. It is the basic management function which includes formulation of one or more detailed plans to achieve optimum balance of needs or demands with the available resources.According to Urwick, â€Å"Planning is a mental predisposition to do things in orderly way, to think before acting and to act in the light of facts rather than guesses†. Planning is deciding best alternative among others to perform different managerial functions in order to achieve predetermined goals.| According to Koontz O’Donell, â€Å"Planning is deciding in advance what to do, how to do and who is to do it. Planning bridges the gap between where we are to, where we want to go. It makes possible things to occur which would not otherwise occur†. Steps in Planning Function Establishment of objectives Establishment of Planning Premises Choice of alternative course of action Formulation of derivative plans Securing Co-operation Follow up/Appraisal of plans Planning Importance in Management Planning may be broadly defined as a concept of executive action that embodies the skill of anticipating, influencing, and controlling the nature and direction of change. McFarland Importance of Planning Planning increases the organizations ability to adapt to future eventualities Planning helps crystallize objectives Planning ensures a relatedness among decisions Planning helps the company to remain more competitive in its industry Adequate planning reduces unnecessary pressures of immediacy Planning reduces mistakes and oversights: Planning ensures a more productive use of the organizations resources Planning makes control easier Planning enables the identification of future problems and makes it possible to provide for such contingencies Planning enables the identification of future problems and makes it possible to provide for such contingencies Planning increases the effectiveness of a manager 2.Evolution of Classical Approach to Management Traditional process of learning is either through obsevation and experiment. Nature or environment is considered uniform and when we observe certain phenomenon or events uniformly leading to the same result or results, we conclude a cause and effect relationship between the two. This is learning by observation or in other words by experience. Earlier thinkers on management followed this approach in developing theories of management. Learning principally is through emphirical process and through analysis of the data collected through observation. Draw the principles of managment by looking at and anyalysing the jobs that all managers commonly do. This approach served as a starting point for pioneers on management science to verify the validity and improve the applicability of the principles and practices of management. Analysis of observd data is what constitute a case study. The observational method of case study helps arriving at logical conclusions about past experience and to test the same as standards for future events. The German sociolists, Max Weber followed the classical approach and developed his theory of Bureaucracy, which portrays the structure anddesign of organisation charqacterised by a hierarchy of authority, formalised rules and regulations that serve to guide the coordinated functioning of an organization. Basic Postulates of the Classical Approach by Max Weber 1. Management of an organization is considered as a chain of inter-related functions. The study of the scope and features of these functions, the sequence through which these are performed and their inter-relationship leads one to draw principles of management suitable for universal application 2. Learning principles of management is done through the past experiences of actual practicing managers 3. As business environment consists of uniform cycles exhibiting an underlying unity of realities, functions and principles of management derived through process of empirical reasoning are suitable for universal application 4. Emerging new managers through formal education and case study can develop skill and competency in management concepts and practices 5. The clasasical approach also recognised the importance of economic efficiency and formal organizational structure as guiding pillars of management effectigveness. 6. Business activity is based on economic benefit. Organizations should t herefore control economic incentives Neoclassical theory of management There are 3 neoclassical theories: Human Relations theory : Explains the modern advancement of Human Relations Management theory which takes into account human factors like the employer-employee relationship. Human relations theory is largely seen to have been born as a result of the Hawthorne experiments which Elton Mayo conducted at the Western Electrical Company. The important strand in the development of modern management was the increase in attention to the human factors, which has become known as the human relations school of management.’ The core aspect of Human Relations Theory is that, when workers were being observed and included in the research, they felt more important and valued by the company. As a result, their productivity levels went up significantly. This represented a significant departure from many of the classical theories, particularly Fordism, as it went against the notion that management needed to control workers, and remove their autonomy at every step. Instead, it showed that by engaging with workers and considering their requirements and needs, company’s could benefit from increased productivity. Behavioral theory : The behavioral management theory is often called the human relations movement because it addresses the human dimension of work. Behavioral theorists believed that a better understanding of human behavior at work, such as motivation, conflict, expectations, and group dynamics, improved productivity. The theorists who contributed to this school viewed employees as individuals, resources, and assets to be developed and worked with — not as machines, as in the past. Several individuals and experiments contributed to this theory. Social systems theory.: Developed by Niklas Luhmann is an option for the theoretical foundation of Human Resource Management (HRM). After clarifying the advantages of using a grand (social) theory as the basic theoretical perspective, the roots of this social systems theory the deterministic view of systems as machines, the open systems approach and non-linear systems theory are addressed. Based on the view of social systems as autopoietically closed systems, five major contributions to a theoretical foundation of HRM are identified: (1) the conceptualisation of organising and managing human resources as social processes, thus overcoming an individualistic angle; (2) the new importance of individuals as essential element in the systems environment; (3) the abstention form far reaching or highly unrealistic assumptions about the nature of human beings; (4) the interaction between various levels and units of analysis built into the theory which is essential for comprehensive and in-depth analyses of HR phen omena and (5) the openness for additional theories for which social systems theory provides the overall framework. Modern Management Theory Management is one or the other form has existed in every nook and corner of the world since the dawn of civilization. Modern Management has grown with the growth of social-economics and scientific institution. Modern view consists that a worker does not work for only money. They work for their satisfaction and happiness with good living style. Here Non- financial award is most important factor. Modern management theories started after 1950s. Modern management theory focuses the development of each factor of workers and organization. Modern management theory refers to emphasizing the use of systematic mathematical techniques in the system with analyzing and understanding the inter-relationship of management and workers in all aspect. It has following three Streams- Quantitative Approach System Approach Contingency Approach Quantitative Approach: Quantitative approach also called Operation Research. Quantitative approach is a scientific method. It emphasizes the use of statistical model and systematic mathematical techniques to solving complex management problems. Its helps the management to making decisions in operations. It can only suggest the alternatives based on statistical data. It cannot take final decision. It helps the management for improving their decision making by increasing the number of alternatives and giving faster decisions on any problem. Management can easily calculate the risk and benefit of various actions. Major contributors in Quantitative Approach are- Johan MacDonald George R. Terry Andrew Szilagyi System approach: System approach was developed inlate1960s. Herbert A. Simon is the father of system theory. A System is defined as a set of regularly interacting or inter dependent components that create as a whole unit. The system concept enables us to see the critical variables and constraints and their interactions with one another. According to Cleland and King; â€Å" A system is composed of related and dependent elements which when in interaction from a unity whole†. Characteristics of system approach: A system must have some specific components, units or sub units. A Change in one system affects the other subsystems. Every system is influenced by super system. All systems along their subsystem must have some common objectives. A system is a goal-oriented. A system cannot survive in isolation. Major contributors in system theories are- Daniel Katz, Robert L. Khan, Richard A. Johnson. Contingency Approach: Contingency Approach also knows as situational approach. In 1980s, it is recognized as a key to effective management. This approach accepts the dynamics and complexities of the organization structure. An organization is affected by its environment and environment is composed by physical resources, climate, persons, culture, economic and market conditions and their laws. This approach argues that there is no one universally applicable set of rules by which to manage organization. Major contributors in the contingency theories are- G.M. Stalker, Joan Woodward, Tom Burns, Paul R. Lawrence, L.W. Lorsch. Management by objectives (MBO) is a process of defining objectives within an organization so that management and employees agree to the objectives and understand what they need to do in the organization in order to achieve them. The term management by objectives was first popularized by Peter Drucker in his 1954 book The Practice of Management.[1] The essence of MBO is participative goal setting, choosing course of actions and decision making. An important part of the MBO is the measurement and the comparison of the employee’s actual performance with the standards set. Ideally, when employees themselves have been involved with the goal setting and choosing the course of action to be followed by them, they are more likely to fulfill their responsibilities. According to George S. Odiorne, the system of management by objectives can be described as a process whereby the superior and subordinate jointly identify its common goals, define each individuals major areas of responsibility in terms of the results expected of him, and use these measures as guides for operating the unit and assessing the contribution of each of its members. Features and advantages Some of the important features and advantages of MBO are: Motivation – Involving employees in the whole process of goal setting and increasing employee empowerment. This increases employee job satisfaction and commitment. Better communication and coordination – Frequent reviews and interactions between superiors and subordinates helps to maintain harmonious relationships within the organization and also to solve many problems. Clarity of goals Subordinates tend to have a higher commitment to objectives they set for themselves than those imposed on them by another person. Managers can ensure that objectives of the subordinates are linked to the organizations objectives. Domains and levels Objectives can be set in all domains of activities (production, marketing, services, sales, RD, human resources, finance, information systems etc.). Some objectives are collective, for a whole department or the whole company, others can be individualized. Practice Objectives need quantifying and monitoring. Reliable management information systems are needed to establish relevant objectives and monitor their reach ratio in an objective way. Pay incentives (bonuses) are often linked to results in reaching the objectives. Limitations There are several limitations to the assumptive base underlying the impact of managing by objectives,[citation needed] including: It over-emphasizes the setting of goals over the working of a plan as a driver of outcomes. It underemphasizes the importance of the environment or context in which the goals are set. That context includes everything from the availability and quality of resources, to relative buy-in by leadership and stake-holders. As an example of the influence of management buy-in as a contextual influencer, in a 1991 comprehensive review of thirty years of research on the impact of Management by Objectives, Robert Rodgers and John Hunter concluded that companies whose CEOs demonstrated high commitment to MBO showed, on average, a 56% gain in productivity. Companies with CEOs who showed low commitment only saw a 6% gain in productivity.[citation needed] Stage 1. Collectively fixing objectives The superior and subordinate managers collectively fix the objectives. The objectives are fixed for the Key Result Areas (KRAs). KRAs are those areas which are very important for the long-term success of the organisation. For e.g. R D, Production, Finance, Marketing, etc. Definite and measurable objectives should be fixed for each KRA. The time limit for achieving the objectives should also be fixed. The objectives should be achieved by the subordinate manager. For e.g. The objective for the marketing managers may be to increase the sales of product XYZ by 50% for the year 2010-2011. Stage 2. Collectively making a plan After fixing the objective, the superior and subordinate managers make an action plan. This plan will be used by the subordinate manager to achieve the objective. Stage 3. Subordinates implements the plan The subordinate manager implements the plan. That is, he puts the plan to action. He makes optimum use of the resources. If required, he takes guidance from the superior managers. Stage 4. Collectively monitoring performance This is the final stage in the MBO process. Here, the subordinate monitors (evaluates or measures) his own performance. He compares his performance with the planned targets (objectives). If there are any deviations, then the superior and subordinates managers fix new objectives. In this stage, the superior acts like a coach and guide. He does not act like a judge.

The Shawl, by Cynthia Ozick :: The Shawl Essays

The short story, â€Å"The Shawl,† written by Cynthia Ozick, recounts World War II by providing a very vivid image of a Concentration Camp in Nazi Germany. As one reads, he or she can see that Ozick does a wonderful job in portraying the hard times of Jews during the Holocaust. In the first paragraph, we meet the central characters, Rosa, Stella, and Magda as they attempt to endure the fears of life in the Nazi Concentration Camp. Rosa and Stella, her niece, are marching in a line to the camp with Rosa’s daughter, Magda, wrapped and hidden in a shawl from the German soldiers. Unfortunately, at the end, Stella takes Magda’s shawl, and German soldiers kill Magda by throwing her into an electric fence. Throughout the story, Cynthia Ozick has used symbolism like life, protection, and death to make the readers understand the thoughts and feelings of each character which makes the climax really important and meaningful. A symbol is a sign or an object representing something abstract or invisible and more important or complex than the object itself. The author uses symbolism in this story to make the reader visualize the setting. The title, â€Å"The Shawl,† itself is a symbol in this story. Throughout the story, the shawl symbolizes the source of warmth and shelter for little Magda. In the story, Magda is described as â€Å"a squirrel in a nest, safe, no one could ever reach her inside the little house of the shawl’s windings† (Ozick 251). The shawl always behaves as an intimate friend which helps Magda in all her needs and gives support and condolence in danger situations. We also see that the shawl is the reason which helps â€Å"Magda to live longer than expected† despite of her poor health disorders in the Nazi Concentration Camp (Paul 2). As a result, we see that Stella give more important to the shawl, for she knows that it will provide her with all good things in b ad conditions. For Magda, the shawl is more than just protection since she sees the shawl as her â€Å"baby, her pet, and her little sister† (Ozick 252). According to Tery Griffin, a famous American editor and essayist, the shawl entertains her like a friend â€Å"when the wind blew its corners† (Wilson 295). The shawl also represents sustenance, especially for Magda. Ozick describes it as â€Å"a magic shawl that could feed a baby for three days and three nights† (251).