Reflective paper Essay Example | Topics and Well Written Essays - 1000 words - 2

Reflective paper - Essay Example Pieces of art communicate to the art lovers in different ways but a precise knowledge of the gender of the artist would shed some light on what they wanted to put across. Through art, men could express appreciation of the female figure or shape as well as exploitation of the same while feminists have used art to their advantage to express woman power and their solidarity as women. Gender difference means that gender constitutes a system of meanings consisting two exclusive and opposite categories, which encompass all people. Gender has its basis on cultural interpretations of existing biological differences between men and women and not so much as the differences that exist biologically per se. Gender difference is represented in the physiological features and the appeal that revealing of body parts by women has to men even in advertisement (Leder & Geger et al. 2-10). The man is represented with a flat burst while that of women is protruding in form of breasts. The physical features themselves show a clear difference between the masculine and the feminine. The muscle in the forearms suggests masculinity while curves and hips suggest femininity. Human beings are sensate beings and our interpretation of the world is through our senses (Leder & Geger et al. 2-10). Gender and family are very significant determinants of the physical as well as social environments represented in art. The physical constructions order as well as direct activities, feelings of identity, and relationships in very profound ways. These quite different construct types share a unique mutually determinant relationship with one another. At any specific time in history, ideas concerning family and gender are used in art to determine the physical location and design of open places, places of work, and dwellings including other designed settings. It is these environments that eventually reinforce and support the ideas of gender in art that were used to generate them.

Effect of Electronic Media in Public Essay Example for Free

Effect of Electronic Media in Public Essay People’s life is becoming more convenient and colorful compared with the past years because of the growing popularity of electronic media, which are media that use electronics or electromechanical energy for the end-user (audience) to access the content. The user of electronic media, such as the internet, 3G mobile phone were increasing rapidly in China within the past years. In the year of 1987, Chinese people sent their first email to Germany in an institute located in Beijing. In 2000, the number of internet users was 225, 000, 00 and this figure reached to 513,000,000 by the end of December, 2011. Besides, Chinese mobile phone users have exceeded one billion by the end of 2011. Why these electronic media increase so fast? Because it is the age of information and technology today. Xiaoping Deng (1988) pointed out that Science and technology constitute the primary productive force. Electronic media devices have found their way into all parts of modern life. For example, a person who has something urgent to inform to his family, of course he would choose to use e-mail instead of writing letter, for its more convenient and fast and can be read at any time or anywhere by the receiver. The other electronic media, like telephone, telegraph, which are all quicker and safer than the traditional way to communicate. Besides, books and newspapers cost people a lot (money, time, etc.) since these traditional media published frequently and updated slower than the electronic media, such as the internet. The electronic media affect people’s life greatly because of their convenience and safety. It also provides people with a public platform to express the true thoughts from their inner world. However, we should know that there are always two sides to everything, and it is without exception for electronic media. Excessive using of electronic media may lead people to indulge in the virtual world. For instance, children are addicted to net games so the phenomenon of absenteeism in school appeared which is a rare  phenomenon in the past years. Moreover, since the early 1960s, research evidence has been showing that violence in television, movies, video games, cell phones, and on the Internet increases the risk of violent behavior. In conclusion, People should know how to use these advanced and modern media in a reasonable way, for these new electronic media could result in a serious of problem during their lifetime if they are used improperly by the people. References 1.The 29th China Internet Development Statistics Report(2012).{online].Available from: http://www.cnnic.cn/research/bgxz/tjbg/201201/t20120116_23668.html 2.Wikipedia.{online].Available from: http://en.wikipedia.org/wiki/Electronic_media 3.L. Rowell Huesmann. (2007). The Impact of Electronic Media Violence: Scientific Theory and Research.

Pay and Job Performance Essay -- Business Management Studies:

Critically evaluate this statement: Managers who rely only on pay to motivate their employees to higher levels of job performance will always be disappointed n the results. Pay is one thing that causes many discrepancies within the work environment. Most employees continue to try and further themselves in work usually with the hope of better pay; fringe benefits i.e. company cars, pensions and so on. There are however, those who show â€Å"highly motivated behaviour where economic rewards are low.†[1] This citation agrees with the above statement, however, throughout this essay I will sum up where pay can be seen as a good motivator and where extrinsic benefits fail. Content theorists such as Maslow and Herzberg look at needs and what gives people the drive to work. A similar theme arises in the different theories which on face value seem opposing they all look at ones desire to work in order to satisfy their needs. To start, Maslow believed there is a hierarchy as to what makes people work. The first being for survival. People need basic requirements such as food, water and shelter. Those in this group are not necessarily poorly motivated but are purely working to satisfy needs. The second level of five is for safety reasons i.e. a safe work environment – job security. Thirdly Maslow believed some are motivated by the need for social interaction, friendship with fellow colleagues. This is inclusive of a sense of belonging. Further up the hierarchy is the need for status. When an employee is made to feel important and needed in a job this will motivate them to do well. Lastly is personal ambition called self-actualisation. This is a level of complete satisfaction. For Maslow, pay is the lowest in all of the motivators. He believes you move up the scale towards self-motivation. However, his theory has been met by much criticism. It can be seen as â€Å"patronising and elitist in terms of the values it expresses.†[2] People can achieve complete self-motivation from activities they do outside of work i.e. childcare, for these employees they can have reached a higher order before satisfying the lower ones. It is also practically impossible to generalise everyone’s strengths and weaknesses as each person is an individual. The theory is also often contradicted by research such as the study by Hall and Nougain. (1968)[3] In reality... ...r hard work showed in their performance. In conclusion, the essay has shown circumstances where pay works as a motivator and where it fails. The overwhelming feeling is that pay is fine as a short term motivator but when it is used continually workers can become reliant and it can put pressure on employee relations as well as encouraging them to work purely for economic reward. Managers will not always be disappointed with results as explained but there are other ways to motivate which have shown to produce continually good results such as job enrichment and making employees feel as though they genuinely matter. In my opinion, managers who use pay incentives can achieve good results but from reading the articles as evidence my advice would be to use them sparingly. [1] Organisational Behaviour – compiled by A. Beauregard page 201 [2] Organisational Behaviour – compiled by A. Beauregard page 204 [3] This study â€Å"examined the changes in needs of a group of people.† OB – A. Beauregard page 205 [4] Organisational Behaviour – compiled by A. Beauregard page 205 [5] Organisational Behaviour – compiled by A. Beauregard page 206 [6] Harvard Business Review

Short Skirt, Long Jacket :: Personal Narrative Writing

Short Skirt, Long Jacket After stuffing my brains with knowledge of Communication, Controls, and Signal Processing and then force-feeding my eyes with 150 pages of text for my literature class, I leave the library dispirited and walk slowly home. My mind has left my body and is hovering overhead, observing me go through the simple motion of placing one foot in front of the other on the sidewalk. What seems to be an effortless action is actually a complex system of muscles, nerves, and electric impulses that culminate in a carefully rehearsed pattern, the perfected sloppy shuffle of my feet. Totally discouraged and ready to go to sleep, I enter my room and continue with my automated performance for my suspended self. The first thing I do when I get back is to take out my contacts. Since it also happens to be Sunday, I must add an enzymatic cleaner tablet to the storage solution. I do this with an efficiency that would put any clock to shame. I then drag myself to the bathroom sink and brush my teeth, returning to my room to Oxy cleanse my face. I briefly toy with the idea of wearing my retainers but decide against it and leave them to hibernate peacefully in their protective plastic yellow case. When I am done with this ritual, I indulge myself with the thought of falling asleep, but I know I have work waiting for me. It’s two o’clock and my brain is still good. I marvel at its ability to think, at its ability to perform under such adverse conditions. However, those superior skills tend to annihilate their own greatness when the part of my brain that finds ways to procrastinate continues to be productive. My blinding intelligence formulates some complex string of logic that tells me it is okay to give up, and I begin to head for bed, but then I remember†¦I have Cake. I want a girl with a mind like a diamond. I want a girl who knows what's best. I want a girl with shoes that cut and Eyes that burn like cigarettes. No, not cake the dessert, although I enjoy that also. That kind of cake tends to appear on birthdays, which is when I will consume it, but for everyday pleasure there are Pop Tarts from the vending machine.

My Personal Theory

My Personal Theory of Counseling Kristen Bellows University of Texas at San Antonio My Personal Theory of Counseling Perhaps nothing is as significant to the success of the therapeutic process and nothing represents the foundation of successful therapy more than one's personal theory of counseling. All individuals in all aspects of life work from some belief system, perspective, or model of how the world works, how things are, and how things interact. Developing a deep understanding of one's own personal theory leads to better decision-making with respect to the therapeutic process, including therapist approach and client interaction. Such an understanding also promotes a greater ability to intervene more effectively with clients whose values are in contrast to one's own. Being aware of one's own personal theory of the world and, subsequently, one's view of counseling, also helps the therapist identify individual strengths and areas for improvement. The personal orientation of the therapist is a sum total of many influences such as interests, self-awareness, experience, values, and compassion for others, among many other things. Such influences have a direct impact on one's personal theory of counseling. For instance, my Christian upbringing, experiences, and beliefs have a significant impact on my personal view of the world and others and, therefore, also on my theory of counseling. My religious beliefs and values coincide with some therapeutic approaches and not others. In this paper I delve into my recent introspective and reflective explorations as well as the experiences and lessons I have learned throughout my life which has led me to embrace and adopt the particular theory of  counseling I believe suits me the most at this time. Of all the theories I have learned for the duration of this class, none has resonated with me as much as Existentialism. While I have a tremendous reverence for psychoanalysis and its focus on examining the causal factors behind one’s thoughts, feelings and behaviors i. e. one’s past/childhood, the unconscious, as well as its contribution of key concepts to counseling such as transference and countertransference, I am a bit unsettled by the deterministic and rigid view this approach takes of human nature. I connect much more deeply to the philosophies of  existentialism: the emphasis it places on an authentic and genuine encounter with clients, its recognition and respect for the client’s subjective world, trust in the capacity of the client to make positive decisions and the concepts it focuses on in counseling such as meaning, purpose, freedom, responsibility, choice, isolation, death concepts that relate to our mere existing in the world and the larger scheme of life. I tend to shy away from the theories such as cognitive-behavioral therapy, feminist therapy, and gestalt therapy, which are very technique-oriented, exercise-driven, directive in approach, and simply require too much action on the therapist’s behalf. I feel these theories do not allow much of the client’s pursuits and search for meaning in life to come through or at least, it is not the major focus of therapy. I do recognize that for some clients these other therapies may be useful, which is why I do not discredit nor dislike them; I just feel that they do not mesh with who I am personally and are not as inherent to my way of  being as much as the precepts of existentialism are. Personally, I hope to find out my purpose in life and contribute something meaningful to the world. Over the few months of self-reflection, I realize that I simply get great joy through serving others and helping them in any way I can. I am more concerned with creating a meaningful identity and relationships with others as I recognize the limits to my existence. I know that one day, I, as well as everyone else will die, and I therefore have a longing to make the most of my time on earth and the time spent with others filled with less conflict and more harmony and love. To me, love is the ultimate gift in this world, and I think it is one of the most powerful gifts that I possess and would like to share with everyone. I always believe there is something good to love in everyone and don’t believe in categorizing people as good or bad, healthy or unhealthy. I don’t believe that one’s existence is fixed or that people are tied to their  past. I think we are always re-creating ourselves and making sense of each moment of the life we live. Perhaps I relate so well to the concepts of existentialism also because it explores basic dimensions of the human condition, particularly death, which closely ties in with religion. Religion, namely that of the Baptist religion, has played a large role in my life. It has helped me make sense of life and been a moral compass in most regards. The parallel I see drawn between the Baptist religion and existentialism in terms of death occurs when I think about the Lenten season and something the priest says on Ash Wednesday: â€Å"Remember man that thou art dust and unto dust thou shalt return. † This act reminds me of our mortality, similarly to how the existentialist perspective tries to allow us to grasp the inevitability of death. Death to me is not something I try to avoid thinking about. It is something that I am very aware of and has had a marked impact on my life. I am constantly seeking a life full of zest, meaning, and one that is filled with love and service to others. In this search, I have experienced the existential anxiety that comes from some of the inevitable conditions of simply being alive. That is, loneliness, finiteness and freedom of choice all bring up a certain amount of anxiety in me, yet I use this anxiety as reason to make changes in my life. After I graduated with my degree in psychology in 2003, I worked for a while in a school setting. Working in the school especially caused a lot of  anxiety in me because I constantly felt that I was not living up to my potential. I just felt as though the job I was doing was a means to no end. My view on work is that it should not be just a job, but rather a career, a lifestyle, something that you are proud to call your profession. It has helped me make sense of what I am called to do and given my life a purpose. I am happy with the path I am on right now. As an existentialist, therapy would also be structured around increasing a client’s self-awareness. This is important because we need to be aware of our capacities in order to exercise freedom and live as fully as possible. I would try to especially help clients take responsibility for  their lives instead of passively letting circumstances and external forces direct their future. I would try to point out how it would be an inauthentic way of living if one subsumes the role of a victim instead of exercising the freedom that they possess. I strongly believe that we can create and shape our lives and rise to the challenges that it may present us with. In saying all this, I would not take a directive stance in expressing these opinions, as in doing so, I would be making decisions and choices for the client that they might not choose to accept. I would rather challenge them to explore how they have been living in the past that has prompted them to seek therapy today and help them discover new ways of living that will lead to a change in their situation. A large part of therapy as well would include helping clients trust in themselves to find the answers, rather than look to others to direct them. Ultimately, we are alone. As cynical as it may sound, we did come into the world alone and we will die alone. We of course depend on our  human relationships with others and connecting with others is very important, however, we must be able to function as our own person firstly and form our own identity in order to relate healthily to others. One cannot rely all the time on others for the answers and depend upon them for their happiness. In therapy, when clients try to do the same of me as a therapist, in order to break this pattern, I would explain to them that there is no easy answer and that they alone have the capability to find the right answer. In therapy, I would also try to provide the space for clients to find meaning in their life by asking questions that help them explore whether or not they are content with their current life, and who they are becoming, as well as helping them establish values that they will need to adopt in order to live a life that is meaningful to them. I would also be sure to talk frankly about the reality of death. Ignoring the topic of death makes its presence even stronger than if one were to confront it. In doing this, that is, addressing a fear that seems overwhelming to explore, a client is also opened up to experiencing life in a more authentic way. Along with the goals of exploring anxiety, self-awareness, death, freedom and responsibility, and a meaningful life, the relationship between the client and me is of central prominence. Our therapeutic encounter will be the activator of positive change and it requires honesty and authenticity of me as well, in order to join the client in their subjective experience. I believe as a therapist, it will take a lot of courage, respect and faith in the client’s ability to grow and reach greater heights and it is important that I am fully present to the client in our  encounters. Although right now I am solely focusing on the existential approach to therapy, I believe that later on as I see a variety of clients, I may need to adapt certain interventions or  techniques from other theories that might be suitable for a particular client. However, I believe my main assumptions and goals for clients will remain in line with that of existentialism. The existential theory of counseling appears to be an appropriate theoretical base to use in counseling because it fits my style of counseling. It is supportive of the client finding meaning in life, which resolves the existential anxiety many people are feeling today. In addition the existential philosophy supports clients’ spiritual growth but likewise can be used with a secular approach as well. In the same way I would evaluate a client’s success on the basis of whether they have been able to find a purposeful existence through the discovery of their  strengths, their own freedom of choice etc. , is how I would evaluate myself personally and as a counselor. Can I live authentically? Can I create a life of meaning? Can I sit with ambivalence and anxiety? Can I make my own choices without having to depend on others? Can I face my fears rather than live a restricted existence? I do not have all the answers to these questions thus far, but they are important questions to me that I am always trying to answer. They are questions which I will probably always be asking myself as I re-evaluate and re-discover myself, but one thing I have realized thus far that is true for me, is that love is the highest goal to which I aspire. I wish to serve others and bring about change in others in counseling through this vessel. References Seligman, L. , & Reichenberg, L. W. (2010). Theories of Counseling and Psychotherapy: Systems, Strategies, and Skills (3rd ed. ). New Jersey: Pearson Education Inc.

How to Get Your CDL in Pennsylvania and Rhode Island

How to Get Your CDL in Pennsylvania and Rhode Island This article is useful for anyone who wants to get a CDL in Pennsylvania and Rhode Island. If you want to learn about earning a CDL at other states, we have put together a comprehensive guide on how to get a commercial driver’s license in every state of the country. PennsylvaniaIn Pennsylvania, you must have a CDL to operate:Any single vehicle with a GVWR of 26,001+ poundsA combination vehicle with a GCWR of 26,001+ pounds, if  the GVWR of the vehicle(s) being towed is more than  10,000 poundsA vehicle designed to transport 16+ passengers (including the driver)A school bus designed to transport 11+ passengers (including the drive)Any size vehicle requiring hazardous material placards or carrying material listed as a select agent or toxinIn order to obtain a CDL, you must take a knowledge test and a skills test.Knowledge TestAll applicants must pass a knowledge test required for the class of license, restriction, and endorsements they wish to possess. A general knowledge te st for the Class, a or Class B and C license must be successfully completed by all CDL applicants.You  must wait 15 days after passing the knowledge test to take the skills test.Skills TestAfter passing the appropriate knowledge tests, you  must then take the skills test for the class and type of vehicle you intend to drive.   Included on this exam are a  pre-trip inspection, a test of basic vehicle control, and a test in on-road driving.After passing your knowledge and skills tests, you will be given  a camera card to  take to any PennDOT Photo License Center. There, you will have your picture taken and be  issued your CDL after paying all  licensing fees.Rhode IslandYou must have a CDL to operate:Any single vehicle with a GVWR of 26,001+ poundsA combination vehicle with a GCWR of 26,001+ pounds, if  the GVWR of the vehicle(s) being towed is more than  10,000 poundsA vehicle designed to transport 16+ passengers (including the driver)Any size vehicle requiring  hazardous material placards or carrying material listed as a select agent or toxin in 42 CFR part 73.In order to obtain a CDL, you must take a knowledge test and a skills test.Knowledge TestYou must take one or more knowledge tests depending the license  class and endorsements you need.All applicants must take the general knowledge test, taken by all applicants.All bus driver applicants must take the passenger transport test.If you want to drive a school bus, you must pass the school bus test.If driving a  vehicle with air brakes, including air over hydraulic brakes,   you must take the air brakes test.If you want to drive combination vehicles, you must take the combination vehicles test.If you want to haul hazardous materials as defined in 49 CFR 383.5, you must take  the hazardous materials test. You must also pass a background check.If  you want to haul any liquid or gaseous materials in tank(s)  with an  individual rated capacity of 119+ gallons and an aggregate r ated capacity of 1,000+ gallons, you must take the tank vehicle test.If you want to pull double or triple trailers, you must take  he doubles/triples test.After you pass your required knowledge tests, you must then take your CDL skills tests.Skills TestAfter passing the appropriate knowledge tests, you  must then take the skills test for the class and type of vehicle you intend to drive.   Included on this exam are a  pre-trip inspection, a test of basic vehicle control, and a test in on-road driving.When you arrive for these tests, you must present your Rhode Island driver’s license and your CDL permit (obtained after passing the appropriate knowledge tests).

Child Abuse Essays - Child Abuse, Child Sexual Abuse, Abuse, Rape

Child Abuse Essays - Child Abuse, Child Sexual Abuse, Abuse, Rape Child Abuse General Purpose- to persuade Specific Idea- My audience will be persuaded to think that child abuse is a serious problem. Central Idea- I plan to talk about the alarming numbers of child abuse, the causes, and the signs and symptoms, and some solutions we can use. Introduction I. As you hear this, one little girl is crying out in pain, one little boy is begging not to be touched there anymore. II. I am a strong opponent of child abuse. I believe that it is wrong and I have read and did research on the problem. III. Only we, those adults on outside looking in on the problems in the neighbor?s house can help. Please, don?t hesitate to get involved. IV. Today I plan to talk about the alarming numbers of child abuse, the causes, and the signs and symptoms, and some solutions we can use. Body I. We need to be aware of child abuse. A. 1,185 children in 1996 died from child abuse. B. Over three million cases of child abuse were reported last year. II. I will discuss the two main causes of child abuse. A. The most common and least understood cause child abuse is due to the abuser being a victim of child abuse themselves. B. Another common cause of child abuse is alcohol and drug abuse. III. I will tell about the symptoms and signs of child abuse. A. The symptoms of children being abused by alcoholic parents. B. The symptoms of children being abused by sexual abuse. C. The signs of children being abused. IV. I will talk about some solutions to child abuse. A. Solutions used by parents. B. Solutions used by professionals. Conclusion I.In closing I would like to encourage you all to become more aware of the children around you. Look for the signs that I have just described. With the numbers of children being abused today, it must be going on right under our noses, so please open your eyes and look for a child silently crying out for help. II. My dream is that someday; this kind of speech won?t be needed anymore. My wish is that not a single child will be murdered tonight. Not a single child will be raped as you listen to this speech. My prayer is that we will hear the little cries and finally answer As you read this, one little girl is crying out in pain, one little boy is begging not to be touched there anymore. Child abuse is one of the most commonly overlooked crimes. It is also the most commonly committed. Everyday more and more children are neglected, beaten, raped, touched, or mentally tortured. Right now, children are praying for someone to help them when they can?t help themselves. And we close our ears and avert our eyes. I am a strong opponent of child abuse. I believe that it is wrong and I have read and did research on the problem. What I want to persuade you to do is to keep your eyes and ears open, I want you to listen for the cries of these children who so desperately need our help. It is now estimated that 1 in 3 girls and 1 in 5 boys are molested in some way before their 18th birthday. This doesn?t even begin to cover how many are beaten or belittled in the name of love. This is a national tragedy that has to stop! Only we, those adults on outside looking in on the problems in the neighbor?s house can help. Please, don?t hesitate to get involved. Child abuse is NOT a family issue. It is a CRIME! Today I plan to talk about the alarming numbers of child abuse, the causes, and the signs and symptoms, and some solutions we can use. The statistics on child abuse are alarming. According to the National Committee to Prevent Child Abuse the most accurate data on child maltreatment fatalities, currently available estimate that in 1996, 1,185 children died from child abuse. For those who survive, the emotional trauma remains long after the external bruises have healed. The US department and Human service state that there are over 3 million reported cases of child abuse each year in this country. Three million that?s a lot of kids! And that?s just the reported cases! Can you

3 Additional Services Law Essay Writers Can Provide You with

3 Additional Services Law Essay Writers Can Provide You with 3 Additional Services Law Essay Writers Can Provide You with When you are trying to solve a problem, you need the best assistance possible. You want to find an experienced person to help you, having some background knowledge in the field you need the help with. This concerns almost any situation in your life. Of course, due to the Murphys Law, if you have some friends, who are law essay writers, you never have to deal with a paper on this subject. But wait, do not fall apart. These experts are not just good at writing; they are also masters at a wide variety of legal topics and can offer crucial insights into almost any issue concerning the law. There are three key services that these experts can provide you with. 1.  Ã‚   Academic Insights It is impossible to succeed in writing if you do not have the right tools. Fortunately, legal essay writers do not study just law, they also deal with other subjects, so can help you acquire the knowledge you need. They can also have some academic experience in writing different papers, thus, can lead you to the best books, articles, and other resources on the particular subject that you have to cope with. Therefore, you do not have to spend much time, searching for the material to use in your piece, and your studying becomes a lot easier. 2. Professional Experience Most law students spend much time interning or working to gain some experience. While this is a great learning opportunity, it can be overwhelming. There is a huge difference between studying law in the classroom and implementing the knowledge that you have learnt on practice. If you make a decision to become a lawyer, you will have the person who is going to share his/her experience with you as well as provide you with some advice on how to gain the best practice in the particular sphere. This gives you a huge advantage over your classmates. As you are already armed for the most difficult issues that you can face, while your group mates live in the ignorance. 3. Full-Time Guidance and Support You never know what kind of issues you are going to face during the life. As the adult life is full of tricky situations, when you need some law consultation, having such friends will be really handy. You can refer to them for help in order to know how to act in the particular situation to be legally correct. Asking your friends, who are aware of this item is the best way to get any kind of confusion. Nothing can be more useful in your life than the friendship with law essay writers, as there are so many benefits that you can gain in addition to the educational assistance. Moreover, you do not pay money for the assistance that is also a great advantage.

Introduction Assignment Essay Example | Topics and Well Written Essays - 500 words

Introduction Assignment - Essay Example I always believe that my roots will bring me an advantage in facing the world, especially in the field of writing. I came from a big family with four sisters and a brother, and I am the youngest one. My family has an innate influence on me. They have been the first people in my life and the first people I have interacted with; we have interesting similarities and differences that make each of us very special. In relation to this, when I had the chance to be an international student, I acquired more learning experiences from actual relations with various kinds of people of diverse origins and with different ways of life. I consider every person as a chance to learn more about the world; it can be said that every new person in my life inspires me, and I incorporate this inspiration in my writings. It is important for me to know the topic which I am writing about. It is a seed that I plant and cultivate to produce knowledgeable fruits. Inspiration is healthy in writing but it will not be of help without the correct information. As a writer, I see to it that my works contain legit data, and I take note of the credibility of the source. Free writing is good for personal writing pleasures, but professional writing requires certain formats to follow. I stick to formats given to me and make sure requirements are achieved. I aim for harmony in my personal writing style and for the achievement of the goals of the writing task. Just like life, writing is not writing if it does not have a purpose. Life is not life if we do not live it for a purpose. It is important to have a clear idea of what one is going to write about for one to achieve the purpose of writing (Goldreich 2).This is how I view my responsibility as a writer. After all, written works become records of our lives; in other words, they become human

Financial Managerial Principles Essay Example | Topics and Well Written Essays - 500 words - 1

Financial Managerial Principles - Essay Example It shows how P&G has been performing above than the average S&P 500 index over past years and benefiting its shareholders with higher than the average index returns. The graph assumes that a $100 amount was invested, one in P&G and other in S&P 500 index. It can easily be seen that except for 3 years (1999, 2000 and 2001) during the period, P&G return has been above average which shows the soundness of its financial and operational performance which has enabled it to transfer the benefits to its shareholders in the form of valuable returns. With lowering debt to Asset ratio and increasing current ratio, the company is directed towards lowering its risk perceived by shareholders while at the same time improving its ability to pay off its operational liabilities accrued due to revenue expenditure. Net earnings are also on the rise showing that more and more part of their income will be given to shareholders. Since the dividend payout ration is something around 40 percent it means that with rising net income the shareholders’ cut will also increase. Company’s research and development expenditure are at the ever highest, showing that the company is expected to increase customer satisfaction by offering them innovative and unique solutions to their day to day needs in the form of better and improved products. This will increase customer loyalty and brand preference among customers which will result in increase in company’s value which is a primary concern for a shareholder. The last five year annual growth rate is 10.63 % (Procter & Gamble, 2007) which is good news for investors who relies on dividend payment as a source of their earnings such as retirees. Since these are the type of investors who cannot wait to realize capital gains. They use dividends from the stock investment as a source of earnings. Opportunities are

B2B Marketing Essay Example | Topics and Well Written Essays - 1500 words

B2B Marketing - Essay Example Product realization entails the preliminary research towards initiation of products that are to be marketed as well as the actual development and testing of those products over their effectiveness in meeting customer demand. In the framework of new product realization the entire process comprises a number of steps that constitute the procedure efficient in terms of matching the ‘new product’ to be launched with the market demand. However, as Storey and Easingwood (1999) indicate, new product development should be consistent with the market trends and with the firm’s capabilities and resources. In that extend, firms should be highly focusing on designing those characteristics and attaching those features to their new products/ services that are meaningful and ‘desirable’ for both customers and the firms themselves. Adopting a market driven strategy with regards to new product realization is vital in that it eventually allows management to identify and explore the critical stakeholders’ requirements or needs and gradually embed these in the product/service specifications prior to launching a new product/service (Herrmann et al., 2000). Strategic new product realizations offer comparative advantages to organizations mostly due to the fact that they are credited for increasing competence, adding value to the firms’ offerings and eventually strengthen the competitive opposition in the overall market environments (Storey and Easingwood, 1999). However, product realization strategy needs to be market – oriented in order to provide the fundamental basis for successful results. According to Chakravarty (2001) the development of new products is essential only if these new products incorporate and embed the customer requirements, customer needs and generally pertain to addressing customer demand. The author further expands this view by arguing that market driven product realization strategy reflects the strategic fit of the new

Comparison of two poems Essay Example | Topics and Well Written Essays - 500 words

Comparison of two poems - Essay Example As a result the child misses the father even after he is dead. The child remembers her father at the time when she is thirty nine years old. This is a prime age in the life of a woman as at this time in her life she is about to enter menopause. It is at this time that the woman has lived a larger part of her life as she is increasingly becoming wiser. She becomes more understanding to her actions when she was younger as well as their consequences both to her and her loved ones. In this case she remembers how tired her father was when she was young due to his hard work. In the first poem Spike (2003, p. 15) the child that is betrayed is both defenseless and in much more need for love and care than in the second poem. However in the second poem, contrary to the lack of love in the first one there is a lot of love and understanding from the parent. This is evidence by the phrase ‘He taught me how’. This phrase explains that the child had a lot of time with the parent who took the initiative of teaching the child the virtue of honesty. The language in the first poem shows the evidence of human brutality and cruelty against the child. The actions taken by the parent killing the child who is unborn and does not even know that it exists is the evidence. On the other hand we look at the second poem which has a smooth tone evident by the care and love portrayed by the parent. From the phrase, ‘had a savings account.’ it portrays the dedication and care of the father to the future of the child. The final stance of the poem is evidence of the lack of virtue by the parents Spike (2003, p. 15)Â   . According to the context of the society parents are supposed to be the ones to protect and give care to the children. Unfortunately the parents in the poem even celebrate on the death of the unborn baby; this shows the failure of the society in actual sense. In the second poem Walkers (2005, p. 25)Â   there is evidence of the society being

Feasibility study of a business Research Paper Example | Topics and Well Written Essays - 2250 words

Feasibility study of a business - Research Paper Example There are restaurants however the quality, taste and service of these restaurants are not up to the mark. And even if, there are good quality restaurants, then they charge too high prices therefore it becomes difficult for people to go to restaurants on a regular basis. These opportunities would allow the newly introduced restaurant, Hamara Khana to make a mark in the UAE food mark. United Arab Emirates (UAE) is one of the growing countries in the world particularly in the Middle East Region. Investors around the world have been evaluating the feasibility of investing in the country (Gimbel, 2007). There are several opportunities available for investors and for businesses. Because of advantageous business conditions in the country, UAE is considered as the 14th best country in the world to start a business according to the report published by World Bank (Economy Rankings, 2011). The lifestyle and living standard of UAE has improved over the years (Human Development Report, 2010). This report analyses the opportunities that are prevailing in the United Arab Emirates market for opening a new restaurant. Almost 60% of the total population of UAE comprises of South Asians which includes Pakistanis, Indians, Bangladeshis, Chinese, Thai etc (National Bureau of Statistics, 2010) and therefore this report identifies and evaluates the feasibility of opening a new South Asian Restaurant particular that offers foods to Pakistani and Indians as both are high in numbers in UAE. The name of the restaurant is ‘Hamara Khana’ which means Our Food in Hindi (National Language of India) and in Urdu (National Language of Pakistan). Although, there are few restaurants offering food for South Asians however the market still looks promising and therefore this report will analyse the feasibility of opening a small restaurant in UAE. The idea of the business is to start a new restaurant, Hamara Khana. The restaurant would be offering

Comparison of two poems Essay Example | Topics and Well Written Essays - 500 words

Comparison of two poems - Essay Example As a result the child misses the father even after he is dead. The child remembers her father at the time when she is thirty nine years old. This is a prime age in the life of a woman as at this time in her life she is about to enter menopause. It is at this time that the woman has lived a larger part of her life as she is increasingly becoming wiser. She becomes more understanding to her actions when she was younger as well as their consequences both to her and her loved ones. In this case she remembers how tired her father was when she was young due to his hard work. In the first poem Spike (2003, p. 15) the child that is betrayed is both defenseless and in much more need for love and care than in the second poem. However in the second poem, contrary to the lack of love in the first one there is a lot of love and understanding from the parent. This is evidence by the phrase ‘He taught me how’. This phrase explains that the child had a lot of time with the parent who took the initiative of teaching the child the virtue of honesty. The language in the first poem shows the evidence of human brutality and cruelty against the child. The actions taken by the parent killing the child who is unborn and does not even know that it exists is the evidence. On the other hand we look at the second poem which has a smooth tone evident by the care and love portrayed by the parent. From the phrase, ‘had a savings account.’ it portrays the dedication and care of the father to the future of the child. The final stance of the poem is evidence of the lack of virtue by the parents Spike (2003, p. 15)Â   . According to the context of the society parents are supposed to be the ones to protect and give care to the children. Unfortunately the parents in the poem even celebrate on the death of the unborn baby; this shows the failure of the society in actual sense. In the second poem Walkers (2005, p. 25)Â   there is evidence of the society being

The Economic development of Russia 1929-1945 Essay

The Economic development of Russia 1929-1945 - Essay Example 1929-1945 was possibly the greatest transformative period of time in Soviet history; partly due to the occurrence of the Second World War lasting from 1939-1945 and partly due to its leadership. During this period, Stalin combined his hold on power and was allowed to rule with liberty, establishing his â€Å"revolution from above† on the Soviet people1. His rule extended from 1922-1952 and was therefore responsible for majority of the economic transformation at the time. He substituted the New Economic Policy (NEP) instituted by his predecessor with a highly centralised planned (command) economy. This launched a period of collectivization and industrialization that caused rapid transformation of the USSR into an industrial power from an agrarian society. The initial disruption in agriculture unsettled food production and contributed to the disastrous Soviet famine of 1932–1933, which in Ukraine was known as the Holodomor2. Afterwards, in a period that continued from 193 6 to 1939, Stalin established a movement against suspected enemies within his administration - the Great Purge – during which hundreds of thousands were executed. In August 1939, a non-aggression pact was signed by Stalin and Nazi Germany that distributed their power and territory within Eastern Europe, causing the invasion of Poland later in September of that year. Germany later dishonoured the agreement and in June 1941 initiated a substantial invasion of the Soviet Union. In spite of numerous territorial and human losses, Soviet forces succeeded in halting the Nazi incursion following the decisive Battles of Stalingrad and Moscow3. After overwhelming the Germans on the Eastern Front, Berlin was captured in May 1945 by the Red Army, effectively ending the Second World War for the Allies in Europe. Consequently the Soviet Union arose as one of two acknowledged world super-powers, the United States being the other4. This aim of this paper is to analyse the events that occurred

The Quality Time Essay Example for Free

The Quality Time Essay I was sitting in my grandfather’s dark house, sitting in front of my father’s big stereo with his huge gray Sony headphones listening to his Boys II Men cd. I feel a tap on my shoulder; I turn around and it’s my father. He said, â€Å"Come outside, dad’s going to teach you how to change the oil in the truck. † The first thing that came to my mind was why in the world would I want to learn how to change oil in a car. I am only 11 and I don’t have a car. My mom would always say â€Å" Felicia before you were born your father wanted you to be a boy so he didn’t want to know the sex of the baby. He wanted to be surprised because he just knew you were going to be a boy. † I figured hey I guess this was the closest he would get so I always went a long with it. On top of that I was a tomboy so I guess it made it easier for him to ask me to come learn about something so minuscule in my life at the time. I went out to the car with my father and he had a smirk on his face and said,† Felicia, dad’s going to teach you how to change your oil because when you get older and you finally get yourself a car this will save you a lot of money. As always I said â€Å"ok,† When he gave me the smirk I think he knew deep inside how much I didn’t care or if I would even remember, but he did it anyway. He slid under the car and just talked and talked and talked the whole time. I didn’t remember anything he said because I couldn’t see it for myself so my mind would just start wondering. The most I did was hand him tools, but that was as good as it got. My father lived with his father, and that’s where I would stay. I was riding my bike in a circle around the house because I wasn’t aloud to leave the 2 acres of land that we had. Off in the distance I noticed my father and my oldest brother mowing the lawn and it looked fun. I was a very bored so I decided to ask my father if I could help mow the lawn. I jump off my bike leaving it in the drive way and run over to my father in the shed. I see my father in the shed putting oil in the lawn mower. I noticed that the lawn mower that my father was putting oil in didn’t look anything like the lawn mower my brother was pushing in the extremely hot sun. This lawn mower I could sit on and ride. So I walk over to ask him. I said I said â€Å" Hey dad what are you doing? he said, â€Å" putting in the oil to mow the lawn. † So I asked â€Å" Can I mow the lawn? † He was very hesitant for a min and looked at me and smirked and said â€Å" Now Felicia your to young to mow the lawn, this isn’t a toy. † I was determined to ride on that lawn mower even more because he didn’t think I could. I just said â€Å" I know its not a toy, but I’m not doing anything else. † He didn’t respond back to me let alone give me eye contact so I went back into the house. After that I didn’t feel like doing anything, not even ride my bike so I just sat down and watched the 5 channels of television that we did have. About 20 minutes later he came in the house and said â€Å" Felicia, come on Imma teach you how to ride the lawn mower. † I was kind of surprised that he changed his mind, but then again I really wasn’t. Once I went out there and learned it, I had the most fun! Now I will admit I didn’t cut the grass as neatly as he did because most of the time I acted as if I was driving a car. My father would stand in the yard and watch me. He never corrected me or told me to slow down. It was as if he was proud and I took interest in something that he liked to do. Every weekend when a thing calmed down and there wasn’t much left to do around the house my father and I would go for a car ride. He lived in Hereford, MD, which is very country with a ton of land, and he would drive all around the windy roads and talk to me about life and how I need to work hard to get to where I want to be in life. After everything he would always end his rants with, â€Å" Felicia you don’t understand now, but you will when you get older. † I hated hearing that. I always knew that I understood him now, but I really didn’t. Just the other day my father and I went for a ride. It wasn’t an intentional ride, but I was helping him move furniture. My father and I haven’t had a ride like this since I was about 14 years old. I am now 27. A lot has changed since our talks. Once again I caught myself trying to convince my father how I understand everything he is saying, but this time I truly did understand and he didn’t question my understanding either. My father and I didn’t do the typical things that I young girl would do with her father. I can actually tell you how many times that we actually went anywhere that was really fun. We would play catch, tennis, and badminton and have big cookouts. We had our times at the movies and the pizza buffet, but the times that meant most to me were the car rides and the little life lessons. As I am older now I reflect upon the struggles that my father would speak of. I wish that I could remember how to change my oil, but the only thing I can remember now is how to check my oil. I now understand that my father never really knew how to be sensitive or tell me about boys, but he showed me that he loved me in the only way that he could. I think that I always knew that, that’s why I have always aimed to please him and have him be proud of me. My father is a very stern man and he shows tough love. I have learned that love comes in all forms, and just because someone may not show it like the next person doesn’t mean that its not there. I know now that the way he loves has passed down to me because I tend to treat my children the same way. I am not as sensitive with my children because I was never really given hugs all the time and shown affection. I never once doubted that I wasn’t loved, but I try to embrace my children more and not only show them but tell them.

Anxiety interpretation

Anxiety interpretation Introduction Winning is the ultimate goal for performance success amongst elite athletes, and approaches to achieve a competitive edge and optimise sporting performances are eagerly sought after. Facilitative interpretation of anxiety symptoms to impending performance is one recognised attribute of individuals of a higher performance status, and empirical support substantiates this relationship (Jones, Hanton, Swain 1994; Jones Swain, 1995). One approach to attaining a more facilitative interpretation of anxiety is through using a combination of psychological skills (Hanton Jones, 1999a, 1999b; Thomas, Maynard, Hanton, 2007). Findings emphasise the role of cognitive restructuring strategies, such as goal-setting, to elicit positive interpretations. However, the debate over which psychological skills comprising multi-modal interventions are responsible for the favoured anxiety appraisals remains debatable (Fletcher Hanton, 2002). More specifically, recent advancements have identified individual psychological skills which promote positive competitive-anxiety responses (OBrien, Mellalieu, Hanton, 2009; Wadey Hanton, 2007, 2008), yet the mechanisms underlying how and why athletes interpret their anxiety levels as positive are still inconclusive. If athletes can develop their ability to perceive anxiety in a more positive manner, they are more likely to benefit from the accompanied performance advantage. Anxiety, traditionally believed to be a negative determinant of performance, has now become recognised as a stimulant (Jones Hanton, 1996). In response to this dual-anxiety response, Jones (1991) argued that the traditional measure of multi-dimensional anxiety, the Competitive State Anxiety Inventory-2 (CSAI-2) (Martens, Burton, Vealey, Bump, Smith, 1990), restricted the measurement of anxiety response to â€Å"intensity† levels only; (cited in Jones Swain 1995). In response, Jones and Swain (1992) developed the modified version of the CSAI-2 in which a directional scale was collaborated. This broadened the approach adopted to measure intensity and perception of symptoms which were believed to mark the presence of anxiety. In an attempt to explain anxiety interpretation differences, Jones (1995), proposed a model of control, whereby athletes anxiety interpretation was governed by the confidence in their ability to control behaviour and the environment in which to achieve their goals. The model explains that a more positive expectancy of goal attainment is resultant of perceived control and ability to cope, and this generates a more facilitative interpretation of anxiety. This concept of control stemmed from Carver and Scheier (1988) research, who proposed that an athletes interpretation relies on their belief of being able to cope with anxiety levels and having the competency to meet the demands of the task. A wealth of research has based findings on Jones (1995) theoretical framework, whereby positive expectancies of goal attainment and facilitative appraisals of anxiety are inextricably wedded (Jones Hanton, 1999a; Jones Hanton, 1996; Wadey Hanton, 2008). Findings reported by Vealey, Hayashi, Garner-Holman, GiacobbiVealey et al. (1998) reinforces the connectivity of the components within Jones model (1995), in that the perception of self-control has been identified as the second most important source of self-confidence for athletes. Sources of self-confidence are vast and well documented (for a review see Bandura 1977, 1986, 1997; Vealey et alVealey, Hayashi, Garner-Holman, Giacobbi, 1998), and the challenge is to now determine those behaviours which are most conducive to self-confidence increments. The importance of self-confidence has been well-documented, and as one of the most important attribute to athletes, it also discriminates between elite and non-elite performers (Feltz, 1988). Previous studies have suggested that self-confidence functions as a buffer to experiencing debilitative anxiety levels (Hanton, Mellalieu, Hall, 2004). Findings reveal that athletes with superior levels of self-confidence consistently reported positive directional interpretations of the experienced anxiety (Jones et al., 1994), which lends partial support to Jones model (1995). Qualitative research by Hanton et al. (2004) which limited the assessment of strategy use to self-talk, thought control and imagery suggested, suggested that self-confidence ultimately gave rise to a sense of control over athletes performance. Further, self-confidence appeared to override negative thoughts and encouraged coping expectances; thereby was akin to an internal reassurance mechanism. Hanton et al. (2004) results also reported that confidence levels were associated with increases in effort and motivation, which allowed a more facilitative perception. This endorsed Eysenck and Calvos (1992) processing efficiency theory (PET) which proposed that high levels of confidence prevented high levels of cognitive anxiety from impairing performance through promoting motivation and effort investment to ultimately increase concentration levels. Given that Bandura (1977) believes engaging in behaviour enhances the self-confidence in ones ability of that behaviour, it is plausible to suggest that engaging in effective self-control processes may enhance athletes perception of their ability to control. The ability to self-control or self-regulate comprises the capability to manage ones affect, behaviour and cognitions to attain goals, and is suggested to be most necessary when faced with challenges or habitual actions are disrupted (Karoly, 1993). According to Karoly, (1993) â€Å"self-regulation refers to those processes, internal and/or transactional, that enable an individual to guide his/her goal-directed activities over time and across changing circumstances (contexts)† (p. 25). This is an independent process, and therefore success is most likely to be attributed internally, which according to Weiner (1979) will provide a source of greater motivation and self-confidence. A central self-regulatory behaviour according to Bandura (1991) is goal-setting. Bandura proposes goal-setting guides individuals behaviours, cognitions and affects to attain their desired performance standards. In essence, goal-setting provides a self-referenced benchmark against current performance which promotes self-evaluative and positive adaptive behaviour. Goals have also been suggested to enhance athletes motivation, effort, concentration and self-confidence (Gould, 2006). These subsequent self-reactive responses may therefore be targeted to align current behaviour with desired outcomes and assist in enhancing performance. Upon attainment of goals, mastery and personal capabilities in sport-specific skills are defined and awareness of success is heightened. Evidently goals maximise individuals opportunities to experience self-satisfaction, and therefore can function as a prospective pre-determinant of self-confidence. According to Zimmerman (1999), consistent self-regulated learners will assign explicit process and outcome goals, and express elevated self-confidence levels. Given that performance accomplishment is the most superior source of self-efficacy to athletes (Bandura, 1997), this may explain and strengthen the intimacy that has been associated between goal-setting and self-confidence. Synergistically, athletes with greater self-confidence levels have been shown to set more challenging goals and express greater commitment to attaining these goals (Bandura, 1991; Locke Latham, 1990; Wood Bandura, 1989). Bandura (1991) endorses the role of self-confidence as an important element of self-regulation and this has been supported by previous research in sport (Kane, Marks, Zaccaro, Blair, 1996; Williams, Donovan, Dodge, 2000). In view of the relationships between self-control, self-confidence and anxiety interpretation; consideration of the self-regulatory processes which are encompassed within goal-setting may help to ‘unmuddy the waters regarding the prospective underlying mechanisms to anxiety appraisal. The goal-setting process is facilitated by self-monitoring, which is another sub-function of Banduras self-regulation theory (1991). Self-monitoring is in essence observing and surveying ones own performance and results (Zimmerman, 2006), and has been positively related to improved physical learning and performance (Martin Ashnel, 1995; Zimmerman Kitsantas, 1996). Self-monitoring stimulates athletes to self-evaluate and thereby recognise favourable patterns between effective psychological states and successful performance outcomes, which in-turn provides a sense of ‘self-insight. Furthermore, this may guide behavioural change if performance was impaired or encourage the behavioural repetition if performance was enhanced. Consequently, self-monitoring offers opportunities for self-evaluation towards goal attainment, which reflects its self-diagnostic function. Previously it has been shown that self-monitoring, especially if positive, serves as a source of self-confidence (Bouc hard-Bouchard, 1990; Zimmerman Schunk, 2001; Martin Anshel, 1995). Moreover, the self-monitoring capability of athletes, both individually (Kim, 1999) and as a team (Kim Cho, 1996), influences corresponding performance expectations and the belief of mastery (as cited in Bechenke, 2002). Anxiety interpretation is most likely to arise through self-evaluative behaviours. Self-evaluation allows the analysis of the behaviour and accompanied outcomes, and is a subsequent sub-function following self-monitoring. This allows the athlete to determine whether to repeat this behaviour, if self-evaluation was positive, or set in motion a state of corrective change to attain future self-satisfaction, if this judgement was unfavourable (Bandura, 1991). The self-belief in goal mastery proceeds to influence the evaluative and reactive reactions to goal accomplishment or failure. Those of greater self-confidence evaluate failure to reach their goals as a motivator to continue striving. Subsequently they react to reduce the incongruity, by investing more effort and adopting more strategies to enhance the likelihood of goal mastery (Bandura Cervone, 1986). Complementary to these findings, self-confident individuals are predominantly more proactive in their self-reactions to goal accomplishment (Bandura, 1991). That is, once their goal has been mastered, they raise the bar further by introducing another challenging goal, which functions to progress performance improvements. Furthermore, Carver and Scheier (1986, 1988, 1998) have examined the means by which self-confidence effects self-regulatory behaviours. Their research reveals that when progression to goal mastery is hindered and becomes difficult, those with greater self-confidence in coping will react to anxiety levels positively, with renewed effort and concentration to their aspirations (as cited in Hanton et al. (2004). Jones and Hanton (1996) examined competitive anxiety symptoms with regard to goal attainment expectancies prior to competition. Findings demonstrated that competitive swimmers with positive expectations of goal-attainment found their anxiety symptoms were more facilitative to performance, than athletes with negative or uncertain goal expectations. These findings reflect equivalent reports by Hanton and Jones (1999a). This is in align with Jones (1995) control model and re-iterates the beneficial responses to positive goal-expectancies, which may be underpinned by higher self-confidence levels and consequent positive anxiety appraisals. Therefore, appropriate goal-setting is also paramount to optimise athletes expectancies of goal attainment to favour positive anxiety interpretation. Bandura (1991) suggests that acknowledgement of performance progress, influences individuals forthcoming behaviour, stimulates further goal setting and evaluative responses; thus goal-setting is a stimulant for other behavioural responses and appears to be a pivotal facet of self-regulation. Therefore there appears to be an overlapping effect between self-regulatory processes and self-confidence, in particular the goal-setting process. The strong predictive effects between goal-setting and self-confidence lends reasons to propose that goal-setting may be the most dependable predictor of self-confidence amongst other self-regulatory processes; this as yet remains indefinite. Evidence lends support to the role of goal-setting and positive interpretations of anxiety. Wadey and Hanton (2008) and OBrien et al. (2009) endorse the beneficial competitive-anxiety response with gaol-setting interventions. Wadey and Hanton (2008) has hinted that self-confidence and associated effort, motivation, concentration and perceived control may play a role to explain the positive anxiety response and goal-setting, however the mediatory role of self-confidence is as yet unconfirmed. Although Jones explanatory model (1995) and aforementioned research endorse the role self-confidence and perception of self-control plays in anxiety appraisal, they fail to acknowledge, identify and explain which self-regulatory behaviours allow self-confidence to override debilitating interpretations and why this relationship exists. In review of the literature five key self-regulatory processes have emerged and were measured using the Self Regulation in Sport Questionnaire (SRSQ); goal-setting, regulatory-responses, self-monitoring, self-awareness and self-talk. This was the first study to use this questionnaire and assess self-regulation, as a holistic process and differentiate between the key processes. The sources of self-confidence have been extensively reported, yet the variances by which self-regulatory processes contribute to self-confidence have not been compared. This questionnaire will allow the specific sub-functions of self-regulation that may enhance self-confidence to be determined. Previous studies report that elite athletes self-regulate more than their non-elite counterparts (Cleary Zimmerman, 2001; Anshel Porter, 1996), which is not surprising considering elites superior use of psychological skills (Thomas, Murphy, Hardy 1999).,. Therefore the self-confidence derived from these skills is likely to vary, thus competitive level is an important variable to control in this study. The Finally, the role of goal-setting, conceptualised as a self-regulatory behaviour , as a regulatory behaviour on anxiety interpretation willcan be investigated, which extends Hanton et al., (2004) study by including goal-setting as a strategy. . In essence, this study serves to discover if engaging in goal-setting has an indirect effect on anxiety interpretation by enhancing self-confidence. Specifically, it proposes to discriminate which facets of self-regulation are utilised to foster self-confidence, and thereby potentially mediate the competitive anxiety response interpretation. It is hypothesised that goal-setting will be the superior predictor of self-confidence, which in turn will mediate the relationship between goal-setting behaviours and anxiety interpretation. It is expected that self-confidence will be a positive partial mediator of facilitative anxiety interpretation.

Wings :: Essays Papers

Wings Calvin Coolidge once said, The chief business of the American people is business. This statement is as true today as it was when Coolidge said it because America is largely defined by the nature of the businesses that drive its economy. One of the major economy driving businesses in America is Boeing, an aircraft production company with plants all over the United States. The aircraft produced by Boeing are used for military and commuter services. The Boeing 747 commuter jet has become the symbol of the company, and a great symbol of what America is all about. Diversity, efficiency, and creativity are terms used to describe America, but now they are being used by the Boeing Company to describe the Boeing 747. Nothing on the surface of the Boeing 747 would lead one to believe diversity could be related to it in any way at all, but if one considers the production and the materials of the airplane itself, it is easy to realize that the Boeing 747 is, in fact, diverse. People from all over the world with parts from all over the world produce the Boeing 747 in factories located throughout the United States. Just like America, the Boeing 747 has a tradition of resiliency because of the hard work and dedication of the people who fuel its production. Diversity allows continual change for the better to take place; America and the Boeing 747 are no exception to the rule. Speed and efficiency have been the most important attributes of any means of transportation produced in the United States since the Industrial Revolution, and considering the fact that the Boeing 747 is capable of delivering hundreds of passengers to a desired location on time, one could safely say that the Boeing 747 is quick and efficient. For the most part, people in America and on the Boeing 747 are there because they have goals and destinations that they want to reach as quickly as possible. The Boeing 747 and America provide Americans and foreigners alike with the opportunity to get where they want to go without wasting time. Any decrease in the speed and efficiency Americans have come to expect from the Boeing 747 would mark the beginning of the end of its wide spread use and existence. Perhaps the most important factor going in to creating something like the Boeing 747 is creativity itself.

Evaluating a Health Promotion Website Essay -- Health Care, Nursing

Introduction This assignment intends to review the concept of nursing shift handover. Nursing handover can be defined as an important time to exchange information pertinent to the continued care of their patients (Pothier, Monteiro, Nooktlar et al. 2005). Methods of handover are varied, ranging from taped, verbal, by the bedside or with typed sheets. In 2010 there were 352,104 registered nurses, midwives and health visitors working in the NHS (RCN, 2011). All of these will partake in a handover of information on a regular basis, in hospitals this handover takes place at least twice day. In 2009/2010 there was 16,806,200 hospital stays in NHS hospitals (IC NHS, 2011). Information about their care would have been exchanged at shift changes, with the quality of each handover ensuring relevant care. Consequently, we can see that handovers effects thousands of nursing staff together with the thousands of patients in the hospital setting. The Health & Safety Executive (1996) stated that handover has several requisites, in particularly that communication between shifts should be accurate and without misunderstandings. The need to improve handovers is international recognized along with the obstacles that need to be overcome. Solutions need to address the healthcare professionals resistance to change, while understanding their time pressures. Additionally, issues relating to staffing levels, language differences and lack of research (WHO, 2007)need to be taken into account. According to Prouse (1995 cited by Carayon,) the cost of a handover in an UK hospice was approximately  £80, (with inflation  £125 (This is Money, 2011)). Additionally, Burke (1999) suggested using taped handovers saves a ward  £16,000 per annum, which may... ...400 results when refined with quantitative or qualitative keywords. Lastly, CINAHL produced best results when using a basic search with 'nursing handover' used, resulting in 23 articles. Each database requires different techniques, sometimes narrowing or opening the search parameters. Parameter of date and location were employed. Consequently, papers needed form 2001 onwards, original research and from the UK, thus avoiding cultural discrepancies and ensuring applicable to practice. Additionally, they needed to be hospital based and preferably in a ward setting. The qualitative paper selected was 'A qualitative study of shift handover practice and function' (Kerr, 2001) and the quantitative paper was 'A Pilot study to show the loss of important data in nursing handover'(Pothier D., Monteiro P., Nooktlar M. et al., 2005). These will now be critiqued in turn.

Modern Political Thought

School of Politics and International Relations Modern Political Thought II POL206 2012-13 Module Convenor: Dr Madeleine Davis Email: m. j. [email  protected] ac. uk Office hours: Semester 1 Thursday 2-3pm, Friday 11-12am, Semester 2 Thursday 23pm, Friday 1-2pm. Office location: Arts One, Room 2. 28b Timetable: Lectures: Thursdays at 10 am Seminars: Thursdays (see QM+ and School notice board for details) 1 1. Welcome from the convenor This module handbook provides you with essential information. The handbook details the topics covered each week.You should use the reading lists provided to help you prepare for lectures and seminars. You should read the handbook carefully before you begin the module, and you should bring it with you every week to lectures and seminars. The first few pages give you some general information and advice on how the module will be taught and assessed, as well as guidelines on preparing and presenting your work. The rest of the handbook is a guide to module content, including a week by week guide to lecture and seminar themes, with essential and additional readings clearly indicated for each topic.Copies of this module outline and other handouts are available from the folders on the wall outside the School Office on the second floor of the Arts Building. The module outline for the spring semester will be available at the end of the autumn semester. Announcements relating to the module will be distributed via email to your QM email account or via QM+, and it is your responsibility if you miss any of these announcements. There will be a weekly lecture for the module at 10 am on Thursdays. Seminars also take place on Thursday and you will be assigned to one of these. . Module description This second year core module is compulsory for all Politics and Politics/History students, because we think an understanding of the history, structures and main concepts of political thinking is necessary for appreciating the institutions and arguments of modern political life, as you will study it in other modules. The skills you learn in dealing with more abstract and normative ideas, as well as in evaluating rational arguments, are also essential for studying all parts of the discipline.The module builds on the analysis of concepts and ideologies begun in POL100 Introduction to Politics, but it also offers an opportunity to read some of the classic texts, and to explore some of the founding ideas, of modern political theory. By studying the foundations and development of political thought, we can understand how contemporary ways of thinking about politics and the political emerged, as well as appreciating the historical and theoretical contexts in which they evolved.The emphasis in the module will be on a critical reading and analysis of primary texts. Part I of the course (MPT I) focused on the development of political thought prior to the French Revolution, emphasising in particular the social contract tradition; foundational i deas about rational individualism; the quest for a theory of political obligation which would grant legitimacy to the emerging modern state; the development of radical theories of democratic participation and popular sovereignty; and the critique of many of these developments in modern conservatism.It also raised questions about how we think of the political, by comparing the social contract tradition with that of Machiavelli and by considering politics in the context of the development of modernity. Concepts like consent, freedom, equality, rights and property were prominent. In Part II of the course, we will be considering the way in which political thought developed in the wake of the French and industrial revolutions. We will begin by focusing upon the continued rise of liberalism and secularism in the 18th and 19th centuries in the work of Jeremy 2Bentham, John Stuart Mill and Immanuel Kant. These figures represent the continued elaboration and sophistication of the modern foun dations of political society in concepts of rationalism, enlightenment, freedom and equality. As we will see, their conceptions of the role of the state, of right and of obligation continue to be immensely influential in both political thought and practice today. For the rest of the module we will turn our attention to Germany and three great German thinkers: Hegel, Marx and Nietzsche.This will allow you the opportunity to study three of the nineteenth-century’s central political thinkers, whose ideas have played a crucial role in the development of the 20th century. Hegel’s writings may not at first seem easy to understand as they are written in a style that is highly metaphysical and abstract. However, once we get beyond the philosophical jargon we discover one of the most compelling visions of the relationship between citizens and the state that has ever been offered.For Hegel, the state was ‘the actuality of the ethical idea’, and it was through the St ate that the individual acquires what he describes as ‘substantive freedom’. The critiques of liberalism developed by Marx and Nietzsche are the most influential we have. Attacking the very foundations of the emerging liberal capitalist order, they also dismissed its values and aspirations to justice as at best illusory and at worst, as masquerades for advancing sectional interests.For them, liberal democracy is about oppression and exploitation (Marx), nihilism and deathly mediocrity (Nietzsche), not justice and emancipation. They developed very different ideas from liberal ones, about human nature and what might be ‘good’ for it. They also developed grand historical accounts to explain what they saw as the miseries and degeneracy of modernity (capitalism; nihilism), alongside more visionary allusions as to how we might escape from them.Above all, Marx and Nietzsche sought to challenge the idea that politics is a rational practice undertaken by self-consci ous actors who make rational decisions and subscribe to general values of fairness. What they describe is a far more complex environment in which politics is an ongoing struggle between (structural, cultural, unconscious) forces of which we often have little understanding and even less control. This means that they pay less attention to the State than more conventional political theorists, since the power struggles that constitute political life are much more widespread.This clearly has significant implications for the practising of politics and through them, Marx and Nietzsche oblige us once more to take up the first semesters’ questions concerning the bases (or lack of them) for political authority, shared values or any common vision of justice or liberation. 3. Teaching and Learning Profile a) Teaching Arrangements Lecturers: Madeleine Davis (MD), Jeremy Jennings (JJ), Caroline Williams (CW) and Clare Woodford (CWd) Seminar teachers: Madeleine Davis, Caroline Williams and Clare Woodford The module has two components: a one hour weekly ecture and a one hour weekly seminar. Attendance at all lectures and seminars is compulsory. Persistent non-attendance can lead to 3 de-registration, which can affect your overall classification or prevent your studying further with Queen Mary. If you are absent due to ill health you should contact the module tutor and the office. If you are absent from Queen Mary for more than five days, you must supply a doctor’s note. Lectures: there will be twenty-two weekly lectures, as detailed in the module outline below. These will take place on Thursdays at 10 am. You should ensure that you attend all of these.Lectures are captured on audio and video, and you can find them on QM+. Seminars: these are held once a week and also last one hour. They are small group meetings based around specified texts and themes, and they are intended to supplement the lectures and provide an opportunity for deeper discussion of the module content. You MUST do the required preparatory reading in advance of the seminar. All participants are expected to demonstrate a careful reading for the week’s topic and a willingness and ability to contribute to class discussion on the basis of such reading.You can only demonstrate reading and thinking through making regular contributions to class discussions. The class tutors will endeavour to make sure that everybody says something in every seminar. Since seminars are designed to allow you to make an input into the module, attendance is compulsory. Please note that non-attendance at seminars can lead to deregistration from the module (see undergraduate handbook). Please let the seminar tutor know in advance if you are unable to attend a seminar, and please ensure that you speak to the module convenor or your personal tutor if you are experiencing problems.Because texts are open to various interpretations and criticisms, seminars in this module provide an especially importan t forum for trying out your ideas, testing them on other readers, and most importantly, raising difficulties that arose during your reading. You should never feel intimidated in these classes, in expressing your ideas: speculative thinking is an important part of political theorising and it is not a question of being ‘right’ or ‘wrong’. Above all, it is important that you should come to class with an enquiring mind and a willingness to share your questions, problems and opinions with other members of the tutorial.Class discussions are for your benefit and the more you put into them, the more stimulating and helpful you’ll find them. In fact, the best MPT sessions often arise from students identifying parts of texts they found the most difficult or controversial, rather than those parts which are more self-evident. Never feel inhibited about asking the meaning of words or passages – the chances are that other people are also struggling with the m! It is important that you should bring a copy of the week’s primary text with you, as we may want to analyse particular passages together.QM+ and email: it is important that you check the POL206 area on QM+ regularly. Not only will we post announcements and handouts there, but we will also involve QM+ in the teaching of the module. Smart students don’t come unprepared to class because they have forgotten to check QM+. You must also read your Queen Mary email daily for any communications about teaching. The School will not use any other email but that supplied by the Queen Mary. Failure to respond to email messages, particularly regarding non-attendance, may lead to deregistration. b) Learning Outcomes and Assessment Criteria The aims of the module are: To give students a broad overview of modern political thinking as it developed from the 16th century to the end of the 20th century; to encourage a capacity in analytical thinking and an ability to deal with abstract c oncepts and normative or speculative ideas; to introduce a critical perspective which encourages rigorous and creative thinking and to teach skills which are derived from a text-based module; and to introduce intensive and continuous writing assignments in order to develop students’ writing abilities and powers of written analysis.The learning objectives of the module are: The acquisition of a detailed knowledge of classic texts in political theory; an ability to explain and critically analyse the basic claims and normative ideas underlying modern political doctrines; a familiarity with the central concepts of modern political thought, such as rights, justice, human nature, liberty, equality, democracy, exploitation, as well as the idea of the political itself, as these have developed discursively and historically; and an appreciation of how political theory both understands, and responds to, the questions of odernity and the modern state. Skills: The module aims to teach the following skills: analytic skills in close readings of texts; skills of critical evaluation in considering arguments; speculative skills in thinking about the ‘big’ questions in politics; presentation skills in summarising complex theoretical arguments; and writing skills in presenting critical written accounts of ideas covered and reflecting on the student’s own work. c) Attendance Attendance at all Lectures and Seminars is compulsory.Persistent non attendance can lead to de-registration, which can affect your overall classification or prevent your studying further with Queen Mary. If you are absent due to ill health you should contact the module tutor and the office. If you are absent from Queen Mary for more than 5 days you must supply a doctor’s note. d) Participation/Preparation This handbook details the topics covered each week. You should use the reading lists provided to help you prepare for lectures and seminars. You can only demonstrate reading and thinking through making regular contributions to class discussions. e) Communication You must read your Queen Mary email for any communications about teaching daily. The School will not use any other email but that supplied by the Queen Mary. Failure to respond to email messages, particularly regarding non-attendance, may lead to deregistration. You must check this QM+ site for this module for any messages and associated learning material. 4. Assessment Profile and Timetable for feedback (see also Appendix 1) a) Assessment In the spring semester, assessment for this module consists of the following two pieces of work: (i) an essay proposal of max. 00 words, plus working bibliography (weighting: 10% of the mark for the whole year); and (ii) a research essay of max. 5000 words (weighting: 50% of the mark for the whole year). The research essay is designed to allow you to demonstrate both depth and breadth in your understanding of the semester’s key themes and thinkers. It i s also intended to help develop your skills of research design and independent research, in order to prepare you for the final year dissertation you will undertake next year.You will be required to choose one from a selection of key themes, and to write an essay that compares and analyses the treatment of your chosen theme by at least three of the thinkers covered in this module. The choice of thinkers will depend on the theme chosen and your own interests, with one stipulation: at least two must be chosen from the Spring Semester (for Semester B associates all will be chosen from the Spring Semester). The themes from which to choose are: i) freedom, ii) human nature, iii) morality, iv) equality, v) political authority and legitimacy.The requirement to submit a plan and working bibliography is intended to ensure that your choice of themes and thinkers is appropriate, to help you in framing your arguments, and to give you the opportunity to receive feedback on your work in progress f rom your seminar tutor. Your tutors may also incorporate short writing exercises into classes to help you link themes and thinkers as we progress through the course. Deadlines Essay proposal: Thursday 7 March (Week 9) Feedback will be given in week 11. Research essay: Tuesday 23 April. Grades and feedback will be given after the exam period.Please refer to the Appendix for further information and guidance about the coursework. Exam There is no exam for this module. 6 Semester B associate students Those taking MPT II only will have 100% of their grade awarded on the basis of their spring semester course work. The coursework is as follows: (i) an essay proposal of max. 500 words, plus working bibliography (weighting: 15% of the mark); and (ii) a research essay of max. 5000 words (weighting: 85% of the mark). The coursework is due on the same dates as for nonassociate students.See Appendices for full details. b) Submission of coursework You must submit one electronic copy of all assign ments. Your electronic copy must be submitted via Queen Mary’s Virtual Learning environment (QMPlus) by 9am on the day of the stated deadline. The School has a policy of anonymous marking. Your name must not appear anywhere on your work. Therefore, you must ensure that you use the coursework coversheet as the first page of your assignment. Any coursework work submitted which does not have a coversheet attached will incur penalties for incorrect submission.Coversheets can be downloaded from the Undergraduate shared area of QMPlus and through individual QMPlus module areas Your electronic copy must be submitted by 9am on the deadline date, and will be retained and screened by anti-plagiarism software. REMEMBER: Save your assignment with coversheet and bibliography as a single document (preferably as a PDF) before uploading to QMPlus Complete the coversheet with your Student ID, Module Code, Assignment number and Seminar Tutor. Your assignments must be submitted by 9am on the de adline date Save back-up copies of all your work in case of computer failure.It is your responsibility to submit your assignments correctly. (Full details of submission policies can be found in the School’s Student Handbook. ) c) Extensions If you require an extension due to extenuating circumstances (EC), you must complete the relevant EC form and attach documentation to support your request. Completed forms and documentation should be handed into the Office. Full details can be found in the Student Handbook 7 Essays submitted 14 days after the deadline – including weekends – will not be assessed and will be given a mark of zero. d) Essay AdviceReferencing and bibliography There are different ways of referencing and making a bibliography. The important thing is that you use one, and that you use it consistently. Referencing and bibliography are essential parts of any essay and marks will be deducted if they are poor or absent. Your seminar teacher will be happy to answer questions about this. For details about how to reference and make a bibliography, please consult the Student Handbook. e) Past Exam Paper There is no exam for this course. 5. QM+ All module materials, including a copy of this module outline can be found on QMPlus.You should familiarise yourself with QMPlus as soon as possible as further information concerning this module and office hours will be posted there. To access QMPlus (on or off campus) go to http://qmplus. qmul. ac. uk/. You will require your QM computer access username and password. You should also use QMPlus to upload the electronic version your assignments. If you are having problems accessing/using QMPlus support and information can be found on the following website – http://qmplus. qmul. ac. uk/mod/page/view. php? id=85646 Equally you can contact the School Office who may be able to offer assistance.NOTE: If you have not completed your module registration properly your modules will not show on QMPlus. It is up to you to ensure you complete registration and check QMplus regularly. 6. Plagiarism QM defines plagiarism as presenting someone else’s work as one’s own irrespective of intention. Close paraphrasing, copying from the work of another person, including another student, using the ideas of another person, without proper acknowledgement or repeating work you have previously submitted without properly referencing yourself (known as ‘self plagiarism’) also constitute plagiarism. Regulations on Assessment Offences 8 Plagiarism is a serious offence and all students suspected of plagiarism will be subject to an investigation. If found guilty, penalties can include failure of the module to suspension or permanent withdrawal from Queen Mary. It is your responsibility to ensure that you understand plagiarism and how to avoid it. The recommendations below can help you in avoiding plagiarism. Be sure to record your sources when taking notes, and to cite these if you use ideas or, especially, quotations from the original source.Be particularly careful if you are cutting and pasting information between two documents, and ensure that references are not lost in the process. Be sensible in referencing ideas – commonly held views that are generally accepted do not always require acknowledgment to particular sources. However, it is best to be safe to avoid plagiarism. Be particularly careful with quotations and paraphrasing. Be aware that technology is now available at Queen Mary and elsewhere that can automatically detect plagiarism. Ensure that all works used are referenced appropriately in the text of your work and fully credited in your bibliography.If in doubt, ask for further guidance from your adviser or module tutor. See your student handbook for further advice. 9 7. LECTURE AND SEMINAR SCHEDULE 1 2 3 4 5 6 7 8 9 10 11 12 Lecture Bentham’s Utilitarianism (JJ) John Stuart Mill’s Liberalism (JJ) Kant’s Enlighte nment (CWd) Hegel: Philosophy, ethics and the state (CWd) The early Marx (MD) Marx’s historical materialism (MD) Reading week; no lectures or seminars The Analysis of Capitalism (MD) Introduction to Nietzsche and the Genealogy of Morality (CW) Nietzsche’s Genealogy and Bad Conscience (CW) Nietzsche’s Genealogy and Nihilism (CW) Conclusion and overview (MD)Seminar theme Bentham: principles of morals and legislation John Stuart Mill: liberty Kant: enlightenment and freedom Hegel and the state Marx: emancipation, alienation and speciesbeing Marx: history, class and revolution Marx: capitalism and exploitation Nietzsche’s challenge : what is morality? Nietzsche: guilt, bad conscience, discipline and will to power Nietzsche: nihilism and beyond Advice on preparing your research essay PLEASE NOTE THAT THERE WILL BE A BRIEFING SESSION ON THE ASSESSMENT REQUIREMENTS FOR ALL STUDENTS ON THURSDAY 18 JANUARY AT 1PM IN ROOM FB113A 10 8. READING GUIDESEMESTER II TEXTS Core Texts Jeremy Bentham, An Introduction to the Principles of Morals and Legislation (in Wootton). John Stuart Mill, On Liberty (in Wootton). Kant, ‘An Answer to the Question: What is Enlightenment? ’ (in Wootton). G. W. F. Hegel, Elements of the Philosophy of Right (Cambridge: Cambridge University Press, 1991). Karl Marx and Friedrich Engels: various texts, including excerpts from On the Jewish Question, The 1844 Manuscripts, The German Ideology, The Communist Manifesto and Capital , collected in Wootton or Robert C. Tucker, The Marx-Engels Reader, 2nd edition (New York: W.W. Norton, 1978). Friedrich Nietzsche, On the Genealogy of Morality, ed. Keith Ansell-Pearson, trans. Carol Diethe (Cambridge: Cambridge University Press, 2007). As far as is possible, all of the first and second semester readings are collected in David Wootton (ed. ), Modern Political Thought. Readings from Machiavelli to Nietzsche (Cambridge: Hackett, 1996) (referred to below as Wootton; you may also use the second edition from 2008). Students are strongly advised to purchase this text. Where texts are not in Wootton they will be posted on the QM+ site for the course.Most of these texts can also be found on the internet, although the quality varies. Secondary texts: An important note on secondary reading: As last semester, the major emphasis of this course is on a close reading of primary texts. All the essential reading for seminars is from the core primary texts listed above. However you will need to consult secondary texts when planning and preparing your research essay (you can also, of course, use them for seminar preparation in addition to – never instead of! – the primary reading if you have time).The secondary material listed below is organised into various categories: general texts: useful companion texts aimed at students and usually covering several thinkers and one or more relevant themes. secondary texts on particular thinkers: more in depth and specialised treatments of each thinker. additional thematic sources: some suggestions for general reading on the themes for the research essay. 11 Your working bibliography for the research essay will probably contain material from each of these categories. We have provided a fairly extensive range of sources here.All should be available in the QM library (some are still on order at the time of compiling this list). Useful secondary texts (* indicates particularly recommended) General secondary texts: Barry, N. , Modern Political Theory (4th ed, 2000) (chapters on authority, freedom and equality) Boucher, D. and P. Kelly (eds. ), Political Thinkers (London: Routledge, 2003). *Edwards, A. and J. Townsend (eds. ), Interpreting Modern Political Philosophy. From Machiavelli to Marx (Basingstoke: Palgrave, 2002). (useful chapters on Kant, Hegel, Mill and Marx) *Hampsher-Monk, I. A History of Modern Political Thought (Oxford: Blackwell, 1992) (chapters on Bentham, Mill, Hegel and Marx) Ma cpherson, C. B. , The Political Theory of Possessive Individualism (Oxford: Oxford University Press, 1964). ( a critique of liberalism) Matravers, D. et al. , Reading Political Philosophy. Machiavelli to Mill (London: Routledge, 2001). *Pateman, C. , The Problem of Political Obligation (Cambridge: Polity, 1985). Plamenatz, J. , Man and Society: Political and Social Theories from Machiavelli to Marx (New York: Longman, 1991). Ramsay, M. ,What’s Wrong with liberalism? (1997) Rorty, R. et al. (eds. ), Philosophy in History: Essays in the Historiography of Philosophy (Cambridge: Cambridge University Press, 1984). *Rosen, M. , and Wolff, J. , Political Thought (OPU, 1999) – (a very useful reader of primary texts organised by themes including human nature, justification of political rule, and liberty, with short introductions to each theme) Wolff, J. , An Introduction to Political Philosophy (Oxford: Oxford University Press, 1996). By thinker: Bentham, Mill and Utilitarianis m David Bromwich and George Kateb (eds), John Stuart Mill On Liberty (New Haven: Yale University Press, 2003).Wendy Donner, The Liberal Self: John Stuart Mill’s Moral and Political Philosophy (Ithaca: Cornell University Press, 1991). Michael B. Gill, The British Moralists on Human Nature and the Birth of Secular Ethics (Cambridge: Cambridge University Press, 2006). *John Gray, Mill on Liberty: A Defence, 2nd edition (London: Routledge, 1996). Joseph Hamburger, John Stuart Mill on Liberty and Control (Princeton: Princeton University Press, 1999). *Ian Hampsher-Monk, A History of Modern Political Thought (Oxford: Blackwell, 1992), chapters 7 and 8.Will Kymlicka, Contemporary Political Philosophy: An Introduction, 2nd ed. (Oxford: Oxford University Press, 2002), chapter 2. 12 John Rawls, A Theory of Justice (Cambridge, MA: Belknap Press, 1971),  §Ã‚ §5, 26-30. Nancy Rosenblum, Bentham’s Theory of the Modern State (Cambridge, MA: Harvard University Press, 1978). Alan Rya n, The Philosophy of John Stuart Mill, 2nd edition (Basingstoke: Macmillan, 1978). Geoffrey Scarre, Utilitarianism (London: Routledge, 1996). Philip Schofield, Utility and Democracy: The Political Thought of Jeremy Bentham (Oxford: Oxford University Press, 2006)..John Skorupski, John Stuart Mill (London: Routledge, 1989). John Skorupski (ed. ), The Cambridge Companion to John Stuart Mill (Cambridge: Cambridge University Press, 1998). J. J. C. Smart and Bernhard Williams, Utilitarianism for and against (Cambridge: Cambridge University Press, 1973). John Stuart Mill, ‘Utilitarianism’, in On Liberty and Other Essays, ed. John Gray (Oxford: Oxford University Press, 1991), pp. 131-201. Kant Useful Introductions Scruton, R. (2001) ‘Kant A Very Short Introduction’, Oxford: Oxford University Press Filkshuh, K. A. (2003 [2nd ed. 2009]) ‘Kant’ in Boucher, D. and Kelly, P. eds) Political Thinkers From Socrates to the Present, Oxford: Oxford University Pre ss, pp. 422-36 P. Guyer, The Cambridge companion to Kant P. Guyer The Cambridge Companion to Kant and modern philosophy (2006) H. Williams, Kant’s Political philosophy S. M. Shell, The Rights of reason: A study of Kant’s Philosophy and Politics R. Beiner (ed), Kant and political Philosophy H. Arendt, Lectures on Kant’s Political Philosophy P. Riley, Will and Political Legitimacy L. Krieger, The German Idea of Freedom G. A. Kelly, Idealism, Politics, and History Reiss, H. S. (ed. ) (1991) Kant’s Political Writings, (2nd ed. (H. B. Nisbet trans. ) Cambridge: Cambridge University Press Also useful for commentaries and discussion: Allison, H. (2004 ed) Kant’s Transcendental Idealism: An Interpretation and Defence, London and New Haven, CT: Yale University Press Ameriks, K. (2000 ed) Kant’s Theory of Mind, Oxford: Clarendon Press Beck, L. W. (1960) A Commentary on Kant’s Critique of Practical Reason, Chicago Caygill, H. (1995) A Kant Dicti onary, Oxford: Blackwell Collins, A. (1999) Possible Experience: Understanding Kant’s Critique of Pure Reason Berkeley and Los Angeles: University of California Press Downie, R. S. and Telfer, E. 1969) Respect for Persons, Allen and Unwin Filkshuh, K. A. (2003 [2nd ed. 2009]) ‘Kant’ in Boucher, D. and Kelly, P. (ed. s) Political Thinkers From Socrates to the Present, Oxford: Oxford University Press, pp. 422-36 Gardner, S. (1999) Routledge Philosophy Guidebook to Kant and the Critique of Pure Reason, (London: Routledge) 13 Keller, P. (2001) Kant and the Demands of Self-Consciousness Cambridge: Cambridge University Press Kitcher, P. (1982) ‘Kant on Self-Identity’, The Philosophical Review, vol. 91, no. 1, pp. 41-72 Kitcher, P. (1999) ‘Kant on Self-Consciousness’, The Philosophical Review, vol. 08, no. 3, pp. 345-386 Korsgaard, C. (1996) Creating the Kingdom of Ends, Cambridge; Cambridge University Press Sircello, G. (1968) ‘Subjectiv ity and Justification in Aesthetic Judgements’, The Journal of Aesthetics and Art Criticism, Vol. 27, no. 1, pp. 3-12 Wolff, R. P. (ed. ) (1967) ‘Kant: A Collection of Critical Essays’, Garden City, NY: Doubleday Anchor [a useful collection] Hegel Useful Introductions: Singer, P. (1983) ‘Hegel: a very short introduction’, Oxford: Oxford University Press Patten, A. (2003 [2nd ed. 2009]) ‘Hegel’ in Boucher, D. and Kelly, P. (ed. ) Political Thinkers from Socrates to the Present, Oxford: Oxford University Press, pp. 437-58 Knowles, D. (2002) ‘Hegel and the Philosophy of Right’, New York; Routledge [An excellent text. Really useful for situating Hegel’s knowledge in context. Very clearly written]. Also useful: * Hampsher-Monk, I. A History of Modern Political Thought (Oxford: Blackwell, 1992), * Patten, A. Hegel’s Idea of Freedom (Oxford: Oxford University Press, 1999). * Wood, A. W. ‘Editor’s Introduc tion’, in G. W. F. Hegel, Elements of the Philosophy of Right (CUP 1991) * Burns, A. ‘G. W. F.Hegel’, in Terrell Carver and James Martin (eds), Continental Wood, A. W. Hegel’s Ethical Thought (Cambridge: Cambridge University Press, 1990). Ameriks, K. (1985) ‘Hegel’s Critique of Kant’s Theoretical Philosophy’, Philosophy and Phenomenological Research Vol. XLVI, no. I, pp. 1-35 Haddock, B. ‘G. W. F Hegel: Philosophy of Right’, in Murray Forsyth and (eds), The Political Classics: A Guide to the Essential Texts from Hamilton to Mill, Vol. 2 (Oxford: Oxford University Press, 1993). Beiser, F. (2005) ‘Hegel’, London: Routledge Berenson, F. (1982) ‘Hegel on Others and the Self’, Philosophy, vol. 57, no. 19, pp,77-90 Taylor, C. Hegel and Modern Society (Cambridge: Cambridge University Press, 1979). Taylor, C. Hegel, (Cambridge: Cambridge University Press, 1977). Di Giovanni, G. and Harris, H. S. (ed s) (1985) ‘Between Kant and Hegel’, Albany: SUNY Press Harris, H. S. (1995) ‘Hegel: Phenomenology and System’, Indianapolis: Hackett Houlgate, S. (1991) ‘Freedom, Truth, History: And introduction to Hegel’s Philosophy’, London: Routledge Ritter, J. Hegel and the French Revolution: Essays on The Philosophy of Right (Cambridge: MIT Press, 1984). Mccarney, J. ‘Hegel on History,’ (London: Routledge, 2000). Habermas, J.Knowledge and Human Interests, trans. Jeremy J. Shapiro (Cambridge: 14 Inwood, M. A Hegel Dictionary (Oxford: Blackwell, 1992). Inwood, M. Hegel (London: Routledge, 1983). Hardimon, M. O. Hegel’s Social Philosophy: The Project of Reconciliation (Cambridge: Cambridge University Press, 1994). Mure, G. R. G. (1965) ‘The Philosophy of Hegel’, London Pinkard T. (2000) ‘Hegel: A Biography’, Cambridge: Cambridge University Press [Useful introduction to Hegel’s life and times] Raymon d Plant, Hegel (London: Routledge, 1999). Pippin, R. B. Idealism as Modernism: Hegelian Variations (Cambridge: Cambridge University Press, 1997).Avineri, S. Hegel’s Theory of the Modern State, New edition (Cambridge: Cambridge University Press, 1974). Solomon, R. (1983) ‘In the Spirit of Hegel’, Oxford: Oxford University Press Stewart, J. (2000) ‘The Unity of Hegel’s Phenomenology of Spirit’, Evanston, IL: Northwestern University Press Taylor, C. (1975) ‘Hegel’ Cambridge: Cambridge University Press Villa, D. (2005) ‘Hegel, Toqueville, and â€Å"Individualism†Ã¢â‚¬â„¢, The Review of Politics, Vol. 67, no. 4, pp. 659-86 Walsh, W. H. Hegelian Ethics (Basingstoke: Macmillan, 1969). Westphal, K. (2003) ‘Hegel’s Epistemology’, Indianapolis: Hackett Allen W.Wood, Hegel’s Ethical Thought (Cambridge: Cambridge University Press, 1990). Pelczynski, Z. A. (ed. ), The State and Civil Society: Studies in Hegel’s Political Philosophy (Cambridge: Cambridge University Press, 1984). Pelczynski, Z. A. Hegel’s Political Philosophy: Problems and Perspectives (Cambridge: Cambridge University Press, 1971). Marx General texts S Avineri, Social and Political Thought of Karl Marx T Bottomore (ed), A Dictionary of Marxist Thought T. Carver ed. , The Cambridge Companion to Marx T. Carver, Marx’s Social Theory T. Carver, The Postmodern Marx *G Duncan, Marx and Mill M Evans, Karl Marx *I.Hampsher-Monk, Modern Political Thought Ch 10 J Lively & A Reeve (eds),Modern Political Theory Section VI *D McLellan,Karl Marx: His Life and Thought *D McLellan,The Thought of Karl Marx [thematic chapters in Part 2 are extremely useful] J Maguire, Marx's Theory of Politics P. Osborne How to Read Marx *P Singer, Marx (a useful, short introduction) T Sowell, Marxism, Philosophy and Economics W Suching, Marx: An Introduction 15 A Wood, Karl Marx The Young Marx and Alienation E Fromm, Marx's Conce pt of Man S Hook, From Hegel to Marx * D McLellan, Marx Before Marxism I Meszaros, Marx's Theory of Alienation B Ollman, Alienation D.McLennan, The Young Hegelians and Karl Marx Historical Materialism & Social Change A Carter, Marx: A Radical Critique T Carver, Marx's Social Theory G Cohen, Karl Marx's Theory of History: A Defence M Rader, Marx's Interpretation of History Marx and Capitalism: Marxist Economics A Brewer, A Guide to Marx's Capital B Fine, Theories of the Capitalist Economy A Giddens, Capitalism and Modern Social Theory E Mandel, The Formation of the Economic Thought of Karl Marx E Mandel, An Introduction to Marxist Economic Theory T Sowell, Marxism, Philosophy and Economics Marx and Ideology E. Balibar, Marx and Philosophy T.Carver, `Did Ideology fall with the Wall? Marx, Marxism, Post-Marxism’ in M. Freeden ed. , Reassessing Political Ideologies J Lorraine, â€Å"Ideology and its revisions in Contemporary Marxism† in N O'Sullivan ed. , The Structure of Modern Ideology J. McCarney, The Real World of Ideology M. Seliger, The Marxist Concept of Ideology R. Williams, `Ideology' in his Keywords Marx and Engels on justice, morality, human nature and exploitation Arneson,`What's wrong with Exploitation? ‘ Ethics 91 (Jan 1981) A. Buchanan, `Exploitation, Alienation and Injustice', Canadian Journal of Philosophy IX vol. Cohen, Nagel & Scanlon eds, Marx, Justice and History (esp. articles by Husain and Wood L. N. Geras,`The Controversy about Marx and Justice', New Left Review 150 (1985) * N. Geras, Marx and Human Nature *S. Lukes, Marxism and Morality *K. Neilson & S. Patton eds, `Marx and Morality', Canadian Journal of Philosophy. Supplement to vol. VII (1981) A. Wood, Karl Marx, pt III A. Wood, `The Marxist Critique of Justice', Philosophy and Public Affairs vol. 1 no. 13 (1972) 16 Young, `Justice and Capitalist Production. Marx and Bourgeois Ideology', Canadian Journal of Philosophy VIII no. 13 (1978) Nietzsche *K.Ansell-Pearson, T he Perfect Nihilist. An Introduction to Nietzsche as Political Thinker *K. Ansell-Pearson, Nietzsche contra Rousseau. A Study of Nietzsche's Moral and Political Thought K. Ansell-Pearson, `The Exotic Philosophy of Friedrich Nietzsche', Political Theory (Aug. 1986) *K. Ansell-Pearson, `Nietzsche on Autonomy and Morality', Political Studies (June 1991) K. Ansell-Pearson, `Nietzsche: A Radical Challenge to Political Theory? ‘ Radical Philosophy 54 (1990) K. Ansell-Pearson, `Who is the ubermensch? Time, Truth and Woman in Nietzsche' Journal of the History of Ideas (April/June 1992) D. Conway, Nietzsche and the Political D.Conway, Nietzsche's Dangerous Game S. J. Coleman, `Nietzsche as Politique et Moraliste' Journal of the History of Ideas vol. 27 (1966) G. Deleuze, Nietzsche and Philosophy [challenging but brilliant] D. Allison ed. , The New Nietzsche [excellent but challenging collection] R. Hollingdale, Nietzsche: The Man and his Philosophy [a readable semi-biography by one of his main English translaters] W. Kaufmann, Nietzsche. Philosopher, Psychologist, and Anti-Christ [It was Kaufmann who first introduced Nietzsche to many English-speaking readers, via his translations, and he who was mainly responsible for re-presenting N. s an existentialist. His work is very accessible and convincing] T. Strong, Nietzsche and the Politics of Transfiguration (2000) [good on N and Politics] M. Warren, Nietzsche and Political Thought (MIT 1988) M. Warren, `The Politics of Nietzsche's Philosophy: Nihilism, Culture and Power', Political Studies (Sept. 1985) M. Warren, `Nietzsche and Political Philosophy', Political Theory vol. 13 no. 2 (May 1985) K. Higgins, Nietzsche's Zarathustra D. Owen, Nietzsche, Politics and Modernity D. Owen On the Genealogy of Morality (2007) P. Patton, Deleuze and the Political (Routledge 2000) ch. [not all on Nietzsche but some very useful comparative points] R. Schacht ed. , Nietzsche, Genealogy, Morality: Essays on Nietzsche's Genealogy of M orals B. Leiter Routledge Philosophy Guidebook to Nietzsche on the Genealogy of Morality *M. Tanner, Nietzsche (1994) [this is a very short and accessible introduction] B. Magnus & K. Higgins ed. , The Cambridge Companion to Nietzsche [esp. articles by Magnus & Higgins, Strong and Nehamas] *A. Nehamas, Nietzsche: Life as Literature [a very useful commentary] R. Soloman & K. Higgins, Reading Nietzsche E.Kennedy, `Woman as Ubermensch: Nietzsche', in Kennedy & Mendus eds, Women in Western Political Philosophy K. Oliver, Womanizing Nietzsche: Philosophy's Relation to the `Feminine' 17 P. Johnson, `Nietzsche Reception Today', Radical Philosophy 80 (Nov/Dec 1996) [useful overview of literature on Nietzsche's politics] D. Coole, `The Politics of Reading Nietzsche', Political Studies 46 (June 1998) D. Coole, Politics and Negativity (Routledge 2000) ch. 3 S. Rosen, The Mask of Enlightenment. Nietzsche's Zaarathustra [very detailed exposition of a major text] T. Sadler, Nietzsche. Truth and R edemption.Critique of the Postmodernist Nietzsche [presents a mystical, existentialist Nietzsche, based on the early writings. Readable but controversial] *F. Appel, Nietzsche Contra Democracy [short and clear. Argues that Nietzsche is a thoroughgoing anti-democrat] Additional thematic sources: Many of the sources already listed by thinker have useful material on the themes for the extended essay. The sources below provide general background and additional material. As a general starting point Goodin and Pettit (eds) A companion to contemporary political philosophy (Blackwell, 1995) has useful chapters on most of these themes.Remember that texts from last term will also be relevant. Freedom: Connolly, William, The Terms of Political Discourse (1983), chapter 4 Coole, Diana, ‘Constructing and Deconstructing Liberty’, Political Studies 41:1 (1993) [reprinted in P. Dunleavy et al. (eds. ), British Political Science] Green, T. H. , ‘Liberal Legislation and Freedom of Contract’, in Lectures on the Principles of Political Obligations and Other Writings Miller, David, Liberty Ramsay, Maureen What’s Wrong with liberalism? (1997) Ch 2 Riley, Jonathan, ‘Liberty’, in Catriona McKinnon (ed. , Issues in Political Theory Ryan, Alan (ed. ), The Idea of Freedom Swift, Adam, Political Philosophy, (Polity, 2001) part 2 Taylor, Charles, ‘What's Wrong with Negative Liberty? ’, in A. Ryan (ed. ), The Idea of Freedom and in D. Miller, Liberty. Human nature Davies, J. , Human nature in politics (Wiley, 1963) Forbes, I. , and Smith, S. , (eds) Politics and human nature (1983) Parekh, Bikhu, Rethinking Multiculturalism. MacMillan: Basingtoke, 2000. Chapter 4. Pinker, S. , The blank slate: the modern denial of human nature (2003) Rosen, M. , & Wolff, J. , Political Thought.Oxford: Oxford UP, 1999, Chapter 1. Sayers, S. , Marxism and human nature (Routledge, 2007) 18 Morality K. Ansell-Pearson, Nietzsche contra Rousseau. A Study of Nietzsche's Moral and Political Thought Berki, N. , and Parekh, B. The morality of politics (1972) S. Lukes, Marxism and Morality Nuttall, J Moral Questions: an introduction to ethics (Polity, 1993) Ch 13 Raz, J. , The morality of freedom (Clarendon, 1986) Raz, J. , Ethics in the public domain: the morality of law and politics (OUP 1994) Equality Arneson . , RJ ‘Equality’ in Goodin and Pettit Pojman, L. and R. Westmoreland (eds. , Equality: Selected Readings Rees, John, Equality (Pall Mall Press, 1971) Sen, A. , Inequality Re-examined Sen, A. , ‘Equality of What? ’, in Choice, Welfare and Measurement Tawney, R. H. , Equality, (1931) especially section on ‘Liberty and Equality’ Swift, Adam, Political Philosophy, esp Part 3 (Polity, 2001) Tawney RH Equality (Allen and Unwin, 1931) White S. , Equality (Polity, 2007) Political authority and legitimacy Dunn, J Political obligation in its historical context (CUP 1980) Flathman. , R ‘Legitim acy’ in Goodin and Pettit (eds) A companion to contemporary political philosophy (Blackwell, 1995) Flathman, R. The practice of political authority (Univ of Chicago Press, 1980) Green , L. , The authority of the state (Clarendon 1988) Green TH Lectures on the principles of political obligation and other writings (CUP, 1986) Hampton, J. , ‘Contract and consent’, Ch 16 in Goodin and Pettit (eds) Lessnoff, M. , Social contract theory (Blackwell, 1990) Morris ,C. , (ed) The social contract theorists: critical essays on Hobbes Locke and Rousseau (1998) Pateman, C Participation and democratic theory (CUP, 1970) Pateman The problems of political obligation (CUP, 1985) Plamenatz, J. Consent, freedom and political obligation (OUP, 1968) Riley P. , Will and political legitimacy: a critical exposition of social contract theory in Hobbes, Locke, Rousseau Kant and Hegel ( Harvard University Press, 1982) Simmons, AJ. , Moral principles and political obligations (Princeton Univ Press, 1979) Warrender, J The political philosophy of Hobbes: his theory of obligation (Clarendon, 1957) Please note: if locating material for a topic is difficult please ask your tutor for further suggestions. 19 10. SEMINAR PREPARATION SCHEDULE Week 1: Introduction to the module.Bentham’s utilitarianism Essential Reading: Jeremy Bentham, An Introduction to the Principles of Morals and Legislation, chapters I, IV, VII, XIV (in Wootton). Please bring your copy of the David Wootton volume to class with you. Questions to guide your reading and for seminar discussion: 1. What does Bentham mean when he says that mankind is governed by pain and pleasure? 2. What is the principle of utility? 3. Why does Bentham believe that it can provide an objective standard by which our actions can be judged? What type of ethical theory is utilitarianism? What is its relationship to morality? . What, if any, are the political implications of utilitarianism? Week 2: John Stuart Mill’s Lib eralism Essential Reading: John Stuart Mill, On Liberty. Please bring your copy of the David Wootton volume to class with you. Questions to guide your reading and for seminar discussion: 1. Why does J. S. Mill believe that it is important to define the nature and limits of power? 2. What is J. S. Mill’s ‘one very simple principle’? How simple is it? And how can it be applied? 3. What justification does Mill provide for freedom of expression of opinion? How convincing do you find it? 4.Why does Mill believe that individuality is one of the elements of well-being? What does he mean when he says that human beings can become ‘a noble and beautiful object of contemplation’? Short in-class or post-class writing task: write some notes in answer to the following: How does Mill’s understanding of freedom differ from or develop the ideas of the thinkers we studied last semester? Week 3: Kant’s Enlightenment Essential Reading: 20 Immanuel Kant, â €˜An Answer to the Question: What is Enlightenment? ’ (Wootton pp. 522-526) Please bring your copy of the David Wootton volume with you to class.Questions to guide your reading and for seminar discussion: 1. How does Kant define Enlightenment? 2. How is enlightenment attained and what is its significance? 3. What are the obstacles to Enlightenment and how can they be overcome? 4. What is the relationship of Enlightenment to freedom? Week 4: Hegel and the State Essential Reading: G. W. F. Hegel, Elements of the Philosophy of Right, (Cambridge, CUP, 1991) Part 3: Ethical life, Section 2, Civil Society, pp. 220-39) On QM+. The editor’s introduction by Allen Wood is also very useful. Please focus especially on the following sections;  §188; C. The Police and the Corporation  §230, a.The Police  §231-249; b. The Corporation ( §250-256). Section 3, The State  §257-259. Questions to guide your reading and for seminar discussion: 1. What does Hegel understand by c ivil society ( §188)? 2. What is the role of the police ( §231-49)? 3. What is the relationship between the family and civil society and the family and the state ( §231-256)? 4. How is the relationship between individual and civil society different from that of individual and the state ( §258)? 5. What does Hegel think the relationship is between freedom and the state ( §258)? Do not be worried if you find these questions difficult to answer when reading on your own.We will try to answer them together in the seminar. Week 5: The early Marx This is the first of three sessions on Marx. In order to understand the context of his ideas, his career and political commitments, it will help you a great deal to do some general introductory reading on Marx from the list below over the next three weeks to support your reading of the primary texts. These are all accessible and clear introductions to Marx’ work. Class discussion will focus on the primary text, and you must bring a copy of the Wootton text with you each week and prepare some answers to the questions that will form the basis of discussion. 1 P. Singer, Marx. A Very Short Introduction (OUP) David McLellan, Karl Marx: His life and thought Hampsher Monk, A History of Modern Political Thought (Blackwell), Chapter 10, â€Å"Karl Marx†, especially section on â€Å"Early life and influences† Francis Wheen, Karl Marx (Fourth Estate) (a lively short biography) The texts we will read this week are drawn from Marx’ early work. We will consider his critique of liberal rights and freedom, and then look in detail at his concepts of ‘species-being; and alienation, as expressed in the ‘1844 Manuscripts’, often known as the ‘Paris Manuscripts’.Essential Reading: i. Sections from ‘On the Jewish Question’: Wootton pp 742-747 (first column and top 2 lines of second column) pp750 (Bottom first column ‘According to Bauer .. )-754 (first half o f column 1). ii. ‘Contribution to the Critique of Hegel’s Philosophy of Right’: Wootton pp. 758-765. You need only read the section on pp. 764-5, where Marx derives the proletariat. iii. The 1844 [Paris] Manuscripts. Section on ‘Alienated Labour’ in Wootton pp. 766-772. Questions to guide your reading and for seminar discussion: 1. Why does Marx criticise liberalism?What has he to say about ‘the rights of man’? 2. What kind of emancipation, and from what, is Marx calling for here? 3. Why is the proletariat that will be the privileged agency of emancipation, according to Marx? The Paris Manuscripts 4. What does Marx mean by alienation? What forms does it take? What is wrong with alienation? 5. Why is Marx critical of private property? What is its relation to alienation? 6. What does Marx mean by `species-being'? Do you think Marx has a theory of human nature here? 7. What does Marx mean when he claims that communism will even emancipate t he human senses?Short in-class or post-class writing task: Write a few bullet points in answer to one of the following: How does Marx’s view of human nature/essence differ from other thinkers you’ve studied? What do you think freedom might consist of for Marx? Week 6: Historical Materialism and the Dialectic Essential Reading: i. The German Ideology Part 1 (Wootton pp775-787 up to ‘as the history of communism proves’) ii. Theses on Feuerbach (Wootton pp 773-4) iii. Preface to A Contribution to the Critique of Political Economy (Woottton pp. 829-831) iv. Manifesto of the Communist Party Parts 1,2,4 (Wootton pp. 98-809 and pp. 814 -815). 22 Questions to guide your reading and for seminar discussion: 1. What is materialism? 2. What makes Marx’ materialism historical? What drives history, according to Marx? 3. What is the relationship between forces and social relations of production, and between base and superstructure? What is a mode of production? 4. To what extent can human action shape history, according to Marx? How does class struggle fit in here? 5. What is ideology and what is its function? 6. How might a revolution come about, in Marx’ view?Short in class or post-class writing task: Write a paragraph on how Marx’s view of history challenges the justifications for political authority advanced by other thinkers previously studied on the course. Week 7: Reading Week Week 8: The Analysis of Capitalism. Essential reading: Wootton contains very little of Capital. Essential reading for this week is taken from Tucker The Marx Engels Reader (Norton, 1978) and can be found on the module QM+ site. i. The Coming Upheaval Tucker pp. 218-9 ii. Capital vol. 1: Pt I ch. 1 sect. 1 (Tucker pp. 302-8); sect. 2 (Tucker pp. 308-312); sect. 4 (Tucker pp. 319-29); ch. VI (pp. 336-343); Pt III ch.VII sect. 2 (pp. 351-361); ch. X sect. 2 (pp. 364-7); Ch. XIII, esp. sect's 4,5 (pp. 392-403); Pt V ch. XVI (pp. 417-9); ch. XXV sect. 4 (pp. 429-431); Pt VIII (pp. 431-8) iii. Capital vol. 3 (pp. 439-442) iv. Crisis Theory Final section (pp. 459-65) Questions to guide your reading and for seminar discussion: 1. What is Marx's theory of value? What do the terms use value, exchange value and surplus value mean and how do they relate to one another? 2. What is the `twofold character of labour'? 3. What does Marx mean by the fetishism of commodities? 4. What are the contradictions and crises that Marx finds inherent in capitalism? . How does the proletariat's exploitation occur? 6. What does the analysis of capitalism show us about the dialectical method? Is this still relevant as a way of reading the present? 7. How convincing do you find Marx’s analysis of capitalism? Short in class or post-class writing task: Write a paragraph summarising your understanding of Marx’ views on either a) morality or b) equality. 23 Week 9: Nietzsche’s Genealogy of Morality I Background to Nietzsche As a preparation for studying Nietzsche, you are advised to read K. Ansell-Pearson, The Perfect Nihilist. An Introduction to Nietzsche as Political Thinker (CUP 1994).D. Conway, Nietzsche and the Political (Routledge 1996), is a possible alternative but rather misleadingly `reconstructive' as an introductory text. Both of these books nevertheless offer accessible introductions to Nietzsche, with particular emphasis on his political dimension. A useful introductory essay to his writings can also be found in B. Magnus & K. Higgins, `Nietzsche's Works and their Themes' in The Cambridge Companion to Nietzsche (CUP 1996), which can be found on Moodle Wootton (ed) contains only the first essay of the Genealogy of Morality so you will definitely need access to another copy too.Key readings not in Wootton, as well as helpful supplementary readings are available on QM+. The Cambridge University Press edition of the Genealogy is a very good one if you wish to buy a copy. In addition, it would be very useful if you were to look at Beyond Good and Evil. Essential Reading: Nietzsche, Genealogy of Morality Preface; Essay 1. Please focus especially on sections 2,7,10,11,12,13 and pay especial attention to section 13. On the Genealogy of Morality: 1. How does Nietzsche distinguish between good/evil and good/bad?Explain how the latter gave way to the former and the type of persons which were classified under each heading. Which civilisations correspond to these categories? 2. What is the meaning and significance of `ressentiment' and the `herd instinct’? How do they differ from what is `noble’ and the aristrocratic way of life? What do you think it means in this context to say `yes’ to life? 3. What has been the fate of we modern Europeans, according to Nietzsche? 4. What is Nietzsche criticising in Essay 1, section 13? Nietzsche alludes here to the will to power: what sense can you gain of it?Week 10: Nietzsche’s Genealogy of Morality II Essential Reading: Nietzsc he, The Genealogy of Morality Essay 2, sections 1,2,3,7,11,12,16,17,18,24,25. Please pay especial attention to section 12, which we will read together in class. ii. Nietzsche, sections on nihilism from Will to Power [available on QM+] Questions to guide your reading and for seminar discussion: 1. What developments would have to occur before the human species is capable of entering a social contract? How does Nietzsche believe they were brought about? 24 2. In what sense can these developments be called nihilistic? 3.Explain what Nietzsche is saying about his method and about will to power, in Essay 2, section 12. What does this add to his former analysis of punishment? 4. How does bad conscience arise? What are its consequences? 5. Who is the man of the future? What sort of redemption might he permit? Short in class or post-class writing task: Write a short paragraph or a few bullet points in answer to one (or more) of the following questions. How does Nietzsche’s understandi ng of morality differ from that of other thinkers you have studied? How does he pose a challenge to thinking about morality as an intrinsic part of human nature?How do you think Nietzsche understands freedom? How might freedom be tied to power? Can Nietzsche’s philosophy be reconciled with the concept of equality? Again, try to think about his difference/connection with other thinkers covered on the course. Week 11: Nietzsche’s Genealogy of Morality III Essential Readings i. Nietzsche, The Genealogy of Morality Essay 3. Please focus on sections 1,8, 12 to end; ii. Sections from Thus Spake Zarathustra (Wooton only contains first two essays so both of these will be available on QM+). Questions to guide your reading and for seminar discussion: 1.What is the ascetic ideal? Why is it nihilistic? What role do philosophy and religion respectively play in its promotion? 2. What do you think Nietzsche means by `Life'? How does the ascetic ideal both threaten and preserve it? 3. What is the relationship between knowledge and will? Why is everything a matter of perspective? 4. Why does Nietzsche call man the sick animal? 5. What is the herd instinct? How does it help modern individuals to cope with their anguish? 6. What examples does Nietzsche give of modern no-sayers? 7. What is the will to truth? 8.What are the different meanings and symptoms that Nietzsche attributes to nihilism? 9. What is will to power? In what sense is it unconscious? How does it relate to the will to truth? 10. What role is played by Zarathustra and what is his relationship to the Dionysian? Why does Nietzsche suggest he has come too soon? Week 12: Research essay workshop This week’s seminar will take the form of a collaborative workshop intended to help you in preparing and drafting your research essay. By the end of the session you should have a firm title and essay structure in place, and be ready to begin writing (if you haven’t already). 5 Essential preparation: u sing the feedback on your essay plan, begin sketching out the structure and content of your essay in more detail. What will be your final choice of theme and thinkers? What main differences/similarities have you identified in the different thinkers’ treatment of your chosen theme? What will your final essay title be? What are the key primary and secondary texts you are using? You should be prepared to share your work and ideas with other students and to offer constructive criticism of the work of others.IMPORTANT: if for any reason you are unable to attend this workshop you MUST notify your tutor. 26 Appendix I: MPT II Assessment PLEASE NOTE THAT THERE WILL BE A BRIEFING SESSION ON THE ASSESSMENT REQUIREMENTS FOR ALL STUDENTS ON THURSDAY 18 JANUARY AT 1PM IN ROOM FB113A Overview: This semester, assessment consists of the following two pieces of work: (i) an essay proposal of max 500 words, plus working bibliography and (ii) a research essay of max. 5000 words. There is no exa m for this module. The research essay is designed to allow you to demonstrate both depth and breadth in your understanding of the semester’s thinkers.It is also intended to help develop your skills of research design and independent research, in order to prepare you for the final year dissertation you will undertake next year. You are required to choose one from a selection of key themes, and to write an essay that compares and analyses the treatment of your chosen theme by at least three of the thinkers covered in this module. The choice of thinkers will depend on the theme chosen and your own interests, with one stipulation: at least two must be chosen from the Spring Semester (for Semester B associates all will be chosen from the Spring Semester).The themes from which to choose are: 1) freedom 2) human nature 3) morality/ethics 4) equality 5) political authority and legitimacy. The requirement to submit a plan and working bibliography is intended to ensure that your choice of themes and thinkers is appropriate, to help you in framing your arguments, and to give you the opportunity to receive feedback on your work in progress from your seminar tutor. Your tutors will also incorporate short writing exercises into classes to help you link themes and thinkers as we progress through the course. Suggested exercises are included in this handbook.Your work will be assessed according to the general assessment criteria set out in the Politics Student Handbook, however you should also pay careful attention to the specific requirements of the tasks set out below. Coursework 1: Research essay plan and working bibliography Deadline 9am Thursday 7 March 2013 (Week 9) 27 Title MPT II research essay plan (also give proposed title of your research essay) Word length Maximum 500 words not including bibliography. Weighting 10% of the overall course mark for MPT (15% for single semester associate students).Task Your 500 word plan must do the following: Give a working tit le for your essay (see end of this appendix for example title formats) Introduce your chosen theme and give a brief rationale for your choice of thinkers Set out an indicative structure for your essay Give an indication of the main similarities/differences between the thinkers in terms of your chosen theme, and/or indicate your overall argument Your working bibliography must: Contain both primary texts and secondary sources Show that you have identified sufficient relevant sources to assist in the research and writing of your essay Be properly and accurately presented, adhering to scholarly conventions MPT II Coursework 2: Research essay Deadline 9am Tuesday 23 April 2013 (revision week) Title Give the finalised title of your essay Word Length Maximum 5000 words including footnotes, excluding bibliography Weighting 50% of the overall module mark for MPT (85% for single semester associate students) Task The essay must: Demonstrate that you have read and understood a range of primary and secondary texts studied in the module. Clearly show the relevance of your chosen thinkers to the theme selected Use analytical and critical skills to explore similarities/differences/complementarities between the thinkers 28Advance and sustain an overall argument Be properly and accurately presented and referenced, and contain a full bibliography Advice and guidance: This research essay is not simply a longer version of the ordinary undergraduate essay. It is more in the nature of a guided research project, and thus requires more of you. You contribute to the design of the topic or question, and you will need to be more independent in identifying and selecting relevant source material. The number of sources consulted will be greater than for the average 2000-3000 word essay. A longer piece of work requires you to develop your points and arguments in greater detail and depth, and it may also be more difficult to structure.Therefore please pay attention to the following suggestion s, and ask your seminar tutor or course convenor for help if anything is unclear. Getting started: Do NOT leave all the preparatory work for this essay until the week before you have to hand in your plan! You need to be thinking from an early stage about what themes and thinkers interest you, and you should make notes, week by week, on how the different thinkers relate to the various themes. Some short exercises are included in this handbook to help you do this: these may be done in class with help from your tutor, but should also be used after class to help you build up a set of thematic notes.Designing your topic It is crucial that your choice of theme and thinkers is coherent. Whatever theme you choose, you should start by iden