Bronte, the play

Bronte, the play, is a recent work, with one of its very first productions being staged at the Oxford Playhouse. The idea of it was to provide the audience with an insight into the lives of the three Bronte sisters, Emily, Charlotte and Anne. They of course wrote books themselves, including Wuthering Heights and Jane Eyre. Renowned of course for being secluded, they wrote at a time when women writers were scorned by publishers; their only way of expressing themselves was indeed through their work. However, whilst the play was written by Polly Teale so that it showed the hardship that the sisters each had to endure in order to have their work published, I will be seeing whether the performers helped this any further. Right from the very start, we as an audience were given a different view on the actual play. The three sisters were in fact standing on stage in normal modern day clothinhg. They said at this point that they did not want the audience to believe this as a real play, and that they were just playing the Brontes- and in doing so showing the audience very similar to what their life may have been like. This I believe was extremely effective, as it was interesting. It was interesting because it allowed the audience to genuinely watch the play almost like a critic and see the ways in which the actors and actresses depicted the lives of the Brontes and of those around them. The most noticeable connection between the actresses was, I thought, how close they actually appeared as sisters. This was especially well done as for most of the play when one was in a scene, the other two would almost certainly be there. They were indeed united on all fronts, such as the way in which they tried to stand up to their father. Also, there seemed to be an informal pecking order within the sisters. Diane Beck and Fenella Woolgar, playing Emily and Charlotte respectively, seemed to be vying for the dominance, whilst Anne (Catherine Cusack) was very much the ‘other' sister. Woolgar and Beck were excellent in highlighting this. Later on we will see this rivalry between the sisters in their writing. However, this bond showed that whilst they undoubtedly loved and cared for their father very much, their bond was simply too tight. This was effective; and this was due to the actresses. You can read also Analysis of Literary Devices of Jane Eyre All of the actresses here created this in their own ways; Beck did so by trying convey her Emily as the leader of the pack- Woolgar did the same also and as well as this tried, and succeeded in creating a rivalry between the two of them. Cusack's Anne. However this bond was not shared with their brother Bramwell. Both he and his sisters felt that the other side had wasted their lives. Bramwell felt that his sisters had no life, confined to the house, and the sisters felt on the other hand that Bramwell was shallow, as his life consisted of little more than drink. This tension reared its head finally in one scene in particular. This was where he pinned Emily down on the floor and taunted her of the fact that she was still a virgin. This was extremely well done as at a couple of points during the scene, the audience were unsure as to whether Bramwell was actually about to rape his own sister. The other sisters were of course torn between stepping and protecting Emily, as possibly getting roughed up themselves, or simply standing by and watching Bramwell. We can see this emotion on the stage as the sisters deliberate what to do; such was the quality of the acting that was portrayed by their bond. Yet, it is interesting to note that Charlotte was in fact the more reluctant of the two other sisters to in fact go and aid Emily- this added further spice to the plot. Also, however, Emily translated this pain through her own writing into her books. She believed that this helped to channel her anger, and therefore by doing this she showed that she was indeed feeling better. This reflected itself onto the audience, and their own particular feelings regarding the attack. The most important character in the play except for the sisters is undoubtedly Bertha. Although not an actual person in the play, she represented the feelings and anxieties of all of the sisters within the play. One prominent part was straight after the sex attack where Bertha was mirroring the anxieties of Emily. Bertha called out ‘He beat me, he beat me like a dog'. She cried in a moaning voice too. The actress playing Bertha was perhaps the most accomplished, despite being just 20. She played ‘Ellie' in About a Boy also. Her experience shone through as well; she was not afraid to moan, and to move fluidly like a snake as she did, and this was good as this contradicted the rest of the play. It added a sense of realism, as we were truly allowed to see into the deep thoughts of both Emily and of Charlotte. Another important part with this ‘character' was at the very end of the play. At this part, she throws feathers everywhere across. Throughout the play at certain she had thrown small handfuls on stage. However, it seemed as thought at the end she was letting all of her emotion and stress out on stage, as though she had finally exploded with anger. It appeared as though she had literally gone mad also. The actress here was extremely effective, not only because her actual action was so random, but also because the way which she so carelessly threw away the feathers was good as it showed that she also seemed to know not what she was doing, just like Charlotte or Emily letting the ink ooze from their pen onto the page. Thus in conclusion it could be said that whilst the play of Bronte itself was indeed extremely thought-provoking and even gain an entertaining into the lives of the Bronte sisters, it was undoubtedly the performers who made this possible, through their own separate ways. The skills required needed to be of the highest quality. The performers had this; and thus made the production effective.

Reflectiv Wring on a Personality Development Theory

A reflective essay on self, identity, personality, and factors influencing identity based on James Marcia’s theory on personality development. People come in different shapes and sizes. Some are big while others are small, some are fat and some are slim, some are short while some are tall. People have many similarities. Unless born with a physical defect we all have one head, two eyes, two ears, one nose, one mouth, two arms with five fingers each, and two legs with five toes each. So basically we are all physically alike.What makes us each uniquely different is our personality inside of us. A personality can be described as a person’s own distinctive character or the qualities that makes someone interesting or popular. Growing up I would wonder how one’s personality could be theorized. My quest was soon over as I learnt of the James Marcia’s theory on personality development. Based on Erik Erikson’s groundbreaking work on identity and psychosocial development in the 1960s, Canadian developmental psychologist James Marcia refined and extended Erikson’s model, primarily focusing on adolescent development.Addressing Erikson’s notion of identity crisis, Marcia posited that the adolescent stage consists neither of identity resolution nor identity confusion, but rather the degree to which one has explored and committed to an identity in a variety of life domains from vocation, religion, relational choices, gender roles, and so on. Marcia’s theory of identity achievement argues that two distinct parts form an adolescent’s identity: crisis (i. e. a time when one’s values and choices are being reevaluated) and commitment. He defined a crisis as a time of upheaval where old values or choices are being reexamined.The end outcome of a crisis leads to a commitment made to a certain role or value. These are not stages, but rather processes that adolescents go through. All adolescents will occupy one or mo re of these states, at least temporarily. But, because these are not stages, people do not progress from one step to the next in a fixed sequence, nor must everyone go through each and every state. Each state is determined by two factors: * Is the adolescent committed to an identity, and * Is the individual searching for their true identity?These states include: identity diffusion, identity foreclosure, identity Moratorium and identity achievement. I went to one of the best high school in the country. I did well in all subjects I did. I thought I had it all. Paid attention to no one around me, I just ignored it all. People would say someday I would fall but who would have thought they would someday be right. But who would have thought I would have ended up like this. Working on the streets with nowhere to go, nothing to eat, nothing to wear, no money, no one to turn to in my distress.What can I do? Where can I go? I’m lost in this world like a diffused particle basking in the air. Identity diffusion this is the state of having no clear idea of one's identity and making no attempt to find that identity. These adolescents may have struggled to find their identity, but they never resolved it, and they seem to have stopped trying. There is no commitment and no searching. Growing up I was always considered by other to be a very brilliant child and I eventually developed the feeling that I was.My parents enrolled me in the finest school they could afford. In the sixth grade I did the Grade Six Achievement Test (GSAT) and attained a pass to attend one of the noblest institutions in the country. I had always had the dream of becoming a teacher but my parents and others thought differently. Everyone in my family were either nurses or doctors hence I felt like I had to follow in their pathway. In my family one would so to primary school then off to high school. During my first three (3) years of high school I was forced to focus on the sciences.Then during the fi nal two years one would have to sit all three (3) sciences in the Caribbean Secondary Examination Certificate along with seven other subjects. I thought that if I didn’t do well I would disappoint my parents and other family members, hence I just went along fulfilling what I thought was my obligation. Identity Foreclosure this means that the adolescent blindly accepts the identity and values that were given in childhood by families and significant others. The adolescent's identity is foreclosed until they determine for themselves their true identity.The adolescent in this state is committed to an identity but not as a result of their own searching or crisis. I have had many friends growing up. I have had many role models. I have tried doing many sports. Only to find who I am. Where I belong in this cold world? In school I tried acquiring many skills; I did many subjects and gained them all. During my years at college I did many courses changing my major over three (3) times; only to find who I really was and what I really wanted to become. I eventually graduated with a degree in medicine.But I still haven’t found what I was looking for. I am still searching for my purpose in this society. I am still searching for who I really am. Identity Moratorium this is the status in which the adolescent is currently in a crisis, exploring various commitments and is ready to make choices, but has not made a commitment to these choices yet. On the cool winter morning of January 21, 1995 an angel sent from God was born; Alexcia Anglin. At age two I started school, at an early age teachers soon realized I were a brilliant child.I started Chetwood Memorial Primary school; there I developed a passion for teaching. In the sixth grade I meet the one who turned out to be my role model; Mr. G. Atkinson. Seeing his passion for teaching I then develop a greater passion for teaching and I wanted to emulate him. I then moved on the Mt. Alvernia High School where I met man y other teachers who aided in my development and strengthened my desire to become a teacher. Church was also an integral part of my life.Going to pathfinder’s club on Sunday mornings and associating myself with children regularly I soon realized I loved being around younger children and it was during that point of my life I told myself I wanted to become a primary school teacher. During my high school years I tried my ever best to do well in all the subjects I knew I would need to attain in order to become a teacher. I thought I had everything under control and I thought I was on top but for a while things went sour. I swayed a bit and it seemed as though my dream of becoming a teacher was crushed.My grades were not at its best but a deep voice inside me kept pushing me and told me to keep holding all, life will get better soon. Soon it was time to apply for college and I sent out my application to the Sam Sharpe Teacher’s college. That was not the end I had to sit eig ht CSEC subjects. Waiting for my results and a letter of acceptance from the college I was a bit nervous. Every thing eventually worked out I attain all ones and twos in my subjects and I got accepted to the college. Here I am today embracing my dream of becoming a primary school teacher.Identity Achievement this is the state of having developed well-defined personal values and self-concepts. Their identities may be expanded and further defined in adulthood, but the basics are there. They are committed to an ideology and have a strong sense of ego identity. The core idea of this theory is that one’s sense of identity is determined largely by the choices and commitments made regarding certain personal and social traits. A well-developed identity gives on a sense of one’s strengths, weaknesses, and individual uniqueness.A person with a less well-developed identity is not able to define his or her personal strengths and weaknesses, and does not have a well articulated sen se of self. As teachers we need to be able to cope with the different personalities present in the classroom environment. Students come from different families, different communities and thus have different personalities and are taught different values. The onus is therefore on us as teachers to guide our students into developing socio acceptable values.Before we can do so, we must first know who we are, know what our values are and our personality. I am Alexcia Anglin a first year student of the Sam Sharpe Teacher’s College and as a result of the knowledge I gained in the Emerging Professional course on James Marcia’s theory on personality development, I have discovered my identity status, which is â€Å"IDENTITY ACHIEVEMENT† , as I am fulfilling my dreams of becoming a teacher. References * http://www. learning-theories. com/identity-status-theory-marcia. html * http://socialscientist. us/nphs/psychIB/psychpdfs/Marcia. pdf

Alcoholic Anonymous

Alcoholic Anonymous has the implication of a fellowship whose membership is composed of both men as well as women sharing a common experience, their potential strength as well as hope amongst themselves, in an anticipation of resolving a problem of recovery or retreat from alcoholism to which they are addicted. To fulfill the requirements for membership into the group, no financial contribution is required since the group is self supporting and sustained through the contributions that they make amongst themselves. The only requirement of a potential member is a history of addiction to alcohol and a strong desire to quit the drinking habit. The fellowship is not part of a particular sect, political group, institution, sect or any organization and avoids any form of involvement in controversial issues as well as the expression of the endorsement or the opposition of any cause. The main objective underlying the existence of the group is to lead a life of soberness as well as making efforts of assistance to other alcoholics interested in a life of soberness (Allen, 2000). It was not until I visited the meeting organized by AA that I discovered the potentials underlying our ability to quit alcoholism. By visiting club 24 which accommodates around 400 members with sits arranged strategically to face the story teller, the first sign of welcome is coffee as well as several other snacks meant for self service, as one reads the posters displayed on the wall advocating against smoking, vanity language as well as a highlight of the 12 steps that are essential to follow in the process of quitting alcoholism. The atmosphere outside is even more encouraging to meet the purposes of the meeting since there is a presence of a residential house for a family, a shopping centre, a school of an elementary level beautiful streets with buses of MBTA in operation, all serving the purpose of planting a negative altitude towards drinking especially after attending the meeting, since there is no bar around Initially there is a sense of nervousness anxiety and lack of confidence as one thinks that the alcoholic weaknesses inherent in a new member are noticeable, but with the progress in the meeting a sense of self confidence is cultivated. The entire group is very cohesive and ready to cooperate in sharing ideas about past experience in alcoholism. From the knowledge gained, redemption from alcoholism requires psychological curative measures. Most of the members had dented faces that indicate the agony underwent in their previous drinking habits to which they regret. In the group every member is a contributor of ideas and there is no bigger person than the other. For the purpose of comprehensive circulation of ideas members are organized in subgroups whose contribution is later shared among the entire group. The group meetings usually precede the entire meeting by the whole group.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The highly noticeable issues in the meeting were the effects of alcoholism addiction including depression , degradation of the self worth of the individual, thinking as well as attempting to commit suicide   interdiction from the workplace leading to a breakdown of the family loss of family members through road accidents resulting from drunk driving, incidences of divorce as well as custodial sentences due to acts committed under the influence of alcohol, among many other undesirable actions as well as incidences. The importance of the existence of the fellowship and the main of the meetings that are held is for the purposes of ending the stigma that an individual is a real alcoholic and the mental as well as the body resemblance to other individuals. This situation is the basis of a drinking career bearing the characteristics of countless attempts but all in vain aimed at the justification of our potential drinking ability that is similar to that of others. For each existing abnormal drinker, there exists a great obsession idea about a day in the future that a control of the drinking habit will be achieved to the capacity of enjoying drinking (Johnson Chappel, 2004).   The meetings are responsible for the full concession of the fact of alcoholism as well as addiction to the deepest self of the individual as an important and primary step towards the process of recovery. At the same time the individual learns about the difference that is in existence in relation to other people. All the alcoholics, both men as well as women usually their potential ability for the control of the drinking behavior and majority of the real alcoholics seldom recover the actual control. The alcoholics at times develop a feeling that recovery is on their way, and a sense of control has been regained. However this situation are usually brief intervals that are latter followed by much less degree of control, a situation that makes the individual to express a sense of pity upon oneself as well as being demoralized to an incomprehensible degree. This leads to the notion that alcoholism status may progressively lead to the illness of the individual. The situation progresses towards the worse and never retreats to better (Bell, Montoya Dayton, 2006). Alcoholics resembles men whose legs have been chopped of which regrowth is an impossibility, just as a particular kind of treatment is never forthcoming. The experimental treatment though to reverse alcoholics and make them resemble the ordinally man with regard to the available approaches have not been fruitful. Some of the remedies that are imagined to work has brought temporary recovery that is later overtaken by a worse relapse. It is the belief of the expert physicians that the addicted alcoholics cannot find a way out of the addiction irrespective of whatever kind of a physical treatment. It is only science that is thought to posses the potential for this liberation although no step has so far been made towards the achievement of the objective (Johnson Chappel, 2004). The unfortunate thing about the deep alcoholics is their tendency to deny that they are actually deeply sunk in this class, and only makes the efforts of exempting themselves through self deception as well as experimentation and therefore labeling themselves non- alcoholic. If for heavenly sake an addicted alcoholic can adopt the right way of drinking in a gentleman way, the blame would be off the individual. For the purpose of the redemption from alcoholism, addicted alcoholics experiment on a variety of techniques. The commonly practiced ones include; drinking one brand of beer only, consumption of limited amount of drink, drinking in a company, avoiding early drinking, restricting drinking at home, absence of a drink inside the house, abstinence of drinking during the hours of active business, drinking only for the reason of an occasion, consumption of natural wine only, among so many others Conclusion It was evident from the facts arising in the meeting that majority of the alcoholics have suffers depression leading to attempts of suicide. Others had to use other drugs such as cocaine while others financed heavily some programs aimed at redemption from addiction. The successful redemption from this condition is a result of self worth as well as self esteem the contribution of AA is of immense to the society for its role in the act of cleansing the people who have lost they worth and esteem, a condition that may lead to the death of the individual. The families that were torn apart due to alcoholism cherish the contribution of AA for the restoration of glory in their homes. The contribution of AA reveals the medical as well as the non medical cure for alcoholism. References Allen, J. P. (2000). Measurement of the treatment process in Alcoholics   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Anonymous.   Stanford:   Stanford Univ. Press. Bell, C., Montoya, I. D., Dayton, C. A. (2006). The motivation towards treatment   Ã‚  Ã‚  Ã‚  Ã‚   of drug abuse. CA: Mt. View Press. Johnson, N. P., Chappel, J. N. (2004). Using Alcoholic Anonymous more   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   effectively. New York: Prager Publishers

The Cask of the Amontillado, by Edgar Allen Poe Term Paper

The Cask of the Amontillado, by Edgar Allen Poe - Term Paper Example Some literary experts suggested Poe got his idea for this story from being a former mason. The Cask of Amontillado fascinated its readers for the gruesome death of its victim. The manner of death was being entombed or buried alive by enclosure within a concrete wall. The technical term for this manner of execution is immurement, but there is a big difference in this death from being merely buried alive, such as being put into the ground. Immurement is a particularly painful and slow death due to dehydration and starvation, a manner of torture. A person buried alive dies from asphyxiation and death is much quicker, while being entombed through immurement signifies a lingering death which could take days or weeks. A lot of myths, stories and legends surround this manner of execution by immurement among a lot of people, especially in southeastern Europe due to superstitious beliefs arising from cases of bad luck in which buildings and bridges collapse inexplicably for no apparent reason at all. This short story can be better understood if viewed within the times it was written. It was a time of frenetic construction activities since this period coincided with rise of Industrial Revolution in which men and machines were able to build at a much greater pace. However, a superstition prevails in which a human sacrifice is sometimes needed to make the construction a success, and this gave rise to the various urban legends about immurement. This may partly explain the popularity of The Cask of Amontillado when it was published in 1846. Personal conflict – the protagonist and the antagonist in this short story engaged in a conflict that was personal in nature. In Montresor, as the storys narrator and also its criminal, author Poe implied some motive to his crime but it was not stated clearly what the reason was. The motive was vague and Poe merely left it to the readers to

THE INVASION OF LIBYA BY USA IS RIGHT Research Paper

THE INVASION OF LIBYA BY USA IS RIGHT - Research Paper Example 1). According to Blum (2003), â€Å"For over a decade the American public had been told that Libyan leader Muammar el-Qaddafi was behind one terrorist act after another†¦Ã¢â‚¬  (pp. 281). This came to a head in February of 2011 when Muammar Gaddafi decided that he and his sons and the rest of his family would fight until blood ran red in the streets. The unjust slaughter of a significant number of civilians and protesters caused the United States to put pressure on the United Nations in order to pass Resolution 1973, which basically stated that all necessary action could be taken by the Coalition forces—at which the U.S. was the head until a few weeks later—in order to protect civilians who were being unjustly killed at the hands of Qaddafi and his supporters, the Army. Bodies of soldiers who refused to kill innocent protesters and other passersby were found burnt in the streets. People were not allowed to bury their dead because the people attending the funeral wer e being shot at by the Army. Rebel forces still hadn’t taken Tripoli, and there was intense fighting in Benghazi, but especially Misrata. Additionally, the fight for Al-Brega was intense because that held the power supply to the western part of the nation, and indeed much of the energy supply for the entire nation of Libya. The Rebels held Al-Brega for a short while, but then they lost control over the resources of the oil, which was a key linchpin in bringing down Qaddafi. Colonel Gaddafi, however, has many elements that are working in his favor. First, even though his assets were all frozen, there were billions of dollars stashed away in hidden places that were not known to the United Nations. â€Å"Colonel Gaddafi is funding his fightback against rebel forces from a stockpile of ‘tens of billions’ squirreled away in Tripoli banks, U.S. intelligence agents have

Discussion Question Assignment Example | Topics and Well Written Essays - 250 words - 4

Discussion Question - Assignment Example d in the GE official website, â€Å"during his 20 years of leadership in this position, Welch increased the value of the company from $13 billion to several hundred billion†¦ In 1999, Fortune named him the "Manager of the Century," and the Financial Times recently named him one of the three most admired business leaders in the world today† (General Electric Company (GE), 2012, pars. 1 & 7). As GE’s products and services have been reported to encompass various industries and customers worldwide (appliances, aviation, consumer electronics, electrical distribution, energy, health care, lighting, to name a few) (General Electric Company (GE0, 2012), the traits, style and characteristics exuded by Jack Welch made him effective in this organization. In one’s current role at work, the most relevant elements of that style that could be incorporated is the ability to discern which particular style would be applicable to the current situation or setting and to the particular personalities of the subordinates. As emphasized by Martires and Fule (2004), â€Å"the application of any one style depends on the situation† (p. 161). As exemplified by Welch, his leadership style could be very autocratic and at the same time be democratic depending on the needs of the organization. His ability to discern which style to apply made him most effective and enabled the tra nsformation of the organization to heights which have not been achieved prior to his leadership. Williger, D. (2007, November 3). A Number Of Famous Leaders And Their Different Leadership Styles. Retrieved May 15, 2012, from

Employment Law--Whitakers Fine Wines Limited Essay

Employment Law--Whitakers Fine Wines Limited - Essay Example Some of these mistakes include are discussed herein. Principle and application of law relating to Adam’s employment At the time of his inclusion into the firm, Adam had his job specifically spelled out for him. His job entailed overseeing general sales as a manager. This he has done effectively and is yielding positive returns. According to the Employment Rights Act 1996, before taking up a job, one is normally briefed on his or her scope of operation which to Adam was the state of Surrey. When the sales manager for the Hampshire area eventually falls sick and is not therefore able to respond to his official duties, the company must find a replacement as soon as possible and ensure that the interests of the company are upheld. Some of the known ways of filling such vacancies have been through appointing an assistant to the victim to take over his position or to request assistance from another employee of equal rank. The firm opted for the later but failed to realise that in su ch a circumstance, the solicited services are offered on an interim basis which should not always last more than three weeks (Kidner, 2013). When Collins fails to return to work by the third month, the firm ought to have found a permanent solution to his truancy (United Bank Ltd v. Akhtar [1989] IRLR 507). Adam, being a dedicated employee, does both the tasks diligently despite the fact that he is overwhelmed. When he can bear the strain no longer, he lodges a formal complaint with his bosses. This was a formal and an expected way of handling such issues. His bosses assure him that they will look into the matter and find an amicable solution sooner; this assurance however, is given verbally by an immediate boss. This, according to the Equality Act 2010, is a clear show that the firm treats its employees with a lot of negligence. An employee communicates officially with his employers over very pertinent issues of production and the best the firm does is to device mechanisms of avoidi ng claims by merely failing to respond to the letters sent to them and the responsible officer is left to give an unbinding verbal communication in response. Adam eventually develops a life threatening condition from his employment. Given the nature of the disease, it is clear that he developed it out of the frustrations he experienced out of his work place. In case of a court case, it will be very difficult to exonerate the firm since it is clear that the firm bears all the claims. After admitting responsibility of the above faults, the firm should send a formal invitation to Adam expressing regret in the maltreatment he underwent and offer him an opportunity for talks. The receipt of this letter may prompt Adam to take the case to court since it will be evidence of the laxity shown to him by his employers and an admission of culpability. Conclusion The company has shown a lot of laxity in handling its employees. Issues affecting employees is not amicably looked into and the level of negligence specifically shown to Adam’s case is unacceptable. The company risks facing serious industrial actions should the case be filed in a court of law. The firm must therefore carry out very prudent restructuring strategies to try and convince its employees that in deed it holds their interests at heart and avert any legal tussle. On Adam’s case, a great deal of mistake has taken place, the

Ueban Economics Essay Example | Topics and Well Written Essays - 2500 words

Ueban Economics - Essay Example In urban areas census blocks are usually approximate city street blocks. Urban clusters are urban areas less than 50,000 people. Singapore is an urbanized city since it has got 50,000 or more people. Singapore lies off the southern slant of the Malay Peninsula and is about 137 kilometers. Singapore is north of the equator and the city’s territory is made up of the pastille-shaped major island, frequently known in English as Singapore Island and in Malay Pulau Ujong (Edwin, 2008). Singapore separates with peninsular Malaysia to the north by the Straits of Johor and to the south with Riau Islands of Indonesia by Singapore Strait. Singapore is extremely urbanized and very little or no original vegetation remains. Singapore is a key commercial hub of the world and has got the fourth largest financial centre together with the one of the main five busiest ports in the world. Singapore’s diversified and highly globalised economy is dependent on trade, particularly manufacturing, with about 26% of Singapore’s GDP as at 2005.Singapore’s per capita income is the world’s third highest ranks really highly in terms of education, government transparency, healthcare together with economic competitiveness. Inspite of all that, Singapore ranks poorly in terms of press freedom (Tong, 2011). Singapore has got a population of over 5 million, with an estimated 2 million being foreign born. Even though the city is ethnically diverse, there is dominance by ethnic Asians and 75% of the total population is Chinese, with considerable minorities being Malays, Eurasians and Indians. Four official languages are spoken here and they are Malay, English, Tamil and Chinese. There are several economic forces that hold the Singapore city together. Singapore’s economy is dependent mostly on refining of imported products and exports more so in manufacturing sector and this made up 27.2% of the city’s GDP in the year

Crisis Management Speech Manuscript Assignment Example | Topics and Well Written Essays - 750 words

Crisis Management Speech Manuscript - Assignment Example Good and useful lessons were drawn from this incident in the Sacks store. I hope such incidents will even bring some benefits to the company as they will improve the service at the store. Ms. Ryder has already admitted that it was a serious and important experience in her life which eventually brought her to the new level of her development.1 Therefore, I am going to provide you with all the information you need to know regarding this incident. Ms. Ryder came to Saks store on 12th December where she was a regular customer in order to purchase some clothes. However, her shopping went the wrong way and soon she was grabbing more and more clothes piling them in her arms, as it is seen on the video from cameras2. Allegedly Ms. Ryder went to the changing rooms where she was cutting of the tags with prices with the help of scissors. However, this information was only available from the words of the guards since there are no cameras in changing rooms. Ms. Ryder on her part denied this accusation, and it is hardly possible to determine what happened exactly in this couple of minutes in the cubicles. Later M. Ryder did paid for the part of her clothes while she was stopped with the rest of her unpaid things by the guard. She looked confused and asked whether her assistant had paid for these items.3 Totally there were 20 things that were not paid by Ms. Ryder and that could be considered stolen. The total price exceeded $1, 595. It is necessary to mention that Ms. Ryder did not resist accusations of the guard. She was cooperative and apologetic with the guards of Saks. Thus, I suppose making some concrete conclusions regarding the motivation of her actions is wrong because the case is complicated. There have been many questions of â€Å"Why did she do it?† and â€Å"How is it possible to trust her after this?† which can be answered. Ms. Ryder apologized for her behavior and

Film Sense Shot Essay Example for Free

Film Sense Shot Essay The development of formalist film theory was deeply connected with the formation of cinematograph as the autonomous art. The specific character of this theory, hence, should be understood in terms of theoretical and practical elaboration of film production instruments and thorny path of mastering various means for delivering cinematographic ideas and content to spectators. It should be noted that the basic elements of formalist film theory, such as montage, lighting, scoring, shooting etc. became generally accepted technical means in cinematograph, which were used irrespectively of theoretical approaches preached by a given director. However, it should be noted, that notwithstanding universal spread of major theoretical and technical findings of formalist theory, it has its own unique historical features, represented by the work of such notable contributors as S. Eisenstein and R. Arnheim. Generally speaking, formalist film theory may be described as the totality of views, which claim the centrality of technical and formal means of film production to maintaining its inherently artistic and cultural nature. Eisenstein, the pioneer of formalist theory, in his major works Film Form and Film Sense Shot claimed that montage is the central practice to film-making, because it covers its both technical and artistic aspects (Beyond the Shot, p. 13). The utilization of technical approaches to montage and shooting is essentially linked with general objectives of film production, as it is understood in formalist film theory, that is, creating meanings and artistic ideas through copulation/combination of images, shots and sound elements. Basic features and premises of the formalist film theory Formalist film theory is premised on the dialectical understanding of relations between form and content in film production. Technical means, including montage, shooting, lighting, sound are not neutral vis-a-vis artistic content of a given film. In contrast, their collision or sequence, help realize artistic ideas. Based on this theoretical underpinnings Eisenstein developed several approaches to montage, which should be utilized depending on specific goals director pursues. Eisenstein defines five basic approaches to montage such as metric, rhythmic, tonal, overtonal and intellectual (Eisenstein 1949 72-79). All these approaches are premised on the complexity of artistic ideas, which director delivers to spectators. The dialectical relations between shots in these types of montage are based on conflicts between volume, rhythm, scale, speed etc. Metric montage may be described as the control of time sequence of different episodes and images, irrespectively of their intellectual content. These include various formal transitions and interruptions in the visual sequence of shots. Rhythmic montage includes metric elements, but pays specific attention to the visual composition and content of shots, which is made to deliver complex meaning. One of the notable examples of this type of montage, developed by Eisenstein and practiced by his colleagues such L. Kuleshov and D. Vertov, is a famous scene from Eisenstein’s masterpiece Battleship Potemkin, often referred to as ‘Odessa Steps’. This scene portrays the massacre of protesters (including women and children) in Odessa by Imperial Cossack Forces. Metric and rhythmic approaches to montage are extensively used to portray the ugliness and brutality of Tsarist regime and its servants and the sufferings of ordinary people. To achieve this effect, Eisenstein ‘copulates’ shots of soldiers’ boots, marching down the steps with shots of baby carriage with a child in it, moving downstairs. Besides this, Eisenstein uses close images of people, who were killed and massive flight, caused by the gunfire. Temporal metric transitions, hence, are copulated with rhythmic elements, delivering emotional content (Eisenstein 1925). Tonal montage ranks the next stage in complexity of emotional appeal. It uses entire image to create certain emotional effects in spectator. Using specific lighting, sound techniques or special effects, a director creates certain aesthetic atmosphere, which communicates new artistic meanings to visual dimension of the episode. The next type of montage, which Eisenstein calls overtonal, represents combination of tonal, metric and rhythmic elements to produce complex psychological impact on the viewers. The characteristic features of each type of the montage are used in complex to capitalize on the volume, rhythm, scale and speed. And, finally, the most complex type of montage is intellectual montage, which does not only affect feelings, but imbues thinking and reflection. Objectives of formalist film theory Hence, the main objective of formalist film theory, as Eisenstein constantly repeats, is creating artistic effects and meanings, which are communicated to spectators. Eisenstein vividly showed this opportunity, provided by montage, referring to Japanese hieroglyphs, which create new meanings by adding new elements to already existing (Eisenstein, Beyond the Shot 14). Formalist theory’s basic objective may be described as creating conditions for artistic representation of reality in film production. According to Eisenstein and Arnheim, using technical means is not neutral vis-a-vis objective representation of reality. Inability to master technical means results in negative implications for films artistic content and precludes ‘intellectual’ perception of reality. Therefore, formalist film theory, seeks to overcome mere reproduction of reality, peculiar to commercial movie projects. Besides this, representatives of formalist theory hold that spectators should be influenced emotionally and intellectually in order to give them proper understanding of director’s ideas and subjective goals. This goal has its real historical reasons, because the formalist theory developed within a tradition of revolutionary propaganda films, such as Battleship Potemkin and Alexander Nevsky by S. Eisenstein. Arnheim, who is another important representative of the formalist film theory, showed that representation of reality peculiar to cinema, essentially differs from physical contours of reality. Hence, according to Arnheim, formal elements of film-making have great significance for creating emotional and intellectual effects (Arnheim 323). Arnheim gives vivid examples of unique modes of reality perception, generated by films. As he states, film images can not be reduced to physical dimensions. Neither a position of shooting, nor its objects can not be defined mathematically, because they are premised on artistic taste and understanding of reality. Moreover, as Arnheim states, film and visual realities significantly differ in depth, as films are neither absolutely two-dimensional, nor three-dimensional, but something in between(Arnheim 324) For instance, in Ruttmann’s film Berlin, the director creates interesting juxtaposition of two physical dimensions, depicting trains moving in the opposite directions (Arnheim 324). Tensions and Contradictions within Formalist Film Theory Notwithstanding positive elements, inherent in the formalist film theory, it has certain contradictions and inner tensions, which are often mentioned by the representatives of opposing film theories. For instance, Andre Bazin, one of the most prominent representatives of realist film theory, claimed that formalist understanding of form and technique of film production is manipulative and precludes genuine communication between spectators and artistic subjects (Bazin 48). Besides this, it should be noted that heavy emphasis of formalist film theory on formal and technical means prevents directors from focusing on objective cognition of reality and its representation, making it (reality) a hostage of subjective manipulation with it. However formalist film theory claims that it provides the tools for objective representation of reality, in fact, it is one of the most subjective approaches, even more subjective than auteurship film theory. According to Bazin, formalist film theory breaks world into many small separate pieces, which are then linked to produce structured, but subjective worldview (Bazin 48). Advantages of formalist film theory and its relation to other film theories Formalist film theory has its unique advantages, which are proved by the widespread utilization of its theoretical findings and innovations by film currents, which theoretically contradict its main premises. The importance of montage and other technical procedures was recognized by the majority of directors, who worked after S. Eisenstein. Today, we can not imagine any film, which does not use montage to produce certain artistic affects. Even documentary films, which represent a separate genre, essentially focus on montage. Besides this, deep connections are obvious between formalist film theory and auteur theory, which both put significant emphasis on the role of subjective artistic appeals and aims, which are necessary to maintain cinematograph as a genuine form of art. Both auteur and formalist film theories oppose neutral and quasiobjective film production, which is prone to standardization of techniques and approaches to achieve certain commercial results. In such kind of film production standard genre elements, ideological prejudices and common sense significantly erode the instance of auteurship, transforming films into faceless (without auteur) products of cinema conveyer. It should be noted, however, that formalist film theory is characterized by excessive emphasis on such elements of film production, which often have negative effect on the quality and artistic value. The parasitizing on formal elements and conscious manipulation, as it was noted, is harshly criticized by representatives of realist film theory. It seems that this critique has proper theoretical grounds. Realist film theory, represented by Bazin, calls upon to following the continuity of real images and events and finding artistic meanings in their mere existence. In this view artistic truths should be found in difficult relations between time and space, which entails montage, having subordinate function. Moreover, unlike realist film theory, formalism leaves practically no room for the freedom of interpretation and understanding, aggressively imposing already designed meanings and interpretations on spectators. Such important elements used in realist film theory as deep shot and focus, which help meet its theoretic goals, are ignored in formalist film theory. Failing to master these tools leads to losing visual integrity of reality, which is, according to Bazin, is even more important than montage (Bazin 49). Formalism in Hitchcock’s Spellbound We have already mentioned the use of formalist theory of montage in Eisenstein’s film Battleship Potemkin. However, it should be noted that crucial aspects of formalist film theory may be found in films, directed by people, who are not openly associated with this tradition. This is, for instance, the case with Hitchcock, who based his techniques of film production on Expressionist approach. Hitchcock’s film is based on psychoanalytic and surrealist subjects, which may be proved by its plot and extensive use of Dali’s designs in the Brown’s mysterious dream. One of the major characteristics of Spellbound, which links it with formalist film theory, is that it distorts normal physical perception of time and space in reality. As we remember, Arnheim’s main requirement for film production referred to its creative approach to time and space, designed to break false continuity and present artistic sequence. Hitchcock pays primarily attention to the characterization of different protagonists and objects, but not on their appearances and actions, which is so characteristic of mainstream thrillers. The characters of Constance, false Dr. Edwards, Dr. Murchison are developed in a coherent way, following strict formal structure of plot development. Besides this, Hitchcock utilizes other techniques of formalist film theory, such as fragmentary editing, psychological collision of shots, various lighting effects, and extreme angles. Moreover, Hitchcock uses different approaches to montage, elaborated by Eisenstein. Rhythmic and tonal types of montage are extensively used in scenes, designed to produce strong emotional effects on the spectators. Rhythmic montage is used in the scene depicting Ballantine/Brown/false Edwards phobia of seeing black lines on white things, when these objects are juxtaposed with protagonists’ scared look. Another example includes Constance reading false Edward’s book on the guilt complex and notices that Dr. Edward’s signature differs from that of the man who is the author of the book (real Dr. Edwards). Intellectual type of montage, developed by Eisenstein is evident in surrealist dream scene, when false Dr. Edwards looks at the wall covered with eyes. The same episode includes rhythmic juxtaposition of the close-up shots of Constance and Brown, looking at each other, as well as purely technical tool of shots’ imposition, which creates flexible and vague atmosphere of surrealist dream. Another episode including this type of montage is when Constance, while recollecting Brown’s dream, realizes that the real murderer is Dr. Murchison. In this scene, her recollection of the dream is juxtaposed with her thinking process and eventual discovery. To sum it up, we have analyzed basic characteristics of formalist film theory, its objectives, positive and negative aspects and relation to other film theories. Practical realization of formalist film theory was researched based on the examples of Eisenstein’s Battleship of Potemkin and Hitchcock’s Spellbound. Works Cited Arnheim, Rudolf. Film as Art. University of California Press,1957. Bazin, Andre. What is cinema? Vol. 1 2 (Hugh Gray, Trans. , Ed. ). Berkeley, University of California Press, 1967-71. Eisenstein, Sergei, Film Form: Essays in Film Theory, New York, Hartcourt. Trans. Jay Leyda, 1949. Eisenstein, Sergei. dir. Battleship Potemkin, 1925, USSR. Hitchcock, Alfred. dir. Spellbound. 1945, USA, Vanguard Films. Ð °

Western Lowland Gorilla Essay

Western Lowland Gorilla Essay

Essay Contrasting Images in Things Fall Apart and Heart of Darkness

Contrasting Images in Things Fall Apart and Heart of Darkness  Ã‚     Ã‚  Ã‚   Joseph Conrad’s novel Heart of Darkness portrays an image of Africa that is dark and inhuman.   Not only does he describe the actual, physical continent of Africa as â€Å"so hopeless and so dark, so impenetrable to human thought, so pitiless to human weakness† (Conrad 94), as though the continent could neither breed nor support any true human life, but he also manages to depict Africans as though they are not worthy of the respect commonly due to the white man.   At one point the main character, Marlow, describes one of the paths he follows: â€Å"Can’t say I saw any road or any upkeep, unless the body of a middle-aged negro, with a bullet-hole in the forehead, upon which I absolutely stumbled three miles farther on, may be considered as a permanent improvement† (48).   Conrad’s description of Africa and Africans served to misinform the Western world, and went uncontested for many years.    In 1958 Chinua Achebe published his first and most widely acclaimed novel, Things Fall Apart.   This work—commonly acknowledged as the single most well known African novel in the world—depicts an image of Africa that humanizes both the continent and the people.   Achebe once said, â€Å"Reading Heart of Darkness . . . I realized that I was one of those savages jumping up and down on the beach.   Once that kind of enlightenment comes to you, you realize that someone has to write a different story† (Gikandi 8-9); Achebe openly admits that he wrote Things Fall Apart because of the horrible characterization of Africans in many European works, especially Heart of Darkness.   In many ways, Chinua Achebe’s Things Fall Apart can be seen as an Afrocentric rebuttal to the Eurocentric depiction ... ...in Heart of Darkness. Works Cited Achebe, Chinua.   "An Image of Africa: Racism in Conrad's Heart of Darkness." Heart of  Darkness: An Authoritative Text, Backgrounds and Sources, Essays in Criticism.   3rd  ed.   Ed. Robert Kimbrough.   New York: W.W. Norton, 1988.   251-262. ---.   Things Fall Apart.   Greenwich: Fawcett Publications, Inc., 1959. Boahen, A. Adu.   African Perspectives on Colonialism.   Baltimore: The Johns Hopkins University Press, 1987. Conrad, Joseph.   Heart of Darkness.   London: Penguin Books, 1989. â€Å"Doctrines on Colonialism.†Ã‚   The Government of Tibet in Exile.   3 May 2000.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   <http://www.tibet.com/Humanrights/Unpo/chap2.html>. Gikandi, Simon.   â€Å"Chinua Achebe and the Invention of African Literature.†Ã‚   Classics in   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Context: Things Fall Apart.   Chinua Achebe.   Portsmouth: Heinemann Educational Publishers, 1996.      

AI :: essays research papers

AI: Artificial Intelligence: The branch of computer science that deals with writing computer programs that can solve problems creatively; AI is used so computers can solve problems, learn and gain knowledge. AI is an attempt for computers to simulate human qualities. Areas of AI research: Learning, game theoretic methods, Reasoning, speech Intelligent agents, physical modeling Knowledge representation  Ã‚  Ã‚  Ã‚  Ã‚  natural language Logic programming  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  planning AI: Classification: AI can be classified into three different areas: Natural Language Processing which involves computers that can read, speak and understand natural language. Robotics which involves the development of intelligent robots. Expert Systems which is the simulation of the knowledge of human experts. Intelligence: The ability to use knowledge for our own purposes is called thinking and is the basis of intelligence. Ability to think and reason, To learn, To acquire knowledge, To adapt to new situations A person is intelligent when they can solve difficult problems using logical reasoning. Interactionism: States the mind is non-material, the body is material, and each can act on each other. Parallelism: Mind is spirit, body is material, and neither can act on each other. Materialism: Mind is, or a state of, part of the material body. The relevant part of the physical body is usually considered to be the central nervous system that is the brain and spinal cord. Idealism: The body, along with everything else, is just an idea of the mind. Natural Language Processing: Computers are able to perform natural language processing at the syntax level. (syntax refers to the way in which words are put together to form phrases and sentences) Style checkers are able to detect punctuation errors, double word usage, typographical errors, sexist language and more. A Machine Intelligence Test: A simple test which determines whether or not a machine is behaving intelligently: Would this behaviour be considered intelligent if a human was observed behaving in the same way? The difficulty experience by artificial intelligence researchers is translating this massive amount of knowledge into a form that can be used by computers is called the Feigenbaum bottleneck: Identification and analysis of the chunks of knowledge. Chunk is used for an item of knowledge to indicate that knowledge does not appear in precisely defined units. The translation of that knowledge into a form that can be processed by a machine.

The American Dream in Lorraine Hansberrys A Raisin in the Sun and Arth

Centuries ago, Americans were fighting for their freedom from Britain. Then, the American dream was to have freedom. To American then, being free and having their own individual country was enough. Up until a few decades ago, African Americans were fighting to have equal rights. They thought this was all they needed and they would be truly happy. Somewhere over the course of time; happiness had a new meaning for all Americans. Now material possessions are what it takes to be happy. The American dream is to be rich. A Raisin in the Sun, written by Lorraine Hansberry, and Death of a Salesman, written by Arthur Miller, both address the American Dream. Both plays discuss the desire for wealth and how the desire may lead to one’s downfall. However, each play is very different in addressing issues such as race and feminism. A Raisin in the Sun and Death of a Salesman have the same major theme of the American Dream, but address other issues differently along the way. A Raisin in the Sun is about an African American family in Chicago. Living in the same old broken down house is Lena Younger, who is the mother to both Beneatha and Walter, who also live in the house. Walter is married to Ruth and is the father of Travis. As the play begins, the family is about to inherit an insurance check for 10,000 dollars. This money comes from the death of Lena’s husband. Each member of the family wants to do something different with that money. Lena wants to buy a bigger house in a nicer area, and Ruth agrees with her. Beneatha wants the money to go to tuition for medical school. Walter wants to invest the money in a liquor store, so he can own the store, and become successful and rich. He is tired of just being a cab driver. However, Lena inten... ...e almost called Mr. Linder and made that deal with him when he found out that he lost the money, but his family was there to help him figure out that that would not be the right thing to do. On the other hand, Willy’s relationship with his family is what led him to suicide. The role of woman is also handled differently in the two plays, along with the role of age and race. The two plays had similar points, but were also quite different. Works Cited Cleage, Pearl. â€Å" Black Issues Book Review†. Playright’s Choice 3 (1995): 20- 23. Evans, Everett. â€Å"What’s Hot on Stage†. Houston Chronicle. 28 Oct 1994: Pgs 10- 12. Laban, Linda. â€Å"Raisin in the Sun Raisin’s in the Rounder†. Boston Globe. 5 Apr 2001: pgs 8-11. Hansberry, Lorraine. A Raisin in the Sun. New York: Penguin Books, 1992. Miller, Arthur. Death of a Salesman. New York: Penguin Books, 1949.

Truman Outline

Ferretti Apus p4 23 March 2013 Truman Outline 1. Potsdam Conference  (1945) – A meeting was convened which included Clement Atlee, Stalin, and Truman at Germany to hold trials for Nazi leaders and send messages to Japan to warn them to surrender or else†¦ 2. San Francisco Conference  (1945)- A charter was drafted for the United Nations, in San Francisco, with the help of the 50 nations within in the UN. 3. Employment Act  (1946)- This act created the Council of Economic Advisors to aid Congress and the President with the promotion of national economic welfare. 4.National Security Act  (1947)- In lieu of the War Department, the National Security of Defense was created to unify the workings of the Army, Navy and Air Force. 5. New Presidential Succession Act  (1947)- When the president is unable to do his presidential duties, the Vice President will take over and made a line of succession. 6. Taft-Hartley Act  (1947)- The act controlled the power the growing unio ns had. Unemployed workers no longer needed to be a part of a union to be hired. 7. Marshall Plan  (1947)- The plan, proposed by George Marshall, was intended to aid European economies while simultaneously strengthening the US government. . Truman Doctrine  (1947)- In order aid the â€Å"free people† of Greece and Turkey being suppressed by totalitarian regimes, Truman requested 400 million dollars from congress. 9. Displaced Persons Act  (1948)- After World War II, displaced Europeans were given permission to take up residence in the US for a limited amount of time. 10. Selective Service Act  (1948)-aka Eltson Act, it revised the Articles of War of the United States. It also established the current of the Selective Service System. Harry S. Truman was the 33rd president of ‘Merica.His term took place during the World War II. He famously known for deciding to drop an atomic bomb in Japan – twice. Truman was able to organize the United Nations which is stil l an essential part of the international governing of people. Truman also enacted the Marshall Plan. The plan, proposed by George Marshall, was intended to aid European economies while simultaneously strengthening the US government. His plan was successful and helped the US economy. He also implemented the National Security Act.In lieu of the War Department, the National Security of Defense was created to unify the workings of the Army, Navy and Air Force. Although Truman attempted to make peace within the United Nations he ironically thousands of innocent people and his choice still continues to affect people today. He dropped two huge – no, gigantic – no, humongous bombs on them. Nbd. Truman gets a 4 because he is a meanie. And seriously 2 BOMBS?!?! Okay the first one was justifiable because they attacked us first and it was unexpected so we get them back but the 2nd was totally uncalled for.

Analysis of a Poem Essay

Andrew Marvell’s poem To His Coy Mistress gives the reader a chance to delve into the mind of the narrator as he tells of his love for his mistress. This seems to be a simple enough theme, and indeed poets have been sounding out their barbaric yawps for quite some time over this issue of love, but what is so intriguing and memorable about Marvell’s take on love is how romantic it is (romantic in the romance way and not in the Romantic time period of poetry). He gives more of a narrative account of his love instead of the more fantastical accounts which accompany any number of Poe’s poems to his ‘lost Lenore’ or even of a less stable vision of beauty that Rimbaud portends to in his Barbarian poem. Marvell’s take on romance and love is a very elegant poem; in this essay Marvell’s elegant style and the way in which he sets the scene with concrete and realistic details will be given strict attention along with the metaphor and use of allusion. To begin with, Marvell introduces the reader to the subject of the poem even before the poem is begun. He applies the adjective ‘coy’ to his mistress which is a word full of connotations. With this word in mind in describing his mistress the reader is left to wonder why the woman is coy, or what makes her or causes her to be this way. Already the reader’s mind is a race toward an explanation of the woman. Thus, Marvell has succeeded in creating an air of mystery around the object of his affection and thereby placing an enigmatic tone to the poem even before one has read the first line. In typical romance fashion Marvell begins his poem with turn of the line which expresses things that are not but if they were he states what he and his love would do, Had we but world enough, and time, This coyness, lady, were no crime. (Marvell line 1-2). The word coy derives in part from the word coquettish which is a French word used to describe gaining the affections of the opposite sex for personal gratification. Thus, it would seem that Marvell is painting out the object of his desire to be a woman who has a lot of vanity and wishes to conquer his heart. Thus, the poem sets itself up to connotative notions of hedonism. This is states because the woman wants the older man’s affections for no other reason except to have them: She does not desire his affections for love or money or any personal gain except for her own vanity. Thus, the lines stating if they â€Å"had†¦but world enough† (Marvell line 1) then her coyness would be more highly permitted and not a ‘crime’. Perhaps Marvell included this bit about ‘crime’ because typically prostitutes are the ones who use coquettish techniques to acquire the attention of potential clients and thus the woman’s coyness is associated with sexual hedonism. Whatever the cause of the coyness (employment of pure ego) it is clear that the narrator does not mind the attention. Although, another take on this notion of being coy could have more to do with the time period in which Marvell wrote the poem (1650)– during which a woman was typically shy and not forward while in male company and therefore this brave act of ‘flirting’ caught the poet off guard. Continuing on with the narrative part of the story, Marvell further suggests in his poem what he and the young woman would venture out into their world and do: We would sit down, and think which way To walk, and pass our long love’s day. Thou by the Indian Ganges’ side Should’st rubies find: I by the tide (Marvell lines 3-6). Here Marvell gives a glimpse of his homeland’s exploration into the world and names exotic location by which these two could walk (or love by). Mainly, exploration was done in the East and this exotic atmosphere perhaps pairs well with how brazenly the mistress is flirting with the narrator. Thus, Marvell is coupling the woman with the landscape by which he thinks she could better flourish- a place where being coy is not considered a crime. Thereby does Marvell transport this moment into a more exotic locale which further supports the idea that the poet is a romantic in the sense of wooing. To further illustrate Marvell’s romantic nature he states, Love you ten years before the flood And you should, if you please, refuse Till the conversion of the Jews (Marvell lines 8-10). This again refers to having a world of there own in which apparently time and space do not exist in any rational form or according to physical laws of nature which would allow Marvell to have loved this woman since Noah’s fated flood (again, support for the romance of the poem). The last line of this part makes reference to the Jews – a reference which alludes to the manner in which Marvell would love this mistress. That is to say that he would love her in the same strict fashion that the Jews never converted to Christianity despite the Inquisition which was a time period that at the writing of this poem had ended a hundred or years earlier but a memory that was still fervently in the minds of the people of Europe. Marvell connotes many religious themes in this poem that help to show his knowledge of religion which further creates an atmosphere to the poem (perhaps Marvell is even stating that he will love this woman in a platonic fashion or nonsexual way until they are married as the Bible suggests should happen between man and wife). This idea of physical love and abstinence from sex until marriage carries further into the poem as Marvell states, My vegetable love should grow Vaster than empires, and more slow; (Marvell lines 11-12) This concept of vegetable love means that Marvell will love this woman for her self instead of for her sex. This is derived from the fact that Marvell suggests a vegetable love rather than a fruit love – fruits have a long association with sex and sexual passions and because Marvell chose to not allude to fruit but to vegetable (meaning vegetative perhaps and therefore dormant, or rather, latent sexual activity or sex after marriage) in order to support his proclamation of saving sex for marriage. Also, vegetables are a deep root plant which further illustrates Marvell desires to love this woman with a deep love not a purely fleshy love. If then Marvell is looking for a more lasting relationship with this woman it is no wonder that in lines 13 through 18 he expresses such a love through ages. Although the reader has already been exposed to the type of ageless love Marvell silently promises this woman with the flood (an antiquarian allusion) he further tells of an ageless bond between himself and this woman as well as the magnitude of this love with the following lines, An hundred years should go to praise Thine eyes, and on they forehead gaze Two hundred to adore each breast, But thirty thousand to the rest; An age at least to every part, And the last age should show your heart (Marvell lines 13-18). In these lines also, Marvell seems to telling of his hopes for this union. He desires a woman who has a true heart and therefore is not only interested in sex. He wants a beloved who will stay by him in old age as well as in their youth. Marvell seems to be placing a lot of emphasis on carnal pleasure versus what he perceives to be a more pure form of love. Albeit both will exist in his relationship with this woman should they get married, what Marvell truly wants out of this relationship is a lasting companion. His many allusions to time seem to fit with this theory fairly well considering he mentioned loving her until the apocalypse (it is said that the Jews will not convert to Christianity until the end of the world which is when Marvell professed he would love this woman). However, it seems that Marvell has a change of heart toward the last lines of the poem when he seemingly begs the girl for sexual gratification. Thus, the poem itself presents a timeframe of the poet’s thoughts leading from love to sex and back again. It seems that while Marvell desires a chaste union he also requires a more carnal pleasure right away. There may be something rather male delivered in the lines â€Å"Time’s winged chariot hurrying near† (Marvell line 25) which speaks to not wanting to waste any more time being strangers but to gain union together. Thus, despite the poem’s romantic notions the poet’s theme remains clear – pleasure and passion and love. Works Cited Cullen, Patrick. Imitation and Metamorphosis: The Golden-Age Eclogue in Spenser, Milton, and Marvell. PMLA Vol. 84, NO. 6 (Oct. 1969) 1559-1570. Hogan, Patrick G. Marvell’s ‘Vegetable Love’. Studies in Philology, Vol. 60, No. 1 (Jan. 1963) 1-11. Hyman, Lawrence W. Politics and Poetry in Andrew Marvell. PMLA, Vol. 73, No. 5 Part 1. (Dec. 1958) 475-479. Legouis, Pierre. Andrew Marvell: Further Biographical Points. The Modern Language Review. Vol. 18, No. 4 (Oct. 1923), 416-426. Summers, Joseph H. Marvell’s ‘Nature’. EHL. Vol. 20, No. 2 (June 1953) 121-135. Tolliver, Harold. The Critical Reprocessing of Andrew Marvell. ELH, vol. 47, no. 1 (Spring 1980) 180-203.

Everest Report Essay

The Everest simulation is a group and team exercise that encourage us to play a unique role of a team of hikers, attempting to reach the summit of Mount Everest. The simulation is designed so that members are dependent on each other and are encouraged to work collectively in order to achieve the highest team goal outcome possible whiles simultaneously completing as much personal goals as the members can. The purpose of the report is to anyalyse the team experience while applying a range of subjects, concepts and theories that is learnt in the course â€Å"managing people and organization† to out experience, illustrating the 1. Group and teams 2. Power and Conflict 3. attitudes, perception and personality The simulation requires team members to be able to lead, to participate and to communicate and motivate each other effectively while making critical decisions in response to different situations and circumstances in each stages of the simulation while considering the different information each members received and the conflicting or opposing interests of each members. The experience gives us a first-hand insight into working as a team, it has enabled us to identify the benefits and the potential problem of working in a team or work group in the contemporary and dynamic business environment. We experience how conflict, power, collective thinking, and attitudes can be managed and influence to either benefit the team performance or hinder it. The Everest group simulation is a web-based simulation/ exercise produced by the Harvard Business School Where five or six students are placed into a formal group and each are assigned individual, unique and vital role to play by the system. Additionally, each individuals are given specific goals/mission in respect to their roles. The students are encouraged to work collectively as a team of hikers attempting to reach the summit of Mount Everest, whilst completing as many team and individual goals as they possibly can. The simulation covers a range of subjects, concepts and theories that is learnt in the course â€Å"managing people and organization†, illustrating the 4. Group and teams 5. Power and Conflict 6. attitudes, perception and personality The simulation requires team members to be able to lead, to participate and to communicate and motivate each other effectively while making critical decisions in response to different situations and circumstances in each stages of the simulation while considering the different information each members received and the conflicting or opposing interests of each members. GROUPS AND TEAMS Using Tucker’s five stages of group devleopment as the basis on describing the Everest Simulation. The forming stage began when every students were randomly assigned to a temporary team of 5 or 6 for the purpose of completing the everest simulation. During the tutorial, the team members had the chance to briefly introduced themselves and then proceed to discussing the team contract and at the end, members exchanged personal information as described by Tuckman (Maples 2008) . There was anxiety as we were stangers at first, curiosity of how the simulation experience will look like, and positive expectation for the team, as desrcibed by Lacoursiere and Spitz (Tuckman 1977). It is important to note that when using Tucker’s five stages of group development(Tuckman 1977) to describe our team experience, our team did not proceed sequentially from one stage to the next ie. from forming to storming, norming performing and lastly adjourning, as described by Tucker (Tuckman 1977). Rather, our group tends to occasionally regress back to previous stages of group development; as our team is always moving back and forth between the storming, norming and performing stage. The storming stage occured when our team were discussing the team contract. This stage is described by Tuckman as characterised of intragroup conflict (Tuckman 1977) For example, Everyone had their own opinions on which communication tool to use before, during and after the simulation and had their own preference on the location to meetup to run the simulation. We proceed to the norming stage when conflict of opinions are identified during the team contract. Noting that we were all strangers, the team contract discussion went smoothly as everyone was demonstrating a positive attitude and behaviour with agreeableness driven by the desire to get along and to be accepted by one another, and to avoid any serious potential conflict.Tuckman described this procces as devleoping group cohesion (Tuckman 1977) (Maples 2008) .The day and time to meet for the simulation was established rather quick as no one was traveling or had conflicting schedule. Although there were few suggestions of location to meet up prior the simulation, a solution came up rather quickly. The team decided to use communication tool, i.e. mobile phone or email before and after the  simulation as to discuss any further issues/problem prior and after the simulation. However most of the time our communication is via email. For the day of the simulation, the whole team member agreed on meeting and communicating face to face. We regressed back to the storming stage when prior to the first stage of the simulation, roles are given to us i.e. Leader, Marathon runner, environmentalist, photographer, physician and observer; and individual and team goals are assigned. In this stage, new problems and issues are addressed and conflicting opinions are voiced out by each member. i.e. How is the team going to simultaneously meet the team goals and personal goals as well as reaching the summit while avoiding being rescue. We move forward to the norming stage again when when roles and relationship has been accepted and familiarized, and personal goals has been reviewed as described by Tuckman (Maples 2008); team contract was also refereed back to in order to remind some members of how we are going to proceed throughout the simulation. During this stage, there was cohesiveness, cooperation and collaboration as described by Maples (maples 2008) between members as everyone wanted to achieve our primary goal of reaching the summit as a team. Our team undergo the performing stage when completing round 1 of the simulation after problem have been solved and final decision have been made (maples 2008). However, our team regressed back to the storming stage when new problems occurred at round 2 and new conflicting opinions are raised by team members. This trend of going back and forth between storming and performing stage continue to occur as our team progresses to each new rounds, new problems are presented such as frostbite or changing health condition forcing our team to regressed back to the storming stage. Unfortunately the end results of team goals and my individual goals indicated a bad performance by our team. This is the adjourning stage of our temporary group where the Everest simulation is completed, roles and duties are terminated as described by Tuckman (Maples 2008), and the members are concern with the disengagement and termination of the group as described by Braaten (Tuckman 1977). To some  members, there is some sense of achievement i.e. 2 out of 5 reached the summit, to others, there might be some sense of regret as we know we could of done better. After the simulation, we continue to discuss about the simulation experience via email and face to face. Analysis on experience based on groups and teams It was beneficial that our team agree to meet face-to-face rather than communicating virtually when running the simulation. It reflects the fact that our team is considered a future team described by Algae as having little experience as an intact team or share no past history with team members but expects to have an extended future with fellow members. (Algae 2003) Furthermore, the simulation is designed so that each members are interdependent of each other due to their roles and task in the simulation; as a result, our team is motivated to be open and trusting with one another during the simulation and tend to share information prior the simulation and during the early stages of the simulation similar to the argument of Algae. (Algae 2003) Our team has also set certain standards and norms during our team contract discussion which members are expected to follow, i.e. expected individual attendance, being punctual and participate and engage in discussion and active listening; we believe that the later(participation) will benefit our team decision-making process during the simulation. While our team tends to be open and communicative during the early stages by expressing their opinions and generating diverse alternatives for decision making, we tend to be less engage in decision making during the later stages of the simulation. Consequently, 3 out of 5 of our members were rescued off the mountain after round 3. I suspect that we have fallen into the trap of group-think where some of the members adopt an agreeableness personality and therefore may have contribute to poor decision making as described by Charles (Charles 1997). As we are a self-managing team, evidently we tend to be cohesive and emphasized excessively on majority voting and support our team goals rather than our own personal opinion therefore contributing to  the occurrence of group-think, and this is similary argued in Charles article (Charles 1997) Additionally, I felt that we have also forgotten about the team contract and the norm that we have set which states we must contribute to the decision-making process, as we do not occasionally refer back to the contract. What could have been done to reduce group-think is to develop a strong group norm/culture that values debate and disagreement from group members and to continuously promote and encourage team-think characterized of divergent views, open expression and discussion of collective doubts (Charles 1997). Power and Conflict Analysis of experience based on power and conflict To what extent of power each member has wasn’t important as members were treated with equal importance as the simulation is designed so that we are interdependent on each other. Furthermore, we agreed to adopt a shared leadership therefore everyone would feel equal, valued and involved. Although the leader was assigned to have the higher power due to his higher position in the hierarchy within the team, team members did not express any concern or demonstrate any negative attitude in response to his role. According to Bachrach, Baratz and Dahl, power is define as the ability to influence others to do something that it would not otherwise have done (politis 2005). By accepting this definition, our team did not exercised power enough to promote conflict during the simulation. Our team tends to hold a strong traditional view of conflict where conflict is seen as a problem that should be minimize or suppressed rather than the contemporary view of conflict where differences in opinions, alternatives and opposing views can be a positive sign teams in terms of decision making, as stated by Hellriegel (Darling 2001). As a result, our team only engaged in numerous minor level of conflict. For example, during the team contract discussion, members freely and comfortably expressed their different opinions of locations that they find suitable to meet up. The fact that we  are all strangers, gives us the incentive to avoid high level of conflict that may offend personal feelings and threaten relationships. As we progress through further rounds, I notice how it took a relatively shorter amount of time to make the final decisions in response to new problems and to proceed to the further stages. For example, when distributing the canister prior to proceed to the summit, there wasn’t a single opposing view by any of the other team members. This may indicate that the team members have continuously avoid conflict. Consequently, we did not achieve a high proportion of our team goals and my own personal goals. This trend supports Chen’s study and Song’s argument that adopting an avoiding conflict management behavior reduces team’s innovation performance. (Chen 2012) Culture may also play a part in our attitude towards conflict as we are all of Asian heritage; as Chen argued that â€Å"Chinese managers rely on an avoiding style because of their relatively high value on conformity and tradition; but US managers rely more on a competing style because of their relatively high value on individual achievement.† (Chen 2012) Something that is noteworthy from our team experience is the connection between avoiding conflict management and group-think which both occurred during our simulation, Cheng argued that adopting an avoiding behavior makes it very difficult for team to create open discussions or generate alternatives for decision making as seen in our team experience and therefore leads to the occurrence of group-thinks. (Chen 2012) As a result, What was lacking in our team is the persistent promotion of conflict in the later stages of the simulation; Consequently, it lead to a avoiding behavior and higher occurrence of group-think. Amason noted 2 types of conflict, cognitive conflict, that improve team’s effectiveness by encouraging team members to participate in decision making and generate variety of ideas and opinions; and affective conflict, that hinders team effectiveness by provoking hostility and distrust among members. (Amason 1995). The leader should have consider using his legitimate  power to promote cognitive conflict and encouraged members to comfortably and freely voice out objection or opinions. As I identify myself as an introvert, I tend to have a habit of not voicing out my opinion or express my view that may be in conflict with the other members decisions; this has happen in some occasion during the simulation. For example, when the environmentalist and myself are both in a weak condition, the doctor suggest that medicine should be given to the environmentalist and I agree without considering the situation for myself and the environmentalist. Another example, is when the leader announce the distribution of canister, I didn’t question his method however I was concern; consequently I did not make it to the summit as I ran out of oxygen. As Webb hypothesized, extroverted persons would participate more actively in group interaction than would introverted persons (Webb 1982) I find myself valuing personal feelings in surface level and tend to have strong view about traditional conflict therefore have the urge to avoid conflict. Attitudes, Perception and Personality Analysis of experience based on attitude, perception and personality During early stages of the simulation, our team was demonstrating a positive personality and attitude towards the simulation and other team members with openness and trust. Consequently, We were promoting organizational citizenship behavior(OCB) while simultaneously avoiding any workplace misbehavior. This is supported by Chiaburu findings that emotional stability, extraversion and openness promote higher citizenship relative to conscientiousness and agreeableness (Chiaburu 2011). This behaviors was partly due to the fact that the simulation was a one off event and therefore there is no second chances if we make a potential mistake due to any misbehavior; we don’t want to mess up or leave a bad impression especially since we are considered as future teams with no past history or relationship with each other(algae 2003). Another reason may be that we are all from an Asian heritage and therefore we tend to relate to each other easily. One of the problem with the design of the simulation is that the roles were assign to us without our preferences. Therefore the leader was unable to consider our personality and values that would best fit the 6 available roles and unable to initiate structure, that is, defining and structuring roles of group members ( Kerr 1974) For example, the observer was more involved in decision making and had a more proactive personality in comparison to myself and therefore may have done a better performance if assigned to another role. Although her role exclude her from running the simulation, she tend to be highly involved and felt that she had gain a job satisfaction. What some of the members such as myself lack is a proactive personality and attitude in later stages. This pro-activity that is characterized of people who identify opportunities, show initiative, take action. Perception can be a dangerous factor that may have hinder our team outcomes. Although there wasn’t a time limit established for the simulation, our team perceived a time limit for the simulation therefore felt a need to rush in the process. Evidently, in late stages, we tend to accept choices straight away without coming up with alternatives, decision making felt relatively faster as we progress through further rounds. In some occasions, information is perceived as of no relevance or we tend to underestimate or overlook the information given. For example, we think too highly of our health status and as long as we are not critical, we will be fine. Consequently we ignored the frostbite warning, our doctor got rescued due to a severe frostbite. The members also perceived that the leader know what is best for the team and has experience leading, and therefore we do not voice out. The same example, when our leader was distributing the canister, no one question his judgment. However, little do we know that the leader may be inexperience or have limited knowledge like us in regards to leading as he was only given the role during the simulation and had no time to plan. Additionally, while our team tends to be more analytical and calculative in the early stages, our team tends to be more risk taking in the later stage;  For example, we have strong support for our goal to reach the summit as a team rather than sacrificing any of our members therefore canister was distributed to everyone however subconsciously, I knew that both me and the environmentalist wouldn’t make in with the limited canister, neither me nor her would wish to offend each other by asking one another to sacrifice , as a result, both me and the environmentalist ran out of oxygen . Conclusion The Everest simulation was a beneficial experience by providing me insights into the team environment. Through the simulation, our team was able to apply theories and knowledge learned from the course Mgmt 1001 to practical use in team situations, demonstrating the relevance and logic behind these theories. The experience has enable us to identify the benefits and the potential problem of working in a team or work group. The benefit includes effective communication, collective thinking, cognitive conflict, generating diverse alternatives and opinions while the potential problem includes ineffective communication, conformity, group-think and affective conflict. Ultimately, it depends on the teams ability to manage this issues in order to achieve high performance and effective decision making..

Interview with Teenagers Essay

Interviewing teenagers turned out to be rather interesting. It’s very relevant the difference in my time of growing up a teen, to now. Teens these days have way more issues to worry about being that drugs, sex, and pregnancy are more tangible then the past. With media using tv, radio, magazines and music to tell teens how they â€Å"need† to be, it’s not hard to believe all the increase in teen violence, depression, and suicide. During the course of this paper I will be discussing the interview that I gave too four teen girls. Each of them came from different backgrounds and had very different, but yet the same answers to being a teen in today’s society. Jasmine Small, Ashley Leivas, Shavon McCorvey, and Emily Morales were the four teens that I chose to interview. Each of these girls comes from different backgrounds. Jasmine grew up without a father, Ashley grew up in foster care, Shavon had both parents present in her household, and Emily was taken from her mother as a child and was raised by her aunt. Just off of me knowing their background it was prevalent that the answers were going to be different and interesting in the same. In the beginning I made sure to discuss the purpose of this interview and notified them that they could stop me at any time for questions, or if the interview becomes too personal. After having done that all of the girls seemed to be relieved, and at that moment my interview began. What do you like about being a teenager was the first question asked all the girls. All of the girls agreed that having friends and having fun, and hanging out were the highlights of their youth. They all had their group of friends and all liked to go to the mall, movies, and â€Å"kick-backs† (parties). When I asked if school was significant to them they all laughed and said that they like school but it wasn’t too important to them. When asked about their dislikes they all had different answers. Jasmine answered that her dislike was going to school. She felt as if she didn’t learn anything, as if school was useless. Ashley disliked the fact that there is a lot of drama as far as people gossiping inside of school. She explained how many people perceived her as a person that likes to fight, and is promiscuous, when she is the exact opposite. She has issues that she’s dealing with and doesn’t seem to get along with other girl which is why she finds herself in a lot of altercations. Shavon’s dislike was growing up in Lancaster, she was born and raised in Los Angeles and was recently brought out here two years ago. She just wished that she had control over where she lived. Emily didn’t have an answer to this question she was having a difficult time with trying to determine what was a huge dislike. She couldn’t think of any so we moved on. Who is the most important thing in your life right now was an interesting question that I couldn’t wait to ask. Each answer was unique and heartwarming. Jasmines was her mother, she was very happy about having such a good mother who did all she could for children. She had not one bad thing to say about her mother. Ashley’s was her brother; her brother was the only biological family member that she had. She had seven other family members but all were split up in foster care in different states. Shavon’s was her sister; she was very close to her sister and shared everything with her. Emily’s was her cousin, whom she considered as a sister, she was close with her, and like Shavon, shared everything with her. They all had their individual stories on how close they were with their important person, and how they couldn’t imagine life without them. Of all the questions I believe that the question, if you could change one thing about your life what would it be and why, was the most important question. It showed that the girls all seemed to have some issues with growing up whether it be peer pressure or living without certain family members. Jasmine said that she would have her father in her life. She felt as if she had her father she would be a different person. She really wanted to have a relationship with her father. Ashley main thing she would change is to have a mother that cared and wasn’t on drugs. She said that she is very appreciative of her foster mother, but she would love to have known her real mother. Shavon’s change would be for her to move back to Los Angeles. She said that since she has moved to Lancaster everything has changed and that she is being mistreated at school. She began to explain that she left behind a lot of friends and didn’t seem to fit in. Emily, like Ashley, wanted her biological mother back. Unlike Ashley, Emily lived with her mother god enough to remember her before she was taken out her home. She remembered her mother for the good things that she did and not the drugs, like everyone else portrayed her mother as. During this interview it was very evident the issues that teens these days face. Later on in the interview we talked about peer pressure and if it affected them. They all stressed that peer pressure is hard not to fall into and that do have plenty of friends who are weak minded and whom have become pregnant or is having unprotected sex. They all are very smart and know how to say no when peer pressure arises. Being that I’m not that far in age many other the issues that they face, I did to growing up. There aren’t many differences except that everything is more prevalent as far as sex and pregnancy.

Strategic Marketing Management Assignment Example | Topics and Well Written Essays - 1250 words

Strategic Marketing Management - Assignment Example The market segment of OBC is undergraduate courses, post graduate courses, executive MBA programs and other career based courses. OBC can penetrate more into this segment by adding the number of seats for each of their courses. Through this, they will be able to increase the headcount of their students. Product Development: Product development is another option for OBC. This consists of introducing new products in the existing markets. OBC currently offers postgraduate courses in Strategic Management, Leadership, Business English Language and General Business Management. Additionally OBC can introduce Post Graduate course in Finance Specialization. Though finance is offered as a specialization option in the general management course, a specialized course like the strategic management and leadership will help OBC to attract new category of students. Market Development: The third option available for OBC is market development. In the market development stage, OBC has the option to sell its existing courses to the new markets. One way to do this is to attract students from overseas either through direct admissions or through overseas study centres. Diversification: Diversification is the next option for the company as per the Ansoff Matrix. This involves venturing entirely into a new product offering. As far as OBC is concerned, the primary offering is management education. Diversification does not seem to be a viable option for OBC as it is specialized only in educational sector. Based on the above analysis it can be said that the possible growth opportunity for OBC are market development and product development. These are the two strategies that can add value to the organization. The best option for market development for OBC is developing countries. Developing countries like India, China, Brazil, etc. are spending more for overseas education in the recent days. This is one opportunity that OBC can utilize. OBC

Stigma and discrimination of living with HIV in middle-aged people Literature review

Stigma and discrimination of living with HIV in middle-aged people - Literature review Example Despite this fact, the advent and common use of the active antiretroviral drugs that have been used to alleviate the HIV conditions in humans has extended the lives of many people, who, today, find themselves attracted into the old age bracket amidst harbouring HIV status. Other than the number of older people becoming newly infected with the disease, the number of old people who were infected before continue to increase further swelling the number. In this study, old age bracket is considered to be at 50 years and beyond. Past research indicate that the total number of individuals who are living with HIV and aids in the United States was estimated to have increased from 59,649 to 112,447 between the years 200 and 2004. The cities considered to be the epicenters of the occurrence of the disease in the region such as New York have continued to register the highest number of people living with HIV over time. For instance, in New York, over 30% of the total number of people living with HIV is considered to be old, over 50 years and beyond (Barnett & Whiteside, 2006). 25% of those living with the disease in Los Angeles on the other hand fall above 50 years. Owing to these facts, the rate of discrimination and stigma among these people is expected to incre ase and even double over time. Such stigmatization characteristics are mainly common among peers, at workplaces and in homes and are likely to be determined by factors such as age differences, gender categories, race and ethnicity as well as other related social factors such as drugs and substance abuse, and mental health conditions. The number of old people suffering from HIV/AIDS infection has continued to increase in various places around the globe. Various studies have bee n carried out by an increasing number of people to address different aspects of the effects of HIV/AIDS infection in the society