Personality Reflection - 791 Words

Personality Reflection PSY/250 Personality Reflection In this Personality Reflection, I will define personality and define personal features of my own personality structures. Personality is what defines our characteristics as a human being. Individuals have different personality traits that make up our behavioral characteristics, which may include how we think or react. Some characteristics are inherited in our genes. For example, I have a mannerism of always chewing my tongue ever since I was a child, which I am usually unaware of doing except when my friends and family notices it and mentions it to me. My son does the same thing of chewing his tongue when he was between the age of two and three. Personalities are unique and people†¦show more content†¦It should measure how a person reacts with changes in environment, or how a person reacts with different stressor, which measures the changes in a person’s personality. Another thing that can be measured is how a person acts in a party or a gathering, which then measures how the person acts in a team or if that person is a good team player. Setting up a valid personality test would be somewhat difficult in this generation. To gather true data, test would have to be taken multiple times asking the same questions several times in different manners. Tests must be objective and constructive because of diverse population. Gaining data over the years can gain validity of data as long as the results are constant across the board. I do not believe test will always be 100% accurate given that each individual answer can vary depending on their current mood, environment and state of mind, but having statistical data is a great resource to address or discover personalityShow MoreRelatedPersonality Reflection976 Words   |  4 PagesDelawrence Reed Psy/250 Version 6 Professor Wilkerson Personality Reflection Personality cares for the important, strong measures of a human being’s psychological vitality. Traits relates to an individual being merry or depressed, active or care less, brilliant or ignorant. There are many different definitions about personality. Most definitions are on mental system which is a cluster of mental pieces implicating purposes, feelings, and thinking patterns. The meanings alternate a littleRead MorePersonality Reflection649 Words   |  3 PagesPersonality Reflection Paper Ronald Aliangan PSY/250 September 13th, 2014 My personality can be defined as an amiable person that really cares about others. I am outgoing, sensitive, emotional, and direct. I have been known to put other people’s needs in front of my own. I am not usually short on things to say. Also I love being around friends and family, but also really love to have my alone time. I have two older sisters that ironically have very different personalitiesRead MorePersonality Reflection1076 Words   |  5 PagesPersonality Reflection Katie Smit PSY/250 August 20,2011 Dianne Hinz Personality Reflection Every individual has a different idea and thought about self and how self makes up their entire being. Self is made of the human’s own biology his or her cognitive process and perception of oneself compared to others. This paper is going to look at the concept of self and how this relates to real-life; situations affect a person’s self-efficacy and esteem. Personalities are made up of the characteristicRead MorePersonality Reflection Paper939 Words   |  4 PagesPersonality Reflection Paper Debbie Cooper PSY/250 July 30, 2012 AnneySnyder Personality Reflection Paper The following will reflect this researchers understanding and reflection on personality, how it defines one, what it means, and if one’s personality changes to fit certain situations. At the end this researcher may have a better insight into herself as well as the personalities of others. This insight can help her in her future endeavors. Personality I would define personality asRead MorePersonality Reflection Essay694 Words   |  3 PagesPersonality reflection Melody Jones PSY/250 April 14, 2011 Murray Johnson What is a personality? A personality is a reflection of a person identity of a human being but we don’t share the same type of personality. There are so many different type of personality in the world some people have outgoing, shy, crazy, and settle personality. There are some people where there culture and surrounding shape their personality traits. In my culture and surrounding it has help me shape my personalityRead MoreReflection Paper On Personality1427 Words   |  6 PagesFor this paper, I wanted to get an analytical point of view on what my personality is. To do this, I took two personality tests from the Similar Minds website. The first one I took was the Big 45 Test. That personality test consisted of 225 questions that gave me the answer range from ‘very inaccurate’ to ‘very accurate’. My results were nearly similar in percentage; for Extroversion I got 59%, Accommodation is 67%, Orderliness is 59%, Emotional Stability is 51%, and Open-m indedness is 73%. WhatRead MoreReflection Paper On Personality2330 Words   |  10 PagesPersonality is a big part of who we are. Each personality is different. They all very in their strengths and shortcomings. Whatever type of personality a person may have, it is going to affect every aspect of their life. This is very true when it comes to their chosen career path. Your place of employment is one of the only places as an adult, that you can’t control who you interact with. It is great to understand how your personality can shape your career path, your leadership style, and how youRead MorePersonality Profile Reflection Paper1336 Words   |  6 Pagestests are designed to inform us of our personality, and advantages and disadvantages that may come with it. The goal is to characterize patterns of behavior, emotions, and thoughts that a person has carried throughout their lifetime. Understanding these patterns of yourself and of those around you is beneficial for group dyna mics. The more you know and understand your personality the better you will be able to see how others view and react to you. Personality assessments can help us locate and changeRead MorePersonality Profile Reflection Paper1743 Words   |  7 Pagesperformance in the workplace. To provide a personal perspective of personality characteristics, the International Personality Item Pool (IPIP) assessment was used to measure aspects of my personality and how these traits relate to working with others and life within an organization. Key observations provide specific insight into how these are applied to workplace behavior and interactions with others. Personal self-reflection related to workplace behavior is offered, including lessons learnedRead MoreThe Personality Of A Personality Type Is Introverted Intuition : Reflection And Past Experiences1042 Words   |  5 PagesCAREERS ASSESSMENT RESULT OF PERSONALITY TEST: INTJ REFLECTION AND PAST EXPERIENCES The dominant function of the INTJ personality type is introverted intuition. This has played a crucial role in my (albeit rather short) professional life. Ever since I was a toddler, I wanted to become a veterinarian. All of my actions were carried out primarily with this goal in mind, to the point where it was obsessive. I never considered taking any other career path. Introverted intuition was a large source

Knowledge in Shelly’s Frankenstein Essay - 1450 Words

In Shelly’s ‘Frankenstein’, the theme of Knowledge is cultivated for multiple purposes. These include the effects of scientific advances, the de-mystification of nature, nature’s revenge and social relations in the romantic era. By examining knowledge in relation to the characters of Victor, Walton and the Creature it can be seen that the theme of knowledge is used a warning against the Enlightenment and a personification of the social injustices of the time. Frankenstein, in his Faustian quest for knowledge, comes to symbolise ‘the man of science’ within the text. His family background and social position places him as a man of the enlightenment. It is therefore arguable that Frankenstein represents the empirical strand of†¦show more content†¦The ‘dissecting room’ reinforces the stereotype of the enlightened scientist as they would have been concerned with the secrets of human anatomy, thus gaining knowledge from nature. Therefore, it is because of Frankenstein’s trespasses into the realm of nature that he is suitably punished by the power of nature. Nature† in Frankenstein appears to be a remarkably fragile moral concept of ambiguous implication. It is as if the Monster, generated within the sanctum of nature, at home in its most sublime settings, might himself represent the final secret of nature, its force of forces[†¦]Nature does not protect Clerval from the malignant possibilities of nature itself. There are more than sounding cataracts and sublime mountains in nature: there are also ones friends monsters and the disseminated pieces of monstrous creation It can be argued that Brook’s opinion suggests that the Creature is synonymous with the power of nature and therefore the creature’s acts against Frankenstein’s family are actually the revenge of nature. Thus showing that Frankenstein’s quest for knowledge has been punished by a higher power. This could also be taken as a wider criticism of scientific knowledge of the time; for example with the appearance of radical new sciences such as ‘Galvanism’. ‘It tookShow MoreRelatedKnowledge and Imagination in Mary Shellys Frankenstein1364 Words   |  6 PagesTitle â€Å"He who knows nothing is closer to the truth than he whose mind is filled with falsehoods and errors†.(Thomas Jefferson).In Mary Shellys Frankenstein, the theme of the sublime is featured throughout the text. It is seen in the use of knowledge, imagination, and solitariness which is the protagonists primary source of power. This perpetuates their quest for glory, revenge, and what results in their own self-destruction and dehumanization. Ultimately, the final cause being irreversible harmRead MoreDangers of Acquiring Knowledge Illustrated in Mary Shelly’s Frankenstein1075 Words   |  5 PagesHow Dangerous is the Acquirement of Knowledge? Mary Shelly’s Frankenstein Although Mary Shelly did not have a formal education growing up motherless in the early nineteenth century, she wrote one of the greatest novels nonetheless in 1819, Frankenstein. The novel has been the basis for many motion picture movies along with many English class discussions. Within the novel Shelly shares the stories of two men from very different worlds. The reader is introduced to Robert Walton, the main narratorRead More Mary Shelleys Frankenstein Essay1312 Words   |  6 PagesMary Shelleys Frankenstein In order to illustrate the main theme of her novel â€Å"Frankenstein†, Mary Shelly draws strongly on the myth of Prometheus, as the subtitle The Modern Prometheus indicates. Maurice Hindle, in his critical study of the novel, suggests, â€Å"the primary theme of Frankenstein is what happens to human sympathies and relationships when men seek obsessively to satisfy their Promethean longings to â€Å"conquer the unknown† - supposedly in the service of their fellow-humans†. ThisRead MoreEssay about Frankenstein, the Modern Prometheus?1373 Words   |  6 PagesFRANKENSTEIN, THE MODERN PROMETHEUS? In order to illustrate the main theme of her novel Frankenstein, Mary Shelly draws strongly on the myth of Prometheus, as the subtitle The Modern Prometheus indicates. Maurice Hindle, in his critical study of the novel, suggests, the primary theme of Frankenstein is what happens to human sympathies and relationships when men seek obsessively to satisfy their Promethean longings to conquer the unknown - supposedly in the service of their fellow-humansRead MoreFrankenstein essay 2 672 Words   |  3 PagesMiltons Satan An Essay on Paradise Lost and Frankenstein By Chris Davidson Almost all great works of literature contain allusions to other great works of literature that enhance the meaning of the work. Mary Shelly’s Frankenstein is an excellent example of a major literary work that contains a sustained allusion to another major work. Frankenstein contains many references to Milton’s Paradise Lost, and the two stories are parallel in many aspects. In Shelly’s novel Frankenstein’s monster in oftenRead MoreEssay about Frankenstein1685 Words   |  7 Pagesstill read and highly respected today. However, her best known work is Frankenstein. Mary Shelly’s first novel, Frankenstein, is one of the world’s finest pieces of literature and the definitive novel of the English Romantic Era; the novel combines a detailed critique on humanity with many powerful themes and multiple characters in the novel reflect the troubled woman who authored the classic tale. Shelly’s Frankenstein is easily regarded as one of the world’s finest pieces of literature. ARead MoreComparing Frankenstein, Aylmer, and Dr. Phillips Essay example664 Words   |  3 PagesComparing Frankenstein, Aylmer, and Dr. Phillips Authors Mary Shelly, Nathaniel Hawthorne and John Steinbeck have all created scientists in at least one piece of their work. Mary Shellys character Frankenstein, from her novel Frankenstein, is a man who is trying to create life from death. Aylmer, the main character in Nathaniel Hawthornes short story The Birthmark, is a scientist who is trying to rid his wife of a birthmark on her almost perfect complexion. In John Steinbecks TheRead MoreShellys Frankenstein and Miltons Paradise Lost Essay1136 Words   |  5 Pages Mary Shellys Frankenstein narrates a story about a scientist, Victor Frankenstein, and his creation of a monster set apart from all worldly creatures. Frankensteins creation parallels Miltons Paradise Lost and Gods creation of man; Victor Frankenstein is symbolic of God and the monster is symbolic of Adam. The parallel emphasizes the moral limitations of mankind through Victor Frankenstein and the disjunction and correlation with Paradise Lost. Shelly links the two stories together throughRead More To what extent is Frankenstein typical of gothic literature?1272 Words   |  6 PagesTo what extent is Frankenstein typical of gothic literature? In you answer make close references to its context and Mary Shellys use of language. This essay will assess how typical of the gothic genre writings is Mary Shellys Frankenstein. The novel was written at a time when electricity was first discovered and Galvanism was being explored, mainly for medical reasons. People at this time were ignorant and sceptical of medicine and so most people would have been disgusted by these studiesRead MoreEssay on The Portrayal of the Creature in Mary Shellys Frankenstein1431 Words   |  6 Pagescreature in Mary Shelly’s novel Frankenstein is portrayed as a monster. Consider the presentation of the creature in the novel and the origin of the monstrous behaviour conveyed in the novel. Frankenstein’s monster is by instinct good but through watching the behaviour of humans he learns from their violent rejection of him, what it is to be human. He learns about the emotions of hate, anger, revenge and does not see the advantages of happiness and love. The message of Shelly’s novel is that

Corporate Image Through Related Marketing â€Myassignmenthelp.Com

Question: Discuss About The Corporate Image Through Related Marketing? Answer: Introduction The initiation of corporate social responsibility (CSR) strategy is an important element in todays business competiveness and this is something that is guided by the firm itself (Tai Chuang, 2014). The importance of CRS strategy is thus, to have a positive influence on the society and increasing the formation of the shared value for the possessor of the business, their employees, shareholders and stakeholders. Thus, CRS provides certain benefits to the organization that are they sustain the results of public value, to have a positive impact on the community, guides being an employer of choice, motivates both professional and personal growth and intensifies the relationships with the consumers (Hilson, 2012). Moreover, it also benefits a company in terms of risk management, cost savings and innovation capacity. The chosen organization for this particular report is Griffith University and the discussion is based on the practices of corporate social responsibility (CSR) taken up by thi s university. Theory: Integrating CSR and Issues Management CSR is a concept of management, which is integrated by the organizations social and environmental apprehensions in their business operations along with interacting with their stakeholders (Asif et al., 2013). CRS is the way through which an organization accomplishes a stability of economic, environmental and social imperatives and on the same time, it addresses the suppositions of their shareholders and stakeholders. However, it is important to extract a distinction between the CSR that can be an important management concept and on the other hand charity, sponsorship and philanthropy. Presently, CSR has three theories and they are as follows: The stakeholder theory of CSR- in theory has been into work since 1990 as an direct replacement and challenge to the shareholder value theory that was proposed by Freeman in 1984. The stakeholder theory highlights special social than any others unrelated unassociated to the corporation. Thus, CSR according to this theory denotes the organizations stakeholder responsibility (Brown Forster, 2013). The business ethics theory CSR- this theory is based on the broader social commitments and moral responsibility that business has towards the community. However, it rationalizes CSR on three different but interrelated ethical causes and they are the modifying and transpired social responsiveness and expectations to specific social issues, extrinsic or intrinsic ethical values that is inspired by Kantian principles and are represented as normative and global principles including social justice, fairness and rights of human and lastly, corporate citizenship (Spence, 2016). Shareholder value theory of CSR- this is the outlook that is signified by the Nobel Laureate Milton Friedman in 1970 proclaims that only social responsibilities of business can develop its profits by following legal norms (Servaes Tamayo, 2013). Issues management is the procedure, through which a company manages their policy, recognizes their potential problems, difficulties, and trends that could be imparted in the near future (Weiss, 2014). However, issues management exercises in a long term, problem-solving function which is placed at a higher level of the company via which the organizational policies can be developed and captivate in a public affair process. Through issues management only the appearing issues that will affect the company are looked for along with the intension to develop a long term, trustworthy relation with the customers and both government and the working peoples. However, there must be some pro-activeness from the very beginning to get a proper issues management. Exact issues management can help an organization from an issue fetching a full-blown recall or may be a reason for vital customers to get upset with the organization. The models of issues management state that many steps that are included in the process but they are categories into three major headings. They are identification and analysis of the issue, decision-making and action are strategic and lastly, evaluation. The first step mainly comprises of scanning and observing. That is scanning the working environment that will help identifying if there are any threats or any opportunity being overlooked. Then, there is strategic decision making that includes prioritization, strategic options and action taking. Action taking the other steps in strategic decision-making has no value if right action is taken towards the issue raised. The final step is of evaluation where the success of the issue management lies. Here steps are evaluated in setting objectives that are clear and measurable. The challenge in this part is to find the best tool to set the objective. The role of CSR within the organization Australian universities are witnessing different governmental initiatives that have been providing funds so that they can integrate corporate social responsibility (CSR) issues contributing to training the expertise with a powerful sense of ethics, social values and anxieties for the consequences of the activities of businesses in the society (de Lange, 2013). At the Griffith University that is the chosen organization for this report, Dr Heather Stewart and Dr Rod Gapp are presently inspecting the terms and applications of CSR in smaller to medium enterprises. Griffith University related to CSR is however, related to environmental education. Here the negative impact is reduced on the individual about the natural world as well as on the environment and accommodating production and consumption is decreasing their ecological impact. However, students are further urged to take up the environmental problems at heart; educational systems are growingly influencing environmental issues in th e courses of university. Students are further encouraged to get themselves occupied with social and environmental problem that goes beyond the students domain of interest. This helps the student get involved in improvising the system and in preserving the resources so that the future generation gets the benefits of its prosperity and well-being (Ahmad, 2012). Griffith University like any other organization called upon shareholders and stakeholders so that they can boost their bottom line as well as help in addressing some of the countrys most demanding problems that involve both economic and environmental development. This university has engaged stakeholders because it has the ability to influence its success at different levels, for further engagement among the company and their shareholders and stakeholders and lastly, to hike in sustainable and accountable investing (Mason Simmons, 2014). When analyzing investment decisions shareholders and potential investors are progressively assessing the CSR concerns. Apart from the other benefits of CSR, it also affects the organizations brand and reputation. Branding mainly comprises of an organizations logo, tagline and name with one main aim of creating modified name and image for the organization (Lii Lee, 2012). However, from this perspective CSR for Griffith University creates that modific ation. Before using the logo and name, CSR for Griffith University uses its social responsibility programs that are displayed through different applicable actions. However, by social responsibility the Organizations are mainly set themselves apart from their competitors but only when this work is done correctly. Thus, the best way to encourage the good reputation of the organization is to improvise their CSR. Role of CSR issues management for your organization The organization needs to manage the following issues The diminishing role of the government- diminishing governmental resources combined with a suspect of regulations, which has led to the inspection of voluntary, and the involuntary capability instead. Request for substantial disclosure- there is always an increasing demand for corporate revelation. Growing pressure of the investor- investors before investing mainly focuses on the performance of the company and the ethical concern they have. Increased students interest- for a university the ethical conduct applies on the increasing effect on the decisions of the students. It is how they perceive the social performance. However, media has an effective role to play in how CSR is reported to the mass. It is not at all possible for the organizations to do all the things required for the social causes. The world must also know and get inspired and organizations must set an example so that others can follow it. Griffith University uses the media to search for volunteers wherever they are setting their CSR initiatives. Through media, it helps the society to look above the profit. Media is also used to publish articles by the university and helps in spreading the mission of the university and advertising its CSR (Park Ghauri, 2015). As organizations today are facing with enormous stakeholder group thus, they are getting attracted with greater attention and pressure on both social and environmental issues. Thus, rendering good causes into particular benefits of suitable corporate reputation is of immense value. CSR issue management thus plays a key feature of a reputation of the organization where the stak eholders groups perception of how the universitys CSR initiatives and results connect with the stakeholders social and environmental values as well as expectations. Thus, CSR issue management is the essential drivers of the reputation of the organization (Park, Chidlow Choi, 2014). Consistency of company corporate communication messages Corporate image is the way in which outsiders recognize the organization, its activities and services (Vanhamme et al., 2012). However, the real power of the corporate communication messages is explained by its consistency. This consistency is very difficult to achieve until there is a specified brand strategy. Therefore, communication to the stakeholders in reference to the organizations image and reputation are important for the following causes- The stakeholders through the organizational image understand its need and achievements. Moreover, shareholders are attracted for the funding and essential investments. It helps in making the positive relationships among the people and organization and also the media and interest groups who influences the stakeholders. Using message communications builds dialogue with the stakeholders and so by using the social media or forums helps to answer negative comments or misunderstanding. This also helps in focusing on the stakeholders who have the considerable influence on the organizations success. Long-term effective relationship with the key groups can be maintained if communicated on a regular basis with the stakeholders. However, proper communication brings a wide range of satisfaction. Thus, to maintain a consistency with corporate communication messages with respect to the brand image is of high importance. Different stakeholders have different types of interests, perspectives and priorities. Thus, it is quite natural that they will need different messages. Thus, effective communication occurs when different communicative messages satisfy the various interests, perspectives and priorities of the stakeholders. Various messages are used to communicate the internal and external stakeholders keep in mind their various needs and interests. Internal stakeholders are those who are working within the organization and external are the customers, government, suppliers and the media. However, both of these groups have to communicate with different types of messages (Taylor, 2013).In tough times, appropriate communication is needed for the internal stakeholders to again motivate them if negative stories come in media about the organization they work in. Proper communication messages used in communicating with external stakeholders helps to improvise the outlook of the organization and brand to rais e the awareness of the people. Thus, by using various types of messages the rebuilding of the trust is done lone with reinstalling the reputation of the organization. Moreover, both the external and internal communication with the stakeholders is essential for their contributions in various projects. Keeping in mind the situation, needs, outlook and interest of the stakeholder the messages are delivered (Amaladoss Manohar, 2013). Overall evaluation of communication in the organization and recommendations Griffith University should start working as a policy researcher so that they can support a wide range of policies such as finance, quality, and enhancement, expand the participation of the student, and start with launching campaigns respective to these. This will definitely enhance the awareness of the public for those unacknowledged advantages that the university provides. They can further focus to construct environment in some specific community development and sustainable group. However, by contributing to the environment they can inspire the students as well as others for social enterprises and social innovations. It can also engage in connecting the students along with other universities and businesses to lead with the local community. They can further donate food and clothes. Lastly, what Griffith University can do is to make the university participate and ingress agenda. They can meet with the schools, colleges in their locality and the community groups to assist people from b eneath represented groups to walk into higher education. Further, their initiatives can vary from flagship programs of Saturdays for the young people that are designed to elevate attainment to objectified works with adults monitoring to re-engage with education. Thus, this will get the focus of the student retention and their transformation. These recommendations are definitely practicable and desirable. Many universities have been working with this kind of approaches to support their branding and reputation. However, the university must start with these policies within the next following months so that they can see where their flaws are and how they can take more initiatives and make more adjustments. Moreover, by applying the above recommendations a good corporate image and reputation of the university can be built up. Through corporate branding an effective marketing and promotional strategy can grow for the future prospects. The credibility and integrity is also reflected by working on the above recommendations and thus, in a way it will improvise the brand name and reputation. Branding and reputation is important for any university or institution because it demonstrates confidence, loyalty, trust and a powerful relationship with the students or the customers. However, the above recommendations are important for Grif fith University because this will give all the students and the members of the university to contribute towards their society, environment and their country. Contributing to the society will definitely make the name popular and help them stay firm with their reputation. It further guides in creating a long-term positive word of their mouth for the University as a whole, which will again help in their brand name and reputation. The people who are associated with the university also get a feeling of exceptional happiness. They take huge pride in educating the underprivileged people or children who are unable to get proper schooling or receive any kind of formal education. Presently, there are huge competitions among the organizations and everyone is chasing their targets and trying to handle the pressure in the environment and is forgetting about the existence around us. Thus, there is a huge importance of communication in the organization as it promotes motivation, sources of the inf ormation, modifying the attitude of the individuals, helps in socializing and helps in controlling the behavior of the members associated with the organization. However, by taking the above steps this university can enhance reputation.; Conclusion To conclude this report, it can be said that corporate social responsibility (CSR) is the strategy that plays an important role in todays competitive business that is fully guided by the organization itself. CSR is beneficial for any organization as it reflects a positive influence on the society and maximizes the formation of the shared value of the business, its employees, shareholders and stakeholders. CSR however, comprises of three main theories, which are the stakeholder theory, business ethics theory and shareholder value theory. Griffith university, the one chosen organization for this report relates CSR with its environmental education. Students are encouraged to get involved with social as well as environmental problems that are beyond the interest of the students. Lastly, what this university can do to enhance its reputation is as what other universities have also done is to spread awareness through its social works about those facilities that the university provides but a re still unacknowledged. References Ahmad, J. (2012). Can a university act as a corporate social responsibility (CSR) driver? An analysis. Social Responsibility Journal, 8(1), 77-86. Amaladoss, M. X., Manohar, H. L. (2013). Communicating corporate social responsibilityA case of CSR communication in emerging economies. Corporate Social Responsibility and Environmental Management, 20(2), 65-80. Asif, M., Searcy, C., Zutshi, A., Fisscher, O. A. (2013). An integrated management systems approach to corporate social responsibility. Journal of cleaner production, 56, 7-17. Brown, J. A., Forster, W. R. (2013). CSR and stakeholder theory: A tale of Adam Smith. Journal of business ethics, 112(2), 301-312. de Lange, D. E. (2013). How do universities make progress? Stakeholder-related mechanisms affecting adoption of sustainability in university curricula. Journal of business ethics, 118(1), 103-116. Hilson, G. (2012). Corporate Social Responsibility in the extractive industries: Experiences from developing countries. Resources Policy, 37(2), 131-137. Lii, Y. S., Lee, M. (2012). Doing right leads to doing well: When the type of CSR and reputation interact to affect consumer evaluations of the firm. Journal of business ethics, 105(1), 69-81. Mason, C., Simmons, J. (2014). Embedding corporate social responsibility in corporate governance: A stakeholder systems approach. Journal of Business Ethics, 119(1), 77-86. Park, B. I., Ghauri, P. N. (2015). Determinants influencing CSR practices in small and medium sized MNE subsidiaries: A stakeholder perspective. Journal of World Business, 50(1), 192-204. Park, B. I., Chidlow, A., Choi, J. (2014). Corporate social responsibility: Stakeholders influence on MNEs activities. International Business Review, 23(5), 966-980. Servaes, H., Tamayo, A. (2013). The impact of corporate social responsibility on firm value: The role of customer awareness. Management Science, 59(5), 1045-1061. Spence, L. J. (2016). Small business social responsibility: Expanding core CSR theory. Business Society, 55(1), 23-55. Tai, F. M., Chuang, S. H. (2014). Corporate social responsibility. Ibusiness, 6(03), 117. Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language testing, 30(3), 403-412. Vanhamme, J., Lindgreen, A., Reast, J., Van Popering, N. (2012). To do well by doing good: Improving corporate image through cause-related marketing. Journal of business ethics, 109(3), 259-274. Weiss, J. W. (2014). Business ethics: A stakeholder and issues management approach. Berrett-Koehler Publishers.

Primark and Ethical Business.Doc Essay Example

Primark and Ethical Business.Doc Paper Primark and Ethical Business Introduction Primark the leading clothing retailer Rapid changes in media, transport and communications technology have made the world economy more interconnected now than in any previous period of history. Nowhere is this more evident than in the world of textile manufacture and clothing distribution. Consumers want fashionable clothes at affordable prices. Much of high street fashion is produced in various countries across the world. Businesses source clothes from countries like India, China, Bangladesh and Turkey because of lower material and labour costs in these countries. In order to meet consumer demand, Primark works with manufacturers around the world. Primark is part of Associated British Foods (ABF), a diversified international food, ingredients and retail group. Primark has almost 200 stores across Ireland, the UK, Spain, Netherlands, Germany, Belgium and Portugal. Primark’s annual turnover accounts for a significant proportion of ABF†s revenues and profit. Primark’s target customer is fashion-conscious and wants value for money. Primark can offer value for money by: †¢Sourcing products efficiently †¢Making clothes with simpler designs †¢Using local fabrics and trims Focusing on the most popular sizes †¢Buying in volume †¢Not spending heavily on advertising. The largest Primark store is located on Market Street, Manchester, England. Some 100,000 sq ft (9,300 m2) of retail space is spread across its three floors. It took over from Liverpool in 2008 after TK Maxx moved from the basement floor to the Arn dale Centre, allowing Primark to further expand Corporate Social Responsibility Every business has the corporate social responsibility (CSR) to be Ethical in its business environment and CSR is about responsibility to all stakeholders and not just shareholders. We will write a custom essay sample on Primark and Ethical Business.Doc specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Primark and Ethical Business.Doc specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Primark and Ethical Business.Doc specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What is Stakeholder? A person, group or organisation, has direct or indirect stake in an organisation because it can affect or be affected by the organisation’s actions, objectives and policies. Key stakeholders in a business organisation include its creditors, customers, directors, employees, government agencies, owners, suppliers, unions and the community from which the business draws its resources. What are Business Ethics? Ethics are moral guidelines which govern good behaviour so behaving ethically is doing what is morally right Behaving ethically in business is widely regarded as good business practice. Being good is good business† (D. Anita Roddick) â€Å"A business that makes nothing but money is a poor kind of business† (Henry Ford) Code of Practice A common approach is to implement a code of practice. Ethical codes are increasingly popular – particularly with larger businesses and cover areas such as: Corporate social responsibility Dealings with customers and supply chain Environmental policy actions Rules for personal and corporate integrity Primark from Ethical to Unethical Business Let’s take one of the above stakeholders the suppliers to analyse how the suppliers and supply chain can affect the business ethics and can make a business unethical business. A business cannot claim to be ethical firm if it ignores unethical practices by its suppliers. Use of child labour and forced labour, Production in sweatshops, Violation of the basic rights of workers, Ignoring health, safety and environmental standards. An ethical business has to be concerned with the behaviour of all businesses that operate in the supply chain i. e. Suppliers, Contractors, Distributors, Sales agents. So the Primark could not consider and concentrate on the supply chain of its suppliers who were hiring the child labour in the factories in various states of India and Bangladesh. Those suppliers were the main source of Primark retail clothing products in UK and. This issue was exposed by The Observer, The Independent News and the BBC panorama. Primark declared as least ethical business Primark, the discount clothing chain beloved of bargain hunters, has been rated the least ethical place to buy clothes in Britain. Primark scores just 2. 5 out of 20 on an ethical index that ranks the leading clothing chains on criteria such as workers rights and whether they do business with oppressive regimes. Mk One and Marks Spencer were ranked second and third worst for ethics by Ethical Consumer magazine (By Martin Hickman Consumer Affairs Correspondent Thursday, 8 December 2005, The Independent news) The Ethical Trading Initiative (ETI) The Ethical Trading Initiative (ETI), of which Primark is a member, has undertaken an investigation in to the reports. The ETI confirmed to Drapers this week that the investigation was ongoing and no conclusion had yet been reached. Primark refutes the claims stating it can offer good value and good quality because of low mark-ups and big volumes. We use simple designs, our overhead costs are extremely low and we dont run expensive advertising campaigns. Lapse in standards The information provided by the BBC enabled us to identify that illegal sub-contracting had been taking place and to take action accordingly, Primark explained. According to Primark, the garments affected accounted for 0. 4% of the retailers worldwide sourcing. It added that the sub-contracting involved home working and in some instances children were also found to be working at home We take this lapse in standards very seriously indeed, said Primark, which is owned by Associated British Foods Under no circumstances would Primark ever knowingly permit such activities, whether directly through its suppliers or through third party s ub-contractors. The Primark supplier in question, a major Indian exporter called Fab n Fabric, had employed a subcontractor who had discovered the ultimate disposable workforce: child refugees. Primark’s Code of conduct and Initiatives taken Under the terms of its code of practice for suppliers, Primark prohibits the use of child labour in its manufacturing chain. Primark says it will terminate relations with suppliers guilty of certain transgressions and those unwilling to make the necessary changes to their employment practices when breaches of its code are uncovered. Primark and Stakeholders Engagement Primark sacked the three suppliers before being hit by a wave of negative publicity inevitably coming its way from the documentary. The firm, owned by Associated British Foods, said it had made the statement to fulfil a responsibility to shareholders, not as cynics suggested to lessen the shock of an international expose. The retailer said that, as soon as it was alerted to the practices over a month ago by The Observer and the BBC it cancelled new orders with the factories concerned and withdrew thousands of garments from its stores. A statement from Primark Stores on Bangladesh 19/11/2010 A Primark spokesman said: â€Å"Primark shares and recognises many of the concerns raised by No Sweat. We acknowledge that conditions for workers in some factories do not always meet them high standards that we and other brands sourcing from these factories, expect. Primark believes ethical business practices are of the highest importance and that is why we work tirelessly with our supplies and other stakeholders, including those in Bangladesh, to raise standards and the welfare of the workers that depend on the orders placed at these factories. Primark is working in several ways to continually improve ethical standards and working conditions among suppliers. Primark’s Initiatives and Working with stakeholders Working closely with external partners featured strongly in much of what Primark achieved during 2010. Highlights include the following: Primark in Bangladesh In Bangladesh, 16 of the factories from which we buy have been working with Nari Uddug Kendra (NUK), an NGO that focuses on women’s rights. Together, Primark and NUK have provided training for factories on how to manage workers more fairly, and educate them about their rights. In 2009, 974 workers received training through this programme. Furthermore, Primark has created a new Ethical Trade Manager position in Bangladesh. One of the first initiatives to be launched by the Ethical Trade Manager will be tailored ethical training for suppliers in Bangladesh. Further plans are underway to recruit a female Ethical Trade Executive with a specific remit to focus on women’s issues in factories, which we know are particularly important I this context. Primark in China In China and Bangladesh, Primark began projects that aim to create long-term, sustainable improvements in labour standards and provide living wages for people. Several visits had been undertaken to both countries in 2009, to identify suppliers, factories and local implementation partners including NGOs, worker organisations, employer associations, and technical experts. Primark in India In southern India we are working at grassroots level with an NGO to understand and address the challenges faced by workers in communities where Primark’s products are made. The programme includes surveys to identify workers, families and children at risk, as well as providing a counselling service and helpline for people. A core part of this initiative is worker education and we have established groups that look at issues from hygiene and personal development to gender equality and workplace rights. Primark with International Organisations Through Primark’s membership of the ILO and International Finance Corporation (IFC) Better Work programme, we engage and collaborate with retailers and labour experts within countries to provide localised supplier training, remediation and worker engagement. Primark’s supplier factories in Vietnam are part of the initiative, and we support the efforts and plans of the ILO to implement the programme in other countries from which we source. Primark and BSR This year Primark joined Business for Social Responsibility (BSR), a CR organisation with over 250 corporate members. Primark is an active member of the BSR Mills and Sundries working group, a coalition of clothing retailers which looks at ethical and environmental performance within spinning mills, dye-houses and sundry manufacturers. BSR also worked with Primark on identifying key trends in labour migration in China, and how Primark suppliers could mitigate potential labour shortages through good human resource management. Finally, we are proud that Primark is BSR’s partner in Bangladesh for the health enabled returns programme, a groundbreaking initiative that provides healthcare and education for women in factories. Primark and ETI As a member of the Ethical Trading Initiative (ETI), Primark continued to be actively involved in a number of ETI groups in 2010 relating to the following: General Merchandise, Home working Principles of Implementation, Annual Report, Purchasing Practices, and China. Primark also increased its collaborative efforts with other brands, via membership of cross-brand forums in a number of countries as well as more informal joint efforts on supplier remediation. As 95% of the factories that supply Primark also supply other retailers, this joined-up approach is one of the best ways to achieve progress Primark altered internal system Primark has brought many changes in its internal system to meet the requirements of Ethical Trading Initiative and to over come the issue of least ethical business. Appointment of Ethical trade Director Team The Primark has employed Katharine Kirk, from Gap Inc, as Ethical Trade Director. No new supplier can be appointed without being audited, and then Cleared by her. Primark has been steadily expanding the size of its own ethical trade staff over the last 2 years. In-house there is currently an 8 person team (including the Director). Recent additions to the team include a new Ethical Trade Manager in Bangladesh and plans are underway to recruit a female Ethical Trade Executive for Bangladesh with a specific remit to focus on women’s issues in factories. Primark also has a new Ethical Trade Manager in Turkey, and a new Ethical Trade Executive to add to the strength of the existing team in India. The aim is to have in place a team of 15 by the end of 2010. Monitoring and Auditing In 2009 Primark had conducted over 1080 audits, which is almost double the number in 2008 (533 audits). The growing in-house ethical team, new third party auditor partners, and the online audit database are helping to support this growth. Audits are accompanied by a remediation programme for each supplier as required. This is the accepted way the industry seeks to raise standards. Primark uses a mix of our own in-house and third party auditors. Third party auditors performed around 70% of our audits last year. So the Primark is increasing the number of them. Most of their visits are unannounced or semi-announced. They are paid for by Primark, to reduce the burden on suppliers and factories. The focus of Primark’s auditing programme is the top 250 suppliers which represent 87. 6% of the selling value of the business. Primark had audited all suppliers ranked in the top 250 by the end of 2009. Primark audit according to: Level of turnover with a supplier, proportion of a supplier’s production that is dedicated to our business, country of manufacture, risk of production process, any other information about a particular supplier or factory that identifies risk. However, Primark recognised that audits are a necessary, but not sufficient, part of the solution to raising standards in the supply chain. Much is dependent on remediation and training. Remediation plan with Factories Primark has third party auditors and staff works out a remediation plan with each factory after an audit, and then a follow-up is conducted, mainly by our own team members. More than half the audits we do are follow-ups (55% of Audit in 2009) 18 months ago Primark began work on a new, cutting-edge, online audit management system. BSI Entropy’s management system helps us to keep track of non-compliances at the individual production site, as well as at country and buying department levels. The system helps us to follow up non compliances in a timely manner and identify root causes of problems and where additional training is required. Primark has established a dedicated living wages projects in China and Bangladesh. The lessons learned and models developed will be rolled out more widely within Primark’s supply base. The project entails using local experts in each country – NGOs, trade unions and productivity experts – to improve the systems within the factories. Primark buyers will also be involved in encouraging factories to make the necessary changes, sharing knowledge and experience with the factory management, as well as looking at how they can improve the way they buy – for example by paying close attention to the timing and volume of orders so as not to overstrain the factory. Training programmes †¢ All Primark buyers and key personnel have been trained in ethical trade. In total this has covered 209 staff equating to over 1,672 hours worth of dedicated ethical trade training. †¢ New staff members are also given training on ethical trade during their induction. Ethical trade training was provided to Primark’s China-based staff. †¢ The supplier training programme has been extended and dedicated events took place in China, the UK and India last year. In November Primark hosted 3 days of ET training for the top 50 Chinese suppliers and their factories in Shanghai. 192 individuals attended these sessions. In July 40 Irish and UK suppliers and factories attended one of the ethical trade workshops held in Reading and Birmingham Primark is about to launch a new Suppliers’ Extranet, an online information resource centre for suppliers which will include helpful training tools and guides for factories. Primark has also developed an online compliance training tool for suppliers with a specialist provider, so we can reach more factories, more quickly. Recommendations to improve Ethical Practices The ethical climate of a business organization can make the difference between a successful venture and an unsuccessful one, that there may be a connection between how a business is perceived and its internal ethical climate. Improving the ethical climate of your own business enhances and preserves its reputation, inspires loyalty and advertises that it has its ethics message right. It also fosters an ethical culture within the organization. Evaluating Ethical Behaviour I would like to recommend and suggest that companies should undergo internal ethics audits on a regular basis because that the regular internal audit of the business organizations ethics and compliance program adds great value to the organization. A business organization should take a top-down approach to ethics. By communicating and modelling behavioural standards from the highest levels of your business down to the entry-level positions. So we can ensure that there is no gap between ethical standards and the actual behaviour of employees. By regularly evaluating these standards and the behaviour of your companys leadership, you can effectively promote compliance to ethical behavioural norms for your organization. Educating Employees A business organisation should Increased focus in the business community regarding ethics-based issues has led to increased funding and research to increase ethical awareness. One strategy to improve the ethical climate of your business organization is to offer or even require classes in business ethics. Business ethics classes at the local community college or even classes offered directly through the human resources department can be a practical and cost-effective way to offer ongoing ethics training and motivation. Protecting Employees One problem that might arise in the promotion of ethical guidelines to your orkforce is the fear employees may have regarding their role in reporting unethical or questionable behaviour by another employee or even a supervisor. Employees must be assured that they will be safe from retaliation from other employees or supervisors who might be turned in for engaging in questionable activities. The best way to make this assurance is to offer employees a confidential channel through which they can report bad behaviour. A company ethics hot line is one way to increase employee willingness to speak out. Another might be a suggestion box kept in a secure location where other employees are not likely to see one of their fellow employees turning them in. Employees must be confidently assured that reporting bad behaviour is expected and safe. Supply chain sources Every business organisation should choose its supply chain sources with carefully and make sure that all your suppliers are taking care of human rights in their factories by visiting the factories of your business suppliers. Conclusion For companies with plans to establish a more formal code of conduct and ethics program or to improve existing ones, the tone must be set at the top. Effective standards for ethical conduct must be initiated, supported, encouraged, and practiced by top management. Furthermore, a code of conduct cannot be effective if it is not adequately communicated and explained. Todays technology provides various cost-effective methods for communicating an ethics code. These communication efforts should be provided in a steady stream even after the initial awareness campaign. The advantages that are to be gained from formally practicing in ways that adhere to ethical principles include, the development of company documentation that guides and informs staff members on their proper conduct both during normal business interactions and during ethically-challenging situations; A better understanding by staff members of their responsibilities, and an ability to align their values with those of the organisation; The assumption of an appropriate level of accountability by staff members in identifying and anaging business risks; The facilitation of fairness and moral management in business activities; Increased trust from, and between, internal and external stakeholders. Increased employee satisfaction; A more open-minded organisational culture in which the interests of the employer, employees, customers, suppliers, and other stakeholders are protected; An enhanced reputation within the community that helps attract new staff and customers, increases both public and community relations, and the potential for improved financial performance; and an enhanced reputation with competitors, governmental agencies and financial institutions by working with external agencies such as the International Labour Organization, the ETI and independent auditors, Primark helps to set and maintain standards. Its auditors work with suppliers over a period of time to help them meet the exacting standards set out by the Ethical Trading Initiative. This enables the supplier to become approved. So the PRIMARK has proved it wrong that its business operations are unethical, by taking the key measures and introducing many changes in its internal and external operations. Now Primark’s operations are based on Based on international Labour code and this is Translated into 26 Languages and published on Primark website. PRIMARK has sets off full policies and is part of terms and condition †¢Training for suppliers and buyers to ensure adherence to ethical practice †¢Tough selection process for new suppliers Reference: http://www. tutor2u. net/business/strategy/business-ethics-issues. html http://www. tutor2u. net/business/strategy/business-ethics-introduction. html http://www. tutor2u. net/blog/index. php/business-studies/comments/1175/ http://tutor2u. net/blog/index. php/economics/comments/my-primark-answer-and-more-questions/ http://www. abf. co. uk/stakeholder-engagement. spx http://www. ethicalperformance. com/news/article. php? articleID=6068 Source: tutor2u AS/A2 Economics Blog Source: tutor2u Business Studies Blog http://www. businessdictioneray. com : http://www. investopedia. com/terms/s/shareholder. asp#ixzz1Q7yKwTDG www. primark. co. uk/Ethical www. primark-ethicaltrading. co. uk/ /primark_announcement_on_eti_review . htm Read more: Strategies to Improve the Ethical Climate of a Business Organization | eHow. com http://www. ehow. com/way_5891381_strategies-ethical-climate-business-organization. tml#ixzz1QJ2wEgBZ Published in 2004, Curtis C. Verschoor NASDAQ letter to the SEC, April 11, 2002, http://www. nasdaqnews. com/ news/pr20 02/corporate%20governance. pdf Lei singer, KM, Corporate Ethics and International Business: Some Basic Issues http://www. foundation. novartis. com/business_corporate_ethics. htm, Novartis Foundation for Sustainable Development (June 2, 1994) Murphy, Diana E. , The Federal Sentencing for Organizations: A Decade of Promoting Compliance and Ethics, Iowa Law Review (January 31, 2002), pp. 703-704. Anonymous, (2001), The importance of business ethics, HR Focus, Vol 78, Iss 7, p 1, 13+, New York Brandl, P. and Maguire, M. , (2002), Codes of ethics: A primer on their purpose development and use, The Journal for Quality and Participation, Vol 25, Iss 4, PP 8-12, Association for Quality and Participation, Cincinnati, OH Hopen, D. , (2002), Guiding corporate behaviour: A leadership obligation not a choice, The Journal for Quality and Participation, Vol 25, Iss 4, pp 15-19, Association for Quality and Participation, Cincinnati, OH Lovitky, J. A. and Ahern, J. , (1999), Designing compliance programs that foster ethical behaviour, Healthcare Financial Management, Vol 53, Iss 3, pp 38-42, Healthcare Financial Management Association, Westchester, IL Malan, D. , (2002), Applying tick-box ethics, Accountancy SA, PP 3-9, Hinesburg, South African Institute of Chartered Accountants, Ken gray, Johannesburg. Master, M. , (2002), Ethics at work: The disconnect in ethics training, Across the Board, Vol 39, Iss 5, pp 51-52, New York Read more: http://www. hetimes100. co. uk/case-studyconclusion158-412-6. php#ixzz1QJJhwWDY Messmer, M. , (2003), Does your company have a code of ethics, Strategic Finance, Vol 84, Iss 10, pp 13-14, Institute of Management Accountants, Montvale, NJ Niedermeier, S. and Rhodes, L. , (2002), Creating a culture of credibility, The Journal for Quality and Participation, Vol 25, Iss 4, pp 13-14, Association for Quality and Participation, Cincinnati, OH The Work Foundation, (2002), Managing Best Practice No. 8: Co rporate Social Responsibility Case Study 1, pp 20-21, The Work Foundation, Birmingham Verschoor, C. C. , (2000), To talk about ethics, we must train on ethics, Strategic Finance, Vol 81, Iss 10, p 24, Institute of Management Accountants, Montvale Wells, S. J. , (1999), Turn employees into saints? , HRMagazine, Vol 44, Iss 13, pp 48-58, Society for Human Resource Management, Alexandria http://www. thetimes100. co. uk/case-studyconclusion158-412-6. php#ixzz1QJJhwWDY

What is the significance of Platos choice of the dialogue form Essay Example

What is the significance of Platos choice of the dialogue form Essay Example What is the significance of Platos choice of the dialogue form Paper What is the significance of Platos choice of the dialogue form Paper Plato is known throughout history as the author of some of the most poetic, lively, interesting and probing dialogues ever written. Not only are they crucial in the philosophical development of the western world, they are also literary classics in their own right. But, to what extent was this success dependent on the form in which Plato chose to convey his teachings: the dialogue form? Why did Plato use the dialogue form rather than straight poetry or prose like his contemporaries? The central character in Platos dialogues was usually Socrates. Despite knowing very little factually about the historical Socrates, academics are largely agreed that he did actually exist. Socrates was a historical figure, famously put to death by the Athenian State for corrupting the young and for trying to introduce new Gods. Although these were the official reasons for his death, it is likely that the real reason was political, due to his relationship with the Oligarchy Party. Even before falling foul of the Athenian State, Socrates was never a popular figure due to his annoying habit of stopping people in the street to question them in detail about philosophy in a style similar to that depicted in Platos dialogues. Socrates himself never wrote a word; however, the philosophy of the historical Socrates seems to have been centred on a search for a definition, particularly in ethical terms, as it was ethics and to some extent language that chiefly occupied the historical Socrates. This tendency to explore philosophy in search of a definition is certainly one that is reflected in Platos early dialogues such as Gorgias or Protagoras. As we have no documented evidence from Socrates himself, when we read the words of Platos character of Socrates, are we reading words said by the historical figure or merely those put into the characters mouth by Plato? Apart from what we can gather from Platos dialogues, which are preserved in their entirety, we know very little of the history of Platos literary career. His purpose in publishing his dialogues is unknown, as well as the dates of both the writing and publication of each of the dialogues. Despite this, scholars have grouped Platos works into those written in the early, middle and late periods of his philosophical career which is thought to have started soon after the death of the historical Socrates, continuing until his death aged around 80 in approximately 348BC1. It is largely in the early and middle dialogues that the influence of the thoughts of historical Socrates can be seen. It is in Platos most famous work the Republic that critics begin to attribute the philosophical ideas to Plato himself rather than to Socrates. Book one of the Republic varies in both style and ideas from the last nine books, leading scholars to suppose it was written separately as an earlier dialogue. It shows Plato to have reached a point in his philosophical career where his use and the scope of the Socratic dialogue style reached an end. Book one is deliberately set up to be unsatisfactory to show this. Plato is using it as a tool to allow him to progress from the early Socratic dialogues into the deeper discussions we see in the latter half of the Republic, particularly in the extended metaphor of the cave, and in the later dialogues such as Parmenides. The dialogue form allows Plato to abandon old ideas in favour of new ones, regardless of their contradictory nature, as his theories change and develop. The historical Socrates held many radical ideas, notably those in favour of totalitarianism and against the Athenian democracy of the time. These views made Socrates unpopular during his life and probably contributed to his death. By using a dialogue form and exploiting irony fully, Plato the author was able to distance himself personally from the views held by his character of Socrates. This was important not only for Platos own safety, but also for the development of his philosophy. Despite distancing himself slightly from the views of Socrates, the character usually suggests ideas that Plato was thought to be personally sympathetic with. It has been suggested that Platos dialogues, due to their form, allowed Plato to argue through and test his arguments in favour of his philosophical theories. This explains why the character of Socrates is occasionally defeated in the debate, showing areas in which Platos philosophical argument was not fully developed. The dialogue, with its account of an open and free debate is a more democratic writing style, which acts as a contrast for the totalitarian views of Socrates. It is less focussed around one person than straight prose. The style in which the dialogues were conducted assumed that there was a higher authority, which was capable of imparting a deeper understanding and knowledge of the absolute truth, and that this authority is equally accessible to all. Knowledge is not elitist if sought in the correct manner2. Another implication of the dialogue form and its inherent democracy is that it allows Socrates a certain element of humbleness. The emphasis is taken away from him directly, allowing the discussions to be more accessible both for the characters present at the discussion and also for the reader. One of the most important reasons behind Platos choice of the dialogue form relates to his ideas about teaching and learning. Plato did not see lecturing as either proper or effective teaching. His pupils, readers and followers were not vessels to be filled with information3. They Socratic Method of dialectic used in his dialogues is concerned with leading the mind to self-discovery and self-realisation. This was supposed to produce students who would be able to continue their pursuit of the philosophical truth on their own, without reliance on their teacher4. In the dialogues, especially the Meno, Plato explains his theory of learning and recollection. The character of Socrates in this dialogue makes his apparently unsupported claim that the soul is immortal and that there is a cyclic reincarnation and rebirth. He claims that in our previous lives and in the other world where our soul is in-between bodies, we have learnt everything there is to know. This is often referred to as the Platonic Theory of Recall. Learning and seeking knowledge are both merely recollection. Socrates counters Menos paradox with his Lazy Argument: we do not have to earn anything new; it is only a matter of stirring old knowledge into recollection. For Plato then, the role of the teacher is not to impart new knowledge, as we already know everything, but instead to ask the appropriate questions to catalyse this recollection of previous knowledge. With his use of the dialogue form, Plato aimed to ask his reader such questions as would stir in them this recollection. He is encouraging the participation and intellectual development of his reader as well as Socrates and his interlocutors. The character of Socrates often considers himself to be like a midwife. Just as a good midwife coaches a pregnant mother on giving birth to her baby on her own, Socrates drew out what was already inside someone in an under developed state. The participation of the reader is therefore crucial to the purpose of both Plato and his mouthpiece, Socrates. Platos desire to involve his reader in the action of the debates can be seen in his use of the dialogue form. Dialogues, if written well as Platos were, can be immensely dramatic. They are staged interactions in which reader and listener like the dialogical participants themselves become immersed, and absorbed in the scene5. Readers and critics throughout history have been unable to prevent themselves from taking sides in the debate. This potential for reader involvement and participation makes the dialogue form so ideal for Platos purpose. In addition, the dramatised and often humorous nature of the dialogues captures the creative, fun side of philosophy, making it attractive for future newcomers to the discipline. The philosophy of the historical Socrates was often concerned with the quest for a definition, be it of Justice, Virtue or Happiness. The quest for a definition of Justice is pursued in several of Platos dialogues. The whole of Republic was written to continue this quest. Consequently, few of the dialogues are brought to a satisfactory conclusion. The dialogue form is flexible in that it allows him to do this without the dialogue seeming incomplete. Platos intension with his dialogues is that he is not only teaching others his philosophical ideas, but also that he equips them with enough knowledge through experience of Socrates questioning method of how to explore and discuss, that they are able to carry on the quest themselves. As David Fortunoff says, the philosopher-teacher has to model for the interlocutor the process of learning in the exhibitive or active mode of judgement, respectively6. He considers it an education in a way of life (agi gi ) for the student, and not only in acquiring specific knowledge7. In addition, due to the dramatic and absorbent nature of the dialogues, the readers interest is excited and maintained throughout. By bringing the dialogues to an unsatisfactory conclusion, Platos aim is to motivate the reader to continue the search alone; giving them the facilities to do so is of no benefit, if he cannot motivate his audience. Socrates uses a similar form of motivation for individual participation in his discussions with his interlocutors. As part of his Socratic dialogue method, Socrates reduces his interlocutors to a state of aporia, or confusion through removing the false beliefs they previously held by exposing the inconsistencies and inadequate nature of their argument. Socrates has been accused of leaving them in this state; however, Plato gives his readers, clues as to how we might continue the search ourselves. In Meno, Socrates explains the importance of this phase in his philosophical teaching8. At the start of the experiment with the slave boy, he was certain that he knew the answer, but he was wrong. With Socrates instruction, by the end, he knew that he was wrong. Initially, he was not perplexed, but he was in fact wrong. By the end of the dialogue, he may be perplexed, but he does not hold any incorrect ideas. He is in a better state than he was before Socrates reduced him to the state of aporia. In addition, he is now motivated to pursue the answer on his own because he now knows that he doesnt already know it. Socrates reduction of both his interlocutors and his readers to perplexity is a crucial tool of Platos to involve them in the debate and most importantly, to give them the motivation to realise what they dont know and to seek to fill the void. Above all, Platos reason for writing his dialogues as he did was to allow him to do philosophy with us, the unknown reader. The dialogue form allows him great flexibility as it leaves the debates open to interpretation. None of the dialogues are closed; there is always the possibility of further debate at a later date. This is important because it makes allowance so that every time you pick up Platos work, it will be different. All the dialogues rely heavily on personal participation and interpretation. These depend on and will change according to a persons experiences, moods, opinions and beliefs. As a persons perspective will never be the same at any two separate points in time, your experience of Platos work and philosophy will change. For Plato, this was crucial. Socrates produced no writings of his own and Plato, despite writing his many dialogues was suspicious of writing to say the least. At the end of the Phi drus, Plato discusses the inferiority of books and writing in general to pure thought9. From 274ff. , Plato explains the history of writing and Theuths story. He argues that writing doesnt help memory or learning, it will only remind people. It is a few sections later on in the Phi drus that Plato explains his main objection to books and to the art of writing: words cant answer your questions, they will always say the same things; with written words; they seem to talk to you as though they were intelligent, But if you ask them anything about what they say, from a desire to be instructed, they go on telling you just the same thing forever10. By using the dialogue form, Plato is trying to overcome this problem. Due to the many interpretations possibly and their flexible nature, the dialogue form has more potential to be able to answer questions or at least instruct the student on how to answer the questions themselves than standard inflexible prose. Despite this, a book will never be able to defend itself or provide further arguments in favour of its point. In the VIIth Letter, Plato expresses views even more anti writing. In section 341c-e, he claims that writers of philosophy can have no real knowledge of the subject. He then goes on to say that; I certainly have composed no work in regard to it, nor shall I ever do so in future, for there is no way of putting it in words like other studies. Acquaintance with it must come rather after a long period of attendance on instruction in the subject itself and of close companionship, when, suddenly, like a blaze kindled by a leaping spark, it is generated in the soul and at once becomes self-sustaining11. Due to the lack of historical evidence ab out Platos writing, it is hard to tell what he meant when he said he had written nothing on the subject of philosophy. Suzanne suggests that it is possible that he wrote all of his dialogues after this letter, in the last ten years of his life12. Regardless of this, it is clear that Platos choice of the dialogue form is closely linked to his mistrust for writing and books that were intended to teach and lecture. Another of Platos objections to the art of writing is that it cannot choose who reads it. For Plato, not everyone was equally fit to do philosophy. Educating the unfit about philosophy would only lead to some unjustified contempt in a thoroughly offensive fashion13. In the Phi drus, as part of his critique of the art of writing, Plato complains that Once a thing is put in writing, the composition, whatever it may be, drifts all over the place, getting into the hands not only of those who understand it, but equally of those who have no business with it; it doesnt know how to address the right people, and not address the wrong14. However, the dialogue form, although it allows the author to overcome many of what he considers problems in writing standard prose, cannot prevent the wrong people from reading it. It is for this reason that Plato and particularly both the historical Socrates, and his character in Platos dialogues would argue that the only true way to do philosophy is on a one-to-one basis. This method of doing philosophy, used by Plato, his character Socrates, and also by the historical Socrates, was often known as elenchus. It involves a one-to-one debate consisting of questions and answers with the debaters not moving on until they have reached an agreement, which if both are intelligent people, should be the truth. The aim of this is for both of them to work together to achieve the truth through agreement. Usually, the questioner has more knowledge than the person being questioned does, and in Platos dialogues, Socrates usually takes this role. The dialogue form is a more accurate way of recording the questions and answers in their entirety, and communicating every stage of the discussion without impeding either its flow or its clarity or its meaning. The dialogue form allowed Plato to show the movement of the discussion and of the human interactions that put it in context. The exact representation of events in the dialogues is perfect to not only show, but also to teach the art of dialectic. The Oxford Dictionary of Philosophy defined Dialectic as most fundamentally, the process of reasoning to obtain truth and knowledge on any topic In the middle dialogues of Plato however, it becomes the total process of enlightenment, whereby the philosopher is educated so as to achieve knowledge of the supreme good15. Thus, dialectic is a very important technique and skill for Plato and his students. Due to its nature, the best way to teach it is through example. It is only due to the dialogue from chosen by Plato that future students see this successfully illustrated. The character of Socrates was accused by interlocutors of using dialectic and manipulating what he was saying to try to outwit them. Indeed, Socrates used irony on a daily basis. Before Platos Socrates, irony was understood as mere mockery and deception. Socrates unique use of irony altered this. It became a tool of the educated and knowledgeable. Irony requires thought and intellect to be both used and understood successfully. For Socrates, this ensured that his interlocutors were worthy of his philosophical teachings. It also provokes discussion and creates interest in pursuit of knowledge. One of the many reasons why the historical Socrates was perceived as irritating by many in Athens was due to his frequent use of irony, which after a while becomes annoying, as many of his interlocutors and readers alike have since discovered. By not stating something clearly, people must come to their own conclusions as to what was meant. This not only means that different people will arrive at different answers, but also that the same person at different times will arrive at different answers. This was a tool used by Plato not only to increase the flexibility of his writing, but also to distance himself from the radical views of the historical Socrates. Socrates had many enemies and Plato was able to use irony to water down his beliefs and merely hint at them rather than stating them openly. In this way, the dialogue form goes hand in hand with Platos use of irony and its political implications. Plato clearly chose the dialogue form carefully and for many reasons. With his great suspicion of writing and books in general, it is almost surprising that he did not follow his mentor Socrates and not write a word. However, of all forms in which to write, the dialogue is without doubt the most successful in conveying his philosophy and his teachings in a manner which is not self-contradictory. The use of the dialogue form significantly has links with, and refers to many areas of his philosophy, particularly those relating to learning and recollection, teaching and the ways in which to conduct philosophy.

The Archaeology of Ancient Peru and Central Andes

The Archaeology of Ancient Peru and Central Andes Ancient Peru traditionally corresponds to the South American area of the Central Andes, one of the archaeological macro-areas of South America archaeology. Beyond encompassing all Peru, the Central Andes reach toward the  north, the border with Ecuador, westward the lake Titicaca basin in Bolivia, and south the border with Chile. The amazing ruins of the Moche, Inca, Chimà º, along with Tiwanaku in Bolivia, and the early sites of Caral and Paracas, among many others, make the Central Andes probably the most studied area of all South America. For a long time, this interest in Peruvian archaeology has been at the expense of other South American regions, affecting not only our knowledge about the rest of the continent but also the connections of the Central Andes with other areas. Fortunately, this trend is now reversing, with archaeological projects focusing on all South American regions and their reciprocal relations. Central Andes Archaeological Regions The Andes obviously represent the most dramatic and important landmark of this sector of South America. In ancient times, and to some extent, in the present, this chain shaped the climate, the economy, the communication system, the ideology and religion of its inhabitants. For this reason, archaeologists have subdivided this region into different zones from north to south, each separated into coast and highland. Central Andes Culture Areas Northern Highlands: it includes the valley of the Maraà ±on river, the Cajamarca valley, Callejon de Huaylas (where the important site of Chavin de Huantar is located, and home of the Recuay culture) and Huanuco valley; North Coast: Moche, Viru, Santa and Lambayeque valleys. This subarea was the heart of the Moche culture and the Chimu kingdom.Central Highlands: Mantaro, Ayacucho (where the site of Huari is located) valleys; Central Coast: Chancay, Chillon, Supe, and Rimac valleys. This subarea  was strongly influenced by the Chavin culture and has important Preceramic and Initial period sites.Southern Highlands: Apurimac and Urubamba valley (site of Cuzco), the heartland of the Inca empire during the Late Horizon period; Southern Coast: Paracas peninsula, Ica, Nazca valleys. The South coast was the center of the Paracas culture, famous for its multicolor textiles and pottery, of the Ica pottery style, as well as the Nazca culture with its polychrome pottery and enigmatic geoglyph s.Titicaca Basin: Highland region at the border between Peru and Bolivia, around the lake Titicaca. An important site of Pucara, as well as the famous Tiwanaku (also spelled as Tiahuanaco). Far South: This includes the area at the  border between Peru and Chile and the region of Arequipa and Arica, with the important burial site of Chinchorro in northern Chile. The Central Andean population were densely settled into villages, large towns, and cities on the coast as well as in the highlands. People were divided into distinct social classes since very early times. Important to all ancient Peruvian societies was ancestor worship, often manifested through ceremonies involving mummy bundles. Central Andes Interrelated Environments Some archaeologists use for ancient Peru culture history the term â€Å"vertical archipelago† to emphasize how important was for people living in this region the combination of highland and coastal products. This archipelago of different natural zones, moving from the coast (west) to the inland regions and the mountains (east), provided abundant and different resources. This mutual dependence on different environmental zones that make up the Central Andean region is also visible in the local iconography, which since very early times featured animals, like felines, fish, serpents, birds coming from different areas such as the desert, the ocean, and the jungle. Central Andes and Peruvian Subsistence Basic to the Peruvian subsistence, but available only through exchange between different zones, were products such as maize, potatoes, lima beans, common beans, squashes, quinoa, sweet potatoes, peanuts, manioc, chili peppers, avocados, along with cotton (probably the first domesticated plant in South America), gourds, tobacco and coca. Important animals were camelids such as domesticated llamas and wild vicuà ±a, alpaca and guanaco, and guinea pigs. Important Sites Chan Chan, Chavin de Huantar, Cusco, Kotosh, Huari, La Florida, Garagay, Cerro Sechà ­n, Sechà ­n Alto, Guitarrero Cave, Pukara, Chiripa, Cupisnique, Chinchorro, La Paloma, Ollantaytambo, Macchu Pichu, Pisaq, Recuay, Gallinazo, Pachacamac, Tiwanaku, Cerro Baul, Cerro Mejia, Sipan, Caral, Tampu Machay, Caballo Muerto Complex, Cerro Blanco, Paà ±amarca, El Brujo, Cerro Galindo, Huancaco, Pampa Grande, Las Haldas, Huanuco Pampa, Lauricocha, La Cumbre, Huaca Prieta, Piedra Parada, Aspero, El Paraiso, La Galgada, Cardal, Cajamarca, Cahuachi, Marcahuamachuco, Pikillaqta, Sillustani, Chiribaya, Cinto, Chotuna, Batan Grande, Tucume. Sources Isbell William H. and Helaine Silverman, 2006, Andean Archaeology III. North and South. Springer Moseley, Michael E., 2001, The Inca and their Ancestor. The Archaeology of Peru. Revised Edition, Thames and Hudson

Impact of Technology on Customers Essay Example | Topics and Well Written Essays - 1500 words

Impact of Technology on Customers - Essay Example that investing a significant amount of money on new technology could cause severe losses for the organization if the relevant investment is not paid back within a particular period of time. Current paper focuses on the new technology that Macy’s introduced to its customers. This technology incorporates a wide range of advanced technological features, such as digital receipts and free Wi-Fi. The initial responses of the firm’s customers to this technology seem to be positive, at least as revealed through the reports developed in regard to this issue. In the near future, a more accurate view of the effectiveness of new technology introduced in Macy’s would be available. Taking into consideration the existing findings in regard to this project, as presented below, it could be noted that the particular initiatives have significantly supported the performance of the organization helping towards the improvement of its relationship with its customers. In Macy’s the introduction of new technology was considered as the most effective method for improving the relationship between the firm and its customers. The term ‘new technology’, as used in the case of Macy’s refers to a wide range of features of advanced technology and not to just one technology. In this way, it is expected that the firm will acquire an advantage towards its rivals, a target that has been achieved, as proved by the performance of the firm up to now. Currently, the firm’s stores have been estimated to 850, operating under the name of Macy’s and Bloomingdales (Business Wire 2011). The successful implementation of new technology in all the firm’s stores can be characterized as a challenging task, even if the capital availability of the organization is significant, taking into consideration the fact that in 2010 the sales of the firm reached the $25 billion (Business Wire 2011). ‘free Wi-Fi, digital receipts, cosmetics kiosks and computer tablets for product demonstrations and

Role of women in Hebrew scriptures Research Paper

Role of women in Hebrew scriptures - Research Paper Example The scriptures record that Eve the first woman, was created as a companion of Adam (Kassian, 1992, p28). In this regard, God set forth a patriarchal society, since he created woman from man, but not the other way. From the onset, God granted man the authority to rule all creations. The appearance of Abraham, whom the Jews refer as ‘the father of nations’ affirmed the authority of men over women, and Kassian (1992, p31) notes that even today, a Jew male is referred as Abraham’s son. In the Old Testament God, commanded man to procreate and fill the earth and this placed a lot of pressure on women from the onset (Clarence, 1968, p61). In this respect, the most important role of women in Ancient Israel was getting married and bearing children to ensure posterity of Jewish race. The Old Testament prohibited relationships such as incest and adultery, which ensured that a woman could not be related to a man in more than one way. However, a man was allowed to marry a sist er to his wife even in cases where the wife was alive. Before any marriage ceremony, the groom’s family was required to pay a specified amount of dowry to the bride’s family. ... These punishments are well elaborated in the Halakhah, a collection of rules and regulations that governed the conduct of the Jewish community (Richard, 1988, p 43). Clarence (1968, p37) notes that due to the great importance attached to marriage, there were three main requirements that were necessary to validate a marriage between man and woman in ancient Israel . They included payment of bride price, acceptance by the bride to get married and the union had to be consummated through sexual intercourse. From these rituals, it is apparent that the primary role of a woman in the society was getting married and to satisfy sexual needs of their men. Girls got married at very young ages that put their ability to make sound judgment about marriage in question. Social and religious critics have questioned the symbolic significance of paying bride price for a woman before marriage in the ancient Israel society. Kassian (1992, pp45-49) argues that the dowry payment portrayed women as a proper ty, with a price tag that was owned by man. However, Clarence (1968, p43) notes that payment of the bride price was important because it indicated the groom had good intentions of marrying and that he was capable of taking care of his wife. These findings comply with polygyny practice in Israel that allowed men with adequate resources to marry more than one wife in the ancient society (Richard, 1988, p49). Bearing children was another important role of women in the ancient Jewish society. According to Richard (1988, p53), women were only supposed to have sex for procreation and to validate their marriages. According to Clarence (1968, p73) barrenness

Third Grade Classrooms and Foldables Essay Example for Free

Third Grade Classrooms and Foldables Essay Good educators, especially in the lower levels of education, are always looking for effective ways to improve students’ learning and interest in subjects that may not be as appealing. Any activity that promotes reading and encourages critical thinking is especially valued by teachers (Angus, 1993). One of the key developments promoted by Zike is the use of Foldables in the classroom (2007). These are three-dimensional hands-on manipulative/graphic organizers. Foldables can quickly organize, display and arrange data making it easier for students to grasp concepts, theories, processes, facts, and ideas, or to sequence events as outlined in the content standards. They can result in student-made study guides that are compiled as students listen for main ideas, read for main ideas, or conduct research (Zike, 2007). This study examined the use of Foldables to promote the reading and retention of social studies information with third grade students and to enhance their attitude toward social studies (Zike, 2007). It was hypothesized that Foldables do have a positive influence on learning in the classroom, more so than using the standard lecture/worksheet technique. Specifically, comparisons on cognitive and affective assessment measures were made between those taught using Foldables and those taught using lecture with worksheets. The Experiments This study took place in an elementary school in a rural community in East Tennessee. Manufacturing and retail are the major area employers and residents are in the low to middle income level. One out of 11 elementary schools in the county was selected for this study, based on convenience (Casteel, 2006). The K-5 school where the study took place had 625 students enrolled, with over 95% being white students. Of those 625 students, 63% receiving free or reduced lunch, which gives an idea about the income status of the family (Casteel, 2006). Out of five third grade classrooms, three were randomly selected to participate in the study. The first classroom was referred to Classroom A, while the second one was referred to as Classroom B. According to Casteel’s findings, students from the third classroom were randomly divided in half with half the students joining Classroom A and half joining Classroom B for this study (2006). The resulting gender distribution for Classroom A was 15 male and 14 female, while for Classroom B it was 16 male and 11 female. A control group experimental design was used in this study. In the first two week period of instruction on history timelines, Classroom A (n=29) served as the control group while Classroom B (n=27) served as the treatment group (independent variable). In the second two week period of instruction on maps, Classroom B became the control group while Classroom A served as the treatment group. The treatment groups were taught the subject through the use of Foldables, while the control groups were taught the subject using lecture with worksheets (Casteel, 2006). At the beginning of the unit, a pretest (dependent variable) toward social studies was administered to each student, along with a cognitive measure of knowledge on history timelines. At the end of the unit, the measure toward social studies was again given, along with the knowledge on history timelines (Casteel, 2006). These were the posttest measures. The treatment and control groups were then switched and another measure of knowledge on maps was given as a pretest to each group. The posttest measure from the first instructional time period served as the pretest for the second instructional time period. At the end of the second instructional unit on maps, the measure of social studies was again administered along with the measure of knowledge on maps (Casteel, 2006). Results and Conclusions Initially the pretest scores of the two groups were compared to ensure that they had equivalent attitudes toward social studies, which they were. The changes in scores from pretest to posttest for each group (Lecture/Worksheet and Foldables) were then compared using a paired samples t-test. Casteel researched that the Lecture/Worksheet group had a . 69 point mean gain from pretest to posttest, which was not statistically significant, while the Foldables group had a 2. 67 point mean gain from pretest to posttest, which was statistically significant (2006). This study was designed to compare the effectiveness of two teaching methods (Lecture/Worksheet and Foldables). The Lecture/Worksheet and Foldables groups had equivalent pretest scores, meaning they were equivalent in attitudes toward social studies at the beginning of the units. Only those taught with Foldables had a significant increase from pretest to posttest on affective scores (Casteel, 2006). The experimental data indicated that Foldables are a promising alternative to the traditional method of Lecture/Worksheet. Using Foldables significantly improved students attitudes toward the material (Zike, 2007). Additionally, teachers who participated in the study commented about the improvement in attitudes when using the Foldables. Furthermore, several teachers indicated that students were applying the Foldables across the curriculum, for example, using them to learn fractions as a part of a math unit. One teacher commented that when using Foldables there were fewer discipline problems since the students remained more engaged with the material (Zike, 2007). This preliminary research indicated that an improvement in attitude is possible through the use of the Foldable technique.

The Importance of Setting in Developing a Theme for Wuthering Heights b

When Emily Bronte wrote Wuthering Heights England was going through a time of great change. It?s past agrarian society was changing and the common man was able to obtain wealth. Setting helps us to further understand the conflict between the natural world and cultured humanity, through the two main houses in text, and the social situation on the English Moors. Wuthering Heights uses this time of social unrest to develop the theme of the natural world in conflict with cultured humanity. An example of the natural world is the house, Wuthering Heights which the text is named after. It is a place of violent emotion inside, and violent weather outside. The narrator, Lockwood describes it through the medium of his diary ?pure bracing ventilation they must have up there.? It is located up on the Yorkshire Moors and away from society, its isolation from the cultured world aides the violence and mistreatment that occurs to its inhabitants. To the reader, the Heights and its inhabitants show the dangers and severe turbulence of the natural world. The Moors, where the Heights is situated shows us the danger and unpredictability of nature. The narrator, Lockwood is caught in a storm ?sky and hills mingled in one bitter whirl of wind and suffocating snow? at the start of the novel and the setting of the moors has a big impact on the story from there hereafter it is a place ?where human beings, like the trees, grow gnarled and dwarfed and distorted by the inclement climate. ? In contrast with the Heights, is the house at Thrushcross Grange which represents cultured humanity. The house is typical of the time, however to Catherine and Heathcliff (from the Heights) the inhabitants seem silly, petted and spoiled. It is described as ?... ...in the novel behaves as though he has seen her ghost himself. When Heathcliff dies, he is found in the bedroom with the window open, raising the possibility that Catherine's ghost entered Wuthering Heights just as Lockwood saw in his dream. At the end of the novel, Nelly Dean reports that various superstitious locals have claimed to see Catherine and Heathcliff's ghosts roaming the moors. Lockwood, however, discounts the idea of "unquiet slumbers for those sleepers in that quiet earth." The reader is also given the impression of the natural worlds ?quiet earth? no longer struggling against the civilised world. Setting helped to develope the theme of nature in conflict with civilisation in the novel Wuthering Heights by Emily Bronte. We are shown both civilisation and nature through setting and the context of the novel helps us to further understand the conflict.

Forward the Foundation Chapter 24

8 Like any intellectual, Hari Seldon had made use of the Galactic Library freely. For the most part, it had been done long-distance through computer, but occasionally he had visited it, more to get away from the pressures of the Psychohistory Project than for any other purpose. And, for the past couple of years, since he had first formulated his plan to find others like Wanda, he had kept a private office there, so he could have ready access to any of the Library's vast collection of data. He had even rented a small apartment in an adjacent sector under the dome so that he would be able to walk to the Library when his ever-increasing research there prevented him from returning to the Streeling Sector. Now, however, his plan had taken on new dimensions and he wanted to meet Las Zenow. It was the first time he had ever met him face-to-face. It was not easy to arrange a personal interview with the Chief Librarian of the Galactic Library. His own perception of the nature and value of his office was high and it was frequently said that when the Emperor wished to consult the Chief Librarian, even he had to visit the Library himself and wait his turn. Seldon however, had no trouble. Zenow knew him well, though he had never seen Hari Seldon in person. â€Å"An honor, First Minister,† he said in greeting. Seldon smiled. â€Å"I trust you know that I have not held that post in sixteen years.† â€Å"The honor of the title is still yours. Besides, sir, you were also instrumental in ridding us of the brutal rule of the junta. The junta, on a number of occasions, violated the sacred rule of the neutrality of the Library.† (Ah, thought Seldon that accounts for the readiness with which he saw me.) â€Å"Merely rumor,† he said aloud. â€Å"And now, tell me,† said Zenow, who could not resist a quick look at the time band on his wrist, â€Å"what can I do for you?† â€Å"Chief Librarian,† began Seldon â€Å"I have not come to ask anything easy of you. What I want is more space at the Library. I want permission to bring in a number of my associates. I want permission to undertake a long and elaborate program of the greatest importance.† Las Zenow's face drew into an expression of distress. â€Å"You ask a great deal. Can you explain the importance of all this?† â€Å"Yes. The Empire is in the process of disintegration.† There was a long pause. Then Zenow said, â€Å"I have heard of your research into psychohistory. I have been told that your new science bears the promise of predicting the future. Is it psychohistorical predictions of which you are speaking?† â€Å"No. I have not yet reached the point in psychohistory where I can speak of the future with certainty. But you don't need psychohistory to know that the Empire is disintegrating. You can see the evidence yourself.† Zenow sighed. â€Å"My work here consumes me utterly, Professor Seldon. I am a child when it comes to political and social matters.† â€Å"You may, if you wish, consult the information contained in the Library. Why look around this very office-it is chock-full of every conceivable sort of information from throughout the entire Galactic Empire.† â€Å"I'm the last to keep up with it all, I'm afraid,† Zenow said, smiling sadly. â€Å"You know the old proverb: The shoemaker's child has no shoes. It seems to me, though, that the Empire is restored. We have an Emperor again.† â€Å"In name only, Chief Librarian. In most of the outlying provinces, the Emperor's name is mentioned ritualistically now and then, but he plays no role in what they do. The Outer Worlds control their own programs and, more important, they control the local armed forces, which are outside the grip of the Emperor's authority. If the Emperor were to try to exert his authority anywhere outside the Inner Worlds, he would fail. I doubt that it will take more than twenty years, at the outside, before some of the Outer Worlds declare their independence.† Zenow sighed again. â€Å"If you are right, we live in worse times than the Empire has ever seen. But what has this to do with your desire for more office space and additional staff here in the Library?† â€Å"If the Empire falls apart, the Galactic Library may not escape the general carnage.† â€Å"Oh, but it must,† said Zenow earnestly. â€Å"There have been bad times before and it has always been understood that the Galactic Library on Trantor, as the repository of all human knowledge, must remain inviolate. And so it will be in the future.† â€Å"It may not be. You said yourself that the junta violated its neutrality.† â€Å"Not seriously.† â€Å"It might be more serious next time and we can't allow this repository of all human knowledge to be damaged.† â€Å"How will your increased presence here prevent that?† â€Å"It won't. But the project I am interested in will. I want to create a great Encyclopedia, containing within it all the knowledge humanity will need to rebuild itself in case the worst happens-an Encyclopedia Galactica, if you will. We don't need everything the Library has. Much of it is trivial. The provincial libraries scattered over the Galaxy may themselves be destroyed and, if not, all but the most local data is obtained by computerized connection with the Galactic Library in any case. What I intend, then, is something that is entirely independent and that contains, in as concise a form as possible, the essential information humanity needs.† â€Å"And if it, too, is destroyed?† â€Å"I hope it will not be. It is my intention to find a world far away on the outskirts of the Galaxy, one where I can transfer my Encyclopedists and where they can work in peace. Until such a place is found, however, I want the nucleus of the group to work here and to use the Library facilities to decide what will be needed for the project.† Zenow grimaced. â€Å"I see your point, Professor Seldon, but I'm not sure that it can be done.† â€Å"Why not, Chief Librarian?† â€Å"Because being Chief Librarian does not make me an absolute monarch. I have a rather large Board-a kind of legislature-and please don't think that I can just push your Encyclopedia Project through.† â€Å"I'm astonished.† â€Å"Don't be. I am not a popular Chief Librarian. The Board has been fighting, for some years now, for limited access to the Library. I have resisted. It galls them that I have afforded you your small office space.† â€Å"Limited access?† â€Å"Exactly. The idea is that if anyone needs information, he or she must communicate with a Librarian and the Librarian will get the information for the person. The Board does not wish people to enter the Library freely and deal with the computers themselves. They say that the expense required to keep the computers and other Library equipment in shape is becoming prohibitive.† â€Å"But that's impossible. There's a millennial tradition of an open Galactic Library.† â€Å"So there is, but in recent years, appropriations to the Library have been cut several times and we simply don't have the funds we used to have. It is becoming very difficult to keep our equipment up to the mark.† Seldon rubbed his chin. â€Å"But if your appropriations are going down, I imagine you have to cut salaries and fire people-or, at least, not hire new ones.† â€Å"You are exactly right.† â€Å"In which case, how will you manage to place new labors on a shrinking work force by asking your people to obtain all the information that the public will request?† â€Å"The idea is that we won't find all the information that the public will request but only those pieces of information that we consider important.† â€Å"So that not only will you abandon the open Library but also the complete Library?† â€Å"I'm afraid so.† â€Å"I can't believe that any Librarian would want this.† â€Å"You don't know Gennaro Mummery, Professor Seldon.† At Seldon's blank look, Zenow continued. † ‘Who is he?' you wonder. The leader of that portion of the Board that wishes to close off the Library. More and more of the Board are on his side. If I let you and your colleagues into the Library as an independent force, a number of Board members who may not be on Mummery's side but who are dead set against any control of any part of the Library except by Librarians may decide to vote with him. And in that case, I will be forced to resign as Chief Librarian.† â€Å"See here,† said Seldon with sudden energy. â€Å"All this business of possibly closing down the Library, of making it less accessible, of refusing all information-all this business of declining appropriations-all this is itself a sign of Imperial disintegration. Don't you agree?† â€Å"If you put it that way, you may be right.† â€Å"Then let me talk to the Board. Let me explain what the future may hold and what I wish to do. Perhaps I can persuade them, as I hope I've persuaded you.† Zenow thought for a moment. â€Å"I'm willing to let you try, but you must know in advance that your plan may not work.† â€Å"I've got to take that chance. Please do whatever has to be done and let me know when and where I can meet the Board.† Seldon left Zenow in a mood of unease. Everything he had told the Chief Librarian was true-and trivial. The real reason he needed the use of the Library remained hidden. Partly this was because he didn't yet see that use clearly himself. 9 Hari Seldon sat at Yugo Amaryl's bedside-patiently, sadly. Yugo was utterly spent. He was beyond medical help, even if he would have consented to avail himself of such help, which he refused. He was only fifty-five. Seldon was himself sixty-six and yet he was in fine shape, except for the twinge of sciatica-or whatever it was-that occasionally lamed him. Amaryl's eyes opened. â€Å"You're still here, Hari?† Seldon nodded. â€Å"I won't leave you.† â€Å"Till I die?† â€Å"Yes.† Then, in an outburst of grief, he said, â€Å"Why have you done this, Yugo? If you had lived sensibly, you could have had twenty to thirty more years of life.† Amaryl smiled faintly. â€Å"Live sensibly? You mean, take time off? Go to resorts? Amuse myself with trifles?† â€Å"Yes. Yes.† â€Å"And I would either have longed to return to my work or I would have learned to like wasting my time and, in the additional twenty to thirty years you speak of, I would have accomplished no more. Look at you.† â€Å"What about me?† â€Å"For ten years you were First Minister under Cleon. How much science did you do then?† â€Å"I spent about a quarter of my time on psychohistory,† said Seldon gently. â€Å"You exaggerate. If it hadn't been for me, plugging away, psychohistorical advance would have screeched to a halt.† Seldon nodded. â€Å"You are right, Yugo. For that I am grateful.† â€Å"And before and since, when you spend at least half your time on administrative duties, who does-did-the real work? Eh?† â€Å"You, Yugo.† â€Å"Absolutely.† His eyes closed again. Seldon said, â€Å"Yet you always wanted to take over those administrative duties if you survived me.† â€Å"No! I wanted to head the Project to keep it moving in the direction it had to move in, but I would have delegated all administration.† Amaryl's breathing was growing stertorous, but then he stirred and his eyes opened, staring directly at Hari. He said, â€Å"What will happen to psychohistory when I'm gone? Have you thought of that?† â€Å"Yes, I have. And I want to speak to you about it. It may please you. Yugo, I believe that psychohistory is being revolutionized.† Amaryl frowned slightly. â€Å"In what way? I don't like the sound of that.† â€Å"Listen. It was your idea. Years ago, you told me that two Foundations should be established. Separate-isolated and safe-and arranged so that they would serve as nuclei for an eventual Second Galactic Empire. Do you remember? That was your idea.† â€Å"The psychohistoric equation -â€Å" â€Å"I know. They suggested it. I'm busy working on it now, Yugo. I've managed to wangle an office in the Galactic Library-â€Å" â€Å"The Galactic Library.† Amaryl's frown deepened. â€Å"I don't like them. A bunch of self-satisfied idiots.† â€Å"The Chief Librarian, Las Zenow, is not so bad, Yugo.† â€Å"Did you ever meet a Librarian named Mummery, Gennaro Mummery?† â€Å"No, but I've heard of him.† â€Å"A miserable human being. We had an argument once when he claimed I had misplaced something or other. I had done no such thing and I grew very annoyed, Hari. All of a sudden I was back in Dahl. One thing about the Dahlite culture, Hari, it is a cesspool of invective. I used some of it on him and I told him he was interfering with psychohistory and he would go down in history as a villain. I didn't just say ‘villain,' either.† Amaryl chuckled faintly. â€Å"I left him speechless.† Suddenly Seldon could see where Mummery's animosity toward outsiders and, most probably, psychohistory must come from-at least, in part-but he said nothing. â€Å"The point is, Yugo, you wanted two Foundations, so that if one failed, the other would continue. But we've gone beyond that.† â€Å"In what way?† â€Å"Do you remember that Wanda was able to read your mind two years ago and see that something was wrong with a portion of the equations in the Prime Radiant?† â€Å"Yes, of course.† â€Å"Well, we will find others like Wanda. We will have one Foundation that will consist largely of physical scientists, who will preserve the knowledge of humanity and serve as the nucleus for the Second Empire. And there will be a Second Foundation of psychohistorians only-mentalists, mind-touching psychohistorians-who will be able to work on psychohistory in a multiminded way, advancing it far more quickly than individual thinkers ever could. They will serve as a group who will introduce fine adjustments as time goes on, you see. Ever in the background, watching. They will be the Empire's guardians.† â€Å"Wonderful!† said Amaryl weakly. â€Å"Wonderful! You see how I've chosen the right time to die? There's nothing left for me to do.† â€Å"Don't say that, Yugo.† â€Å"Don't make such a fuss over it, Hari. I'm too tired to do anything. Thank you-thank you-for telling me†-his voice was weakening-â€Å"about the revolution. It makes me-happy-happy-hap-â€Å" And those were Yugo Amaryl's last words. Seldon bent over the bed. Tears stung his eyes and rolled down his cheeks. Another old friend gone. Demerzel, Cleon, Dors, now Yugo†¦ leaving him emptier and lonelier as he grew old. And the revolution that had allowed Amaryl to die happy might never come to pass. Could he manage to make use of the Galactic Library? Could he find more people like Wanda? Most of all, how long would it take? Seldon was sixty-six. If only he could have started this revolution at thirty-two when he first came to Trantor†¦ Now it might be too late. 10 Gennaro Mummery was making him wait. It was a studied discourtesy, even insolence, but Hari Seldon remained calm. After all, Seldon needed Mummery badly and for him to become angry with the Librarian would only hurt himself. Mummery would, in fact, be delighted with an angry Seldon. So Seldon kept his temper and waited and eventually Mummery did walk in. Seldon had seen him before-but only at a distance. This was the first time they would be together alone. Mummery was short and plump, with a round face and a dark little beard. He wore a smile on his face, but Seldon suspected that smile of being a meaningless fixture. It revealed yellowish teeth and Mummery's inevitable hat was of a similar shade of yellow with a brown line snaking around it. Seldon felt a touch of nausea. It seemed to him that he would dislike Mummery, even if he had no reason to do so. Mummery said, without any preliminaries, â€Å"Well, Professor, what can I do for you?† He looked at the time-strip on the wall but made no apology for being late. Seldon said, â€Å"I would like to ask you, sir, to put an end to your opposition to my remaining here at the Library.† Mummery spread his hands. â€Å"You've been here for two years. What opposition are you speaking of?† â€Å"So far, that portion of the Board represented by you and those who believe as you do have been unable to outvote the Chief Librarian, but there will be another meeting next month and Las Zenow tells me he is uncertain of the result.† Mummery shrugged. â€Å"So am I uncertain. Your lease-if we can call it that-may well be renewed.† â€Å"But I need more than that, Librarian Mummery. I wish to bring in some colleagues. The project in which I am engaged-the establishment of what is needed in the way of the eventual preparation of a very special Encyclopedia-is not one I can do alone.† â€Å"Surely your colleagues can work wherever they please. Trantor is a large world.† â€Å"We must work in the Library. I am an old man, sir, and I am in a hurry.† â€Å"Who can stay the advance of time? I don't think the Board will allow you to bring in colleagues. The thin edge of the wedge, Professor?† (Yes, indeed, thought Seldon, but he said nothing.) Mummery said, â€Å"I have not been able to keep you out, Professor. Not so far. But I think I can continue to keep out your colleagues.† Seldon realized that he was getting nowhere. He opened the touch of frankness a notch. He said, â€Å"Librarian Mummery, surely your animosity toward me is not personal. Surely you understand the importance of the work I am doing.† â€Å"You mean, your psychohistory. Come, you have been working on it for over thirty years. What has come of it?† â€Å"That's the point. Something may come of it now.† â€Å"Then let something come of it at Streeling University. Why must it be at the Galactic Library?† â€Å"Librarian Mummery. Listen to me. What you want is to close the Library to the public. You wish to smash a long tradition. Have you the heart to do that?† â€Å"It's not heart we need. It's funding. Surely the Chief Librarian has wept on your shoulder in telling you our woes. Appropriations are down, salaries are cut, needed maintenance is absent. What are we to do? We've got to cut services and we certainly can't afford to support you and your colleagues with offices and equipment.† â€Å"Has this situation been put to the Emperor?† â€Å"Come, Professor, you're dreaming. Isn't it true that your psychohistory tells you that the Empire is deteriorating? I've heard you referred to as Raven Seldon, something that, I believe, refers to a fabled bird of ill omen.† â€Å"It's true that we are entering bad times.† â€Å"And do you believe the Library is immune to those bad times? Professor, the Library is my life and I want it to continue, but it won't continue unless we can find ways of making our dwindling appropriations do. And you come here expecting an open Library, with yourself as beneficiary. It won't do, Professor. It just won't do.† Seldon said desperately, â€Å"What if I find the credits for you?† â€Å"Indeed. How?† â€Å"What if I talk to the Emperor? I was once First Minister. He'll see me and he'll listen to me.† â€Å"And you'll get funding from him?† Mummery laughed. â€Å"If I do, if I increase your appropriations, may I bring in my colleagues?† â€Å"Bring in the credits first,† said Mummery, â€Å"and we'll see. But I don't think you will succeed.† He seemed very sure of himself and Seldon wondered how often and how uselessly the Galactic Library had already appealed to the Emperor. And whether his own appeal would get anywhere at all. 11 The Emperor Agis XIV had no real right to the name. He had adopted it upon succeeding to the throne with the deliberate purpose of connecting himself with the Agises who had ruled two thousand years ago, most of them quite ably-particularly Agis VI, who had ruled for forty-two years and who had kept order in a prosperous Empire with a firm but nontyrannical hand. Agis XIV did not look like any of the old Agises-if the holographic records had any value. But, then again, truth be told, Agis XIV did not look much like the official holograph that was distributed to the public. As a matter of fact, Hari Seldon thought, with a twinge of nostalgia, that Emperor Cleon, for all his flaws and weaknesses, had certainly looked Imperial. Agis XIV did not. Seldon had never seen him at close quarters and the few holographs he had seen were outrageously inaccurate. The Imperial holographer knew his job and did it well, thought Seldon wryly. Agis XIV was short, with an unattractive face and slightly bulging eyes that did not seem alight with intelligence. His only qualification for the throne was that he was a collateral relative of Cleon. To do him credit, however, he did not try to play the role of the mighty Emperor. It was understood that he rather liked to be called the â€Å"Citizen Emperor† and that only Imperial protocol and the outraged outcry of the Imperial Guard prevented him from exiting the dome and wandering the walkways of Trantor. Apparently, the story went, he wished to shake hands with the citizens and hear their complaints in person. (Score one for him, thought Seldon, even if it could never come to pass.) With a murmur and a bow, Seldon said, â€Å"I thank you, Sire, for consenting to see me.† Agis XIV had a clear and rather attractive voice, quite out of keeping with his appearance. He said, â€Å"An ex-First Minister must surely have his privileges, although I must give myself credit for amazing courage in agreeing to see you.† There was humor in his words and Seldon found himself suddenly realizing that a man might not look intelligent and yet might be intelligent just the same. â€Å"Courage, Sire?† â€Å"Why, of course. Don't they call you Raven Seldon?† â€Å"I heard the expression, Sire, the other day for the first time.† â€Å"Apparently the reference is to your psychohistory, which seems to predict the Fall of the Empire.† â€Å"It points out the possibility only, Sire-â€Å" â€Å"So that you are coupled with a mythic bird of ill omen. Except that I think you yourself are the bird of ill omen.† â€Å"I hope not, Sire.† â€Å"Come, come. The record is clear. Eto Demerzel, Cleon's old First Minister, was impressed with your work and look what happened-he was forced out of his position and into exile. The Emperor Cleon himself was impressed with your work and look what happened-he was assassinated. The military junta was impressed with your work and look what happened-they were swept away. Even the Joranumites, it is said, were impressed with your work and, behold, they were destroyed. And now, O Raven Seldon, you come to see me. What may I expect?† â€Å"Why, nothing evil, Sire.† â€Å"I imagine not, because unlike all these others I have mentioned, I am not impressed with your work. Now tell me why you are here.† He listened carefully and without interruption while Seldon explained the importance of setting up a Project designed to prepare an encyclopedia that would preserve human learning if the worst happened. â€Å"Yes yes,† said Agis XIV finally, â€Å"so you are, indeed, convinced the Empire will fall.† â€Å"It is a strong possibility, Sire, and it would not be prudent to refuse to take that possibility into account. In a way, I wish to prevent it if I can-or ameliorate the effects if I can't.† â€Å"Raven Seldon if you continue to poke your nose into matters, I am convinced that the Empire will fall and that nothing can help it.† â€Å"Not so, Sire. I ask only permission to work.† â€Å"Oh, you have that, but I fail to see what it is you wish of me. Why have you told me all this about an encyclopedia?† â€Å"Because I wish to work in the Galactic Library, Sire, or, more accurately, I wish others to work there with me.† â€Å"I assure you that I won't stand in your way.† â€Å"That is not enough, Sire. I want you to help.† â€Å"In what way, ex-First Minister?† â€Å"With funding. The Library must have appropriations or it will close its doors to the public and evict me.† â€Å"Credits!'† A note of astonishment came into the Emperor's voice. â€Å"You came to me for credits?† â€Å"Yes, Sire.† Agis XIV stood up in some agitation. Seldon stood up at once also, but Agis waved him down. â€Å"Sit down. Don't treat me as an Emperor. I'm not an Emperor. I didn't want this job, but they made me take it. I was the nearest thing to the Imperial family and they jabbered at me that the Empire needed an Emperor. So they have me and a lot of good I am to them. â€Å"Credits! You expect me to have credits! You talk about the Empire disintegrating. How do you suppose it disintegrates? Are you thinking of rebellion? Of civil war? Of disorders here and there? â€Å"No. Think of credits. Do you realize that I cannot collect any taxes at all from half the provinces in the Empire? They're still part of the Empire-‘Hail the Imperium!'-‘All honor to the Emperor'-but they don't pay anything and I don't have the necessary force to collect it. And if I can't get the credits out of them, they are not really part of the Empire, are they? â€Å"Credits! The Empire runs a chronic deficit of appalling proportions. There's nothing I can pay for. Do you think there is enough funding to maintain the Imperial Palace grounds? Just barely. I must cut corners. I must let the Palace decay. I must let the number of retainers die down by attrition. â€Å"Professor Seldon. If you want credits, I have nothing. Where will I find appropriations for the Library? They should be grateful I manage to squeeze out something for them each year at all.† As he finished, the Emperor held out his hands, palms up, as if to signify the emptiness of the Imperial coffers. Hari Seldon was stunned. He said, â€Å"Nevertheless, Sire, even if you lack the credits, you still have the Imperial prestige. Can you not order the Library to allow me to keep my office and let my colleagues in to help me with our vital work?† And now Agis XIV sat down again as though, once the subject was not credits, he was no longer in a state of agitation. He said, â€Å"You realize that, by long tradition, the Galactic Library is independent of the Imperium, as far as its self-government is concerned. It sets up its rules and has done so since Agis VI, my namesake†-he smiled-â€Å"attempted to control the news functions of the Library. He failed and, if the great Agis VI failed, do you think I can succeed?† â€Å"I'm not asking you to use force, Sire. Merely expressing a polite wish. Surely, when no vital function of the Library is involved, they will be pleased to honor the Emperor and oblige his wishes.† â€Å"Professor Seldon, how little you know of the Library. I have but to express a wish, however gently and tentatively, to make it certain that they will proceed, in dudgeon, to do the opposite. They are very sensitive to the slightest sign of Imperial control.† Seldon said, â€Å"Then what do I do?† â€Å"Why, I'll tell you what. A thought occurs to me. I am a member of the public and I can visit the Galactic Library if I wish. It is located on the Palace grounds, so I won't be violating protocol if I visit it. Well, you come with me and we shall be ostentatiously friendly. I will not ask them for anything, but if they note us walking arm-in-arm, then perhaps some of the precious Board of theirs may feel more kindly toward you than otherwise. But that's all I can do.† And the deeply disappointed Seldon wondered if that could possibly be enough.