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.

Leadership Concepts on Motivating People Essay

Leadership power depends on an individual’s perception of the things that motivate people to perform to the best of their best abilities. A leader like me is one who has innate self -motivation and who has honed an effective leadership style by knowing, applying and developing which skill will best achieve and energize others. Good leadership is critical to any successful organization or set-up. There are a lot of leadership tools, styles and motivation factors that I can employ to influence others. I have the ability to induce motivation because my leadership style can influence the level of motivation that my follower manifests. Motivation is determined by the various ambitions and style that I employ.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A leader like me utilizes various styles as well as techniques and levels of motivation to get things moving and arrive at a specific goal. Motivation is a symbol of what it takes to be a good leader. A decrease in proper motivation on the part of the leader means idleness on the part of the follower. In an organization or office set-up, employees are inclined to stagnate when motivation is lessen. It is a mistake for a lot of leaders who motivate their followers using the old-fashioned way of imposing fear. This is not recommended because it is likely that a follower under fear will only produce short-term results and may perform even less efficiently in the long run.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As a true and good leader, I instead introduce challenges for followers to deal with. Bringing a new challenge oftentimes induces excitement and creativity among subordinates. It always pays to challenge the followers with assignments that are quite out of their scope of work to allow them to prove their capabilities and even excel. This escalates motivation among the people. In the event a follower is faced with an obstacle and as a motivating leader, I   give guidance in determining a solution but not to the extent of immediately offering the actual answer to a problem. It is a matter of teaching my followers to know for themselves what correct solution to take. This promotes their self-esteem and eventually gives them the motivation they need.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I also employ different tools and styles to motivate my followers. However, there is a need to understand first that a person’s motivation is a mixture of his or her feeling of desire and vigor aimed at meeting a specific goal. Getting someone motivated simply means making the follower accomplish willingly the task assigned to him or her. The factors for people to be motivated include their beliefs, values, interests, fear, and other laudable causes. I need to always keep an open mind or perspective about human nature because there is no such thing as simple formula for motivation. This is to prevent myself from being faced with a complicated arrangement of factors in directing or motivating a person to reach his or her maximum productive potential. I, therefore, needs to learn, apply, and develop these factors. However, there will be a variation in their respective reaction if similar motivation tools or styles are directed towards two people with different personalities. It is then important for me   to know that people react to different needs. This ushers the correct action where I can determine the accurate decision to be taken in a particular situation. Leadership Book   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The book â€Å"Leadership: Theory, Application, and Skill Development† (Third Edition) written by Robert N. Lussier and Christopher F. Achua (2006), assesses the correct and effective instruments and styles that great leaders use to determine the future’s leadership strategies. The book unites classic leadership theories and styles with flexible and adaptable insights that will help leaders and even would-be leaders to succeed in tomorrow’s workforce.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The book is the most applicable leadership material because the authors make the fundamental ideas immediately related to modern period by using a unique three-pronged concept that includes theory, application, and skill development. According to Lussier and Achua (2006), the book covers all of the traditional theories and wide array of leadership topics in a brief but interesting presentation that stresses on the key factors. Several clear applications were identified by the book, which encourage the readers to use their thinking skills. The authors also utilized many skill-building practical exercises to give urgent relevance to the concepts and to nurture leadership skills that are applicable to a leader’s professional and personal life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Included in this book’s edition are the various opening case applications, suggested articles on Infotrac college edition, information from different companies involved in ethical dilemmas, a focus on ethics coverage, revised cutting-edge topics and expanded organizational leadership topics. The book features several step-by-step leadership functions which are integrated into the context of each chapter or in the skill-building exercises. It also has application exercises which require the reader to determine the illustrated idea by using brief samples. The end-of-chapter cases give insights on how companies have applied the leadership concepts to meet their challenges. The self-assessment exercises enable the reader to assess his or her own leadership skills. Lastly, the skill-building exercises help the reader develop leadership skills they can immediately use. Individuals as Leaders   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the first chapter of the book, Lussier and Achua (2006) presented the different factors and instances when an individual assumes being a leader. According to Lussier and Achua (2006), leaders and followers adopt various roles – there are times when the two switch functions and there are also situations where they exemplify flexibility and perform interrelating activities. In order for leaders to motivate their people, the authors presented the trait and behavioral leadership theories that are universal and generally seek only the best leadership style that can be applied in any situation. They differ in the sense that the trait theory dwells on the personal features of efficient leaders while the behavioral theory tries to state and explain the actual things that the leaders perform.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In understanding the important and critical role that a leader performs, the authors first identified the characteristics and what it takes to be a leader. Lussier and Achua (2006) cited the idea of legendary football coach Vince Lombardi when he said that leaders are not born but made. The authors further quoted Lombardi as saying that all of us can be or destined to be leaders and it is just a matter of developing the leadership skills already present within ourselves.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lussier and Achua (2006) concluded this chapter by stating the interrelationships between the first two leadership theories with contingency theory. They further claimed that the contingency theory determined the most appropriate leadership style because it employs a combination of trait and behavioral leadership theories which cover the three essential features of leadership, namely the leader, his or her followers, and a given situation (Lussier & Achua,   2006). Leadership Traits and Ethics   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On the second chapter of the book, Lussier and Achua (2006) stated that the styles used by great leaders are based on personality traits and an ethical approach is followed. The authors said that although personality traits of leaders are generally classified, each leader still has their respective trait which differentiates him or her from others. This specific trait facilitates how the followers are motivated by a good leader to perform at their best. According to Lussier and Achua (2006), the motivating power of a leader is measured on the traits, performances and ethical standards shown by his or her followers. The authors added that the followers’ attitudes, moral development and how they ethically approach a particular dilemma determine the kind of tool and style that leaders utilize. These same characteristics are effective both for the leaders and followers in order to influence each other. These features were manifested in specific cases of Microsoft magnate Bill Gates who is a great example of a true visionary leader. The ethical and social responsibility of the Timberland Company was also used by the authors as an example of creating a win-win situation. This is because the company was able to decide favorably on a certain dilemma and the decision was confidently relayed to their stakeholders which made it ethical (Lussier & Achua,   2006, pp. 63-64). Leadership Behavior and Motivation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On this last part of the book, Lussier and Achua (2006) summarized what the whole book is all about. This is where the authors presented the importance of the behavior, skills and style of leaders in connection with their vital purpose of motivating their people and eventually achieving the common goal of the group. Stated on this chapter were the similarities and difference of the various contents and processes of motivation theories. The authors said that content motivation theories centers on determining and apprehending the needs of the followers. Process motivation, on the other hand, escalates in order to understand how followers prefer behavior to meet what they want. Unlike the two, reinforcement theory is not as concerned about employee needs. This is because it centers on having the followers perform what leaders want them to do through the results given by leaders for their behavior. This is where the use of reward as a means of motivating followers will prove to be of importance. This is not to say that a follower needs to be promised something just to do what has been told. The use of reward system is not to corrupt one’s personality and attitude towards work but rather to serve as a compliment and appreciation for a job well done.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Lussier and Achua (2006), leadership pointed out the significant role of causing the followers to achieve their best personal results as well as to meet the objectives of the organization. The authors emphasized the need for an increased degree of job performance. This is achievable when leaders build a healthy, productive, and motivational working environment that motivates the people to do their best and get their ultimate objectives. The authors added that influencing the people result to a typical but much needed professional competition within the group. This healthy rivalry yields mostly positive effects which will benefit the whole group and its outside customers. The power of the leader to motivate his or her followers through the use of various skills and styles is, therefore, vital for leadership to succeed (Lussier & Achua, 2006, p. 74). Best Leadership Motivation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The book identifies the terms influence and change as the keywords which leaders may use in order to adhere to the boundaries of leadership theories, application, and skill development. There could never be a specific leadership tool or style because it oftentimes depends on the circumstances and the people forming the group. However, for the purpose of having an adaptable leadership concept that can be employed, the book by Lussier and Achua (2006) apparently stated that great and effective leaders exemplify the power to influence his or her followers and create change within the group.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Lussier and Achua (2006), influence is the essence of leadership as it manifests all the leadership tools and styles and other concepts that great and effective leaders employ. The authors also stated that influencing is the change procedure wherein a leader expresses thoughts, gaining understanding and acceptance of these ideas and causing his or her people to support and place into action the ideas. They also explain that effective leaders have the strong power influence the followers who themselves also become effective in influencing others. This process of change called â€Å"influencing† also revolves around the relationship between leaders and followers. There can also be circumstances where the leaders and followers often change roles through the said process of influencing. Moreover, since effective leaders know when to lead and when to follow, influencing and laying down specific goals determine the possibility of change. Lussier and Achua (2006), therefore, stressed that continued change is essential in organizations in order to adapt to the rapidly changing global environment and meet the demands of the role of being a leader (Lussier & Achua, 2006, p. 8). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Leadership has something to do with whom the people are following and for what purpose. As a leader, I influence my followers’ behaviors thus I should know how to motivate these people and cause an intention of effectively bringing out the best in them. Leadership has its theories, application and ways of development while I have powers that make others want to follow my direction. However, it is the process of influencing the behavior of other people toward achieving a predetermined goal that determines effectiveness on the part of the leaders.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The success of my group rests on my kind of leadership and whether I possess the needed leadership qualities. Without my leadership, my group is less effective in its joint effect on their mission. In effect, without my supportive members, I will be frustrated. Compatibility between me and my followers is significant. Some leaders are more effective with particular types of follower while other followers function better with a specific style of leadership. The focus has usually been given on leaders to bring about change, but this responsibility is actually shared. This is because it is not difficult to frustrate the efforts of leadership if persons are unwilling to be led in a particular direction.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Leadership also calls for relationships especially if I am compatible with my followers. If we are sort of meant for each other, substantial success is present. I have the power through motivation and it is stimulated through leadership styles. Whether the organizations or leader prefers the achievement oriented leadership style or the others, they can still obtain best results if a little form of collaboration, caring, being receptive to constructive feedback, and adopting understanding skills, are added. I can also motivate based on personality traits, by setting a good example. If I and my organization can be able to motivate our followers, the common goal of productivity and best performance can be met.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In knowing the best leadership tool or style, I must be able to adapt my authority to various situations as well as to the different personalities of people I guide. This in effect implies that I should not be limited to only one style given a particular instance and type of people. The various techniques, as presented in the book by Lussier and Achua (2006), can be used to influence people and achieve the same purpose of the group. Aside from the various leadership tools, styles, theories, applications and ways of development, it is foremost,   my   ability and power to influence my followers and to cause changes in the group, that will stand. Reference Lussier, R. N. & Achua, C. F. (2006). Leadership: Theory, Application, and Skill Development. OH: South-Western Publishing Co.

What is the Story of Rumpelstiltskin Essay Example

What is the Story of Rumpelstiltskin Essay Example What is the Story of Rumpelstiltskin Paper What is the Story of Rumpelstiltskin Paper Good afternoon, my name is Reinstitution. Get settled down, cause Im about to tell you the story of the time someone finally guessed my name. I was Just walking around the village when I heard terrible sobbing. So I go over there and see whats up. I look through the window and see this girl crying In a room full of straw with a spinning wheel. I ask her whats wrong and she explains to me that her father told the king that she could turn straw into gold. I told her I could do it, but I would need omitting in return. So she hands me her necklace and I start doing my magic. I work all night to get that room full of straw spun. Im walking again and I hear more crying. Youll never guess who was crying. Navys, she offers me a ring to spin a room full of straw that was even larger than the last one. So I do it without complaining because I know shell run out of stuff to pay me with eventually. Im walking around again and, big surprise, guess whos crying. I go into the room and sky her what shell pay me. She says she had nothing else, so I tell her that I need her firstborn child. She agrees and Im off to work again. All night again! How am I supposed to get any sleep? A year passes and the girl ends up getting pregnant. So when the baby Is born I walk Into the room and demand It. Never complained about the previous work because I knew the baby would be mine. She offered me all of the riches In the kingdom, but I wanted the baby. But I had pity for her, so I gave her 3 says to guess my name so she could keep her baby, but I doubt she would have guessed it. My only mistake was the night before her last try. I started dancing around and was shouting my name and I guess that one of her spies was nearby. The spy reported back to the queen and she acted stupid at first, but then she shot me down and guessed my name. I got pretty angry. I stomped my foot and it got stuck in the ground. And then I tried to tear it out of the ground and ended up ripping myself in two. So I changed my name to Bad luck Brian after that.

Farther and Further - Glossary of Usage

Farther and Further - Glossary of Usage Farther usually refers to physical distance. Further refers to an extension of time or degree. But see the usage notes below. Examples We drove farther south, making excellent time on the almost empty roads.The meeting ended without any plans for further discussions.We traveled farther in one week than any of us had expected. The trip took us even further into debt. Usage Notes Since the Middle English period many writers have used farther and further interchangeably. According to a relatively recent rule, however, farther should be reserved for physical distance and further for nonphysical, metaphorical advancement. Thus 74 percent of the Usage Panel prefers farther in the sentence If you are planning to drive any farther than Ukiah, youd better carry chains, and 64 percent prefers further in the sentence We wont be able to answer these questions until we are further along in our research. In many cases, however, the distinction is not easy to draw. If we speak of a statement that is far from the truth, for example, we should also allow the use of farther in a sentence such as Nothing could be farther from the truth. But Nothing could be further from the truth is so well established as to seem a fixed expression.(farther, The American Heritage Dictionary of the English Language, 4th ed., 2000)Farther and Further are historically the same word, so it is not surprising that the two have long been used more or less interchangeably. . . .As adjectives, both words could at one time be used in the sense additional. . . .But in present-day English further has taken over this use entirely. . . .Farther has been relegated as an adjective to instances where either literal or figurative distance is involved. . . .And even in this function further is presenting formidable competition. . . .So for the adjective we can see that further has squeezed farther out of the additional sense and is giving it considerable pressure in the more distant sense. . . .In adverbial use further dominates when there is no sense of distance and as a sentence adverb, but both farther and further are in flourishing use whenever spatial, temporal, or metaphorical distance is involved. (farther, further, Merriam-Websters Dictionary of English Usage, 1994) No one misuses farther for further, and youre safe with further provided that you dont apply it to distance. Several usage critics have even predicted that further will eventually absorb the meaning more distant, driving farther into extinction. (Claire Kehrwald Cook, Line by Line: How to Edit Your Own Writing. Houghton Mifflin, 1985) Practice (a) We need to explore this problem ______. (b) Simon walked ______ into the woods. See Also Avoid These 10 Words in Formal Writing.Glossary of Usage: Index of Commonly Confused Words Answers to Practice Exercises (a) We need to explore this problem  further. (b) Simon walked  farther  into the woods.

The Chevron USA Essay Example | Topics and Well Written Essays - 1000 words

The Chevron USA - Essay Example In this connection, the EPA framed regulations in 1981 enabling the nonattainment states to adopt a ‘bubble approach’ to comply with the prescribed standards of air quality. The bubble concept treats the entire plant with multiple sub-plants as one single bubble and permits variations in emission levels as long as the total emissions do not exceed the permissible levels. The moot point is what stationery source means. Whether each subunit is a stationary source or all of them in an industrial grouping? The National Resources Defense Council (NRDC) opposed the bubble concept in the Court of Appeals alleging that the bubble concept was unlawful. Although the Appeals Court agreed with the NRDC’s stand, the Supreme Court where in Chevron an affected party impleaded itself along with the EPA, held that since there was no particular reason adduced in the legislative history of the relevant provision of the Clean Air Act, EPA’s interpretation in a reasonable manne r cannot be found fault with by the judiciary. The Supreme Court held that the â€Å"bubble† theory was a matter of policy which should be rather addressed to legislators or administrators and not the judiciary. The decision is considered a land mark in the administrative law since it allows greater flexibility for the administrative agencies to interpret law which until the decision was the job of judiciary alone. Post Chevron, government agencies enjoy greater freedom in interpreting the law which the Congress has left any issue unexplained or ambiguous (Shultz). The Administrative Procedure Act (APA) 1946 is a federal law governing the manner in which the federal agencies frame regulations and it provides for judicial review of agency decisions. (BarnesGreenBook). Section 706 (2) (A) of the APA provides for the reviewing court to hold any decision as â€Å"arbitrary capricious, an abuse of discretion, or otherwise not in accordance with law†. (BarnesGreenBook) The C hevron case is not only a land mark decision in administrative law but also in the domain of ‘separation of powers’. The case which dealt with the issue of meaning of ‘stationary source’ has now become an oft-cited decision ever since. The bubble concept or plant-wide concept has resulted in calculation of plant emission as a whole instead of calculating the emission of pollutant from each pollution-emitting equipment. This enables industrial units having more than one source of pollutant emitting devices to sustain an increase coming from one device through a corresponding reduction in another device within the same industrial unit. It has been rendered possible due to the Apex court’s examining the bona-fides of an agency through a two-step test. First step is to check whether the legislative history speaks of Congressional deliberations on the precise question at issue. If the legislative intent is clear, the Court must give effect to the Congress ional intent which is unambiguously clear. If not, instead of arriving at its own conclusion, the Court should see whether the agency’s interpretation is ‘based on a permissible construction of the statute’. Thus in the instant case, Justice Stevens examined the statutory text of the Clean Air Act and its legislative history. He found there was no evidence to show that the Congress had