Nvocc

Introduction Globalization has lead to an increase in the integration of national markets and the interdependence of Countries worldwide have opened their boundaries for a wide range of goods, services, and commodities. Today, in a globalised economy, no nation is self-sufficient. Every nation is involved at different levels in trade to sell what it produces, in order to gain what it lacks and also to produce more effectively than their partners. Maritime history, the study of human activity at sea, covers a broad thematic element of history that often uses a global approach. Freight forwarders typically arrange cargo movement to an international destination. Also referred to as international freight forwarders, they have the expertise that allows them to prepare and process the documentation and perform related activities pertaining to international shipments. Some of the typical information reviewed by a freight forwarder is the commercial invoice, shipper's export declaration, bill of lading and other documents required by the carrier or country of export, import, or transhipment. Much of this information is now processed in a paperless environment. A freight forwarder who does not own vessel, but functions as a carrier by issuing its own bills of lading and assuming responsibility for the shipments is called an NVOCC Non Vessel Operating Common Carrier. Firm that ship cargo on behalf of its client. NVOCC functions like any other carrier, issuing its own bills of lading or air waybills. There are numerous benefits of using a Non Vessel Operating Common Carrier. They can also help a company save time and resources because of their understanding and immense knowledge of the cargo shipping industry. This knowledge includes information on what the most effective and efficient routes of delivery are, based on specific destinations. They have expertise in most of the constituents of cargo shipping, packaging, pickup and delivery. This knowledge is institutional in providing a cargo with the best possible standards in accordance with international standards of delivery. Non-vessel operating common carriers are considered to be one of the â€Å"intermediaries† in the shipping industry. The latest law in this area has defined the NVOCC as â€Å"a common carrier which does not own or operate the vessels by which the ocean transportation is provided, and is a shipper in its relationship with the ocean carrier Latest law has defined the NVOCC as â€Å"a common carrier which does not own or operate the vessels by which the ocean transportation is provided, and is a shipper in its relationship with the ocean carrier. † NVOCC operators buy space from ocean carriers for consolidated shipments from a variety of clients. Documentation, logistical planning and warehousing of cargo from the port to final destination also are taken care of as part of the services provided. It was in 1951, when first intermodal modern day container was built and in 1955 first intermodal transport was operated. For the purpose to stream line the movement of container from origin to destination, there were intermediaries at each stage in the system. Ocean Freight Forwarder, Custom Clearance Agents, Trucking Agency, Railway Booking and Wagon Lease Agency, Container Freight Station, Port Clearance Agents, etc. Components Each time of the following three stages, i. . Inland Transportation at origin, Seaway and Finally Inland Transportation at destination, a new Bill of Lading was issued and cargo was insured. With International Trade increasing in 1970’s, efficiencies from containerisation led to trade of large volume and increased ocean carrier’s attention to ship with Full container load (FCL). That was the ti me when NVOCC emerged into the business. NVOCC’s are considered as one of the â€Å"intermediaries† in maritime industry. NVOCC’s went a way ahead in the business and provided end to end logistic solution even to small shippers. Business Model for NVOCC follows as shown below. At the origin, a NVOCC plays a role of consolidator as well as packaging agency, whereby they take part parcels from various shippers and consolidate in one full load container. Increase in efficiency and low time turn out time in transportation from inland depots to gateways of port. Another concept of Multicity Consolidation (MCC) is also leveraged by NVOCC’s. Once the cargo is placed in Container Freight Stations (CFS) or ware house at ICD’s, Cargo to a same destination is consolidated in one FCL. In this way NVOCC’s filled a transportation niche, particularly for inland ports, as onsolidator for smaller shippers ignored or abandoned by the ocean carrier. NVOCC Bill of lading: NVOCC's releases MULTIMODAL House Bill of Ladings (HBL) once they run a door-to-door service. They issue this HBL against shipper/final consignee whilst the Steam Ship Line issues a Master B/L (MBL) against the forwarder at origin and the forwarder at destination. NVOCCs play an importan t part in international trade. It is important that safeguards are in place to ensure the security of blank Bills of Lading, and there are systems in place to track them if they are misused. A NVOCC, who does not charter an entire ship, concludes contracts of carriage with several shippers/freight forwarders concerning individual packages or containers. When the NVOCC has accumulated an appropriate number of orders, he concludes a contract of carriage with a carrier who actually will perform the transportation. The NVOCC makes money by obtaining a better price from the carrier than he (the NVOCC) charges his shippers. The main duty of a carrier consists of the unconditional and unlimited obligation to transport the goods from the port of loading to the port of destination. The commitment to fulfil the transport obligation is the only and decisive criterion for a carrier. The salient features of NVOCC (Exports Sea) are as below: ?Register Individual shipment, Shipping Bill wise. ?Club multiple shipping bills under one HBL. ?Club multiple HBLs under one Master B/L. ?Prepare and print Master and House Bill of Lading. ?Specify B/L Charges for various charge heads for both payment and receipts and in any currency. ?Prepare Challan report for HBL. ?Prepare and send Consol Manifest. ?A unique Alert system which updates the user on current status of shipments based on shipment life cycle defined. These alerts can be mailed directly to the customer. ?Prepare and send Shipping Advice to customer. ?Prepare and Print Container Load Plan (CLP). ?Shipped On board (SOB) or Shut Out report preparation. ?Track transhipment details of containers at various Cargo Hubs. ?Various Customer Service reports. Can be sent directly through email from system. ?Prepare and print various types of Invoices e. g. Services and Freight, Brokerage, Lifting Shifting etc. including to Overseas Agent. The salient features of NVOCC (Imports Sea) are as below: ?Record various details for Import Shipment. Maintain various stages of shipment in its life cycle. ?A unique Alert system which updates the user on current status of shipments based on shipment life cycle defined. These alerts can be mailed directly to the customer. ?Keep track of various charges related to a shipment e. g. Freight, Fuel Surcharge, Ex-Works etc. ?Prepare, print and send Cargo Arrival Notice (CAN) to Importer for collection of charges which are linked to Accounts. ?Receive or Send Delivery Order (DO) as the case may be. ?Checks for shipment under Bank Release Order (BRO) and controls issue of DO. Overseas Agent's inward invoice/Credit/Debit Note can be booked into system for each shipment with profit sharing. ?A complete Foreign Remittances module for payment and receipts with RBI and bank covering letters/forms. The salient features of NVOCC (Accounts) are as below: ?Complete accounting package to suit specifically the needs of freight forwarding/NVOCC business with multi location and multi division activity. ?Managing the accounts of individual profit centres combined with common accounting books. ?Prepare/ view trial balance/ profit and loss/ balance sheet for individual profit centres as well as entire company. Prepare and print all types of vouchers e. g. Cash/Bank payment and receipts and Journal vouchers. ?Receipts and payments can be booked against particular invoices with TDS deducted details. ?Book Tra de Bills i. e. related to a particular shipment e. g. Transport or Freight Debit notes. ?Facility for Non Trade bills where tracking can be had for each item in a bill e. g. stationery items, Telephones etc. with separate recording of Service Tax Charged. ?Complete Cheque Book Management module for tracking of checks bank wise and also cancelled and post dated cheques. Merge Data of different Branches in Head Office. ?Complete Security module for rights of each user to operate a certain part of software. ?Data can be exported to TALLY accounting Package. Working of NVOCC’s at Various stages: Warehousing & In plant Logistics Receipt Unloading into warehousing Inspection Storage including stacking Preservation Order execution Dispatch and loading into own/customers’ vehicle Yard Management Receipt of Cargo Inspection Storage Inventory Management Order execution Billing Dispatch to Customers Value Added Services Unpacking/Repacking Grading / Sorting Break-bulk Labelling / Bar Coding Heat Sealing / Shrink Wrapping Assembly related services Quality Check Information Related Services MIS on stock, dispatch KPI related MIS Invoicing related MIS Preparation / submission of Excise returns Invoicing Order Processing Invoice Printing Related Statutory Documentation Inventory Management Re-order Level Assessment & finalization Stock-aging & FSN analysis Distribution (Secondary Transportation) Transportation to Customers’ premises Unloading at Customers’ premises Transit Insurance (as required) Reverse Logistics Transport Load Optimisation

Video Games Can Have Bad Effect on Children

Video games can have bad effect on children Nowadays, more and more children play Video games because there is a computer at almost every home. Moreover, the number of Internet shop has increased and playing games becomes easier. However, I believe that Video games are not beneficial for children but they have an negative impact on them. This paper, therefore, will argue that Video games can have bad effect on children First of all, computer games take a lot of time of the children.If you want to play and become a big part of any games, you have to invest many hours per day. Besides, computer games have a strong power over children making them play many hours per day. This makes many children don’t have enough time to finish their homework and they grades in school become weaker over time. For example, my 15-year-old nephew used to play computer games approximately 4-5 hours per day. When his parents got his grades they realized that his performance was not satisfying.My nephe w's teacher told they parents that he could not concentrate during the lectures and he rarely did his homework. Secondly, with some games, children who playing these games usually have a violent tendency. It’s because they’re still young and  cannot distinguish where is the real and unreal world. Consequently, they usually have the strange actions like in their games. In the worse case, if we do not control them early, they will do wrong things in some days. In television news program last night, a boy was stabbed to death by his friends because they scramble for game items.Finally, being addicted to games may lead to many social issues such as stealing. I’ve read a lot of newspapers showing that many children who lack of money for playing games decided to steal and lie their parents for money. In conclusion, children are future of the world, therefore, parents need to care and look after them as best as possible. Playing computer games is not prohibited, but we must control our kids usually. Give them more activities and limit the time playing game is the thing that parents should do.

Autonomous work group an essential ingredient for effective organising? Essay

Following the needs of many businesses to adopt alternative forms of work design this paper tries to explain and make some sense about the effectiveness of autonomous work groups in organising. It will be argue the thesis that such groups have been, are and will be effective in some definite organisational setting. The assumptions underpinning this idea will be explored along the dialectic forming three sections. To understand this concept it seems important introduce notions of individual, group and explain why they are so central from an organisational point of view. Thus, the first part of this paper will present some psychological effects resulting through their interaction of these actors Moreover, being the idea of autonomous work group part of a complex system, it will be restrictive analyse its characteristics without locate it among others concepts produced by sociotechnical researchers. Thus, a broader analysis of sociotechnical system (STS) will be part of the second section. Difference between what STS aimed to achieve, what they really achieved, and/or what they are achieving today is still discussed. This lack of unanimous consensus lets the debate open to several interpretations, and offer the opportunity to explore and address few issues related to the self-managing groups. Hence, the last side of this paper will address a discuss about the role of management, the subordination of human criteria to the dictates of efficiency, the application to both linear and non-linear systems, and a movement toward a self-leading team type. The magnitude of such topic and the number of interesting studies surrounding this area offer to the author a dilemma regarding what should be treated and what should not. Obviously, having this script humanistic approach major evidence is given to people in organisation, and respectively team members, and management. Moreover, analysing the way in which the system adapted itself during the second half of the last century, it will be argued that organisations designed or redesigned in respect of human criteria in certain industries and environments, can reach a competitive advantage respect those that will not do it. In short, STS is an effective tool by which it is possible match both individual and organisational needs. Pursuing the paper this line of argument, issues related to politics, unions, and power, and other effects of identifications, ideology and control are not dealt in this paper neither because not relevant, nor because of secondary importance, rather, due to the limitation of the length. Individuals, Groups and Organisation To some extent groups always existed, even in USA -where in time of cold war ambitions were led to unbridled individualism, organisation used to split task into subtask, assigned it to various subunits, than these subunits divided subtask into sub-subunits and so on. Even if an organisation is formally organised according individual performance, the division of labour break down the organisation into groups. What does group means, and what needs a group fulfil for both organisation and individual? ‘A psychological group is any number of people who interact with one other, are psychologically aware of one other, and perceive themselves as group’ (Schein 1994), and are seen as group by the others from outside (Hackman 1987, in Brown 2003). If in everyday life, groups can be formed through a spontaneous or random meeting -such as four friends meets for chance in library, in organisational setting they have diverse origin. Basically, it is possible recognise two types of groups in organisation, those which are deliberately created by managers in order to fulfil the tasks required from the organisational mission, an those fulfilling psychological needs of individual beyond the minimum ones of doing their jobs; respectively formal and informal groups (Schein 1994). According to its duration the former can be of two types: permanent -such as the group of lecturer or/and professors forming the BOR depth at Lancaster University; or temporary -such as a matrix group of lecturers or/and professors committed in a project for a definite time or mission. Nevertheless, organisation takes an informal structure within which individuals interacting with others generates a group that fulfil their social needs. But contrary to the everyday life the interaction depend on defined physical location, being in fact their activity within the organisation limited by their tasks and mission to perform -such as the possibility to interact with people both meeting and working in the same office, depth, building and so on. Bearing in mind that groups can simultaneously fulfil diverse organisational functions and needs of their members, it useful here to distinguish these kinds of functions in ‘organisational and individual’ (Schein 1994). According to this partition, it is possible group organisational functions as those features coinciding with the mission of the organisation -i.e. working on a complex or interdependent task, generating new ideas or creative solutions, liaison or coordinating functions, facilitate the implementation of complex decision, or be a vehicle of socialisation or training. On the other hand, among needs group members can bring with them and groups can fulfil there are needs such as those of affiliation, sense of identification and maintain self esteem, establish and tests social reality, moreover, it reduce insecurity and anxiety. Appear now clear why groups are so important, from an organisational point of view it speed, facilitate, and improve the task-related functions. On the other hand, spending two third of our life within the workplace, meeting our psychological needs inn a group, and spending two third of our adult life in a work setting of various kinds, groups become a integral part of such work settings (Schein 1994:152). Thus, an enormous potential can be offered mixing up informal and formal functions, to comprehend it means to imagine how they can serve at the same both organisational and individual. Reed supported this thesis stating understand organisations means grasp the diverse political forces acting in it, nevertheless, decisions are not taken during a board of director, rather main actors discuss and reach agreement during a dinner on a golf course (2002). In other words, linking together individual’s needs and organisational functions to fulfil, by means of formal and informal organisation could be achieved, through effectiveness and the right balance with the social needs of employees, an organisational competitive advantage. The Socio Technical System (STS) Understand the dynamic process made up of individual’s needs interacting in organisational setting it is not as easy as at a first sight. After two decades in which the human relation (HR) approach allocate ‘attention to the employees, not work condition per se, that has the dominant impact on productivity (Peters & Waterman, cited in Moldaschl & Weber 1998:350), the sociotechnical group took another direction. Researches, associated with the work done by the Tavistock Institute in London, instead of concentrating on the enterprise as social system -where technology was not considered and workers were treated better whilst their job remained the same (Trist, in Moldaschl & Weber 1998), attempted to overcome both Tayloristic and HR approach of work design. Whereas the HR movement achieved the so-called ‘Hawthorne public relation effect’ -enforcing psychotechnics to deal with employees’ psychological ‘wealth’, STS underlined the importance of a real design of tasks (Emery 1978). The idea of STS implies that any productive organisation or part thereof is a combination of technology and social system in mutual interaction to each other. Each determines each other and the nature of work determines the type of organisation that develops among workers, whilst the sociopsychological characteristics of the worker determine the manner in which a given job will be performed (Schein 1994). This idea led to the development of an open system theory in which organisations imports and converts various things from its environment -such as people, money equipment, raw material, and so on, and exports products, services and waste materials which result from the conversion’s process (Schein 1994). Importing people the organisation have to deal with individual’s needs, values, norms, and expectations, as a consequence, to be effective the organisation have to take in account both the nature of job and those of people. Through the Norwegian â€Å"Industrial Democracy Programmes† sponsored by the government, the employer association, and unions, STS achieved a value-free research far from the political justification for self-governance and from the economic justification of self-regulation (Susman in Moldaschl & Weber 1998:350). It led their researchers to claim a third realization through the so called principle of industrial democracy -whilst for others concentrating their efforts on the micro level of participation, and neglecting representative forms of industrial democracy they realized just direct workplace democracy (Blackler 1982 in Moldaschl & Weber 1998). Another important concept is based on the joint optimisation through which it is possible developing design solutions that consider human criteria and efficiency criteria equally (Brown 2003). Thus, it â€Å"enables a best match in this way†¦such as Emery’s ‘nine-step model’ that aims to reduce â€Å"key variances† in, and between work systems, and to control them by â€Å"self-regulation† of the workers’ (Moldaschl & Weber 1998:360). This self-regulation, interdependence and self-governance, draw attention to decisions that ca be delegated to work groups that, in function of these, are defined as autonomous work group. In some industries has been discovered that higher levels of productivity and quality can be achieved giving clusters of tasks to a work group (Findlay et al, 2000; Barker 1999; Knights and McCabe 2000; Muller 1992; Sewell 1998); such ‘autonomous work groups are then made responsible for producing entire product such a radio, an engine’ (Schein 1994). The idea was to group several workers -organised in multifunctional structure with flexible job rotation, in a spatially and organisationally limited production unit, share a common task that is divided into interdependent sub task, and assume share responsibility over the long term. Among its criteria can be notice boundary maintenance (Moldaschl & Weber 1998:360). What sociotechnology group tried to achieve through the implement of autonomous work group is a way of simultaneously satisfying psychological and task needs (Buchanan 2000:29). In other words, a whole group is provided the opportunity to design and manage a total integrated task, thus permitting workers to fulfil their social and self actualising needs within the context of the work situation’ (Herbst 1962 in Schein 1994:195). Nevertheless being the role of management present to some extents, it is more correct to speak about semi autonomous work groups. Among the variety of semi-autonomous work group, it is useful to adopt the three forms identified by Brown (2003). The composite fully multi skilled -as in the Tavistock Institute Coal Mining studies where miners learnt and performed diverse task; the matrix form -as in Fiorelli’s idea of quality circle where a group of people, having different specialised functions, overlapped competences (1998); and the network where individuals are far but frequently in contact to each other through information technologies such as teleconferencing to exchange knowledge – from which the ongoing ‘knowledge management team’ (Bell, Blackler and Crump in Fulop & Linstead 1999:228). This tri-partition can be associated with changes in the second half of twentieth century in western society where ‘technological and organisational improvement led radical changes in economical sector’ (Ackroyd and Lawernson 1995, Piore & Sabel 1984, Zuboff 1998). Especially during the last three decades of the twenties century, after a climate of tension, a new international distension opened up new opportunities for businesses and ventures, new markets were found available to be explored and offered new competitive advantages to companies, (Hutton 2002). The re-design of the organisational structure bring in fact some effects within the socio-economical system where it is embedded. International markets got crowded; pressure and competition increased forcing companies to redesign their organisation. To face this turbulent environment Trist et al propose: ‘an alternative design based on the redundancies of functions: for individual they create role rather mere jobs; for the organisation they bring into being a variety-increasing system rather than the traditional control by variety reduction†¦(through) continuing development of appropriate new values concerned with improving the quality of working life by keeping the technological determinants of worker behaviour to a minimum in order to satisfy social and psychological needs by the involvement of all. Autonomous working groups, collaboration instead competitions, and reduction of hierarchical emphasis, are some of the requirements for operating effectively in modern turbulence (in Pugh & Hickson 1996:182 -emphasis added) As stated by Trist within this theoretical pattern, autonomous work group is an essential ingredient for the effective organising. Discussion and conclusion The role of management seems to be an essential component to the achievement of the best match within the system for both Blackler and Brown (1978), and Fox (1995), whilst strangely, STS approach does not seems to explicitly address neither the problem of management, nor those of managerial control. Differently, Knights & McCabe (2000) exploring what team working means for employees’ lives within an automobile manufacture company, affirm that employees as well as managers are capable of exercise power interpreting and reinterpreting management strategies. Stressing the accent on autonomy, managerial role need to be redefined to support and favourite tasks of group members. Accordingly, to meet autonomous work group needs a manager should be a good diagnostician, trying to be flexible enough to understand and to vary their own behaviour in relation to the needs of their subordinates (Schein 1994). Nevertheless, it is useful remember that individuals’ needs are not just meet through groups, they have another set of necessity that are fulfilled outside the group, alone, as well as with a friend. What I am addressing here is what Costea and Crump called the standardisation of individual -or better how to make an individual as unique as its mate (2003). In other words to be effective in self managing groups members have to maintain their equilibrium that permits them to keep and evolve its personality: members are not asked to follows rules, rather to make decisions. For this reason Often, the practical one does not confirm what in academic setting appear feasible from a conceptual level. Even for the best social scientist it is quite hard, if not impossible, individuate a priori the huge amount of forces arising from the combination of interests and pressure groups in which his theory will become part. In practical conditions, sociotechnical projects sometimes failed because they subordinate human criteria to the dictates of efficiency or because they become victim of a political conflicts (Blackler, 1982; Kelly, 1978; Sydow, 1985; Pasmore, 1995 in Moldaschl & Weber 1998), making it often impossible to translate joint optimisation of human goals and efficiency into reality. ‘Although mainly consisting of psychologist of work and organisation, the â€Å"classical† Tavistock representatives of the STS approach does not regard its primary goal to be the far reaching consideration of human criteria in the design process of a work system. Rather they st rive for an optimal compromise between technical, economic, and human work design objectives’ (Moldaschl & Weber 1998:362). Changing our analysis from a classical to more contemporaneous perspective, a diverse slant come from the observation that self managing groups are still effective, but they loose their grip on organisation when have to deal with the no-routine office work of management and professional -being these set of practices developed for linear work systems (Fox 1995). Diverse from Pugh and Hickson (1986), Fox notes that not always the use of autonomous work group seems to be appropriate, in fact ‘the creation of recticular organisation (characterised by a fluid distribution of information and authority that changes are required) may be appropriate†¦in some non linear work systems (1995:103). STS’ concepts have contributed to improve design and redesign of many work systems, however most of the successful experiences occurred in well-defined linear systems-characterised by a sequential process of input-output, rather in unclear defined non-linear system -where the absence of the in-out property makes it difficult to separate different conversion flows into well-bounded entities (Pava, 1986). Nevertheless, a major revolution is not required to broaden the applicability of STS principles: Modifying the practices employed in STS design to include non-linear work systems is consistent with the essential precepts of STS design: open system analysis, a best match of social and technical subsystems, redundant functions over redundant parts, systemic interrelationships between design factors, self-design, and critical specification (Pava 211). In this capacity to adapt itself in both changing organisational requirements and environment, I think should be recognised the bigger strength of STS. Becoming this adaptability without distort any principle, the approach seems to be relevant especially nowadays, seeking organisations new means of empowerment to boost the productivity in increasingly turbulent environment. A final consideration is due to the work Manz who argue, the future of self-managing groups seems be oriented to lead workers to lead themselves (1992). During this movement toward a self-leading team type of work design, the latter identify some contingency factors relevant to this transition such as: nature of workers; work context; new manufacturing techniques; environment; and organisational system. However, this model seems more likely applicable in such culture where both high trust to workers and decentralisation of power is given -i.e. UK as opposite to Japan and Germany. In fact, ‘Movement toward self-leading team work likely to require significant involvement of the work force in determining the direction of the organisation as well as carrying out that direction, and the opportunity for the work teams to influence that direction, especially as it relates to their specific work performance’ (Manz 1992). Within this framework, it possible imagine shift from traditional & participative leadership to a self management role of leader, in doing it, the new role will be to lead members’ group to lead themselves (Manz & Sims 1987). Being both the power shifting from managers to team members, and the latter able to distinguish true managerial aptitudes from artificial (Knights & McCabe 2000), a certain amount of resistance from the former could be assumed. It leads to pay attention on the way in which managers implement these set of practices. In conclusion, due to its adaptability to technological innovations, and its flexibility in linear and non linear systems autonomous work group could seems even more actual today than during the second half of the second century. Its democratic principles and the democratic way in which tasks are thought and accomplished, seems to make this system the most appropriate within those political environment in which principles of democracy are used. This thesis seems reinforced from the growth of lean systems and consequently from practices as Just in Time, Business Process Re-engineering, or Total Quality Management in those organisational setting where work design diverse from human centred. On the base of both the literature proposed, and the assumption resting on this paper, an important feature seems emerge. For those organisations pursuing human relations and democratic policies, autonomous work group permits both individual and organisations to pursue their own interests. Not just offering the opportunity to decrease alienation filling their social needs to the former, and to reduce practice such as of absenteeism, sabotage, and achieve that commitment and loyalty, to the latter. Rather it seems the best compromise between capitalism and working class since the first industrial revolution to nowadays. An effective tool capable to improves and re-defines the boundaries of the psychological contract and consecutively boosts productivity and reduces costs. To create effective self-managing groups become central the role of top management in planning and develop a long-term program made of continuous investment in work design research, and in staff and management programs (Pearson 1992). It will allow a deep understanding about the dynamics of members’ needs, a constant design, a re-negation of the task requirements, and to avoid both mismanagement, and the establishment of repetitive alienating tasks. Finally, to figure out this sophisticated topic, a broader research should analyse the interrelation and influences of related issue such as: identifications; role of control; ideology of team, politico-economic and socio-cultural peculiarity of the society; in which the organisation will decide to implement self management group working. Within this system, autonomous work group seems to be not a problem to be solved, rather a solution to deal today with the confluence of tensions resulting from yesterday’s decisions.

Cognitive Learning Essay Example | Topics and Well Written Essays - 500 words

Cognitive Learning - Essay Example Many factors that include but are not limited to culture, nurture, education and religion impart knowledge to the individual and influence his/her behavior. Cognitive learning comprises an understanding of the way an individual’s behavior is influenced by the aforementioned factors. The information thus retrieved can be used for formulating learning programmes. Cognitive learning makes an individual gain the necessary knowledge himself/herself by making use of his/her senses. One does not have to be told to learn something particular or behave in a particular manner. Instead, the message is conveyed to the individual without having him/her realize that it was purposefully done. There are numerous ways to achieve this. For example, when a child is appreciated for having behaved in a good manner, he/she will realize that such behavior invites positive response from the adults. So he/she will make it a habit. Likewise, when a child is scolded for having behaved wrongly, he/she wo uld tend not to repeat the act in the future. Companies generally have a reward and punishment system in place to make the employees behave rightly in the workplace. Part 2: Cognitive learning commences as soon as a child begins to gain the sense of the world. In my early childhood days, I was fond of meddling with the switches. Where ever I found a plug, I would put my fingers into it.

Open Essay Example | Topics and Well Written Essays - 1250 words

Open - Essay Example Corll, Henley, and Brooks were responsible for the deaths of more than 28 teenage boys during 1970-1973 in Houston, Texas, all of whom were abducted, kidnapped, raped, tortured, and murdered by the trio (Olsen, pp. 46). Dean Corll, the central figure of the Houston Mass Murders, was the son of Mary Robinson and Arnold Edwin Corll. He was born in the year 1939. For much of his childhood, Corll remained a shy child who rarely socialized with others. Observers linked the same with the fact that his parents had divorced twice, and the family had to relocate several times due to the marital problems. For the early 1960s, Corll, along with his mother, ran a small candy shop. He was famous to give away free candy to the children and teenagers, especially boys. He was drafted to the US Army in the year 1964 but was honorably discharged after he expressed the desire to serve the family business. It was by this time that it became apparent that Corll had homosexual tendencies. He had developed a homosexual relationship with a David Brooks, a fifteen-year-old boy in the year 1970. Brooks was much younger during the days when Corll ran the candy business. He not only gave free candy to Brooks but also lend him money whenever he needed it. In return, Corll asked for sexual favors. Later Brooks developed a deal with Corll where he would get a sum of 200 US dollars in exchange for every teenage boy that he could lure into Corll’s house. During the fall of 1971, Brooks was able to con young Henley into joining him for a â€Å"party with lots of beer and weed† (Schmid, p. 140). However, he was just another victim of Corll sexual desires who would be raped and tortured and then would die due to strangling or a bullet from the 0.22 caliber gun of Corll. However, something led Corll to believe that Henley would make a perfect accomplice and rather than subjecting him to his sexual

Diamond Model Analyze Essay Example | Topics and Well Written Essays - 500 words

Diamond Model Analyze - Essay Example These are very important. A country endowed with natural resources that are important for the production especially in the line that the foreign investor has interest will be an advantageous situation. Further, infrastructure makes it easy for operations reducing cost of doing business. For example an existence of an airport makes it easy for transportation of goods or perishable products and as such is a good environment for wooing direct foreign investment.Secondly, the demand conditions also come to play. As a factor that would influence the ability for doing business for foreign investors. Demand for the products that are generated by the foreign investor is an environmental factor of consideration. Without demand the investor will not be attracted and as such no foreign investment can be realized. Related supporting industries in the line that the foreign investor is also necessary and is a factor to consider. This is because they make easier the operation of the given foreign c ompany and as such their existence around can provide a good environment for the survival and operation of the foreign investment. For example if the direct foreign investment was targeting production of cotton, an existence of textile industry or other related ones will make the investment viable and as such encourage direct foreign investments. Competitive opponent’s existence is another environment factor that should be taken in to account when trying to woo a foreign direct investor.

If I Could travel back to any point in history,what would it be and Essay

If I Could travel back to any point in history,what would it be and why - Essay Example America’s growth began to slow down and many were lucky to even have food to eat. There were also serious droughts that created what is known as the dust bowl. This made it hard to grow food which only added to the affects of The Great Depression. Pictures can barely even describe the actual pain that many had to go through once they lost everything. It would be a great experience to actually be able to see firsthand what The Great Depression was actually like. What would be the most amazing is to see how many kept positive although going through such a bad time. Techniques used by many to keep positive and moving forward can be used today. This would be helpful since currently we are experiencing events similar to The Great Depression. Going back into history to see what works and what doesn’t would be beneficial to many and that’s why if I could travel back in time, I would travel to experience The Great

Lease hold Essay Example | Topics and Well Written Essays - 1500 words

Lease hold - Essay Example Laws usually govern granting a lease and certain order is followed when creating them (Great Britain parliament, 2000). Different leases require different sorts of agreements. A lease has specific elements that must be put in place for it to be valid. It also has specific requirements for creation of a valid lease. The elements of a lease A lease has specific elements that weigh heavily on the contracts overall acceptability. These elements must be considered during creation of an agreement between the property owner and the tenant as stipulated by the law. Exclusive possession This is a very essential part of a lease .It forms the backbone of a lease and therefore without it, there can be no lease. Exclusive possession is that right of the leaseholder to utilize the property with exclusion of all the other individuals including the property owner (John, 2000). The occupier must have a right to exclusive possession to use the premises leased, though this should not be a conclusive pr oof that the leaseholder has a lease. If denied exclusive possession then the leaseholder is right to use the premises, do not amount to a lease. Exclusive possession gives the tenant the right to exclude everyone else including the property owner from the premises except on an agreed case. ... Certain/specific term/period The start of a period in a lease must be clear. It should be me4ntioned in an agreement if not it will be deemed to commence immediately. In cases where an individual has an agreement for a future lease, then it is void unless clear at what date it is to start from an express term in the contract or by inference. A periodic tenancy stating that the property owner would not give notice to quit until when ready to redevelop the land is stipulated. Through this, the tenant has a sense of security and the property owner has ability to regain possession of the premises when needed. It is acceptable for a period of tenancy to restrict the property owners right to give notice unless for a specified purpose during a stated period. The maximum duration of a lessee must be certain. The law of property act provides that, a lease stated to take effect more than two years from date of agreement is void and any contract purporting to create such a term is void. It is n ot enough to specify a period. A beginning date and exact ending date must be stated. The time to vacate should also be clearly stated. Term less than that of a grantor An owner in fee simple can grant a lease of his premises for any term since the fee simple is effectively perpetual. A fee simple owner has the right to grant a lease to a tenant for many years like up to 9,000 years. There can be more than one term of years in one fee simple estate in a single piece of land. A tenant can grant a lease of the premises called a sublease to a subtenant .This can only happen if the sublease will last for a shorter period than the original lease from the property owner. The subtenant can also grant a further lease of the same premises

Proposals.. riding a bicycle in aruria campus Essay

Proposals.. riding a bicycle in aruria campus - Essay Example The proposal also covers the cost of the project. Moreover, it gives details of the team that will be performing this project. Furthermore, there is a detailed schedule of tasks and time required to carry out these tasks, followed by a Gantt chart which gives a visual display of the tasks and time required for their completion. This proposal focuses on the target audience which mainly comprises of the students, faculty and staff at the Auraria campus. The proposal also gives an overview as to why bicycles should be allowed at campus and what benefits can be. For the purpose of achieving results, the proposal also suggests that surveys should be carried out on different campuses to get the opinions of other student bodies. Also, surveys should be carried out at the Auraria campus in order to learn what the students want and how they think this problem can be solved. It is highly possible that with these surveys, the management and the team working on this project, might be able to wor k out something better and more student friendly. The proposal has details that will explain the pros, cons, cost, and qualifications that will help get this plan started. The plan is easy and

Trident Submarine Case Study Essay Example for Free

Trident Submarine Case Study Essay In the fall of 1971, as President Nixon was attempting to convince The Soviet Union to include submarines and ballistic missiles in the Strategic Arms Limitation Talks (SALT), the US Navy was planning on introducing a new class of submarines called the Trident. The Trident submarines were to succeed the Polaris submarines, which was developed in the 1950s. The Trident submarines were not only physically larger than the Polaris submarines, they also possessed revolutionary propulsion components and weaponry. If the US could successfully launch the Trident program, Nixon felt it would generate progress in SALT by demonstrating the United States’ commitment to strategic submarines and missiles. However, if the Trident program was unable to deliver, Nixon would consider revamping the Polaris class, which could halt the Trident program indefinitely. In response to Nixon’s focus on the United States’ submarine capabilities, the Navy declared that they could assemble a Trident submarine just as quickly as building a Polaris. These bold claims introduced additional pressure on the people behind the Trident program, as the estimated build time had now been reduced. The updated time frame also shifted the discussion to the type of contract the Navy would use when dealing with contractors on the Trident. Instead of designing the contract to distribute risk equally and promote easy management, the Navy now needed a contract that would guarantee delivery of the first submarine within six years and would include strict controls over the project. The contract discussion quickly turned into a debate between the supporters for cost-reimbursement and fixed price contracts. A fixed price contract holds the contractor responsible for delivering a product that meets all of the performance specifications for an agreed price. A cost-reimbursement contract means that a contractor attempts to meet the customer’s performance, time, and cost requirements and will be reimbursed for the cost of the project. Both fixed-cost and cost-reimbursement contracts can be crafted in multiple forms. However, the Navy traditionally used fixed-cost contracts for products with known build times and little development effort. Cost-reimbursement contracts were typically used in first time development projects, where the time and costs could not be accurately estimated. The Navy has a history of using cost-reimbursement contracts on the first or lead ship and then using a fixed-cost contract for any additional ships. While the rationale behind using a cost-reimbursement contract on the lead ship in a class is understandable, I believe the Navy would benefit more from a fixed-cost contract in this situation. More specifically, by taking into account the shortened time frame, strict management requirements, and the desire to protect the government’s interests, I believe the Navy should use a Fixed Price Incentive (FPI) contract. A FPI contract establishes a final contract price that includes a target cost plus a profit adjustment. FPI contracts can use a formula to calculate the final cost allowing for an adjustment in profit if the cost and schedule changes. An FPI contract also contains a negative fee feature, which can be applied to adjust the profit of the contractor if the final cost or schedule exceeds the target cost or schedule. I believe the FPI is applicable because there is not enough information to set a firm target cost for the work, but there is enough information to establish initial target cost, initial target profit, and an initial profit adjustment formula. Moving forward after the lead ship is developed, the Navy can negotiate a firm-fixed-price contract when the actual cost is better defined. However, the fact remains that the Trident submarine is a new ship, and the shipbuilders could be faced with unrealized production challenges, such as mirror welds, which could slow down the build time and increase labor costs. These types of unexpected costs are the basis for the cost-reimbursement contract approach and remain a risk within every fixed cost contract. Fixed cost contracts also run the risk of reducing the quality of work in favor of remaining under budget. Considering the risks associated with a fixed-cost contract, I still believe that a fixed-cost contract in this situation will be more successful. It will allow the Navy to strictly enforce the contract, which will appease Admiral Rockover and bolster confidence in the House and Senate. The incentive portion of the contract is intended to ensure that the shipbuilders devote adequate time and resources to the Trident project as it directly impacts their profits. I also believe that risk associated with high development related costs is reduced by having the propulsion and weapons delivered to the shipbuilders as government furnished equipment (GFE), which are prefabricated systems that just require installation. The shipbuilders are experts in building submarines, so while the Trident ships will be larger the real development costs have already been experienced when creating the GFEs, so unexpected spikes in cost should be avoided.

The Art In Cinema Film Studies Essay

The Art In Cinema Film Studies Essay Film is considered to be an important art form, a source of popular entertainment and a powerful method for educating   or indoctrinating   citizens. Film may be combined with performance art and still be considered or referred to as a film, for instance, when there is a live musical accompaniment to a silent film. The act of making a film can, in and of itself, be considered a work of art, on a different level from the film itself.. A road movie can refer to a film put together from footage from a long road trip or vacation. Intuitively, some films qualify as artworks and others do not. All film is art, though some of it is better art or higher art. This, it turns out, is not just a question for those with a special interest in film. It has interest for aesthetic value more broadly, because film can serve as a test case for definitions of art. Some theories of art seem too restrictive, because they prevent us from classifying certain films that are aesthetic masterpieces into th e category of art. The intentions of the creators in attaining status as art. Sometimes, however, creators do not conceive of their creations as primarily belonging to the class of artworks, but viewers come to recognize that they can be fruitfully regarded in this way. This is not to say that a work becomes art when its taken up by a art-consuming audience. A theory of that kind would face the difficulty of saying which audiences had the power of conferring art status. Moreover, audiences do not transform works into art, rather they discover that a works deserves to be regarded in that way. If this intuition is right, the key to understanding what makes a film count as art is what goes on in this discovery process. India is well known for its commercial cinema, better known as Bollywood. Almost every Indian is well versed with onscreen running around the trees singing songs, the fight sequences, twins meeting each other pachchees saal baad, topped with some dose of mush and lots and lots of spice. However there are other types of movies which focus purely on story- minus the masala. This genre is sometimes referred as Pheeka or Bina namak mirch wala (bland) kind of cinema. In addition to commercial cinema, there is also Indian art cinema, known to film critics as New Indian Cinema or sometimes the Indian New Wave. A true admirers of cinema and people who consider movie-making as an art call it the Offbeat or The Art House Cinema. Many people in India plainly call such films as art films as opposed to mainstream commercial cinema. From the 1960s through the 1980s, the art film or the parallel cinema was usually government-aided cinema. Such directors could get federal or state government grants to produce non-commercial films on Indian themes. Their films were showcased at state film festivals and on the government-run TV. These films also had limited runs in art house theatres in India and overseas. The Indian Art Cinema or the New Wave sometimes called has had a humble beginning. This genre doesnt boast of foreign locales, hopelessly expensive clothes or the big star cast. The sole strength of these kind of films is the story. The Indian Art Cinema has beautifully transformed and re-invented itself. From socially relevant topics of Child Marriage, Dowry, Female Foeticide, Widow Re-marriage to a simple love story. The Art film-makers have done it all. Its amazing to see how some of the very talented film-makers have gifted their audiences with some of their magnificent work. There is Shekhar Kapoor who beautifully told the story of a man struggling to make his illegitimate son a part of his family (Masoom) and we got one of the all time masala entertainers Mr India from the same director. The person who gave us Zubeida, Ankur and Manthan came up with something as entertaining as Welcome to Sajjanpur and the very recent Well Done Abba. The Gen-X today are more intelligent and open to a wide variety of topics. At the end of the day the purpose of the film and the audience should be served. The audience wants a good story and a really good way of putting it and thats what the film makers are supposed to do. Yes masala flicks are welcome but too much of masala can cause acidity! A good mixture of masala movies and intelligent cinema is what the audience wants. Brainless comedies work, but again not always. In this new context of art-house appeal to the mainstream, of limited box-office appeal is striking, if not, perhaps, inaccurate. On the other hand, general conceptions of art house have come to describe films simply on the basis of their production outside the Bollywood system, regardless of their status as conventional dramas or slightly offbeat comedies. Surely a film with a 30-crore budget, Bollywood stars, and wide release does not fit the standard art-house profile. And yet a documentary about global warming w ith art house written all over it-complete with its charisma-challenged star, Al Gore-enjoyed sold-out screenings at huge multiplex theaters across the globe. From the very inception of this genre, there has been a difference between art and commercial cinema. However with changing times this gap has been bridged. The themes of art movies have witnessed a change. The earlier trends in Indian Art movies were more specifically related to the Indian audience, while the recent incline is towards the global concept. Quite ideally therefore the Indian Art cinema has gradually emerged itself as a reflections of the happenings in the society. Now many of these Art Movies or small films are grossing major profits and competing for space at the big multiplexes as well as finding their audiences at the small cinemas devoted to specialty fare. What will be ideal is an exclusive chain national art house cinema multiplexes to mark the new era of these specialized cinema. The audiences today look out for good films rather than the serious or popular films. Hence once a while a multi-starrer movie bombs and a small budget movie like Aamir is much appreciated by the cine goers. The need for better subjects, the desire to watch something more feasible on the screen and the boredom that has set in with the regular candy floss cinema are some of the reasons for this apparent change. If this trend continues then the day is no far when there will be no commercial cinema or art cinema, but just good cinema and bad cinema. India is full of art and that is depicted in Indian movies. But a commercial or non commercial movie, both need art. Commercial movies need art in form of background, sets, getting a shot right. Both have got distinct way of describing art through movies. There are a number of genres and styles of Indian cinema that a viewer encounters, such as, romantic comedies, gangster films, horror films, westerns, melodramas, musicals and historical films. While some of these genres are present in Indian cinema, often as a consequence of the impact of the western films, the Indian filmmakers have also created some styles of their own, that are acknowledged as their own. This is clearly discernible in the popular tradition of filmmaking in India. The knowledge of Indian cinema provides an entry into the thought-worlds and performance-worlds to the people interested in this art. Many Indian film directors, right from the pioneers such as Dadasaheb Phalke to the modern ones like Yash Chopra, have deployed their creativity along with traditional forms of dance mime, folk classical music to enhance the communicated experience. Indian popular cinema has evolved into a distinctively Indian mode of entertainment by imaginatively amalgamating music dances also and the works of veteran directors like V.Shantaram. Guru Dutt and Raj Kapoor bear a testimony to this fact. So, through Indian cinema one can also enter the larger world of Indian aesthetics. Film makers like Ketan Mehta has made a movie on the life of 19th century painter Raja Ravi Varma named it as Rang Rasiya. Its a very artistic movie showing us the reality of the society in the 19th century. He had also directed Mangal pande which was againg very artistic from the sets to costume everything gave you the feel on the 18th century. Aushitosh Gowarikars Jodha Akbar is another epic story in which art played a very important role. To add on the list is devdas Sanjay Leela Bhansali did a brilliant job with art direction. Indian cinema has presented a detailed version of India from its different historical movies to its present scenario movies. The distinct genres of films depicted by the different filmmakers have helped in the study of India from a different and distinct angle of vision. Thus, one cannot help but realize the fact that indeed it has been the old traditions and the cultures that have actually framed the Indian cinema, which have been an encouragement to uplift India and make it one of the renowned countries in the world. By seeing the cultures and traditions of the distinct societies, people can examine their own country`s culture with fresh eyes and with a special vision and approach.

The Effect Of Cartoon Violence Media Essay

The Effect Of Cartoon Violence Media Essay Research Question: Does the violence depicted in cartoons have a negative influence on young viewers between ages 3-5 in America, and does it promote aggression and/or violent behavior. Introduction: Nowadays it is a common belief that the violence portrayed in cartoons might have a negative impact on the behavior of young children. The main aim of this Essay will be to determine whether cartoon violence has a negative influence on the behavior of young children aged 3-5 in America or whether this assertion is merely a false presumption. If the claim is true, we will be considering any possible effects it may have on the behavioral development of those children in the future. My main scope of research will be consisting of various analyses of popular cartoon shows in the United States, along with various books, articles and online forums containing relevant information in order to aid me in providing a suitable solution to the research question. Many young children in America are believed to be spending an average of up to 30 hours of television a week  [1]  and the majority of their free time watching cartoons on television where they could be exposed to a variety of harmful scenes. Allowing young children to watch high amounts of cartoon violence might result in unwanted consequences and perhaps an undesired change in the behavior of the child. Presumably this is because the majority of cartoons that are displayed on the television contain some form of violent activity which could affect the undeveloped minds of young children in an undesired way, as well as possibly promoting violent behavior. Violence in cartoons can be extremely harmful to children of young ages as they have difficulties distinguishing reality from fantasy because their brain has not yet reached a state of maturity.  [2]  Americans are concerned because preschoolers social and emotional development could be negatively linked with cartoon violenc e and aggressive behavior.  [3]  While on the other hand it is believed by many people, especially by adults, that the violence depicted in cartoons has no serious or dangerous effects on young viewers in America which are worthy of concern.  [4]   This topic is worthy of investigation because the number of children being exposed to cartoon violence is supposedly increasing each day with the average rate currently standing around 1hour of television per day, most of which is made up of cartoons  [5]  . This could potentially result in aggressive and/or violent behavior by the preschoolers towards others in their surroundings. This information is worthy of notice because some of the most popular and most frequently watched cartoons have been featured to contain some of the highest amounts of violent and aggressive activity on television  [6]  which may have undesirable consequences on young viewers if overly exposed to such content. Accordingly this topic should be carefully investigated in order to be capable of preventing, and treating any unwanted outcomes of overexposure to violence in cartoons because investigation towards the effects of cartoon violence may be able to help prevent or minimize the development of vio lent behavior patterns among preschoolers in the United States. Development: Today it commonly known that many young children all around the world, including preschoolers in America, spend most of their day and a majority of their spare time watching the television. In fact recent studies have shown that in America, preschoolers alone were known to be watching an average of up to 30 hours of television a week.  [7]  It has been discovered that an average four year old child in America watches anywhere between 50 and 70 minutes of television a day, consisting mostly of cartoons.  [8]  This information is worthy of careful observation because some of these cartoons have been featured to contain some of the greatest amounts violent and aggressive scenes on television.  [9]  Research has shown that in-between years 1973 and 1993, over 90% of childrens weekend morning programs contained some form of violent activity, with an outstandingly high average of over 20 violent scenes per hour.  [10]   According to IMDB (Internet Movie Database) which is the third largest online database containing information mostly about movies and television programs and is considered to be one of most popular online entertainment destinations with over 100million unique users each month and over 41million registered users, where viewers are able to rate and comment on any television shows theyve watched  [11]  . Some of the top rated, and most frequently watched cartoons by preschoolers in America such as Teenage Mutant Ninja Turtles, Tom and Jerry, Ben 10, The Power Puff Girls  [12]  , à ¢Ã¢â€š ¬Ã‚ ¦ The list is endless and it is because of cartoons like these which are believed to contain some of the highest and most prominent levels of violent scenes from which the question on whether overexposure to such content may have any unwanted outcomes, arises. Among the most popular cartoon broadcasting channels were Cartoon Network and Nickelodeon  [13]  , which display all of the previously mentioned cartoons containing noticeable amounts of violence, and are mostly portrayed during Saturday and Sunday mornings when young children in America are mostly exposed to television. These cartoons which are frequently displayed and which contain violence are often those which get people of America worrying that overexposure to such content may result in an unwanted negative influence on preschoolers. Let us look at a summary of Tom and Jerry for instance. Tom and Jerry  is an  animated cartoon  , which is mostly focused on a rivalry between a  mouse  (Jerry) and a cat  (Tom) who chase each other throughout each episode which always contains some form of violence. Tom and Jerry is said to be  one of the greatest cartoons of all time.  [14]   It is a cartoon which was created in the 1940s and still today is considered to be one of the most popular and highly rated cartoons among young viewers in the United States according to IMDB scoring an outstandingly high 8.7 out of 10 score which was voted by viewers  [15]  . It is mostly displayed during prime time hours and on Saturday and Sunday mornings on Cartoon Network where it is mostly exposed to preschoolers in America. A Parents Guide section on the IMDB website where viewers and adults are capable of commenting on various television shows indicated how most viewers interpret the cartoon to be very violent and to contain dangerous weapons and abusive behavior towards animals and people. In addition there are times where the characters die at the end of an episode and come back alive in the next episode which may cause preschoolers in America exposed to the cartoon to get a false misinterpretation of death and the consequences of the actions displayed in the cartoon and in real life. In almost every episode of this show there is some form of violent activity where objects are smashed over either Tom or Jerrys head. Toms owner was very brutal and bizarre in the way he disciplined Tom. Many of the episodes feature Tom dying at the end, but he always came back in the next episode. Guns are used very frequently in the show,  but they never really show any real harm apart from blowing hair off or grazing the characters.  [16]   Despite the tremendous amount of violence which is displayed in the cartoon, it still is considered to be suitable, and is recommended for children of all ages. The most troubling thing of all is that Tom and Jerry is only one of many cartoons which portray such prominent levels of violence yet they are still recommended for all audiences. All of the previously mentioned cartoons (Teenage Mutant Ninja Turtles, The Power Puff Girls, Ben 10) all contain some sort of violence, usually in the form of aggressive physical force in order to prove a certain cause, or to defeat the evil characters. While examining the effects violence in cartoons on children, Haejung Paik and George Comstock found that all children, including preschoolers in America, demonstrated increases in violent behavior and manifested aggression when they were exposed to violent content from cartoons. Various studies conducted by the two have confirmed the suggestion that the aggressiveness of preschoolers increases after they have been exposed to a cartoon which contained some form of violent content, and also where the characters in the cartoons demonstrated aggressive behavior.  [17]   A Study conducted by psychologist Albert Bandura showed how this information which was gathered is linked with the social learning perspective indicating that preschoolers learn to behave by observing other people or characters in their surroundings and try to imitate how they would react in certain situations.  [18]   Bandura also found that the aggressive behavior which young preschoolers were demonstrating was mostly coming from violent cartoons. He concluded that children were behaving aggressively towards others because they tried to simulate the actions of the characters which they saw in those cartoons. He discovered that this behavior which the children had observed from the characters, had then been generalized into other forms of violent deeds by the preschoolers themselves such as aggressively playing with plastic swords and guns.  [19]   Bandura and Huston found that the observation of violent and aggressive acts in cartoons by 3-5 year old children in the United States, regardless of which character was involved and what connection they had with the child, was a sufficient condition for producing imitative aggression  [20]  for preschoolers. Moreover children who have been known to watch many cartoons containing a decent amount of violent activity are more likely to express some form of that aggression towards their peers or even adults, in contrast with those children who do not view much violent content in cartoons.  [21]   Bandura has conducted studies showing that those actions by the characters in cartoons which are rewarded are more likely to be remembered by the preschoolers, rather than those which are punished.  [22]   A report by the NTVS (National Television Violence Study) showed how almost 70% of violent acts in childrens cartoons did not result in any harm or pain to the characters who were involved. Another study also showed how less than half of the childrens cartoon shows had any form of punishment for these violent and aggressive actions of the characters.  [23]  As a result the violence which young preschoolers view from cartoons on the television may give them the wrong impression of what the outcomes could be in real life and in a real-life situation. The preschoolers are able to see how in most cartoons when an act of violence is implicated by one character towards another, the one who has demonstrated a violent or aggressive act towards the other character does not get punished for his/her actions in most cases, and does not suffer any consequences. In fact, in the cartoon Ben 10, the main character (Ben) destroys large amounts of the city in some situations including public and private property and inflicts damage in order to capture the villain, this mass destruction always goes unpunished, which may leave a false impression among young viewers that just because one bad guy was caught might approve or act as a justification for the destruction of other peoples property or hurting others. In fact the most common way of teaching moral lessons by protagonists in cartoons is by aggressive or violent acts.  [24]  This type of behavior is often rewarded and the character is considered a hero when he defeats the bad guy by using various forms of physically aggressive force such as the Power Puff Girls, who always inflict severe amounts of damage with their super powers in order to defeat the villain/s and are always considered heroes and are praised after every episode. Such cartoons in which the acts of violence are rewarded although in some cases are considered to be extremely harmful or pain inflicting, mislead the young children in perceiving those acts of violence as the right thing to do. By watching how the characters can almost always get away with it, and seeing how that sort of behavior is usually rewarded in the cartoons, the preschoolers in America might get the wrong impression of how they should be reacting in specific situations, and how they should be treating and behaving around others in their surroundings. Children often view the characters they see on television as their role models. They consider them to be heroes and observe how they are rewarded and praised for committing violent acts as well as possessing not only very aggressive attributes, but the characters also consisted of very attractive and appealing qualities as well.  [25]  . This leads preschoolers to draw conclusions that the aggressive behavior by their favorite characters is justified since there is no form of punishment, or consequences to show that it is wrong, as a result the 3 to 5 year old children have an increased motive to try and reproduce this behavior.  [26]   Many people fear that overexposure to cartoon violence may have long term effects on preschoolers behavior in America, especially if they are consistently being overly exposed to violent content in cartoons at such an early age.  [27]   There are many different theories suggesting what possible effects overexposure to violence in cartoons could have. Professor Dolf Zillmann developed his excitation transfer theory which suggests that while children are watching television or cartoons containing violence, they suddenly feel a need to transfer negative energy towards something/someone else, resulting in antisocial behavior and perhaps inflicting damage to other children in their environment.  [28]  Another famous theory founded by Professor George Gerbner was the cultivation theory which indicates that overexposure to television increases the likelihood of a mainstreaming effect where young children might confuse what they see as a twisted representation of the real world and real-life situations,  [29]  Which in turn may result in children developing a misinterpreted view of violence in the real world.  [30]  John Flavell, an  American psychologist, discovered that the understanding which preschoolers p ossess regarding whether the cartoons they watch on the television are real or imaginary is either very limited or not present at all. Meaning that there is a very high possibility for those young children to confuse reality from fantasy and comprehend what they see from cartoons as real.  [31]  Accordingly it has been discovered that 6-7 year old children had difficulties understanding the distinction between real world capabilities and those portrayed in cartoons and that they appear to have difficulty understanding television conventions that violate real-world possibilities.  [32]  We can form judgments from the previous findings because if 6 and 7 year old children arent fully capable of understanding the conventions on television and linking them with the real world, then preschoolers, being of a much younger age and generally unaware of the meanings of the events taking place in cartoons, would have an even poorer understanding of what they are watching and what possi ble connections it may have with the real world. It has been discovered that when a specific character in a cartoon exhibits aggression or acts violently towards another character, and at the same time provides a clear explanation justifying the reasons for his/her actions by the use of words, was far too intellectually advanced and overly complex for young children in between ages 3-5 in America to interpret and understand completely.  [33]  This may leave the preschoolers with a false memory or intuition of only an aggressive or violent act by one character towards another without any reasoning or justification involved. In order for young children to become fully capable of understanding the reasons behind the actions of the cartoon characters and their intentions, they need the assistance of an adult who is willing to explain the means of the situation and why the use of aggression should or should not be punished, and what possible consequences would be necessary to the characters who have demonstrated some form of aggress ion towards others.  [34]   Ronald Drabman and Margaret Thomas found that children lose all forms of sensitivity and feelings towards victims in cartoons by the time they leave preschool,  [35]  which could mean that the young 3 to 5 year old children are finally becoming capable of distinguishing reality from fantasy, and that they are becoming aware that the cartoon characters are not real. While on the other hand this information could mean that the children have lost interest or possibly gained the wrong impression of the consequences of the actions of the characters. E.g. if they watch a cartoon in which one character shoots another character, and the other character does not receive any injuries of any kind then the children may mistake guns for being incapable of inflicting any damage to other people in real life which could lead to serious consequences. While looking at the unrealistic capabilities of most characters from cartoons, in their fantasy worlds, we cannot really determine whether this violence is considered harmful to young children. Even though not all television networks and adults, especially parents approve that they are comfortable with the amount of violence depicted in cartoons, many older and mature people who watch adult television comprehend cartoons and fantasy as something which has nothing to with extreme violence what so ever, and so they do not find young children being exposed to this type of content worrying.  [36]   In fact Some of the worlds largest and most famous television networks such as Warner Bros. also characterize cartoon episodes to be a reflection of good versus evil that particularly underline the importance of loyalty and how punishment for being selfish is necessary under certain circumstances.  [37]  Consequently the violence which occurs when the good characters have to defeat the evil characters is justified because it is the morally correct thing to do, and these cartoons try to pass on the message how in order for a whole community to feel safe and enjoy their lives, some people have to suffer and be punished. Research shows that when children are able to interpret a cartoon with real life and compare the scenes which occur in the cartoon with real life situations, then there is a greater chance for the child to demonstrate aggressive behavior. Whilst on the other hand if the Childs understanding of the cartoon is rather poor and in their eyes is seen as unrealistic, then the chances of the preschooler showing any forms of violence or aggressive behavior, is significantly lower.  [38]   Research is continually proving that children in America between ages 3 and 5 do not completely understand the meaning of the cartoons they watch and that their apprehension of the shows they are being exposed to is very poor and could remain that way all the way through to until they are 8 years old.  [39]  By looking at this information we can conclude that because preschoolers have a poor understanding of the meaning and the plot of the cartoons which they are watching, the chances of inheriting any unwanted aggressive or violent behavior from those cartoons by the preschoolers will be significantly lower. A study performed by Hodapp showed how 5 and 6 year olds could not recall what they had learned while watching educational programs and how they were simply incapable of performing and putting those skills to action in real life in order to help themselves in difficult situations.  [40]   Therefore this leads us to a conclusion that preschoolers, being of a younger age and not as intellectually advanced as a 5 or 6 year olds, may also be incapable of interpreting the actions they see in violent cartoons. So as a result they will not acquire any negative influences or bad behavior from watching cartoons containing violent and/or aggressive scenes. Moreover the National Television Violence Study (NTVS) reported that for all cartoon programs, just over 30% of the characters who demonstrated some forms of violence in cartoon shows, also possessed some good and sympathetic attributes such as helping and caring for those in need  [41]  , which could be beneficial for preschoolers in America and teach them to exhibit concern and empathy for others in their surroundings. Judging by their age, preschoolers have been proven to have a relatively high ability of drawing conclusions about moral reasoning  [42]  such as recognizing and determining when the character has acted selfishly or whether their actions are morally wrong.  [43]   The preschoolers in America are known to be capable of identifying the difference between morally acceptable and unacceptable behaviors in society.  [44]  Meaning that they are aware of the rights and welfare of others in their surroundings and how they should be treated equally and with respect. In addition the investigators of this topic believe that 3 to 5 year old children are fully aware of the distinction between socially acceptable and socially unacceptable behavior and how they are capable of making judgments based on whether it is real life situation of something theyve seen from a cartoon.  [45]   This understanding of such situations at an early age may aid young preschoolers in finding a balance between the violence they view in cartoons and real life situations and it may not result in a negatively affected behavioral development in the future. Conclusion Does the violence depicted in cartoons have a negative influence on young viewers between ages 3-5 in America, and does it promote aggression and/or violent behavior. answer the research question. Throughout this investigation we have discovered that children between ages 3 and 5 in America may have difficulties when attempting to differ reality from fantasy which might intensify or negatively stimulate the preschoolers motive to act and behave differently and aggressively towards others in their surroundings. However we cannot conclude that a preschoolers aggressive or violent behavior is the result of being exposed to violence in cartoons. In order to make such assumptions we must first take into consideration the childrens perception of the violence depicted in those cartoons and the way in which the preschoolers understand what is happening and why. Therefore we cannot confidently say that the children will show similar behavior in the real world only because the characters may have acted aggressively or violently in the cartoons. When we focused on the most popular cartoons among preschoolers in America we found that they are clearly violent and how they might potentially influence the behavior of the young children in a negative way. However we also found that some of the acts of the characters could teach the preschoolers in America to act morally and to apply the skills they observe from television in real life which could be beneficial. In order for us to summarize the effects of cartoon violence on preschoolers in America it is crucial that we first determine how well the children understand and what they learn by watching cartoons. We found that if the children are capable of differentiating the transgressions which are present in the cartoons from those in real life and if they realize a distinction between socially acceptable and socially unacceptable behavior which they view in cartoons, then cartoon violence would not have such a negative impact on the behavior of the preschoolers as assumed. All in all cartoons which portray large levels of violence and aggressive activity will continue to do so and will remain a popular source of entertainment among the 3 to 5 year old viewers in the United States. The children will continue to spend most of their free time watching these cartoons which will perpetually be displayed on television during prime-time hours and throughout childrens weekend morning shows. Adults, especially parents in America play a vital role in influencing the impression preschoolers obtain by observing potentially harmful scenes in cartoons and the violent actions portrayed by the characters as an act of justice, and determining the moral and social acceptability of those actions. All in all the impact that overexposure to violent or aggressive content has on the more vulnerable audiences in the United States such as 3 to 5 year old children will remain unresolved as we have found evidence supporting both sides and various different views towards the topic and the possible effects which cartoon violence might have on preschoolers in America. I would suggest that adults watch cartoons alongside the children as they will then have the opportunity to answer any potential questions the children may have, and with the aid of an adult the children may interpret and gain a more clear understanding of the motives and reasons for the violent or aggressive actions which have been depicted by the protagonists in cartoons, therefore minimizing any possible unwanted outcomes. Word count approx = (4258)

The Theme of Love Essay -- Love Poetry Literature Essays

The Theme of Love â€Å"Romantic love, physical love, unrequited love, obsessive love.† Compare the ways the poets have written about the theme of love, bringing out different aspects of it. In the six poems I have studied, I see a wide range of different types of love mentioned. I will be looking at 3 poems in depth. These are: â€Å"Porphyria’s Lover†, written by Robert Browning, â€Å"My Last Duchess†, written by the Duke of Ferrara and â€Å"To His Coy Mistress†, written by Andrew Marvell. When it comes to romantic love, â€Å"To His Coy Mistress† contains some elements of it. â€Å"To His Coy Mistress† also includes aspects of physical love. When it comes to unrequited love, â€Å"Porphyria’s Lover† and â€Å"To His Coy Mistress† hold a large scale in them. â€Å"My Last Duchess† also includes shades of unrequited love. â€Å"Porphyria’s Lover† and â€Å"My Last Duchess† contain features of obsessive love. In my essay, I would like to pay particular attention to unrequited love because it shows how the women in the poems are seen as a possession, which the men must rightfully have. I will also look at aspects of obsessive love. â€Å"To His Coy Mistress† is not generally positioned in this type of love as the poem does not really contain obsessive love, but in my opinion it can be placed in the category as the speaker is pressuring the girl into having sex with him and he wants her to sleep with him now. He is being seen as obsessive and wanting things his way, immediately. This can be seen when he says: â€Å"HAD we but world enough, and time†¦Ã¢â‚¬  This shows that time is short and wasting away. This quote is important as it is a powerful opening, stressing the impact of time upon them. I will first compare â€Å"Porphyria’s Lover† and â€Å"My Last Duchess... ...it just for pleasure? The narrator is transparent in what he wants. He only wants his mistress for sex and pleasure. The poem starts with the pronoun â€Å"we† but as the poem progresses, it starts to separate into individuals: â€Å"I† and â€Å"thou†. At the end, it turns back to â€Å"us†. The first stanza of the poem makes the reader think that it is a love poem, when really it is a lust poem. The narrator uses the images of fear and lost opportunity and time as a threat to the woman. The writers, in the poems that I have compared, bring out love in different ways. There are different tactics involved, which is what I think make all these poems unique and interesting to read. Each poem brings about different types of love. The poems all try to get the women they think they rightfully deserve, except for â€Å"My Last Duchess† where he is obsessive about his woman.

Hamlet’s Gentle Ophelia Essay -- The Tragedy of Hamlet Essays

Hamlet’s Gentle Ophelia  Ã‚        Ã‚  Ã‚   William Shakespeare created a gentle little creature in the character of Ophelia in the tragedy Hamlet. Her strange misfortunes, as well as other circumstances, make her life an interesting one to explore in this essay.    Ward and Trent in The Cambridge History of English and American Literature maintain that Ophelia is interesting in herself, aside from her relationship with the hero:    Of Ophelia, and Polonius, and the queen and all the rest, not to mention Hamlet himself (in whose soul it would be absurd to attempt to discover new points here), after this we need not say anything. But it is observable that they are not, as in the case of Coriolanus, interesting merely or mainly for their connection with the hero, but in themselves. (vol.5, pt.1, ch.8, sec.16, no.55)    Helena Faucit (Lady Martin) in On Some of Shakespeare's Female Characters reveals the misunderstood character of Ophelia:    My views of Shakespeare's women have been wont to take their shape in the living portraiture of the stage, and not in words. I have, in imagination, lived their lives from the very beginning to the end; and Ophelia, as I have pictured her to myself, is so unlike what I hear and read about her, and have seen represented on the stage, that I can scarcely hope to make any one think of her as I do. It hurts me to hear her spoken of, as she often is, as a weak creature, wanting in truthfulness, in purpose, in force of character, and only interesting when she loses the little wits she had. And yet who can wonder that a character so delicately outlined, and shaded in with touches so fine, should be often gravely misunderstood? (186)    Ophelia enters the play with her ... ...s 6.1 (May, 2000): 2.1-24 .    Pennington, Michael. â€Å"Ophelia: Madness Her Only Safe Haven.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. of â€Å"Hamlet†: A User’s Guide. New York: Limelight Editions, 1996.    Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint of Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html No line nos.    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000 http://www.bartleby.com/215/0816.html