Principles and Practice free essay sample

Part 1: Principles of Effective CommunicationChapter 1: Foundations of Management CommunicationChapter 2: Setting GoalsCase: Yellowtail Marine, Inc. Chapter 3: Audience AnalysisCase: Weymouth Steel CorporationChapter 4: Point of ViewCase: Smith Financial CorporationChapter 5: Message: Content and ArgumentCase: Cuttyhunk Bank (A)Chapter 6: StructureCase: McGregors Ltd. Department Store Chapter 7: Choosing MediaCase: The Timken Company Chapter 8: Style and Tone Case: Vanrex, Inc. Part 2: ApplicationsChapter 9: Giving and Receiving FeedbackCase: Bailey and Wick Chapter 10: Managing Meetings Case: Lincoln Park Redevelopment Project Chapter 11: Communicating ChangeCase: Hammermill Paper CompanyChapter 12: Communicating with External Audiences Case A: Oxford Energy Case B: NutraSweetChapter 13: Diversity and Intercultural CommunicationCase A: Reed-Watkins PharmaceuticalsCase B: International OilChapter 14: Personal and Corporate EthicsCase A: Hal of Erhardt Company: One Audit Senior’s DilemmaCase B: McArthur PlaceChapter 15: Electronic CommunicationCase A: The E-Mail EncounterCase B: Unifone CommunicationsPart 3: TechniqueChapter 16: Effective WritingStyle manual to be cross-referenced throughout the courseChapter 17: Effective SpeakingStyle manual on speaking, use of graphics, and group presentation to be cross referenced throughout the courseAppendix Case 16: Dotsworth PressCase 17: Fair is Fair, Isn’t †¢Identifying external communication ne eds according to your different audiences and in different contexts. We will write a custom essay sample on Principles and Practice or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For instance, a project may involve the participation and coordination of various other organizations that need a permanent communication system to work together in organizing events or developing and sharing documents related to the events. Another project may involve posting a survey on the Web site that needs to be simple and straightforward to entice the audience to respond immediately and seek future results. Engaging the board of directors in a more active role in the strategic planning of the organization may also require a special communication set-up that would facilitate sharing documents, receiving feedback and having virtual meetings to finalize decisions. †¢Identifying the tools that would effectively engage external audiences in a two or multi-way communication practice with the organization, as related to a specific project or to an organizational objective. For the first case mentioned above, setting an electronic discussion group for a specific project and setting up a private site to share documents would facilitate the communication and coordination among all the actors involved in it. For the third case, you may want to setup a private site where the board of directors can look at financial statements and strategic plans, send their comments on specific issues to the rest of the board, and coordinate a virtual meeting to discuss critical issues and finalize decisions and recommendations regarding the organization. †¢Building awareness of external audiences in engaging in a two or multi-way communication system that will improve the execution of specific projects or achieve specific goals related to the organization.

Mental Imagery Its Nature and Use with Regard to Motor Performance essays

Mental Imagery Its Nature and Use with Regard to Motor Performance essays Mental imagery is a technique that has been increasingly used to enhance motor performance, especially as this relates to fitness and sports. According to Annie Plessinger, mental imagery, visualization or mental rehearsal, is an experience in the mind that resembles the actual experience without any physical activity or stimuli. Another, and perhaps clearer, definition is that mental imagery involves the mental repetition of a certain skill or movement, without the accompanying physical movement ("The Use of Mental Imagery in Soccer"). Basically the definition of the term entails that in motor performance, mental imagery entails rehearsal using the mind only, without any physical involvement. Mental imagery thus means to imagine movement without carrying it out (Plessinger). In fitness and sports, this means visualizing a certain skill or movement in the mind. This can help the mind to become used to the skill in order to better prepare the body for physical performance. David Yukelson emphasizes the importance of the appropriate feeling that should accompany mental imagery. The image in the mind is then accompanied by the desired feeling of for example confidence and control. Various terms are used in association with mental imagery as applied to fitness and sports. One definition ("The Use of Mental Imagery in Soccer") for example includes a division of the term into external and internal mental imagery. External imagery occurs when a soccer player for example visualizes himself as if he is watching a separate person performing the actions. Internal imagery on the other hand occurs with the player imagining the actions performed by his own body. Yukelson uses the term "feelization" to denote the sensation created by internal imagery. The player feels as it were the actions being imagined. Different people have differen ...

Good Writing Habits Of Successful Writers

Good Writing Habits Of Successful Writers If I were to write a post about good writing habits with the usual angle, I would tell you to get up early and start writing. I would tell you to have a system in place for curation and social media broadcasting that involved reading your RSS feeds and sharing the best. I would tell you to take part in conversations on those same blog posts and social media feeds. I would tell you to read more books, for that is where your ideas come from. This is not that post. This is a post about successful writing, not platform-building or blogging or building an audience. Though there is overlap, they are not exactly the same. You had better be able to write if youre going to be successful at any of those other things. Here Is The Secret To Writing Success I enjoy  reading interviews with writers  where they talk about their writing process. Their responses surprise me, and I learn less about writing formulas and more about the differences each person brings to the craft. E.B. White wasnt a big reader. Hemingway wrote early in the morning,  stopping before he had written all that he could. Kurt Vonnegut advocated vigorous exercise.  Jodi Picoult  doesnt believe writers block exists.  Maya Angelou writes in a hotel room  with just a  Roget’s Thesaurus, a dictionary, and the Bible. Barbara Kingsolver  gets up too early  and has to be pulled away from her writing desk. Nathan Englander  turns off his cell phone  and avoids social media. Karen Russell  doesnt care about word counts. A. J. Jacobs loves to  use outlines and writes while on a treadmill. Do you see a pattern here?  Its that there isnt one. The main thing these successful writers have in common is that they write. And, despite the differences in how they go about it, they all have formed a writing habit  that  comes down to: You must write. You must actively work against anything that would keep you from writing. No excuses. Some did this through setting, or time, or place. Some did this through physiology with food and exercise. Some did this through asceticism. But they all, in whatever shape or form, did it. Through trial and error, they found what worked for them. Photo of E. B. white from Tilbury House, from Minneapolis Star Tribune Applying This To Yourself You might not be looking to write a novel, but you still need to be able to write and produce quality content regularly. If youre a blogger, youre a writer. So yes, this means you. But how do you apply what these writers are saying about the process to yourself? Im not an early morning person. In fact, my creativity kicks in full steam after 11 pm. Instead of taking advantage of that, unfortunately, Ive spent years trying to fight against my natural strengths. Why? Besides the fact that the working world requires you to get up early and go to bed reasonably, and the most common message Ive heard is that early morning is when the work gets done. I dont know if early morning people have a tendency to write the self-help books that proclaim this while us night owls stay silent, or if that really does make up the huge majority of the world. We are not all the same.  Early mornings are ugly, dead times for some. If your writing happens midday, or late at night, so be it. If you know how and when you can write and not get distracted, thats how and when you should. The best way to figure out what works best is to work. Write. Notice what you gravitate to. Notice what causes you to trip up, and make adjustments. You dont really get a rulebook before diving in; you must dive in, and figure out your own rulebook. What are the daily habits of successful writers?  They write daily, and make it their habit.

Why do women belong in combat Research Paper Example | Topics and Well Written Essays - 1500 words

Why do women belong in combat - Research Paper Example These positions were accepted because the women were safe of capture. The Soviet Union in large scale used women near/in the front lines as the medical staff and political officers. Sniper female units were also set and also combat fighter planes. In the Soviet Union and Yugoslavia, a few women were used in combat roles, in resistance movements. After 1945, all the women combat roles were ended in all armies and their experiences got forgotten (Campbell, 301-323). While the Australian government plans to open up women combat jobs in 2016, New Zealand offers no restriction on the women roles in their defense force. They can serve in infantry, artillery, armor and a special air service. Norway is the first known country to permit women to serve on its submarines. (This was in 1985). In fact, the first female commander of a Norwegian submarine was Kret Solveig in 1995. In Sweden, women can serve in any if not all positions in the military since 1989. Today, about 5.5 percent of the officers are women. In WWI and WWII( first and the second World War), women served in many roles e.g. the Army Nurse Corps as well as the Womens Army Corps. They carried out different tasks such as clerical work, photo analysis, mechanical work and sheet metal working. The qualification of enlisting became the same for men as well as women in 1979 in the US. However, in 1994, the Department Of Defense(DOD) officially banned American women from serving in combat but th is ban would only last for nine years. On January 24th, 2003, Leon Panetta (secretary of defense) removed the ban. It is clear that women cannot physically compete with men. With rare exceptions, many women are unable to lift heavy stuff/weights, scale barriers or to pull themselves along a rope that has been suspended above a safety net. If women and men are sought according to sex and tested by making two mile runs, the result will suggest that the average woman took 18 minutes while the

Response to Intervention Assignment Example | Topics and Well Written Essays - 1500 words

Response to Intervention - Assignment Example This is a, â€Å"Tiered system designed to integrate assessment, instruction, and data-based decision making to improve the outcomes for all students in both regular and special education classrooms† (Kubiszyn & Borich, p. 57). There is a set purpose to RTI, along with various benefits and challenges, that are worthy of study and this forms the basis for this paper. The Purpose of RTI Response to Intervention is designed to provide the classroom teacher with a tiered approach to managing classroom instruction. This method is designed to differentiate students and allow teachers the opportunity to determine what interventions, or instructional modifications, might be needed for their students based on past performance. The RTI system is actually geared to combine the areas of assessment, instruction, and data based decision making in an effort to improve outcome for all students, no matter if they are in a regular or special education classroom (Kubiszyn & Borich, 2009, p. 57). Students that do not respond well to the first tier of services would then be monitored according to the second tier. This is usually about 15% of the student population (Kubiszyn & Borich, 2009, p. 57). The second tier would involve teachers monitoring those students and providing them with more intensive instruction. The monitoring of this instruction would be ongoing and would be supplemented with regular formative assessment

The Pros and Cons of Computers Essay Example for Free

The Pros and Cons of Computers Essay Boon: 1. The technology savvy children of today have accepted the computer as an integral part of their lives. 2. With the help of computers and internet, it is now much easier for children to access information of all sorts. 3. With the help of computers, education has become interesting. Children can now search any topic, for example science or social studies, under the sky with the help of search engines like Google and Yahoo. 4. Children learn new things faster and are up to date with the latest happenings around the globe. 5. E-learning is the latest trend these days. Various educational portals have come up. The purpose is to help children in their education. Bane: 1. Computer is a machine that makes everything on the Internet so easily accessible that it is difficult to keep children away from things they are not supposed to know at a certain age. 2. Children spend much time in playing games or social networking rather than their education and learning. 3. As everything is just one click away, children are becoming lazy and have lost the habit of manually referring to books or even dictionary. 4. They like to spend much time on the computer rather than playing outdoor games. They do social networking only on the Internet rather than going out and playing with friends. 5. The new disease on the computer or to say Internet is the ‘virtual world’. It is a computer-based simulated environment. A user takes an avatar and lives it virtually on the computer. It has its own negative effects, the user starts losing grip on the real world.

The Grace That Keeps This World Essay -- Literary Analysis, Bailey, Ha

The Grace That Keeps This World, by Tom Bailey, is an enthralling novel about the Hazen family who have lived in Lost Lake their whole lives. In this novel Kevin Hazen, a young man of 19, is searching for where he belongs in the world and in his own family. He wants more for his life than the life of survival that his parents have lived their whole lives. The story of the Hazen family is centered around the first day of deer season. For the Hazens, this hunt is more than just a sport. They use the meat of every deer they shoot to help them survive through the winter. Traditionally Kevin, his Father, Gary Hazen, and his brother, Gary David, all go out on the first hunt together at two in the morning after a breakfast of homemade pancakes, but this year is different. Kevin wants to break free from the life of his family and doesn't want to go on the hunt with his father and brother. He can't comprehend why his father is so set in his ways and Kevin doesn’t want to live his father's life. Gary is a forester and finds it important to work hard to most provide for his family and to conserve nature. Kevin, like most kids, doesn’t understand his fathers way of thinking, and wants to live his own life. A life away from Lost Lake. Kevin attempts to break free of his fathers lifestyle by attending a nearby college, in hopes to eventually become teacher. Gary isn't happy with his son's decision to go to school and Kevin can't understand his fathers views, which causes the two to butt heads throughout the novel. But a tragic accident sudden ly leaves Kevin fighting for his and his fathers lives. Having to use the knowledge and skills that his father had taught Kevin suddenly suddenly realizes his dad was right after all. Bailey tell... ...ce with his family. He continues to study and work towards reaching his dream, but he begins working hard to support his family. He understands why his dad tried to teach him all of the things he felt were pointless or unfair. Just like when Odysseus finally makes it home to his family, Kevin finds his way home to his. Although at first Kevin felt that home would be leaving Lost Lake and stepping away from his fathers lifestyle, he later found that he was wrong. This new home was unexpected, he would have never predicted this being the out come of his life. But never the less, he was home. Our Odysseus, in The Grace That Keeps This World, goes through struggles, but in the end finds his way home. Bailey ingeniously writes his novel as a modern-day odyssey, with our tragic hero Kevin pushing through all of the problems that come his way to return home in the end.

Religion and Animal Rights Essay

Speciesism – Discrimination in favour of one species, usually the human species, over another, especially in the exploitation or mistreatment of animals by humans. Sentient – Able to feel pain; conscious through the senses. Shallow ecology – preserving the environment to the extent that it benefits human beings. (This is an anthropocentric view of ecology – human centred). Deep ecology – Giving all life respect and value – caring for all of nature, not just the aspects of nature which benefit human beings. Dominionism – Judeo-Christian idea that human beings have a special place in the natural world; they are given the power to rule over it (as overseers) in behalf of its creator, God. Stewardship – Judeo-Christian idea that human beings have a special responsibility for the natural world (and indeed all other areas of responsibility such as other people, their money and possessions) acting as caretakers on God’s behalf. Autonomy – Free will, able to self-govern. Deontological – Duty led approach. Emphasis on the act itself in determining moral righteousness. Inaugurated eschatology – The kingdom of God was started/established in the agapeistic life, death and resurrection of Jesus Christ, and continues in the life of the church, but will be fulfilled after bodily death in heaven. Realised eschatology – The kingdom of God is here and now on earth, through agape and the life of the church. Futuristic Eschatology: The Kingdom of God will come in the future – after bodily death, resurrection (bodily or spiritual) in heaven. Vivisection – Experimenting on animals. Instrumentalist approach – A pragmatic (practical) approach that says an action should be taken in order to achieve an active solution to a problem. Mutate – Change, transform (e.g. as part of the process of evolution). Immutability – Unable to change (e.g. from species to species). Commodification – To turn into and treat as a commodity – an article suitable for trading/buying and selling. Scholars Aristotle – Identified the hierarchy of being placing human beings above animals. Augustine – Human beings are superior to animals as human beings are rational, being made in the image and likeness of God, Genesis 1:26. Aquinas – Influenced by Aritotle – â€Å"animals†¦Ã¢â‚¬ ¦by divine providence are intended for man’s use in the natural order.†. Charles Darwin – Theory of evolution – ‘Origin of Species’, 1859. The process of natural selection, challenged the Bible, and in particular the Genesis creation story which claims that human beings are created in the image of God, Genesis 1:26. Albert Schweitzer – A pioneer of animal rights with his ‘reverence for life’ ethic. For Schweitzer ‘all life is sacred’, sentient or non-sentient, animal or vegetable. A deep ecologist. St Francis of Assisi – Often referred to as, ‘The Patron Saint of animals’. God has created the world and so the created order reflects God’s goodness and purpose of design and order, animals are a particularly important aspect of that created order. Peter Singer – If a being has interests then they are morally important and should have rights; sentient, self-conscious beings have interests. What matters is not what species a being belongs to, but to what extent a being is a person – fulfils Personhood criteria. Jeremy Bentham – Believed that unnecessary suffering was morally wrong, irrespective of the species. KEY TEACHINGS FROM CHRISTIANITY AND AWARENESS OF HOW RELIGIOUS LEADERS AND OTHER FAITH MEMBERS HAVE INTERPRETED THESE TEACHINGS AND APPLIED THEM TO LIFE IN SOCIETY TODAY. Religious beliefs about the status of animals. SCHOLARS * Aristotle (4 BC – a foundation and influence for later Christian thought) – -everything had a telos, an end purpose. The end purpose of nature (and animals) according to Aristotle, is human fulfilment – Hierarchy of Being, Anthropocentric (human centred), Speciesist approach. * Augustine (4th to 5th century AD). Human beings are superior to animals as human beings are rational, being made in the image and likeness of God, Genesis 1:26. , â€Å"To refrain from the killing of animals and the destroying of plants is the height of superstition.† (Augustine). Hierarchy of Being. Speciesism. * Thomas Aquinas (13th century AD). Influenced by Aristotle’s ideas – there is no sin in using a thing for the purpose, telos, which it is intended. There is no possibility of sinning against non-human animals or against the natural world which exist for the use and good of humanity. Hierarchy of Being. Anthropocentric. Speciesist. * St Francis of Assisi (12th to 13th century). Francis of Assisi thought that the natural world, and in particular animal life, was an expression of the creative will of God and was worthy of respect. Patron Saint of animals, emphasised the importance of sentient beings as part of God’s creation. Humanity should behave as responsible stewards to care and look after all of God’s created creatures. Shallow ecology – preserving the natural world, including animals to the extent that human beings benefit. (This is an anthropocentric view of ecology – human centred) where human beings have a caretaker role over nature. * Albert Schwietzer (20th century). Albert Schweitzer was a Christian who pioneered animal rights with his ‘reverence for life’ ethic. He was astonished at the indifference that human beings show to fellow creatures on the planet. Schweitzer was a ‘deep ecologist’ who believed that all life was sacred – sentient o r non-sentient; human, animal, plant. BIBLICAL TEACHINGS * Human Beings created perfect, imago dei (St. Augustine). Genesis 1:27. * Genesis 1:28 – Dominionism (to rule over, use, control) – â€Å"Then God said†¦Have dominion over the fish of the sea and the birds of the air and over every living creature that moves on the ground.† This was the traditional position of the church towards animals as identified by Peter Singer. * Genesis 2:15 – Stewardship (to look after and care for on God’s behalf) – â€Å"The LORD God took the man and put him in the Garden of Eden to work it and take care of it.† More recently this is the role taken by the church, replacing dominionism with responsible stewardship. * Genesis 2 – creation story has focus on creation of man and woman (Adam and Eve). Human beings have a soul (animals do not) â€Å"The Lord God formed man from the dust of the ground and breathed (ruach) into his nostrils the breath of life and man became a living being† (Genesis 2:7) * Human beings, but not animals have free will, autonomous, with the opportunity of choosing a love relationship with God. â€Å"Love God, love your neighbour.† (Jesus, Mark 12:30/31). With autonomy comes responsibility, stewardship (see church teachings below). * â€Å"A righteous man cares for the needs of his animals, but the kindest acts of the wicked are cruel.† Proverbs 12:10. * â€Å"The wolf will live with the lamb† Isaiah. An O.T. eschatological vision of harmony between all sentient life. * â€Å"Are not five sparrows sold for two pennies? Yet not one of them is forgotten by God.† Luke 12:6. CHURCH TEACHINGS Roman Catholic Catechism (1994) †¢ God willed creation as a gift addressed to humankind. †¢ Animals, like plants and inanimate beings, are by nature destined for the common good of past, present and future humanity. Anthropocentric, arises out of the shallow ecology approach to the natural world that is the usual the way for Christianity to deal with this area of ethics/moral issues. †¢ Animals do not have rights but humans do have duties towards animals. Roman Catholic Papal Encyclicals – Centesimus Annus and Solicitudo Rei Socialis (Pope John Paul II) †¢ Human beings are stewards of God’s creation, not masters of it. †¢ Animals are part of God’s creation and must not be abused. †¢ The Church opposes cruelty / exploitation of animals. †¢The earth and all life on it is a gift from God given to us to share and develop, not to dominate and exploit. Church of England documents: Our Responsibility for the Living Environment (GS 718) and Animal Welfare (GS 341) †¢ Animals have been created by God and deserve respect. †¢ The value of animal life is secondary to human beings. †¢ Humans have a common heritage with, and have an obligation to animals. †¢ Humans are the most efficient predators and therefore must exercise responsible stewardship. †¢ Medical / scientific testing within reasonable limits is acceptable as it promotes the common good of humanity. Quaker Peace Testimony * show a loving consideration of all the creatures, maintain the beauty and variety of the world and show reverence for life. * Quakers have long supported vegetarianism. * Quakers oppose animal experimentation for weapons. * They also oppose the use of animals for the testing of cosmetics. * Most Quakers oppose the fur trade. * Quakers do support the use of animal testing for medical research. The extent to which animals are different from humans and their relative value. Humans are animals. * Charles Darwin 1859 â€Å"Origin of the Species† * Evolution, Natural Selection, Survival of the Fittest. Humans have evolved to become the dominant/controlling species. * â€Å"With all these exalted powers humanity still bears in its bodily frame the indelible stamp of his lowly origin.† (Charles Darwin) * Darwin challenged the idea of a designer God, and the anthropocentric view of the world. â€Å"Humanity in their arrogance think themselves a great work, worthy the (inter)position of a God. More humble, and I believe true, to consider them created from animals.† (Charles Darwin). * Many religious believers accept evolutionary theory as a way of explaining the origins of life on this planet, but still see that God’s power was behind the very start-theistic evolution (God the Uncaused Cause brought everything else into existence – based on Thomas Aquinas’s cosmological argument). How can an anthropocentric approach be upheld if humans ar e descended from animals – all are of equal worth and value – deep ecology. Hierarchy of species. * See above. God created animals for a purpose to be of value and support to human beings. Human intelligence versus animal instinct. * Rationality, intelligence and autonomy set humans apart from animals. * Capacity for sophisticated methods of communication is a human skill. * Creativity (music, literature, art) and complex/sophisticated (developing/utilising science and technology) societies for a good and worthwhile quality of life rather than for instinctive survival are hallmarks of human existence. * Most humans protect the weak and vulnerable arguably for altruistic motivations rather than for survival of the species. * Humans can choose to behave morally. * Humans are spiritual beings. However, just because the status of animals is lower than humans many argue for care and respect. * Stewardship. Deep ecology. Animal Rights.   * â€Å"The question is not can they reason, can they talk, but can they suffer.† Jeremy Bentham (19th century). * Peter Singer thinks that if a being has interests then these things should be satisfied, other things being equal. What matters is not what species a being belongs, but to what extent a being fulfils the criteria of personhood:- rational, sentient (experience pleasure / pain), self-conscious, can establish relationships and can communicate. Religious views on animal rights and the means of protecting those rights. See scholars, biblical and church teachings above. * Rev Humphrey Primatt (19th century) argued all life was made by God and any sentient creature has the right not to have pain inflicted upon it including animal suffering. â€Å"Pain is pain whether inflicted on man or beast† (Primatt). The work of Humphrey Primatt led to the foundation of the RSPCA in 1824. * Organisations such as WWF and RSPCA campaign for animal rights so that they may live according to their own nature and not be harmed, exploited or abused, maintaining a dignified existence. * Such pressure groups oppose factory farming (a method of raising animals intensively for maximum economic gain and to produce food at a lower cost for consumers, resulting in the commodification of animals), animal experimentation (vivisection) and using animals for entertainment;, although opinions vary on all these issues. * Controversy exists about vivisection and the extent of justifiable protest on animals’ behalf – SPEAK campaign sought to end the building of ne w animal labs for scientific experimentation on animals at Oxford University, often using intimidation and direct action which was judged by the law courts to be illegal. â€Å"If possessing a higher intelligence does not entitle one human to use another for his own ends how can it entitle humans to exploit non-humans for the same purpose?† Professor Peter Singer VERSUS â€Å"You can’t go to a doctor without having treatment that has been tested on animals – you can’t pick and choose.† Professor Colin Blakemore, Oxford University. * International Animal Rights Day = December 10th annually. * British law protects animals form cruelty and neglect which are criminal offences. * Revd Professor Andrew Linzey – Department of Theology at Oxford university = world’s first academic post in Ethics, Theology and Animal Welfare. Rejects an instrumentalist view of animals as ‘speciesist’; privileging one species, human beings, giving them a unique moral status. For Linzey, animals are part of God’s creation, and have God-given rights, or ‘theos-rights’, and thus have moral status. Religious responses to the preservation of species from extinction. * Genesis 1:12 – Species were created immutable (fixed and unchanging). Dominionism means human beings have used species and their environment for the good of humanity which has inevitably led to extinction of some. However, stewardship imposes a duty of care implying preservation and conservation of God’s sacred, creation for future generations upholding biodiversity. * Evolution teaches that species naturally change, mutate, and die out as part of the process of survival of the fittest and natural selection. Some religious people accept evolutionary theory – theistic evolution (God the Uncaused Cause brought everything else into existence – based on Thomas Aquinas’s cosmological argument). * Breeding programmes in zoos have helped to save species from extinction. * Ohito Declaration 1995 – sustaining environmental life is a religious responsibility.

Development Through the Lifespan Essay

In brief form explain why knowledge of human development over the lifespan is important for counsellors to be aware of. Learning about human growth and development signalled, to me, the importance of assessing and considering developmental goals when working with both children and adults. Life-span development theories provide a useful place to start when offering emotional support as a Counsellor. Understanding an individual’s previous stages of development and environment can give the Counselor and Client a common place from which to begin the counselling process. Essentially, the life-span development approach addresses the basic ‘nature vs nurture’ debate by allowing for both. Just as our physicals selves are determined by both genetics and lifestyle, so are our emotional selves. Considering cognitive, biological, and socio-emotional development throughout life will provide context, guideposts, and reasonable expectations for Counsellors. Knowledge of human development over a lifespan is important for counselors to be aware of because it allows them to identify natural stages and cycles that individuals will commonly go through in their lifetime. This can help counsellors to identify what is normal and what is abnormal. Being aware of these abnormalities/normalities could save the counsellor a great of time in the assessment and interview process, the formulation of treatment goals and could ultimately change the treatment plan. As a Professional Counsellor, I plan to consider life-span development to specialize in counselling a specific type of person with hopes of becoming well-versed, and therefore more helpful, in the types of experiences that group faces. Personality can be better understood if it is examined developmentally† (Santrock, 2006, p. 45). Give two short examples of how developmental knowledge would help a counsellor deal with two specific types of adult issues. A client comes to me for stress related symptoms and during the assessment I learn that he is 22, halfway through his first year of graduate school and the first time he’s away from his home town, 2,000 kilometers away. Since he falls within the norm, I may want to delve into some related issues to also be able to cross them off a list that I use to form my diagnosis and treatment plan. Had he not been in the 19-25 age range, my assessment goals would be different. If I were asked to counsel a group, I could employ a standard set of questionnaires for everyone to fill out. From there I could ascertain many important characteristics, feelings, longings which they all had in common. I could use the lifespan to formulate a generational perspective to better relate to where they are at in this part of their life cycle. Acquiring a rich amount information in a short period of time could be very valuable in guiding the group towards their goal with compassion and empathy. Development through the lifespan is a concept of how people develop throughout the lifetime. Typically, this involves a sequence of stages and describes important factors that are likely to influence development. BENEFITS: Criteria for mental health, with characteristics of unhealthy or disordered emotional functioning either explicitly or implicitly stated. This information is important in helping people set realistic treatment goals and in assessing progress. Information on how to promote healthy development and help people reduce symptoms and enhance their coping skills and satisfaction with their lives. A description of the role of the effective counselor and the desired relationship between client and counselor. Nearly all theories of counseling currently recognize the powerful impact of the therapeutic alliance and offer clinicians ways to collaborate effectively with their clients. A safe and healing environment and a caring, skilled, and trustworthy counselor are essential to successful treatment. Strategies and interventions that counselors can use to help people achieve their counseling goals. Examples include reflections of feeling, modification of cognitive distortions, and systematic desensitization. Information on treatment parameters such as duration and frequency of sessions; whether to use individual, group, or family treatment; and benefits of medication and other adjunct services. Delineation of those people who are most likely to benefit from this treatment approach. Adaptation throughout life depends on how each of us negotiates the internal and external factors that enhance or constrain our abilities to reach our full potentials. The essence of lifespan development is in how we build on our strengths to transcend these limitations over time. While a developmental perspective has been at the heart of psychotherapeutic practice since its early Freudian beginnings, the view of development as a process spanning from birth to death is relatively recent. According to Sugarman (2001), the emphasis on childhood during much of the 20th century reflected prevailing restrictive notions of what constituted â€Å"development†, as only changes that were â€Å"sequential, unidirectional, universal, irreversible, and end-state or goal-directed† were seen to count as development. Developmental theories have increasingly expanded beyond these confines, however, and since the 1980s it has been possible to talk of a whole life-span perspective (Baltes, Reese & Lipsitt, 1980) which shares certain underlying principles, formulated by Baltes (1987, cited in Sugarman, 2001) as the seven tenets of this orientation. These can be summarized as viewing development as a lifelong process which is multidimensional and multidirectional, shows plasticity, involves both gains and losses, is interactive, culturally and historically embedded, and the study of which is multidisciplinary. While such a view of development broadens the scope both for the researcher and the practitioner, it also entails that there is no one â€Å"correct† way of development, something that places particular demands on Counselling Psychologists. We need to be open-minded and able to embrace complex and contradictory notions of development on the one hand, and be improvement-orientated on the other, so changes are inevitably evaluated, i. e. measured against some ideal. While these challenges are met differently by different approaches to counselling and psychotherapy, Sugarman (2001, p. ) points out that there is overlap between different perspectives, as they describe â€Å"common themes if not of perfection, then at least of successful ageing†. Across different therapy models, the practitioner – like the life span researcher – is involved in â€Å"finding, co-constructing and interpreting the stories people create and use to describe and understand their lives† (Sugarman, 2003,p. 316). How the story is constructed is influenced by the practitioner’s orientation, but the goal is ultimately to help the client make their own choices. Evaluating some events as negative does not entail being concerned with eliminating negatives, as, for example in a â€Å"disease† model (Sugarman, 2001). In the life-span approach, negative events are rather viewed as necessary parts of life that provide the opportunity for growth (Sugarman, 2003). The move from development as something occurring only in childhood to a continuous process spanning from birth to death brings the subject of death itself to attention. If death is merely the endpoint of the life span and of development, it could easily be discarded as a subject of interest. However, even if we see death as nothing more than the end of life, as its destination, then it follows that the life course is a movement towards death and that death is in some sense present throughout life. One fundamental existential truth is that we must die. This certainty in life is also the most incomprehensible truth for us to come to terms with, as, in the philosopher Herbert Fingarette’s words (1996), â€Å"in our consciousness [we] will never know death firsthand† (p. ). Freud (1915, as cited in Fingarette, 1996, p. 150) wrote similarly: â€Å"At bottom, no one believes in his own death. Or, what comes to the same, in the Unconscious, each of us is convinced of his immortality. † This also suggests that we have a tendency to deny death, something that according to Yalom (1980, p. 59) occurs not only in the client but also in the therapist and, as he claims, â€Å"there is collective denial in the entire field of psychotherapy†. There may also be denial in the study of life-span development, as Sugarman (2001) makes scarce mention of death throughout her otherwise authoritative text on the subject. This seems odd considering that not only the structure of the life course is determined by our expectation of death but also the meanings we attach to life. In fact, as Fingarette explains, our conceptions of life and death can be seen as mutually influencing each other: â€Å"A mirror, too, is empty, without content, yet it reflects us back to ourselves in a reverse image. To try to contemplate the meaning of my death is in fact to reveal to myself the meaning of my life. † (p. 5) Death awareness thus sharpens our awareness of life, and making sense of death involves making sense of life, as, for example, through constructing our life story, an activity that requires a sense of authorship. For Yalom (1980, p. 31), who bases his thinking partly on Heidegger, â€Å"death is the condition that makes it possible for us to live life in an authentic fashion†. Death awareness is then worth facilitating in Counselling Psychology practice, as it helps clients re-evaluate life and make important changes towards a more fulfilled life. There is ample literature promoting a positive view of death, e. g. Kubler-Ross (1975) who describes death as â€Å"the final stage of growth† and â€Å"the key to the door of life† (p. 164). She believes that growth is the purpose of living and that we all have an inner source of love and strength which connects us with the eternal and that we live more fully when we are aware of this source. Stephen Levine (1986) takes this perspective further and encourages the reader to prepare to die by letting go of their sense of self, something that can be practised through meditation and through accepting and even welcoming pain. Both authors may be over-optimistic but they have something to teach all practitioners of psychotherapy and counselling about openness and compassion. Levine thinks that therapists can only give what they have got themselves and that how they deal with their own suffering determines the depth at which they are available to the client. A completely open relationship towards pain and death may only be possible for a fervent religious believer, but Yalom (1980) warns that faith may also act as a defence against death anxiety. According to Yalom, we cope with death anxiety by employing more or less healthy defences, and it is neither possible nor desirable for the therapist to completely eliminate death anxiety in the client, as some anxiety is necessary for life-enhancing death awareness. Instead it is the rapist’s task to facilitate a â€Å"sense of certainty and mastery† (p. 189) through enabling the client to create a coherent structure out of their life events. This would be in line with the above-mentioned goals formulated by Sugarman (2003) and indicates how death awareness can enhance life-span awareness and promote a more conscious narrative re-framing in Counselling Psychology practice. While death awareness and anxiety are relevant themes throughout life, they assume particular importance in mid-life. The term â€Å"mid-life crisis† was coined by Jaques (1965), who conducted a biographical study of over 300 major artists and found a marked increase in the death rate between the ages of 35 and 39 as well as a definite change in the quality and content of creative output. It has to be noted here that due to an increase in longevity, â€Å"mid-life† would now occur at a later stage, so a definition of this phase in terms of a specific age range must be viewed with caution on account of historical changes alone. Furthermore, rather than trying to determine an exact period at which mid-life occurs, researchers now tend to see it as an â€Å"ageless† phase, characterized more by themes and on texts (Biggs, 2003). However, Jaques† general observations regarding the differences between an artist’s early productions and those later in life may still be of interest today. Specifically, he notices a â€Å"hot-from-the-fire creativity† during the artist’s youth and more of a â€Å"sculpted creativity† as of the late thirties (Jaques, 1965, p. 503). To achieve the greater serenity of mature work, the artist is seen to undergo a â€Å"mid-life crisisâ€Å". Jaques regards this crisis as arising from depressive anxieties due to an awareness of one’s own inevitable death on entering the second half of life. Coming from a psychoanalytic perspective, he views youthful idealism as arising from the unconscious denial of human mortality and destructiveness (what Freud called the â€Å"death instinct†) and argues that â€Å"constructive resignation† (p. 505) to these inevitable truths at mid-life can lead to mature creativity. However, this requires the painful working-through of a depressive crisis. While Sugarman (2001) comments that only a minority of people actually experience a crisis of such proportions, Counselling Psychology clients are more likely to be among this minority. However, Kleinberg (1995, as cited in Biggs, 2003) has observed that many mid-life clients enter therapy to deal with â€Å"stagnation† rather than a crisis, although issues around ageing and finitude are also present. A more comprehensive approach to mid-life has been presented by Levinson et al. 1978), whose stage theory of the „seasons of a man’s life? has particularly illuminated the developmental tasks of the â€Å"mid-life transition† (p. 191), a term based on Jung’s description of the divide between the first and second halves of life, the â€Å"noon of life† (p. 33). According to Levinson – whose theory is restricted to men, although much could apply to women too – this is a time of disillusionment, as the current life structure and the self need to be modified and some fundamental polarities, i. . young/old, destruction/creation, masculine/feminine and attachment/separateness, need to be resolved in preparation for middle age. Similar to Jaques (1965), Le Vinson emphasises that the illusion of one’s immortality must be given up, a painful process that may, however, lead to greater maturity: â€Å"Slowly the omnipotent Young hero recedes, and in his place emerges a middle-aged man with more knowledge of his limitations as well as greater real power and authority† (p. 218).

How to Outline a Novel (Even If Outlining Makes You Sick)

How to Outline a Novel (Even If Outlining Makes You Sick) How to Outline a Novel (Even If You’re Not an Outliner) I know what you’re thinking: How does the author of nearly 190 books, two-thirds of them novels, get off telling me â€Å"How to Outline a Novel† when he’s on record as a non-outliner himself? Hey, not only that, but we non-outliners have a name! We call ourselves Pantsers. Okay, so it’s not that creative. It just means we write by the seat of our pants. We could just as easily be known as No-Netters, like high wire walkers or trapeze artists who work without safety nets. And it’s not like we’re some crazy offshoot, like the cousins you never talk about. We make up about half of all novelists, and there are some famous mega-bestselling types among us. Does the name Stephen King strike a familiar tone? Why couldn’t we just be known as members of the Stephen King School of Fiction Writing? Need help writing your novel?Click here to download my ultimate 12-step guide. Which Are You- Outliner or Pantser? It’s a good thing to determine early, you know. You’ll save yourself a lot of agony, starts and stops, frustration. There’s enough of that in novel writing already. No sense adding more when you don’t have to. Now, trust me, whichever you are- Outliner or Pantser- you’re often going to wish you were the other. It’s just like people with curly or straight hair. The curlies are always trying to straighten theirs, and the straights are always trying to curl theirs. Human nature, I guess. When I hit the wall at the halfway to three-quarter mark for just about every novel, I yearn for a tidy outline that tells me where to go next. But down deep I know better. Story outlines just don’t work for me. Somehow, when I plot the story out in advance, things get predictable. Plus, the organic nature of a story always has its way with me and the characters wind up taking over. They’re cantankerous sorts and never let me put words in their mouths or take the fork in the road I think they ought to. Go Where the Process Takes You The aforementioned Mr. King says, â€Å"Try to put interesting characters in difficult situations and write to find out what happens.† How fun is that? I live for it. It’s writing by process of discovery, and for me- and any Pantser- it’s the only way that works. I grew up on television. Maybe that’s why I’m an intuitive plotter, and my stories tend to have beginnings, middles, and ends. It doesn’t always feel that way while it’s happening, and sometimes I wonder why things are happening the way they are, but things always seem to come together and work out. Be What You Are Now, if you’re an Outliner and you try writing by the seat of your pants, you’ll soon know you’ve made a mistake. If you’re not an intuitive plotter, your story will be all over the place, your rabbit trails will take you to parts of the forest you have no business in, and you’ll never find your way back. You’re one or the other, so decide and stake your claim. Neither is better, neither is right or wrong- unless you choose the opposite of what you are. Then you’re not going to be happy till you switch. The Ultimate Novel Outliner If you’re an Outliner and want to jump in with both feet or dive in headfirst or whatever clichà © you choose to apply, you can’t do better than to tap into the very strange and wonderful mind of my friend, Dr. Randy Ingermanson. Who’s he, you ask? Only the Sheldon Cooper of novelists. Literally (and I use that term literally). On The Big Bang Theory, Sheldon has a masters degree and two doctoral degrees. Randy got his M.A. and Ph.D. in physics, specializing in elementary particle theory. He also did two years of post-graduate work on superstring theory. Somehow he now applies his intellect to the science of novel writing and teaching novel writing, and he is the story outline extraordinaire. If you’re an Outliner, go to his site and check out his Snowflake Method of outlining your novel, and also invest in his Writing Fiction for Dummies. But You Said I know! I was going to tell you how to outline your novel even if you’re not an outliner. If you’re not an outliner, you need to stay at least 100 yards from Randy Ingermanson. He’d tell you that himself. He doesn’t even want my business! Randy agrees that Outliners are Outliners and Pantsers are Pantsers, and never the twain shall meet. If you’re a Pantser, don’t try to be an Outliner. Then How Am I Supposed to Okay, here’s how. No one’s saying that just because you’re not an Outliner you should simply sit at the keyboard and wait till magic happens. It doesn’t go that way. At least it never has for me- although some critics may disagree. Though you may not have an outline per se, obviously you must have an idea or you have no business in that chair. I repeat: don’t go to the keyboard with nothing to say. Come with an idea! Be able to state it in one sentence. Tell me what your story is about. My first novel was about a judge who tried a man for a murder that the judge had committed. I had to have at least that much or I would have sat there all day twiddling my thumbs. Now, if you’re an Outliner, Randy Ingermanson will have you inventing characters with names and backgrounds and virtually blueprinting your story before you keyboard â€Å"Chapter 1.† As a Pantser, my thought was, come up with a couple of character names, put ‘em on stage, and start telling the story of that judge. Let’s see what happens. It sure won’t be predictable to the reader, because I don’t even know what’s coming. And if a reader writes to demand why I killed off some favorite character, I can say, â€Å"Hey, I write by process of discovery. I didn’t kill them off, I found ‘em dead.† Then What Did You Mean by ‘Novel Outlining’? That there is a basic story structure that works whether you have a novel outline or you’re writing by the seat of your pants, and it looks like this, according to bestseller Dean Koontz: 1- Plunge your main character into terrible trouble as soon as possible. (That trouble will mean something different depending on your genre. For a thriller it might be life-threatening. For a romance it might mean choosing between two suitors.) 2- Everything your character does to try to get out of the trouble makes it only worse. 3- Eventually things appear hopeless. 4- Finally, everything your character has learned through all that trouble gives him what he needs to personally conquer the opposition. That’s a structure that will keep you- and your reader- engaged and insured against boredom. And that’s how to outline a novel, whether you’re an Outliner or a Pantser. Need help writing your novel?Click here to download my ultimate 12-step guide. So, which are you, an Outliner or a Pantser, and what will you do next?

Captain Corellis Mandolin Essay Example for Free

Captain Corelli’s Mandolin Essay Carlo asserts â€Å"War is a wonderful thing, in movies and in books.† By close reference to the novel, explore how war shows people at their worst and their best. The novel Captain Corelli’s Mandolin, written by Louis De Bernieres in 1994, explores â€Å"humanity; we sigh at their suffering as they are ripped apart and forever changed by war.†1 The quotation in the title is spoken by Carlo quite early on in the novel, at the end of chapter 15, titled ‘L’Omosessuale (4)’. He is referring to the idea that war is repeatedly shown to be patriotic, heroic, and indeed wonderful especially in film and literature. However, from Carlos’ experiences in Albania, he knows the true reality of war, as he has seen and experienced the suffering. We can trace Carlos’ progression of thought through his personal chapters; all entitled ‘L’Omosessuale’. He begins saying, â€Å"How wonderful it was to be at this war†(p.119) We hear him describe crossing the foreign border as â€Å"exhilarating†, and he and his comrades view themselves as â€Å"the new legionaries of the new empire that would last ten thousand years.†(p.119) This was his view at the very beginning of war, before he had really experienced any suffering. As he is yet to encounter any conflict, it is likely he has been influenced by the propaganda at the time, organised by the Italian leader, Mussolini. The next quotation is said slightly further on during Carlos’ experience, â€Å"How wonderful it was to be at war, until the weather turned against us.†(p.120) It is here that we begin to hear of some of the suffering that Carlo and his comrades had to endure, such as â€Å"we were ten thousand men soaked to the bone†(p.120). The real tragedy of war is death, and Carlo has had direct experience of this. He says, â€Å"War is wonderful until someone is killed†(p.122). This is when De Bernieres chooses to use graphic images to show the suffering that Carlo and his comrades endure. â€Å"I realised that I was covered with gory scraps of human flesh that were freezing fast to my uniform†(p.122). Finally, Carlo says the quotation in the title, â€Å"War is a wonderful thing, in movies and in books† on page 124. It is here that Carlo has realised the actuality of war, and can see that this idealised version is fictitious and can only be seen in movie and in books. â€Å"War scorches a trail through all of their lives. What seems, at the beginning of the novel, like a game, a challenge to manhood, a matter of honour, an occasion for political satire, becomes an appalling reality.2 Carlo asserts that war is shown to be wonderful in movies and in books. However, De Bernieres does not follow this trend, and shows the war for what it is. De Bernieres’ characters starve and die slowly with their entrails hanging out; he depicts the horror that they have to endure to fight for their country, and the suffering that they are put through. â€Å"It was as though a portion of my mind has disappeared, or as though my soul had diminished to a tiny point of grey light†(p.138). De Bernieres also shows the gore and bloodshed caused by the war, when he describes the death of Francesco. In chapter 19, L’Omosessuale (6), De Bernieres uses Carlo’s narrative to tell the reader the true details of Francesco’s death, and then the sanitised version for his mother. As well as this showing Carlos’ considerate nature, it also confirms that many people did view the war in a very different light from its reality, including Francesco’s mother. â€Å"He died on a fine day, Signora, with the sun shining and the birds singing.† â€Å"(He died on a day when the snow was melting and when, beneath that carapace, there were emerging a thousand corpses, knapsacks, rusted riffles, water bottles, illegible unfinished letters drenched in blood)† (p.148). Corelli wrote the novel, after falling in love with the Island of Cephallonia, and wanting to inform readers about what happened to this Island during World War II. For this reason, he has depicted a very real and veritable account of atrocities that occurred during the Second World War. â€Å"Everyone is shot, without regard for rank or role, even the medics and the chaplains.†3 However, in the film adaptation of Captain Corelli’s Mandolin, directed by John Madden, war is viewed in a very different light. De Bernieres has said of the film â€Å"The problem is that film-makers take out all your good ideas and replace them with a load of stupid ones.†4 The depiction of war in the film is very different and many scenes seem to have been â€Å"watered down†5, in order to appeal to far wider audience. The movie has been widely criticised, after changing the story line drastically from a tragic story of the destruction and consequences of war, to a love story between Corelli and Pelagia. â€Å"Where de Bernià ¯Ã‚ ¿Ã‚ ½res’ book makes it clear from the start that war is unforgivingly ugly, for a long time the film’s only hint of this is a glimpse of Mandras’s battle-scarred feet.†6 Although much of De Bernieres novel depicts the horror of war, some of the consequences of war are indeed wonderful. Corelli and Pelagia would have never found love without the intervention of war in their lives, and although ultimately war destroys their love, the moments spent together made the war endurable. The prefatory poem at the beginning on the novel shows Louis De Bernieres hinting, even before the novel has begun, that war will be an important theme throughout. ‘The Soldier’ by Humbert Wolfe describes the waste of war, and the loss of lives and of youth. Links are evident between this poem and Captain Corelli’s mandolin as they both explore the way in which war has an effect on different people. The presence of war on the Island of Cephallonia has various effects on different characters and can expose people’s flaws and merits. An excellent example of this is the contrast shown between Mandras and Antonio Corelli. Corelli has been drawn into a war that he really has no heart for. â€Å"You mean you’re a soldier by mistake?† (p. 206, Pelagia). He has no desires to be a soldier and his character is often seen as anti-military. When giving punishments he does not follow the rules that are expected of him, â€Å"To everyone’s surprise the captain pointed his pistol straight into the face of one of the culprits†(p.324). However, although he had no intention of doing so, Corelli proves to be an excellent comrade and shows morality throughout the war. â€Å"This is my morality, I make myself imagine that it is personal†(p.351). This is greatly contrasted with the character of Mandras. He has very high expectations about the life of a soldier and feels he has to prove himself to Pelagia and the rest of the Island. He resents those who know more than him, yet does not want to prove himself intellectually, as he believes â€Å"no man is a man until he has been a soldier†(p.80) Carlos’ assertion that war is wonderful in movies and in books reflects a idealised view of the war. However, Mandras believes that this view was the reality of war and he felt that becoming a soldier would make him more worthy as a man. â€Å"I’ll come back and everyone will say, That’s Mandras, who fought in the war. We owe everything to people like him.† He is indoctrinated by what is expected of him, and is predicted to conform. However high Mandras’ expectations were, the war does not elevate him, it brings him down. During his experiences in war he saw others abuse their power, and now feels he has a right to do the same, The war de-humanises him, and instead of changing him for the better it changes him for the worse. The war in Cephallonia showed the best and the worst in people. In Antonio Corelli’s case it displays his merits as he has the opportunity to exercise his humanity in the treatment of others. From the beginning of the novel, Corelli is represented as a laid-back, light-hearted leader. Although he has a great talent as a leader, he is very modest and introduces Carlo as â€Å"one of our heroes, He has a hundred medals for saving life and none for taking it†(p.202). He proves himself as an excellent comrade and Captain by being faithful to his men until the very end. â€Å"There is no honour in this war, but I have to be with my boys†(p.392). His introduction of La Scala also shows good comradeship, as it is a humorous and practical solution to having to use communal toilets. This is also a crucial element of the novel, as before they go to join the shooting line up, they sing to maintain their composure. He also shows his forgiving nature when he chooses to forgive Gunter for what he has done. â€Å"I forgive you. If I do not, who will?†(p.397). He says of himself â€Å"I am not a natural parasite†(p.305) and this is seen clearly when he avoids any confrontation with Pelagia. He is uncomfortable about living with Pelagia and her father â€Å"Tonight I shall sleep in the yard and tomorrow I shall request alternative accommodation†(p.204). Corelli’s fondness for animals is De Bernieres way of showing positive traits in a character. The fact that Corelli is so attached to Psipsina shows that he is an admirable man and the reader feel connected to him. â€Å"The captain had some engaging traits. He tied a cork to a piece of string, and sprinted about the house with Psipsina in hot pursuit†¦and if the animal happened to be sitting on a piece of music, he would go away and fetch another sheet rather than disturb her†(p.250) Corelli also shows fondness for children in his relationship with Lemoni. Although there is a language barrier, the two are able to communicate on a different level, and are able to enjoy each other’s company. â€Å"The child was whooping and laughing, and it appeared that what was transpiring was a lesson in Italian. ‘Bella fanciulla,’ the captain was saying. He was waiting for Lemoni to repeat it. ‘Bla fanshla,’ she giggled.† (p. 211) He also appears to have a very different attitude than other soldiers, when he arrives in Cephallonia with his mandolin strapped to his back, and not a gun, as you would expect from a soldier. The mandolin â€Å"that was called Antonia because it was the other half of himself.† This love for music is another engaging trait that the captain has, and is one of the reasons Pelagia falls in love with him. We also see this originality to his character when Gunter Weber, a german soldier, introduces himself. Weber says â€Å"Heil Hitler†, yet Corelli says â€Å"Heil Puccini†, showing he has a very different attitude to the war, and will not be led by anyone. This again shows his love for classical music, as Puccini was a great composer, whom Corelli was an admirer of. His relationship with Pelagia is clearly one of great love and admiration, however it also contains sexual desires, which are never consummated. â€Å"Such slender fingers, such pink nails. He imagined them engaged upon amorous and nocturnal things, and realised that he was disturbing Psipsina.†(p.259, Corelli) This shows ongoing respect for Pelagia and her father, and also shows Corelli’s caring and considerate temperament. In contrast to Corelli, the character Mandras is brutalised by war. He believes that war will change him for the better, yet it changes him for the worse. He becomes a victim of propaganda and a victim of his insecurities. Before he leaves for war he tells Pelagia â€Å"I’m a Greek†¦not a Fascist†(p.214) War changes him for the worse as he is very easily led and allows others to influence him. This may have had a positive effect on Mandras if he had chosen Iannis to guide him, yet he chooses Hector, the leader of a branch of the ELAS. Joining this group causes him to abandon his personal values, and this is seen when he whips the old man. â€Å"Mandras did not even notice that the man had stopped moving, had stopped screaming and whining†(p.233). He manages to blank out the emotions that he should be feeling, and begins to enjoy the power he holds over this old man. â€Å"If you didn’t think about what it was, it sounded weirdly beautiful†(p.234) After returning from the war, he becomes much more manipulative, especially towards Pelagia and Drosoula. â€Å"Mandras had begun his exile into inaccessibility by dramatising the idea of death†(p.180). Pelagia was â€Å"convinced that he was doing it on purpose as an act of vengeance or punishment.†(p.180). This shows a very cruel side to Mandras that we have never seen before, and it clearly takes the war to bring out this negative side of his character. He has clearly been indoctrinated by the propaganda of the war, and this is seen in chapter 63, when he recites communist slogans. â€Å"The party is never wrong. Whoever is not with us is against us†(p.447) He does not seem to be questioning what he has been told, he just repeats it. He has experienced others abusing their power during his time with the ELAS and now sees this as an approved way of behaving. â€Å"De Bernià ¯Ã‚ ¿Ã‚ ½res explores power and its abuse†7 He insults and belittles Pelagia after he returns from fighting and tortures her further, even though he should see that she has suffered enough during the war. De Bernieres shows a side to Mandras that readers have never seen before. He represents him as evil and sadistic, and we see Mandras refer to Pelagia as a â€Å"slut†. His morals have disintegrated following his fighting with the ELAS, and feels that he can do whatever he wants. This is due to the fact that the ELAS would make up their own rules for their comrades to follow. The war de-humanises Mandras and he represents the damage that can be inflicted by extreme politics. In Mandras’ death, De Bernieres wants readers to feel pity for him, as it is clear the communist party has seriously indoctrinated him. He dies as a victim of the war, and a desire to prove himself worthy, and this also evokes compassion in the reader Carlo is a character in the novel who shows how war can bring out the best in people. He is a very honourable character, and has to live with the secret that he is homosexual. He puts aside his desire for Corelli in order to help the romance between Pelagia and Corelli develop. â€Å"I have loved you with the same surprise and gratitude that I see in your own eyes when you are with Pelagia†(p.384). He shows true bravery in front of the firing squad when stepping in front of Corelli to save his life. â€Å"Antonio Corelli†¦had found in front of him the titanic bulk of Carlo Guercio†(p.399). De Bernieres uses Carlo’s narrative in the chapters entitled L’Omosessuale, and this allows the readers to sympathise further with the silent suffering that Carlo has to endure during the war. His writings are eloquently written and his language is poetic and beautiful, showing the gentle side to his character. â€Å"He died on a fine day, Signora, with the sun shining and the birds singing.†(P.148, Carlo) â€Å"Father Arsenios was saved by the war†(p.292). De Bernieres absolves Arsenios after the war and liberates him from his former self. However, the characters perceive him as a mad man and cannot see that war has brought about his finest hour. He is referred to as the â€Å"crazy priest† yet he feels he is a saviour and â€Å"it is probable that, had he lived, Arsenios might have become a saint†(p.295). De Bernieres chooses to depict war in a graphic and realistic light in his novel, Captain Corelli’s Mandolin. Although in many films or books war is shown to be wonderful, this idealised version is proved wrong in De Bernieres novel, as he shows the suffering that the soldiers were forced to endure. He shows that the war has different effects on different people, and it can expose their faults or their merits. Mandras is forever changed by the war, as he returns indoctrinated by the communist party. His death proves that his natural environment is the sea, where he can be accepted and does not have to prove himself. In contrast Corelli’s merits are shown to be more prominent as the war develops, and also as his love for Pelagia develops. The reader is drawn to the character of Corelli, even though he is an occupying soldier, as he shows compassion, kindness and respect during his time in Cephallonia. Captain Corelli’s Mandolin. (2017, Aug 23). We have essays on the following topics that may be of interest to you

CAPITAL BUDGETING Research Paper Example | Topics and Well Written Essays - 1000 words

CAPITAL BUDGETING - Research Paper Example Moreover, it is a decision process that focuses on long-term investment for revenue and expenditure. My paper will be based on discussion of United State budgeting as a reference but the framework is applicable to the most part to any budgeting system whether national, state, or local, or whether it is in Europe or any other continent. Budgeting is done as a way of setting objectives and goals, for allocation of the resources essential to attain the objectives, for determining progress toward objectives, identifying inadequacies, and for controlling and integrating the diverse activities carried out by many sub-units within large bureaucracies both public and private (Rubin, 2004). Debt capacity refers to the ability of the government to make required debt service payments and to be able to pay back debt incurred without ruining its reputation either to other states or individuals. Therefore,this section will deal with the speculative issues affecting state debt management and accounts on a state debt financing policies and debt limits. State debt management processes and practices are important factors in the preparation of capital budgeting in order to ensure that the government is able to equalize the level of debt and/or debt services relative to current revenue that an providing entity can support and undue budgetary constraints that can affect the ability of the government to repay the debt on time does not arise. Therefore, when coming up with a capital budget, current expenditures are financed by current revenues while capital expenditures can be financed by borrowed funds. Debt financing is refunded by the cost of using public investments by the taxpa yers on the â€Å"benefit received† principle. The government uses a portion of taxes paid by the taxpayers as a way to ensure future taxpayers bear their â€Å"fair share† as a way to pay the debt incurred to provide public facilities. Secondly, debt capacity is determined