A Summary of Aldous Huxleys Brave New World Essays

A Summary of Aldous Huxleys Brave New World Essays A Summary of Aldous Huxleys Brave New World Essay A Summary of Aldous Huxleys Brave New World Essay Paper Topic: State-of-the-art existence Through its cynical view f human instinct, Huxley expounds on the strategies for accomplishing a perfect world, delineating a future ghastliness as a general rule. Utilizing the falsely embedded thoughts brought about by hypermedia, network is accomplished when everybody works for every other person (peg. 91) so as to accomplish most extreme satisfaction for the entire society. One of the strategies to accomplish network is residents practice a specific lifestyle that keeps the standard that everybody has a place with every other person (peg. 43), which means it urges residents to have numerous sex accomplices, or take an interest in numerous sexual blow out so as to arrive at solidarity. Likewise, the World State accepts sensual play among youngsters and teenagers as ordinary and good. Next, the social rank framework is a high need to network, since every one of the five standings, Alpha, Beta, Gamma, Delta, Epsilons, molding is swindled into feeling as though they are a piece of the general public and not a social untouchable. With hypermedia, every station is thought to acknowledge higher classes and fit in with the rank ones put in because of monotonous lessons, for example, Alpha kids sport dim. They work a lot harder than we do, in light of the fact that theyre so horribly shrewd. Im actually outrageously happy Im a Beta, since I dont buckle down. (peg. 7) The last technique utilized is World State residents are required to go to carefully directed, booked social exercises, for example, a solidarity administration, snag golf and Centrifugal Bumble-little dog, so as to keep residents involved and resigned. Be that as it may, if a resident is pulled back from ever y other person, not indiscriminate enough, or doesn't consent to ones position, network isn't accomplished. The techniques uncover Huxley fears absence of ethical quality, socialism, and absence of free reasoning. By urging residents to take an interest in sexual exercises and not consider constancy, Huxley fears human will have an absence of ethical quality and not realize DOD direct, or conduct is. Making a position framework for the residents to have a place with show Huxley dread that a Communist autocracy will run how your piece of society. Expecting residents to partake in social exercises so as to keep one occupied and not feel alone shows that Huxley fears that one will always be unable to have free speculation, or to ponder the importance of life. The strategies utilized for network is horrifying, improper, alarming, yet with the end goal for network to be accomplish the consequences of character must be guaranteed. Personality is accomplished by encouraging World State residents to advise to ones position, so as to cause one to feel unique, odd, or a social outsider on the off chance that one feels more than the base of distinction. In the book, hereditary designing is Gamma, Delta, Epsilons, are deliberately influenced by hereditary building, for it brings about the subjection and inadequacy the lower orders have against the privileged societies. By pharmaceutically anesthetizing every position explicitly, every rank will latently serve the decision request. The strategy for the rank framework and utilizing hypermedia is by and by returned to, for character is influenced by residents direct job. The lower orders are nothing to abhor blossoms and books, for An affection for nature keeps no processing plants occupied. It was chosen to cancel the adoration for nature, at any rate among lower classes, to annul the affection for nature, yet not the propensity to expend transport. (peg. 23) Also, the lessons cause residents to need as a person, for hypermedia instructs youngsters that, Till finally the childs mind is these proposals, and the total of the recommendations is the childs mind. Furthermore, not the childs mind as it were. The grown-ups mind too-for his entire life long. The psyche that Judges and want and chooses comprised of these proposals. Yet, every one of these proposals are our recommendations Suggestions from the State. (peg. 28-29) Therefore makes residents be conditioned to carry out their Responsibilities, either as modest works, perform regulatory Jobs, or work in the administration, rather than standing apart as a person in ones station. The strategies used to accomplish personality show Huxley fears the chance of hardly any pioneers ready to control the majority of the World, for Brave New Worlds government can make individuals think and appear to be identical without disobedience. The techniques for network and personality are horrendously provocative thoughts yet dependability should be accomplished all together for the World State society to be effective in general. Through World State residents work, diversion, and the utilization of soma, steadiness will be accomplished. The strategies to accomplish dependability has been recently talked about in network and personality, yet all together for network and character to be accomplished there must be steadiness by and large. Work is the primary strategy to balancing out the general public, for in the event that one works, there would not be sufficient time for one to think after work hours just an ideal opportunity to plunge into delight and fun, which prompts amusement. For diversion, residents can do whatever they please as an oblivious prize, since there is no outcomes just the danger of residents to be involved and resigned in their own issues. Finally, the utilization of soma, a medication that engages and raises the reasonableness of the customer, guarantees overall solidness, since residents accept a language in time spares nine. (peg. 89) With the shallow satisfaction given to residents by the utopians government, Huxley fears that individuals will be controlled through remunerations, which represents a more prominent danger to human opportunity instead of discipline. In the west of the world, this is by all accounts the case, for the individuals who have more noteworthy force control people grou ps spending, political loyalties, and even their contemplations with joy and interruption, for example, huge business organizations airing business Jingles to buyers to purchase certain items, rather than buyers purchasing from little organizations. Additionally, Huxley fears drugs like sedative, a medication that smooth out any badly arranged impulses of obstruction, which is like a soma-occasion that wipes out despondency, for medications can attack and assume control over the cognizant psyche and culture. Taking everything into account, Brave New World creates the ideal idealistic future for this present reality, and accomplishes network, personality and dependability. Be that as it may, the penances to perkiness, for example, human opportunity and independence to arrive at the general public objectives are the position framework, the lifestyle, the diversion, the job residents play in the public eye and the soma for shallow bliss and to accomplish the World States adage shows Huxley fears. Huxley fears socialism, absence of distinction, absence of ones own authority over brain, and the expansion of industrialization, however every one of these apprehensions are evidently expected to make an ideal perfect world? To be sure, through its cynical perspective on human instinct, Huxley expounds on the techniques for accomplishing a perfect world, portraying a future loathsomeness actually.

John Steinbeck :: Essays Papers

John Steinbeck John Steinbeck was conceived on February 27, 1902 in Salinas California, not long after the finish of the Civil War. His mom was a teacher in the state funded educational system in Salinas. Steinbeck experienced childhood in the rich California where he found the materials for a large portion of his books, and short stories. Steinbeck showed an incredible creative mind, which was aroused by composing at an early age halfway because of his mom, the teacher, whom read to him at a right on time at the numerous extraordinary works of writing. During his teenager years, Steinbeck played different games in secondary school, worked various low maintenance, impasse employments, and pondered around the prolific valley. The exercises, and perceptions he made while meandering gave a significant part of the material to his later works. Steinbeck entered Stanford University in 1920, and despite the fact that he went to the school until 1925, he never graduated. Coming up short on the craving to get a proper degree from the Stanford University, Steinbeck meandered to New York to seek after a composing profession. While taking a shot at his composition, and keeping in mind that getting a perpetual gracefully of dismissal slips, Steinbeck maintained odd sources of income. The New York American paper was the place Steinbeck held an occupation, composing different articles, for quite a while before the paper failed. The disappointment of the paper and unending flexibly of dismissal letter constrained Steinbeck to come back to Californi a, broken yet at the same time cheerful. Steinbeck’s first novel, Cup of Gold, was distributed in 1929, two months before the awful securities exchange crash, making the novel almost unnoticed with scarcely fifteen hundred duplicates selling. 1930 was a significant year for Steinbeck in two regions. First he wedded Carol Henning and the love birds settled in Pacific Grove, which he regularly composed of. There, Steinbeck met Ed Ricketts whose kinship unequivocally impacted Steinbeck’s works. During the Great Depression of the nineteen thirties Steinbeck knew numerous individuals who were viewed as the cross area of society, and shared huge numbers of the issues of the occasions with them. His dad like numerous men, helped is family through the downturn with a little house and twenty-five dollars every week. All through the downturn period Steinbeck composed of individuals battling to make a decent living around the California, Mexico area. One of Steinbeck works, Tortilla Flat, denoted a defining moment in Steinbeck’s scholarly profession.

Irrational Beliefs and Panic Disorder

Irrational Beliefs and Panic Disorder Panic Disorder Symptoms Print Irrational Beliefs and Panic Disorder By Sheryl Ankrom linkedin Sheryl Ankrom is a clinical professional counselor and nationally certified clinical mental health counselor specializing in anxiety disorders. Learn about our editorial policy Sheryl Ankrom Updated on April 27, 2019 Irrational Belief Systems. Getty Images Credit: Arief Juwono More in Panic Disorder Symptoms Diagnosis Treatment Coping Related Conditions Panic disorder sufferers often struggle with irrational beliefs. Having a faulty belief system may escalating your experience with anxiety, panic attacks, and other panic-related symptoms. Read ahead to learn more about irrational beliefs and what you can do to overcome them.   Where Does Your Belief System Come From? One theory of how we perceive the world and act within it is a result of our underlying belief system. This belief system develops from early childhood, based on input from significant others in our lives and our own life experiences. However, developing a belief system is not always a rational process because our assumptions are often based on both logical and illogical input. Illogical and Self-Defeating Beliefs Albert Ellis, an  American psychologist who is considered the grandfather of cognitive behavioral therapy (CBT), identified three basic irrational beliefs that lead to self-defeat: “I must do well and win the approval of others or else I am no good.”“Other people must treat me considerately and fairly, or else they are not good and deserve to be condemned and punished.”“I must get what I want, when I want it. If I don’t get what I want, it’s terrible and intolerable.” Let’s say you experience emotions such as sadness, depression or even anger at your inability to attend a social function because you fear having a panic attack. Your fears of having a panic attack at a social gathering may go something like this: “If I have a panic attack and have to leave, people will think I’m crazy.”I can’t let anyone find out I have panic disorder. I have to keep my panic secret or people will think less of me.”“If I had a panic attack while at the event, I would be so embarrassed I would never be able to face anyone again.” Perhaps it is not the anticipation of panic that is causing your inner turmoil, but rather your underlying belief system about rejection or failure. For example: “I must always have other’s approval or else I am worthless.”“If someone rejects me, I am a failure.”“I have to be perfect in order for other people to like me.”“I must be successful.”“I should never show weakness or people will think less of me.”“I have to get the things I want or else I feel worthless.” Changing Irrational Beliefs Before we can change our irrational beliefs, we first have to discover what they are. Detecting irrational beliefs is not an easy task because they have been internalized. In order to dispute and change irrational beliefs, we must journey through a process of detecting and debating. Detecting â€" It is common for underlying belief systems to have rather rigid boundaries. Often the irrational belief is held in the form of “should,” “must” and “ought” demands that we place on ourselves or others. For example:   Debating â€" Now that you’ve identified your beliefs, it’s time to debate them. Are they logical? Does it make sense that you must always be successful? Are they realistic? How do you know people will think less of you if they know about your struggles with panic disorder? A New Way of Thinking Changing your irrational beliefs leads to a new way of thinking about yourself, others and your environment. These changes in your thoughts will lead to changes in your behaviors and feelings. Your new way of thinking allows you reach a level of acceptance of those imperfections that were once so troubling. As you continue to challenge and debate your irrational beliefs, they lose strength, and you become free of their emotional consequences.

Essay The Early 20th Century Labor Movement - 1104 Words

The early 1900s was a time of many movements, from the cities to the rural farms; people were uniting for various causes. One of the most widespread was the labor movement, which affected people far and wide. Conditions in the nation’s workplaces were notoriously poor, but New York City fostered the worst. Factories had started out in the city’s tenements, which were extremely cramped, poorly ventilated, and thoroughly unsanitary. With the advent of skyscrapers, factories were moved out of the tenements and into slightly larger buildings, which still had terrible conditions. Workers were forced to work long hours (around 12 hours long) six hours a day, often for extremely low pay. The pay was also extremely lower for women, who made up a†¦show more content†¦Workers had simple demands, such as a 52-hour workweek, a 20% pay raise, and the right to organize (von Drehle, 59). The strikers dealt with many problems, such as fierce strikebreakers, and when brought t o the attention of the police, strikers tended to be the ones arrested (von Drehle, 64). This strike brought the support of many wealthy people including Anne Morgan (Von Drehle, 71), Alva Smith Vanderbilt Belmont (Von Drehle, 66), just to name a few, who helped bring attention to the strikers cause. This helped in bringing attention, but was not enough to keep the strike going and formally ended in winter 1909. The strike did not lead to very many gains, and it would take the death of 146 workers (Von Drehle, 265) for any actual change to be brought about. The biggest benefit to labor that came out of the fire was the Factory Investigating Commission, which was born officially in June 1911 (Von Drehle, 212). The commission had virtual self-governance, and had investigators that would personally check the conditions of New York factories (Von Drehle, 213). The commission had a small set of cities it investigated, but was later expanded throughout the state of New York (Von Drehle , 214). The commission was the product of Wagner and Smith, the so-called â€Å"Tammany Twins†, and also brought in Frances Perkins, who would later become the Secretary of LaborShow MoreRelatedLatino Americans And Hispanic Americans1114 Words   |  5 Pagesthe 19 century, The Mexicans were thwarted and overcome. The white majority used the Mexican Americans to preform jobs for an inexpensive price. These jobs often included farming and ranching construction of the railroad and mining. By the 20th century Mexican-Americans, along with the American Indians, were powerless, poverty-stricken, and isolated in rural areas. Much like the African-Americans in the south, the Mexican-Americans gave the agricultural industry their much needed low-cost labor (HealyRead MoreHow Do Power And Culture Shape Gender? 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Many violent events occurred that gave the 19th century its name, such as, profound labor conflicts between boss and workers, the Indian wars that was an extended battle for peace and a benefit in their lifestyles, the Jim Crow law wh ich was established to separate races throughout the city, and also the fight for the American Empires power. These were the major issues that made the 19th century an important

Outline the Factors Which Contribute to Low Health...

Outline the factors which contribute to low health expectancy in developed countries. Identify and assess possible solutions to reduce this problem. Health expectancy is â€Å"the number of years a person can expect to live in good health†. (New Zealand Ministry of Social Development, 2010). It reflects concern about the quality of life. Furthermore, low health expectancy means that people live in poor health which is affected by diseases and disability. Many factors contribute to low health expectancy, including smoking and obesity. Society should pay more attention to solve these problems to increase health expectancy. This essay will outline the factors which lead to low health expectancy, and then discuss the possible solutions to reduce†¦show more content†¦The nicotine in tobacco is not only causing a variety of diseases but also leading a highly addictive (Hammond, 2009.). Secondly, the solution for the tobacco industry, they could do the appropriate measures such as add health warnings on tobacco packages, health warnings on tobacco packages increase smokers’ awareness of their risk (WHO, 2008, p. 3 4). But unfortunately, the tobacco industry would not be willing to do it unless the policy requires them to do so. However, the relevant policies in many developed countries are lacking. So if the national laws and regulations force the tobacco industry to do it then the solution would be more effective. Thirdly, the solutions for government, the government should ban on tobacco advertising and raise tobacco taxes. WHO (2008, p. 37) states that if the government ban on tobacco advertising that the tobacco sales will have up to 16% decrease. In addition, increase tobacco taxes could raise the price of tobacco. According to WHO (2008, p. 39) that â€Å"increasing the price of tobacco through higher taxes is the single most effective way to decrease consumption and encourage tobacco users to quit†. In conclusion, the smoking problem will be solved by joint efforts of the whole community. Apart from that, another important factor which decreases people’s health expectancy is obesity. WHO (2012) states that obesity will become a major factor lead to lower health expectancy in the later parts of this century. Moreover, inShow MoreRelatedBvcvv56336 Words   |  226 Pagesthe start of the examination in which to read the questions. You are strongly encouraged to use this time for reading only, but notes may be made. You then have three hours to complete the paper. You must not start writing your answers in the booklet until instructed to do so by the supervisor. Mark allocations are shown in brackets. Attempt all 6 questions, beginning your answer to each question on a separate sheet. 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ByRead MoreOverview of Hrm93778 Words   |  376 PagesHuman Resource Management (MGT501) VU MGT - 501 T his subject/course is designed to teach the basic principles of Human Resource Management (HRM) to diverse audience/students, including those who are studying this as a supporting subject for their bachelor degree program. This course is designed to provide you the foundations of HRM whether you intend to work in HRM or not, most of these elements will affect you at some point in your career. Either you will be working with some organizationsRead MoreResearch Project29890 Words   |  120 PagesUsing the SERVQUAL Model to assess Service Quality and Customer Satisfaction. An Empirical study of grocery stores in Umea. 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Discuss the three dimensions associated with HR management as a strategic business contributor. Explain why HR professionals and operating managers must view HR management as anRead MoreManagement and Business22027 Words   |  89 Pagesis encompassed in the term information technology. Information technology includes both the computer technology that enables the processing and storing of information as well as the communication technology that enables the transmission of this information. 2. What are some of the ways that IT has become â€Å"pervasive†? In the workplace, IT has become commonplace. It is becoming rare for an employee in most industries to go a day without interacting with some form of IT. Further

Standard Poor’s Free Essays

The course is appropriate for business and Nan-business majors. The course objectives are: To provide a basic understanding of core management tasks such as planning, controlling, leading and organizing, and to develop a similar understanding of organizational behavior at the individual, group and organizational levels. To develop a working vocabulary regarding these subjects and to become familiar with theories and concepts regarding them. We will write a custom essay sample on Standard Poor’s or any similar topic only for you Order Now To understand the application of course concepts to real world management and organizational behavior problems. LEARNING TOMES: The learning outcomes Of this course are as follows: You’ll understand management and organizational behavior terminology and of the foundational concepts of thereof. You’ll learn to diagnose and solve management problems, including but not limited to change management, leadership, and motivation. You’ll gain knowledge of ethical issues often associated with organizational situations. You’ll gain knowledge of global cultural differences in management and organizational behavior processes. TEXT REQUIRED MATERIALS: 1 . Required Textbook: Jones George, Contemporary Management Be with â€Å"Connect† access, University of Illinois BADLAND Edition, McGraw Hill. ISBN 9781259167645. Available at local bookstores. 2. Required Access to McGraw-Hill â€Å"Connect† software. This is bundled with new textbooks but can be purchased separately (if you have other access to a textbook). The internet site gives you the opportunity to purchase it directly from McGraw-Hill (this was about $60 in 2014) the first time you click on a Connect assignment. Details will be announced in the first class and on the course Compass site. 3. Required clicker. Available at ITS and the LLC of I bookstore. Either the original clicker or the clicker 2 will work for this class. NOTE: CLICKER REGISTRATION IS REQUIRED by Feb. 4, 2015. In order to credit you with points for clicker participation, we have to know your clicker’s Register by clicking the appropriate icon on the main page of the course Compass site. You must register your clicker on our Compass site even if you also registered it elsewhere. 4. Required Harvard Business School Change Management Simulation. Purchasing and registration instructions will be posted on Compass in mid-semester. Cost -? approve. $12. 5. Lecture notes can be downloaded from Compass site. They will be available before lecture in mime for printing if you wish. COURSE SCHEDULE: The planned schedule will be posted on Compass. Changes may be made to reflect the needs of the class. Any changes will be announced in class and/or on the course web site (Compass). It is the students’ responsibility to stay aware of any changes made. Key dates: Exam 1: Tees Feb. 17, in class Exam 2: Thru Mar 19, in class ; Exam 31 Tees May 5, in class LEARNING APPROACH HOMEWORK For this BAD 31 0 class, the activities (other than exams) are organized by weeks. In a typical week we will cover two chapters in class, and students will omelet different types of (typically online) homework related to the chapters. This can be done before or shortly after class. Each week readings will be assigned from the text. Read each chapter and use the Learners exercises to learn the material well. Then, do the interactive exercises for the chapter to gain additional familiarity with the chapter concepts. Homework activities will typically be due at 9:30 AM on Tuesday of the week after we cover the material. There is an extended deadline for assignments in the first week. Assignment due dates are on the Compass web site. 2 GRADING Your final grade in this class will be determined by your performance on: Max. Points Grading Component 1 . Learners Activities 18 chapters @ 9 points each, 2 lowest chapters grades dropped.. 2. Interactive Activities 18 chapters @ -16 points each, 2 lowest chapters grades dropped 3. Change Management Simulation AAA. Exam 1 (50 questions, mostly m/c t/f but some fill-in) b. Exam 2 C. Exam 3 (M) Total Extra Credit Opportunities A. Optional Research Participation, up to 8 more studies @ 10 points each B. Clickers, participation in up to 20 classes @ 2 points per class. % afoot 144 7% 256 13% 100 500 25% 00% 2000 80 Final grades will be assigned based on the following point scale. A 1940+ 1860-1939=A 1800-1859 -A. 1740-1799 B+ 1660-1739=8 1600-1659 c 1540-1599 = C+ 1460-1539 -c 1400-1459 = c- D 1340-1399= D+ 1260-1339 -D 1200-1259 = D 1200 = F Grades will be accessible by password on IL Compass g. There are two exceptions: Gra des for extra credit research studies will be maintained on the SONS system and will only be transferred to Compass after the last of the three exams. Grades for the Connect activities (interactive activities and Learners) transfer to Compass graybeard about 1 week after you turn in the assignment. For your security, grades will not be provided by phone or email. Because of the size of the class, grade breakpoints are fixed to maintain equity. Students with extenuating circumstances which require them to receive a certain grade or maintain a particular GAP (e. G. , graduation, loss of a scholarship, University probation or suspension, loss of a job offer, revocation of student Visa, etc. ) need to realize that they are responsible for working hard to achieve the needed class grade. Please ask for help if you see that you are falling short of the grade that you expect or need. We want students to succeed but you must know that we cannot make exceptions for individual students. Grades can be changed only if we have made an input or calculation error. It is important that you check your class grades and immediately notify us of any discrepancies. 3 Grading Components Learners Learners homework assignments are part of Connect, McGraw Hill’s online learning platform. Learners is basically an â€Å"intelligent electronic flash card system. The system asks multiple choice, fill-in, and other quick questions. The â€Å"intelligence† is that if there is a topic you have difficulty with, the system ends to increase the number of questions so as to help you bring your knowledge up to par. The pedagogical purpose of these exercises is primarily to review the chapter concepts from lecture and your reading. We recommend you do the Learners activities for the chapter before the interactive exercises, as familiarity with the concepts will speed your work. Learners is treated as â€Å"mastery’ exercises. The more cards you do, the higher your score gets until it says you have completed the exercise, whereupon you get full credit. The exercises are set so that McGraw-Hill estimates the average student can gain full credit with 30 minutes of work (and call us biased, but we are confident every IS of I student is above the average student in McGraw Hill’s book). But, you can work on the activities for as long as needed to achieve the score you want. It should be possible for all students who are willing to spend the time, to achieve scores near 100% on these exercises. Additionally, we drop your lowest two chapters’ scores at the end of the semester. Learners gives no credit for late submissions. To start working with Learners, check the Compass site. If you have trouble gaining access, please contact McGraw-Hill first (phone # and web address on Compass). If McGraw Hill is unable to resolve the issue your next step is to contact your teaching assistant. Please put the Mcgraw Hill service ticket # in the email in case we need to coordinate with them. The Learners exercises are normally due at 9:AMA on the Tuesday of the week after the chapter was covered. Due dates will appear on Compass, and the Connect web site has calendar and grade functionality that lets you track when assignments are due and how you have done on them. Con next† Interactive Activities â€Å"Connect† homework assignments comprise one to three modest interactive exercises for each of the 18 chapters in the text Some of these are â€Å"drag and drop† exercises which amount to a matching game where you connect a specific situation with a chapter concept. Others are video exercises in which you answer several multiple choice questions that emphasize chapter concepts as you view the video, and then answer some concept check questions at the end. The pedagogical purpose of these exercises is to help you become familiar with applying the chapter concepts from lecture and our reading. We recommend you do the Learners activities for the chapter before the interactive exercises, as familiarity with the concepts will speed your work. These exercises are treated as â€Å"mastery/’ exercises. That is, they are set up so all students can master the material. This is done by allowing you three tries at each exercise and taking only the highest score. You are also allowed to reference the textbook and notes as you work through the exercises. Students who are willing to spend the time should achieve scores near 100% on these exercises. Additionally, we drop your sweets two chapters’ scores at the end of the semester. Each day you are late in submitting results in a 20% penalty. 4 To start working with the interactive activities, check the Compass site for an introduction. Tutorials are available. If you have trouble gaining access or working with the interactive exercises, please contact McGraw-Hill first (link on Compass). If McGraw Hill is unable to resolve the issue your next step is to contact your teaching assistant. Please put the McGraw-Hill service ticket # in the email in case we need to coordinate with them. The interactive exercises re normally due at 9:30 AM on the Tuesday of the week after the chapter was covered. Due dates will appear on Compass, and the Connect web site has calendar and grade functionality that lets you track when assignments are due and how you have scored. IMPORTANT: In order to be as fair as possible to everyone in the class, deadlines for interactive activities and Learners have to be enforced. Please DO NOT wait until the last minute. If you wait until the deadline, issues such as illness or problems with the University server might make it impossible for you to complete the assignments. Change Management Simulation (SMS) Near the end of the semester, all students will participate in a simulation of an organizational change initiative published through Harvard Business School publishing. The simulation challenges you to acquire support among your company’s management for an innovative idea. The simulation plays like a game, and students have found it very engaging. We hope that you find that simulation not only interesting, but a powerful learning experience where you see the results of effective and ineffective application of course concepts. IMPORTANT: You will need to register and purchase the change management simulation through the Harvard web site before we start the simulation. Instructions will be posted on Compass, probably in early to mid April. Announcements about this will be made in class. Exams There are three exams in the course. Each exam covers the material from one of the three parts of the course and consists of approximately 50 questions. Most are multiple choice and true/false questions, but some are short fill-in (e. G. , definitions, identification of concepts). Material on the exam is drawn room the textbook, class lecture and other assigned materials. The exams are closed-book and are given in class at the regularly scheduled class time. Specific Exam Policies: ; Indicate your exam answers on both your exam copy and on your answer (bubble) sheet. Both are collected when you leave. Your bubble sheet answers are what we must use, but if for some reason it is lost or illegible we may refer to the exam copy. If you do not turn in an answer sheet or a marked exam copy, you normally cannot receive any credit for the exam. Plan on remaining in the classroom for at least minutes during exam days. Bring a #2 pencil to class and use it to fill out the exam. Bring a photo ID to all exams as the size of the class requires that we check IDs. 5 Dictionaries and electronic devices (calculators, dictionaries and translators) are not permitted during exams, on the recommendation of the college deans. We will answer questions about word meanings that are not related to class concepts. Additional exam policies and procedures may be discussed in class. Conflict Exams ; Exams are taken only at the regularly scheduled time except when events beyond your control prevent you from doing so. The most common exceptions are for excused absences (e. G. , illness or injury, family emergency, university sanctioned events) and out of-town job interviews. Please ask if you have an unusual situation. With approved exceptions you are able to take the conflict exam which has the same format as the regular exam. You MUST notify us IN ADVANCE if you need to take the makeup/ conflict exam. Email to the course email (see Compass). Failure to do so (unless you are physically unable to email) will result in an automatic zero for the exam. Documentation is required to take the makeup/conflict exam. For illness, injury, or family emergency, please obtain an official excused absence letter from the Dean of Students Office. The Dean of Students office is at 300 Student Services Building, 61 0 East John, 333-0050. For other situations check with the professor regarding required documentation. Extra Credit There are two primary sources of extra credit: Participation points through using the clickers and participation in research studies that brings exposure to the research process. â€Å"Clicker† Participation Points We use â€Å"clickers† to make lectures more participative and engaging. How to cite Standard Poor’s, Papers

The Great Gatsby And Corruption English Literature Essay free essay sample

Corruptness has its ain motives, and one has to thoroughly survey that phenomenon and extinguish the foundations that allow corruptness to be. This citation by Eduard Shevardnadze exactly captures the built-in nature of all work forces: corruptness is present in everyone, and it will finally take over each of us by attesting itself into our malicious, avaricious ideas and actions. Since this quality is intrinsic in every individual, no 1, even the most benevolent of work forces, can avoid corruptness. In F. Scott Fitzgerald s The Great Gatsby, the corruptness of people and society is one of the major subjects. Several characters in the novel clearly have corrupt facets, such as Tom Buchanan and Jay Gatsby. Ultimately, each character s corruptness is apparent in their positions and actions, and each one s defects straight reflect the corruptness of society as a whole in the 1920s. Consequently, some characters corrupt natures finally crush their dreams and lead to their ruins. We will write a custom essay sample on The Great Gatsby And Corruption English Literature Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Tom Buchanan is, without a uncertainty, a genuinely corrupt person, and his personality mirrors the high categories of America in the 1920s. For illustration, Tom is an chesty and avaricious adult male. When Nick Carraway comes to see the Buchanan household at their East Egg place, Tom blatantly explains to Nick, I ve got a nice topographic point here, demoing off his deluxe estate ( 7 ) . Nick besides describes Tom as absolutely conceited by stating, Two reflecting chesty eyes had established laterality over his face and gave him the visual aspect of ever tilting sharply frontward you could see a great battalion of musculus switching when his shoulder moved under his thin coat ( 7 ) . Obviously, from this elaborate description of his personality, Tom is a disdainful adult male with an elitist swagman in his measure. His attitude and his house are both symbols for the chesty and elect category in society. Furthermore, Tom conceitedly declares to Nick, Now, do nt believe my sentime nt on these affairs is finaljust because I m stronger and more of a adult male than you are ( 7 ) . Tom is clearly a dork, and he has a condescending position of West Egg occupants such as Nick. Tom s chesty point-of-view of the people around him reflects the high-flying, disdainful attitudes of East Coast occupants populating in the 1920s, particularly those affluent persons shacking in New York City. In add-on, one can obviously see that Tom does non wholly love his married woman, Daisy Buchanan, since he commits criminal conversation and displays moral corruptness. Tom darnels on his partner with Myrtle Wilson, his kept woman. Jordan Baker, Daisy s longtime friend, hesitatingly reveals to Nick, WhyTom s got some adult female in New York ( 15 ) . Tom seemingly does non wholeheartedly care for his married woman, and, harmonizing to Daisy herself, Tom was non even there to remain at his married woman s side when she gave birth to their first kid, a babe miss ; he was most likely with his kept woman at that clip ( 17 ) . Clearly, Tom is an inconsiderate hubby, and intelligibly, Daisy is non satisfied with her matrimony. She sardonically exclaims that misss are slaves to the volitions of work forces. It is clear that Gatsby is the 1 who really loves and attentions for Daisy, non Tom. As a consequence, Tom suffers a pseudo-fall from grace because he discovers that Daisy genuinely lov es Gatsby ; she flirts with and busss Gatsby on the face, whereas she responds with sarcastic comments to Tom s demands. Tom has, in a sense, lost his married woman, Daisy, to another adult male in ageless love, even though that adult male, Gatsby, dies. For these grounds, Tom is unimpeachably a dissembler since he acts as if he is unflawed but is, in world, conceited and an fornicator. These features illustrate why Tom, and the elitist category he reflects, are corrupt. Following, even the Great Jay Gatsby himself has corruptness in his blood, merely like the people who were involved in illegal activities in the United States during the 1920s. For case, Gatsby has business connexions with fly-by-night characters, including Meyer Wolfsheim. Wolfsheim, misidentifying Nick for another adult male, says to Carraway, I understand you re looking for a concern gonnegtion ( 70 ) . Obviously, Wolfsheim is an belowground, mafia-like adult male who deals with the illegal transportation and sale of intoxicant, or bootlegging. Meyer Wolfsheim even fixed the 1919 World Series, farther showing his corruptness ( 73 ) . Since Gatsby is Wolfsheim s close concern spouse, Jay is besides involved in these secret and improper intoxicant gross revenues. Furthermore, Tom basically accuses Gatsby of being a moonshiner at apothecarys shops when Tom shouts, Who is this Gatsby anyhowSome large moonshiner? ( 107 ) . It is apparent to the reader that Gatsby acquired his huge sum of wealth from illegal activities, viz. alcohol smuggling and selling. The reader can clearly see that Jay Gatsby is non Great since he used illegal agencies to make his luxury, hence showing that he manifests corruptness. Furthermore, Gatsby and his activities in life clearly reflect the corrupt bootlegging concern in 1920s America. During this clip period, the sale of intoxicant was against the jurisprudence, but many Americans were so determined to obtain their spirits that they would take down themselves to such corrupt actions ; basically, intoxicant corrupted these persons. In Gatsby s instance, his corrupt nature finally brings about his ruin. Gatsby was determined to make whatever he could to acquire rich and be with Daisy, but his greedy, corrupt, and evil ways finally led to his decease. His aspiration and greed for wealth finally crushed his dreams of being with his lover, Daisy. As one can see through his actions and determinations, Gatsby, although sympathetic at first, is a corrupt adult male, and he suffers a tragic autumn from his high position, finally climaxing in his decease. To reason, the demeanours and actions of the characters in The Great Gatsby, including Tom Buchanan and Jay Gatsby, show that they are corrupt persons. Each individual s innate mistakes echo the corruptness of American society in the 1920s, particularly in the East. Unfortunately for them, a few characters, chiefly Gatsby, suffer a ruin in their position due to their greed. As opposed to these corrupt Easterners, Nick Carraway possesses good values of the Midwest. He is honorable, careful, considerate, and low, whereas the East Coast inhabitants are largely dishonest, headlong, barbarous, and chesty. By traveling back to Minnesota in the Midwest, Nick efficaciously rejects the corrupt rules of the East. However, there is no denying that the bulk of people, particularly those obsessed with wealth, greed, power, and haughtiness, will remain corrupt.