Indian Thought in Emerson Thoreau and Whitman Essay

VEDANTA philosophy was one of several thought currents from abroad that reached New England in the early decades of the 19th century and contributed to the thinking of Emerson and Thoreau. Emerson’s interest in the sacred writings of the East probably began: . ring his Harvard days and continued throughout his life. He knew Laws of Manu, Vishnupurana, the Bhagvad- Gita, and Katha Upanishad: There are numerous references to these scriptures in his Journals and Essays. Thoreau, too, was introduced to Oriental writing while still at Harvard. His initial contact was with an essay on Oriental poetry by Sir William Jones; in 1841, at the age of 24, he began an intensive study of Hindu religious books. In the January 1843 issue of The Dial, Thoreau published selected passages from Laws of Manu. From a French version of the Sanskrit Harivansa, he translated a story, â€Å"The Transmigration Seven Brahmans,† and in The Dial of January 1844, he published excerpts from Buddhist scriptures under the title â€Å"The Preaching of Buddha. † Emerson, Thoreau, and other Transcendentalists, interested in the concept of â€Å"selfhood,† found in Hindu scripture a well-elaborated doctrine of Self. Hindu scripture tells us that the central core of one’s self (antaratman) is identifiable with the cosmic whole (Brahman). The Upanishad state: â€Å"The self within you, the resplendent, immortal person is internal self of all things and is the universal Brahman. † Concepts similar to this cardinal doctrine of Vedanta appear in the writings of the Transcendentalists. But there are many ideological similarities among Oriental literature, the neo-Platonic doctrines, Christian mysticism, and the philosophy of the German Idealists such as Kant and Schelling. And, since the Transcendentalists were acquainted with all of these writings, it is not always possible to identify specific influences. Nevertheless, the striking parallels between Transcendentalist writing and Oriental thought make it clear that there was a spiritual kinship. In â€Å"Plato; or, the Philosopher,† Emerson writes that â€Å"the conception of fundamental Unity† – the â€Å"ecstasy† of losing â€Å"all being in one Being† – finds its highest expression â€Å"chiefly in the Indian Scriptures, in the Vedas, the Bhagavat Geeta, and the Vishnu Purana. † In this essay, Emerson quotes Krishna speaking to a sage:†Ã¢â‚¬ËœYou are fit to apprehend that you are not distinct from me†¦. That which I am, thou art, and that also is this world, with its gods and heroes and mankind. Men contemplate distinctions because they are stupefied with ignorance. ‘ ‘†¦. What is the great end of all, you shall now learn from me. It is soul, – one in all bodies, pervading, uniform, perfect, preeminent over nature, exempt from birth, growth and decay, omnipresent, made up of true knowledge, independent, unconnected with unrealities, with name, species and the rest, in time past, present and to come. The knowledge that this spirit, which is essentially one, is in one’s own and in all other bodies, is the wisdom of one who knows the unity of things. ‘† In formulating his own concept of the Over-Soul, Emerson might well be quoting Krishna once again: â€Å"We live in succession, in division, in parts, in particles. Meantime within man is the soul of the whole; the wise silence; the universal beauty, to which every part and particle is equally related; the eternal ONE. And this deep power in which we exist and whose beatitude is all accessible to us, is not only self-sufficing and perfect in every hour, but in the act of seeing and the thing seen, the seer and the spectacle, the subject and the object, are one. We see the world piece by piece, as the sun, the moon, the animal, the tree; but the whole, of which these are shining parts, is the soul. Only by the vision of that Wisdom can the horoscope of the ages be read†¦. † Some of Emerson’s poetry resembles Vedanta literature in form as well as in content. A striking example is the poem â€Å"Brahma. † This is â€Å"Brahma† in its entirety: If the red slayer think he slays, Or if the lain think he is slain, They know not well the subtle ways I keep, and pass, and turn again. Far or forgot to me is near; Shadow and sunlight are the same; The vanished gods to me appear; And one to me are shame and fame. They reckon ill who leave me out; When me they fly, I am the wings; I am the doubter and the doubt, And I the hymn the Brahmin sings. The strong gods pine for my abode, And pine in vain the sacred Seven, But thou, meek lover of the good! Find me, and turn thy back on heaven. The first stanza is essentially an adaptation of these lines from the Katha Upanishad: If the slayer think I slay, if the lain think I am slain, then both of them do not know well. If (the soul) does not slay, nor is it slain. The second and the third stanzas echo the following lines of the Gita: I am the ritual action, I am the sacrifice, I am the ancestral oblation, I am the sacred hymn, I am also the melted butter, I am the fire and I am the offering. I am immorality and also death. I am being as well as non-being. In some respects, Henry David Thoreau was even more than Emerson attracted to Oriental thought and philosophy. For while Emerson found the Hindu doctrines of soul congenial to his own ideas about man’s relationship to the universe, Thoreau found in Hindu scriptures a way of life with which he felt a profound affinity. When Thoreau began his intensive study of Hindu scriptures, he wrote in his Journal, â€Å"I cannot read a sentence in the book of the Hindoos without being elevated upon the table-land of the Ghauts†¦. The impression which those sublime sentences made on me last night has awakened me before any cockcrowing†¦. The simple life herein described confers on us a degree of freedom even in perusal†¦ wants so easily and gracefully satisfied that they seem like a more refined pleasure and repleteness. † Later, in his first book he said: â€Å"Any moral philosophy is exceedingly rare. This of Manu addresses our privacy more than most. It is a more private and familiar, and at the same time a more public and universal work, than is spoken in parlour or pulpit nowadays. As our domestic fowls are said to have their original in the wild pheasant of India, so our domestic thoughts have their prototypes in the thoughts of her philosophers. Most books belong to the house and street only, and in the fields their leaves feel very thin†¦. But this, as it proceeds from, so it addresses, what is deepest and most abiding in man. It belongs to the noontide of the day, the midsummer of the year, and after the snows have melted, and the waters evaporated in the spring, still its truth speaks freshly to our experience†¦Ã¢â‚¬ ¦Ã¢â‚¬  Thoreau sought throughout his life to live a life of meaning – a life in which he would understand the truths of his own nature, his relationship with other men and his relationship with Nature and with the Universe. In the Bhagavad-Gita Thoreau found clues for his quest which he transposed into his Journals: â€Å"The man who, having abandoned all lusts of the flesh, walketh without inordinate desires, unassuming, and free from pride, obtaineth happiness. † â€Å"The wise man†¦. seeketh for that which is homogeneous to his own nature. † We know too that Thoreau’s reading led him to an interest in Yoga. He wrote in a letter to a friend: â€Å"Free in this world as the birds in the air, disengaged from every kind of chains, those who have practiced the yoga gather in Brahma the certain fruit of their works†¦ The yogi, absorbed in contemplation, contributes in his degree to creation†¦. Divine forms traverse him†¦. and, united to the nature which is proper to him, he goes, he acts as animating original matter†¦. To some extent, and at rare interval, even I am a yogi. † And in Walden, Thoreau describes a state of mind that has a close resemblance to the experience of the yogi. It is similar also to the transcendental Self of the Upanishads which as Sakshi or spectator merely looks on without participating in the pageant of the world. â€Å"By a conscious effort of the mind we can stand aloof from the actions and their consequences; and all things, good and bad, go by us like a torrent. We are not wholly involved in Nature†¦ I may be either the driftwood in the stream, or Indra in the sky looking down on it†¦Ã¢â‚¬ ¦ [I] am sensible of a certain doubleness by which I can stand as remote from myself as from another. However intense my experience, I am conscious of the presence and criticism of a part of me, which, as it were is not a part of me, but spectator, sharing no experience, but taking note of it; and that is no more I than it is you. When the play†¦ of life is over, the spectator goes his way. † When Walt Whitman published Leaver of Grass in 1855, he was almost universally condemned for the formlessness of his poems and the grandiosity of his heretic philosophy. But Emerson made it a point to write a letter to the author: â€Å"I am very happy in reading it†¦. It meets the demand I am always making of what seemed the sterile and stingy Nature, as if too much handiwork or too much lymph in the temperament were making our Western wits fat and mean. I give you joy of your free and brave thought. I have great joy in it. I find incomparable things said incomparably well. † The ideas that Emerson referred to as â€Å"incomparable things said incomparably well† Thoreau was later to characterize as â€Å"wonderfully like the Orientals. † For the long opening poem of Leave of Grass – â€Å"Song of Myself† – contains Whitman’s exultant concept of â€Å"myself† in which he expressess the essence of Vedantic mysticism. Mysticism, as it is understood by the Vedantist and as it finds expression in â€Å"Song of Myself† is a way of embracing the other, the objective world, in an inclusive conception of Selfhood. It is a way of finding the World in the Self and as the Self. Like the â€Å"Cosmic Form† described in the Gita and the Dynamic Self of the Upanishads, Whitman’s â€Å"Self† sweeps through the Cosmos and embraces it: What is a man anyhow? What am I? and what axe you? In all people I see myself, none more and not one a barleycorn less And the good on bad I say of myself I say of them. And I know I am solid and sound, To me the converging objects of the universe perpetually flow, All are written to me, and I must get what the writing means. And 1 know I am death less. † The critic Malcolm Cowley points out that Whitman’s mysticism has its counterpart in modern Indian writing too. Sri Ramakrishna writes, â€Å"The Divine Mother revealed to me in the Kali temple that it was She who had become everything. She showed me that everything was full of Consciousness [Divinity], the Image of Consciousness, the altar was Consciousness, the water-vessels were Consciousness, the door sill was Consciousness, the marble floor was Consciousness†¦. I saw a wicked man in front of the Kali temple; but in him I saw the power of the Divine Mother vibrating. † Earlier in the 19th Century, Whitman had written: I hear and behold God in every object†¦Ã¢â‚¬ ¦ I see something of God each hour of the twenty-four, and each moment then, In the faces of men and women I see God, and in my own face in the glass; I find letters from God chopped in the street, and everyone is signed by God’s name. ’ While there are innumerable points of similarity in thought and experience between Whitman and Oriental scripture, in some respects Whitman goes against the mainstream of Indian Philosophy. â€Å"Unlike most of the Indian sages, for example, he was not a thoroughgoing idealist. He did not believe that the whole world of the senses, of desires, of birth and death, was only maya, illusion, nor did he hold that it was a sort of purgatory; instead he praised the world as real and joyful. He did not despise the body, but proclaimed that it was as miraculous as the soul. He was too good a citizen of the nineteenth century to surrender his faith in material progress as the necessary counterpart of spiritual progress. Although he yearned for ecstatic union with the soul or Oversoul, he did not try to achieve it by subjugating the senses, as advised by yogis and Buddhists alike; on the contrary, he thought the ‘merge’ could also be achieved by a total surrender to the senses. † Thoreau, Emerson, Whitman – they were all good citizens of the nineteenth century and of the West. In the bulk of their work, all three writers built on native American material and embodied American attitudes, especially the concepts of individualism and self-reliance. Perhaps the most fitting commentary on their relationship to Indian literature was made by Gandhi after reading Emerson’s Essays: â€Å"The essays to my mind contain the teaching of Indian wisdom in a Western ‘guru’. It is interesting to see our own sometimes differently fashioned. † ****** ****** ******

The Cyclist Poem

â€Å"The Cyclist† poetry commentary â€Å"The Cyclist† is a poem by Louis MacNeice which romanticizes the fleeting joys of childhood. These joys are emphasised through imagery of summer – be it activities, food, the beach, a bicycle ride, various techniques such as juxtaposition and enjambment are used to evoke fond memories from the reader. MacNeice’s poem is set in the southwest of England, on a hill with a chalk horse carved into it. It is during the height of summer, when the grasshoppers are buzzing and the children are playing outside. The character is a boy or a group of boys, and they are riding bicycles down a hill near to the chalk horse.The structure of the poem is quite disjointed, with only five sentences throughout three stanzas. Enjambment is used extensively to further reinforce the idea of a out of breath child, as by not ending each line with a full stop the poet is enticing the reader to continue and hear what this breathless child has to say. The use of time in â€Å"The Cyclist† is used to reinforce the notion that the pleasures of summer are temporary. In the first stanza, for example, on line 7, â€Å"but these five minutes† is a reference to both the comparatively short time of childhood and the rapid rush down the hill during summer. Also read: How to be Old Swenson AnalysisTime is again mentioned in line 24 (â€Å"For ten seconds more†) to remind the reader that time is ever-present, and that ageing is impossible to avoid for a child as adulthood draws every closer (emphasised in the decrease of time from five minutes to ten seconds). In general, the speaker in â€Å"The Cyclist† appears to be speaking as a child; he overuses and ‘accidentally’ mixes up words. For instance, on line 4 the speaker says â€Å"In the heat of the handlebars he grasps the summer†. This is plainly a child’s error, and it makes no sense as it is – it should be ‘heat of the summer he grasps the handlebars’.Another example of this is during the last stanza, where the speaker is describing various ways to enjoy the summer, he states â€Å"chase it with butterfly nets or strike [†¦ ] little red ball or gulp [†¦ ] cream /Or drink† (lines 18-20). This overuse of â⠂¬Å"or† again shows the flustered excitement when a child is overloaded with activities; they can’t possibly even speak fast enough to experience them all over the course of one short summer. The experiences which are breathlessly listed are all typical summertime activities, such as catching butterflies, playing cricket, eating summer fruits with cream or enjoying a ool drink in the shade. All of these activities are typically not long-lasting: butterflies slip out of nets, breath cannot be held underwater for long, and food and drink generally do not last long with hungry children around. Therefore, MacNeice is reinforcing the idea that childhood and summertime are fleeting joys which can only be carelessly enjoyed for a so long, and they should be savoured. There is interesting juxtaposition and repetition in the last four lines: repetition of â€Å"calmly† and juxtaposition between calm/stillness and movement.The last four lines also describe the feeling of p eace while you coast along on a bike with no need to pedal after having sped down a hill. â€Å"For ten seconds more can move as the horse in the chalk† means he can be still while still ‘galloping’ (as the horse carved into the hill is galloping, and yet cannot move). â€Å"Calmly regardless of tenses and final clauses† – again grammar is mentioned which refers to the â€Å"forgotten sentence† of school. The final line, â€Å"Calmly unendingly moves. †, is a reference to the horse carved into the hillside.This idea is strengthened in the first line, with â€Å"unpassing horse†. â€Å"unpassing† gives the idea that while the horse is constantly moving, it never actually moves. The fact that the poem both begins and ends with reference to this horse shows that it is one of main ideas of the poem. And so the horse remains there, seemingly for all eternity, fixed in its graceful stride, calmly, unendingly moving. Further jux taposition can also be found in the opposites of â€Å"Left-right-left†, which comes in as the poem approaches its end.It shows the child slowing down and needing to pedal to keep moving, as â€Å"Left-right-left† is the motion needed to turn the pedals one full circle. â€Å"And reaching the valley the boy must pedal again† (line 22) shows that the joys of summer are brief, and they only come once the ‘hill’ (seasons) has done a full cycle and the cyclist has returned himself to the crest of the hill. Water is a symbol which is heavily used in the second stanza and the beginning of the third stanza. It is used to show the innocence of childhood; the purity before the child becomes ‘polluted’ by reality and is forced to ‘pedal’ back up the hill of life.The second stanza begins with imagery of a meadow which quickly transforms into an ocean: â€Å"The grass boils with grasshoppers, a pebble /Scutters from under the wheelâ⠂¬ . The wonderfully poetic language assists in the seamless transition from meadow to ocean: the rolling grass hills are likened the boiling waves (heated by the sun), and the pebbles are compared with crabs, scuttering away to escape the bike’s wheel. The â€Å"boys riding their heat-wave† creates a picture of a surfer, â€Å"feet on a narrow plank and hair thrown back†.The narrow plank creates ambiguity, as the reader is not sure if the poet it referring to a surfboard or the pedals on a bike. The â€Å"spattered white† countryside spoken about on the previous line draws parallels between white caps on the ocean, the boys (whose skin colour would stand out against the green or blue) and the white chalk horses carved into the hills. The â€Å"heat-wave† is a play on words by MacNeice, as the real meaning is a period of exceptionally hot weather which usually occurs in summer. In this context though, it has a double meaning of figuratively Ã¢â‚¬Ë œsurfing’ on the ‘wave’ while ‘riding’ the wave on a bicycle.This water imagery then flows over into the next stanza, pulling the reader forward in the current of the poem, as it depicts the cyclist with a â€Å"surf of dust† (line 17) beneath him, more like a wave than a cloud of dust. The continuation of the sentence into the next stanza is another way MacNeice draws the reader onwards. The animals referred to throughout the poem are all typical summer creatures: grasshoppers chirping on a hot summers’ day, dragonflies suspended in the haze, horses running free over the hills, butterflies floating back and forth, crabs scuttling along a beach.These symbols reinforce MacNeice’s image of a perfect summertime. The poem as a whole – but especially the first stanza – likens life to a text or piece of writing, combined with the fleeting exhilaration of childhood: â€Å"Between the horizon’s brackets†, with the â€Å"main sentence† of adult life to be â€Å"picked up later†. The use of grammatical terms such as â€Å"brackets†, â€Å"parenthesis† and â€Å"tenses and final clauses† reminds the reader that school and education is always in the back of a child’s mind, not wanting for the summer to end.Through the use of poetic techniques such as juxtaposition and enjambment, MacNeice has created parallels between the joys of childhood and the fun of whizzing down a hill on a bicycle. Water imagery, the majority of which is found in the second paragraph, is used to show that summer enjoyment is not only limited to the meadows of southwest England, but can be enjoyed by the beach or surfing in the ocean. In â€Å"The Cyclist† Louis MacNeice seeks to make an initially light-hearted statement about the fun in being a child which slowly shifts into a more contemplative, melodramatic declaration of the inevitability of ageing and the passage of time.

English Registered Land Law (problem Q'n) Essay

English Registered Land Law (problem Q'n) - Essay Example Is she going to contest the problems or is she going to live with it Let us take a close look at the problems that might plague Pamela. Issue 1 1 Brian's twin brother, Robert, had contributed one third of the purchase price when Brian bought the house with the intention of living there with his brother and an express trust was drawn up confirming Robert's interest. However, Robert was often in and out of prison for offences such as burglary and shoplifting and was in prison at the time Brian sold the house to Pamela. In this issue it is clear that Robert is not aware of the sale deed executed by Brian, since Robert is in prison. Also, Brian is the sole proprietor of the Brampton House. Brian, as mentioned has entered into an 'express trust' with his brother. Through this 'express trust' Robert can live in the house and not claim anything legally. Hence Brian selling the house to Pamela is legally valid and the sale deed asserts the fact that Pamela is the bona fide buyer and Brian is the bona fide seller. The 'express trust' executed between the brothers is not a legal instrument and hence not legally binding on the executed sale deed. Under these conditions Robert cannot hold Pamela to ransom nor can he ask Brian for his share of the money; got from the sale. It is up to Brian to give Robert, if at all he wishes, any share. Basically it is a problem between the brothers and will not Pamela's stance as present owner of Brampton House. Issue 2 Philippa claims that on 1 September 2007 Brian let a room in the house to commence on 1 February 2008 when she is due to start work as a senior manager at a major department store in the area. Philippa's claim of being part of Brampton House as a tenant is valid - under the Tenancy Act prevailing at the time and place when the house was sold to Pamela. Pamela has to honour the agreement entered between Brian and Philippa. This is subject to a written agreement between Brian and Philippa. We are made to assume that there exists such an agreement. If there was no such written agreement and it was only an oral arrangement that was discussed between Brian and Philippa, then Philippa cannot do anything now; under the present ownership of the house. Hence Philippa will be a headache for Pamela depending on what Philippa has to prove. Issue 3 Natasha, a neighbour and a friend of Brian's, maintains that in August 2007, Brian entered into an agreement with her that she could use a path across the garden of Brampton House in order to take a shortcut to the main road and thereby reach the local gym far more quickly. Here, 'Brian entered into an agreement with her' is assumed to be a written agreement. In such a scenario, Natasha has a 'right of passage' through Brampton House irrespective of the owner. She can use the path that runs through the garden and continue to go to the local gym and Pamela cannot object to it. But this 'right of passage' will be confined only to Natasha and will not be binding on any of her friends or relatives and or legal heirs. On the contrary if there was no such written agreement between Brian and Natasha then Natasha can still continue to use the path to reach her gym, provided Natasha can prove that she has been using the path for many years. It may be so, since Natasha is a neighbour of Brampton House, irrespective of t

Critique Program Development Models-Adult Education Essay

Critique Program Development Models-Adult Education - Essay Example g and implementing educational strategies should culminate in behavioural change in individual learners and within learner groups and systems (Boone et al, 2002). The purpose of adult education programs is to enhance adults’ capacity to participate in society and improve their lives. An adult education program development model should have a clear statement of mission, philosophy, and goals that guides all aspects of program services. Further, it has to meet the needs of the program’s community, as well as the policies of its state and national funding agencies (Comings et al, 2006). The two theorists of adult education selected are: Stephen Brookfield (1986) and Malcolm Shepherd Knowles (1988). The program development models conceptualized by the above theorists are compared and contrasted below. According to Brookfield (1986), facilitators of adult learning should not adopt formulaic responses to widely varying situations. Avoiding orthodoxy, creative application of theory to the unique circumstances of the practice setting is advocated. The institutional model comprises of basic tenets of instructor-learner relationship, in whch the learner is in a submissive position, and is completely dependent on the instructor for achieving learning outcomes. In Knowles’ (1988) andragogical model of program development, there is shift in research and practice from a focus on teaching to a focus on learning. Thus a new emphasis on education was introduced, as a process of facilitating self-directed learning. Another principle is that life-long learning is considered as the organising principle for all education. Institutional culture, politics and technology will all play a part in impacting the program development process (Brookfield, 1986). Brookfield’s (1985) liberal model of adult education is institution-bound because it emphasizes principles of program design and the best use of available delivery systems, to plan a program to meet everyone’s needs.

Essay paper of Ethical Reasoning in Business Example | Topics and Well Written Essays - 500 words

Paper of Ethical Reasoning in Business - Essay Example This is by treating its workers well. In any given society, for purposes of avoiding chaos, there is a need of developing a system, that will help in defining what is right and what is wrong. This system must also provide guidance on how to punish anybody found engaging in an activity that is wrong. This is an aspect of ethics. On most occasions, this concept of ethics has varied, and this is because different factors play a role in its definition. Furthermore, one ethical activity may not be considered as ethics, in another community or society. This concept of ethical philosophy normally involves the identification of the right and wrong activities, and outlining them in a system, that would act as guidance to the targeted people. The principles of ethical philosophy denote that there is a need of defending the concepts of ethics that have been identified, and recommending their adoption and use, to the communities (Rosenbaum 45). Apple Inc. operates a manufacturing branch in China and it is in this location where it is able to manufacture iPhones and iPads. Majority of these workers, normally work under hazardous and brutal conditions, and they do not have any proper facilities that can protect while engaging in the production of these gadgets (Islam, 54). This is a clear violation of a code of conduct that requires companies to provide their employees with proper materials that can be used for purposes of protecting them from harm, in circumstances where they are engaged in the operations of the organization. Because of this unethical practice, there has been an increase in explosions, and deaths within the premises of the factory (Islam, 57). Therefore, it is possible to denote that workers are not safe, when they are working for Apple Inc at their factory. The shareholders and the managers of the business organization are

Ben Westcott about the Risks and Challenges Assignment

Ben Westcott about the Risks and Challenges - Assignment Example I believe that irresponsible outsourcing can be detrimental to a company’s reputation. â€Å"Major companies, ranging from Apple to Nike, have suffered a backlash†¦ when it has emerged that their workers are not well treated in some of their supplying companies† (Westcott 2012, 1). Considering that a company’s reputation determines its competitiveness, companies must ensure that they outsource responsibly to circumvent scandals and exploitation. Companies that have outsourced successfully and lived to enjoy its benefits â€Å"†¦work closely with those other companies to ensure that their standards and working conditions are the same high level that they themselves would wish to prevail† (Westcott 2012, 1). Reading through the article, I could easily relate the Dhaka fire incident with a scenario which happened in the early 2000s when Apple was sued after it outsourced to companies that employed underage children to work in its factory. Inconsequential as it might sound, it was an unethical act which cannot be tolerated in the currently highly competitive corporate world and Apple really disappointed its loyal customers and shareholders by outsourcing to such a supplier. Several exceptional lessons stood out from the article. Firstly, outsourcers should build a better relationship with the external contractors. They external contractors, as well as the outsourcers, must understand the demands and expectation of each other. Through this, guidelines and standards will be developed and enforced, an act that furthers innovation and motivation which eventually improves the company’s products and effectiveness. Moreover, the external contractors are on the ground hence are acquainted with the constantly changing customer tastes, needs.

Energy Research Paper Example | Topics and Well Written Essays - 250 words

Energy - Research Paper Example This will cut down the production cost of goods which will translate into economic growth. Alternative energy sources conserve the environment. Global warming will be contained if incentives are increased. The government should promote the use of different energy sources to diversify the economy dependence on one energy source has negative effects on the economy. Alternative energy increase employment opportunities and provide cheaper energy sources. The role of engineers in the alternative energy issue is to design the technology to enable the public to use the alternative energy effectively. Solar energy incentives are used to encourage domestic and industrial consumption of solar energy as an alternative source. The government provides tax exemptions to the users of such energy. This form of incentives is used by residents in hot areas like Texas (Reiley, 2009). Wind energy incentives are given by government to encourage domestic and industrial use of the form of energy. The tax exceptions made available by the government include the franchise tax deduction. The businesses can also be exempted from property tax. The alternative fuel incentives grants program benefits institutions with grants to use alternative energy sources. The grants may be used to install solar panels in the Scholl to reduce dependence on grid electricity or upgrade the vehicle fleets to hybrid vehicle (Garrison, 2011). Wind energy is energy generated when wind rotate the blades of a turbine. This form of energy is common in windy areas. The merits associated with the form of energy are that they do not pollute the environment. The form of energy is sustainable. The cons are that the wind farms destroy the aesthetic value of the shores and it is not reliable as wind does not blow continuously. Solar power can be used in production of electricity, cooking and water purification. Solar power is used by converting the suns rays into useful energy. The

Panama Canal Lock Case Study Example | Topics and Well Written Essays - 1500 words

Panama Canal Lock - Case Study Example The whole of the Guton Lock system works in three steps. The ship enters the first chamber at the Guton lock which is at the sea level on the Atlantic side. The water tight gates are closed after the ship get in to the first chamber. A valve is the opened to allow water from the second chamber into the first chamber until both chambers the water levels up. Following this equalization of the levels of water, the valve is the closed and the gate between the first and second chamber is opened for the ship to move to the second chamber (Sherman 35). The first operation is repeated between the second and third lock to move the ship into the third lock which raise the ship to the Guton Lake water level. After closing of the final valve and opening of the final gate, the ship will have been raised up to 85ft to the Pacific Ocean water level. The forces that act on the first lock on the pacific side are majorly from the water in the Pacific Ocean that exerts pressure on the first gate. In the subsequent locks, forces act from both sides of the gates due to the water that is held inside the chambers. The Key factor in the design of the Guton lock was the water. The lifting of the ships in the lock to the level of the Guton Lake is done by water (Ulrich 9). The water in the lock lifts the ship up to 85feet and floats the ship across the divide. After crossing the continental divide, the water is again used to lower the ships to the sea level in the opposite side of the ocean. This therefore means that water was the major important consideration in the construction of the Guton Lock just like in the other three locks of the Panama Canal. In the design therefore, it was important to consider the force that the water exert on the locks. As more water is allowed inside the chamber of the lock, it exerts pressure to the walls. Another source of force on the walls of the lock chamber is the weight of the ship that is being raised by the lock up to 85 feet above sea

Women and men Essay Example for Free

Women and men Essay Non violence is a philosophy that has been used as a strategy to bring change. It follows a line which rejects the path of violence. This method of using an alternate to aggression and armed struggle against oppression has been preached and practiced from time immemorial. In recent times, non violence has been used as a means for getting India independence from British rule. This movement was preached and led by Mahatma Gandhi, who immortalized himself to the whole world with the way he went about it. Another fine example is recent history is that of Martin Luther King, who adopted Gandhi’s non-violent ways , in the struggle to help win civil rights for African Americans. Jesus and Non Violence History shows many examples of non-violence struggles, but if we look into our ancients texts we will be able to understand that even Jesus Christ was an advocate of non violence. Until the very end Jesus never renounced his privilege of being the anointed one. Nevertheless, he destroyed the wall that separated non-Jews from the God of Israel. He became the new and living way by which all people had access to the kingdom of God. By acting in this way he removed every pretext for the use of violence. He advocated that gods grace was offered to all and with it the hand of fellowship and the offer of reconciliation. (Walter Wink. Ch. 1. p119) Nonviolence in Theory Practice Nonviolence has always been understood as the absence of violence, but the leading proponents of nonviolence have always defined in positive terms. Thus Mahatma Gandhi spoke of nonviolence as Satyagraha , meaning literally holding onto truth. Martin Luther King Jr. spoke of it as a commitment to resisting injustice without regarding one’s success as a triumph over those 2 who stand for injustice. (Robert. H Barry . L. G. Nonviolence in Theory and Practice) Nonviolence can be understood from many viewpoints and has many aspects to it. To some it may seem as if it is the study of any psychological, social, or political technique to bring about social change, which does not involve the use of the military force, yet again to others it is the study of the spiritual pursuit of a nonviolence as interpreted by particular religions. Discussion There is a belief among many, that nonviolence is actually nothing more than a form of cowardice. Nothing can be further from the truth. In the case of Jesus Christ it took tremendous mental strength and will power to stand up for what he believed. Similarly, in the case Mahatma Gandhi, though violence was used brutally against his followers who were both women and men, by their belief in what they were doing they could bear physical beating and brutalities inflicted upon them by the British without ever losing sight of what they were expected to follow the path of nonviolence. Man has within him an inbuilt mechanism of self preservation and this manifests itself when he is attacked and being bodily harmed. This instinct takes over and counters the attacker by fighting back. The ability to resist this natural instinct and to stay on the path of nonviolence is a sure show of courage and strength. In the case of both Gandhi and Jesus Christ, they were dealing against oppressive rule. They could have chosen an easier way, but that they chose the courageous path of nonviolence . REFERENCES: Walter Wink. Jesus and Nonviolence. Ch. 1. p. 119 . [online} Available at http://www. plough. com/ebooks/pdfs/Jesus. pdf Robert L. Holmes Barry . L. Gan (Part one: origins) Nonviolence in Theory and Practice

High School and Old Cassette Recorder Essay Example for Free

High School and Old Cassette Recorder Essay My hobbies Almost everybody has some kind of hobby. My hobbies are listening to music , watching television and reading books. I am very fond of music. When I am free, I often listen to my favorite songs from an old cassette recorder. At weekends, I usually go to music shops in the downtown areas to buy good CDs. Of the famous pop singers, I prefer Frank Sinatra, Elvis Presley, Madona and Paul MC Cartney. I also spend an hour after dinner watching news and documentary programmes. I particularly enjoy the program The World Here and There because it broadens my knowledge of nature and human civilizations. My favourite book is ‘’Treachery’’. Its author is Elxan Elatli. I think that my hobbies are very useful. They widen my knowledge, relax my mind, and make me feel better about myself. My favorite hobby is playing drums. I spend a lot of my free time playing drums. I started learning to play drums when I was 9 years old. I played in my school’s band. When I was 12, I got a private drum teacher and started to really enjoy playing. My parents bought me a drum set. An important event in my life There are so many events happened in my life and most of them consist to be an important part of my life. They are precious because I can learn much from them or sometimes they can make me feel better when I am sad. I think the event which influent me most is happened at my senior high school. When I was in my third grade of senior high school, I should choose the university and the major which I want to go on my further study after the college entrance examination. After the score came out, I chose doctoring as my first major. But my parents disagreed that strongly. Because I never said that I wanted to do something in the future relative with the medical career before. Both of them let me thought carefully because to be a doctor was very toilsome. Also, doctors always shift their work and they should go to work at night even. That’s a tired job. In addition, the process of being a doctor was difficult, too. My mother wanted me to be a teacher as her. At that time, I was so confuse that I didn’t know which one was suitable for me to choose. I knew what the advice my parents gave was good for me. I also knew my future was belongs me and I should make the choice by myself, not my parents. Maybe to be a teacher was good, but I didn’t like .After this event, I decided all over the things by myself. i chose the tourism. Like the debates, although sometimes our opinions are different, we communicate our thoughts and make the choice depend on our own. If we hesitate to do one thing and do not make up our mind, we can’t do the thing successfully

Entrepreneurship Theories and Contributions of

Entrepreneurship Theories and Contributions of INTRODUCTION ENTREPRENEURIAL THEORIES Richard Cantillons theory The concept of the entrepreneur (Joseph Schumpeters theory) The entrepreneur and profit (Ludwig Von Misess theory) The modernization of entrepreneurship and entrepreneur (Alexander Gerschenkrons theory) CONTRIBUTIONS Economical Development Job creation Economic growth Contribution to GDP Evaluation of entrepreneurs success Social Contributions Innovation Improvement of standard of living INTRODUCTION Over the last few decades, entrepreneurship has been a controversial topic between individuals and societies as researchers and economists cannot agree on what a concrete definition of an entrepreneur should be. Over and over again, people asked, a~what is an entrepreneur? To answer this question, its imperative that we examine a range of theories available today. Generally speaking, an entrepreneur is a leader who deals with entrepreneurship challenges to start a new venture, idea and/or enterprise in potential industries. For the most part, people argue that the term a~entrepreneur originated from a French economist by the name of Richard Cantillon. At that time, an entrepreneur is associated with the characteristic of willingness to take the responsibilities for the consequences of risk and uncertainty otherwise known as a a~risk-bearer. Today, entrepreneurs exist all over the different industries and they are churning the industries to become more competitive in nature. Many agre e that the entrepreneurial activity is critically substantial to flourish the economy and the business industry (Cauthorn, 1989) and its required to move large corporations forward through innovative changes. Although theorists cannot agree on traditional definition of an entrepreneur, they do, however, agree on the importance of entrepreneurs role and responsibility in society and in the economy. For these reasons, I am required to examine the range of entrepreneurship theories and how entrepreneurs contribute to our economy and society. 2.0 ENTREPRENEURIAL THEORIES 2.1 Richard Cantillons theory Richard Cantillon was a French economist who greatly contributed to both the economy and other areas of society in the late 17th century and early 18th century. He wrote a number of books and journals during his life and one in particular, a~Essai sur la Natur du Commerce en General, that discussed and examine the role and characteristics of an entrepreneur. According to one famous economist, Murray Rothbard, Cantillon was the first theorist to coin the term entrepreneur. With Cantillons creative formulation, the entrepreneurs are the professional in solving on their tasks. He hires employees by paying for their labour prior to finish producing the product and testing it in the market first to see whether or not the goods will sell. It is difficult to determine the exact reaction of the consumer to our product and its prices. Therefore, sometimes, we may invest all of our money into renting land and paying wages to produce a product that does not even sell. In that case, we lose all of our investments. This unpredictability of the consumers behaviours and responses to our products quality and prices is what Richard Cantillon would classify as a~risk. As Cantillon would say, the individual who act as a market arbitrager and promises employees fixed income while dealing with the risk of unstable market price is a a~risk-bearer; an entrepreneur. Cantillon investigated that the entrepreneurs should be responsible for all the progress and consequences. For example, the entrepreneur should be a risk taker on his/her business whether it goes successful or not and he/she needs to be evaluated by the consumers in competitive market. In order to pay the wage for employees and land usage, the entrepreneur should earn the profit much more than his/her expenses. As the entrepreneur makes an uncertain profit due to an uncertain selling price, they should maximise their selling quantities. According to Cantillon, the entrepreneur is an individual that balances between supplie s and demands in the economy. 2.2 The Concept of The Entrepreneur (Joseph Schumpeters theory) This innovative trait was not highly considered as the most fundamental identity of an entrepreneurship back before Schumpeter made develop his theory. What he was investigating has been a factor that missed everyones mind at the time, but that is not important. The main reason why most people did not consider it is because economist cannot fit entrepreneurship into its theory for some reasons therefore some economics who already have done some work on entrepreneurship have the tendency to be follow Cantillons or Says way of thinking. But, for Schumpeter, he needed to investigate other ways of defining entrepreneurship and move away from the traditional models or to search for an alternative understanding. He then discovered that the entrepreneur provides a wide range of price options to have innovative trade and generally, they wish to buy materials with much cheaper price and sell them. Schumpeter used a different approach, compared to Cantillon, when defining his entrepreneur. He heavily emphasized the innovative characteristic as the main function of an entrepreneur. He stated that an entrepreneur is the person who creates new combinations from existing goods and resources in the market. The entrepreneur mainly focuses on developing new products, discovering new markets, investigating new type of organization. From Schumpeters point of view, the entrepreneur is the person who guides new way to create a totally new product. In other words, it is necessary for both the entrepreneurs and consumers. Old industries have lost its usefulness as newly generated innovative methods are introduced because with the new methods, production will be more efficient. The firm will be able to produce more at a lower cost. The production frontier will also be pushed outward. This makes old inventions obsolete and unwanted. Sometimes, even if the economy is depressed by some factors, there is adequate number of stock requested and it motivates the entrepreneurs to start being innovative again. In this way of circulation, Schumpeter utilized entrepreneurship to clarify economic growth, structural change, and business circle by exemplifying his arrangement of economic and his ideas. 2.3 The Entrepreneur and Profit (Ludwig Von Misess theory) In capitalism, the entrepreneurs decide whether to invest or not to invest for their production. If they are unsuccessful to generate in efficient and cheapest way those products that the clients are demanding most urgently, they would be suffered losses and are ultimately dismissed from their competitive entrepreneurial position. Other better entrepreneurs who performed better would be replaced their position. Making decision is an essential activity for the entrepreneur. According to Ludwig Mises who was also Austrian economist, he said he determines for what purpose the factors of production should be employed. (Swedberg, p 91) Any other activities which entrepreneurs should perform are only unintentional to his entrepreneurial concern. Mises stated that there is a common rule that the difference between the entrepreneurs and non-entrepreneurs. Non-entrepreneurs would be confused profits how it should be maximised with other sources. The entrepreneurs are not always perfect of the ir performances due to some reasons. Their position would be reserved by them because they are more responsible and better fit for the performance than other people are in business dealing. They make profit not because they are smart in achieving their duty but they are smarter than other people are. They are not unerring and sometimes making error but they are less responsible and confused less than other people do in entrepreneurship. After of all, Mises concluded his theory that an entrepreneur makes profit by serving the consumers which means the relationship between them is considerably necessary because the primary factor indicating the entrepreneur whether to be successful or not is how they deal with the people, especially the consumers. 2.4 The Modernization of Entrepreneurship and Entrepreneur (Alexander Gerschenkrons theory) Many people will probably agree that the entrepreneurs are considered as the most essential element in the economy and its transformation. There are various ways to define an entrepreneur and it has been argued the definition of entrepreneur for a long time. According to Gerschenkron, for his purpose, it is appropriate to say that economic decisions are determined by the entrepreneurs. Whether it is a small or big decision, or whether the market price has been increased or decreased, all decisions in this process can be called, entrepreneurial decisions. These days, the industry needs large amounts of fixed capital to operate their system because it requires the property, land and machinery. This means entrepreneurs should predict far ahead and be able to make the right decisions into the future. Gerschenkron said the modern industry was indivisible either from the part of technological and organisational movement. New approached to the economy would be continuously appeared and it s hould be developed for both the entrepreneurs and economy. Now only few numbers of entrepreneurs were innovators but most of them are mimics, who were called as a~secondary wave by Schumpeter. The difference between the innovators and the mimics has not been identified clearly however every imitated product from mimics raises large numbers of technical and economical problems that has to be solved immediately. Generally, entrepreneurs  use money as capital and employ staff in order to generate their production however it is very usual circulation how the industrialization is made of. The modern entrepreneurship should be created and new ways approaching to the entrepreneurship should be discovered to develop industrial revolution. ECONOMICS CONTRIBUTIONS 3.1 Job Creations Although the number of employment opportunity has been on decline recent, as a result of the economic downturn and various other many reasons, the role of entrepreneur has still been considered as the key agent responsibility over creation of jobs. Even though most people associate entrepreneurship with self-employment, it is important to notice that in most cases, regardless of how small or big the firm is, a new start-up by an entrepreneur, more often than not, will generate jobs. Assuming that an entrepreneur is an innovative figure as argued by Schumpeter, then when he enters the market, he must be enter with either a new product or services or creating a completely new market segment. Because of this innovative edge, their company will likely to grow as demand increases. This upward demand would require that the firm hires more people to increase production. That is how jobs get created. Especially at this stage in the economic recession, entrepreneur is a substantial agent in h elping move the economy forward and reducing unemployment. According to a recent study in the United Kingdom, the unemployment rate has become a serious issue as the rate continues to climb higher and higher. The figure below illustrates an upward sloping graph indicating that the number of unemployment rate has risen as more and more people fail to obtain a job or get fired. (as cited in trading economics, 2010) From this point, the role of entrepreneurs has been emphasised and they should create more job opportunities. If the government just push for new firms that are not innovative, the firm will probably only provide the same old jobs instead of creating something innovative. The old jobs are not preferable because they do not help in pushing the production efficiency upward. Therefore, we need to encourage the innovative designs of entrepreneurs to help push the production function outward through the creation of something innovative and then driving up demand, as a result of this creativeness, to alleviate unemployment. 3.2 Economic Growth In a way, entrepreneurship and economic growth have a close connection with each other in the sense that when high levels of entrepreneurial activities are present, the economy seems to grow along with it as well. As Schumpeter have discussed in his papers, a growing number of entrepreneurs will boost up the development in economic growth. Swedberg (2000) stated that the significant changes in the economy fields would be managed by the entrepreneur and these important changes would be working slowly by themselves through the business circle. He also implied his thought of change was both economic aspects and social aspects. We still expect high volume of entrepreneurship would associate with economic growth and its development. Therefore, a large number of entrepreneurs should be encouraged to get involved in entrepreneurial activities and should continue to make progress in productive activities, because these activities will lead to economic development. 3.3 Contribution to GDP Over the last few years, the entrepreneurs had contributed tremendously to the recovery of the economy by sustaining or boosting GDP growth, depending on the country. Though the total numbers of new business has slightly decreased, entrepreneurial enterprises still occupies a large percentage of the total number of firms in the countrys GDP (Gross Domestic Profit). Take the private sector in Vietnam for example, it has been estimated that the number of enterprises account for 39 percent of the countrys total GDP (a~Entrepreneurs contributions to national development, n.d.). It has stated that Vietnamese businesses and entrepreneurs have performed well in boosting up the national economy (a~Entrepreneurs contributions to national development n.d.). When the entrepreneur enters the market with his or her creative idea, he or she will attract more consumers to the product because its new and innovative. As more people seek out the goods, the demand for the goods will increase. This incr ease in demand translates to more supplies being required. The firm will need to produce more to not only meet the increased demand in the domestic market, but it will also have to produce more to meet increased demand internationally as well. This increase in production contributes directly into the Gross Domestic Products. 3.4 Evaluation of Entrepreneurs Success. Essential components to be successful in entrepreneurship are considered by many people. Based on its personality and characteristics, the performance of entrepreneur has direct impact to its success and it has been considered by four basic scales to decide whether they are successful or not. First, achievement in business field would be considered. It is the factual evidence how they are performing well in business and it should be first thing that should be indicated. Second, innovation in business should be considered. Based on innovators, it is always required to be innovative and acquisition of new change in business therefore entrepreneurs should be revolutionary innovative and try to attempt to be reformer. Next, entrepreneur should perceive personal control of business consequence. It is important for both the entrepreneurs and individuals due to recognition of business trends and movement. Lastly, entrepreneurs should have self-esteem in their business. It helps dealing with consumers and building reputation. SOCIAL CONTRIBUTIONS 3.5 Innovation Drucker (a~Innovation and entrepreneurship Drucker, P. F.) has been telling us the story about William Conner, a salesperson in the medical industry who decided to start up his own business. Corner begins by having discussions about the problems that surgeons faced during their operations. From these discussions, he was able to learn a lot about the process of a cataract surgery and how it was amazingly easy to operate. While operating, surgeons must make sure that they cut one ligament that has proven to be risky. Conner researched further and learned that theres an enzyme that can melt away those ligaments. He also figured out how to preserve these enzymes during operation procedures. Soon after, he received a patent for his product and that compelled him to enter the niche market with his new way to surgically remove cataracts. With the use of this case, Drucker illustrated how entrepreneurial activities can bring about innovation. William Conner did not care too much about the ca taract surgery; he cared about making profits. It just so happened that when he tried to make the profit, he also contributed to society by inventing something new and improves in its ability to make people healthier. Although, we probably guess how the population will be changing in next few years, it will be so hard to get this kind of chance. These days, many entrepreneurs try to concentrate on a specific industry and on opportunities that already exist, even if its in small and declining industry. Therefore, once again, we must arrange and create policies that can encourage entrepreneurs to be more innovative because their innovations can truly help improve life. 3.6 Improvement standards of living The industrial revolution was considered as one of the most important historical stage in terms of how it helped to improve the standards of living. Increase productivities, innovations, demand and economic growth have all combine to increase and improve employment opportunities. People who never had a job before now have a mean to make money and people who previously had jobs now can move on to a better paying job. With this new income, or increased income, people will be able to purchase more goods to make their life better and healthier. Entrepreneurship plays a significant role in this improvement in standards of living. Entrepreneurs are able to do this my generating more jobs for the people. With these jobs, they will be able to earn an income that can be used to sustain a better or improved lifestyle. Secondly, the innovative nature of an entrepreneur also contributes to this social betterment. As entrepreneurs seek out an opportunity in the market by bringing about new invent ions or combination, they are improving the quality of life in the sense that those new inventions will make life easier, ergonomically speaking. For example, the invention of the iPhone was based on the intention of making money in the market, but as we have learned, it has truly helped people improve their standards of living in that the applications that exist in the iPhone can automate a lot of activities that would normally take manual labour. iPhone have the capacity to act a remote in various areas, make life less tiring. REFERENCES Swedberg, R. (Eds) (2000). Entrepreneurship. Oxford: Oxford University Press. Cauthorn, R.C. (1989). Contributions to a theory of entrepreneurship. USA. Chell, E. (Eds) (2008). The Entrepreneurial personality. London: Routledge. Acs, Z. (2006). a~How is entrepreneurship good for economic growth, Journal of Innovation, 23 February Lee, J. (2007). a~Improve the standard of living, retrieved 15 December, 2010 from http://joeleeblog.com/2007/07/24/improve-the-standard-of-living/ a~Entrepreneurs contributions to national development (2010), retrieved 15 December, 2010 from http://english.vovnews.vn/Home/Entrepreneurs-contributions-to-national-development/201010/120389.vov Arzeni, S. (n.d.) a~Entrepreneurship and job creation, retrieved 16 December,2010 from http://www.questia.com/googleScholar.qst;jsessionid=4AEBE3CD1572F447D4091BF3003DF363.inst2_3b?docId=98682315 Drucker, P. F. (n.d.), a~Innovation and entrepreneurship, retrieved 15 December, 2010 from http://www.bainvestor.com/Innovation-Entrepreneurship-Peter-Drucker.html

Governmental Regulation Of Cloning Essay -- Argumentative Persuasive T

Governmental Regulation Of Cloning    For years, the prospect of human cloning was fodder for outrageous science-fiction stories and nothing more. However, in more recent times, human cloning has moved significantly closer to becoming a reality. Accordingly, the issue has evoked a number of strong reactions, both praising and condemning the procedure. The fact that human cloning not just affects human lives indirectly but actually involves tinkering with human creation has forced human cloning into a position of controversy. The progress of the issue of human cloning, then, has been shaped not only by the abilities and resources of scientists but by public opinion and by governmental regulation that has resulted from public pressure.    Although the issue of human cloning has received the most attention within the last two years, cloning techniques have existed since the late 1970s. The cloning technique used at this time was a process called artificial twinning which involved split ting a single fertilized ovum into what are then considered new embryos and then implanting each into a female to be carried to term (religioustolerance.org 1). These experiments, however, were limited to animals. By the 1980s and early 1990s, during the presidencies of Ronald Reagan and George Bush, restrictions had been placed on the research of the cloning of human beings. The pro-life groups, which have considerabl e influence in the Republican party, held many concerns about the experimentation and destruction of human embryos, which they consider people with rights, thus they pressured the administration for restrictions on research (cac.psu.edu 1). A series of measures prohibiting federal funding for human cloning were thus implem ent... ...ly praised, but science that interferes with the creation of human life is seen by many as entirely different. People are still unsure as to whether or not and to what extent scientists should be involved in such a realm. This is, in fact, the prevailing view. Consequently, the field of human cloning has been shaped by these attitudes. At present, human cloning both nationally and internationally is essentially an unacceptable practice. Whether scientists such as Richard Seed will be successful remains to be seen, but the consensus seems to be that the world is not yet ready for full-blown human cloning. Accordingly, efforts have been made to impede the scientific process and to push human cloning into the distant future.    Works Cited Bovsun, Mara. "Flaws seen in proposed bans on cloning." Http://biz.yahoo.com/upi/98/02/13/general_views/usscience_4.html.

Hamlet - Movie Critique :: essays research papers

The movie of Hamlet was an excellent, as far as book-movies go. I believe it was produced with focus, reason, and logic. The characters were also portrayed with a good interpretation. There were several changes to the play compared to the book, although the movie was done in such a way that they were not particularly missed, from the movie's point of view. Although, from my point of view, after reading the book, there were several somewhat important scenes and elements missing. The first scene in particular was missed. This played a part in setting the stage and was part of the whole theme throughout the whole play. It was in this scene that the ghost of Hamlet Sr. was first seen and where much of the plot developed. Hamlet Sr. told Hamlet Jr. that he had been killed by Claudius and that he must have revenge, Hamlet Jr. being the person to avenge him. In the book, this carried on throughout the rest of the play and without it the plot was not as concrete from the beginning. The dumb-play and play for the king and court was compressed. In the movie, it consisted of primarily just a dumb-show and then the king got mad. It should have included that first and still had a whole play, in which special lines inserted by Hamlet Jr. were to be read. This did not have a dramatic affect on the way the plot was presented in the movie, but was just noticeable. As far as the casting and setting is concerned, I believe that the director did an excellent job. Obviously, this coming from Hollywood kind of gives it advantages to all previous presentations. Mel Gibson was a great choice for Hamlet, because he is good actor and played his part wonderfully.

Syllabus Planning

Syllabus Design Syllabus: A syllabus is an expression of opinion on the nature of language and learning; it acts as a guide for both teacher and learner by providing some goals to be attained. Hutchinson and Waters (1987:80) define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects language and linguistic performance. This is a rather traditional interpretation of syllabus focusing on outcomes rather than process. However, a syllabus can also be seen as a â€Å"summary of the content to which learners will be exposed† (Yalden. 1987).It is seen as an approximation of what will be taught and that it cannot accurately predict what will be learnt A language teaching syllabus involves the integration of subject matter and linguistic matter. Difference between Syllabus and Curriculum Curriculum is wider term as compared with syllabus. Curriculum covers all the activities and arrangements made by the institution through out the academic year to facilitate the learners and the instructors. Where as Syllabus is limited to particular subject of a particular class. Syllabus Design To design a syllabus is to decide what gets taught and in what order.For this reason, the theory of language underlying the language teaching method will play a major role in determining what syllabus should be adopted. Theory of learning also plays an important part in determining the kind of syllabus used. For example, a syllabus based on the theory of learning evolved by cognitive code teaching would emphasize language forms and whatever explicit descriptive knowledge about those forms. A syllabus based on an acquisition theory of learning, however, would emphasize unanalyzed and carefully selected experiences of the new language.The choice of a syllabus is a major decision in language teaching, and it should be made as consciously and with as much information as possible. There has been much confusion over the yea rs as to what different types of content are possible in language teaching syllabi and as to whether the differences are in syllabus or method. Several distinct types of language teaching syllabi exist, and these different types may be implemented in various teaching situations. TYPES OF SYLLABI Although six different types of language teaching syllabi are treated here as though each occurred â€Å"purely,† but in practice, these types rarely occur independently.Almost all actual language teaching syllabi are combinations of two or more of the types defined here. For a given course, one type of syllabus usually dominates, while other types of content may be combined with it. Furthermore, the six types of syllabi are not entirely distinct from each other. For example, the distinction between skill-based and task-based syllabi may be minimal. In such cases, the distinguishing factor is often the way in which the instructional content is used in the actual teaching procedure.The characteristics, differences, strengths, and weaknesses of individual syllabi are defined as follows: 1:- Product-Oriented Syllabus This kind of syllabuses emphasizes the product of language learning and is prone to approval from an authority. There are three types of syllabus described in the following: (i) The Structural Syllabus Historically, the most prevalent of syllabus type is perhaps the structural or grammatical syllabus in which the selection and grading of the content is based on the complexity and simplicity of grammatical items.The learner is expected to master each structural step and add it to her grammar collection. As such the focus is on the outcomes or the product. One problem facing the syllabus designer pursuing a grammatical order to sequencing input is that the ties connecting the structural items may be rather weak. A more fundamental criticism is that the grammatical syllabus focuses on only one aspect of language, namely grammar, whereas in truth there exi st many more aspects of language. Finally, recent research suggests there is a isagreement between the grammar of the spoken and of the written language; raising complications for the grading of content in grammar based syllabuses. (ii) The Situational Syllabus The limitations found in structural approach led to an alternative approach where situational needs are emphasized rather than grammatical units. Here, the principal organizing characteristic is a list of situations which reflects the way language is used in everyday life i. e. outside the classroom.Thus, by linking structural theory to situations the learner is able to grasp the meaning in relevant context. One advantage of the situational Syllabus is that motivation will be heightened since it is â€Å"learner- rather than subject-centered† (Wilkins. 1976). However, a situational syllabus will be limited for students whose needs were not encompassed by the situations in the syllabus. This dissatisfaction led Wilkins to describe notional and communicative categories which had a significant impact on syllabus design. (iii) The Notional/Functional SyllabusWilkins' criticism of structural and situational approaches lies in the fact that they answer only the ‘how' or ‘when' and ‘where' of language use (Brumfit and Johnson. 1979:84). Instead, he enquires â€Å"what it is they communicate through language† Thus, the starting point for a syllabus is the communicative purpose and conceptual meaning of language i. e. notions and functions, as opposed to only the grammatical items and situational elements. In order to establish objectives of such a syllabus, the needs of the learners will have to be analyzed on the base of communication need.Consequently, needs analysis has an association with notional/functional syllabuses. White (1988:77) claims that â€Å"language functions do not usually occur in isolation† and there are also difficulties of selecting and grading functi on and form. The above approaches belong to the product-oriented category of syllabuses. An alternative path to Syllabus Design would be to adopt process oriented principles, which assume that language can be learnt experientially as opposed to the step-by-step procedure of the synthetic approach. 2:- Process-Oriented SyllabusesProcess-Oriented Syllabuses are developed as a result of a sense of failure in product-oriented courses to enhance communicative language skills. Syllabus is a process rather than a product. That is, focus is not on what the student will have accomplished on completion of the program, but on the specification of learning tasks and activities that s/he will undertake during the course. (i)Procedural/Task-Based Syllabus Prabhu's (1979) ‘Bangalore Project' is a classic example of a procedural syllabus. Here, the question concerning ‘what' becomes subordinate to the question concerning ‘how'.The focus shifts from the linguistic element to the ed ucational, with an emphasis on learning or learner. Within such a framework the selection, ordering and grading of content is no longer wholly significant for the syllabus designer. Arranging the Syllabus around tasks such as information- and opinion-gap activities, it was hoped that the learner would perceive the language subconsciously whilst consciously concentrating on solving the meaning behind the tasks. There appears to be an indistinct boundary between this approach and that of language teaching methodology.A task-based syllabus assumes that speaking a language is a skill best perfected through practice and interaction, and uses tasks and activities to encourage learners to use the language communicatively in order to achieve a purpose. Tasks must be relevant to the real world language needs of the student. That is, the underlying learning theory of task based and communicative language teaching seems to suggest that activities in which language is employed to complete meani ngful tasks, enhances learning. (ii)Learner-Led SyllabusThe notion of basing a syllabus on how learners learn language was proposed by Breen and Candlin (1984). Here the emphasis lies on the learner, who it is hoped will be involved in the implementation of the syllabus design. By being fully aware of the course they are studying, it is believed that their interest and motivation will increase, coupled with the positive effect of nurturing the skills required to learn. However, as suggested earlier, a predetermined syllabus provides support and guidance for the teacher and should not be so easily dismissed.Critics have suggested that a learner-led syllabus seems radical and utopian in that it will be difficult to follow as the direction of the syllabus will be largely the responsibility of the learners. This leads to the final syllabus design to be examined ; the proportional syllabus as suggested by Yalden (1987). (iii)The Proportional Syllabus The proportional syllabus basically a ttempts to develop an â€Å"overall competence†. It consists of a number of elements within the main theme playing a linking role through the units.This theme is designated by the learners. It is expected initially that form will be of central value, but later, the focus will turn towards interactional components. The syllabus is designed to be dynamic, not static, with sufficient opportunity for feedback and flexibility. The shift from form to interaction can occur at any time and is not limited to a particular stratum of learners. As Yalden observes, it is important for a syllabus to indicate explicitly what will be taught, â€Å"not what will be learned†.This practical approach with its focus on flexibility and spiral method of language sequencing leading to the recycling of language, seems relevant for learners who lack exposure to the target language beyond the classroom. Practical Guidelines to Syllabus Choice and Design It is clear that no single type of content is appropriate for all teaching settings, and the needs and conditions of each setting are so particular that specific recommendations for combination are not possible. However, a set of guidelines for the process is provided below. Steps in preparing a practical language teaching Syllabus Choice: 1.Determine, to the extent possible, what outcomes are desired for the students in the instructional program i. e. what the students should be able to do as a result of the instruction. 2. Rank the syllabus types presented here as to their likelihood of leading to the outcomes desired. Arrange the six types with preference you going to give to each type. 3. Evaluate available resources for teaching, needs analysis, materials choice and production and in training for teachers. 4. Rank the syllabi relative to available resources. That is, determine what syllabus types would be the easiest to implement within available resources. . Compare the lists made under Nos. 2 and 4. Making as few adj ustments to the earlier list as possible, produce a new list of ranking based on the availability of resources. 6. Designate one or two syllabus types as dominant and one or two as secondary. 7. Review the question of combination or integration of syllabus types and determine how combinations will be achieved and in what proportion. In making practical decisions about syllabus design, one must take into consideration all the possible factors that might affect the teachability of a particular syllabus.By starting with an examination of each syllabus type, tailoring the choice and integration of the different types according to local needs, one may find a principled and practical solution to the problem of appropriateness and effectiveness in syllabus design. Suggested Steps for Planning Syllabus: †¢Develop a well-grounded rationale for your course. †¢Decide what you want students to be able to do as a result of taking your course, and how their work will be appropriately as sessed. †¢Define and delimit course content. †¢Structure your students’ active involvement in learning. Identify and develop resources. †¢Compose your syllabus with a focus on student learning. Suggested Principles for Designing a Syllabus that Fosters Critical Thinking: †¢Critical thinking is a learnable skill; the instructor and class fellows are resources in developing critical thinking skills. †¢Problems, questions, or issues are the point of entry into the subject and a source of motivation for nonstop inquiry. †¢Successful courses balance the challenge to think critically with supporting students’’developmental needs. †¢Courses should be assignment centered rather than text and lecture centered.Goals, methods and evaluation emphasize using content rather than simply acquiring it. †¢Students are required to formulate their ideas in writing or other appropriate means. †¢Students should collaborate to learn and to stretch their thinking, for example, in pair problem solving and small group work. †¢Courses that teach problem-solving skills nurture students’ metacognitive abilities. †¢The developmental needs of students are acknowledged and used as information in the design of the course. Teachers in these courses make standards explicit and then help students learn how to achieve them. Syllabus Functions: Establishes an early point of contact and connection between student and instructor †¢Describes your beliefs about educational purposes †¢Acquaints students with the logistics of the syllabus †¢Contains collected handouts †¢Defines student responsibilities for successful course work †¢Describes active learning †¢Helps students to assess their readiness for your syllabus †¢Sets the course in a broader context for learning †¢Provides a conceptual framework †¢Describes available learning resources †¢Communicates the role of techn ology in the course †¢Can improve the effectiveness of student note-taking Can include material that supports learning outside the classroom †¢Can serve as a learning contract Checklist Syllabus Design: †¢Title Page †¢Table of Contents †¢Instructor Information †¢Letter to the Student †¢Purpose of the Course †¢Course Description †¢Course and Unit Objectives †¢Resources †¢Readings †¢Course Calendar †¢Course Requirements †¢Evaluation †¢Grading Procedures †¢How to Use the Syllabus †¢How to Study for This Course †¢Content Information †¢Learning Tools Course Objectives: †¢What will the students know and be able to do as a result of having taken this course? What levels of cognitive thinking are required from students to engage in? †¢What learning skills will the students develop in the course? †¢Instructional Approaches: †¢Given the kind of learning I'd like to encourage and foster, what kinds of instructional interactions need to occur? Teacher-student, student-student, student-peer tutor? †¢What kinds of instructional approaches are most conducive to helping students accomplish set learning objectives? †¢How will classroom interactions be facilitated? In-class? Out-of-class? Online? Electronic discussion? Newsgroups? Chatroom?Course Requirements, Assignments: †¢What will students be expected to do in the course? †¢What kinds of assignments, tests do most appropriately reflect the course objectives? †¢Do assignments and tests bring forth the kind of learning I want to foster? Assignments (frequency, timing, sequence)? Tests? Quizzes? Exams? Papers? Special projects? Laboratories? Field trips? Learning logs? Journals? Oral presentations? Research on the web? Web publishing? Electronic databases? †¢What kinds of skills do the students need to have in order to be successful in the course? Computer literacy?Research skills? Wr iting skills? Communication skills? Conflict resolution skills? Familiarity with software? Course Policies: †¢What is expected of the student? Attendance? Participation? Student responsibility in their learning? Contribution to group work? Missed assignments? Late work? Extra credit? Academic dishonesty? Makeup policy? Classroom management issues? Laboratory safety? Grading, Evaluation: †¢How will the students' work be graded and evaluated? Number of tests? In-class? Take-home? Point value? Proportion of each test toward final grade? Grading scale? How is the final grade determined? Drop lowest grade? †¢How do students receive timely feedback on their performance? Instructor? Self-assessment? Peer review? Peer tutors? Opportunities for improvement? Ungraded assignments? Texts/Resources/Readings/Supplies: †¢What kinds of materials will be used during the course? Electronic databases? Electronic Course Reserve? Course Webpage? Software? Simulations? Laboratory equi pment? †¢What kinds of instructional technologies will be used? †¢Course Calendar: †¢In what sequence will the content be taught? When are major assignments due?Fieldtrips? Guestspeaker? Schedule for Term Examination? Result? Vacations? †¢Study Tips/Learning Resources: †¢How will the student be most successful in the course? †¢What resources are available? Online quiz generator? Study guides? Lecture notes online? Lecture notes on reserve in library? Guestspeaker to explain/demonstrate online resources? TA? Peer tutors? Study groups? Academic Services Center? Writing Center? Evaluation of online resources? Citation of web resources? Student Feedback on Instruction: †¢Anonymous suggestion box on the web and E-mail. Student feedback at midterm for instructional improvement purposes. †¢End-of-term student feedback. Supplement to departmental student feedback form. Bibliography 1. Brumfit, C. J. and Johnson, K. (1979) The Communicative Approach To Language Teaching. Oxford University Press. 2. Hutchinson, T. and Waters, A. (1987) English For Specific Purposes: A Learning Centred Approach. Cambridge University Press. 3. Long, R. W. and Russell, G. (1999) â€Å"Student Attitudinal Change over an Academic Year†. The Language Teacher. Cambridge University Press. 4. Nunan, D. (1988) Syllabus Design.Oxford University Press. 5. Prabhu, N. S. (1987) Second Language Pedagogy. Oxford University Press. 6. Richards, J. C. and Rodgers, T. S. (1986) Approaches And Methods In Language Teaching. Cambridge University Press. 7. White, R. V. (1988) The ELT Curriculum: Design, Innovation And Management. Blackwell Publishers Ltd. 8. Widdowson, H. G. (1978) Teaching Language As Communication. Oxford University Press.. 9. Wilkins, D. A. (1976) Notional Syllabuses. Oxford University Press. 10. Yalden, J. (1987) Principles of Course Design for Language Teaching. Cambridge University Press.

Fuel Price

Great Impact of Rising Fuel Price Fuel is another transportation system component. Rising of fuel price is one of the major issues facing the transportation industry in Malaysia. Fuel may be gasoline, natural gas, diesel fuel, ethanol, methanol, coal, etc. The costs and efficiency of transportation fuels are considerable interest. (Joseph Sussman; Introduction to Transportation Systems; Transportation System Components; 2000).Fuel price volatility along with overall price increases has been an issue with transportation carriers, airlines, and even some water carriers and is a continuing challenge to the financial viability, causing some carriers to file for bankruptcy. Overall, it can be argued that is a manifestation of world demand and the supply of crude oil. The demand for oil as a source of energy to power transport equipment and for private use has been growing steady, but crude oil is limited natural resource.New oil fields have been discovered since World War II, but the know n available supply of oil has not kept pace with the increased demand. Consequently, the general trend for fuel prices has been upward. This trend in price has been exacerbated by the location of the best oil fields in distant countries and the disproportionate share of oil consumption. Two factors mentioned have impacted the price of oil namely the growth in demand from other countries and the speculation that occurs in the futures market.An additional factor is the disruption that can occur with terrorist actions and political upheaval in certain parts of the world. Rising fuel prices could put a spanner in the works of the region's recovering economies, Malaysia included, if the market does not cool down soon. The higher costs incurred by transportation companies are already causing jitters that they might have to offload some of the burden onto end-consumers soon.Malaysia Airlines, for example, has been lobbying for months for a domestic air fare increase to offset higher direct operational costs, of which jet fuel and kerosene are the largest components. -(Pui Kiew Ling, Jamal Othman, Noorasiah Sulaiman ;Macroeconomics and Industry Effect of an Increase in Fuel Price in Malaysia; 2012) Already there are fears in the US that the runaway oil prices would bring the economy's decade-long expansion to a screeching halt, with all its implications on the rest of the world, particularly export-driven economies ike Malaysia which depend heavily on the US, European and Japanese markets. -(Transport, Trade and Climate Change; Carbon Footprints, Fuel Subsidies and Market-based Measure; 2011) The challenge, then, in transportation industry especially for carriers and shippers for example will be deal with the uncertainty and volatility of fuel prices and the expectation that the price will be increasing over time. However, the impact will vary among the modes of transportation because some are more fuel efficient than others due to their different operating and market condition in or outside our country.In overall, looking to the future and considering the challenges associated with volatility in fuel prices and the environment on the other side, much effort will be directed at the concept of the green supply chain. There is every indication that is not just a concept but rather a growing commitment that has economic as well as environmental benefits to shippers and carriers and also for all type of transport in Malaysia transportation industry generally.

My Desired Leadership Style the Transformational Leader

I aspire to be a transformational leader. Transformational leaders possess the unique to inspire their subordinates to be the best they can be. This leadership style can be used for good or bad some Dr. Martin Luther King Jr. and Adolf Hitler were both transformational leaders. No matter what the circumstances are that motivate a transformational leader, they must possess values that guide them through their leadership. There is no cookie cutter example of a transformational leader each leader has their own way of doing things but an authentic transformational leader must utilize certain skills, competencies, experiences, knowledge, and traits. I personally believe that it is very important for a leader to have a versatile leadership approach. As I have developed my leadership skills over the past few years I have experienced uncomfortable situations and different personalities than my own and I have had to evolve my or change my leadership style based on the circumstances that I was faced with. Although I have had to adopt some characteristics or traits from other leadership styles I believe my core leadership style would be considered transformational leadership. Based on what I know about myself and what I have learned from others is that I am currently a transformational leader, but I desire to be a better transformational leader. What is a Transformational Leader? Transformational leadership is a type of leadership style that leads to changes in those who follow. A leader who is transformational motivates by transforming the identities and goals of individuals to coincide with those of the group (Lovaglia, Lucas, & Baxter, 2012). Transformational leaders have the innate ability to inspire their followers into action to achieve a common goal. For example during the 2008 presidential campaign Barrack Obama used his transformational leadership style by inspiring many, who had never voted before to get out and vote. Through his inspirational speeches, grassroots movement to register voters, and his seemingly American Dream come true life story he was able to, for a short period of time inspire and motivate an otherwise jaded and broken country that had been fractured among racial and economic lines for years to believe in and demand change. Transformational leaders are generally energetic, enthusiastic and passionate, and they invoke a since of ownership and pride in their followers. When faced with a problem or issue within an organization the transformational leader can create relay a message so that it is either accepted with enthusiasm or without contention. Instead of trying to force change on their subordinates the transformational leader creates an atmosphere of even exchanges of thoughts and ideas toward the changes. This type of leader seeks to motivate followers by transforming their conceptions of self and their private goals to coincide with the larger purposes of the group. Rather than working for money, employees work to be part of the success of a larger mission. The concept of transformational leadership was initially introduced by leadership expert and presidential biographer James MacGregor Burns. According to Burns, transformational leadership can be seen when â€Å"leaders and followers make each other to advance to a higher level of moral and motivation. † Through the strength of their vision and personality, transformational leaders are able to inspire followers to change expectations, perceptions and motivations to work towards common goals. Later, researcher Bernard M. Bass expanded upon Burns original ideas to develop what is today referred to as Bass’ Transformational Leadership Theory. According to Bass, transformational leadership can be defined based on the impact that it has on followers. Transformational leaders, Bass suggested, garner trust, respect and admiration from their followers. Bass suggested that there are four components of a transformational leadership which are intellectual stimulation, individualized consideration, inspirational motivation and idealized influence. Intellectual stimulation is when the leader encourages their followers to be creativity, the followers is encouraged to explore new ways of doing things. Recognizing that all followers are not the same is an important aspect of a transformational leader’s influence, offering support and encouragement to individual followers, that leads to an increased since of accomplishment and self-esteem is considered individualized consideration. Inspirational motivation is when the leader can invoke the same passion and enthusiasm that they have about a vision and goal, in their followers. On January 20, 1961 President John F. Kennedy inspired and an entire county with one sentence from his inaugural speech â€Å"ask not what your country can do for you — ask what you can do for your country†. This important quote inspired Americans to take action and make changes during the 1960’s the country changed the way it looked at civil rights, women’s liberation and war. Idealized influence is the same as leading by example, because followers trust and respect the leader they tend to model their behavior and actions after the leader and began to internalize and adopt the leader’s ideas. Modern Day Transformational Leader A good example of a modern day transformational leader is Bill Gates, former chief executive and current chairman of Microsoft, the world’s largest personal-computer software company, which he co-founded with Paul Allen. Bill Gates can be considered a transformational leader because he is regarded by his followers as an expert and visionary in his field, also has gained respect and credibility based on his past management experience. Through his philanthropic work and can do attitude he leads by example. Transformational leaders build trust in their leadership and attainability of their goals through an image of seemingly unshakable self-confidence, strength of moral conviction, personal example and self-sacrifice, and unconventional tactics or behavior. They are perceived to have unusual insight and ability to act in a manner consistent with their vision and values. Gates has managed to display most of the characteristics of a transformational leader. Why I selected this Leadership style? The reason I chose transformational leadership as my desired leadership style because this leadership style is most aligned with my natural personality according to the traits of a transformational leader. I strive to be a transformational leader because transformational leaders in my experience are the most successful and have more respect and loyalty from their followers. Transformational leaders have the ability to make an impact on not only organizational growth but also the personal and professional growth of those that work for and with them. I want to be a transformational leader because I want to be a solution to the problem instead of complaining about or being part of the problem and I want to guide people to do the same. I live by the old adage â€Å"if you’re not part of the solution you are part of the problem†. Transformational leaders are part of the solution. Important Values The values I feel are important for me to model the transformational leadership style are adaptability, openness, enthusiasm, and morality. Adaptability is an important value for a transformational leader to have because they must adapt their leadership style to the different personalities, needs, and skills of their team. Act as a mentor or a coach more so than a boss. Assign and delegate work based on talents and interests, but also challenge their comfort zones. This was the value I struggle with the most because I am stubborn and I am at tine relentless in my beliefs and I sometime refuse to bend. In order for a transformational leaders to transform effectively they need to foster innovation by challenging assumptions about what can and cannot be done. React to mistakes and failures in a way that shows that risk-taking is condoned. Give support, provide resources, and remove barriers to change. Approach problems as learning opportunities. By showing that there is value in independent thinking and reward people who challenge. By allowing an atmosphere that promotes creativity and inspires change a leader has to be open to idea’s that are different. In order to guide a team in the direction the leader needs the group to go is by measuring and monitoring results in order to even began to inspire anytime of inspirational a leader needs to start with setting a vision, strategy, and goals. Then motivate them to bring their best by expressing the leader’s passion, by communicating with confidence and optimism, and connecting tasks to a greater purpose. It is important for a leader to have morals and lead by example, and act with integrity and ethical standards; with both behaviors and words. Just as small children mimic and emulate their parents, subordinates will take note of what their leader does and use it as a template for how they act and behave. It happens automatically and subconsciously, whether the behavior is positive or negative—people will follow a leader’s example. Model of a Transformational Leader In order to model the transformational leadership style there are certain skills competencies, experiences, knowledge and traits that a person needs to possess. According to the Piedmont Resources group a Real Estate consulting group and Small Business Advisor a transformational leader should possess 5 skills. Those skills are communicate vision and goals clearly and without uncertainty, being able to listen, collaborate and empower, build relationships, provide intellectual stimulation, and lead by example. In order for people to follow a leader a leader must be able to set the road map for the trip the group is about to take. A true leader provides a clear direction with confidence and certainty. Hearing a massage and listening to a message are not the same thing, they are not hearing is a biological process that can be scientifically explained, listening is a psychological phenomenon. Listening is the ability to process what you here. When a leader listens to their followers there collaboration becomes effective and then the leader can empower followers to create change. Relationship building is a given part of the leader and subordinate roles. Building Relationships that Work helps you revitalize the relationships that affect the quality and profitability of your business. It goes beyond strategies for influencing the behavior of others to provide a process for creating clear communications, effective collaboration, and relationships that achieve results (http://executiveeducation. wharton. upenn. edu, 2013). Transformational leaders stimulate the efforts of their followers as regards innovativeness and creativity, stimulate permanent reexamination of the existent assumptions, stimulate change in the way of thinking about problems, and plead the use of analogy and metaphor. The last and most important skill needed by a transformational leader is the ability to lead by example a transformational leader needs to show followers the correct behavior by modeling appropriate actions. For me I am fulfilling my dream of being a leader in my company. I feel that I possess most of the qualities of a transformational leader. My only problem is that I have I am fairly new and I do not have an extensive leadership background that is needed to be a strong transformational leader. I think that I possess all of the skills needed to be a transformational leader. In fact I was just evaluated 2 weeks ago by our company’s Vice President and I was complimented on being and effective and enthusiastic leader who turned a struggling team around. Conclusion Transformational leaders are individuals who with their own knowledge, imaginations and ability to influence the behavior of people, make conditions for transforming. The key to being a successful transformational leader is producing real change through people to achieve the company’s ultimate goal through inspiration rather than fear, intrinsic rewards rather than monetary rewards and creating an atmosphere of innovation. References http://executiveeducation.wharton.upenn.edu. (2013, July 13). Retrieved from The Wharton School :Aresty Institute of Executive Education: http://executiveeducation.wharton.upenn.edu/for-individuals/all-programs/building-relationships-that-work Lovaglia, M. J., Lucas, J. W., & Baxter, A. (2012). The Transforming Leader: New Approaches To Leadership For The Twenty-First Century. (C. S. Pearson, Ed.) San Francisco, California: Berrett-Koehler Publishers, Inc. Shriberg, D., & Shriberg, A. (2010). Practicing Leadership Principles and applications. Hoboken, NJ: John Wiley & Sons, Inc.