Gender And Nature Of Walt Disney Film Studies Essay

Gender And Nature Of Walt Disney Film Studies Essay In the golden age of animation, Walt Disney was one of the famous animators in the industry who founded The Walt Disney Corporation. He was an American film director, producer, screenwriter, entertainer and entrepreneur. Most of Disneys work represents characters that embody racial, ethnic, and gender stereotypes, middle-class perspective and royalist ideology while focusing on themes like innocence, friendship, magic and fairytale. As Teresa de Lauretis point out the technology of cinema constructs gender, controlling the field of social meaning, creating representations that we negotiate and inhabit. Disneys representation of gender requires an understanding of the cultural hegemony conceptualization of real and ideal because it created subtle messages of acceptable social construct of men and women. Disneys trademark of innocence operates on a systematic sanitization of violence, sexuality, and political struggle concomitant with an erasure or repression of difference. Disney also used the anthropomorphism to satirize society or politics. Disneys ideology of fairy tale appeared in the first animated feature length film released in 1937, Snow White and the Seven Dwarfs. It was well-known as the first to use Technicolor cel animation, about 250,000 celluloid frames for each animated film. The film was allows some parts of each frame to be repeated from frame to frame, as layers upon layers of retelling, and in particular, a retelling of womans body. The exceptional woman treated in Elizabeth Bells essay locates the construction of gender within the material of production because they used live-action models for the characters and cinematic conventions of representing women. Each individual cel of film was hand-painted by women who creating indelible images of the feminine. A female character in Disneys film  is the inherent expectation to find happiness by falling in love and getting married with the prince.  Snow White character allows girls to have fairy-tales to dream of and hope for. Representations of women in Disney films are ultimately defined by male standards and goals without displaying their own independent desires separated from romantic relationships. This is due to the personal belief and attitude Walt Disney has towards how the family life is shaped and what roles women should play in society. During that time, the standards of contemporary beauty in Hollywood were young, pretty, white, graceful and slender. Disneys main female character moved along with these standards except for old female character and middle-aged women. Middle-aged women represented as femme fatales, dark, independent, treacherous and dressed on extravagant costumes. They usually played the roles of an evil stepmother who envied the younger heroine for her looks and ended up being defeated or killed. For old female characters are depicted as gray and wrinkled, clumsy, and frumpily dressed. Disneys representation of women is the treatments of the feminine life-cycle in hegemonic social disclose and stereotypes about womens bodies. Disney production films showed the ideals of nature conflict through their female protagonists where women are fully dependent on men and female characters are often shown as happy housewives. They set the standards for girls on how to grow up in order to find their prince; women are supposed to be skinny, beautiful, acquiescent, and perform duties of a housewife. They will not disobey direct orders and do not hold jobs of their own. Contemporary society believes that women need to be more independent through the film because it has a huge impact on young audience on how they see the world. They want Disney to show that women can take care of themselves, more independent, be leaders, have jobs and do not rely on men. They also want Disney to transform into equality of gender because most of their films show a male dominated outlook. Feminists concerned about perception of the world and values about the point of view on young children especially girls to watch for unhealthy look of th e physical attributes along with the values supporting male dominance. As gender is a prevalent topic amongst Disney films, representation of nature can also be illustrated within these films In Bambis film, released during World War II, the film still used Technicolor cel animation but the goal was to obtain a highly realistic look than the previous productions. Bambi is one of the most acclaimed classics productions of the history of traditional animation. Each individual shows detail of nature; for instance, in the open scene we saw the shadow of sunlight which represents the morning hours. There was a scene involving two autumn leaves conversing and eventually dying by falling to the ground, but the artist found that talking flora didnt work in the context of the film and instead used a visual metaphor of two realistic leaves falling to the ground. There was a scene of Bambi stepping on an ants nest and showing all the devastation that he caused, but it was cut for pacing reason. Walt Disney attempted to achieve realistic detail in this animated film. He had Rico LeBrun, a painter of animals, come and lecture to the animators on the structure and movement of animals. A small zoo was also established at the studio so animators could study other animals, like rabbits, ducks, owls, and skunks, at close range. The animators learned a lot about animals during the films production that they would utilize in future projects. Animators now had a broader spectrum of animation styles, from the wider stylization of Mickey Mouse to the naturalistic look and realistic movement of t he characters in Bambi. Disney used Anthropomorphism to represent anti-hunter and politics by using non-human characteristics to display an object or abstract concepts. Anthropomorphism ascribes human motivation, characteristics or behavior to things not human, such as inanimate objects, animals or natural phenomena. The whole movie dealt with nature that was interrupted by human but the film did not show any human in the entire film. David Payne also sees a script written in this film which represents the realism of nature. Bambi is a story about the birth and maturation of a young male; the son of the stag who rules the forest and his mother who was killed by man. Disney uses animals to attract children because they are innocence and authentic. Also have the ability to retreat to a world of their own by using their imagination where human can be evil and dangerous to nature. In the scene that Bambi mother gets shot and forest burn down represent the evil side of human. Disneys films maintain power of relation between hegemony and ideology in our culture to justify social groups based on race, gender, age, and ethnicity. Other uses of the concept grasp ideology as justifying the actions of all groups of people so that marginal and subordinate groups also have ideologies in the sense of organizing and justifying ideas about themselves and the world, Barker Chris stated about understanding of ideology. The narratives of media culture offer patterns of proper and improper behavior, moral messages, and ideological conditioning, sugar-coating social and political ideas with pleasurable and seductive forms of popular entertainment.

Deep Sea Fish Adaptions Essay -- Marine Evolution Sea

The discoverer of the titanic, Dr Robert Ballard famously referred to the deep sea as ‘far more alien than going to mars or the moon.’ The deep sea is one of the largest virtually unexplored ecosystems on the planet; it is found at a depth of 1000 fathoms [1] and is subject to adverse changes in temperature, pressure and light penetration amongst other factors. Therefore as expected fish decrease in abundance, and species diversity. This trend is prominent as in order to survive the harsh conditions of the deep sea, fish need a number of specific adaptations. Allowing them to ultimately survive, feed, and reproduce. The deep sea is one of the most hostile environments in the world, which a living organism is subjected to. As you progress from the surface (the epipelagic zone) through to the abyssopelagic zone near the basin of the ocean; the environmental characteristics begin to alter dramatically. Light, pressure, oxygen, temperature and food are abiotic factors that have all led to the fascinating adaptations of deep sea life. Pressure alone increases by 1 atmosphere for each 10m in depth which is an astonishing rate. The deep sea temperature remains between 2-4Â °c, which is just another factor inhabitants must overcome in order to survive, along with a reduced quantity and accessibility of essential factor’s like ;oxygen, food and light[3]. From the surface to its deepest depth the ocean is 11km deep, and with this distance comes a vast change in physiological feature of fish as they try to survive the changing conditions. The bottom of the deep sea exists in darkness as little light penetrates through the surface. Therefore most inhabitants have to rely on their senses to survive. The fish require light to survive; they ... ... any environment but in the deep sea the fish have had to evolve immensely just to survive. Works Cited [1] http://www.bbc.co.uk/nature/habitats/Deep_sea [2] http://www.seasky.org/deep-sea/ocean-layers.html [3] http://marinebio.org/Oceans/Deep [4] http://www.suite101.com/content/adaptations-of-deep-sea-fish-a230044 [] [6] http://www.eoearth.org/article/Bathypelagic_zone?topic=49523 [7] http://www.allthesea.com/Deep-Sea-Fish.html [8] http://www.suite101.com/content/adaptations-of-deep-sea-fish-a230044#ixzz17YRH7Amz [9] Deep sea and extreme shallow water habitats: affinities and adaptions by Franz Uiblein, Jorg Ott and Michael Stacowitsh 1996 [10] http://www.marinebiology.org/fish.htm [11] Adapted from http://www.mbari.org/earth/mar_tech/EITS/ob_deep/od_back.html [12] http://sanctuarysimon.org/regional_sections/deepSea/overview.php

How to Write a Book Review

How to Write a Book Review A book review is a description, critical analysis, and an evaluation on the quality, meaning, and significance of a book, not a retelling. It should focus on the book's purpose, content, and authority. A critical book review is not a book report or a summary. It is a reaction paper in which strengths and weaknesses of the material are analyzed. It should include a statement of what the author has tried to do, evaluates how well (in the opinion of the reviewer) the author has succeeded, and presents evidence to support this evaluation. There is no right way to write a book review. Book reviews are highly personal and reflect the opinions of the reviewer. A review can be as short as 50-100 words, or as long as 1500 words, depending on the purpose of the review. The following are standard procedures for writing book reviews; they are suggestions, not formulae that must be used. 1. Write a statement giving essential information about the book: title, author, first copyright date, type of book, general subject matter, special features (maps, color plates, etc. ), price and ISBN. 2. State the author’s purpose in writing the book. Sometimes authors state their purpose in the preface or the first chapter. When they do not, you may arrive at an understanding of the book’s purpose by asking yourself these questions: a. Why did the author write on this subject rather than on some other subject? b. From what point of view is the work written? c. Was the author trying to give information, to explain something technical, to convince the reader of a belief’s validity by dramatizing it in action? d. What is the general field or genre, and how does the book fit into it? (Use outside sources to familiarize yourself with the field, if necessary. Knowledge of the genre means understanding the art form. and how it functions. e. Who is the intended audience? f. What is the author's style? Is it formal or informal? Evaluate the quality of the writing style by using some of the following standards: coherence, clarity, originality, forcefulness, correct use of technical words, conciseness, fullness of development, fluidity. Does it suit the intended audience? g. Scan the Table of Contents, it can help understand how the book is organized and will aid in determining the author's main ideas and how they are developed – chronologically, topically, etc. . How did the book affect you? Were any previous ideas you had on the subject changed, abandoned, or reinforced due to this book? How is the book related to your own course or personal agenda? What personal experiences you've had relate to the subject? h. How well has the book achieved its goal? i. Would you recommend this book or article to others? Why? 3. State the theme and the thesis of the book. a. Theme: The theme is the subject or topic. It is not necessarily the title, and it is usually not expressed in a complete sentence. It expresses a specific phase of the general subject matter. . Thesis: The thesis is an author’s generalization about the theme, the author’s beliefs about something important, the book’s ph ilosophical conclusion, or the proposition the author means to prove. Express it without metaphor or other figurative language, in one declarative sentence. Example Title: We Had it Made General Subject Matter:  Religious Intolerance Theme: The effects of religious intolerance on a small town Thesis: Religious intolerance, a sickness of individuals, contaminates an entire social group 4. Explain the method of development-the way the author supports the thesis. Illustrate your remarks with specific references and quotations. In general, authors tend to use the following methods, exclusively or in combination. a. Description:  The author presents word-pictures of scenes and events by giving specific details that appeal to the five senses, or to the reader’s imagination. Description presents background and setting. Its primary purpose is to help the reader realize, through as many sensuous details as possible, the way things (and people) are, in the episodes being described. b. Narration: The author tells the story of a series of events, usually presented in chronological order. In a novel however, chronological order may be violated for the sake of the plot. The emphasis in narration, in both fiction and non-fiction, is on the events. Narration tells what has happened. Its primary purpose is to tell a story. c. Exposition: The author uses explanation and analysis to present a subject or to clarify an idea. Exposition presents the facts about a subject or an issue as clearly and impartially as possible. Its primary purpose is to explain. d. Argument: The author uses the techniques of persuasion to establish the truth of a statement or to convince the reader of its falsity. The purpose is to persuade the reader to believe something and perhaps to act on that belief. Argument takes sides on an issue. Its primary purpose is to convince. 5. Evaluate the book for interest, accuracy, objectivity, importance, thoroughness, and usefulness to its intended audience. Show whether the author's main arguments are true. Respond to the author's opinions. What do you agree or disagree with? And why? Illustrate whether or not any conclusions drawn are derived logically from the evidence. Explore issues the book raises. What possibilities does the book suggest? What has the author omitted or what problems were left unsolved? What specific points are not convincing? Compare it with other books on similar subjects or other books by the same as well as different authors. Is it only a reworking of earlier books; a refutation of previous positions? Have newly uncovered sources justified a new approach by the author? Comment on parts of particular interest, and point out anything that seems to give the book literary merit. Relate the book to larger issues. 6. Try to find further information about the author – reputation, qualifications, influences, biographical, etc. any information that is relevant to the book being reviewed and that would help to establish the author's authority. Can you discern any connections between the author's philosophy, life experience and the reviewed book? 7. If relevant, make note of the book's format – layout, binding, typography, etc. Are there maps, illustrations? Do they aid understanding? 8. Check t he back matter. Is the index accurate? Check any end notes or footnotes as you read from chapter to chapter. Do they provide important additional information? Do they clarify or extend points made in the body of the text? Check any bibliography the author may provide. What kinds of sources, primary or secondary, appear in the bibliography? How does the author make use of them? Make note of important omissions. 9. Summarize (briefly), analyze, and comment on the book’s content. State your general conclusions. Pay particular attention to the author's concluding chapter. Is the summary convincing? List the principal topics, and briefly summarize the author’s ideas about these topics, main points, and conclusions. Use specific references and quotations to support your statements. If your thesis has been well argued, the conclusion should follow naturally. It can include a final assessment or simply restate your thesis. Do not introduce new material at this point. Some Considerations When Reviewing specific genres: Fiction  (above all, do not give away the story) Character 1. From what sources are the characters drawn? 2. What is the author's attitude toward his characters? 3. Are the characters flat or three-dimensional? 4. Does character development occur? 5. Is character delineation direct or indirect? Theme 1. What is/are the major theme(s)? 2. How are they revealed and developed? 3. Is the theme traditional and familiar, or new and original? 4. Is the theme didactic, psychological, social, entertaining, escapist, etc. in purpose or intent? Plot 1. How are the various elements of plot (eg, introduction, suspense, climax, conclusion) handled? 2. What is the relationship of plot to character delineation? 3. To what extent, and how, is accident employed as a complicating and/or resolving force? 4. What are the elements of mystery and suspense? 5. What other devices of plot complication and resolution are employed? 6. Is there a sub-plot and how is it related to the main plot? 7. Is the plot rimary or secondary to some of the other essential elements of the story (character, setting, style, etc. )? Style 1. What are the â€Å"intellectual qualities† of the writing (e. g. , simplicity, clarity)? 2. What are the â€Å"emotional qualities† of the writing (e. g. , humour, wit, satire)? 3.. What are the â€Å"aesthetic qualities† of the writing (e. g. , harmony, rhythm)? 4. What stylistic devices are employed (e. g. , symbolism, motifs, parody, allegory)? 5. How effective is dialogue? Setting 1. What is the setting and does it play a significant role in the work? 2. Is a sense of atmosphere evoked, and how? . What scenic effects are used and how important and effective are they? 4. Does the setting influence or impinge on the characters and/or plot? Biography 1. Does the book give a â€Å"full-length† picture of the subject? 2. What phases of the subject's life receive greatest treatment and is this treatment justified? 3. What is the point of view of the author? 4. How is the subject matter organized: chronologically, retrospectively, etc.? 5. Is the treatment superficial or does the author show extensive study into the subject's life? 6. What source materials were used in the preparation of the biography? . Is the work documented? 8. Does the author attempt to get at the subject's hidden motives? 9. What important new f acts about the subject's life are revealed in the book? 10. What is the relationship of the subject's career to contemporary history? 11. How does the biography compare with others about the same person? 12. How does it compare with other works by the same author? History and other Nonfiction 1. With what particular subject or period does the book deal? 2. How thorough is the treatment? 3. What were the sources used? 4. Is the account given in broad outline or in detail? 5. Is the style that of reportorial writing, or is there an effort at interpretive writing? 6. What is the point of view or thesis of the author? 7. Is the treatment superficial or profound? 8. For what group is the book intended (textbook, popular, scholarly, etc. )? 9. What part does biographical writing play in the book? 10. Is social history or political history emphasized? 11. Are dates used extensively, and if so, are they used intelligently? 12. Is the book a revision? How does it compare with earlier editions? 13. Are maps, illustrations, charts, etc. used and how are these to be evaluated? Poetry 1. Is this a work of power, originality, individuality? 2. What kind of poetry is under review (epic, lyrical, elegiac, etc. )? 3. What poetical devices have been used (rhyme, rhythm, figures of speech, imagery, etc. ), and to what effect? 4. What is the central concern of the poem and is it effectively expressed? Subject headings used in the catalog: Book reviewing  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Criticism Related books: Book reviewing : a guide to writing book reviews for newspapers, magazines, radio, and television. Boston. The Writer, 1978 PN98. B7 B6 Drewry, John. Writing Book Reviews. Boston: The Writer, 1974. PN98. B7 D7 1974 Teitelbaum, Harry. How to Write Book Reports. New York: Monarch Press, 1975. LB2369 . T4 Miller, Walter James. How to write book reports : — analyzing and evaluating fiction, drama, poetry, and non-fiction  New York. Arco Pub. , 1984. LB2369 . M46 1984 Sources of Book Reviews Book Review Digest  1985+ INDEX Z1219 . C96 Book Review Index  1965+ INDEX Z1035. A1 B6 Contemporary Authors  REFERENCE Z1224 . C5 Related Websites: How to Write a Book Review. Stauffer Library. http://library. queensu. ca/inforef/bookreview/wri. htm Writing Book Reviews. University of Waterloo Library. http://library. uwaterloo. a/libguides/1-12. html ————————————————- How to Write a Book Review. Dalhousie University Libraries. http://www. library. dal. ca/How/Guides/BookReview/ How to Write a Book Review chillibreeze writer  Ã¢â‚¬â€Ã‚  Amy Sengupta A book review is a critical summary of a book. It is an open forum where one analyses and forms an opinion of the writers work. This critical evaluation is not only a useful source of information for the reader, but for those who intend to read the book. The essential step for writing a book review is to read it thoroughly and understand the contents of the book. One has to understand that it is simply not a summary but a critique. The three important steps in writing a book review are: Step 1: Introduction Start by mentioning the essentials like the title of the book, author’s name and relevant publishing information. You should also specify what type of literature it. For example it could be a sociological analysis, a historical book, a purely academic one or a lighter piece of work. Normally, the background about the writer is not required but one should not omit it if it’s of special relevance – for example a refugee writing on refugees. This helps to put the text in a specific context. Step 2: Main Section – Description and Summary The main section ideally consists of two sections – the description and the summary. The description can have excerpts from the book that give valuable insight into the work. However, while reviewing the storyline one has to make sure that the suspense of the story is not given away. Step 3: The Critical Analysis In this section, one has to remember not to critically analyze the entire book but take out those points which are intriguing. For example, if the book is on the urban poor, one can perhaps focus on their politics and culture. Your opinion on the book is crucial here as it shapes your analysis. It helps to provide an insight into the attributes of the book – Is it worth reading, is it interesting and so on. This section should also talk about one’s learning’s from the book and whether it holds an important or interesting message that caught your attention. Chillibreeze's disclaimer: The views and opinions expressed in this article are those of the author(s) and do not reflect the views of Chillibreeze as a company. Chillibreeze has a strict anti-plagiarism policy. Please contact us to report any copyright issues related to this article.

Meine Meinung zu Sofis Welt (der Film)

Meine Meinung zu Sofis Welt (der Film) Free Online Research Papers Meine Meinung zu Sofis Welt (der Film) Der Film Sofis Welt handelt von einem Mdchen das erkennt das sie Teil einer Geschichte ist.Am Anfang bekommt sie seltsame Briefe und weiß keine Antwort darauf, bis sie Alberto kennen lernt der ihr hilft die Fragen zu beantworten. Alberto spricht immer wieder von dem Major. Der Major ist derjenige der die Geschichte schreibt. Als Sofi dies feststellt beginnt Sie mit Alberto einen Plan aufzustellen. Sie wollen den Major à ¼berlisten ,denn sie denken sich wenn der Major aufhà ¶rt zu schreiben dann wà ¼rden sie sterben. Doch dies ist nicht so einfach. Denn wenn der Major der ja die Geschichte schreibt , etwas nicht weiß ist das unlogisch, denn er schreibt ja die Geschichte und muß er ja auch geschrieben.Das Sofi und Alberto einen Plan aufstellen wollen.Oder leben die Figuren in der Geschichte etwa. Was ja sehr unwahrscheinlich ist. Der Film zeigt oder erzhlt wie jemand eine Geschichte erzhlt. Also eine Geschichte in einer Geschichte also fà ¼r mich ist das schon seltsam. Und dann diese Angst die die Sofi hat ist auch unbegrà ¼ndet. Denn der Major schreibt ja à ¼ber oder fà ¼r seine Tochter ein Buch und selber kommt sie ja auch darin vor. Er will, seiner Tochter glaube ich zumindest eine kurze Geschichte zur Welt – Geschichte erzhlen oder besser gesagt schreiben. Aber er schreibt sie so als wà ¼rde seine Tochter selber dabei sein.Und das ist auch so die Sofi spielt die Tochter vom Major. Die Philosophie von der in dem Film viel gesprochen wird wà ¼rde ich sagen steht im Hintergrund und ist einfach nur da zu da um die Fragen die er ja seiner Tochter in dieser Geschichte oder Film ,das ist das selbe, stellt besser zu beantworten, oder damit der Zuschauer auf Deutsch gesagt nicht ganz und gar einschlft. Denn wer weiß denn schon woher wie Welt kommt oder wer er selber ist im hà ¶heren Sinne natà ¼rlich. Diese Fragen kann der Major aber auch nicht richtig beantworten, aber zum Teil denn seine Tochter soll ja auch anfangen zu Philosophieren ( spinnen ), soweit ich den Film richtig verstanden habe. Man mà ¼ÃƒÅ¸te den Film mindestens zwei mal sehen um ihn zu verstehen oder Anfangsweise nicht da bei einzuschlafen. Denn beim ersten mal ist das Ende schon klar, als Sofi feststellt das sie ein teil einer Geschichte ist. Denn ich glaube kaum das der Vater also der Major seine Tochter in einer Geschichte, wo sie ja die Hauptfigur ist, sterben zu lassen. Er lßt also das Ende offen, was man im Film zwar nicht sieht aber sich wohl denken kann. Research Papers on Meine Meinung zu Sofis Welt (der Film)Where Wild and West MeetAnalysis Of A Cosmetics AdvertisementStandardized TestingEffects of Television Violence on ChildrenCanaanite Influence on the Early Israelite ReligionPETSTEL analysis of IndiaTrailblazing by Eric AndersonThe Masque of the Red Death Room meaningsBionic Assembly System: A New Concept of SelfAnalysis of Ebay Expanding into Asia

Free Essays on Cap Punishment

As spiritual leaders in the community we Catholic Bishops of Texas are acutely aware of the violence in our state. Despite a growing reliance on longer sentences, more prisons, and more executions, our state's crime rate has escalated. Since the reinstatement of the death penalty in the United States in 1976, the Catholic Bishops of the United States have repeatedly condemned its use as a violation of the sanctity of human life. Capital punishment, along with abortion and euthanasia, is inconsistent with the belief of millions of Texans that all life is sacred. It is important that we address this issue at this time. Since 1975 Texas has executed more than 100 men, some of whom were mentally retarded or mentally ill. We currently have more than 400 men and women on death row. We sympathize with the profound pain of the victims of brutal crimes, nevertheless, we believe that the compasssionate example of Christ calls us to respect the God-given image found even in hardened criminals. We must now take bolder steps to change the attitude of the American people regarding capital punishment as a means of dealing with a complex issue. It is unfortunate that a large majority of Americans, including Catholics, support capital punishment as a means of dealing with crime, even in light of strong evidence of its ineffectiveness, its racially-biased application and its staggering costs, both materially and emotionally. Captial punishment has not proved to be a deterrent to crime. States which have the death penalty do not have lower rates of violent crime than states without the death penalty. All other western democracies have abolished capital punishment and have lower rates of violent crime.1 The imposition of the death penalty has resulted in racial bias. In fact, the race of the victim has been proven to be the determining factor in deciding whether to prosecute capital cases.2 Of those executed, nearly 90% were convicted o... Free Essays on Cap Punishment Free Essays on Cap Punishment As spiritual leaders in the community we Catholic Bishops of Texas are acutely aware of the violence in our state. Despite a growing reliance on longer sentences, more prisons, and more executions, our state's crime rate has escalated. Since the reinstatement of the death penalty in the United States in 1976, the Catholic Bishops of the United States have repeatedly condemned its use as a violation of the sanctity of human life. Capital punishment, along with abortion and euthanasia, is inconsistent with the belief of millions of Texans that all life is sacred. It is important that we address this issue at this time. Since 1975 Texas has executed more than 100 men, some of whom were mentally retarded or mentally ill. We currently have more than 400 men and women on death row. We sympathize with the profound pain of the victims of brutal crimes, nevertheless, we believe that the compasssionate example of Christ calls us to respect the God-given image found even in hardened criminals. We must now take bolder steps to change the attitude of the American people regarding capital punishment as a means of dealing with a complex issue. It is unfortunate that a large majority of Americans, including Catholics, support capital punishment as a means of dealing with crime, even in light of strong evidence of its ineffectiveness, its racially-biased application and its staggering costs, both materially and emotionally. Captial punishment has not proved to be a deterrent to crime. States which have the death penalty do not have lower rates of violent crime than states without the death penalty. All other western democracies have abolished capital punishment and have lower rates of violent crime.1 The imposition of the death penalty has resulted in racial bias. In fact, the race of the victim has been proven to be the determining factor in deciding whether to prosecute capital cases.2 Of those executed, nearly 90% were convicted o...

Managing Change Essay Example | Topics and Well Written Essays - 1000 words

Managing Change - Essay Example A ‘hard’ definition of HRM can also be derived that is it helps to maximize the economic benefit an organization gets from its human assets (Wilkinson, 2000). Currently one of the biggest challenges organizations are facing relate to a rapidly changing environment where global, technological and economic factors make it necessary to make decisions under uncertain conditions and adapt quickly in order to survive or maintain their competitive edge. Flexible organizations with a knowledgeable workforce are at an advantage in these conditions as any change initiated within an organization can only prove beneficial if it is widely accepted by the workforce. These changes may be technological in nature or allow for the modification of organization structure or the management, acquisitions, mergers, and other operational changes are increasing in trend. However, a survey done in 2010 indicated that for most corporations the changes made did not bring the desired results, with 6 2% measure somewhat successful and 24% having no change at all. (APQC, 2010) The reasons for the failure of these measures, is usually the inability of the top management to actively involve HR in the change management process. Employees who are not given complete information or training regarding the changing measures are often skeptical and hostile towards them as they may perceive them as threat to their position, daily routine, status in the organization or overall job security. These employees may be so resistance to change that they will not be able to adapt to the new conditions and even be outwardly hostile. For employees who don’t have a hostile attitude towards the change and disruption they may still have no receptivity towards it; without enthusiasm to embrace the new measures it is possible that the optimum level of benefits may never be utilized. The survey done indicates that employees who don’t understand the reasons behind the change and are still forc ed to adhere to the new rules and practices face a decline in engagement level of upto 71% with over a 43% increase in unwanted turnovers, which could lead to a prominent loss of productivity after the change is implemented. HRM practices can effectively work on transforming the negative attitudes of the employees. To support the change management there are two avenues for HR to take, firstly they can work on removing the hostility from the employees by assuring them that their fears and skepticism are unfounded by increasing their knowledge about the change being initiated through seminars, programs and training. â€Å"HR Professionals have to lead the change programme through a systematic drive of providing education, communication, facilitation and support to the employees, so that we may secure the involvement, participation and commitment of the complete workforce† (Lal, 2001) Lal, J. (2001). Managing Change through HR, Presidential Address. Delhi Business Review A well informed workforce will be more willing to admit why the change is necessary and management should make

Impede International Strategy Implementation Essay

Impede International Strategy Implementation - Essay Example The writers undertook a qualitative research in a post-1992 UK University where they carried out 20 interviews from three different departments. The authors have done a critical analysis of issues of strategy implementation in internalization and finally identified critical issues impeding international strategy implementation within a learning institution’s context. The writers have ensured that they contribute to the rich understanding of challenges of higher education internalization and further showed different understanding of critical issues of higher education internalization as well as highlighting specific areas that they feel should be improved. A methodology that was used is a qualitative research where 20 participants from a post-1992 university were selected from key departments. The university that was selected is among the UK universities undertaking higher education internalization but do not have established satellite overseas. The participants were selected based on job responsibilities and their positions where they were divided into the corporate group, the marketing group and the faculty group on 1:1 interview conducted over a period of six months. In addition, a literature review helped in conducting the study and making a conclusion. The selected solutions for the problem that almost all interviewees agreed on included were sufficient allocation of resources, efficient communication and information sharing among various departments, operational processes within home campuses and the satellite branches should be harmonized. Moreover, there was a need of cooperation and coordination.