Jack: Straight From The Gut by John F. Welch, Jr. Essay

Overview: An autobiography, Jack: Straight From The Gut provides John F. Welch, Jr. the opportunity to guide us through not only his time spent as Chairman and CEO during a forty-one year career with General Electric (GE), but also his early years, and his family life outside of GE. From his days as a first grader growing up in Salem, Massachusetts playing gin with his beloved mother, to his welcoming of Jeff Immelt as his successor as CEO, Welch describes in fast moving detail his thoughts, feelings, wins, and losses, all in chronological order. As a child Welch respected and admired his father, but cherished his mother and maintained a bond with her that he references long after her death in 1965. She imparted him with enormous self-confidence and leadership skills that he developed early and kept with him through high school, his undergraduate years at the University of Massachusetts, graduate school at the University of Illinois, and ultimately throughout his time with GE. As Welch describes his GE career, he conveys many of the characteristics that led to him become CEO. Most notably, he credits his energy, passion, and integrity for his success and emphatically emphasizes that other leaders must search for those same values when building teams and cultivating talent. Along the way Welch highlights his many victories but gives equal time to his mistakes. Above all he notes â€Å"people† as the defining factor in success or failure. â€Å"In fact, GE’s all about finding and building great people, no matter where they come from. I’m over the top on lots of issues, but none comes as close to the passion I have for making people GE’s core competency.†1 Review: A quick search under â€Å"Jack Welch† on Amazon.com shows eleven different book titles, all of which, in one form or another, spread the wisdom of a man regarded widely as America’s most admired business leader. From that, one might surmise that Jack: Straight From The Gut would follow the recipe for discussion on such GE tenets as: Six Sigma, boundarlyess culture, and globalization. However, though he does spend considerable time on these standard topics, he provides much more in the way of underlying reasons for the success of these programs, and for their derivation. Unlike other books written about Welch, he wrote this one largely by himself and I found it extremely interesting compared to some of the previous efforts of authors trying to capture the essence of both Welch and GE. Of particular interest was Welch’s detailed analysis of Reg Jones’ selection process in 1980 that led to Welch succeeding him as CEO, versus Welch’s own selection process nearly twenty years later for his own replacement. Welch describes in game-like fashion his position of underdog against eight other GE executives under consideration for the job. â€Å"We were all working our butts off trying to differentiate ourselves.†2 Welch ultimately wins the game but vows to himself to select his successor in a different and more fair way, if at all possible. He would get that chance in a process he began in 1994 when he asked his VP for executive development to put together a list of attributes for the â€Å"ideal CEO†3 â€Å"The specs were filled with skills and characteristics you’d want: integrity/values, experience, vision, leadership, edge, stature, fairness, and enery/balance/courage.† 4 Those that filled this criteria totaled 23, but were whittled down to eight serious candidates by 1998. In 2000 Welch formally announced the three final candidates, but took an unprecedented bold step in naming each of their replacements. This ensured that GE would lose two top executives after naming one to become the new CEO, but was done to provide the new leader 100% confidence that he was in charge and would have no reason to have to look over his shoulder. I found the process that named Jeff Immelt CEO and the one that selected Welch in 1980 both fascinating. Welch delivers his message in a confident and candid manner as one might expect, but quite self-effacing at times which may surprise some readers. He certainly takes credit for, and celebrates victories, but gave equal time in the book, if not more, to his mistakes. As a recent book review in The Wall Street Journal indicates, â€Å"He lacks standard-issue pomposity and makes plenty of jokes at his own expense.†5 From relaying a time early in his career when his new car had a hose spring a leak and ruin his suit and the paint on the car, to bigger mistakes such as the well publicized perceived failure of GE’s Kidder Peabody unit, Welch maintains an air of humility and self deprecation throughout the book. Takeaways: As an employee of GE’s medical division, I enjoy reading about Welch and have read a few other books about him. However, none captivated me as this one did. I expected to find it interesting but had no idea how much so until only a few pages into it. Learning about the boy, the student, the engineer, and the leader who would transform an already successful company into arguably the best company in the world was very entertaining. For me, working in the GE culture and experiencing it as I have over the past four years gives me a tremendous sense of pride. I understand Welch’s vision well when he speaks of, â€Å"the four Es of GE leadership: very high energy levels, the ability to energize others around common goals, the edge to make tough yes-and-no decisions, and finally, the ability to consistently execute and deliver on their promises.†6 I understand what he looks for and strive hard to emulate that image. In my opinion, hearing his basis and rationale for creating this culture further enhances people’s abilities to thrive in it. My final takeaway involves that of integrity. Welch begins and ends the book with this theme and mentions it many times throughout. I’ve heard him mention it many times previously, but he drives it home with such passion and conviction here in his memoirs. â€Å"I never had two agendas. There was only one way-the straight way.†7 With no regrets and apologies to none, the business world certainly has not heard the last of Jack Welch. Endnotes 1. Jack Welch and John A. Byrne, Jack: Straight From The Gut (New York: Warner Business Books, 2001), 156. 2. Ibid., 79. 3. Ibid., 409. 4. Ibid. 5. Holman W. Jenkins Jr., â€Å"Life According To Jack Welch,† The Wall Street Journal, 21 September 2001, sec.W, p. 12. 6. Welch, 158. 7. Ibid., 381. Bibliography â€Å"Life According To Jack Welch.† The Wall Street Journal, 21 September 2001, sec. W, p. 1. Welch, Jack, and John A. Byrne. Jack: Straight From The Gut. New York: Warner Business Books, 2001.

Euthanasia Opposite Side Essay

Euthanasia is a relatively touchy subject and everyone has their own opinion on it. For me, I am pro-euthanasia and I believe that an individual’s right to autonomy and freedom of choice, euthanasia should be legalized in all the states. It is only fair to give someone that right because death is a private matter and should not be controlled by others. If a person autonomously chooses to end his or her life or have someone else assist them in doing so, it should be allowed. One should be free to do so as long as no harm is done to others. Moreland goes farther and gives an argument dealing with autonomy stating â€Å"Since biological life is not the real, moral issue, then life is not intrinsically valuable or sacred simply because it is human life.† He goes on saying that the more important aspect would be biological life, which deals with autonomy (Moreland). There are many people who are stuck in hospital beds for months, even years, wired with tubes unable to move from where they lay. They slowly die in a long painful death unable to do anything, while family members watch in agony as their loved one withers away. What an undignified way to die, a slow painful death, too sad to watch. We can prevent this if euthanasia was in place. Euthanasia can quickly and humanely end a patients suffering allowing them to die with dig nity (Euthanasia). Not only does this help patients die a more painless death, it also can help shorten the grief and suffering or the patients loved ones. Illness can take away the ability to make choices leaving people with no quality of life. Euthanasia allows that person to take back the control in deciding whether to live or to die (White). A different way to see it is to compare it to our animals. Most people would have their pets put down if they were suffering. It would be unbearable to watch your pet slowly die, rather than having a quick death. Why can’t the same thing happen with humans? It is almost like animals get a special treatment compared to us. The argument of mercy is when a person is allowed to terminate his or her life in an act of kindness (Moreland). Is it morally wrong to kill someone who is terminally ill? I will give you another scenario to think about. â€Å"A patient has disseminated cancer, cannot move in his bed for pain, cannot eat because of nausea and has difficulty breathing because of the restrictive effect of a large quantity of intra-abdominal fluid† (Gillett 62). If the man is begging to be killed, would you not? The argument of mercy would prove that this is cruel and inhumane. A quiet painless way to die from a fatal injection is better than being in pain from an affliction, also known as the golden rule (Moreland). Freedom of choice is as American as the bald eagle but yet do we all really have that type of freedom? My answer is a big no. Only three states have euthanasia in place and they are Oregon, Washington, and Montana. But even in these three states it was almost impossible to be granted for euthanasia. The requirements that had to be satisfied before a request could be granted were so steep that only 2 people a month used this to end their lives (Pro Euthanasia Arguments). Some of these conditions included: patient must be terminally ill with a life expectancy of less than six months, both doctors must confirm that the patient is capable of making this decision, both doctors must confirm that the patient does not have medical condition that impairs their judgment, and patient must self-administer the lethal medication (Pro Euthanasia Arguments). Is regulating euthanasia impossible? I must admit it would be very difficult but it is indeed possible. Again take a look at the three states t hat have euthanasia. Physical assisted suicide is usually what would happen to patients in hospitals if they cannot do it on their own. A doctor or nurse would inject the patient with a lethal dose causing them to die or some type of medication (Bourdeau). The terminally ill will get the rights they want and more control of their destiny. Euthanasia promotes the best interests of everyone concerned and violates no one’s rights (Moreland). The last thing I wanted to talk about was that euthanasia does free up scarce resources in the hospital (Pro Euthanasia Arguments). Keeping loved ones alive in hospitals uses up a lot of money as well as resources the hospital has to provide. We can direct the equipment to someone else who has a better chance of living rather than a terminally ill patient who will be stuck in the hospital. Euthanasia should be morally accepted and legalized in all states because of the freedom of choice that Americans have. The pain and suffering patients go through coupled with their loved ones seeing them in a shameful manner can all be stopped if euthanasia is passed. Regulating euthanasia should not be too much of a challenge as well since we do have a few states that already have it. The scarce resources that are used to keep the terminally ill barely alive can be used to help aid others live a better lifestyle. In general euthanasia should be looked at as a right we all have considering we are fully autonomous. If one has the right to life does one not have the right to death? Works Cited Bourdreau, Donald, MD. â€Å"Physician-Assisted Suicide and Euthanasia.† The Permanente Journal. N.p., Fall 2011. Web. 15 Nov. 2012. . â€Å"Euthanasia.† Rsrevision. N.p., 2011. Web. 15 Nov. 2012. . Gillett, Grant. â€Å"Euthanasia, Letting Die and the Pause.† JSTOR. N.p., June 1988. Web. 16 Nov. 2012. . Moreland, J. P. â€Å"Euthanasia Arguments.† CRI Euthanasia Arguments Comments. N.p., 17 Apr. 2009. Web. 16 Nov. 2012. . â€Å"Pro-Euthanasia Arguments.† BBC News. BBC, n.d. Web. 15 Nov. 2012. . Smith, Candance. â€Å"Physician-Assisted Suicide: A Topic of Growing Importance.† The Society Pages. N.p., 31 July 2012. Web. 15 Nov. 2012. . White, Hilary. â€Å"British Medical Journal Campaigns for Legalized Euthanasia.† LifeSiteNews. N.p., 18 June 2012. Web. 16 Nov. 2012. .

The theory of online tutoring Essay Example | Topics and Well Written Essays - 2000 words

The theory of online tutoring - Essay Example In spite of the popularity of great lecture classes found in colleges, the nucleus of learning is one-to-one conversation between a tutor or mentor and a student. The test has always been to discover ways of instruction that is effective in one-to-one learning relationship. The Internet has nowadays made individual education and instructing realistic and cost efficient to a degree that was never before possible (Bloom B. 1984). Online tutoring plans have great demand these days, especially when it comes to getting qualified in the field of IT owing to its profits and quality, amidst the student society. The modus operandi of the studying procedure is suitable for the students and they get a chance to think out of the box answers. In the online tutoring course, the teacher and the student are involved with synchronization between them. The teacher can have a one to one interface and contact with the students. Apart from these, communication is practical in the sense that they are live and real time. The students can also get their doubts cleared in their IT lessons immediately. They can also take part in a live chat with their teachers and avoid break in their work because of the continuous process of learning. Actually according to Eduventures U.S. ... Such tutoring and learning process would be devoid of mono talking but at the same would be filled with a good deal of creative thinking and fun packed actions. Problem Definition Information is very crucial in the growth of an intelligent tutoring system for IT. For this, we can make use of the repository of educational documents mined from the web and can be made simple by the tutors so that the students easily understand. The content stated above can be reinforced from the following key resources (i) MIT Open Courseware, NPTEL India (ii) .edu domain (iii) Discussion Forums - Google Groups, Yahoo Answers (iv) YouTube, Google Video and Metacafe (v) (vii) Domain specific websites for questions, tutorials etc. Open depositories like Wikipedia and different information pages in the field of IT like blogs etc: - authored by informal users if utilised proficiently will prove a very good resource for learning. Actually, in the US the law admits that those schools labeled as "needing improvement" for three consecutive years in the field of IT are obligatory to render free tutoring services to only students from low-income families (Tutorsforkids.org, 2007). Figure: Problem Definition (Courtesy: 03CS3010_Mayank_Jain.pdf) Online Tutoring Conventionally, auxiliary education service suppliers followed a principle, where after school coaches functioned face-to-face with one or a few number of students at a prearranged and selected amount of time. Nevertheless, the Internet has altered this practice since students now can meet a tutor online via live chat with the use of software such as "Microsoft Net Meeting," instantaneous messaging or by voice over internet protocol (VoIP).

Paying for my ignorance the most bitter way Essay

Paying for my ignorance the most bitter way - Essay Example I have attached the edited work and titled it ‘PLANNING FOR THE ESSAY’ actually the text in red are new ideas I have added. I have also prepared an outline that indicates what you wrote about in each numbered paragraph in the plan. Finally, I have presented the final essay. Please let me have an immediate feedback if it fits your expectation so that if it does, I can upload the final work. I am due to travel very soon. Thank you. Strategic planning outline INTRODUCTION This part of the essay gives a general background to how the summit of the essay started or developed. It includes setting, time and introduction of main character. In this essay, the setting was my secondary school, the time was during the examination period and the chief priest and I were the major characters introduced at the introduction stage. I correlation is built at the introduction stage to allow a for a very good affiliation with the main body. i. Background and Setting I shall use this section t o introduce the theme of the essay, which is my ignorance in believing a chief priest rather than lessons learnt in school. I shall talk introduce the major setting where I faced my crisis BODY This part of the essay unfolds the main events that happened in the essay. In this case, the essay is a flashback narration of a piece of information I received from a chief priest and how I trusted the information much that I neglected what I heard in school for all the number of years I had received formal education. I fantasy point is introduced to tell of a very enjoying trip I was expecting. There however was a crisis when the trip did not come off because I felt sick – with the sickness being the direct result of the belief I had in the story I was told by the chief priest. I have divided the body of the essay into three sub-sections as detailed below ii. The misconception and ignorance I shall present what the misconception and ignorance I believed in was, where I heard it, when I heard it, from whom I heard it and how I took it. iii. A expectant fantasy I shall talk about a fantasy point I was expecting in my life. This fantasy point is important for the essay because it highlights the crisis I faced out of my ignorance. iv. Crisis point – results of my ignorance I shall talk about the crisis that marred the fantasy but the main focus here is to explain the result of my ignorance, which was of course a negative result. CONCLUSION The conclusion seeks to summarize the essay and tell the result of the ignorance I had in my case. There were lessons I learnt and all these have been factored in the conclusion. The lessons make the essay worth narrating to someone. v. Outcome of the crisis I shall explain how the crisis affected my fantasy. Whether I could still have the fantasy or not. vi. Lessons learnt from the crisis This will be the concluding part of the essay, talking about the lessons I learnt at the end of the day Planning the Essay i. Formal ed ucation is supposed to widen our knowledge about issues of life but even at the secondary school level, I did not wholly believe everything that I learnt in school. With all the years of education I had had and with age, I still did not believe what my formal education told taught me about malaria. It was in 2001. I was a high school student in senior secondary three in Nigeria by then and I just clocked eighteen years in February that year yet, I held on to beliefs in stories a popular chief priest had told me rather than what my teachers had taught me all this while. I remained daft over numerous television programs on malaria prevention and control. Even what I learnt in the class about mosquitoes never changed my mind. For this reason, I never thought of

Management Planning Paper Essay Example | Topics and Well Written Essays - 1000 words

Management Planning Paper - Essay Example Management Techniques Business Ethics form an important part of the culture of the businesses. They are very important when it comes to the normal functioning of businesses in this world. The company had made almost 65 acquisitions or mergers in only 6 years. Integrating is a lengthy process, time consuming and a very challenging exercise as there may be people who may resist these changes and create problems. The second aspect is to integrate financially by the use of the generally accepted accounting principles. It is believed generally that because of these practices of integration WorldCom was successfully able to hide its practices. The unethical issues in the company arose when the company started to face problems from the decreasing demand of telecommunications. It is then believed that the senior executives of the company were involved in fraudulent activities. (Kiron et al 2004; Worldcom Website 2010; Securities and Exchange Commission 2003) The company is designed to follow the accounting standards through which they can make accounts and these accounts are then analyzed by the managers and head of the organizations. Managers are given the sole authority to check over the employees when they face any difficulties in the culture of WorldCom. The problems faced by the workers are solved keeping in mind the view about corporate social responsibility. The firm follows strict corporate social responsibility measures which should be followed by the employees. Issues faced by WorldCom WorldCom faced a series of blows when they were targeted by the media and it was found that the company was involved in fraudulent activities. There were three major problems with the corporate culture and their style of working. The first one was the way they grew through aggressive acquisition of companies, second was the strategy of senior executive loans and the third and foremost was the way in which they did business which was against the code of corporate governance and had exposed them to threats related to fair and arm’s lengths transactions (Kiron et al 2004; Securities and Exchange Commission 2003) The acquisitions and mergers have been mentioned above where it can be clearly seen that WorldCom made a large number of acquisitions in a short time and this created for the company as a whole. It is analyzed that the senior executives of WorldCom such as the CEO Ebbers were personally devoted to financial success and because of this they started doing unethical activities at the company. It was because of the negative role of the senior executives that unethical practices flourished at WorldCom as they created such an organization culture which did not question anyone in the firm. Hence it can be said that fraudulent activities even at the lower designations was taking place at a higher rate. Hence it can be clearly identified here that inefficiency of the leader at WorldCom caused more of these ethical issues to arise (Kotter & Heskett 1992 ). The Company did not properly follow the accounting standards, while preparing the accounts to show that the profits were increasing but in fact they were not. This had led to increase profits by charging the expenses to decades instead of a few years, recognizing revenue in the same year and prove that the company had huge

Exam Assignment Example | Topics and Well Written Essays - 1500 words

Exam - Assignment Example You will NOT be able to save the exam and return to it at another time; you must complete it in one attempt. Be sure to submit it when you are finished! If you have any questions about aspects of the exam, please take note of these and you are welcome to e-mail me after you have completed the exam. Further, if there are any exam questions that are unclear, please take note of these as well and I will ask about this in the class. Often when a hazard event occurs, other hazards are triggered by the initial event. These are known as secondary hazards. Which of the following is an example of a hazard that can potentially follow wildfires? A wildfire that caused over $4.4 billion (unadjusted) damage and burned a significant amount of tropical rain forest for which loss calculations were attempted in terms of impacts on global carbon contributions occurred in which place? c. Create an emergency plan for you and your family, which particularly includes arrangements for contacting one another in the face of a disaster, but does not necessarily address school and work situations. Wildfires are a relatively common hazard throughout the U.S., occurring every year and in various regions. There is a distinct seasonality to this threat, although it is possible to have an event outside of the season. Which best describes wildfire season in Colorado? We have talked about how important risk communication can be in saving lives and reducing injuries. Which of the following statements BEST describes the role of risk communication in reducing the hazard threat to people? d. The urban-wildland interface is not of particular concern when considering wildfires because so many places are now creating and enforcing building codes that reduce the threat of fire to buildings. While the focus of this class is on hazards geography and geography is one of the main disciplines contributing to hazards research, many disciplines actually contribute directly to

Spss assingment Speech or Presentation Example | Topics and Well Written Essays - 500 words

Spss assingment - Speech or Presentation Example raw score table above, it is evident that the use of calculator results into a very high mean score of 116.60 compared to without the use of no calculator. However, in calculator use, the standard deviation of the score is 7.1 compared to 5.1 without calculator. The amount of spread is higher on using a calculator. The t-test shows that, the score with and without a calculator is statistically different at 95% level of significance with a p = .000. in this case, the comparison of the means in the best test used since mean measures centrally the whole data. The mean of the scores in not special education is 106.60 with a standard deviation of 11.62 while that for special education is 106.70 with a standard deviation of 12.74. The mean difference is not statistically different at 95% level of significance and p = .986. This shows that, special education and not special education have got almost the same score level. The mean score for the recently traumatized is 32.15 with a standard deviation of 25.87. The not recently traumatized had a smaller mean of 31.80 with a standard deviation of 24.72. The mean is the best measure of central tendency used to determine the data distribution. The standard deviation on the other hand is the best in showing the data

Tourist typologies, motivation & decision making Essay

Tourist typologies, motivation & decision making - Essay Example Moreover, this particular industry provides a major source of employment for a large volume of labour force all over the world, further contributing towards the reduction of unemployment rate within the global sector. In the contemporary context, the industry has experienced noteworthy changes, which further depicted a major developmental aspect for the sector (Dann 2002). However, it will be crucial to mention that tourism is entirely dependent on the approaches of the people. Notably, people travel from one place to other with various purposes including education, leisure activities and business purposes among others. All these people are collectively termed as tourists. Specially mentioning, decisions of tourists to visit any particular country are directly influenced by certain key factors including hospitality, attractions and costs among others (Chon, Pizam and Yoel 2012; Pearce 2005). As earlier mentioned, there are various purposes owing to which people travel from one place to other. Contextually, based upon those purposes, nature, characteristics and behaviours, tourists are categorised into various forms. According to Cohen, there are four typologies of tourists that include Organised mass tourist, Individual mass tourist, Explorer and Drifter. While, as per the study of Plog, typologies of tourists include allocentric, mid-centric and psychocentric. These have been described in detail hereunder. These types of tourists are deemed to be least adventurous owing to the aspect that they prefer to remain in their comfort zone or environment. They are highly driven by what they are being supplied by the tourism industry. They consider various aspects such as location of the sites and environment while choosing their destinations to visit (Ryan, 2002). There sorts of tourists are quite organised in nature and their preference of choosing any particular destination directly

Based on the source, write a frictional story about 4 page long on the Essay - 1

Based on the source, write a frictional story about 4 page long on the Song Dynasty - Essay Example â€Å"Don’t be loud while saying that,† she replied in a whisper. I could understand the seriousness depicted through the sound wrinkles in her face shown by the bright moonlight. The mother had just a single caution if not a problem, she felt I should be protected from any possible persecution as the emperor spies had their ears laid on the ground so as to gather any spark of information. On the previous day, I heard my father narrating the declarations of King Liu Bei concerning the forthcoming war against Cao Cao to my mother at dusk. The king together with his friend from a neighboring kingdom, Sun Quan had vowed to fight and defend their kingdoms in earnest against any possible conquer by Cao Cao. The father concluded his story outlining that it was actually a time of war, and they (men) should be ready with their weapons and it was never a time for women. The women had their functions stated clearly as being responsible for motivating their men besides offering food and any probable support. I have a clear memory still of the last words I shared with my father before going to war. It appeared the war could be serious since it involved three kingdoms, but one army appeared to be well endowed with soldiers. â€Å"In case the war erupts, I think the battle field would be by the Yangtze River,† I told my father. â€Å"No, the destination of the war is not clear yet my son,† he replied. Soon, I could see him in his war gear characterized by a sword on the waist together with a stone and bronze armor. At this juncture, I expected to hear of survival after the war or the worst as had been experienced by unfortunate sons of women in the previous wars. I thought it was not yet the time for me to lose my father conversely, the feeling of my father losing his father in the previous wars overcame my conscience. I could believe slightly that it was the fate of my grandfather’s lineage that they

Management - Diversity Essay Example | Topics and Well Written Essays - 750 words

Management - Diversity - Essay Example Moreover, empathy can result in discouraging organizational subcultures to form. Subcultures ostracize those outside them, and a sense of superiority in those who form parts thereof, however, a little empathy, even if learned/forced, can go a long way in mutual respect, resulting in the discouragement of such subcultures to be formed. 2. Overcoming differences for effective teamwork: it is all but natural for organizational employees to have differences in their personalities and ideals. Effective and successful teamwork is a must-have in any organization’s operations. Often, teamwork is hampered when employees cannot overcome their differences, sometimes resulting in all out confrontations. An organization that fosters diversity needs to train its employees in ways to overcome their differences for effective teamwork, so that the organization’s operations can run successfully and smoothly. 3. Inclusivity of various different employees of the organization as much as pos sible: it is important that none of the employees feel sidelined in an organization, especially based on their personal differences (e.g. gender, class, ethnicity, religion etc.). Organizational work, as well as employee morale, is adversely affected if employees feel that the organization does not value them or their opinion. ... ss dealings with abroad: whether it is the organizational employees inter se or organizational employees and organizational foreign clients, it is very important for them to be sensitive to the cultural differences and the nuances these differences bear. In inter-office dealings, cultural intelligence can lead to a friendlier work environment, where all employees feel their beliefs are respected; whereas in international dealings, cultural sensitivity and intelligence can result in success along with avoiding the organization embarrassment. There are myriads of ways to attain these objectives, however, some of them can include the following: 1. Just like other regular training workshops and seminars, training regarding diversity can also involve having guest speakers and lecturers, coming from diverse background to come and talk to the employees. These lectures/talks can involve various topics dealing with diversity and can help the employees gain a better understanding of problems f acing the minority at work. 2. There can be an hour or two set aside, every two or four weeks, for employees to share their personal stories, where they relate their personal diversity experiences. Negative and positive both aspects should be equally highlighted. Just like there is a need for employees to learn what to avoid, they need to learn what would be a good thing to do in certain situations with regard to diversity. This can also foster a sense of inclusion in the employees, as well as make them feel that their voices are being heard. 3. An informal office party, where everyone is invited is a good idea, however, to make it more interesting (or more â€Å"diversity training efficient†) the employees can be asked to socialize/interact with those different than them once they are at

Studying Abroad VS Locally Essay Example for Free

Studying Abroad VS Locally Essay Will the difference make a huge impact on career path? FOR a very long time, studying abroad was an option purely for the deep-pocketed elite. Apart from the cost factor, many families chose to send their kids overseas because of the cultural wealth and better job prospects that came with it. Fast forward to today, many still choose to send their children overseas to pursue their education. Thanks to rising affluence, more families are able to send their kids abroad. But are the benefits of studying some thousands of miles away versus just down the street so drastic that it’s really going to make a huge impact on one’s career path? Studying abroad The main issue to consider when studying abroad is that it requires more financial support and planning. Lee, a 30-year old information technology graduate from the United States admits that the biggest issue about studying overseas is the cost. â€Å"Studying overseas can be really expensive. Accommodation and food is denominated in a currency that’s probably higher than ours. Furthermore, most countries do not allow foreign students to work, so you need to have money before you arrive in the country or have someone from home supporting you. â€Å"However, having a foreign qualification helps to make your resume stand out compared with the rest,† he says. Dinesh Kanavaji, 31, is a practising lawyer in Malaysia who studied law in Britain in the late 90s. His two-year course cost him about  £15,000 a year or about RM90,000 annually given the high exchange rate at the time. â€Å"At the time, the tuition fees cost about  £10,000 annually. Accommodation and food cost about  £4,000 or so, this of course, provided that you lived at a campus hostel rather than elsewhere. â€Å"Ultimately, it was a character-building experience, having to be able to live, cook and travel on your own,† he says, adding that studying abroad also provides a unique opportunity for language and cultural immersion. Dinesh also feels that the standard of education offered overseas is higher. â€Å"The standard is higher over there. The lecturers are experienced and well trained, comprising doctors and professors that have written a few books. Many of the lecturers locally are quite young.† He also says the education in Malaysia (as far as law was concerned) was very academically-driven. â€Å"In Britain, they make you work and  figure things out for yourself, creating a heightened level of maturity.† Studying locally Dinesh’s wife Melissa Ram, 32, studied her Bachelor of Jurisprudence degree in law entirely in Malaysia and is quick to admit the cost benefits of studying locally. Compared with Dinesh, her four-year course (plus one year of A-Levels) cost just RM20,000. â€Å"It probably would have cost me three times more if I had studied overseas. â€Å"Also, you don’t have to worry about getting home-sick and can meet up with your friends any time,† she says. Melissa however admits that the level of education in Malaysia (especially in law) was not up to par with the standard offered overseas. â€Å"I participated in a legal workshop that was conducted by solicitors from London and could immediately feel that the quality of their training was far superior.† She says law degree graduates in Britain that studied for the bar exam (which qualifies a person to practice law) were subjected to hands-on training while the Malaysian equivalent of the bar, the CLP (Certificate in Legal Practice), is purely academic in nature. â€Å"Those who do get the opportunity to study overseas should go,† Melissa says. Chan, 29, a local engineering graduate, says studying locally provided him with flexibility to do whatever he wanted during semester breaks. â€Å"During your semester breaks, you can find good temporary employment at places such as McDonalds or a shopping complex for instance without the need to worry about work permits or the language. He adds that food is also cheap and abundant in Malaysia compared with many other countries. Who do the employers prefer? Malaysian Employers Federation executive director Shamsudin Bardan says there is generally a preference for foreign graduates by employers. â€Å"It’s because foreign graduates are more proficient in English and have better thinking skills. They are more mature and independent than local graduates. â€Å"In terms of qualification or technical ability, there’s not much difference (with local graduates). However, when it comes to soft skills, foreign graduates have the advantage,† he says. A spokesman from the Malaysian Institute of Human Resource Management also concurs that there is a preference for foreign graduates. â€Å"Multinationals, especially, are more keen to hire foreign graduates because they carry themselves better. They speak well and  with confidence during the interview. â€Å"Local graduates (who are more weak in terms of soft skills) don’t express themselves well enough in front of the interviewer, who would think that the interviewee is just not prepared for the job.† He also says that there is a general perception that the standard of Malaysian education is more inferior when compared to the standards in other countries. â€Å"A lot of people have criticised the standard of our education, which has clouded the minds the way that employers think. The environment has to change. People and politicians should change this perception.†

Choosing Between Debt And Equity Finance Essay

Choosing Between Debt And Equity Finance Essay In financial decisions, the choice between debt and equity financing is one of the most difficult ones. Both types of financing have its advantages and disadvantages. Debt financing is based on borrowing finance, and incurs debts that should be repaid in a certain time. The obligations of the company include repaying the loan and paying interest on the loan until its repaid. Debt financing does not impact the ownership of the business, but might cause high debt servicing costs. On the other hand, equity financing represents the exchange of finance to a part of business ownership; this is commonly done by issuing stocks. Equity financing allows to receive investments without additional payments and does not cause financial concern of investors, like debt financing does. However, since the ownership is shared, the owners have to dilute their decisive power (Grossman Livingstone, 2009), and might even lose control of the company. For the companies, the choice of debt or equity financing is based on many factors, such as size of the company, state and dynamics of the industry, perspectives of the company, debt-to-equity ratio, debt servicing costs etc. The purpose of this essay is to consider the decision of American Superconductor Corporation to shift to equity financing from debt financing, made in 2003. AMSC case American Superconductor Corporation is a company providing wind turbine design, electrical control systems, power systems and superconductive wires (Madura, 2008). It operates mostly in Europe, North America and Pacific Asia. Before 2003, the companys investment policy was based on debt financing; however, in 2003, the decision to forgo a secured debt financing and to adopt an equity financing strategy under current market conditions (Esposito, 2003) was made. The company experienced recession in 2003; in October 2002, its stock prices have fallen to the record level of $2.25, and in 2003, they constituted about $3.36, which was very low compared even to 2002 level of $12.26 (AMSC Stock, 2010). The company needed financing, and their choice was to issue a public equity offering instead of debt financing. This decision was explained as strategic solution based on the consequences of 2003 blackouts, and CEO of American Superconductor, Greg Yurek, forecasted an increased need for their power grids and public attention to better voltage support with dynamic reactive power compensation (Esposito, 2003). The results of first six months of fiscal 2004 year seemed to prove the efficient of the decision to pursue equity financing, since no long-term debt was reported, and $17.4 million revenue in the first two quarters of the year. The company also focused on wind turbines, which were gaining popularity. Wind power in 2007, for example, became the first $30B clean energy industry (Madura, 2008). Current financial position of AMSC shows that its total revenue and gross profit values have significantly increased during the last years (2008-2010 financial information available); the companys gross margin is 39.14% compared to 32.19% in the diversified electronics industry in general (AMSC Stock, 2010). The operating margin is also higher: 14.70% compared to 5.71% industrys operating margin, the EPS is also higher (0.64) than 0.08 average (AMSC Stock, 2010). Although the financial position of AMSC is weaker than that of main competitor, ABB. Ltd., the company managed to override another major competitor, SatCon Technology Corporation. The industry provides a significant development potential, and the stocks of the company were not priced less than $10 since 2007 (AMSC Stock, 2010). Analysis of financial decision The combination of debt and equity financing impacts the companys cost of capital. Debt financing is safer for investors, while equity financing is more risky for investors, but at the same time safer for the company (Grossman Livingstone, 2009). Since debt financing creates contractual obligations, the companies should carefully consider their ability to repay the debts. Debt servicing incurs higher costs than equity financing, and if the company experiences fast growth, it might suffer from high debt servicing expenses. It has also been shown that companies with consistent profit operating in low-risk and slowly growing industries more often opt for debt financing, while companies operating in risky and rapidly changing industries as well as in volatile ones, should choose equity financing since these companies have more opportunities for investments, and would not suffer from underinvestment (Grossman Livingstone, 2009). By 2003, AMSC experienced financial problems and its stocks have dropped in price, but the conditions of the environment indicated the quick growth of interest to AMSC production. It could be forecasted that in some time the company would need significant investments and 2003-2004 was the right time to expand. If AMSC continued debt financing, its growth would be hindered by debt servicing costs and worse stock dynamics. Thus, the decision of AMSC to replace debt financing with equity financing was very appropriate in this situation. Conclusion In order to perform the choice of business financing (debt versus equity), it is necessary to consider the perspectives of the company as well as the nature and dynamics of the industry. In 2003, AMSC was experiencing financial difficulties and its stocks have significantly fallen. However, there were many opportunities for development, and the 2003 blackouts increased the interest to AMSC production. Therefore, the company had strong potential for growth, and needed strong financing source without excess cost increase. Thus, American Superconductor Corporation performed a right decision to stop debt financing, and to issue a public equity offering. The correctness of the decision can be also traced looking at further financial development of the company: AMSC is stably growing, creates new products and shows good progress compared to its competitors.

An Analysis on the Definition of motivation

An Analysis on the Definition of motivation The term motivation is derived from the Latin word for movement (movere), means to move, push or persuade to act for satisfying a need (Butkus Green, 1999) . Atkinson (1964) defines motivation as the contemporary influence on direction, vigor, and persistence of action whereas Vroom (1964) defines it as a process governing choice made by personsamong alternative forms of voluntary activity. Additionally, motivation is concerned with the factors that influence people to behave in certain ways. The three components of motivation as listed by Arnold et al (1991) are: direction what a person is trying to do; effort how hard a person is trying persistence how long a person keeps on trying. Moreover, motivation is also defined as a set of interrelated beliefs and emotions that influence and direct behavior (Wentzel, 1999; see also Green, Martin, Marsh, 2007; Martin, 2007, 2008a, 2008b, in press). They propose that relationships affect achievement motivation by directly influencing motivations constituent beliefs and emotions. Allport (1954) referred past actions that led to positive outcomes would tend to be repeated, whereas past actions that led to negative outcomes would tend to diminish. Skinner (1953) and others argued that, over time, individuals learn contingent relationships between actions and their consequences and that these contingencies guide future behavior. Reinforcement models continue to thrive today as explanatory vehicles for understanding work motivation and job performance, as well as in the workplace in various performance management programs (Komaki, 2003). 2.1 TYPES OF MOTIVATION Motivation at work can take place in two ways. First, people can motivate themselves by seeking, finding and carrying out work that satisfies their needs or leads them to expect that their goals will be achieved. Secondly, people can be motivated by management through such methods as pay, praise, etc. There are two types of motivation as originally identified by Herzberg et al (1957): 2.1.1 Intrinsic motivation the self-generated factors that influence people to behave in a particular way. These factors include responsibility, autonomy, scope to use and develop skills and abilities, interesting and challenging work and opportunities for advancement. Intrinsic motivation as a predictor of performance is strongly supported by research in sports (Callahan et al., 2003 ) and educational settings (Lin et al.,2003; Vansteenkiste et al.,2004; Wang and Guthrie, 2004). Moreover, a few studies have found a positive relationship between intrinsic motivation and work performance in work organizations cited by Gagne and Deci (2005). 2.1.2 Extrinsic motivation what is done to or for people to motivate them? This includes rewards, such as increased pay, praise, or promotion, and punishments, such as disciplinary action, withholding pay, or criticism. Extrinsic motivators can have an immediate and powerful effect, but it will not necessarily last long. 2.2 Evolution of motivation By the 1950s, several new models of work motivation emerged, which collectively have been referred to as content theories, since their principal aim was to identify factors associated with motivation which includes Maslows (1954) Needs theory, which suggests that, as individuals develop, they work their way up a hierarchy based on the fulfillment of a series of prioritized needs, including physiological, safety and security, belongingness, esteem, and self-actualization. Alderfer (1972) later adapted this model to encompass just three needs: existence, relatedness, and growth. A second need theory of the same era, first introduced by Murray (1938) but more fully developed by McClelland (1961, 1971), ignored the concept of a hierarchy and focused instead on the motivational potency of an array of distinct and clearly defined needs, including achievement, affiliation, power, and autonomy. McClelland argued that, at any given time, individuals possess several often competing needs that serve to motivate behavior when activated. This contrasts with Maslows notion of a steady progression over time up a hypothetical hierarchy as individuals grow and mature. Herzberg (1966; Herzberg, Mausner, Snyderman, 1959) sought to understand how work activities and the nature of ones job influence motivation and performance. In his motivation-hygiene theory, Herzberg argued that work motivation is largely influenced by the extent to which a job is intrinsically challenging and provides opportunities for recognition and reinforcement. Herzberg saw the context surrounding a job (hygiene factors) as being far more temporal in terms of leading to satisfaction and future motivation. Herzberg deserves credit for introducing the field to the role of job design as a key factor in work motivation and job attitudes. In subsequent work, Hackman and Oldham (1976) and others have extended this line of research as it relates to work design, motivation, and job performance, while others, including Deci (1975; Ryan Deci, 2000), have articulated theories focusing specifically on task based intrinsic versus extrinsic factors in motivation (e.g. self-determination theory). 2.3 Models of motivation There are four well-established models of motivation: (1) the rational-economic; (2) the social; (3) the self-actualizing; and (4) the complex models. The first three of these can be regarded as content models of motivation. Content theories of motivation try to explain the factors within persons which motivate them. The complex model introduces some aspects of the process theory of motivation. 2.3.1 The rational-economic model This suggests that people are motivated primarily by economic self-interest, and will act to maximize their own financial and material rewards (F.W Taylor, 1947). Peoples motivation then can be controlled largely by offering or withholding financial rewards. Underlying this model are the assumptions that people are passive, are inclined to assert less rather than more effort, are unwilling to take responsibility, and are interested in work for what they can get out of it financially. 2.3.2 The social model The work of Elton Mayo is famously known as Hawthorne Experiments. This model can be summarized in the following terms (Mayo, 1975): People at work are motivated primarily by social needs, such as the need for friendship and acceptance, and their sense of identity is formed through relationships with other people. As a result of increased mechanization and rationalization, work has lost some of its meaning, and people increasingly seek meaning in social relationships at work. People are more responsive to the pressures of their peer groups at work than to management controls and incentives. People respond when management meets their needs for belonging, acceptance and sense of identity. 2.3.3 The self-actualizing model Maslow (1970) developed the idea of self-actualization needs. According to him self-actualization is the need a person has to fulfil his or her capabilities and potential. The model further indicates that the following motivate people: à ¢Ã¢â€š ¬Ã‚ ¢ Human needs fall into a hierarchy from the most basic physiological needs to needs for self-actualization (Maslow, 1970). As the basic needs are met, energy is released for the satisfaction of higher needs. Everyone seeks a sense of meaning and accomplishment in their work (see Figure 1). Findikci (2006) stated that an individuals level of motivation is dependent on the material and social benefits he/she gains from the institution they work in. à ¢Ã¢â€š ¬Ã‚ ¢ Individuals like to exercise autonomy and independence and to develop skills. à ¢Ã¢â€š ¬Ã‚ ¢ People are primarily self-motivated and self-controlled. à ¢Ã¢â€š ¬Ã‚ ¢There is no inherent conflict between self-actualization and more effective organizational performance. People are happy to integrate their goals with those of the organization. Figure 1 Maslows Hierarchy of Needs Source: Abraham H. Maslow Towards a Psychology of Being, D. Van Nostrand Company, 1968 2.3.4 The complex model Schein (1980) argues that the problem with each of the preceding models of human behaviour is their claim to universality and generality. Schein, instead, sees human nature as complex, with human needs and motivations varying according to the different circumstances people face, their life experience, expectations and age. People are motivated to work when they believe that they can get what they want from their jobs. This might include the satisfaction of safety needs, the excitement of doing challenging work, or the ability to set and achieve goals. Schein also introduces the concept of a psychological contract which is essentially a set of expectations on both sides and where a match is important if efforts to improve motivation are likely to be effective. 2.4 Cognitive theory On the other hand, perhaps best known of the cognitive theories is expectancy theory. Expectancy theory derives from the early work of Lewin (1938) and Tolman (1959), who saw behavior as purposeful, goal directed, and largely based on conscious intentions. Vroom (1964) presented the first systematic formulation of expectancy theory as it related to the workplace. He argued that employees tend to rationally evaluate various on-the-job work behaviors (e.g., working harder) and then choose those behaviors they believe will lead to their most valued work-related rewards and outcomes (e.g., a promotion). On the other hand, Porter and Lawler (1968) expanded Vrooms initial work to recognize the role of individual differences (e.g., employee abilities and skills) and role clarity in linking job effort to actual job performance. They also clarified the relationship between performance and subsequent satisfaction, arguing that this relationship is mediated by the extent and quality of the rewards employees receive in exchange for good job performance. That is, if superior performance in the past failed to lead to superior rewards, future employee effort may suffer as incentives and the reward system lose credibility in the employees eyes. Since its initial publication, a number of scholars have worked to extend or further refine the basic cognitive expectancy framework to reflect emerging research findings and new theoretical developments (e.g., Kanfer, 1990; Mitchell, 1997). For example, expectancy theory has been used to study forms of work behavior other than job performance, including employee absenteeism, turnover, and organizational citizenship behavior (Mobley, 1977; Mowday, Porter, Steers, 1982; Organ, 1988; Porter Steers, 1973; Steers Rhodes, 1978). Researchers have also linked group expectations and social influences to individual work motivation decisions (Porter, Lawler, Hackman, 1975). Finally, basic expectancy principles have been incorporated into several emerging models of cross-cultural influences on work motivation and job performance (Bhagat McQuaid, 1982; Earley, 1997; Steers Sanchez-Runde, 2001; Triandis, 1995). In addition to expectancy theory, another cognitive theory of work motivation has been the Equity theory. Adams (1963) introduced equity theory to explain how employees respond both cognitively and behaviorally to perceived unfairness in the workplace (Mowday Colwell, 2003, and Weick, Bougon, Maruyama, 1976). Stajkovic and Luthans (1998, 2003) found considerable support for the role of self-efficacy in determining work-related performance, particularly as moderated by task complexity and locus of control. 2.5 Frederick Herzbergs motivation-hygiene theory: Herzberg et al. (1957) argued that satis ¬Ã‚ ers or motivators are closely related to self-actualization needs. Motivators include the work itself, recognition, advancement and responsibility. Motivators are intrinsic factors directly related to the job and largely internal to the individual. Dissatis ¬Ã‚ ers or hygiene factors relate to Maslows lower level needs. These include company policy and administration, salary, working conditions and interpersonal relations. Hygienes are extrinsic factors, which the organization largely determines and improvement in these dissatis ¬Ã‚ ers would remove dissatisfaction, but would not elicit positive motivation. Positive motivation comes only from accomplishing a meaningful and challenging task. Herzberg devised his theory on the question: What do people want from their jobs? Later, he concluded that opposite of satisfaction is not dissatisfaction. Removing dissatisfying characteristics from a job does not necessarily make the job satisfying. He states that presence of certain factors in the organization is natural and the presence of the same does not lead to motivation. However, their non presence leads to demotivation. In similar manner there are certain factors, the absence of which causes no dissatisfaction, but their presence has motivational impact. Hertzbergs study is recognized to have some limitations. The results obtained from his study by professional workers may not be applicable to all groups. Moreover, he uses satisfaction and motivation as interchangeable, and there is an embedded assumption that increased satisfaction leads to increased motivation and this is not always the case. Nevertheless, the distinction between satis ¬Ã‚ ers and dissatis ¬Ã‚ ers is useful, and the recognition that some factors contribute to positive motivation while others can only minimize dissatisfaction is important. 2.5.1 Reservations about Herzbergs theory Herzbergs two-factor model has been criticized because no attempt was made to measure the relationship between satisfaction and performance. The Herzberg theory continues to thrive; partly because for the layman it is easy to understand and seems to be based on real-life rather than academic abstraction, and partly because it fits in well with the highly respected ideas of Maslow (1954) and McGregor (1960) in its emphasis on the positive value of the intrinsic motivating factors. 2.6 Financial rewards Lecturers are appointed to a single salary scale. Their position on that scale is determined by their qualifications and experience, and possibly previous salary, at the time of their appointment. Progression through the scale is by annual increments. In some institutions additional increments may be awarded for special achievements. In some subject areas, notably the professional disciplines, it is possible for academic staff to earn additional income by participation in external, income-generating activities, but arrangements surrounding these opportunities vary between institutions. Deeprose (1994) examined that the effective reward system improve employee motivation and increases employee productivity which contribute to better enhanced organizational performance. 2.7 The culture of teaching and higher education Higher education is by culture a developmental environment. All staff have a signi ¬Ã‚ cant role as lecturers, and are subject to the person-to-person pressure to perform that is inherent in this contact. Most staff gain gratification from working with students and witnessing the achievement and development of those students. This is associated with having a professional pride in their work. It is important for them to be accepted by the students when they work as a leader and facilitator. Frustration may develop from dissatis ¬Ã‚ ers which prevent lecturers from doing a good job towards quality education, including poor timetable organization, inadequate maintenance of educational equipment, or too many assorted demands on their time. A key task of the teacher is to ensure the motivation of students (Deniz et al., 2006). Once achieved this links directly to the teachers own motivation level. 2.8 Diversity of lecturer experience and roles It is easy to view the lecturer in higher education as a body, and to seek to introduce motivation and rewards for the body as a whole. It is important to recognize that lecturers are motivated by different factors, depending on their length of service in higher education, their other work experience, their age, their aspirations with respect to career development and the relative priorities which they attach to achievement and social factors, such as their personal life and being accepted as a team member. 2.9 Strategies for motivation In an environment where there is already a strong culture of quality education, strategies of motivation to support self actualization and growth are strong contenders. These include the following: 2.9.1 Opportunities for personal development It includes: experience in teaching different groups of students; visiting students on work placement; research and publishing activities; consultancy; study for higher degrees; attendance at conferences and workshops; management/team leadership experience; training in teaching and/or management skills. 2.9.2 Managing dissatis ¬Ã‚ ers The manager has a signi ¬Ã‚ cant role in eliminating or reducing dissatis ¬Ã‚ ers. This is often achieved through negotiation and allocation of resources. This must clearly be achieved within organizational constraints, and where it is not possible to modify the dissatis ¬Ã‚ ers, managers should seek to eliminate their effects and communicate the constraints. For example, currently all funding to higher education institutions is based on student numbers. Lecturers need to appreciate that staf ¬Ã‚ ng resources in speci ¬Ã‚ c subject areas are determined by such criteria and not by the number of teaching or contact hours. Communication is necessary to ensure that staff expectations change with the changes in the environment. 2.9.3 The  ¬Ã‚ nancial dimension The usual strategies for  ¬Ã‚ nancial motivation are performance-related pay and promotion. Such strategies are not usually within the control of the individual head of department and will be controlled by institutional norms and Funding Council initiatives. Thus, when the opportunity arises, these strategies can be used by the individual manager to encourage motivation, but their intermittent and uncontrollable nature presents a lot of problems. 2.10 Motivation through Rewards Managers have found that rewards play a significant role in motivating employees to work harder and longer. This section, therefore, attempts to identify the numerous types for rewards that can be administered by managers. There are two types of rewards: Extrinsic and Intrinsic. Extrinsic rewards are external outcomes granted to someone by others, such as money, employee benefits, promotions, recognition, status symbols, and praise. In other words, this kind of reward is provided by another person or by organizational system to individuals. In contrast, intrinsic reward derives internally from individuals and can be experienced through their work, such as the feelings of competency, sense of accomplishment, personal development and self-esteem. The importance of being self-administered offers great advantages and power of motivating from within. Training and development Training is the systematic modification of behavior through learning which occurs as a result of education, instruction, development and planned experience. Gong et al.(1998) stated that quality starts and improves with training. Hence, training acts as an intrinsic motivator, develops the competences of employees and improves their performance. Garvin (1987) examined the impact of training on performance and found that in manufacturing units, quality oriented and job-specific training helps to achieve higher levels of quality in outputs and productivity. 2.11 Definition of Quality Education Despite the prominence of quality as the motivating factor for educational planning, approaches to quality can vary widely. In fact, quality is mostly used in a detached way, assuming consensus both on what the term means and on the desirability of the various educational aims and approaches promoted under the banner of quality. Whether explicit or implicit, a vision of educational quality is always embedded within countries policies and programs. The term quality is derived from the latin word qualitas, which means the degree of excellence of a thing (Oxford Dictionary, 2003). Article 29 of the Convention on the Rights of the Child states that States are requested to recognize that education should be directed at developing the childs personality and talents, preparing the child for active life as an adult, fostering respect for basic human rights and developing respect for the childs own cultural and national values and those of others (United Nations, 1989). Therefore, everyone has the right not only to receive education, but also to receive education of high quality. Quality of education has been described as the success with which an institution provides educational environments which enable students effectively to achieve worthwhile learning goals including appropriate academic standards (Gordon and Partington, 1993). Nightingale and ONeil (1994) suggest that in looking for a meaningful definition of quality in learning among higher education, education should be looked as a transformative process involving a change in roles of the student and the teacher, and geared to an assumption of quality being part of a continuous improvement process. Teaching Experience other studies of the effects of teacher on student learning have found a relationship between teachers effectiveness and their years of experience (Hammond, 2000). 2.12 Visions of quality for education Harvey (1995) provides a useful framework for thinking about quality by outlining five goals for education that define the vision of quality within individual systems. Education systems vary in emphasizing a single vision or, more commonly, a mixture of the five goals: Education quality as exceptionality Education quality as consistency Education quality as fitness-for-purpose Education quality as value for money Education quality as transformative potential (Kubow and Fossum 2003). 2.13 Approaches to quality education The 2005 EFA Monitoring Report: The Quality Imperative points out that agreement about the objectives and aims of education will frame any discussion of quality and that such agreement embodies moral, political, and epistemological issues that are frequently invisible or ignored (UNESCO 2004, p. 37). The report further emphasizes that different notions of quality are associated with different educational traditions and approaches: 2.13.1 The humanist approach It is one of the precursors of constructivism, focuses on learners constructing their own meanings and integrating theory and practice as a basis for social action. Quality within this tradition is interpreted as the extent to which learners translate learning into social action. 2.13.2 The behaviorist approach It means heading in another direction and assumes that students must be led and their behavior controlled to specific ends, with quality measured in precise, incremental learning terms. 2.13.3 Critical approaches On the other hand, focus on inequality in access to and outcomes of education and on educations role in legitimising and reproducing existing social structures. Quality education within this tradition is seen as prompting social change, encouraging critical analysis of social power relations, and ensuring that learners participate actively in the design of their learning experience. 2.13.4 Indigenous approaches This approach to quality reject mainstream education imported from the centers of power, assure relevance to local content, and include the knowledge of the whole community (UNESCO 2004, pp. 32-35). Whatever the broader vision of quality, most countries policies define two key elements as the basis of quality: students cognitive development and social/creative/ emotional development. (UNESCO 2004, p.29). Sculleys (1988) prediction about the global renaissance of higher education is reassuring since he sees every person and every culture, as well as every countrys educational institutions, having much to teach and much to learn. 2.14 Quality Assurance in Tertiary Education The quality assurance in tertiary education has been described by Bogue and Saunders (1992) as a process and practice primarily concerned with conformance to mission speci ¬Ã‚ cations and goal achievement within the publicly accepted standards of accountability and integrity. Frazer (1992), who has classi ¬Ã‚ ed prevailing quality assurance systems, on the basis of their ownership and funding, into university-owned, governmental and non-governmental systems, adopted another approach. From this perspective, ownership is seen to in ¬Ã¢â‚¬Å¡uence the level of institutional autonomy fostered, the value placed on academic freedom, the extent of external political control and the extent of faculty commitment to the quality assurance systems (Gaither, 1998). Tertiary institutions are not unlike other organisations. They rely on quality of service to their customers, i.e. students, in order to remain competitive. Quality in tertiary education is not interested only in tangibles such as lecture venues, course materials and the like. It is also heavily dependent on the institutions human resources to provide a good service to its customers (Yeo, 2009). Acosta (2000) states that university teaching usually takes the form of one of three methods: the lecture; tutorial work; and practical and projects. In order to stimulate involvement in class discussions some lecturers employ formal mechanisms for grading participation (Maznevski, 1996). However, lecturers should explain to students the value of engaging in a brainstorming phase as a stepping stone towards class discussion. Chong and Farago (1999) claimed that visual images are idea catalysts for discussion in the multicultural classroom and hence a key element in the transformation process toward inclusive instruction, thus making an effort to search for relevant video-clips to be shown during workshops, tools which are very powerful in triggering class debates. High-quality interaction and active participation, however, cannot be achieved through good intentions, or mere administrative decree, alone. Good relationships among students and a good rapport between the students and the lecturer are a conditio sine qua non to creating an environment of comfort, trust and mutual respect, in which open discussion, exchange and examination of ideas, as well as active participation are not inhibited by fear (Billingsley, 1999). Tompson and Tompson (1996) observed, the idea that of without trusting relationships learning is stunted  ¬Ã‚ nds theoretical support in Maslows model of hierarchy of needs, according to which individuals are unlikely to engage in self-actualization activities, such as challenging intellectual debates and discussions, unless security, social and esteem needs have already been satisfied. They also suggested a number of strategies such as ice-breaking activities, clear communication, non-threatening atmosphere etc aimed at facilitating students adjustment and social integration and hence at fostering trusting relationships across differences. 2.16 Learning and teaching styles When considering the quality of teaching in higher education, one needs to resist the temptation of seeking simplistic and single dimensional classifications, rankings and explanations. The notion of quality is not a simple one; rather it is problematic, contested and multidimensional and requires examination at institutional, departmental and individual levels (Elton, 1998). It has been argued that many of the factors contributing to high quality education are related to particular teaching and learning styles. The empirical work of Lammers and Murphy (2002), who studied the delivery of sessions in a range of academic disciplines in a US university, indicated that lecturers had a role in giving information. Effective higher education involves the appropriate blend of physical factors such as the course characteristics and classroom arrangement and instructor factors such as enthusiasm, expertise and teaching style. Many students usually value lecturers who are encouraging, constructive and positive and transmit enthusiasm for their subject. Other key style factors which are crucial to the complex interactions of higher education are considered to be democratic participation and transformative, collaborative and critical learning that values and encourages diversity (DAndrea and Gosling, 2001). 2.17 The student/ lecturer relationship Andreson (2000) emphasises on the importance of interactions and stresses that students engagement with the subject and the passion and enthusiasm conveyed to them by lecturers. This passion and enthusiasm helps to demonstrate to students that the lecturer cares about them and that there is concern about their intellectual growth. However, there are worries amongst many academics that the increase in student numbers in higher education (Gibbs, 2001), with the consequent greater use of e-learning and resource-based learning, will adversely affect the student/lecturer relationship. This is because it is considered to be far more difficult to impart enthusiasm and passion through a computer programme than it is with face-to-face contact (Nixon et al., 1998). Andreson (2000) and Nixon et al. (1998) also argue that the nexus between teaching and research is highly influential. Research provides an added dimension to teaching and allows the development of a collaborative relationship between lecturer and students within a learning community. In such a community the subject is therefore more likely to be accessible and transparent to the student. Hill and MacGregor (1998) similarly found that students are greatly supported by those lecturers who are an integral part of their learning experiences and who actively collaborate in the learning process. The importance of lecturer/student interaction and how students welcome lecturers who are easy to be with and who help them to learn is essential. Morton-Cooper and Palmer (1993) argue that students particularly value traits of responsiveness and trustworthiness in their lecturers. On the other hand, Rowland et al. (1998) reject the notion of an automatic synergistic relationship between teaching and research, arguing that they do not necessarily complement each other. They identified a reconceptualisation of the role of academic staff with an increasing separation of research and teaching. This has been largely due to differential funding and an emphasis on research and teaching as two distinct and unrelated functions. This dichotomy has developed through the financial imperative of achieving the highest possible research assessment exercise scores and, contrarily the exhortations of staff development and education development units for staff to improve their teaching skills. Elton (1998) regards high teaching quality as quite essential to excellence in higher education. He argues that there has to be change in attitudes amongst certain academics who believe that their main task is to profess their discipline. Such academics consider

Sympathy for the Devil Essay -- Literary Analysis, Frankenstein

The gothic novel is previously associated with being a ‘rebellion against constraining neoclassical aesthetic ideals of order and unity, in order to recover a suppressed primitive and barbaric imaginative freedom.’ (Botting, 1996: 98) It is often considered a premature manifestation of the emerging values of Romanticism. Although the gothic genre is somewhat shadowy and difficult to define it can be seen as having a number of characteristics or conventions. This can be observed in Frankenstein including the ‘stereotypical settings, characters and plots, an interest in the sublime, the production of excessive emotion in the reader, an emphasis on suspense, the notion of the double and the presence of the supernatural.’ (Botting, 1996: 102) The genre develops more than an understanding of the various modes of destructive violence, social repressions, and disturbing sexual energies characterizing particular moments of modernity. It begins to be integral to the formation self-representation and maintenance of the modern world we inhabit. The degree in which the protagonist characters in the novel portrayed as either innately virtuous or evil and its contribution to their identity. The novel Frankenstein finds itself a victim of psychoanalytical criticism. The purpose of this essay is to investigate the identity of Frankenstein and his relation to the creature using the psychoanalytic theory. This essay will discuss the evidence showing the reason why the creature is a more appealing character by observing closely the relationship between Victor Frankenstein and his monster. In addition, the epistolary form used in the novel as well as character development will also be referenced. The monster represents a part of Frankenstein's fr... ... the horrific result of in her novel. Frankenstein is more than a ghost story; it is a social narrative and a political manifesto. Neither Victor nor his creation displays actions or attitudes that constitute â€Å"goodness† under this particular perception of human nature. Yet the creature continues to prove him more sympathetic than his creator does because he is far more aware of his own wrongness than Victor is. Victor is appallingly hypocritical; the monster is merely realistic, and indignant towards Victor’s hypocrisy. The creature's acknowledgment for his need of affection is present throughout the entirety of the novel. By acknowledging that he lacks affection, he discovers he needs to search for it since Frankenstein suppressed him from it. It is because affection is unachievable for the creature, despite his efforts, which makes him the victim of this novel. Sympathy for the Devil Essay -- Literary Analysis, Frankenstein The gothic novel is previously associated with being a ‘rebellion against constraining neoclassical aesthetic ideals of order and unity, in order to recover a suppressed primitive and barbaric imaginative freedom.’ (Botting, 1996: 98) It is often considered a premature manifestation of the emerging values of Romanticism. Although the gothic genre is somewhat shadowy and difficult to define it can be seen as having a number of characteristics or conventions. This can be observed in Frankenstein including the ‘stereotypical settings, characters and plots, an interest in the sublime, the production of excessive emotion in the reader, an emphasis on suspense, the notion of the double and the presence of the supernatural.’ (Botting, 1996: 102) The genre develops more than an understanding of the various modes of destructive violence, social repressions, and disturbing sexual energies characterizing particular moments of modernity. It begins to be integral to the formation self-representation and maintenance of the modern world we inhabit. The degree in which the protagonist characters in the novel portrayed as either innately virtuous or evil and its contribution to their identity. The novel Frankenstein finds itself a victim of psychoanalytical criticism. The purpose of this essay is to investigate the identity of Frankenstein and his relation to the creature using the psychoanalytic theory. This essay will discuss the evidence showing the reason why the creature is a more appealing character by observing closely the relationship between Victor Frankenstein and his monster. In addition, the epistolary form used in the novel as well as character development will also be referenced. The monster represents a part of Frankenstein's fr... ... the horrific result of in her novel. Frankenstein is more than a ghost story; it is a social narrative and a political manifesto. Neither Victor nor his creation displays actions or attitudes that constitute â€Å"goodness† under this particular perception of human nature. Yet the creature continues to prove him more sympathetic than his creator does because he is far more aware of his own wrongness than Victor is. Victor is appallingly hypocritical; the monster is merely realistic, and indignant towards Victor’s hypocrisy. The creature's acknowledgment for his need of affection is present throughout the entirety of the novel. By acknowledging that he lacks affection, he discovers he needs to search for it since Frankenstein suppressed him from it. It is because affection is unachievable for the creature, despite his efforts, which makes him the victim of this novel.

Buffalo Bill Essays -- essays research papers

Buffalo Bill   Ã‚  Ã‚  Ã‚  Ã‚  William Frederick Cody, also known as Buffalo Bill, was born into an anti-slavery family. He had a rough childhood, but despite this hardship he grew up to be an adventurous wild west showman, and achieve many historical goals.   Ã‚  Ã‚  Ã‚  Ã‚  On February 26, 1846, near the small town of LeClair, Iowa, William F. Cody was born to Isacc and Marry Ann Cody. At the time William had two sisters, Martha and Julia, and a brother, Samuel. But he ended up with three more sisters, Eliza, Helen, and May, and another brother, Charlie. In the first eight years of his childhood, William grew up on a farm his father owned and worked. During this time, William had plenty of space on the Plains to play with his brother Sam and his black dog, Turk. William also had some young Indian friends he met while on a picnic with his sisters. The Indians were trying to steal the Cody's lunch, but Bill stopped them and became friends with them. Besides picnics, young Will also enjoyed riding horses, having pretend Indian fights with Sam, and hunting in the woods. Sadly, Samuel died when he was thrown from his horse. Because of this, William not only lost a brother but he lost a very good friend.   Ã‚  Ã‚  Ã‚  Ã‚  In 1854 William, along with his anti-slavery family, moved near the city of Leavenworth, Kansas. This was not an easy move for the Cody family seeing how most of that part of Kansas was pro slavery. They were worried about this because earlier in Iowa a dispute about slavery between Isacc and his brother Elijah, led to Elijah stabbing Isacc. Luckily, he survived and nothing like this happened in Kansas. While in Iowa, Bill had received no education. After moving to Kansas he attended several sessions of country school organized by his father. In the two and a half months he attended, Bill learned to read and write which would help him in his future careers.   Ã‚  Ã‚  Ã‚  Ã‚  In order to help his family after his father's death in 1857, William took his first job working for the firm, Russel Majors & Waddel, making wagon- train trips across the Plains. It was rough, but William enjoyed these frequent trips. Later, Will road for the Pony Express when it was established in 1860, and was a scout and guide for the Union Army.   Ã‚  Ã‚  Ã‚  Ã‚  When the Civil War started in 1863, Bill... ...g buffalo in his show and raising them on his ranch, Bill helped save them from possible extinction. Buffalo Bill's Wild West Show also offered Indians employment at a time when their opportunities were few, and many of them, for the first time thus learned of a world beyond the limits of their villages.   Ã‚  Ã‚  Ã‚  Ã‚  After 1894 Cody lived on a ranch in the Bighorn Basin in northwestern Wyoming where he raised buffalo. He also founded the town of Cody where he built the Irma Hotel, named after his daughter, which still stands today.   Ã‚  Ã‚  Ã‚  Ã‚  On January 10, 1917, near Denver, Colorado, the wild west legend, Buffalo Bill Cody, died. His grave is located on Lookout Mountain, near the town of Golden, Colorado, and can be seen by tourists.   Ã‚  Ã‚  Ã‚  Ã‚  Buffalo Bill Cody was very important to the west. Even though he made the mistake of killing thousands of buffalo, he realized this and made up for it by repopulating and raising buffalo. Cody was lucky in some aspects; one was living in the wide open Plains. William Frederick Cody should be remembered as a wild west legend who showed what life was like in The Great Plains of America.

Essay --

Jeremy Burrafato 12-11-13 ENG 4800-01 Final Essay Psychoanalytical Criticism on Stories of Madmen The descent into madness has been a facet of many stories throughout human history. Voices in one’s head, delusions, as well as dreams and nightmares, are common in these types of stories. In Edgar Allen Poe’s The Tell-Tale Heart, and Charles Dickens A Christmas Carol, the characters within the stories face these sorts of problems. In The Tell-Tale Heart, the narrator/protagonist experiences an obsession with a physical trait of an elderly man, in which he associates with evil. This evil eye and the obsession in which the narrator holds for it eventually cause the narrator to do the unthinkable. Kill the old man. A Christmas Carol tells the tale of an older gentleman who experiences a series of encounters with ghosts who show him the error of his ways. These dream like scenarios in which he encounters these spirits are none other than actual dreams and wish-fulfillment based on his fears and guilt. Both of these classic tales weave notions of psychological intricacies within their pages. The Tell-Tale Heart details the descent into madness of a man who is suffering from some form of paranoid schizophrenia; while A Christmas Carol reveals that its main character while not having a traumatic form of mental illness like that of Poe’s story, does share many anxieties and delusions based on guilt and obsession much like the narrator in The Tell-Tale Heart. Both characters have and cope with varying degrees of mental illness, or at least symptoms of such illnesses in some form or another. For the purpose of this essay, the version of the story that will be referenced is the one handed out to us in our class, thus any references to the st... ...in the forms of countless movies, including the likes of Disney, as well as being a record breaking theatrical play. Charles Dickens work has been a staple of writing for years, and this piece is no exception. The story of A Christmas Carol begins with a misery old man named Scrooge working in his counting house on Christmas Eve, his clerk sitting in the front working as well. Various people come inside to greet him including his nephew whom he basically tells to leave after being invited to a Christmas party. He is then visited by people who are looking for donations for the poor. This sets up Scrooges hate for the holiday as well as his greed. His greed is the primary basis for his loneliness and anger, which is amplified during the holiday season. To understand Scrooges hate for the holiday season, one could look back to a time when he would have enjoyed it.

Comparing Beowulf with the Green Knight

When it comes to groundbreaking, classical literature, not many works can trump what Beowulf and Sir Gawain and the Green Knight have done. Although similar through importance, readers would be hard pressed to discover any more similarities between the two. Beowulf is an epic poem from the Anglo-Saxon period, while Sir Gawain and the Green Knight is a tale from the medieval period. The main characters of each novel, Beowulf and Sir Gawain, each endure personal struggles in the â€Å"problem of pride. In completely separate fashions, both of them lust for domination (libido dominandi) throughout each of their respective stories. Beowulf, the earliest of epic heroes, was significantly known for his bravery. With his lack of fear for death, he without a doubt was known as the greatest warrior at the time. However with great skill and the constant appraisal from fellow warriors, Beowulf becomes very boastful in his continued desire for dominance. In fact, his first words of the tale were, â€Å"When I was younger, I had great triumphs. Then news of Grendel, hard to ignore, reached me at home. Off the bat, he introduces himself as an accomplished warrior who felt it was his duty to slay the monster Grendel the minute he heard about his destruction. Beowulf revels in his decision to come over from Geatland to protect King Hrothgar and his people. He feels that this is his opportunity to come and â€Å"protect the thrown† in a God-like manner. Furthermore, in Beowulf’s quest, he completely ignores the medieval warfare’s protocol on weapons. While warriors typically use weapons in battle, Beowulf disagrees with this approach, risking his humanity while stepping outside of his human limits. He decides to fight Grendel on his own terms, and this over prideful, â€Å"superheroesque† mind frame (first interpreted as heroic) would come back to haunt Beowulf in his eventual death. As the story of Beowulf continues, Beowulf’s pride wears him down in his lust for domination. King Hrothgar, at one point, even warns a younger Beowulf to not let libido dominandi occur. Hrothgar proclaims, â€Å"He covets and resents; dishonors custom and bestows no gold; and because of good things that the Heavenly Powers gave him in the past he ignores the shape of things to come †¦ O flowers of warriors, beware of that trap. Choose, dear Beowulf, the better part, eternal rewards. Do not give way to pride. † However, Hrothgar’s advice doesn’t seem to help in Beowulf’s clash with the dragon towards the end of the tale. Beowulf was praised for his nobility when he was younger, but his aging only increased his lust for domination. He simply doesn’t care about the repercussions of his death, and how leaving them unprotected would severely impact his people. In conclusion, Beowulf recklessly battles this dragon to the death. He praises God before his death as he states, â€Å"To the everlasting Lord of all, to the King of Glory, I give thanks that I behold this treasure here in front of me, that I have been allowed to leave my people so well endowed on the day I die. † This ending, going out in a blaze of glory, was exactly what Beowulf wanted to happen. It was not exactly his fate, but his desire for glory was simply too strong, thus neglecting what should have been most important to him: the safety of his people. If he was truly a great hero, he would put the well being of others before his desire for dominance. In the case of Sir Gawain, his libido dominandi was enigmatic. Personal honor and valor seemed to be the two most important aspects of his life. Differing from Beowulf, Sir Gawain’s quest is a moral epic, and not one of physical attrition. However, Sir Gawain’s libido dominandi stems from his false humility, or in other words, his refusal to accept human failure. In the introduction of the story, the Green Knight travels over to King Arthur’s castle and demonstrates his Christmas game. At first, Arthur is asked to be put to the test, but in an act of chivalry, Sir Gawain (Arthur’s nephew/right hand man at the knight’s roundtable) steps up. He explains, â€Å"While so bold men about upon benches sit, That no host under heaven is hardier of will, Nor better brothers-in-arms where battle is joined; I am the weakest, well I know, and of wit feeblest; And the loss of my life would be least of any. † It is almost as if Sir Gawain undersells himself so much, to only further enhance his heroism. During his travels the corresponding winter season, Sir Gawain’s internal conflicts continue. He is fighting against his own demons; there is no Grendel (or any other physical monster for that matter) in this story, just a desire for moral reformation and satisfaction from others. In his stay at the Bertilak of Hautdesert’s castle, Sir Gawain’s morale is only further boosted. Bertilak states, â€Å"As long as I may live, my luck is the better that Gawain was my guest at God’s own feast! † In response, Sir Gawain quickly deflects the compliment and explains that the honor is his. Furthermore, after Gawain’s final interaction with the Green Knight, he flinches when the axe is first wielded towards his neck. This of course is a normal human reaction. But to this noble knight, it is completely unacceptable. This corresponds with his problems of Pride; Sir Gawain wears the green girdle around his arm given to him by Bertilak’s wife to constantly remind him of his wrongdoings (slightly giving into her seduction). After returning to a hero’s welcome, Sir Gawain’s false humility continues as he sulks about his minor faults and lives in shame. However, as those who surround him maintain their commemoration of him, his libido dominandi clandestinely grows. Throughout the text, Sir Gawain and the Green Knight, a common theme of â€Å"doubleness† is used effectively to portray the complexity of medieval life. In other words, there was never just one, blatant solution to courtly issues. In the case of chivalry, Sir Gawain was faced with social courtesy (secular) versus Christian courtesy (religious). In the case of the Green Knight, two separate images of positivity and negativity were deliberated. And in the case of the girdle, the knotted belt and open belt showcased two different connotations. During the medieval period, the policy of chivalry to the aristocracy ruled above all. It was a code of conduct developed from warrior knights. The debate between religion versus politics was significant during the â€Å"High Middle Ages† as personal morality became a big issue in 1400’s English literature. When Sir Gawain is first introduced to Sir Bertilak’s wife, â€Å"he politely approached; to the elder in homage he humbly bows; the lovelier he salutes with a light embrace. He claims a comely kiss, and courteously he speaks; they welcome him warmly, and straightaway he asks to be received as their servant, if they so desire. Honor, graciousness, and respect marked the typical knight’s introduction. However, Sir Gawain begins to question his honor when Bertilak’s wife begins her seduction tactics. Gawain is faced with the â€Å"doubleness† issue of doing what is right as a Christian versus doing what is right in knighthood. Should he deny the sexual advances because it was another man’s wife, therefore it was a sin against God, or should he accept the lady’s wishes out of honor and respect. The theme of temptation becomes the heart of this tale, as Sir Gawain’s adherence to the code of chivalry is constantly put to the test. After rejecting the first two advances, Sir Gawain begins to crack a little during the third and final bedroom scene. Bertilak’s wife changes her evasive language to a more assertive style, and her attire (moderate in earlier scenes) suddenly becomes risque and revealing. He declares, â€Å"My body is here at hand; your each wish to fulfill; your servant to command I am, and shall be still. † Gawain gives in due to the laws of chivalry, where knights are required to respect the set of laws concerning courtly love, and do whatever a damsel asks. The Green Knight also plays a huge role in continuing with the â€Å"doubleness† theme. This character is extremely difficult to interpret as some view him as a devilish figure whose only purpose is to tempt Gawain into sin, while some view him as a holistic figure whose purpose is to build Gawain into becoming an improved knight. In the Green Knight’s introduction to the Christmas party, he arrives with a holly branch and an axe. The holly branch represents peace and happiness, while the axe is supposed to represent violence and death. Furthermore, he states, â€Å"Not all, I think, for dread, but some of courteous grace let him who was their head be spokesman in that place. He immediately references God, but then counteracts that with his threats of beheading someone. To the reader, these two polar opposites begin to question what the Green Knight’s true intentions are. In addition, even the color green goes along the lines of the â€Å"doubleness† theme. During the medieval ages, the color green was conveyed as life, love, hope, and the birth chamber to some; while to others it provoked thoughts of jealousy, death, and sometimes the color of the devil. Towards the conclusion of the tale, the Green Knight’s true persona becomes revealed as he turns out to be the host, Sir Bertilak. This plays on with the theme of temptation, as this was all set up to test Sir Gawain’s honor and virtuosity. The girdle, which is the third theme of â€Å"doubleness,† contains a symbolic meaning that has been interpreted in a variety of ways. The girdle can be viewed as sexual or spiritual. Accordingly, the knotted belt of the girdle represented chastity, good faith, and virginity while on the contrary, the open belt represented sexual advances and poor faith. This girdle is very lavish, as it is made out of green silk and embroidered with gold thread (colors that link it to the Green Knight). Sir Bertilak’s wife claims that it possesses the power to keep the wearer of it away from harm. However, it is deciphered towards the end of the story that this girdle indeed has no magical properties, and was simply another experimental tactic used against Sir Gawain. While Gawain is able to resist the brunt of Bertilak’s wife’s sexual advances, he is unable to resist the powers of the girdle. When Bertilak returns home from each of his hunting trips, Gawain does not reveal the girdle and instead hides it in shame. This showcases the spiritual interpretation; his acceptance of the girdle is a sign of his faltering faith in God. After the Green Knight reveals his identity as Sir Bertilak/the host, Gawain curses the girdle for he believes it represents his cowardice. He states, â€Å"But your girdle, God love you! I gladly shall take and be pleased to possess, not for the pure gold, nor the bright belt itself, nor the beauteous pendants, nor for wealth, nor worldly state, nor workmanship fine, but a sign of excess it shall seem oftentimes when I ride in renown, and remember with shame the faults and frailty of the fresh preserve. Yet, the others celebrate him during his return from the quest. To show their support, Arthur and his people wear green, silk baldrics that appear just like Gawain’s girdle. The double interpretation of the girdle corresponds with its complex, multi-faceted symbol. This theme of â€Å"doubleness†, the constant use of temptation with more than one side, bec omes the main driving point in Sir Gawain and the Green Knight.