The Small Power in the International System :: History Cold War Economics Essays

The Small Power in the International System Like a novice chess player, awed by the strategic power of his queen, students of International Relations tend to focus solely upon the Great Power as a source for policies and dictates which constitute his field of study. Paying little heed to small, developing nations, the student assumes that all that is important and significant to his study will flow from the Goliath's of the International System. Only with experience and an increasing eye for the subtle flow of policy will the student, like the chess player, learn that in addition to the Great Powers, the Small Powers--the pawns—do matter. Furthermore, to assume any differently invites swift defeat (poor analysis). The great Chess master Francois-Andrà © Danician Philidor said it best: "the pawns are the very life of the game."[i] Although the analogy fails in that the power disparity between a pawn and another more powerful piece is much smaller between the average Great and Small Powers, it suffices to highlight the common misconception of the inefficacy of Small Powers. The question of whether Small States matter in the International System (and the ambiguity of the question itself) will be addressed; four aspects of the importance of the Small Power will be reviewed in turn: Strategic, Military, Economic, and Alliance . First, it is essential to address the ambiguity of terms and their implications to the analysis; some sort of definition of the descriptor 'small' and of the verb 'to matter' must be established. In the literature published on the subject, the question has been addressed in varying degrees of certitude. Traditional indicators of "smallness" center around simple objective specifications: military units, population size, gross national product, etc. For the sake of being brief, this essay will not attempt to provide a refreshed definition of the Small States; it will leave that ambitious undertaking alone. Instead, this essay will present examples of the unambiguous kind and, when needed, rely on the traditional (but sufficient) schema to make decisions regarding definition. On the other hand, the notion of mattering within the system is not quite so capable of standing on its own. Here, we will break from the traditional archetype: relying on conditions of power to determine the relevance of a state. The reason for this is simple: were the term "to matter" to be defined in terms of power, than in combination with the already established idea of smallness (defined in terms of power), the question in debate could be rewritten as such: "Do Small (non-powerful) States matter (have power).

My Future in The Intelligence Community of the U.S. Navy Essay

Introduction As a student and a midshipman at University, my college life has been divided into two responsibilities; one, being a student majoring in Mathematics and two, a midshipman training to become an officer in the U.S. Navy. During my freshman year here in University, having these two roles put me in a very difficult situation. It was difficult, in the beginning, because I was torn between wanting to become a Mathematics teacher someday and wanting to be a part of the military. However, after three years of training and learning more about the military, it became easier for me to decide as to where I want to be; and that is, to serve in the military. The more I learn about the U.S. Navy, the more I want to become a part of it. There are many different communities in the Navy, and the community that I am hoping to become a part of is the intelligence community. Technology and Intelligence Community of the U.S. Navy Technology plays a big role in the military. One of the primary reasons technology changed and became so advanced in the military, nowadays, is because of the role that the wars played in the past and the tragic events that have occurred recently such as the attacks in 2001. Wars in the past changed the military’s technology because the military had to adapt and learn from the mistakes from the past to find better ways to protect the nation’s and everyone’s safety. For instance, during the War of 1812, the U.S. Navy used certain technological advances that made it difficult for the Royal Navy to attack. ("War of 1812:," ). â€Å"In the 200 years since the war of 1812, technological innovation has been an essential component in the ships, aircraft, sensors, and weapons that have contributed to victories by America... ...sourcing affect workforce stability. Retrieved from http://www.afcea.org/signal/articles/templates/Signal_Article_Template.asp?articleid=1440&zoneid=222 Pappas, A., & Simon, J. (June). Central intelligence agency. Retrieved from https://www.cia.gov/library/center-for-the-study-of-intelligence/csi-publications/csi-studies/studies/vol46no1/article05.html Stanovov, A. (2010, May 05). [Web log message]. Retrieved from http://en.rian.ru/analysis/20100505/158882709.html War of 1812: The navy & technology. (n.d.). Retrieved from http://ourflagwasstillthere.org/why-commemorate/the-navy-a-technology.html Image/Video (2010). Navy reserve intelligence officer. (2010). [Web Video]. Retrieved from http://www.youtube.com/watch?v=WEW2EVFrtec (n.d.). WWII: The war that changed the world. [Web Photo]. Retrieved from http://en.rian.ru/images/15888/28/158882814.jpg

Critically evaluate the current status of the setting including policies and practices Essay

Self-reflection is a very important tool to be used in order to keep the nursery up to date with current legislation and to raise service standards. By regularly looking at where we are as a setting we can ensure that we continue to offer high quality education to our children. â€Å"Research has proven that self-reflection and evaluation both support good practice within a setting as a part of continual development. Importantly this self-reflection supports good outcomes for children.† (Barber and Paul-Smith 2009, pg.8) We have been using Ofsted SEF to evaluate where we are doing well and assess where we need to improve. â€Å"The self-evaluation form is designed to help early years providers to review and improve their practice, so that it is of the highest standard and offers the best experience for young children. Importantly it is a useful tool for you and any assistants or staff to evaluate the impact of what you do on children’s welfare, learning and development.† (Ofsted 2009, pg.13) PEST ANALYSIS POLITICAL ï‚ · Politically unsettled ï‚ · Arab spring ï‚ · Benevolent dictatorship ï‚ · No pressure groups ï‚ · Frequent change of legislation but no clear guidelines ï‚ · No official body or organization to refer to ï‚ · Government policies are not consistent and not properly disseminated ECONOMICAL ï‚ · Unsecure financial world markets ï‚ · Fluctuating exchange rates ï‚ · Expensive living ï‚ · Uncertainties in the economy ï‚ · No direct income taxes or VAT ï‚ · Several indirect taxes ï‚ · Increasing running costs ï‚ · Rapid expansion of Early Years industry ï‚ · Increasing competition SOCIAL ï‚ · Increasing number of working mothers ï‚ · Wider range of people ï‚ · Image of good standard of living and overall safety ï‚ · People moving and settling in the area ï‚ · Increased focus on Early Years Education ï‚ · Attractive area for different nationalities ï‚ · Broad spectrum of curriculum covered in the country TECHNOLOGICAL ï‚ · Easier information access (internet) ï‚ · Wider audience ï‚ · Better ability to reach out to the Community ï‚ · Blogging (positive and/or negative) ï‚ · Personal Technology ï‚ · CCTV cameras (name of city) is a safe place, its economy is considered ever flourishing but due to the ongoing global economical crisis it has its financial restraints. This analysis has also outlined how a business can be easily set up but also how difficult it is for it to thrive due to frequent changes in the legislation and the lack of consistent guidelines. Nevertheless, the increased interest in Early Years Education will soon allow practitioners to offer to all children high standards of learning. SWOT ANALYSIS STRENGTHS ï‚ · Well trained, qualified and experienced staff ï‚ · Impressive facilities ï‚ · Outstanding outdoor area ï‚ · Central location ï‚ · Extra-curricular activities ï‚ · Early years themed workshops and professional advisors WEAKNESSES ï‚ · Turnover of staff due to economic situation ï‚ · Policies and Procedures (only few in place) ï‚ · Being tenant of the facilities ï‚ · Old building badly maintained ï‚ · Lack of training opportunities ï‚ · Limited parental involvement ï‚ · Managerial limited decision making ability OPPORTUNITIES ï‚ · Several marketing options ï‚ · Exponential growth of market ï‚ · Partnership with professionals in childcare ï‚ · Diversified skills of staff with different backgrounds ï‚ · Wide professional network THREATS ï‚ · Extremely high price of rent ï‚ · Frequent new regulations with high implement costs ï‚ · New nurseries poaching staff and rising salary expectations ï‚ · Loss of key staff ï‚ · Frequent families’ relocations (name of nursery) is a newly established nursery in (name of city) that was initially planned with a greater focus on business rather than learning. Policies and Procedures were compiled and printed out hastily, without team brainstorming or subsequent effective compliance. The absence of specific legal requirements in the country makes it possible for nursery and day cares to operate, though in the best interest of children, without proper policies and procedures in place. Going through the process of self-evaluation has been the most valuable eye opener possible for me. I now know where we are and where we want to be. PEST and SWOT analysis have  allowed me to celebrate our strengths and pinpoint our weaknesses. Generally all policies will need to be rewritten, implemented and properly disseminated, but priority will be given to Child Protection and Behaviour Management Policies. A Staff training plan also needs to be put in place in order to ensure high standards in care and education of all children. Last but not least, it will be paramount to monitor progress and ensure that our procedures reflect our policies and that good practice is consistent throughout the academic year by gathering evidence regularly.

Reforming, Transforming and Conforming Essay

In this essay I will discuss the comparisons and differences of the three models of theory and learning as identified by MacNaughton, Conforming, Reforming and Transforming (MacNaughton, 2003). This essay will look at how these theories are explained and can be applied individually or together within the learning pedagogy. My discussion will be of a reflective nature and include how I have understood these three models in relation to the early childhood learning environment and how I may relate them to my own developing education philosophy. Each theory will be discussed with a focus on one or two particular theorist. For Conforming I will look at theorists from both the nature and nurture perspective, Gesell and Skinner. The Reforming component of the paper will reflect on constructivist theorist Vygotsky and Psychodynamic theorist Erikson. Conforming I have defined the conforming model of learning as children learning in a traditionally accepted way where they will progress through stages of development according to either their biology or their environment. The methods of the educator are not questioned by the children who are being instructed as passive learners on their journey through childhood to become adults who fit in comfortable to the mould that society expect. Another definition is â€Å"complying with the existing practices, rules, traditions and understandings† (MacNaughton, 2003, p. 121) There are two main developmental theories associated with the conforming model, they are Maturationism (Nature) and Behaviourism (Environment). Conforming theorists have investigated the concept of children learning due to their genetic makeup or their environment. A theorist who conferred with the nature debate was Arnold Gesell (1880-1961) who viewed the child’s development from a biological perspective as pre-programmed according to how Mother Nature has determined after many years of evolution. Development will unfold in line with the child’s maturation and learning will be best achieved with little interference from adults. I like what Thelen, Adolph and Karen had to say regarding Gesell’s theory in relation to learning, â€Å"Society and the family must provide children with an environment that allows the inherent growth potential of each child to be fully and optimally realized. The whole purpose of developmental norms was to identify the individual status of each child so as to guide children more suitably to optimal growth. The environment must be precisely tailored to fit the child’s capabilities† (Thelen & Adolph, 1992, p. 368). What I have taken from the nature debate is that it is a theory that still cares very much for how children are educated. It is motivated by giving children enough support within their environment that is appropriate for the child’s current capabilities. They see a child will develop in a sequence of stages that will not be impacted by their environment. I see this approach becoming a stronger focus in education today through Naplan testing and the movement in Australia towards a National curriculum. What scope does this give a teacher to educate children outside this conformist approach? My daughters teacher made a comment to me recently about what a busy term they have had and said they really need to get down to business so they have done something concrete as it’s nearly report writing time. Upon reflection I was very happy with what my child had done this term, with excursions to meet other students at bigger schools to experience and participate in dramatic play, a wonderful opportunity to visit a shelter for abused animals, speak with one of the traditional land owners where her school was built, participate in a cross country running event with another smaller school providing further social experiences with new people. Yet all these wonderful experiences do not allow her teacher to tick all the boxes of required learning as it seems she is required to do. I wonder what Gesell would think of where education has come today. I find a discrepancy in what Gesell suggested that all children will develop differently depending on their maturation which will in turn impact our culture in different ways, and that culture will need to adapt to these variants in children’s development (MacNaughton, 2003). Yet so many years latter it doesn’t seem like that has happened at all. It seems to me that our culture (predominantly politically as far as I’m concerned) is demanding through Naplan testing that all students should be measurable at the same age according to their academic performance. In contrast to Maturation theory, a Behaviourists’ approach views the child’s environment as imperative and directly related to their development – which also occurs in stages. Behaviourists believe that children are born as a blank slate, meaning their mind has no inherent structure and can be filled by their society (or environment). Learning commences from birth onwards, for example from your parents, television, friends and many other direct environmental influences. All behaviour is observable and measurable and is universal. In stark contrast to a Psychodynamic view, Behaviourist believes the mind is not the key to acquiring knowledge; their external environment in which they live is (Faryadi, 2007). With this understanding it becomes clear why curriculum goal setting under a Behaviourist conforming profile is recommended to occur at the commencement of planning, prior to the educator even meeting the children (MacNaughton, 2003). There is no need for individualised programming based on what knowledge the children may be bringing along with them. They will learn according to what is provided under the direction of the teacher. There have been a number of theorists that have had an influence on this approach, some that have created a learning environment for animals in their study such as Pavlov (1849 – 1936) and Skinner (1904 – 1990). Pavlov contributes to the behaviourist approach with his theory on classical conditioning and BF Skinner with operant conditioning. Classical conditioning is when people learn by association, and operant conditioning is when we learn to behave in a certain way because of either positive or negative reinforcement (McDevitt, 2002). Again the psychodynamic approach would disagree with the behaviourists approach as it does not take into account the unconscious mind and just focuses on external observable behaviour. Now that I have a firmer understanding of both Maturationism and Behaviourism I can imagine these philosophies used in an early childhood environment. In fact I feel quite sure the conforming profile was very dominant in my own Pre-school and Primary school years. I remember being taught by rote and the feelings of inadequacies? pressure and assault on my self esteem. These feelings were all generated when it was time for tables and I thought, what if I get it wrong, please let it be a sum I know. It took all my efforts to stop myself from crying just because I had to stand up in front of the class, I had no energy left to remember my tables. Is there an easier way to for children to learn their tables? I believe there is a place for rote learning and tables is one of them. However, the culture of the setting could adopt pedagogies that are going to reform the learning from a teacher directed one way dialogue to two way with interaction on a more personal level with the learner. My experience of rote learning was always indoors with tables and chairs set up in pairs. The pairs were the same for the term (of course unless you were a ‘naughty’ child and would then be moved to the front row directly in front of the teachers desk). I wonder would my rote learning have been enhanced if I had more mental and physical control of my situation. I believe the answer is yes. Some temperaments may flourish in that environment, but as a child, I was not one of them. However, put me in a small group and enable peer support I truly think my learning experience would have been different. As cited by MacNaughton Australia is one of many ‘multicultural, multiethnic and multifaith societies’ (MacNaughton, 2003, p. 145) It is concerning to me that a Eurocentric approach to learning could still be used in some schools, thereby supporting the majority at the expense of marginalising the minority. As my own teaching philosophy is emerging I think there are parts of the conforming model that I would implement. I have an interest in Skinners operant conditioning but haven’t quite thought out how I could apply it. I do have some issues with this on what is equitable for all children. An example of this would be using rewards such as extra computer time for an anxious child who had difficulty sitting through a literacy block. If the child is able to do this he / she will be rewarded. What will the children who continuously try very hard to sit through every learning block be rewarded with? What is equitable for these children? That is my main dilemma, yet I will continue to ponder point as I sense it is something I could learn more about. I am hoping I will see some good example of this theory in use at my upcoming professional experience. Reforming A reforming model of learning includes theories such as Constructivism, Psychodynamic and Neuroscience. For the purpose of this reflective paper I will concentrate on Constructivism and Psychodynamics using theorists Vygotsky and Erikson. The initial differences I see with this model of learning from a Conforming model are how they view the learner as an active participant as opposed to a passive one. To understand it in my own mind I define a reforming learner as someone who will put what they are learning with previous information to form their own meaning. MacNaughton defines Reforming as â€Å"improving something through changing it† (MacNaughton, 2003, p. 40) Vygotsky was a Constructionist who saw the learning environment as essential to learning as did the Behaviourist, however Vygotsky saw the environment as the tool for learning through sociocultural experiences. Interpersonal communication experienced through social interaction necessitated the child’s thinking and behaving (Berk, 2006). Vygotsky like Gesell saw development as stage based, yet the stages may vary depending on the social environment the child is exposed to. A child’s social interactions provide them with the learning needed to further develop language and stimulate their transition through stages of cognitive development for thought and behaviour. What appeals to me about Vygotsys theory is that it depends on children learning from more experienced members of their community (such as teachers or other students) through scaffolding (Berk, 2006). What does it imply for those children who are not given access to a high degree of social experiences and interactions? Are the destined for a future with poor language / communication skills? If Vygotsky viewed language development as the foundation for cognitive development does this make them less intelligent or give the appearance of low intelligence? Again I must raise my earlier point about my childhood fear of standing in front of the class during rote learning. If the principles of reforming and conforming learning profiles had been amalgamated I think a more positive outcome would have resulted for me. It comes quiet naturally for me to adopt a Vygotsky approach when working with young children so will certainly be incorporating it into my philosophy. I like that children can help children learn and that it has a strong focus on the interactions of play. Again we see a stage based theory this time from Erikson. Erikson formulated eight stages that span from birth to late adulthood. In each stage, Erikson described what made the specified ages so important, for example: the first stage is called Trust vs. Mistrust (from birth – 1 year) Second stage is Autonomy vs. Shame and Doubt (1-3 years) Stage three is Initiative vs. Guilt (from 3-6 years old) (McDevitt, 2002). I feel quite comfortable with Erikson (yet not so with his earlier counterpart Freud) and Skinner. Unlike Freud, Erikson placed some emphasise on societies role in the development of an individual’s personality (MacNaughton, 2003). Erikson also acknowledges the individuals cultural influence will directly impact development. For example what occurs in northwest American Indian tribes will affect the development of their children differently to other cultures (Berk L. 2008) I can relate this theory to my own personal beliefs regarding my own childhood and upbringing and that which I am trying to foster for my children. As an individual and mother I have strong opinions regarding the value and importance of my family, community and environment and how they directly impact each other and my children’s developing personalities and how they feel about themselves. A critical reflection of myself upon the completion of this subject sees me sitting within a reforming model of learning. My personal values as mentioned above influence how I relate to Eriksons psychodynamic view as I think he is a theorist who really fosters questions like, who am I, and what is my place in society? Vygotsky supports my feelings of how I can support cognitive development through children’s environment and social world. Yet, I still don’t think these theories complete my philosophy. My life is lived through a complex network of structures so therefore I see development from an ecological systems perspective (Bronfenbrenner 1917 – 2005) as well, so will affiliate it to my philosophy too. Another theorist that I think fits under the reforming model is Kohlberg’s Theory of Moral Development and Education. I know as an educator I will be concerned with the issue of moral development and will pursue further knowledge to assist my understanding. What I have initially taken from Kohlberg is that â€Å"This teaching practice is based on the assumption that there are no single, correct answers to ethical dilemmas, but that there is value in holding clear views and acting accordingly. In addition, there is a value of toleration of divergent views. It follows, then, that the teacher’s role is one of discussion moderator, with the goal of teaching merely that people hold different values; the teacher does attempt to present her views as the â€Å"right† views† ( (Nucci, 2008, p. http://tigger. uic. edu/~lnucci/MoralEd/overview. html) Transforming My understanding of the Transforming model of learning would be defined as a theory that advocates for children’s rights for the future through challenging traditional practice. As a transforming educator you would be prepared to take risks and endeavour to shatter opposing thoughts that are not equitable to their cause. I imagine being a transforming educator would require a tremendous amount of physical and emotional energy, and resilience. A more analytical definition might refer to the model as interested in looking at the knowledge we have to ascertain if it is biased and critically questioning and assessing whose interest are being served. This may lead to changes in the fundamental delivery of education which results in better social justice for a specified society (MacNaughton, 2003). The Transforming model is an umbrella term that incorporates three different theories, they are; Social Constructionists and Postmodernists, Feminism (including Feminists Poststructuralists), Critical race theorists and Postcolonialists (MacNaughton, 2003). For this essay I will focus on Social Construcitionists who are concerned with how behaviourist or structuralits theorist conduct their research and how it directly impacts educators. They find criticism in the fact that these theories are dominated by male middle class men, due to the implications for marginalisation of certain aspects of society, for example women, cultural perspectives such as eastern philosophies or indigenous stories (Fenton, 2011). Of all the models looked at during my research and study in this subject I felt most confronted by Transforming. I think that’s largely because I am not very good at thinking outside the square, yet when I try to get my head around this model I am forced to look beyond my own conservative and safe nature. As a student and a future educator I see myself as a person of compassion who doesn’t like to see social injustice or a children being marginalised, so feel like I should have been able to connect more with this model. However, with this in mind I did feel like I could relate more to Social Construcitionists theory due to their philosophy of power with not power over, which is unique to the other theories I have discussed so far. The implications of this for me as a future teacher are that I must be prepared to view myself, and show by example that I am still a learner and prepared to change as I acquire new knowledge. As a mother there have been times when I have seen children treated unfairly by an adult (and some teachers) who holds the balance of power (and I’m sure have done so myself with my own children). I have questioned why the adult feels they don’t have to apologise to the child for this action and conclude that it would be seen as disempowering themselves. This attitude could be explained as one where the child is viewed as â€Å"becoming adult† (MacNaughton, 2003, p. 5) and therefore the adults role is one of privilege and the child’s is oppressed. Next time I experience this I wonder will I be courageous enough to rock the boat? As a learner teacher who is still trying to establish what my philosophy will be I feel drawn to the Social Construcitionists theory as it is the first theory that I feel has really addressed the issue of children’s development having a direct correlation to and is in fact all bound together with culture and actual present time, and is therefore never static, or all learnt. A quote from Burman explains this as â€Å"how children develop differs in different places and in different historical times because how we see development is bound by where we are (our culture) and by our time† (MacNaughton, 2003, p. 71). As I have already stated this was a very difficult theory for me to absorb. After spending some time researching and questioning my own beliefs and values I feel confident I have the ability to integrate some of what I have learnt into practice as a teacher (yet I don’t see myself as a Social Construcitionists trail blaser). Whilst I have discussed what I like about this theory I also concur with MacNaughton (2008) when she raises equity regarding the children who are not able to function in a Social Construcitionists. Is the shy reserved child, whose parents traditional principles are being indoctrinated at home and within their ecological systems (Bronfenbrenner 1917 – 2005) going to have a voice. Previous study has taught me about the various aspect of children’s natural temperament which leads me to wonder about the â€Å"slow to warm up child† (Berk L. , 2008, p. 260) will manage this classroom. In effect there would be equity issues for these children who are not able to function when put in a situation of co-learner with their teacher and peers. I think throughout my discussion I have expressed what has challenged me in gaining an understanding of this subject and the 3 models we have covered. To conclude I think I would simply add that I have expanded my original knowledge on the theorist discussed through the process of looking at them more critically and reflect on how I may apply them as a teacher. I have identified my personal growth in understanding ethical issues of theory. This was something I had not done previously, most likely due to the conforming method of learning I have experienced. I am a product of being taught the teacher is always right and it is not my role to question. That was then this is now.

A Report on Customer Care Improvement By Robert L Fousler

Following the article in the Standard Newspaper dated 8/07/1998 on â€Å"Customer Care Improvement by Robert L Fousler (MD) Consultant s for Effective Training, I am in total agreement with him concerning the points that he has put forth concerning Customer Care within business organizations. Customer Care is an important point in management and should be carried out by any manager within any business organization irrespective of what departments he is directly of indirectly in charge of. It is important to note that a business or organization cannot effectively attract customersclients if it cannot deal with its internal clients. In any business/organization, internal clients are the employees within the organization. Mr. Fousler mentions that in Kenya, many industries in the market and developing from a â€Å"Sellers† market into a â€Å"Buyers† market. This means that the only difference between one Seller and another will be in the quality of the service rendered to them. In addition to this, the expectations and demands of clients have been increasing and have been rapidly dynamic over the past five years and in order for you to please, and indeed, maintain a client then the services rendered to them should be adequate and ready to fulfill their needs. Most service industries, if not all, are all client/customer oriented and they depend on the client to pay for their services that are intangible. With this in mind, it is in their best interest to ensure that the services they offer are useful to the client and that the Customer Support is highly advanced and effectively operational. In reference to this, it is important for organizations, particularly those in the service industry, to realize that their future success is dependant on managers viewing their staff as the most important assets they have and that everything depends on how they work as a team. He goes on to mention that Customer Care skills should not only be offered to staff in service-oriented organizations but to all organizations in general. If people can serve one another and each department serving the other, then the Customer Service skills will be extended to the â€Å"External† customer. He also highlights the importance of Customer Care in any organization and says that it is not wise to train only certain sections in the organization since everything everyone does in the organization has an impact on the client in one way or the other. Therefore, everyone must be included in Customer Care oriented seminars because they create awareness in staff of the importance of gaining such skills. After the training has been undertaken, then the most important task is to implement it. This includes maintaining a high level of outgoing commitment and insists that this can only be done by each department having â€Å"Ownership† of the process, so that Customer Care is supported by committed individuals and teams rather than just by management. He says that one way of promoting the training is to have an incentive to bolster the training that has been carried out. An example would be to give gifts or rewards to those who improve the most in the service they give to both internal and external customers. Under Evaluation, he says that it is not easy to quantify but one good approach would be to do a â€Å"Before† and â€Å"After† survey of the complaints received from External customers.

Art and Irony Essay

Dreams are the paints of a great artist, and the world is their canvas. Artists are able to produce beautiful art pieces using their ideas and imaginations. Through art, we are able to communicate stories of tragedy, peace, hardship, and ease. In many ways, visual art and written stories can be compared to one another. Like a frame to a picture, the techniques in a short story help keep the story together. As for the elements they can be seen as the painting itself, providing both story and beauty. Both techniques and elements play crucial roles together. In both short stories â€Å"The Blues Merchant† and â€Å"Rich For One Day†, the influence of the ironic technique towards characterization and theme can be noticeably seen. The use of irony greatly affects the overall theme of the Blues Merchant, like a border to a beautiful painting. We see the theme shift when we see the guard nodding to the rhythm of the Blues Merchant. When confronted by the guard sergeant, he receives the message which is â€Å" You are not supposed to enjoy the blues. You get paid to watch, not to be human† (Washington 284). After this particular even takes place, we see how the Blues Merchant is able to shift the freedom of the guards, and the entrapment of the prisoners. Through the Blues Merchants’ music, the guards are becoming trapped and confined while the prisoners are being able to taste freedom. The ironic technique can be seen when this occurs. The same technique can be seen when the narrator is describing the concert. In the last sentence of the story, the narrator states, â€Å"The guards remain trapped behind the prison walls while, if only for a short time, we are free† (Washington 284). Irony is at play in this sentence because the full transformation of the prisoners and guards is showcased. The theme of the story is reflected through irony, and the irony is shown in this quote. The theme of the story is that music can set you free, and the technique used plays a part by freeing the prisoners. The best paintings are the ones that that tell us stories. The Blues Merchant is able to paint a beautiful story of freedom for the struggling man. The Blues Merchant paints a powerful picture. Not only can an ironic technique affect the theme of a story, but it can also effect the development of characters. We see this take place in â€Å"Rich For One Day†. Aline is girl who seems to be down in fortune, but seems to think otherwise. Aline misjudges her wealth when she remembers that she â€Å" [is] rich today. She [has] eight dollars, a fortune.† (Suzanne 257). The fact that this economically unstable woman finds herself rich with eight dollars is ironic. She tries to convince herself that her own life is a life of luxury and comfort, although in reality, this is not the case. Aline tries to hide and stay away from the harsh truth when we see her â€Å" Not quite awake and that she felt too rich today to give an answer† (Suzanne 257) to the designer calling her about a possible job offer. Considering that Aline is not doing well for herself, she should see to take this job, but instead she refuses to give an answer to the designer. The irony is seen when she says that she is deemed too rich to give an appropriate answer. If she were actually rich, then this statement would not be ironic, but considering she only has eight dollars in her bank account, then her saying that really tells the reader what kind of person Aline really is. Characters in a story are fundamental to a stories success. If an ironic technique is used effectively, the development of such characters can be very fruitful and promising. Authors use many different techniques to transform the core aspects of a story. Artists can use different types of paint, or different bristles to create a desired affect on their work. Both authors and artists alike have been adapting these different ways of expressing their works for the sole purpose of communicating with their audience. Irony has proven to be a useful tool in terms of enhancing a theme of a story, or the development of a character. Imagine what stories and art would be without real purpose. What a story would be without effective technique. A painting without a story, A picture without a frame.

Strategies Essay Example | Topics and Well Written Essays - 500 words - 2

Strategies - Essay Example A leader should always be aware that their emotional instability shows in the group through frustration and low morale (Goleman, Boyatziz and McKee, 2013). According to Goleman, Boyatziz & McKee (2013) there are different types of leaders. Discordant leaders are those who are not in touch with their group emotions. The negative impact, a discordant leader, can have on the group, include internal anger and rage, frustration and lack of focus on tasks. Harmony and understanding are part of a strong working unit. According to Goleman, Boyatziz & McKee (2013) the brain is in charge of many functions within the body. One of them includes hormones that generate superior emotions or those that create awful emotions. A leaders frame of mind is related to how the brain operates. An emotionally able leader can be a powerful tool in stirring, awakening passion and enthusiasm in people. Leadership: Leading At the Edge The most important aspect of Shackletons’ leadership according to Stokes (2006) is primal leadership highlighted in Emotional Intelligence (EI). Primal leadership refers to the most crucial act of leadership which means acting as the group’s emotional leader while eliminating emotions that are negative and unhealthy for the group. According to Ainsberg (2010) to create movement and momentum Shackleton found that although you are not able to influence what happens to you, you can choose how you handle the situation. Instead of giving up and allowing self-pity to take over, Shackleton chose to motivate and inspire himself and his men in order to reach their goal. According to Ainsberg (2010) the main goal was to keep the emotions and spirits of the group up. Shackleton encouraged the crew to sing songs and play music that can act as a method of unifying and keeping attitudes positive. Through these actions, the group can connect and become closer to each