The mayor of Casterbridge Essay Example for Free

The mayor of Casterbridge Essay Analyse the first two chapters of The Mayor of Casterbridge and discuss how far they act as a prologue to the rest of the novel In The Mayor of Casterbridge the opening two chapters are a good indicator of Hardys style and act as a prologue to the rest of the novel. Hardys style places considerable focus on imagery and the scene around the characters. He used the writing techniques at this scene setting to help you understand the context in which the characters act. During the first chapter, Hardy describes Henchard as a fine figure, swarthy, and stern in aspect however he is not named at first. It symbolises that this could be any man, or could relate to the reader in someway and makes the reader look at this character from a different angle as if we might know him rather then seeing him as Henchard. Susan Henchard, Henchards wife, is described to be so faint as to be almost invisible; she becomes a less important part as the plot thickens. Another character mentioned is Elizabeth-Jane the first. The reader is given very few descriptions towards her because she is only a small child. We call her the first because beyond chapter 2 the reader is told that this Elizabeth-Jane died 3 months after the auction and the second child of Susan Henchard is called Elizabeth-Jane but is the sailors daughter not Henchards. Elizabeth the second is much like a father in a way but at her meeting with Henchard, she gives him her name and Henchard believes her to be his daughter. In the second chapter the reader only knows Elizabeth as Susans grown up daughter not Elizabeth-Jane. The reader is given other characters, the furmity lady who offered Henchard the rum that got him drunk leading to the auction, the country people who were in the tent who egged on and teased Henchard to sell his wife and Newton, Susan Henchards second husband, who bought Susan. They represent the country people of the time. Hardy draws the readers imagination away from the business of the cities and into the openness of the countryside. This gives the effect of a close village, that everyone knows everyone elses name, age and business round the community and that a large event like an auction of a wife would be unforgettable. They are used to the quiet and simple way of life rather than the complex ways of the cities. Hardy illustrates the characters act in their setting by using lots of imagery. He uses natures harmony to show humans disharmony. The description of the characters and their surroundings is excellently detailed, with use of a broad vocabulary. He uses description effectively. He draws the readers attention to the characters by using strong imagery, showing natures harmony, to represent the tension and strain on the marriage of the Henchards, humans disharmony. The characters are similarly of their time period with their language, they use dialectal English as well as their regional accents. Henchard was very open about his marriage life while he was in his drunken state. He seemed to feel that marriage is the biggest mistake a man can make and that it is for fools. When the couple met the turnip-hoer, Henchard asked about work needed in the village. This is evidence to show, due to the industrial revolution, work in the country was short, and with all these new machines around, many homes were taken down. Although Henchard doesnt approve of all these new ways of life, he eventually will use them showing that he realises people must change. Another theme present is the concept of is fate. If the auctioneer had not got involved and shouted what was up for auction, the sailor may not have bought her, had the furmity lady not had the rum, Henchard would never have got the idea to sell Susan. Hardy changes Henchard from a poor, unknown man to a respected and powerful member to the society. The auction had turned him in to a new man because it forced him to reconsider his life. Hardy uses third person narration for this story. He obviously likes to be the narrator of the story rather than be involved. He encourages readers to carry on reading by only giving us certain information about hes characters for example he says a young man and woman but he does not give us their names. His language gives a great contribution to the opening of the novel. He uses varied sentences structure to keep the writing interesting. He continues this with a great variety of vocabulary making use of his education. The opening chapters are probably the most important parts of the story. By the terrible action of the wife sale, Henchard goes on to make himself a better man by vowing never to touch another drink the years he had lived. As he grows older, he has achieved himself a high position in life and his community. Susan did not change; she was still the same person, quiet, faint still she was almost invisible. This makes it her most crucial part to the novel. The time lapse seems interesting, as the setting changes but not the personality of the characters, excluding Henchard. This is where we met Elizabeth-Jane as a young adult but not Henchards daughter but the sailors, Newton. This novel and its opening chapters are a typical Hardy style. From looking closely at Chapters 1 and 2, it is clear that this is an unusual way to start a book but yet it is interesting. It encourages you to read on and find out more about the man the woman and the latter they carried with them as they walked into Weydon-Priars.

Leadership in Paramount Furniture

Leadership in Paramount Furniture I am working in the paramount furniture and our organization running from 1989. We make a sofa sets, bed, bed sofa with New Zealand products. The organization located in 12 FG Dalgety Drive, Wiri, Auckland, New Zealand. The email address is [emailprotected] and our website is www.paramountfurniture.co.nz. I am the leader of one team in paramount furniture. The vision and value of paramount furniture are, we are make sure we will be one of the best furniture company in the New Zealand, making new and loyal customers with good quality of products, open new branches in out of the Auckland, the paramount furniture making a plane dealing with international companies and making good quality of products for customers. My team members are apricate with visions and values. They follow the all rules and regulations, they all are honest, hard worker and all are good communicator. I received feedbacks from customers about the products and then I held a meeting with my team member for telling the ir performance about their work. All customers are happy with the paramount furnitures products so that means my team member understand the companys vision and values. I am the leader of the one team in paramount furniture and I applied some time participative leadership while working in a team. It is good leadership style with working in the team on project. For example, When I need some suggestion regarding the project work, I asked to my team member give their own views then after the team members review I put all members views on the project and which idea is good for project, so I going with those ideas. In this way team member work with me and they give lots of ideas about the project work. Â   Â   Â   Some time I working with autocratic leadership. For example, if any team member didnt follow the rules of company so I mark their absent according to the companys handbook. Either if any team member come late daily I mark their absent for first tea break and said to him get out from here now. In this way, all team member will follow the companys rules and they concentrate on the project work, if they concentrate on the work the project will be finish easily in managed time. The work start in paramount furniture at 9oclock and I reach there at 8:30 am and set all the things about the work. I wear companys uniform while working which is showing the health and safety and all members come factory come early and wear proper uniform and all members know about the vision and values of paramount furniture so, all are working hard in factory and making a good products and new customers also. when we start working on the project, my behavior for my team members is like a friend and a family member not like a leader. In this way, all team member feel free and they work very well on the project. Good communication is the big difference between a company with a vision and values statement and a company with a clear sense of vision is that a company with a clear sense of vision to his employees who have very strong alignment with the organizations core values. According to the working style I have made the vision plane for my team members I know it will be good for achieving goals and objectives. With the help of this plan all team member can concentrate on the project and they work according to the vision and values of the company. On the other hand, in the paramount furniture there are different people from different culture who are working and I have to understand all the culture because it is important for me and for companys production. If I understand all peoples culture they apricate with me and doing work properly. In this way, I can motivate the all member easily and terms to achieve the companys goals and objectives. Moving further, first I gave the coaching to all team member about the project and how we can make it fast and easy and manage the time. If we work in a team our behavior should be very friendly and we should treat all team members like a family members. I am the leader so I should know about which members behavior is good or bad and if anybody have a bad behavior its my responsibility to teach them about good behavior in team. For example- there is 2 boys which are in my team they fight every time while the working and they didnt do work properly so one day I called those boys in meeting room and listen their problems. They didnt talk with each other after the meeting I solved their problems. Then I called meeting of team members and ask everyone if anybody have any problem with anybody tell me and I also told about the work in discipline with the team members. Task 2 Section 1 Behavioral expectation I making a gathering meeting of all my team members and give the information what does the vision and values of our company have and what they expected from you, the all vision and values also related with the clients needs, I give the all discussion which should be good at all time for the team members in the project working. I also told about our team rules to all members like- All members should be come factory at a time. Good and positive attitude with other members. Hard working while work in a team or on a task. All worker should be wear proper uniform while working. No mobile phone using while working. Performance agreements After finish the project I made performance agreements for all the members. This agreement shows their Responsibilities, outcomes and Actual performance. Minutes of meeting In the meeting, we decide the problem about the work with all team members and then give the possible solutions for solving the problem also tell about the work process according to the time management. Date- 7-03-2017 Time- 10:00 am to 10:30 am Place- Paramount staff room

Study on Competency Model of an effective teacher

Study on Competency Model of an effective teacher The paper builds on comprehensive review of 13 research papers and a book on teachers competencies on basis of which a Competency Model of an effective teacher has been suggested that can be used during recruitment, training, and performance appraisal and also can be used as a mean for compensation of a teacher. Competencies of an Effective teacher Model has been categorized into three categories as shown in the above diagram which are as follows: Concern for College, Concern for Self and Concern for Students. Therefore, this paper produces data on what attributes in todays academic market place and in particular in classroom produces effective teachers. INTRODUCTION: Education has become essential these days. But along with it there are several challenges of education as well which require change in the quality and structure of education. For this integration of education with corporate sector is required for which course contents needs to be upgraded. But this is not sufficient as teachers are the education providers they play a vital role in bridging the gap between what is now available in the form of curriculum and the demands of the corporate world. Hence teachers should therefore react to the changing scenario and equip themselves to meet the need of the hour. Hence this paper identifies competencies (behavioural indicators) required for an effective teaching according to the changing scenario. Therefore, this paper produces data on what attributes in todays academic market place and in particular in classroom produces effective teachers. The theory being, the more effective the teacher the better prepared the student is for tomorrows challenges, not yesterdays and the more competitive the school can make itself. The paper will first review the literature highlighting competencies [behavioral indicators] of effective teacher given by other researchers. First it is important to understand the word competency. A competency is an underlying characteristic of an individual that is causally related to criterion-referenced effective and/or superior performance in a job or situation [1] Underlying characteristic means the competency is a fairly deep and enduring part of persons personality and can predict behavior. Causally related means that a competency causes or predicts behavior and performance. Criterion-referenced means that the competency actually predicts who does something well or poor, as measured on a specific criterion or standard. The history of competency can be traced to the early 1970s when industrial psychologists and human resource managers were seeking ways to predict job performance. There was significant evidence to show that personality testing was very poor at predicting job performance (about 10 percent success rate was achievable). In 1973, David McClelland, Professor of Psychology at Harvard University wrote a seminal paper Testing for Competence Rather than for Intelligence, which appeared in American Psychologist in 1973 [2], that created a stir in the field of psychology (McClelland, 1973). According to his research, traditional academic aptitude and knowledge content tests seldom predict on-job performance. He went on to argue that the real predictors of job performance are a set of underlying personal characteristics or competencies. McClellands concept of competency has been the key driver of the competency movement and competency-based education. LITERATURE REVIEW Attempts to define teacher behaviors have blossomed into a movement known as Competency-based teacher education (or Performance based Teacher Education). The State of Florida has been a leader in identification of generic teaching competencies and in the movement of competency-based teacher education. In 1975 the Council on Teacher Education (COTE), spearheaded a project to identify those competencies which are most essential to all teachers. 48 generic competencies consistently appeared in the search was selected for a final survey instrument. A random sample of 5 percent of all certified personnel in the state were asked to rate the competencies. 23 competencies met the specified acceptance criteria. The 23 generic competencies were grouped into 5 major categories namely communication skills, basic knowledge, technical skills, administrative skills and interpersonal skills. The state of Florida has included the 23 generic competencies in state policies requiring all personnel to de monstrate them in order to be certified as a teacher in the state [3]. A few of the sub-skills under each of the five major categories are as follows: Communication Skills, Basic Knowledge, Technical Skills, Administrative Skills and Interpersonal Skills. Peter F Oliva [3] has described an effective teacher as one whom: Is fully prepared in his or her subject Has a broad general education Understands the role of a school in the society Holds an adequate concept of himself or herself Understands basic principles of learning process Demonstrate effective techniques of instruction Efficiently handles the management of the classroom Possesses personal characteristics conducive to the success in the classroom A similar list has been developed by Kenneth P Henson [3] of an effective teacher as one whom: Is interested in students as individuals Has patience and is willing to repeat Displays fairness Explains things thoroughly Is humorous Is open minded Is informal Does not feel superior Knows the subject Is interested in the subject Is neat in appearance Similarly Dwight Allen and Kevin Ryan [3] have given skills which are generic or common to teachers at all level as follows: Stimulus variation, Set induction, Closure, Silence and Non-Verbal Clues, Reinforcement of Student participation, Fluency in asking question, Probing question, High order question, Divergent question, Recognizing attending behavior, Illustrating and using examples, Lecturing, Planned Repetition, Completeness of communication Teachers Competency has been defined as any particular knowledge, skill, or attitude or any set or combination of them that we may choose to specify (Donald M Medley Patricia R Crock). The knowledge specified may involve subject-matter knowledge, general knowledge, knowledge of psychology, sociology or one of the other disciplines, knowledge of pedagogy-any knowledge that may enhance teacher performance. Skills specified may also relate to content, to writing and speaking skills, to skills in arithmetic, they may be perpetual or diagnostic in nature, they may be performance skills such as those involved in lecturing, leading a discussion or planning instruction, they may be related to deployment of knowledge and skills of other types, or to the integration and implementation of complex strategies. Attitudes specified may pertain to the self, to pupils, to colleagues and to the profession, to values, or whatever [4]. A recent Research in 2008 by Faculty of Education, Adnan Menderes University, Turkey aimed to determine the teachers competencies Turkey needs in the European Union harmonization process [5]. The research used Delphi technique to determine the teachers competencies. Delphi application was completed by participation of 37 experts. As a result of analysis of the third round data removal of items with a standard deviation above 1 and arithmetic average below 6, 142 competency items were obtained. Removal and combination of overlapping opinions was done and hence 137 competency items were obtained. The competencies were divided into four competency categories which are as follows: Competencies Regarding Professional Knowledge Competencies Regarding Field Knowledge, Competencies Regarding Improving Oneself, Competencies Regarding National and International Values. Competencies Regarding Professional Knowledge were addressed in five categories as follows: Professional Competencies Regarding Getting to Know the Students and Enabling Their Improvement Professional Competencies regarding the process of learning-teaching process Professional competencies regarding monitoring and evaluating learning and improvement Professional Competencies regarding School, Family, Colleagues and Society Relations Professional Competencies Regarding the Programme and Content (Abdul Rahim Hamdan et al, Faculty of Education, University of Malaysia) studied the teaching competency and dominant characteristics of 309 teachers from different secondary / primary schools in Johor Bahru [6]. Their competencies were determined through teaching skills, concern for school, concern for students and concern for self, forming a comprehensive and practical model of teachers competency characteristics. Factor analyses of the instrument with various samples revealed 19 stable subscales. Skills Scales were divided into seven sub-scales. There were scales on Subject Knowledge, Teaching Prowess, Classroom Management, Updating Knowledge, Instructional Planning, Teaching Effectiveness; and Teaching and Learnings Progress Evaluation. Concern for School Scales was divided into five sub-skills. There were testing on teachers concern on School Vision and Mission, Objectives and Goals, School Policy and System, Collegiality and Commitment. Scales on Concern for Student were divide d into four sub-scales. There were testing on teachers concern on Student Needs, Academic Performance, Motivation and Behavior. Concern for Self Scales was divided into three sub-scales. There were testing on teachers concern on Self-Development, Self Management and Performance Standard. The most dominant competency of the teachers was in concern for school scales followed by skills, concern for self and concern for students. The result showed that there is significant relationship between gender and teaching competency. The result for the ethnic and teaching competency showed that there is no relationship between ethnic and teaching competency in this study. The data analysis showed that there is no relationship between teaching experience and teaching competency. The result also showed that there is no significant relationship between academic qualification and teaching competency. Thus, it can be summarized that, teachers with higher academic qualification does not mean more comp etent in teaching. (Naree Aware Achwarin, R.N., Ed.D., Graduate School of Education, Assumption University of Thailand) aimed to determine the teacher competence level and investigate the relationship between teacher qualification, teaching experience, and school size and teacher competence of teachers at schools in the three southern border provinces of Thailand [7]. The method of survey research was used through questionnaire. The unit of analysis was teachers, 750 were selected by simple random sampling methods from nine educational regions, 18 secondary schools, under the Basic Education Commission of Thailand (OBEC) at Narathiwas, Pattani, and Yala province. The instrument used for collecting data was a questionnaire, constructed by the researcher, employing the professional standards of knowledge and experience from the Teacher Council of Thailand (2005) containing nine competence areas. The Cronbachs Alpha coefficient for the reliability was 0.96. The content validity was evaluated by five exper ts in the field of Educational Administration. The findings revealed Teachership was the highest teacher competence. In order from the highest to the lowest of nine competence areas, the ranking was teachership; psychology for teachers; educational measurement and evaluation; classroom management; learning management; educational innovation and information technology, language and technology for teachers; curriculum development; and educational research. (Earl Simendinger Bella Galperin, The University of Tampa Daniel R. LeClair, AACSB International A.G. (Tassos) Malliaris, Loyola University) described the design, development and delivery of this curriculum [8]. The objective and what the reader can expect to learn from this work is what are the most important attributes of effective business teachers. Incorporating these attributes into course design and delivery should lead to improvements in teaching effectiveness and students evaluation scores, which results in students better prepared for the business field. In addition to it, reviewing the past literature in particular, student evaluations have received the most attention- this statement shows the gap that competencies derived about the teachers were basically based on student perception not on the basis of management, professor and industry professions. (Kirk Tennant Charles Lawrence, 1975) focused upon teaching strategies and scheduled class hours and their effects upon instructor and course evaluations, student performance, and student absenteeism [9]. The study indicated that discipline teaching strategy produced much better student academic performance. This study indicates that in those situations in which student performance was considered a primary goal, a discipline teaching strategy should be adopted. In all cases the finding suggest that a discipline teaching strategy will improve both attendance and performance. In this multisection course, classes scheduled at good hours had higher student attendance, better student performance, and more favorable teacher evaluation by students. (William J. Read, Dasaratha V. Rama K. Raghunandan, 2001) surveyed administrators of accounting programs from a cross-section of schools and programs to determine whether there is an association between the weight given to teaching and the weight assigned to SEs [10]. The respondents were asked to allocate 100 points among research, service and teaching representing the weights that were attached to each in decision on tenure and promotion to full professor in their institution. The Result showed a statistically significant inverse relationship between the weight given to SEs and the weight assigned to teaching in faculty evaluations for tenure and promotion to full professor. This suggests that as institutions increase the relative emphasis on teaching in their tenure decision and promotion to full professor decision, they place significantly less weight on Student Evaluation. (Stephen A. Stumpf et al, New York University) investigated the relationships among several variables outside of the instructors classroom control and student ratings of teaching effectiveness are investigated in a causal network [11]. The student ratings are relatively independent of external variables. Variables external to the construct of student perceived learning include: (a) variables that students do not agree relate to their learning, (b) variables that the instructor cannot control with his or her instructional efforts within a class (e.g., instructor sex, class size), and (c) variables that students cannot observe and thus cannot accurately evaluate. A hierarchical multiple regression analysis was performed; the six independent variables account for a statistically insignificant 9% of rating variance. The set of six external variables were then entered into a regression equation already containing the three intrinsic variables (instructor in class, instructor in general an d graded assignments). The additional variance accounted for is .6%, indicating that no unique contribution is made by any or all of the external variables. The variables were instructor sex, the year the instructor received her/his last degree, instructor rank, proportion of required courses that an instructor taught over the two semester period and class size. (Dr Paul Isely Dr Harinder Singh) analyzed different factors that influence student evaluations, based on large set of data, reveals that class size, the difficulty of the class, the percentage of students responding, and the length of class are important determinants of students perception [12]. Moreover, although higher expected grades results in more favorable student evaluations, this relationship is significantly different depending upon faculty rank. Based on these findings, the author makes two policy recommendations. First, student evaluations of teaching should be adjusted for specific major determinants to obtain less biased estimates. Second, evaluating teaching effectiveness by a broad teaching portfolio that includes actual grades given to students and other teaching supplements may discourage faculty from exploiting the relationship between higher expected grades and favorable student evaluations. (James E. Whitworth, et al, Georgia Southern University, Statesboro, Georgia) analyzed 12,153 student faculty evaluations to investigate the effects of: (a) Faculty member gender (b) Course type (required business core courses, classes within designated majors, or graduate classes) (c) Course level (graduate versus undergraduate classes) on student faculty evaluations [13]. The authors explored the effect of these three factors on students perceptions of how much they learned in particular classes. They found that female instructors rated better than male ones and that rating differed significantly by course type and by students perceived amount of learning. Graduate students tended to give higher scores than undergraduates. These findings could indicate that comparing evaluation data across different courses might not produce valid overall effectiveness rankings. (Richard L. Peterson et al, Montclair State University, Montclair, NJ)conducted a study within a large department of a business school and recommends that the process used be adapted by other business school departments and other academic units across the university and at other universities to ensure a more universally appropriate usage of students ratings [14]. The central objective of the research was to identify variables that provide a valid rationale for assigning faculty into norming groups for the purpose of comparing one member of that group to all other members of that group. Given the objective and the data set they had available, they selected the following six variables to explore: Semester Effect, Course Session Effect, Faculty Type Effect, Course Level Effect, Course Focus Effect Course Type. Overall, this study makes two primary contributions to the literature. First, it provides an empirical examination of the factors that might be influencing students ratings. Seco nd, it offers suggestions on how these ratings might be used by administrators. These two contributions offer more evidence that supports Brightmans (2005) recommendations that any evaluation instrument focused on faculty teaching must be reliable and valid and have a meaningful norming report. COMPETENCY MODEL OF AN EFFECTIVE TEACHER A Competency Model of an Effective Teacher has been obtained after reviewing the literature and also by using Competency Dictionary obtained by colleagues of Richard Boyatzis in 1981 which was obtained by analyzing the data [i.e transcripts of behavioral event interviews] from a number of competency studies which produced set of competencies that consistently distinguished superior performance across organizations and functions [1] COMPETENCY MODEL OF EFFECTIVE TEACHER Concern for Self Concern for College Competencies of an Effective Teacher Concern for Students Figure 1: Competency Model of an Effective Teacher Competencies of an Effective teacher can be categorized into three categories as shown in the above diagram which are as follows: Concern for College, Concern for Self and Concern for Students. As teacher has duty towards for College it is defined as the first category where teachers competencies are adoption of College Vision and Mission, teacher should be committed towards his/her work, a teacher should be high on competencies like credibility, integrity and sincerity. Next comes the category Concern for Self which is very important as teacher always carry these competencies such as teacher should be high on analytical thinking, conceptual thinking, also have good meta qualities such as creativity, teacher should have excellent communication skills, should always be information seeking, should have self-control, self-confidence, be flexible, achievement oriented, open and receptive and most important is that teacher should be able to balance work and his/her life perfectly. Coming to Concern for Students teacher should have competencies like interpersonal understanding, should be able to influence others, should be good in developing others and should be assertive when required. The three categories have been diagrammatically represented below: The broad areas of Competencies under this category are: Organizational Awareness, Adaption Commitment Concern For Order, Quality And Accuracy The competencies can be as follows: Mission Orientation, Commitment to work contract, Ethical conduct and Credibility, integrity and sincerity Concern for College Figure2: Concern for College Competencies The broad areas of Competencies under this category are: Analytical Thinking Conceptual Thinking Meta Qualities Communication Knowledge and Information Orientation Self-Control Persistence Flexibility Achievement and Action Being open and receptive Being organized Work Life Balance The competencies can be as follows: Reasoning, Ability to Generate Theories, Creativity, Presentation skills, Resistance to Stress, Persistence, Strong Self-Concept, Adaptability, Result Orientation, Composure, Humor, Time Management, Work/Life Balance Concern for Self Figure 3: Concern for Self Competencies The broad areas of Competencies under this category are: Interpersonal Understanding Impact and Influence Developing Others Being Directive The competencies can be as follows: Empathy, Approachability, Sensitivity to Others, Interpersonal Savvy, Showmanship, Teaching and Training, Realistic Positive Regard, Motivating others, Classroom Control and Discipline, Assertive Concern for Students Figure 4: Concern for Students Competencies USE OF COMPETENCY MODEL: This Competency Model can be used for identifying policies for teacher training, Pre-service teacher training programs of institutions of higher education for teacher training, In-service training of teachers, Professional Development of Teachers, Selection of teachers, Evaluation of teacher performances, Self-knowledge and self-development of teachers.

Sufism Essay -- essays research papers

Sufism   Ã‚  Ã‚  Ã‚  Ã‚  Sufism, otherwise known as Islamic Mysticism, is a branch of Islam. It deals with special powers that are contained in the Qur'an. It is a more philosophical approach, where a person tries to become one with nature, and feel the power of God. The term mysticism can be defined as the consciousness of the One Reality -- be it called Wisdom, Light, Love or Nothing. (Shcimmel 23)   Ã‚  Ã‚  Ã‚  Ã‚  A Sufi tries to unite his will with God's will. They try to isolate themselves, so they can fear and become close to God. By isolating themselves, a Sufi tries to stay away from politics and public affairs, so as too not get corrupted. The Sufi's path is a path of love, to be thankful of all God's bounties. Many Sufi's try to help individuals in trouble. They use special powers, which enable them to help people who are suffering. Of course this power can only be given by God, and Sufi's in no way equal to God's power. In fact, Sufi's that claim to be at the same level of God cannot be classified as a Muslim. (Frager 11)   Ã‚  Ã‚  Ã‚  Ã‚  Sufi's stress love, because they believe that love will help you in the Day of Judgement. That the people who you truly love, will give you their good deeds, so that you may enter Paradise. Normally these people who give their good deeds away are known as dervishes (this is quite different from the belief in Islam).   Ã‚  Ã‚  Ã‚  Ã‚  Sufi's also stress the remembrance of God, which is called Zikr. They try to get close to God, to be one with God. They define God as something that is close to you but you can't see it. That God is all around us, but His presence is too overwhelming to see. An example is like fish who is in water. The fish can't really see the water, even though it is all around the fish. Once a person realizes the presence of God, he or she will feel closer to God. (Frager 27)   Ã‚  Ã‚  Ã‚  Ã‚  Sufi's believe that God remains hidden, so that people don't complain to Him (this however is not an Islamic belief). In Islam, God's presence isn't seen, because He has too much power for the human eyes to see. Sufi's also believe that pain increases the devotion to God. To get close to God, one must experience pain. To suffer pain is a true test of faith. Life becomes a test for that person, and if he or she remains close to God, then he or s... ...o temptation. A Sufi must have a strong will and be able to control their inner soul (nafs). This also part of the reason why they isolate themselves, so they do not get tempted by any worldly desires. A Sufi's outside appearance should represent his inner soul. If a person does commits a sin then he/she must repent to God, and ask for forgiveness. If a Sufi sees a fault in someone else, then he should correct. It is a Sufi's duty to correct other people and help them.   Ã‚  Ã‚  Ã‚  Ã‚  These beliefs are followed by many Sufi's around the world. All aspect of Sufism are considered Islamic, unless the basic principles of Islam are broken. These basic principles are found in the Qur'an and also in the hadith. Anything else added to the religion is called bidah, and is not accepted in Islam. Sufism deals with a whole other side of Islam, a part which deals with mystical powers and mysteries (some of which are not meant to be understood, that is only for God to know). To understand these powers and mysteries are very difficult and take a great deal of studying and self searching. But when one taps into these mystical powers, that person opens a door of unlimited knowledge.

Relation between Pearl and Nature in Nathaniel Hawthornes The Scarlet

The Relation between Pearl and Nature in The Scarlet Letter      Ã‚  Ã‚   In Nathaniel Hawthorne's work, The Scarlet Letter, nature plays a very symbolic role. Throughout the book, nature is incorporated into the story line. One example of this is with the character of Pearl. Pearl is very different than all the other characters due to her special relationship with Nature. Hawthorne personifies Nature as sympathetic towards sins against the puritan way of life. Hester's sin causes Nature to accept Pearl. First it is necessary to examine how nature is identified with sin against the Puritan way of life. The first example of this is found in the first chapter regarding the rosebush at the prison door. This rosebush is located "on one side of the portal, and rooted almost at the threshold"(36) of the prison. The prison naturally is the place where people that have sinned against the puritan way of life remain. Then Hawthorne suggests that the roses of the rose-bush "might be imagined to offer their fragrance and fragile beauty to the prisoner as he went in, and to the condemned criminal as he came forth to his doom, in token that the deep heart of Nature could pity and be kind to him"(36). This clearly states that Nature is kind to prisoners and criminals that pass through the prison doors. Hawthorne strengthens this point by suggesting two possible reasons for the rosebush's genesis. The first is that "it had merely survived out of the stern old wilderness..."(36), while the second rea son is that "there is fair authority for believing [the rose-bush] had sprung up under the footsteps of the sainted Ann Hutchinson..."(36). By Hawthorne's wording it appears as if he is emphasizing the second reason because he suggests there is "fai... ... little girl's banishment from Puritan society she was thrown to another way of life and her wildness and peculiarity is a direct product of her banishment. Works Cited and Consulted: Aym, Richard. Nature in The Scarlet Letter. Classic Notes http://www.gradesaver.com/classicnotes/titles/thescarletletter/fullsumm.html. February 15, 2002. Brown, Bryan D. "Reexamining Nathaniel Hawthorne's The Scarlet Letter. http://www.usinternet.com/users/bdbournellonie.htm. March 1, 2002. Clendenning, John. "Nathaniel Hawthorne." The World Book Encyclopedia. 2000 ed. Griswold, Rufus Wilmot. "The Scarlet Letter." The Library of Literary Criticism of English and American Authors. Ed. Charles Wells Moulton. Gloucester, Massachusetts: Peter Smith Publishing, 1989. 341-371. Hawthorne, Nathaniel. The Scarlet Letter. New York: Penguin Books USA Inc., 1996.    Relation between Pearl and Nature in Nathaniel Hawthorne's The Scarlet The Relation between Pearl and Nature in The Scarlet Letter      Ã‚  Ã‚   In Nathaniel Hawthorne's work, The Scarlet Letter, nature plays a very symbolic role. Throughout the book, nature is incorporated into the story line. One example of this is with the character of Pearl. Pearl is very different than all the other characters due to her special relationship with Nature. Hawthorne personifies Nature as sympathetic towards sins against the puritan way of life. Hester's sin causes Nature to accept Pearl. First it is necessary to examine how nature is identified with sin against the Puritan way of life. The first example of this is found in the first chapter regarding the rosebush at the prison door. This rosebush is located "on one side of the portal, and rooted almost at the threshold"(36) of the prison. The prison naturally is the place where people that have sinned against the puritan way of life remain. Then Hawthorne suggests that the roses of the rose-bush "might be imagined to offer their fragrance and fragile beauty to the prisoner as he went in, and to the condemned criminal as he came forth to his doom, in token that the deep heart of Nature could pity and be kind to him"(36). This clearly states that Nature is kind to prisoners and criminals that pass through the prison doors. Hawthorne strengthens this point by suggesting two possible reasons for the rosebush's genesis. The first is that "it had merely survived out of the stern old wilderness..."(36), while the second rea son is that "there is fair authority for believing [the rose-bush] had sprung up under the footsteps of the sainted Ann Hutchinson..."(36). By Hawthorne's wording it appears as if he is emphasizing the second reason because he suggests there is "fai... ... little girl's banishment from Puritan society she was thrown to another way of life and her wildness and peculiarity is a direct product of her banishment. Works Cited and Consulted: Aym, Richard. Nature in The Scarlet Letter. Classic Notes http://www.gradesaver.com/classicnotes/titles/thescarletletter/fullsumm.html. February 15, 2002. Brown, Bryan D. "Reexamining Nathaniel Hawthorne's The Scarlet Letter. http://www.usinternet.com/users/bdbournellonie.htm. March 1, 2002. Clendenning, John. "Nathaniel Hawthorne." The World Book Encyclopedia. 2000 ed. Griswold, Rufus Wilmot. "The Scarlet Letter." The Library of Literary Criticism of English and American Authors. Ed. Charles Wells Moulton. Gloucester, Massachusetts: Peter Smith Publishing, 1989. 341-371. Hawthorne, Nathaniel. The Scarlet Letter. New York: Penguin Books USA Inc., 1996.   

Art of the United States

Art of the United States Out of all the works of art with in the Art of the United States exhibit in the San Diego Museum of Art in Balboa Park, Shipwreck by Thomas Doughty really made an impression on me. It is a 25 x 30 ? in. oil on canvas. The reason this painting caught my eye is because it has two especially unusual qualities. First, Doughty rarely painted seascapes, and his paintings usually focused on the lyrical aspects of nature rather than the threatening ones. Shipwreck was composed in the artists studio from elements borrowed from different locations. The painting is symmetrical with trees blowing in harsh winds on either side. The swaying trees seem to barely be holding on to the rocks on which they stand. Ominous clouds lurk in the distance that augment terror that the crashing waves bring to the viewer. Just beyond the vanishing point of the ocean, a horizontal line of reddish yellow breaks up the dark color of the ocean and the clouds. The gentle blended lines seem to celebrate the wilderness of the United States during the eighteen hundreds. The curved lines strengthen the movement of the ocean and the clouds. The color scheme seems to be unified and the overall dullness and darkness of the painting intensify the violent and even theatrical depiction of a storm. There is a tiny figure that stands both at the center of the storm and at the center of the painting. I think the artist painting this painting because wants viewers to be able to identify with the miniature central lone figure. He stands alone and helpless; watching the ship break against the rock just offshore. It appears he is watching the figure immediately to his right struggling in the rampant surf. During the 1800’s shipwrecks were very common and many people could easily have identified with the tiny figure standing in the midst of the raging storm. The painting evokes both awe and fear in me. The rash of mother nature seems to be unstoppable.

Levis Strauss & Co. an Analysis

Levi Strauss & Co. An Analysis EEP 142 Group Project Young Lee James Moon Michael Lin Problem †¢The Levi Strauss company is experiencing losses and is continuing to under-perform in the denim jean market. †¢The firm faces the general problem of a dominant firm losing market share when more firms enter the market. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Background – History †¢The company was founded by Levi Strauss in 1853 primarily selling wholesale dry goods. The company was founded in San Francisco, California. A tailor named Jacob Davis thought of an idea to use copper rivets to reinforce the points of strain on pants. †¢Davis and Strauss purchased the patent of the idea of using copper rivets in clothing on May 20, 1873. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Background – Company Growth †¢The innovation of the rivets in the jeans differentiated Levi’s j eans from others because of its increased durability. †¢Over the years, Levi’s jeans have become more popular, initially due to its durability. Jean products expanded, targeting different consumers. Levi Strauss & Co. eventually captures most of the denim jean market, becomes the largest manufacturer of jeans, and profits reach $1 billion by 1974. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Background – Time Line †¢1853: Levi Strauss begins selling dry goods in San Francisco. †¢1873: Levi Strauss & Co. patent riveted jeans and begin selling them. †¢1912: Koveralls, denim playsuit for children, is first nationally sold product for the company. †¢1935: Company sells first blue jeans for women. †¢1940s: U. S. overnment issues denim work clothes for employees in the defense industry. †¢1974: Company sales reach $1 billion †¢1986: Company introduces Dockers as a new casual line of clothes Problem B ackground Successes Competition Solutions Responsibility Conclusion Q&A Successes – Monopoly †¢Since the patent of the rivets in jeans in 1873, the company achieved monopoly power. †¢Monopoly power was gained through entry barriers. –The patent granted the firm monopoly rights to sell riveted jeans. †¢Also by product differentiation –The rivets on the jeans allowed for longer durability, a form of vertical differentiation. Product differentiation and barriers to entry allowed the company to gain more popularity and market share. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Successes – Expansion †¢By 1977, Levi Strauss & Co. is the world’s largest jean manufacturer. †¢Department stores and boutiques sell Levi’s products and are additional channels of distribution for the company. †¢Levi’s provides a wide range of products that target different market segments, capturing demands. †¢After the release of the 501 product line, Levi’s enjoys worldwide market dominance in the denim jean market. Levi Strauss & Co. maintains it’s image as an American Icon and the originator of American jeans. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Successes – Positioning †¢Other marketing strategies, like the position of the product, created increased differentiation, contributing to the companies market power. †¢In 1930s, the company survived the Great Depression due to increased interest in Western culture. –Jeans were positioned as being worn by â€Å"cowboys. † cowboys. † †¢Levi’s jeans were issued to employees in the defense industry (including veterans) during World War II. Post World War II, veterans that went to college wore Levi’s jeans on Levi’ campuses, increasing popularity. †¢WWII veterans were regarded as heroes. –Jeans were shown to be suitable for casual wear, rather than work. work. –During the Baby Boom era, Levi’s targets younger consumers and Levi’ positions product as â€Å"cool. † cool. † †¢Early movie stars wore Levi’s jeans. An example of celebrity endorsement Levi’ †¢Consumer demand shifts from durability of jeans to fashion of jeans. –Culturally, jeans became symbol of youth and rebellion In 1960s, student protesters wore jeans as a uniform †¢In 1970s, company sells bellbottom jeans †¢ The firm positioned its products with changing times and changing demands, keeping existing customers and capturing new markets. Increases in sales ultimately increased profits Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Competition – Effect †¢Levi Strauss & Co. was threatened by competition, because barriers of entry were relatively low in the jean market. (excluding the patent) †¢S ome of Levi’s competitors include: –Calvin Klein –Gap Jeans –VF Corp (Lee, Wrangler) –Tommy Hilfiger The entrance of new competitors had many effects on Levi’s. –Levi’s no longer has monopoly power more competitive prices Levi’ lower profits –Availability of substitutes firm faces increase in elasticity of demand –Consumers prefer other brands. Levi’s customers buy from competition Levi’ lowering Levi’s market share. Levi’ †¢These newer upstarts are able to â€Å"chip away† at Levi’s market dominance because they are able to capture segments. –VF Corp captures low-end jean consumers; Calvin Klein captures highlowhighend consumers. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Competition – Strategies †¢Competitors successfully were able to take from Levi’s market due to heavy advertising and branding. Branding was especially effective for companies like Calvin Klein that targeted high-end consumers. †¢Some of the marketing strategies that competitors like Calvin Klein used to differentiate their product and brand included: –Celebrity endorsements (Calvin Klein and Brooke Shields) –Up-to-date European product designs (low-rise, tighter) Up- to(low–Advertise jeans as â€Å"designer. designer. † †¢These advertisements were used as a barrier to entry, because of spurious product differentiation. Although Levi’s jeans may be physically the same as its competitor’s, consumer preferences are affected by brand name. †¢In addition to the idea of branding, Levi’s largest consumer market were Baby Boomers , and by the time competitors increased in the 1980s, the Levi’s brand was perceived to be â€Å"mommy jeans. † This reinforced the more youthful perception of other brands. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Competition Premium Jeans †¢Levi’s failed to recognize and enter a new and booming premium jeans market, originating in 2000 and led by brands such as Seven For All Mankind, True Religion, and Rock & Republic. †¢Levi executives themselves admitted failing to see the premium jeans trend, and the company was forced into radical cost-cutting, closing dozens of factories and laying off thousands of workers. †¢The premium jeans market has over the last five years largely driven the growth of an otherwise stable jeans market, as premium jeans sales grew at a 40-45% rate for multiple years. Levi’s failure to adequately respond to this trend was a large part of its posting declining sales in nine out of ten years prior to 2007. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Solutions – Advertising †¢With the rise of competitors and decrease in brand image, Levi Strauss & Co. makes use of edgy advertisements. †¢Brand Loyalty –Many of Levi’s ads stress brand loyalty to maintain existing customers. Levi’ The word â€Å"original† is used many times. original† –Some tv ads are set in the late 1800s, stressing the historic value of the company. Brand Image –At the same time, Levi’s ads stress the â€Å"youthfulness† of their brand Levi’ youthfulness† jeans. –The 501 product line and the Red Tab collections offer jeans that appeal that to younger consumers competing with the high-end jean competitors. high–Television advertisements a re more innovative and target younger crowds. –http://www. youtube. com/watch? v=CSG807d3P-U http://www. youtube. com/watch? v=CSG807d3P–http://www. youtube. com/watch? v=skWFyop_pxU&feature=related –http://www. youtube. com/watch? v=W-SZN1VRIl4&feature=related http://www. youtube. com/watch? v=W- These marketing strategies however did not help with the worldwide decrease demand for jeans. This implies that other clothing is becoming a substitutable good for jeans. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Solutions – Alternative †¢Although Levi Strauss & Co. had worldwide market dominance in the 1980s after the release of 501 product line, profits continue to plummet due to: (1) decrease of demand for jean products and (2) more competition. †¢In 1996, revenues were reported at $7. 6 billion and a U. S. market share of 18. 7%. By 2001 revenues drop to $4. 5 billion and U. S. market share of 12. 1%. †¢I n order to maintain revenues, the company releases the Levi’s signature jeans. –This product line appeals to the low-end consumers. –Decrease in demand for jeans causes market price to drop, so consumers want cheaper jeans. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Solutions – Alternative (cont. ) †¢In 2002 Levi Strauss & Co. makes an agreement with largest retailer Wal-Mart as a supply-chain strategy to massmarket consumers. –Levi’s Signature brand to be sold in Wal-Mart stores exclusively This was an excellent strategic move because Wal-Mart was making large sales while Levi’s could not keep up in sales. This had potential to benefit both parties. –By 2002, Wal-Mart was #1 in the Fortune 500 rating. –Levi Strauss & Co. was ranked #383 in 2002. †¢Although this partnership was a success, Levi Strauss could not offset the slowdown in the aggregate denim jean market, continu ing to loss profits. –2008 Rating for Levi’s: 522 from previous 510 –Profits continue to fall. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Solutions – Alternative (cont. ) Forced to re-evaluate itself by years of declining sales, Levi’s has been able to find some degree of success with primarily the introduction of the Signature line and a largescale streamlining of costs and it’s business. Levi’s is also being helped by its international presence and is currently being benefited by impacts from the global currency exchange market, as the company benefited from the weak dollar. †¢The company is still trying to find a way into the lucrative premium jeans market, introducing a new premium line and hiring famous artists to liven up the brand. Competitor VF Corp. ecided to purchase Seven For All Mankind as their market entry. Problem Background Successes Competition Solutions Responsibility Conclu sion Q&A Responsibility – Background †¢Levi Strauss & Co. is a family owned worldwide corporation with headquarters in North America, Europe, and Asia. –The company is vertically integrated, meaning it owns/has owned factories for every level of production for the jeans. –The company employs about 10,000 people worldwide. †¢Historically Levi Strauss & Co. is recognized as a caring and corporately responsible company. –After the 1906 San Francisco earthquake, he company continued to pay workers as it was rebuilding factories and buildings. –During the Great Depression, the company kept workers busy installing new floors in factories rather than fire them. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Responsibility – Background (cont. ) †¢Levi Strauss & Co. has also taken the lead on social issues. –During the 1940s, the company desegregated its factories bringing white and black worker s together. –In 1980s, the company was very involved in educating people about AIDS providing $37 million to HIV/AIDS services. One of the first companies to extend healthcare to their workers’ spouses. †¢Levi Strauss & Company approach to business: â€Å"profits through principles. † –†As business leaders we have the obligation, both individually and collectively, to make our enterprise not only a source for economic wealth, but also a force for positive social change in the conduct of our business. This principle of responsible commercial success is embedded in our more than 150-year experience, and continues to anchor how we operate today. † Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Responsibility – Sweatshops †¢With increased competition from other jean producers in the 1980s and 90s, like any profit-maximizing corporation, Levi Strauss & Company closed many factories and subcontracted production. –Subcontracted production is cost-minimizing because labor is relatively abundant and wages cheaper. –In order to compete with prices, subcontracting work makes sense. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Responsibility – Sweatshops (cont. ) †¢The company had 6 subsidiary factories in Saipan, capital of the U. S. Commonwealth of the Northern Mariana Islands. –The U. S. Department of Labor cited that workers were paid sub-minimal wages, 7 day work weeks with 12-hour shifts in â€Å"slave-like† conditions. †¢The subcontractor, Tan Holdings Corporation, had to pay a fine of of $9 million as restitution to 1,200 employees. †¢Levi Strauss & Co. claimed no knowledge of the offense, cut-off cutties to Tan Holdings, and issued labor reforms. †¢1999, Sweatshop Watch, Global Exchange, Asian Law Caucus, Unite, and workers filed a class-action lawsuit 3 times to 27 U. S. retailers, including Levi Strauss & Co. Levi Strauss was the only defendant to win the case. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Responsibility – Environmental †¢Continuing on the approach of â€Å"profits by principles,† in 2006 Levi Strauss & Co. launches the Eco clothing line. –Jeans are certified to be made from 100% organic cotton and fully sustainable production processes. This includes cotton untreated by chemicals, pesticides, and manufactured at sustainable carbon emissions. –The jeans are also packed in 100% recyclable and reusable materials. †¢Economic implications Organic jeans are more expensive, due to the added costs to certify these genes to organic standards. –However, discouraging the use of chemicals for cotton is a step toward the right direction. Pesticides have externality costs to the environment and workers, because they are mostly improperly used in poor countries. A reduction in externalities improves social welfare. –In the long-run, sustainable production has the possibility to being profitable. –Corporate responsibility also has long-run profits. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A Conclusion †¢Levi Strauss & Company had most of its early success because the firm was behaving monopolistically. The company patented the riveted jeans, increasing durability, and gaining popularity. †¢Over the years, the company maintained profits by providing a wide range of products, capturing new markets, and increasing its market shares. The company created barriers to entry by patents and trademarks, and by differentiating its product from generic jeans. †¢However as more firms entered the market, the company started losing customers and incurring losses. The upstart companies captured niche market shares from Levi’s immense market domination. †¢Despite these reduction of sales, Levi Strauss & Co. maintained its corporate responsible image and progressive stance on social, labor, and environmental issues, which may have long-run profit opportunities. Problem Background Successes Competition Solutions Responsibility Conclusion Q&A References Frith, Maxine. â€Å"The Ethical Revolution Sweeping Through the World’s Frith, World’ Sweatshops. † commondreams. org. 16 April 2005. 2 May 2008 Sweatshops. † commondreams. org. .