Book exploration of Cooper, They Came to Japan Essay

Book exploration of Cooper, They Came to Japan - Essay Example The difference between the Japanese and the European social relations emanates from the strong traditional system structure of the Japanese culture, which contrasts with the volatile nature of the European culture. Thus, where the European ancient traditions can eventually be lost, the Japanese culture and traditions are never lost, but merely runs out of fashion (Cooper, 20). However, even when they are out of fashion, they still remain an important part of the social structure of the society, thus informing the subsequent transformations in the cultures and social structures, which draw their roosts from these traditional cultural systems. The Jesuit Christians were the most informed European group that visited and settled in Japan, since they landed in Japan earlier than the other Europeans (Cooper, 11). Thus, their observation and documentation of the Japanese social structure and social relations is more informative. Drawing from this Jesuit documentation of the Japanese social relations during the period 1543-1640, we are able to understand that the social system of the Japanese culture was built around five fundamental values, which were also shared with the Chinese value system (Cooper, 55). The social structure and the social classes in the traditional Japanese culture was not built purely based on the wealth and the material possessions of an individual, but on the respect and honor that the individual has earned, even in becoming wealthy and influential. In this respect, the merchants were not esteemed or regarded as members of the upper class of the society, owing to the fact that they were considered as a set of individuals that earned their wealth through unscrupulous means (Cooper, 56). Thus, the value system of the traditional Japanese culture during this era was firmly based on positive societal outlook and fulfillment of the fundamental social values that would then deliver

Environmental Scanning Assignment Essay Example | Topics and Well Written Essays - 250 words - 1

Environmental Scanning Assignment - Essay Example Environmental scanning is mainly concerned with the need to find out the effect of competition, change in fashion and preference ,taste ,custom ,religion and the ultimate effect of the dynamic technology ,the government policies ,and the outward corporate social responsibility that has at recent been a major drive and with a perception of giving back to the consumer .The need to do is to outline the possible effect on the organization ,whether the effect is long term or short term depending on the company ‘s objective ,mission and vision and the magnitude of the change. A research study about Apple Inc. as presented in The New York Times indicates business analysis report that shows various business performances. This information is significant to the Apple Inc. in the sense that it offers adequate news on the current market trends on Apple products in comparison to their market competitors. This also acts as a benchmark to the firm to check on their drawbacks and focal points on their products and services in various market platforms. The information in the newspaper assists the firm to understand their position in the global market and areas where they experience a drop in their overall economic rating. The newspaper also highlights on how Apple Inc. has been acquiring other firms and how the organization performs with fresh injections from the acquired firms. There is also information about how the organization performs after acquisition on new firms. A balanced use of financial and strategic controls will help ensure that Apple Computer both benefits from feedback on past performance and communicates the important drivers of future performance. The following criteria provide a set of measures to effectively determine the companys success. Weaknesses that have been associated with Apple products are not many however;

Evaluation and the use of concept mapping

Evaluation and the use of concept mapping A concept is a thought, notion, or an abstract idea developed from a situation or particular instance experienced by the learner. Concept mapping consists of diagrams that represent an organized visualization of a concept and its associations or explanations (Novak Gowin, 1984). The use of concept mapping as an educational tool is well established through many branches of learning, including nursing (Schanze Grà ¼b-Niehaus, 2008; MacNeil, 2007; Trochim, 2009). Knowledge derived from the nursing process flows remarkably well into the overall design of a concept map. Although similar to other types of knowledge mapping, concept mapping provides a unique structure to gather major concepts together with direct linkages that can be easily visualized and readily examined. Properly prepared concept mapping will allow the learner to venture into all the learning domains, including cognitive, affective, and psychomotor; as well as allow the educator to move from a teacher-centered learning environment to one that is learner-centered. Concept mapping is designed to promote meaningful learning by the student, and allow for an effective formative or summative evaluation method by the educator. As the map is designed, the learner can incorporate new knowledge and reject inaccurate concepts and ideas. The map can also refine knowledge with examples or events, and allow for learning rather than route memorization. For the educator, the concept map can demonstrate the depth of the learners knowledge, and visually depict what the educator must emphasize to complete the learning process. The educator can also rapidly develop further learning opportunities through critical thinking exercises employing proposed changes to existing concept maps. Concept Mapping Theory Concept mapping was developed in 1972 as part of an effort at Cornell University to study the ability of young children to obtain basic scientific concepts. The design was the result of research into the cognitive psychology of learning and the constructivist epistemology. Based on Ausubels theory of learning, concept mapping attempts to emphasize the difference between rote learning and meaningful learning (Novak Caà ±as, 2006). Rote learning occurs when new information is added to the learners prior knowledge framework in a random and verbatim fashion. Thus, there is little permanent structure and the new information is rapidly forgotten. In meaningful learning, the new information is linked to the learners prior knowledge framework in a conscious and purposeful manner, thus producing a stable structure and substantial change in the way the learner experiences learning, in other words a conceptual change (National Institute for Science Educations College Level One Team, Universit y of Wisconsin, n.d.). This relationship is shown in Figure 1. Further studies and collaboration on concept mapping use and design, including work at the Institute for Human and Machine Cognition (IHMC) in Florida, led to integration of concept mapping with software tools and enabled rapid application of the concept mapping framework to numerous disciplines. Concept Mapping Design In concept mapping, graphical representations are arranged in two predominant manners. First, in the hierarchical fashion, the main topic or question is displayed at the top of the diagram, with inclusive and general concepts near the top and specific, less general concepts arranged in a progressively downward pattern (see Figure 2). The other most common concept map design is in a circular fashion, known as the spider method, with the core topic or idea in the center immediately surrounded by inclusive and general concepts, becoming less specific and more general the further from the core (see Figure 3). Other less common concept mapping methods include the flow path method, where concepts are linked together in a progressively linear fashion to represent a final concept, and the systems method, where input and output concepts are related to the central concept in a production-line style of visualization. Still other methods of concept mapping may be developed to reflect the learners or the educators vision of representation. Typically, concepts are enclosed in boxes, circles, or other geometric shapes with the relationships identified by connecting lines. There are descriptors on the connecting lines that specify the nature of the relationships. Concepts may also be cross-linked to show relationships between domains of knowledge or concepts located in different areas of the map (Caà ±as, 2003). Examples, events, or possible solutions can also be included, although these may not be boxed or circled, and the connecting lines can be dashed or dotted to represent an unsubstantiated relationship. Concept Mapping Construction Many methods can be used to construct a concept map. In general, the process will begin as follows: identify a question related to a process or problem; identify the key concepts of the process or problem; rank these concepts in order by identifying the most descriptive and broadest concept then narrowing the descriptions until the most specific concept is listed last; connect the concepts by links, using notations to represent the relationship between the concepts and enable meaning to the linkage; provide examples, including social, personal, and professional examples to clarify the concept or the relationship between concepts; and then continue to link, add examples, and promote the relationships. Some constructors may find it useful to perform this design using post-it notes or index cards, and arranging their ideas on a table or white board to allow for ease of concept ranking, as well the ability to provide easy changes of relationships and rapid visualization of data. The novi ce and expert alike may also use various shapes and colors to designate concepts and subconcepts to make the map clearer. Concept Mapping Software Although concept mapping may be performed with pen, paper, and other non-electronic methods, there are a number of software programs that can be used to provide a variety of concept maps with ranges of detail. In addition to using traditional word-processing programs such as Microsoft Word, Microsoft PowerPoint, or Corel WordPerfect or Corel Draw to construct concept maps, specific concept mapping software has been developed. The IHMC, a coalition of Florida universities, has developed Cmap Tools, a robust concept map developer that is free for use (IHMC, 2009). This software also includes a search feature that allows the user to search a wide variety of public Cmap databases for sample concept maps. Other software programs that are specific to concept map construction includes Axon Idea Processor, 3D Topicscape, Inspiration, MindGenious, MindMapper, MindView, Semantica, SmartDraw, Spinscape, and Tinderbox. Several of these software packages are available in multiple programming formats, in addition to several languages, and are free for download. Concept Mapping Example As an example to demonstrate concept-mapping construction, a learner is assigned to research the disease process sepsis, and make a presentation to the class. The learner studies several peer reviewed journal articles (DellaCroce, 2009; Nelson, LeMaster, Plast, Zahner, 2009; Steen, 2009) to obtain the latest information on the disease process, and decides to develop a concept map to explain the pathophysiology, risk factors, diagnostic tests, and treatments for sepsis. The learner develops a table to highlight the ideas that will be outlined on the concept map (see Table 1). Finally, using the CmapTools Knowledge Modeling Kit, Version 5.03, the learner prepares the concept map (see Figure 4). Preparation for Developing a Concept Map Steps Responses 1. Identify a question related to a process or problem What is sepsis? How is it diagnosed? What are the signs and symptoms? How is it treated? 2. Identify the key concepts of the process or problem Invading Microorganism, Sepsis, Inflammatory Response, Organ Failure, Systemic Inflammatory Response, Septic Shock, Treatments, Risk Factors, Infection, Death 3. Rank these concepts in order by identifying the most descriptive and broadest concept, then narrowing the descriptions until the most specific concept is listed last Rank 1) Invading Microorganism 2) Infection 3) Inflammatory Response 4) Systemic Inflammatory Response 5) Sepsis 6) Septic Shock, Severe Sepsis 7) Organ Failure 8) Treatment, Risk Factors, Diagnostic Tests 9) Death 4. Connect the concepts by links, using notations to represent the relationship between the concepts and enable meaning to the linkage Links are Pathophysiology, Leads To, Plus, Can Lead To, Organ Failure 5. Provide examples, including social, personal, and professional examples to clarify the concept or the relationship between concepts Vital Signs, Signs of Organ Failure, Criteria for Determining Sepsis Table 1: Preparation for Developing a Concept Map Concept Mapping Advantages Concept maps provide several advantages over other methods of instruction and evaluation. Concept maps can provide the learners access to a â€Å"big picture† view of the topic of interest, allowing the student to advance to conceptual understanding rather than simple memorization or rote learning. This in turn can provide the student the bases for critical thinking. Concept maps are also easy to construct. Concept maps can also be used as both an instructional strategy for the educator or a learning activity for the learner. As a learning activity, the student can acquire the desired knowledge, performance, and behaviors specified by the curriculum (Caputi Blach, 2008). In situations such as developing continuing education opportunities for existing nursing staff, the use of concept mapping can aid in learning new content through visualization, as many staff prefer visual or kinesthetic learning (Nursing Times, 2009). In cases where students need a platform to reduce anxiety generated prior to testing due to a lack of surety on whether the critical aspects of a clinical lesson were studied, the use of concepts maps can help students organize data, determine complex relationships between patient data and disease processes, and provide the student with an overall picture of the care provided to their patient (Hsu, 2004). Concept Mapping Disadvantages Although concept mapping has many advantages, some disadvantages exist. The wide variety of possible concept map designs can lead to additional evaluation time by the educator as students use different construction techniques. Grading of the differing concept maps may also lead to difficulties unless the educator uses strict grading criteria, such as a detailed assignment rubric. The use of concept mapping may also require a paradigm shift by learners used to only the memorization method of learning. This can sometimes cause difficulty as the learner transitions to the new method of learning. Concept Mapping Use in Learning Domains The cognitive domain includes knowledge and skill development. As cognitive learning occurs, the learner is able to recall facts, patterns, and concepts that will result in the development of intellect. Concept mapping is primarily based on the cognitive domain, as the learner combines concepts into a framework that can develop critical conceptions and critical thinking. The affective domain includes learning that is based on our interaction with our environment through feelings, values, motivations, and attitudes. Concept mapping draws into the affective domain through the construction of the framework, and the use of the environment to provide definition to the concept, and the use of values, attitudes, and feelings to link the concepts together to promote understanding. The psychomotor domain includes learning in the physical domain, such as movement, coordination, and development of motor skills. Psychomotor learning is measured through speed, precision, and techniques in execution. Concept mapping lends well to learning in the psychomotor domain, as the learner physically constructs the concept map using a variety of tools and software. Concept Mapping in Nursing Education Concept mapping is used at several levels in nursing education. By using concept mapping as a learning process in nursing undergraduate education, the educator can develop and refine critical thinking skills in the learner through generating ideas, promoting nonlinear relationships between patient data and complex disease processes, and forcing the learner to visualize the application of nursing theory to nursing practice (Abel Freeze, 2006; Phelps, Wallen, Cusack, Castro, Muehlbauer, et al., 2009). One of the most common uses of concept mapping in nursing is the use of concept mapping to demonstrate the nursing process in care planning. Each component of the nursing process (assessment, diagnosis, planning, intervention, and evaluation) can be presented around a disease process; or patient problems can be identified and relationships established between the problems to develop a holistic perspective of patient care (Taylor Wros, 2007). See Figure 5. Concept mapping can also be used effectively in formative, as well as summative assessment. In the formative assessment, the educator can provide a baseline concept map with the major concept listed and several basic relationships identified prior to lecture. The student can use the concept map during the lecture to identify further concepts and relationships, and build upon the baseline concept map to develop their knowledge base. Once the lecture is completed, the educator can use the learners maps to evaluate the effectiveness of their lecture, as well as the effectiveness of the learners attention, by examining the completed concept maps and comparing these maps to the lectures objectives (MacNeil, 2007). The baseline concept map can also be developed by the learner prior to class, such as in a homework assignment, and then completed during lecture as well. Figure 5: Sample care plan concept map (Ackley Ladwig, 2006). In a summative assessment, the educator can require a summative concept map at the end of the course to evaluate overall course objectives, as well as provide the learner with a valuable tool for future reference. Concept Mapping Function in a Learner Centered Environment Concept mapping has been used in both undergraduate and graduate nursing as an analytical tool to organize existing knowledge, synthesize new knowledge, and prioritize information in a logical, visual sequence. Concept mapping develops nonlinear cognitive function that can promote critical thinking and clinical decision making in nurses (Wilgis McConnell, 2008). This makes concept mapping an ideal strategy to switch the classroom from a teacher-centered to a learner-centered environment the learner can develop, adapt, and draw their learning directly from the concept map. Concept maps can be used by learners individually, or in small groups, to simplify complex processes and engage students in the learning process (Harrelson, 2006). As study guides, the concept maps can replace traditional question and answer study handouts with a visual map that can promote meaningful learning opposed to rote memorization (Caputi Blach, 2008). Summary Concept maps represent a collaborative learning strategy developed to take advantage of the difference between rote learning and meaningful learning. Concept maps can be used in all aspects of both undergraduate and graduate nursing, and can be used to facilitate education in all learning domains. As learners begin to analyze clinical data, the learner can begin to develop their critical thinking skills and begin to plan comprehensive care for their patients. As learners begin to study disease processes, the learners can appreciate the effects of interventions directly on patient outcomes. Educators can use concept mapping as a teaching, as well as evaluation strategy. References Abel, W., Freeze, M. (2006, September). Evaluation of concept mapping in an associate degree nursing program. Journal of Nursing Education, 45(9), 356-364. Retrieved August 30, 2009, from CINAHL with Full Text database. Ackley, B. J. Ladwig, G.B. (2006). Nursing Diagnosis Handbook, (7th ed.). Missouri: Mosby Elsevier. All, A., Huycke, L. (2007, May). Serial concept maps: tools for concept analysis. Journal of Nursing Education, 46(5), 217-224. Retrieved August 30, 2009, from CINAHL with Full Text database. All, A., Huycke, L., Fisher, M. (2003, November). Instructional tools for nursing education: concept maps. Nursing Education Perspectives, 24(6), 311-317. Retrieved August 30, 2009, from CINAHL with Full Text database. Caà ±as, A. J. (2003). A summary of literature pertaining to the use of concept mapping techniques and technologies for education and performance support. The Institute for Human and Machine Cognition. Retrieved September 19, 2009 from www.ihmc.us. Caputi, L. Blach, D. (2008). Teaching nursing using concept maps: A how to book. Glen Ellyn, Illinois: College of DuPage Press. Chiou, C. (2008, November). The effect of concept mapping on students learning achievements and interests. Innovations in Education Teaching International, 45(4), 375-387. Retrieved September 19, 2009, doi:10.1080/14703290802377240 Clayton, L. (2006, July). An effective, active teaching-learning method. Nursing Education Perspectives, 27(4), 197-203. Retrieved August 30, 2009, from CINAHL with Full Text database. Conceià §Ãƒ £o, S., Taylor, L. (2007, September). Using a constructivist approach with online concept maps: relationship between theory and nursing education. Nursing Education Perspectives, 28(5), 268-275. Retrieved August 30, 2009, from CINAHL with Full Text database. DellaCroce, H. (2009). Surviving sepsis: the role of the nurse. RN, 72(7), 16-21. Retrieved October 14, 2009 from http://search.ebscohost.com Farrand, P., Hussain, F., Hennessy, E. (2002, May). The efficacy of the `mind map study technique. Medical Education, 36(5), 426-431. Retrieved September 11, 2009, from CINAHL with Full Text database. Harpaz, I., Balik, C., Ehrenfeld, M. (2004, April). Concept mapping: an educational strategy for advancing nursing education. Nursing Forum, 39(2), 27. Retrieved August 30, 2009, from CINAHL with Full Text database. Harrelson, G. (2006). At education. Concept mapping. Athletic Therapy Today, 11(1), 25-27. Retrieved August 30, 2009, from CINAHL with Full Text database. Heinrich, K. (2001, April). Mind-mapping: a successful technique for organizing a literature review. Nurse Author Editor (10542353), 11(2), 4. Retrieved September 11, 2009, from CINAHL with Full Text database. Hicks-Moore, S., Pastirik, P. (2006). Evaluating critical thinking in clinical concept maps: a pilot study. International Journal of Nursing Education Scholarship, 3(1). Retrieved August 30, 2009, from CINAHL with Full Text database. Hsu, L. (2004, December). Developing concept maps from problem-based learning scenario discussions. Journal of Advanced Nursing, 48(5), 510-518. Retrieved September 18, 2009, from CINAHL with Full Text database. IHMC. (2009). Download IHMC Cmap tools. Retrieved October 14, 2009 from cmap.ihmc.us/download. Irvine, L. (1995, June). Can concept mapping be used to promote meaningful learning in nurse education?. Journal of Advanced Nursing, 21(6), 1175-1179. Retrieved August 30, 2009, from CINAHL with Full Text database Jenkins, A. (2005, October 26). Mind mapping. Nursing Standard, 20(7), 85-85. Retrieved September 11, 2009, from CINAHL with Full Text database. Kinchin, I., Hay, D. (2005, July 15). Using concept maps to optimize the composition of collaborative student groups: a pilot study. Journal of Advanced Nursing, 51(2), 182-187. Retrieved August 30, 2009, from CINAHL with Full Text database. Kostovich, C., Poradzisz, M., Wood, K., OBrien, K. (2007, May). Learning style preference and student aptitude for concept maps. Journal of Nursing Education, 46(5), 225-231. Retrieved August 30, 2009, from CINAHL with Full Text database. Larue, C. (2008). Group learning strategies for nursing students: reflections on the tutor role. International Journal of Nursing Education Scholarship, 5(1), 1-17. Retrieved August 30, 2009, from CINAHL with Full Text database. Lim, K., Lee, H., Grabowski, B. (2009, July). Does concept-mapping strategy work for everyone? The levels of generativity and learners self-regulated learning skills. British Journal of Educational Technology, 40(4), 606-618. Retrieved September 19, 2009, doi:10.1111/j.1467-8535.2008.00872.x MacNeil, M. (2007, May). Educational innovations. Concept mapping as a means of course evaluation. Journal of Nursing Education, 46(5), 232-234. Retrieved August 30, 2009, from CINAHL with Full Text database. Mueller, A., Johnston, M., Bligh, D. (2002, 2002 Jan-Mar). Viewpoint. Joining mind mapping and care planning to enhance student critical thinking and achieve holistic nursing care. Nursing Diagnosis, 13(1), 24-27. Retrieved September 11, 2009, from CINAHL with Full Text database. National Institute for Science Educations College Level One Team, University of Wisconsin. (n.d.) Classroom assessment techniques: Concept Mapping. Retrieved October 10, 2009 from http://www.flaguide.org/cat/conmap/conmap5.php. Nelson, D., LeMaster, T., Plost, G., Zahner, M. (2009). Recognizing sepsis in the adult patient. American Journal of Nursing, 109(3), 40-46. Retrieved October 14, 2009 from http://search.ebscohost.com Novak, J. D. Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press. Novak, J. (2002, July). Meaningful Learning: The Essential Factor for Conceptual Change in Limited or Inappropriate Propositional Hierarchies Leading to Empowerment of Learners. Science Education, 86(4), 548. Retrieved September 19, 2009, from Education Research Complete database. Novak, J.D. Caà ±as, A. J. (2006). The origins of the concept mapping tool and the continuing evolution of the tool. The Institute for Human and Machine Cognition. Retrieved September 19, 2009 from www.ihmc.us. Nursing Times. (2009). Nurses learning styles: promoting better integration of theory into practice. Nursing Times, 105(2), 24-27. Retrieved October 14, 2009 from http://search.ebscohost.com Phelps, S., Wallen, G., Cusack, G., Castro, K., Muehlbauer, P., Shelburne, N., et al. (2009). Staff development story: concept mapping: a staff development strategy for enhancing oncology critical thinking. Journal for Nurses in Staff Development, 25(1), 42-47. Retrieved October 23, 2009 from http://oboler.isu.edu:3227. Schanze, S. Grà ¼b-Niehaus, T. (2008). Concept mapping: Connecting educators. Proceedings of the Third International Conference on Concept Mapping. Retrieved September 19, 2009 from cmc.ihmc.us/cmc2008papers/cmc2008-p303.pdf. St. Cyr, S., All, A. (2009, March). Concept mapping: a road to critical thinking. Journal for Nurses in Staff Development, 25(2), 70-76. Retrieved September 18, 2009, from CINAHL with Full Text database. Steen, C. (2009). Developments in the management of patients with sepsis. Nursing Standard, 23(48), 48-56. Retrieved October 14, 2009 from http://search.ebscohost.com Taylor, J., Wros, P. (2007, May). Concept mapping: a nursing model for care planning. Journal of Nursing Education, 46(5), 211-216. Retrieved August 30, 2009, from CINAHL with Full Text database. Trochim, W.M.K. (2009). Concept mapping: soft science or hard art?. Retrieved September 19, 2009 from http://www.socialresearchmethods.net/research/epp2/epp2.htm. Vacek, J. (2009). Using a conceptual approach with concept mapping to promote critical thinking. Journal of Nursing Education, 48(1), 45-48. Retrieved August 30, 2009, from CINAHL with Full Text database. West, D., Park, J., Pomeroy, J., Sandoval, J. (2002, September). Concept mapping assessment in medical education: a comparison of two scoring systems. Medical Education, 36(9), 820-826. Retrieved August 30, 2009, from CINAHL with Full Text database. Wilgis, M., McConnell, J. (2008, March). Concept mapping: an educational strategy to improve graduate nurses critical thinking skills during a hospital orientation program. Journal of Continuing Education in Nursing, 39(3), 119-126. Retrieved August 30, 2009, from CINAHL with Full Text database.

munchausen :: essays research papers

The Analysis of Baron Munchausen   Ã‚  Ã‚  Ã‚  Ã‚  In the book Signs of Life, the author Linda Seger writes about heroes, and their typical characteristics, that for the most part have always been the same throughout history. Even the word hero is already put in the male tense, suggesting there that most heroes have been and will be males. For the most part Seger’s points are well taken and are backed up mostly by every heroic story I’ve ever read or seen before in my life. The Adventures Of Baron Munchausen definitely pushes the typical hero envelope, but even still, Seger’s idea of typical hero characteristics shown through in most of this crazy Monty Python type film. Seger explains from the beginning of her article that the hero usually, â€Å"begins as a nonhero; innocent, young, simple or humble† (Signs of Life; 318). This observation one finds to be false when it comes to the Baron. She goes on to write in her second point that something happens to heroes â€Å"that sets the story in motion† (Signs of Life; 319). Well how can this point be proven wrong if something didn’t get the hero started he would then cease to be hero wouldn’t they. In her third point Seger reports that the hero doesn’t really want to leave where they are, even when they’ve already been asked once. She states that the hero usually, â€Å"receives a double call to adventure† (Signs of Life; 319). Asking the hero once for the sake of 2 others isn’t enough, it’s only when it becomes personal the hero takes action. In most journeys the hero â€Å"usually receives help† (Signs of Life; 319) and typically gets it mostly from â€Å"unusual sources† (Signs of Life; 319). You’ll find that most everything the entire movie of Baron Munchausen is unusual and that the hero himself is just as unusual as the person or moon he is talking to. The final point that I have chosen to analyze from Seger’s writing in Signs of Life, comes from her fifth point. She explains that once the hero is ready to begin the hero â€Å"moves into a special world where he or she will change from the ordinary to the extraordinary† (Signs of Life; 319). This is usually the first plot point that sets the story in motion or in our case the Baron on his way.   Ã‚  Ã‚  Ã‚  Ã‚  The idea from Seger that the hero â€Å"usually begins as a nonhero† (Signs of Life; 318) doesn’t hold true to this story at all.

Christian conceptions Essay

Baldassare Castiglione’s work â€Å"The Courtier† has similar conceptions of grace and love when compared to with Christian conceptions. Baldassare Castiliogne characterizes the courtiers of Urbino as omini per virtu singulari† (IV, 2, 446: â€Å"men singular in worth†[286]), emphasizing their grace and virtue they were able to exhibit throughout the entire passage. This also reflects the ways they were able to entice the imagination of the readers and make their (readers) minds more creative. Castiglione writes about the Urbino court and its inhabitants as a kind of ideal place where grace and virtue was heavily practiced. Most of the courtiers and ladies in the court possess only minor character flaws and petty foibles. In his writing, he idealizes them as civilized and perfectly restrained individuals who are devoid of serious personal vices and defects. In a sense, Castiglione wants to present them as ideal types, as the â€Å"onorati esempi di virtu† (IV, 2, 448: â€Å"honored models of worthiness†[287]) as can be read from his prologues where moral fortitude, scholarship and genuine love should emulate and be exuded by the readers even after reading the entire piece. The following excerpt from â€Å"The Courtier† shows that Lord Guidobaldo has lived an exemplary life worth of emulation by the other inhabitants. â€Å"When lord Guidobaldo di Montefeltro, duke of Urbino, passed from this life, I together with several other knights who had served him remained in the service of duke Francesco Maria della Rovere, heir and successor to Guidobaldo’s state; and as in my mind there remained fresh the odor of duke Guido’s virtues and the satisfaction which I in those years had felt from the loving company of such excellent persons, as then frequented the court of Urbino†. (Letter, 1, 67-8) Castiglione’s goal in his work was to set his statements of praise for Urbino and its inhabitants in general and conventional terms. He did not cite the military exploits or civic triumphs of a character he praises, instead, he celebrates all of them for their virtu, (virtue) their ingegno, (ingenuity) their ottime qualit (high dignity). Instead, Castiliogne characterizes these exploits as a collective victory for the person he is giving life to. This also gives life to the colorful sceneries and animations to the story as this draws the attention of the readers. Castiliogne pursues the elevation of Urbino’s image to an exemplary moral excellence and its value for posterity. In his first two prologues, Castiglione highlights the superiority of Urbino’s inhabitants. In the prologue to Book III, Castiglione states that if Urbino’s pastimes convince him of its excellence, he should be able to imagine easily how much greater the courtiers’ virtuous actions were (III, 1, 336). In the last prologue, Castiglione praises the courtiers directly as â€Å"omini per virtu singulari† (IV, 2, 446: â€Å"men singular in worth†[286]). He viewed the court as a paragon of moral exempla (IV, 2, 448: â€Å"chiari ed onorati esempi di virtu†). The court is presented as an ethical model not only to other existing courts at that time but also to the succeeding generations to come. Moreover, Castiglione confesses in the third prologue that he wrote his text carefully to â€Å"faria vivere negli animi dei posteri† (III, 1, 336: â€Å"make it live in the mind of posterity†[202]). Finally, as his culture upholds classical antiquity, he projects that the young and upcoming generation will envy his time because of the exemplary Urbino court. (III, 1, 336: â€Å"forse per l’avvenire non manchera chi per questo ancor porti invidia al secol nostro†). Similarly, the virtues of grace and love which are present in Castiliogne’s work are also present in Christian morals and manners. Christian morals are a function of moral discernment and moral reasoning. For instance, James Gustafson stated that moral discernment refer to basic dispositions that are shaped in part by the faith and trust Christians have as they offer themselves up to God. Moreover, James Gustafson stated that the concept of moral discernment was related to moral reasoning. Gustafson explained that moral reasoning pertains to a character, or personal moral ability, which covers dispositions, traits, and actions of the moral agent. (Selnick, 1992). Castiliogne stated that the courtier is expected to serve and increase in favour with her Lady. He should instruct her in virtue and refrain from vice and dishonesty. He should speak truth all the time. This concern is evident in Christian morals and manners. According to Harring, the moral and religious value of our acts attains the peak level only when the fundamental option results in the conquest one’s energies and vision such that one’s motives and decisions come from the depth in which the Spirit moulds and guides. (Harring, 1978). Castiliogne exhorts the courtiers to be kind to their subordinates, to avoid flattery, to be wise in the relations with other states and to have good manners in speech and language. Moreover, the courtier must have â€Å"good utterance† and â€Å"sweet language† to the other personalities in the court and avoid offending other people. This exhortation finds a strong support in Christianity’s theological and ethical attention which has shifted away from the relations with the divine towards human relations to interpersonal human relations. (Post, 1990). This shift resulted in the sharp distinction between public activity and private relations. First, it highlighted the fact that the self’s relation with God does not necessarily impact on one’s neighbor. Second, it states that the divine intentions may not relate directly to an individual’s human flourishing. This re-evaluation of one’s faith highlights the moral dimensions of Christianity and renders faith as an essential and crucial aspect of living well. (Weaver, 2002) The old men then attack the change in customs in Urbino court which they perceive as reflective of moral decay. In response to this, Castiliogne countered that he is a judge who can state that there is no age, past or present that is either totally good or totally evil. Then in this excerpt, Castiliogne argued that it is the old men who have changed their behavior and not the courts. These old men lament their loss of youth, power, and vitality. This situation leads to nostalgia which distorts the truth about both past and present. This excerpt is as follows: ne dei passati piaceri riserva (l’animo) altro che una tenace memoria e la imagine di quel caro tempo della tenera eta, nella quale quando ci ritrovamo, ci pare che sempre il cielo e la terra ed ogni cosa faccia festa e rida intorno agli occhi nostri, e nel pensiero come in un delizioso e vago giardino fiorisca la dolce primavera d’allegrezza. (The Courtier II, 1, 188) . . . and [the mind] retains of past pleasures merely a lingering memory and the image of that precious time of tender youth in which (while we are enjoying it), wherever we look, heaven and earth and everything appear merry and smiling, and the sweet springtime of happiness seems to flower in our thoughts as in a delightful and lovely garden. (The Courtier II, 1, 188) Similarly, Christian morality has shown interest in one’s personal ethical development. The flourishing of the self encompassing virtue ethics and spirituality reveals a post modern reassessment of the classical concepts and tools for reflecting on the self’s good. (Naussbam, 1994). Baldassare Castiliogne characterizes the courtiers of Urbino as omini per virtu singulari† (IV, 2, 446: â€Å"men singular in worth†[286]), emphasizing their grace and virtue. Similarly, Christian morals and manners show the importance of all the human virtues required of the courtiers during the time of the Urbino court. The courtiers’ excellent speech, manners and deportment to their equals and subordinates exhibit a vivid example of their faith and their excellent human manners. Alongside the traditions and practices that the courtiers’ have shown, the author have clearly emphasized on the human manners that there should be equality among all others and in order to achieve a specific and unified goal, there should be subordination so that in the long run, there will be authority to be followed and rules are set on such manners. Works Cited: Castiglione, Baldassare. The Book of the Courtier. New york: Scribner’s Son, 1901. 7-439. James M. Gustafson, â€Å"Moral Discernment in the Christian Life†, in Gene H. Outka and Paul Ramsey, Norm and Context in Christian Ethics. New York: Charles Scribner’s Sons, 1968, p. 31. Haring, Bernard. Free and Faithful in Christ. New York: Seabury Press: A Crossroads Book, 1978, p. 85. Kolsky, Stephen D. â€Å"Old Men in a New World: Morello da Ortona in the Cortegiano. † Italica 75 (1998): 336-448. Long, Edward Leroy. A Survey of Recent Christian Ethics. New York: Oxford University Press, 1982. Martha Nussbaum. The Therapy of Desire: Theory and Practice in Hellenistic Ethics. Princeton, NJ: Princeton University Press, 1994. Post, Stephen. A Theory of Agape: On the Meaning of Christian Love. Lewisburg, PA: Bucknell University Press, 1990. Selnick, Philip. The Moral Commonwealth: Social Theory and the Promise of Community. Berkeley: University of California Press, 1992, p. 361. Weaver, Darlene. Self Love and Christian Ethics. Cambridge: Cambridge University Press, 2002. Webhorn, Wayne. Courtly Performances Masking and Festivity in Castiglione’s Book in the Courtier. University of Texas at Austin, 1978.

Human Resource Development Essay

HRD is any process or activity that either initially or over the longer term has the potential to develop adults work based knowledge, expertise, productivity and satisfaction, whether for personal or group team gains or for the benefit of an organization community , nation ultimately the whole community†. HRD beliefs:- 1- People can do better and do wonders. 2- Involve them, trust them and treat them as resource or assets. 3- Fours on strengths of people and help them overcome their weakness. 4- Integrate individual’s needs & aspiration to organization Objectives of HRD:- 1- Develop high motivation level – To strengthen superior-subordinate relationship 3- To develop a sense of team spirit, team work & inter team collaboration. 4- To develop the original health, culture & climate. 5- To generate systematic info about HR 6- To increase the capabilities of an organization to recruit, select, retain and motivate talented employees. 7- To develop construc tive mind in employees. 8- To generate info about HR for manpower planning, placement, successive planning and like. Author – Meera Sharma SCOPE: The field of HRD or Human Resource Development encompasses several aspects of enabling and empowering human resources in organization. Whereas earlier HRD was denoted as managing people in organizations with emphasis on payroll, training and other functions that were designed to keep employees happy, the current line of management thought focuses on empowering and enabling them to become employees capable of fulfilling their aspirations and actualizing their potential. This shift in the way human resources are treated has come about due to the prevailing notion that human resources are sources of competitive advantage and not merely employees fulfilling their job responsibilities. The point here is that the current paradigm in HRD treats employees as value creators and assets based on the RBV or the Resource Based View of the firm that has emerged in the SHRM (Strategic Human Resource Management) field. The field of HRD spans several functions across the organization starting with employee recruitment and training, appraisals and payroll and extending to the recreational and motivational aspects of employee development. The main functions of HRD are:- 1. Training and development Training and development is aimed at improving or changing the knowledge skills and attitudes of the employees. While training involves providing the knowledge and skills required for doing a particular job to the employees, developmental activities focus on preparing the employees for future job responsibilities by increasing the capabilities of an employee which also helps him perform his present job in a better way. These activities start when an employee joins an organization in the form of orientation and skills training. After the employee becomes proficient, the HR activities focus on the development of the employee through methods like coaching and counseling. 2 Organization development OD is the process of increasing the effectiveness of an organization along with the well being of its members with the help of planned interventions that use the concepts of behavioral science. Both micro and macro changes are implemented to achieve organization development. While the macro changes are intended to improve the overall effectiveness of the organization the micro changes are aimed at individuals of small groups. Employee involvement programmes requiring fundamental changes in work expectation, reporting, procedures and reward systems are aimed at improving the effectiveness of the organization. The human resource development professional involved in the organization development intervention acts as an agent of change. He often consults and advising the line manager in strategies that can be adopted to implement the required changes and sometimes becomes directly involve in implementing these strategies. 3. Career development It is a continuous process in which an individual progresses through different stages of career each having a relatively unique set of issues and tasks. Career development comprises of two distinct processes. Career Planning and career management. Whereas career planning involves activities to be performed by the employee, often with the help of counselor and others, to assess his capabilities and skills in order to frame realistic career plan. Career management involves the necessary steps that need to be taken to achieve that plan. Career management generally focus more on the steps that an organization that can take to foster the career development of the employees.