The Communist Manifesto By Karl Marx Essay - 1426 Words

Karl Marx is undoubtedly one the most influential and controversial writers in modern history; Robert Tucker, a noted political scientist at Princeton University, once asserted, â€Å"[Marx] profoundly affected ideas about history, society, economics, ideology, culture, and politics [and] about the nature of social inquiry itself. No other intellectual influence has so powerfully shaped the mind of modern left-wing radicalism in most parts of the world.† (9). Indeed, his innumerable works, in particular, the Manifesto of the Communist Party, inspired political upheaval and violent uprisings which, to this day, continue to influence the structure of governments and society in countries around the world. The theory behind â€Å"The Communist Manifesto† is a simple one: â€Å"The history of all hitherto existing society is the history of class struggles†Ã¢â‚¬â€ but, Marx believes, history could take a new direction if guided by the disinterested equalizing force o f communism. In the first chapter of his great manifesto, Marx argues that as the bourgeoisie, motivated by ruthless capitalism and industrialization, accrued more and more wealth, the proletariat would gain class consciousness and move from being a class in itself to a class for itself; in essence, the growth of capitalism would paradoxically be its own undoing. In order to understand this paradox of capitalism’s success, it is first helpful to trace the development of the bourgeoisie and the birth of the proletariat. As previouslyShow MoreRelatedKarl Marx And The Communist Manifesto1044 Words   |  5 Pagesworld was forever changed when Karl Marx published The Communist Manifesto, the ideas of a stateless and classless society would inspire many, and forge the path that many nations would follow, and give rise to numerous conflicts throughout the 20th century. Karl Marx was born in Trier, Germany on May 5th 1818. During his early years he studied philosophy and law, in 1834 Marx had moved to Paris and had adopted a radical view of socialism known as communism. Marx met and became friends with aRead MoreThe Communist Manifesto By Karl Marx1364 Words   |  6 PagesThe Communist Manifesto, written by Karl Marx and Friedrich Engels, has become one of the world s most significant pieces of political propaganda written to this date. The main contributor to the book was Karl Marx. Marx was born on May 5th, 1818 in Western Germany. When he turned seventeen he enrolled at the University of Bonn to study law. Due to his social misbehavior, his father had him transferred to the University of Berlin, which had a stricter regime. During this time at college, heRead MoreKarl Marx And The Communist Manifesto1185 Words   |  5 PagesIn their work called The Communist Manifesto, which was created in 1848, Karl Marx and Friedrich Engels are exploring their ideas and thoughts on the situation that was taking place in their time : the distinction that was more and more visible between two social classes - proletariat and bourgeoisie. The two authors are explaining how the bourgeoisie is exploiting the working class. They are encouraging the oppressed workers to rise and to confront this injustice in order to make their life betterRead MoreThe Communist Manifesto By Karl Marx1094 Words   |  5 Pagesthe rich and the o ppressed would battle the oppressor. During the time â€Å"The Communist Manifesto† was written, we can see two distinct classes battling out as well. These two classes are the bourgeoisie and the proletariat. According to Karl Marx in â€Å"The Communist Manifesto†, the battle will end â€Å"either in a revolutionary reconstitution of society at large, or in the common ruin of the contending classes† (Marx 8). Marx argues that in the end the proletariat would remain because the bourgeoisie areRead MoreKarl Marx And The Communist Manifesto1112 Words   |  5 PagesFail- Past, Present, and Future Karl Marx was born in Prussia in 1818. Later in his life he became a newspaper editor and his writings ended up getting him expelled by the Prussian authorities for its radicalism and atheism (Perry 195). He then met Fredrich Engels and together they produced The Communist Manifesto in 1848, for the Communist League. This piece of writing basically laid out Marx’s theory of history in short form (Coffin 623). The Communist Manifesto is mainly revolved around how societyRead MoreThe Communist Manifesto By Karl Marx Essay1374 Words   |  6 PagesKarl Marx is undoubtedly one the the most influential and controversial writers in modern history; Robert Tucker, a noted political scientist at Princeton University, once asserted, â€Å"[Marx] profoundly affected ideas about history, society, economics, ideology, culture, and politics [and] about the nature of social inquiry itself. No other intellectual influence has so powerfully shaped the mind of modern left-wing radicalism in most parts of the world.† (9). Indeed, his innumerable works, in particularRead MoreThe Communist Manifesto By Karl Marx1678 Words   |  7 PagesThe Communist Manifesto composed by Karl Marx in 1848 is noted as a standout amongst the most powerful political archives on the planet. The distribution of the book earned Marx the notoriety of a conspicuous humanist and political scholar. Regardless of his eminence, there are numerous discussions concerning the thoughts and ideas of socialism figured in the papers that are still heatedly faced off regarding even today. Marx (1998) opened the book with, The historical backdrop of all up to thisRead MoreKarl Marx And The Communist Manifesto1453 Words   |  6 PagesIn the Communist Manifesto, a document that first proclaimed the ideology of communism itself, Marx declared that the â€Å"history of all hitherto existing society is the history of class struggles† (Marx, Karl and Frederick Engels). As a man who spurred resentm ent of governments and inspired revolutionaries, Karl Marx is often regarded as a man who led to the rise of 20th century tyrannical dictators such as Stalin and Mao to take power. His ideas are regarded as failures and, by some, are seen asRead MoreKarl Marx And The Communist Manifesto993 Words   |  4 PagesKarl Marx published The Communist Manifesto in 1848, and with it a public warning to capitalists that the entire economic, social and political systems would soon crumble. His prediction continues by stating where society was headed as a result of bourgeoisie economics: a revolution by the workers and the eventual ushering in of socialism. Soon after Marx publicized the reasons communism would come to conquer capitalism, riots, strikes and general unrest surfaced in France – just as he predictedRead MoreKarl Marx And The Communist Manifesto Essay1691 Words   |  7 PagesKarl Marx (1818-1883), in collaboration with his benefactor and friend, Friedrich Engels (1820-18 95), founded the Marxist Theory. Both men were philosophers, however were referred to as revolutionaries. ‘The Communist Manifesto’, was written collaboratively by both Marx and Engels, as they explored the argument that â€Å"history and progress can be seen dialectically as societies shift from one mode of production to another†. This will be argued through a contextual account of Marxism, its development

Plato vs Aristotles View of Women - 1393 Words

Women: Counterparts or Subordinates Women are often overlooked in how they add to society. However, they are a crucial part in defining relationships, roles, and families, all which contribute their share to forming a society. In order to understand what distinct part they play, let us first look at Platos views of women, in which equal chance between the sexes give women the potential to achieve, similar to men. Aristotle, whom we will next look at, believes the contrary, that women are subsidiary to men due to natural characteristics. Let us then look into how both Platos and Aristotles views of society are constructed by their apparent beliefs of women. For Plato, gender is such a minute detail that for the most part it can be†¦show more content†¦Humans, therefore, naturally couple into heterosexual reproducing pairs. As a result, households are formed. The household is ruled by the male, who is justly the dominant member of the family because women Â… lack authority (Bk I Ch 13, 12). The household is comprised of the male head, female counterpart, children, as well as slaves. Slaves are considered part of the household because, he is someone elses when despite being human, he is a piece of property; and a piece of property is a tool for action that is separate from its owner (1254a, 13). So in Aristotles city, it is close to impossible for a woman to make any kind of upward mobility or progress, due to an inborn flaw which lacks the spirited part of the soul. Men therefore dominate not only the family, or household, but also the society. Aristotles city reflects the facts according to nature, that males are dominant. I believe that Plato tries to dismantle society by taking a step back and looking at it, as a whole, so he doesnt miss any part or place too much emphasis on a particular part. Plato sees women oppressed by their gender as a social construct, a product of society. For this reason, in Platos ideal city, women are given their fair chance. Platos question, concerning into which society one would want to be raised, and similarly John Rowles original position ask what basic truths one would want in his/her society. These questions expect an idealisticShow MoreRelatedPlato vs. Aristotle1952 Words   |  8 PagesPlato vs. Aristotle Plato and Aristotle, two philosophers in the 4th century, hold polar views on politics and philosophy in general. This fact is very cleverly illustrated by Raphaels School of Athens (1510-11; Stanza della Segnatura, Vatican), where Plato is portrayed looking up to the higher forms; and Aristotle is pointing down because he supports the natural sciences. In a discussion of politics, the stand point of each philosopher becomes an essential factor. It is not coincidentalRead MorePlato, Aristotle, and Moses Essay2261 Words   |  10 Pagescountries, and nations have enjoyed great happiness when a single individual has taken heed of the Good and Beautiful. Such people not only liberate themselves; they fill those they meet with a free mind. Philo of Alexandria Athens, via Socrates, Plato and Aristotle, and Jerusalem through the Hebrew Scriptures, refer to two general and fundamental ways of life: the life of free inquiry on the one hand, the life of obedience to God’s law on the other. As discussed in class, the fact that most doRead More Aristotelian Ethics and its Context Essay6933 Words   |  28 Pagesunderstood properly not in the sense of politics qua nomothetike but just as politike, i.e., direct, participatory politics as was enjoyed in the Athenian polis and as the formed background to Aristotle’s philosophizing on the nature of ethics. The ethical import of politics can be retrieved from Aristotle’s Ethics (in both versions) and Politics by dwelling on the connection of eudaimonia and humanity’s function as such. Aristotle does not construe this function as contemplation but rather as theRead MoreA Review of Ethics Concepts Theories2669 Words   |  11 Pagesis addressed by philosophers. 2. Explain how ethical norms help address ethical issues that arise in accountancy. 3. Contrast the views of Mills, Machiavelli and Kant. 4. Describe what is meant by a social contract. 5. Analyze a given situation and tell why it would be appropriate or inappropriate to lie. 6. Explain the views of Kierkegaard and contrast him from other existentialists. 7. Discuss the concept that ethics cannot be based on religion. 8. ExplainRead MoreThe Philosophy of Happiness11705 Words   |  47 Pages or give it to those less well off? What was Aristotle’s own choice between the three types of life on his short list? There is no single answer to this question: Aristotle wrote more than one treatise on happiness, and he gave different accounts in different treatises. But in all of them, we are offered a definition of happiness as activity in accordance with virtue, that is to say, doing well what is worth doing and what we are good at. Aristotle’s definition derives from a consideration of theRead MoreA Picatrix Miscellany52019 Words   |  209 PagesThere follow remarks on the dependence of the talismans on the heavenly bodies and the importance of the magician’s concentration of his energy towards his purpose, again with verbal echoes from the Ihwà ¢n al-Safà ¢Ã¢â‚¬â„¢. Along with these go aphorisms from â€Å"Plato† and Tà ¢bit ibn Qurra, as well as two extracts from a treatise ascribed to Aristotle, which is later quoted entire in Book IV, chapter 4. (pp.34-36). Examples are given of the â€Å"incantation† of talismans to make them effective. These formulae are

Strategic IT Planning for Enterprise Vision - myassignmenthelp

Question: Discuss about theStrategic IT Planning for Enterprise Vision. Answer: The three phases of strategic planning process are: Planning Phase- Planning Phase involves four steps of planning. A) Enterprise Vision: This planning is done by the senior leaders and management (Cummings and Worley 2014). In this phase the leaders communicate and develop the strategic plan of the enterprise for the upcoming two to five year. B) Technology and Business Outlook: This step consists of team of senior management, IT and representatives of business unit who develops the business and technology outlook for two to five years. C) Gap Analysis and Current State Assessment- this step analyses the current state of IT, processes and enterprise systems compared to step 2. D) Strategies, strategic imperatives and the budget for the coming year- The investment plan, budget plan, road map and the priorities of the coming year is developed (Epstein and Buhovac 2014). The annual budget of the company is approved in this method and is taken for further for implementing. Decision- making Phase- Decision Making phase consists of Governance Decisions and Road map to IT. The government process that includes the sourcing and supplier selection is guided in this budget. Measuring and evaluation phase- This phase consist of the Balanced Scorecard Reviews which records the performance on a monthly basis. This monthly basis evaluation helps to keep the evaluation updated without any mistakes. Instead of using two to five year plan, Intel follows an approach to update the plan each year new strategies and plans are done implemented every year. To compete with the environment and to keep a look if anything new has arrived in the environment this plan is implemented. To minimize the demand on peoples time, subject matter experts are engaged by strategic planning team at the time when the situation is critical. Intels IT Strategic plan is evaluated by using scorecards that clarifies and update the strategy of business, annual budgets and long term targets are linked with strategic objective (Galliers and Leidner 2014). It also gives the strategic process is integrated with the process of resource allocation, the strategy and vision of the corporate are understood by the company. In Intel, the plan is not replace din every two or three years. Instead of that, the plan is updated every year seeing if anything new has arrived in the environment. This makes the plan sustainable. Short term strategies of businesses are supported by IT strategy because decision making that are consistent are supported at all the levels of the business environment. IT strategic planning of Intel has helped Intel by providing a credible and clear direction and helps to support the decision making that is consistent at all the levels of the business (Hill, Jones and Schilling 2014). It also provides a sustainable decision planning by changing its planning in one year of gap to meet the environment change that comes as change in technologies. References Cummings, T.G. and Worley, C.G., 2014.Organization development and change. Cengage learning. Epstein, M.J. and Buhovac, A.R., 2014.Making sustainability work: Best practices in managing and measuring corporate social, environmental, and economic impacts. Berrett-Koehler Publishers. Galliers, R.D. and Leidner, D.E. eds., 2014.Strategic information management: challenges and strategies in managing information systems. Routledge. Hill, C.W., Jones, G.R. and Schilling, M.A., 2014.Strategic management: theory: an integrated approach. Cengage Learning.

Puritanistic view on adultery in The Scarlet Letter an Example of the Topic Literature Essays by

Puritanistic view on adultery in The Scarlet Letter The psychological and moral issues of the book, written more than 150 years ago, are still relevant to contemporary society. By breaking the community's morals and standards, a woman had suffered for the rest of her life and reaped the fruits of sin in her own child. In "The Scarlet Letter" Nathaniel Hawthorne explores the realms of the sense of guilt as experienced by three principal characters - Hester Prynne, Arthur Dimmesdale, and Roger Chillingworth - living in the seventeenth-century Puritan society. The thrust of Hawthorne's classic is that isolation and morbidity are the results not of man's living in sin but of his living in a Puritan society. Need essay sample on "Puritanistic view on adultery in "The Scarlet Letter"" topic? We will write a custom essay sample specifically for you Proceed Our Customers Usually Tell EssayLab specialists: Who wants to write essay for me? Essay writer professionals recommend: Academic Papers For Sale Buy Essay Online Writing Service Best Essay Writing Service Cheap Essays Within Hours Cheap Reliable Essay Writing Service The Puritans, who were believed to use the 'pure' Bible interpretations and were known for their intolerance to theater, music, and extravagant dress, however, excluded traditional practices of the church, when they migrated from England. In the new colony, the society, religion and government turned out to be in close cooperation. The past experience of punishment and religion-based laws, which were enforced, have created a certain aura in the Puritan society and affected all spheres of Boston life. Therefore, every citizen was involved in justice system, the Church and community at one time, and his reputation was a sole foundation for the Puritan society. So, adultery, committed by married woman, became publicly known, and, as an intolerable action, this act deserved the severest punishment. Goodwives the members of the Church and ladies with good reputation have been arguing about it, while waiting for Hester Prynne. For them she was nothing but malefactress, who caused scandal in Reverend Master Dimmesdale's congregation, who brought shame upon the whole society, and she deserved death or, at least, a brand on her forehead. (Hawthorne chapter 2). In this case, both the Scripture and the statute-book supported the resolution. It was the standpoint of the Puritan society. The Puritanistic view was that Hester must either die or wear the sign, which would represent her sin and remind her and the society all she had done. The shame on the scaffold and the scarlet letter was not considered as a fair punishment for such an unacceptable crime. They excluded any idea of forgiveness and mercy; for them, adultery was a grave and unpardonable sin, a heavy burden in this life and eternity the Puritans have already predetermined her destiny. Virtue, based on dedication, prayers and inner examination, had provided peace and organization in church and government; it was the Puritan culture they molded and strictly followed. The community, Hester Prynne had lived in, had shaped her character and insights. While Hester was standing on the scaffold, surrounded by the raged crowd, subconsciously she realized that the society was involved in the crime and her life now, as it would stay involved in the future. The Puritan concepts became a part of her, and Hester's existence would now be interrelated with the sin of adultery and the beliefs and perception of the society. However, Hawthorne stresses that "morally, as well as materially, there was a coarser fibre in those wives and maidens of old English birth and breeding than in their fair descendants" (Chap. 2). The church-members have stated judgment, turning the blind eye towards the Lord's words: "If any one of you is without sin, let him be the first to throw a stone at her" (NIV John 8:7). Hawthorne parallels God's mercy, grace and forgiveness in the very beginning, telling that "the condemned criminal, as he came forth to his doom", was given a chance to enjoy "the fragrance and fragile beauty" of the rose-bush in token that the deep heart of Nature could pity and be kind to him" (Chap. 1). But, the scarlet letter "A" upon Hester's bosom separated her from normal human relations and imprisoned her in a 'self' sphere. The strict and pitiless Puritans made a prison in Hester's heart and depicted pessimistic future for human suchlike. Nevertheless, Hester in her "moral agony" found comfort in "her pride, her daring" (Bloom 34). Her inner strength was enough to stay in the community that turned its back to her, instead of looking for another place to start a new life. After imprisonment, she made her mind to redeem the sin of adultery by good deeds, kindness, generosity, credit, and alienation. Hester Prynne has proven that she was worth of social trust and normal life. Her sin gave her "sympathetic knowledge of the hidden sin in other hearts" (Chap.5), she felt the problems of others and helped needy ones; Hester really cared about the people, disregarding their attitude and gratitude. Living in isolation, she made the best she could to drive away the Puritan idea that sin permanently misrepresents the human personality. On the other hand, Dimmesdale was not as good in this situation as Hester was. Since the very start his took a position of a liar and was hiding the burden till his death. For Puritan society Arthur Dimmesdale was a minister, a brilliant preacher and sinless man. Just like the Puritan society at a whole, he was intolerant to weaknesses of other people, but loyal to his own sins. While Hester, with his own child, was standing on the scaffold, he dared to ask her to speak out the father's name. By his own words, Dimmesdale doomed himself to tortures and the burden of guilt "better were [to stand there beside thee] than to hide a guilty heart through life" (Chap.5). The scarlet token "A" on his breast left no peace and order for his heart. Neither exhausting fasts, nor physical tortures could take away the burden of guilt. Once standing on the scaffold at a night time, he felt that the whole universe was starring at him and the fear of committed sin went through his life. The eloquent Reverent Dimmesdale was a "viler companion of the vilest, the worst of sinners" (Chap.11); thus, depicting the picture of the whole Puritan society, and "the burning wrath of the Almighty" (Ibid) was upon his soul. The Dimmesdale's hypocrisy is a symbol of Puritanism, though an adulterer was regarded as the most holy man. His sermons were addressed to sinners, yet he was one of them; Puritans fled from English intolerance, but failed to apply tolerant attitude to weak and needy. His authoritative and impressive preaching shows the power of the Puritan Church; but his weak character and poor health evoke pity and compassion, rather than respect. Just like the Puritan Boston, 'the light to the world' and the 'city on the hill', which, at the same time, mixes old traditions and ideals, Arthur was afraid of the scaffold and public disgrace. Only in darkness, representation of this heart's condition, his intentions came alive to make an outcry to hypocrisy. Once again, Arthur Dimmesdale showed that Puritans consider personal good reputation as a genesis of peace and order. His success in community was gained by "his intellectual gifts, his moral perceptions, his power of experiencing and communicating emotion" (Chap.11), but it did not give him rest for his burdened soul. Though, his sin of adultery was hidden from outer world, this black secret had been destroying his heart. Hester was imprisoned by community perception of her sin; on the other hand, Dimmesdale was imprisoned by his own perception of the sense of guilt. Night confessions did not ease the pain, for the sin was not revealed to people (Bryson 87). Yet, after an astounding sermon, he publicly confessed his sin and, released from the burden of sin, died. Elizabeth Poe, in her "Teacher's Guide to "The Scarlet Letter", have listed three main characters, contrasted and portrayed feelings that come up while reading: Hester Prynne her plight can arose sympathy. Arthur Dimmesdale his hypocrisy can provoke anger. Roger Chillingworth his evil revenge can elicit disgust. (Poe, p.2). The only negative character in "The Scarlet Letter" seems to be third one Roger Chillingworth or Prynne, as he used to be. As a real husband and the only supporter of the family, he, however, refused to take the responsibility and accept his wife's unfaithfulness. He chose the way of tortures for others and himself. As a man with a strong character, he came along with an idea of loosing the family, when he watched the scene of public disgrace and rage addressed to his ex. But, as a man of honor, he craved for revenge. As soon as he identified the 'fellow-sinner', Chillingworth planed future torments he deserved. A former scholar, Roger Prynne, became a famous doctor, Roger Chillingworth; however, the bodily disease of Arthur Dimmesdale was neither cured, not eased. He wanted to drag the confession out of his wife's lover, by sufferings and tortures, as a man without compassion, strong physically, as well as mentally. The turning point of his revenge was after Dimmesdale's public confession till that moment, Chillingworth was playing games on his mind. While Hester and Dimmesdale became stronger, while suffering tortures and misunderstanding, because of the good intentions they had; Chillingworth found himself in meaningless situation after Arthur's death. An educated scholar had sacrificed everything (his "intellect had now a sufficiently plain path before it") and dedicated his life to revenge (he "was really of another character than it had previously been" (Chap.11)). Besides, Hester and Arthur were a part of the Puritan society and church, while Chillingworth stayed aside from the community life. Roger had missed his chance to live a life of his own; therefore, he had no goal to live for. In Hester's and Dimmesdale's cases, their lives were sacrificed for the good of the society; but Chillingworth's isolation and anti-social revenge had sentenced him to death. Works Cited Barker, Kenneth. "The NIV Study Bible". Zondervan Publishing House. 1984. Bloom, Harold. "The Scarlet Letter". Blooms Notes. New York: Chelsea, 1996. Bryson, Norman. "Hawthorne's Illegible Letter." Critical Interpretations. Ed. Harold Bloom.New York: Chelsea, 1984. Hawthorne, Nathaniel. "The Scarlet Letter". The Literature Network. June 28, 2007 Poe, Elizabeth. "A Teacher's Guide to the Signet Classic Edition of Nathaniel Hawthorne's "The Scarlet Letter". Penguin Group. 2004 http://us.penguingroup.com/static/pdf/teachersguides/scarletletter.pdf>

Free Essays on The Misconception Of An Average Guy

The Misconception of an Average Guy Just because I’m bigger than you doesn’t mean I’m a killer. I am taken the wrong way very often by people, even people that know me pretty well. I am a little larger than the average guy, and most of my friends are average. It is a general assumption among most people these days that a person bigger than themselves must be mean and have no feelings or cares about other people’s feelings. My friends are all afraid of me. They are scared to tell me how they really feel sometimes. I just about always get my way when we are out together doing something. I have never intended harm on any of my friends. I have always been bigger and stronger than them, and by this characteristic alone they have made an awful picture of me to be mean if not made happy. Where or how they came to this decision I will never know. As it may be, these perceptions couldn’t be further from the truth. At heart I am probably one of the most gentle, tender hearted, people I know of. I have a few close friends and my mother, of course, who know how I actually am. I hurt just like anybody else. I’m not made of stone, and if I get mad I’m not going to take out a crowd of people around me. I feel like I get cheated sometimes by my friends, or that I may be cheating them. Just because they are trying to keep me happy, for fear of pain that I have yet to implement on them. I have never even joked about hurting anyone. For example, I went to a party a few weeks ago and met some new people. They acted as if I would hurt them if they said something I disagreed with. They even kind of hinted around to try and see what my opinions were before they spoke, so they could side with me. I was talking to one guy and he asked me if I was with this girl that was at the party. I told him I wasn’t, and with that he replied, â€Å"Good man, because if you were I’d stay far away because you’re a big guy and y... Free Essays on The Misconception Of An Average Guy Free Essays on The Misconception Of An Average Guy The Misconception of an Average Guy Just because I’m bigger than you doesn’t mean I’m a killer. I am taken the wrong way very often by people, even people that know me pretty well. I am a little larger than the average guy, and most of my friends are average. It is a general assumption among most people these days that a person bigger than themselves must be mean and have no feelings or cares about other people’s feelings. My friends are all afraid of me. They are scared to tell me how they really feel sometimes. I just about always get my way when we are out together doing something. I have never intended harm on any of my friends. I have always been bigger and stronger than them, and by this characteristic alone they have made an awful picture of me to be mean if not made happy. Where or how they came to this decision I will never know. As it may be, these perceptions couldn’t be further from the truth. At heart I am probably one of the most gentle, tender hearted, people I know of. I have a few close friends and my mother, of course, who know how I actually am. I hurt just like anybody else. I’m not made of stone, and if I get mad I’m not going to take out a crowd of people around me. I feel like I get cheated sometimes by my friends, or that I may be cheating them. Just because they are trying to keep me happy, for fear of pain that I have yet to implement on them. I have never even joked about hurting anyone. For example, I went to a party a few weeks ago and met some new people. They acted as if I would hurt them if they said something I disagreed with. They even kind of hinted around to try and see what my opinions were before they spoke, so they could side with me. I was talking to one guy and he asked me if I was with this girl that was at the party. I told him I wasn’t, and with that he replied, â€Å"Good man, because if you were I’d stay far away because you’re a big guy and y...

How to Cold Read for an Audition

How to Cold Read for an Audition Imagine that you are at an audition. The casting director hands you a script that you have never read before. Now, he or she expects you to look at the lines for about a minute and then somehow deliver your characters lines brilliantly. That’s cold reading. It does sound rather chilling, doesn’t it? But follow these steps and you’ll eventually warm up to the idea. Research the Material If you are auditioning for a movie or television show, you might not be able to read the script in advance, but don’t let that stop you from researching the role. Use the internet, trade magazines like Variety and Hollywood Reporter, and any other sources to find out about the storyline and the character types that the directors might be looking for. If you are auditioning for a play, you should be able to obtain a copy of the script. (Try your local library or, if the play is a classic that is in the public domain, do an Internet search.) If you can read the play in advance, do so. Get to know the characters inside and out. Practice reading the lines. If you’re truly ambitious, memorize a few key scenes or monologues. Another excellent resource is YouTube. Do a search for the plays title and you will often find several videos of scenes from the play. If you can do this, then you’ll be a step ahead of other actors who have no idea what the play is about. Don’t Block Your Face This is a simple, but an incredibly important piece of advice. Because the script will be in your hands during your audition, you might be tempted to hold the words right in front of your face. Don’t. The director wants to see your facial expressions. If you hide behind the script, you’ll never get the part. Relax This is good advice for auditions in general. If your nerves get the better of you, the director might see that script shaking in your hand. You want to try not to look and sound uncomfortable or tense - even if you are. Does this step just stress you out even more? Then you should take some time to learn how to relax. Remember also that most directors realize how stressful auditioning is for actors. If during your audition you feel you have completely blown it, you can ask to start over. The answer is often yes. Practice Reading Aloud This kind of practice is essential to mastering cold reading. Whenever you get the chance, read out loud. And don’t just read the words in a monotone voice, read the words with emotion. Read the words â€Å"in character.† Find opportunities to read to others: Read storybooks to children.Read magazine articles to friends.Read poetry to your family.Read this article out loud to your computer. The more you read aloud, the more natural your voice will sound. Remember, the challenge of cold reading is to sound as though you are saying those written words spontaneously. Practice provides increased confidence. Move While You Read During a cold read audition, most actors stand still as they read from the script. However, if it seems appropriate for your character to move, feel free to move. Therefore, as you practice reading aloud, make certain you incorporate natural movements. Nothing extreme, nothing too distracting. Go with what feels right, or what the stage directions indicate. Remember, body language is also a major part of the audition. Listen and React Many â€Å"cold readers† mistakenly look down at their script while their fellow actors are delivering their lines. Instead, you should be in character, listening and reacting to their words. Much of your audition relies on how you respond to the other characters. Be Creative and Receptive to New Ideas There are limitless ways to read a scene or monologue. Show your creativity by developing unique characters. The director may ask you to read the part in a different way. Embrace the director’s suggestions and demonstrate what a team player you can be. Your creativity, your cold reading skills, and your professionalism will all help you during your auditions. Break a leg!

Agency Assessment Research Paper Example | Topics and Well Written Essays - 500 words

Agency Assessment - Research Paper Example The hospice key goals include providing satisfaction through its services not just to their clients, but also to their families and friends in general. Genuine respect, commitment to excellence, compassionate care, and delivery of innovative programs to the community are among its set goals since its inception. The hospice has also made it its goal to ensure that patients experience at the hospice is that of comfort and confidence. There is also a special service program for the families associated with the hospice. It is referred to as the Bereavement/Grief services. The program was put up so to enable the family members and friends of those patients under FBH care are heard and recognized for their contribution. The program entails services such as The agency’s priorities for this year are honoring and encouraging its volunteers for their services, which have played a big role in the agency’s service provision. The hospice is planning to do this by holding two volunteer luncheons one in May and another in November. The agency in its five year plan is focusing on establishing more volunteers at the hospital as there is a growing need for service because the increasing number of patients. The agency is also focusing on attaining more donor funding to enable it run smoothly its expanding service need by the community. Is the agency easy to locate? Describe the physical location. Is there adequate parking? Is the agency clearly marked? Does the site appear to be well-maintained? Is the location near public transportation? The hospice is located at a junction between Sigma Rd. and Neutron Rd. both these roads are well maintained and do not have traffic congestion. The hospice can easily be identified using a navigation system or Google maps. Being close to, the road makes it easier to spot. The Hospice itself is a large building white in color with multiple entrances and exits. It has a wide parking area that is located at the front

Incident Response Policy Coursework Example | Topics and Well Written Essays - 250 words

Incident Response Policy - Coursework Example The InfoSec’s policy is created to provide security within the computerized devices in a company. Among these companies services is the provision of the Bluetooth operating system covers all Bluetooth enabled devices within the company. The policy prevents imitation through setting up any Bluetooth device on any company equipment that does not fit their specific model without the permission of the company’s InfoSec Manager. The system is secured by passwords to any connectivity. Operators are expected to enter a certain security password that is kept a secret to the company staff members. The system secures the company’s internet use and ensures that not anybody can be connected to the company internet without the permission from the associated staff (Hassell, 2005). Internet supply is supplied within a limited area and is mostly concentrated within the perimeter of the company. It is installed to computers, laptops, and other wifi enabled mobile phones devises. When pairing the Bluetooth internet connections to the Bluetooth enabled device, the user is expected to insert the required pin or password to ensure connections. In case the device denies connection after feeding it with the correct pin/password, operators are expected to report to the InfoSec through the company help desk. For the accountability and performance determination, the InfoSec performs audits to ensure that members comply with the policy. The Bluetooth users must only access the company internet after an approval of their Bluetooth device hardware and software connections. Any member of staff found to violate the policy is subject to a disciplinary action and may lead to termination of employment (Administrators guide to Windows server 2003,

Eating Disorder Research Paper Essay Example for Free

Eating Disorder Research Paper Essay Media and society are often looked at as a source of daily entertainment, gossip and news. Every day, people are constantly exposed to thousands of images of glamour, beauty, celebrities, and much more. The media is so compelling that it has the power to change what people believe in. The images that are shown repeatedly make a way into teenagers mind and they want to be a part of what the media shows. Teens feel the need to change their body to look a certain way and be like someone else. But a fact unknown to teenagers is that even celebrities’ body are not perfect. The most common eating disorders are anorexia nervosa and bulimia nervosa. People with anorexia have a huge fear of gaining weight and a change in their body shape and size (â€Å"Eating Disorders†). Anorexia has been characterized as a â€Å"rich white girl† disorder because most anorectics are white and about three-quarters of them come from households at the middle income level or above (Davidson and Fundukian). Bulimia on the other hand is when a person eats large amount of food over a short period of time then later performs activities to try to burn the calories off. Binging is the most common symptom of bulimia and it is often done when trying to get rid of the food eaten. Bulimia is thought to affect around 1% to 5% of teenage American girls and up to 3% will be bulimic at some point in their life (Arnold and Walsh 30). Studies show that â€Å"media exposure has a direct impact on disorder symptoms and indirect effects through gender role endorsement, ideal-body stereotype internalization and body satisfaction. † The covers of magazines display pictures of both men and women whose images are offered as near perfection in society. â€Å"Research has shown that even brief exposure to ads showing highly attractive models results in decreased satisfaction with ones own appearance† (McMurray). Teenagers should know that celebrities are not magically beautiful and thin, they are made to look that way. â€Å"Today’s culture is unique in that the media is a far more powerful presence than ever before† (Derenne and Bersin). The media has been named as a causative factor for body dissatisfaction, which promotes unrealistic standards of female beauty and show images that create and reinforce cultural definitions of attractiveness. (Qtd. in Wexler). The media opens the door of eating disorders to teenagers and brainwashes them into thinking that being thin is important and necessary. The media needs to be very careful in the messages that they give to teenagers regarding body image. Dr. Bond says how â€Å"the media should be more responsible in not publishing pictures of very thin models and celebrities because young people wish to emulate them. Eating disorders are not going away, if anything they are becoming more common (Thinspiration? ). Advertisements everywhere continually expose the notion that losing weight will make people happier. Advertisements that show thin celebrities reach out to individuals telling them what they can be or become if they were thin. By looking at these advertisements, women start to feel insecure about the way they look. The NEDA reports that â€Å"women’s magazines contained 10. 5 times more advertisements and articles promoting diet and weight loss then were found in men’s magazines. It also reports that a study of 4,294 network television commercials revealed that one out of every 3. 8 commercials conveyed some sort of attractiveness message of what is or is not attractive† (Qtd. In Wexler). Many women frequently compare their bodies to those around them and the body images on advertisements lowers their self-esteem. The advertisements of celebrities affects the stereotypical idea of an ideal body which leads to eating disorders (Stice et al 5). Online, there are websites that promote anorexia. Teens with anorexia can then put up pictures of their skinny bodies for other anorectics to see and feel encouraged by. They feature pictures of celebrities such Keira Knightley and Victoria Beckham that promote 400-500 calories a day diet. In a year alone more than 500,000 people visited the sites and a 2011 EU survey found more than one in five six-to 11-year olds had been exposed to one or more sites with these â€Å"harmful content† (Thinspiration? . Teens who are anorexic feel that having an eating disorder is not a bad thing. They look upon each other for support, telling each other secrets of losing weight. The quote â€Å"Nothing tastes as good as skinny feels† by Kate Moss is popular among these pro-anorexia websites (Wardrop). TV shows also send the message to be thin to whoever watches them. Disney Channel, which attracts millions of viewers, especially the young, made fun of eating disorder and actually promoted the idea of being thin. In the show Shake It Up, someone stated â€Å"I could just eat you guys up, you know, if I ate† (â€Å"Party It Up†). In another Disney show, So Random, a conversation goes on where one character tells another â€Å"Angus only eats one full meal a day† to which Angus replies â€Å"My agent’s always on me about looking my best (Colbie Caillat). Disney thinks about eating disorders as a joke which is not dangerous. For many kids, the people on Disney are their role models, and if kids see their role models not eating, they are going to think that it is okay to not eat. Also if Disney encourages the idea of not eating that kids will do the same thing. Demi Lovato who battled an eating disorder attacked Disney about these risky messages that they send to kids. Experts say that Lovato opened the Pandora’s Box about the dangerous effects television shows can have on the negative body image of young women (â€Å"Disney Pop Star†). Even in other TV shows, the overweight characters are most likely portrayed as lazy and the one with no friends, while thin characters are successful and popular. This also sends a message that in order to be successful in life a person has to be thin. Teenagers feel pressured into looking the way society wants them to look like. Everywhere they go, they see posters of celebrities enhanced to look â€Å"perfect. Society thinks that if someone does not look a certain way then it is not acceptable and that they should change how their body looks. From a young age, women are given the message that in order to be happy, they must be thin. Thousands of teenage girl starve themselves to attain what the fashion industry considers to be the â€Å"ideal† figure (Thompson). Society has become obsessive and prejudiced when it comes to body image. Society and media work together to get that one message across to teens today; to be thin. New diets come out every month and media spends money trying to advertise them and get celebrity endorsements. In stores, the front pages of magazines show that one celebrity that everyone looks up too. How they talk about that one diet that â€Å"changed their life† and made them â€Å"happy† again. Teens think that if these celebrities can be skinny, then why can’t they? Teens spend their times looking at websites and magazines that tell them how to be skinny. By constantly portraying â€Å"perfect† bodies in the media, it promotes unhealthy eating that can sometimes lead to death (â€Å"Disney Pop Star†). Even today, dolls like Barbie send that message to young girl to be thin. The Barbie doll is a stereotype of a woman with no flaws and a perfect body who gets to be whatever she wants. Girls who play with Barbie feel the need to look and act like her. The traditional Barbie is known for her 40-18-32 measurements (Young) which would be unproportional on human bodies (Grey). If Barbie were real, she would be 59 tall and weigh 110 pounds, about 35 pounds below the minimum healthy weight for a woman of that size (McMurray). Barbie helps to perpetuate an ideal of materialism, beauty, and being thin is happiness and since a young age, the desire to be thin is recognized by girls everywhere. But eating disorders doesn’t just affect women, it affects men also. In a study by Harvard researchers, 25% of 3,000 adults had anorexia or bulimia and 40% of binge eaters were men (Boodman). Just like women, men also feel pressured into looking a certain way. In school, boys are told to be healthy if they want to keep playing a sport. But that habit can become something more dangerous. â€Å"Studies show that gay males particularly place a higher calculation on thinness than heterosexual males, with a level of concern for thinness almost equal to that of the typical heterosexual female† (Anderson, Cohn, and Holbrook 41). Because of this many men might be afraid about coming out to the world about their eating disorder. Some people think of an eating disorder as more of a woman thing and â€Å"psychological tests for eating disorders are biased towards diagnosing women† (Anderson, Cohn, and Holbrook 41). Eating disorders are also common in the entertainment business. Celebrities and models are also under pressure to look their best. The average model weighs 23% less than the average woman and fit the category of being anorexic (Thompson). Models go through plastic surgery and photos are air-brushed before going to print. The body type and images are unobtainable to the average individual and the constant force of these images on society makes teens believe that they should be. Many celebrities and models who feel that an eating disorder is something more dangerous than what everyone else seems have come out and talked about that issues. Even celebrities who once had an eating disorder spend time educating others and telling them that it is okay to get help. In 1992 after the news about Princess Diana being bulimic was released, there was a significant increase in the number of bulimia diagnoses. This effect then came known as the â€Å"Diana Effect† (Celebrities Who Battled Eating Disorders). Just like how Lucy Grealy states in her memoir Autobiography of a Face, Beauty, as defined by society at large, seemed to be only about who was best at looking like everyone else (187) it looks like that concept has not changed since that time. In today’s society everything is about being thin and trying to look like a model or a celebrity. Teenagers try to do everything to make themselves how society wants it but in the end they just destroy themselves. Society and media think of an eating disorder as a joke but it is a disease; a disease that has the power to take the lives of both women and men. For anybody out there who thinks that an eating disorder is not a big deal then they are wrong. People, especially the media, should know that the message they send out to teens is wrong; everything is not just about being thin. Simply by the media bringing out the concept that being beautiful and thin is necessary for a successful life is wrong. Having to look like a model to be accepted in society is wrong. All these messages have a huge negative effect on teenagers and they think down of themselves just because they do not think they are â€Å"right† for society. The fake advertisements that are shown is just another step for teens to developing a dangerous and deadly addiction that is called an eating disorder. â€Å"I think we look at society and we look at every ad that out there and everything that tells us how we’re supposed to look, and how we’re supposed to live, and how we’re supposed to be instead of saying ‘Is that how really I feel? ’, ‘Is that really what I want to do? ’, and ‘Is that really how I want to live? ’† (Ellen DeGeneres).

Technology and Power :: Essays Papers

Technology and Power TV-Y: All children. The themes and elements in this program are specifically designed for a very young audience, including children from ages 2-6. TV-PG: Parental guidance suggested. The program may contain infrequent coarse language, limited violence, some suggestive sexual dialogue and situations. TV-M: Mature audiences only. This program may contain mature themes, profane language, graphic violence, and explicit sexual content (Craig ). These are just a few examples of the new rating system passed by the US Federal Communications Commission in January 1997. What television shows are appropriate for different age groups has been decided by the government. Is it not still up to the parents to decide what television their children will watch? In addition to the TV ratings that are now displayed at the start of each show, in the upper left-hand corner, they now have extra defining ratings. These include such things as V for violence, L for offensive language, and D for dialogue†¦sexual innuendo (Craig). At first glance, these types of ratings may seem like a good idea. All the responsibility of regulating a child's television viewing is gone, but this is not the case. "Each rating is assigned by the show's producer's, but there is no formal set of guidelines to apply." (NCTV). So it is not the government regulating television shows and setting standards for FCC ratings, it is the show's producers. This is something that many people may not realize when they sit down to watch a show and await the icon to appear in the left-hand corner of the television screen. There are many criticisms that go along with the validity of these ratings. For starters, violence, sex, and language are all placed in one category, for mature audiences. This gives us an extremely jaded view of what the show actually contains. There is violence in almost every news broadcast, which do not use the rating system, and some may feel a show containing a similar amount of violence is not categorized as mature. Also, each TV icon is displayed for only thirty seconds during the opening credits of the show. How many of us actually get to see the opening credits of every television show we watch? Media analyst, George Gerbner has established a set of four major problems with FCC television ratings. First, it does not work.

Ethics and Leadership in Nigerian Universities: a Study of Staff-Student Relationship at the University of Lagos

This article examines the problem of ethics and leadership in Nigerian Universities from the perspective of inter-personal relationships between staff and students, and the implications for attaining the goals of the Universities and the wider society. In a broad introduction, it laments the crisis of state and society in Nigeria, while locating and explicating ethics and leadership as crucial elements of a university. The findings from the study at the University of Lagos indicate that it is possible even in the midst of the social vices pervading the institution for principled lecturers to positively influence their students in the course of their interaction. The article argues that this will ultimately have a positive impact on the wider society. It therefore calls for greater emphasis at upholding ethical conduct at all levels of University administration. Nigeria is a society bedevilled by all kinds of social vices in spite of the numerous social institutions put in place by the government to check vices and unethical conduct in the society. The country has been undergoing a monumental crisis of state and society beginning from the 1970s (Agbu, 1995). A worrisome dimension to this development is the rather silent attitude by many at addressing this problem which portends a grave danger not just to individuals and groups, but also the survival of the Nigerian State. In this inquiry, the focus is on the possible interplay between ethics and eadership in Nigerian Universities, with particular emphasis on staff-student interaction. The University of Lagos serves as our case study in order for us to concretely situate our analysis. A key observation made is that within the university system there are different layers of leadership and expected standareds of conduct by both members of staff and students. However, the experience in respect o f this has been most unpalatable and tending towards what may be regarded as a total moral crisis in Nigerian Universities. In the light of the above, there is the need for us to address our minds to certain pertinent questions arising therefrom. For instance, What types of behaviour do we really expect at the level of staff-student relations? To what extent do the manner of ethical dispositions by academic supervisors influence their students? What are those moral and ethical values that we all share which can help build a decent university community and society? And lastly, how can these ethical and moral imperatives be made part and parcel of the goals of the wider society? Indeed, it is unarguable that there is a minimum of ethical and moral standareds that is required of a society if it is to survive. There are laws that guide human relations based on the need to have order, harmony, peace and progress. When these basic laws are neglected, the result is total disruption in the social life of a people (Kukah, 1999:14). Again, it is generally recognized that these take their initial roots from the family as a socialization unit and additionally from the educational institutions as a formal context for acquiring wider knowledge. Though, it has been generally acknowledged that we now live in a knowledge society, it is however lamentable that this same society appears to be totally bankrupt of ethical and moral values. For Nigeria, it has been suggested that one of the missing elements in its over forty years of existence is the absence of leaders with the requisite weapons of knowledge and character (Anya, 2002: 22). On the university system in particular, the crisis of values appears to be the most prominent malaise assaulting the essence of education in the country. It is believed that the situation has degenerated to a point where virtually every cherished principle and ideal of the university system has been violated or eroded (Ujomu, 2002: 58). Indeed, a recent World Bank study carried out in collaboration with the Nigerian Institute of Social and Economic Research (NISER), and widely reported in the Nigerian press noted the factors responsible for Nigeria's educational crisis as including – inadequate funding, insufficient and irrelevant learning materials such as outdated equipment and anachronistic journals, poorly trained and paid teachers, outmoded managerial structures, arbitrary expansion of enrolment leading to oversupply of graduates and irrelevant curriculum (Obi and Agbu, 2002:46). The point here, is to recognize that the erosion of values in our universities should not be addressed in isolation, but in tandem with the general decline in university development in the country. Therefore, in examining the issue of ethics and leadership in Nigerian universities, there is the need to factor in the political economy of the environment within which the Universities are expected to operate. We need to interrogate and understand the social and security environments which have turned the university into what it is currently. However, this is not to say that all hope is lost. In the example from the University of Lagos, the study sought basically to determine whether ‘ principled ‘ and ‘positive' leadership at a community level could significantly contribute to good leadership in terms of transformatory impact at the national level overtime. Drawing from the findings of this study, this article argues that it is possible for transformatory leadership that is based on proper ethical conduct to positively influence students engaged in official interaction with members of the academic staff. This assumption if proven, has the propensity of being translated to the wider Nigerian society. A conceptual overview of ethics and leadership What do we really mean by ethics on the one hand and leadership on the other as these relate to each other, and as they manifest in a particular social context. Indeed, an examination of a particular social structure can show how certain kinds of behaviour will be expected of individuals, and certain possibilities will be foreclosed because of the features in the social situation. As observed by Sills (1968:160), to study the nature of ethical systems for example, in relation to the social structures in which they are embedded may help us understand why certain actions are thought of as right or wrong in particular societies. Ethics as a concept is basically concerned with standareds of conduct among people in social groups. Hence, ethical values are those norms which are based on sound reason. They refer to the basic human feelings and sense of right and wrong. They lead to the recognition of certain fundamental principles of morality, which are common to all human beings by the very nature that they are humans (Onaiyekan, 1999:15). In effect, these ethical norms of human relationship do not depend on culture, race or creed, but simply because they are rational norms that regulate human relationships. This is why it is a great insult when some people give the impression that general norms of decent behaviour do not apply to them. Whilst the ethical gives an intelligent basis for our actions, the moral and spiritual gives it a divine confirmation and validity. The ethical and spiritual indeed are not contradictory but are mutually reinforcing in protecting and promoting decent norms and values of human existence. Ethics can also be conceived of as the science of morality or the science of examining the nature of moral values, while moral values refer to those things in human character, conduct and social relations which could be judged as good or bad, right or wrong and so on (Uzuegbunam, 1989). On the other hand, values are standards which guide one's behaviour toward the attainment of one's desired goals (Rokeach, 1973). Values make us desire to have or to do something and thus influence our choice of what is worthwhile. Indeed, it is the view of experts that the transmission of values that are desirable to society is the primary objective of education (Peters, 1972). This view highlights the importance that should be given to issues of values and indeed, morals in our educational system. Ethics and morals are therefore two positive social phenomena that should be kept on the front burner, and debated vigorously, failing which a society gradually decays. Suffice it to say that one cannot really understand the basis of ethical practices or moral values in a society like Nigeria, unless one is able to understand the level of social organisation or development of that society. The structure of economic production, distribution and exchange also go a long way in determining the level or types of ethical practices that exist in the society. In otherwords, the mode of production and consumption patterns, in addition to lingering traditional practices all combine in either evolving a morally sound society or the rapid degeneration of existing values. To what extent ethical misconduct and moral decay in the Nigerian society is a function of the economic system, is left to every one's imagination. Closely related to the issue of ethics, is the notion of leadership in our universities. Again, it has been variously recognized that leadership is the most crucial factor in the development of any nation. Lamentably, Nigeria has been identified as facing a leadership crisis. In effect the erosion of ethical values and morals have combined with the attendant leadership crisis to form what may be regarded as a ‘crisis of state and society' in Nigeria. Leadership as a concept has varied perspectives and definitions. On the whole, it is extremely difficult to give a precise and agreed definition to leadership, because it appears to be a multifaceted phenomenon. However, in very simple terms it could be interpreted as ‘getting others to follow', or ‘getting people to do things', or understood more specifically as the ‘use of authority in decision making' (Mullins, 1999:253). While Krech et. al (1962), defined a leader as that individual within a group who outstandingly influences the activities of a group, Mullins (1999), understood it essentially as a relationship through which one person influences the behaviour or actions of other people. However, a more logical conceptualization of leadership is possible when we realize that within a particular context, such as a university community, there exist different levels of leadership all contributing towards the stated goals of the university. Therefore, the nature, success or failure of university governance have very much to do with the personal attributes, leadership qualities and management styles of the various leaders within the different levels of responsibility in the system (Obikeze, 2003). Therefore, leadership should not be understood as a unifocal phenomenon, around which aspirations are aggregated, it is rather, a complex web of people working together within a social context. A crucial point to note is that leadership can be invested in persons, groups, networks and institutions. It is a relational process involving leaders and followers, who though form a continuum, still remain separate entities in their effort at attaining certain defined goals. It is therefore, necessary to be alert to the contradictions inherent in this relationship. Since no leader emerges or endures outside of an institutional framework, it is important to invest in institutions often defined in terms of principles, values and norms that give meaning to and provide the context for leader-follower engagement. Thus within the university environment, leadership should not be construed only in terms of those in certain positions of power or authority such as vice-chancellors, deans, professors, heads of department and heads of functional units such as the registry (Middlehurst, 1995:75). It is rather, to be understood as a function that is more broad-based and extending beyond the formal roles and responsibilities of senior post holders. Observations from the universities in Nigeria indicate that a restrictive view of university leadership may not be acceptable or suitable for the harmony, well being and progress of the institutions (Ujomu, 2002:57). Rather, what is more practicable is a genuine, viable and inclusive approach that offers a more effective and functional university leadership. It is only from this perspective that ethics and values can better be protected and promoted within the universities. The character of the Nigerian state However, we cannot really understand the origin, extent and manifestations of ethical misconduct and moral decadence in the Nigerian society, without first understanding the character of the Nigerian State. This is one political entity that has been assailed by political, social and economic problems of immense magnitude since it became politically independent in 1960. It has experienced military autocracy and generally bad governance, which have had serious negative impact on the entire society. Positive traditional and family values and norms have been eroded with grave implications for all. Since leadership and followership are part and parcel of the system, there is therefore the concomitant decay in expected performance, as evident in the universities. What has been a great cause for concern is the magnitude of the social malaise in the universities. A term that has appropriately depicted this malaise is what has generally been referred to as the ‘Nigerian Factor', which simply put, is the inability of Nigerians to do things properly the way they should be done, and transparently too. This phenomenon appears to be writ large on all aspects of Nigerian life, and basically leaves very little room for matters of ethical considerations and merit. On the whole, a rather false impression is given that the lack of ethics and morals in the Nigerian society is something peculiar to it. Indeed, what we have in our hands is a systemic problem that requires something akin to a social revolution to clean up. Added to this is the fact that the poor state of the economy makes it extremely difficult to preach ethics and morality to a people that not only feel cheated by the system, but also are indeed, hungry. Subsequently, corruption and a lack of accountability constitute two very prominent cankerworms eating away the Nigerian society. Indeed, the rampant corruption is precisely as a result of a lack of accountability in the system. Oftentimes, those who divert public funds to their own use escape the proverbial long arm of justice. This has given others the courage to attempt what has become a rather easy feat. A case therefore, has to be made for a closer attention by all to issues of ethics and values as these relate to leadership at both the political and non-political levels. This is because most key institutions of the Nigerian society have become victims of corruption and moral decay. Examining the problem of ethics and leadership in Nigerian universities is therefore, just an aspect of this systemic failure, and has serious implications for the social health of the country in the near and distant future. The State of the universities The universities like the other segments of the Nigerian society are undergoing immense changes in character and output. Unfortunately, most of these changes tend to be negative. This development is in sharp contrast to the important goal of inculcating the right moral standareds in the students. In fact, it is not that there is no stated policy on the inculcation of values in Nigeria's educational system. It does exist. In brief, these include the respect for the worth and dignity of individuals; faith in man's ability to make rational decisions; moral and spiritual values in inter-personal and human relations; shared responsibility for the common good of the society; respect for the dignity of labour; and the promotion of emotional, physical and psychological health for all (National Policy on Education, 1981). There is therefore, a policy provision for value education in Nigeria, and it is very clear that both education and values are closely related as positive social phenomena (Anameze, 2002:94). However, recent cases of all kinds of social decay within the universities indicate, that there is a missing element in the approach to education in the country. This is the ‘character' element, a very important component as oftentimes, it is the educated cadre, those who had received higher education that go on to form the relevant segment of national leadership (Agbu and Agbu, 2002:3). Generally, the problems identified with Nigerian universities which have some bearing on matters of ethics and leadership are legion, and include the sale of academic handouts by lecturers, and the selling of admissions and marks by staff of the universities (SSAN, 2000:32). Others include, scandals, bribery and graft, victimization, sexual harassment of female students, the proliferation of male and female cult gangs, persistent incidents of rape, female prostitution, obscene dressing and soliciting for favours, homosexuality and extortion, murder, intimidation of lecturers by students, rumour-mongering, examination malpractices and other anti-social activities (Ujomu, 2002:59). These unethical practices cut across all sections of the university community. At the universities in the southern part of the country, in particular the University of Lagos, a gamut of unethical practices abound. Kindly allow my use of colloquial language at this juncture. These unethical practices include the â€Å"inflation of marks† for students by some lecturers for financial gratification. Inflation of marks by lecturers for what is referred to as â€Å"perusing†, which simply means a student agreeing to have sex with the lecturer in exchange for favourable scores. At the Delta State University, the students practice what they refer to as â€Å"blocking†, which means quickly preventing a lecturer from giving you your correct scores which may be unfavourable by offering money or other inducements to the lecturer before the results are made public. Some other lecturers use agents to collect or extort money from students for the inflation of their marks. Others allow students to take the same examination in their offices, which they had earlier taken in the examination hall for unspecified favours. In some of the departments, as was the case at the Accountancy department of the university of Lagos, students engaged in what has been dubbed â€Å"mercenary activities†, by hiring other students to write examinations for them. Indeed, some lecturers go as far as giving blank writing sheets to students to prepare their answers in advance. Some of those supervising examinations look the other way while their friends, relations, and student clients blatantly engage in cheating. In addition, some lecturers unashamedly plead on behalf of students who had failed their courses. However, these litanies of vices are not limited only to the lecturers. Were the students not willing to bribe, cajole, tempt and threaten the lecturers, these vices will not have been possible. Though, difficult to prove, there have also been instances in which the students use â€Å"black magic† not only to confuse supervisors during examinations but also to threaten them. This is in addition to the occasional threats by student members of Secret cult groups against lecturers. Even the non-academic members of staff are not left out of this orgy of ethical misconduct. They also engage in the alteration of marks in the computer or score sheets where the total scores have been computed for either material or sexual gratification. In addition, they also connive with ‘mercenaries' in their clandestine campaigns of cheating during examinations. I have deliberately catalogued these unethical practices in our universities not only to document, but also to graphically bring to our consciousness the magnitude of the problem before us. Whilst these vices did not all manifest in one day, it is very worrisome that very little concrete measures have been devised to checkmate these vices. Let us recall that the pressure on existing universities to take in more students led to the serious problem of population explosion which put pressure both on university governance and existing infrastructure (Wohlgemuth, 1998:125). The situation invariably gave rise to corruption and sharp practices within the university system. Ethical considerations and cherished values of many years standing have now been seriously eroded. However, all hope is not lost in the sense that there are still individuals – non-academic staff members, lecturers and students who have over the years refused to be sucked in by this whirlwind of social decay, as indicated by the report of a study instituted at the university of Lagos in 2002 (Agbu and Agbu, 2002). Supervisor – Student Relations at the University of Lagos In the study carried out at the University of Lagos in 2002, the object was to determine whether ‘principled' and ‘positive' leadership at the community level could significantly translate into good leadership at the national level overtime (Agbu and Agbu, 2002). This was done through a questionnaire survey of final year and post-graduate students at the university. A basic assumption upon which we worked was that in spite of the rot in the university system, it was still possible that certain individuals, in this case, some lecturers, may have succeeded in impacting positive leadership values to the students they had supervised, mainly due to the fact of their being principled persons. By principled, we meant a leadership that is characterized by good conduct capable of positively influencing followers or those engaged in a relationship with the leader within a social context. In this case, the University. By positive, we meant behaviour or actions consisting in or characterized by the presence or possession, and not merely by the absence or want, of features or qualities of an affirmative nature. It is therefore, that leadership that is derived from principled leadership, and which is capable of being extrapolated to the wider society. Two hundred students participated in this survey selected through Stratified Sampling Technique made up of 100 final year and 100 post-graduate students from the faculties of Art, Social sciences, Education and Law. The mean age of the participants was 30 years. The questionnaire was designed to measure the perceptions of students in terms of their lecturers' leadership potentials and ability to influence their worldview. This was in the form of an Academic-Supervisors' evaluation scale, which comprised twenty items to which participants responded on a four-point-likert-type scale. For the Design, a 2x2x2 ANOVA design was employed with independent variables being sex, age and year of study, while the dependent variable are participants' reactions obtained with the instrument. The results from the study showed that while the proposition that supervisors do significantly influence their students over time irrespective of whether they were post-graduate student or final year student was positive, there were subtle differences in responses with respect to the other variables of age and sex. However, the post-graduate students probably because of their longer association with their supervisors and of their being more socially conscious than the final year students, exhibited more awareness of having been influenced by their supervisors. Age and sex were statistically weak as variables determining the kinds of responses, indicating that age and sex had little to do with the possibility of being influenced at a certain age. The implications of this study for the wider Nigerian society was that it is possible to identify individuals, indeed role models, in certain positions of authority who could positively influence those with whom they interact. Since Nigeria is in need of leaders that are not only learned and have character, what better place to groom these leaders than from our institutions of higher learning. Conclusion It is obvious that there are serious ethical issues to be addressed in Nigerian universities. However, it is not as if all hope is completely lost. On the whole, it appears that addressing the problem will have to be done at different levels of the wider society, namely family, institutional and national levels. At the national level for instance, is a recognition of the systemic nature of the crises and how this has a linkage with the state of Nigeria's economy, and the imperative for Nigerian elites to lead by example. At the institutional level, is the necessity for morally accountable university governance that is at the same time effective. Also, at the family and institutional levels is the need to encourage good family values and those individuals who had displayed the virtues of principled and positive leadership from which others could learn. For our universities, the teaching staff who constitute one of the most important inputs towards achieving qualitative education need to be better encouraged. A lecturer-student ratio of 1 to 19 as opposed to UNESCO standard of 1 lecturer to 10 students is unacceptable. With forty-three federal, state, and private universities; forty-five polytechnics and sixty colleges of education, it is logical that there is a need for an informed rationalization of our institutions, especially with respect to curriculum (Opatola, 2002: 201). Though it is recognized that the morale and motivation of academic staff are grossly inadequate, this does not necessarily justify the grave unethical practices perpetrated by some of the lecturers. The sale of handouts, sale of marks, admission racketeering and assorted examination malpractices are vices that need to be urgently addressed. Ideally, lecturers are supposed to act as focal points of reference for those things that are principled, honourable and worthy of imitation. What is required now in our universities is the transforming kind of leadership that embodies the characteristics of a focused innovativeness, high moral standards, and a humane and deep understanding of the environment in which they operate. The cardinal task of the university education should be the transmission of positive values to the young so that they may learn and acquire character necessary for a legitimate engagement with the wider society. This point need never be forgotten. Finally, every university should endeavour to delineate and present to its staff and students a code of conduct with sanctions as part of their induction into the particular institution. The moral dimensions of their jobs as academic or non-academic staff and as students should be clearly spelt out and popularized through frequent sensitization measures. This will go a long way not only in ensuring a modicum of ethical conduct, but also in attaining the goals of the university.

Health Organization Case Study Research Essay

Health Organization Case Study Research a health Health Organization Case Study Research a health care organization or a network that spans several states within the U.S. (Example: United Healthcare, Vanguard, Banner Healthcare, etc.). Harvard Business Review Online and Hoover’s Company Records, found in the GCU Library, are useful sources. You may also find pertinent information on your organization’s webpage. Review â€Å"Singapore Airlines Case Study.† Prepare a 1,000-1,250-word paper that focuses on the organization or network you have selected. Your essay should assess the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade, and include a strategic plan that addresses issues pertaining to network growth, nurse staffing, resource management, and patient satisfaction. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin. Singapore Airlines Case Study (student paper) Singapore Airlines was created in 1972 following a separation from Malaysian Airlines. In the wake of reorganization, Singapore Airlines undertook aggressive growth, investing and trading to maximize profitability and expand market share. Through this change, a new company philosophy emerged, â€Å"Success or failure is largely dictated by the quality of service it provides† (Wyckoff, 1989). By reinventing the company infrastructure and introducing new initiatives focused on excellence in customer service, Singapore Airlines became a global leader in the service industry, elevating existing standards among competitors. Evaluation of Workforce Management Program The strategy widely utilized by Singapore Airlines to ensure differentiation in an increasingly competitive market was its attention to in-flight service. â€Å"Good flight service [was] important in its own right and is a reflection of attention to detail throughout the airline† (Wyckoff, 1989). This statement perpetuated the belief that excellence in service was directly tied to the careful selection and individual performance of in-flight crews charged with the responsibility of fulfilling the needs of individual passengers and exuding the levels of service demanded by the organization. Applicants destined to work as flight stewards were drawn from a very young population, typically spanning the ages of 18-25 years of age with high school equivalency against the English system of education. Selection of applications was competitive largely due to the degree of skill, poise, and experience required of its candidates. These policies led to the on-boarding of a highly skilled and youthful workforce with positive attitudes and a willingness to be trained. Critique of this approach revealed several disadvantages. The most significant being the potential for greater turnover when hiring a younger population as opposed to an older, more experienced crew. Experience alone would play some role in the development of new employees, as greater experience would bring greater poise and confidence. However, in light of the predominant population Singapore Airlines catered to, a younger in-flight crew would remedy the awkwardness likely to be encountered by older clients being served by older crew members. In addition, a younger crew would likely be more accepting of new procedures and less cynical of the requirements of employment. In light of the young demographic most desired in this role, recruitment, training and â€Å"conversion† processes were both stringent and comprehensive. All aspects of in-flight service, including training related to terminology, amenities and food preparation were provided in great detail, as were training for emergency preparedness and response to every potential s cenario encountered in the air and on the ground. Formalized on-boarding, training and continued development were the hallmarks of the comprehensive workforce program. Even well into a crew member’s employment, on-going training and cyclical evaluation provided a mechanism for employees to be aware of individual performance and gain exposure to methods of continuous  improvement. With an on-going plan of evaluation, communication, and development, the workforce was well-positioned for high levels of performance and quality improvements. Though it would seem that Singapore Airlines’ work management program suited the organization well, it greatly narrowed the pool of applicants and kept many, well-qualified and experienced candidates from positions that would create diversity among the largely homogeneous workforce and place the organization in a better position to serve populations whose ethnic origins were not of Asian descent. If the organization aims to be the leader in an increasingly global marketplace, the workforce must mirror the diverse needs and perceptions of the greater population. Advertising Campaign Singapore Airlines is known in the airline industry for its quality of service. This emphasis on customer service and customer satisfaction is largely reflective of the Asian culture for which the company embodies. Attention to detail, impeccable presentation, and care for others are traits synonymous with countries of Asian heritage. Similarly, Asian countries revere conservatism, organization and hierarchy (Allik, n.d.) so, it would follow that young Asian individuals demonstrate the same gracious, caring behaviors to others. The expectation of â€Å"gentle, courteous service† is consistent with these norms and with the approaches taken by the organization. So much are these standards and stereotypes linked to Asian culture and the epitome of service, that the symbol applied to the airline is that of a young Asian woman. This image is resoundingly more beguiling and traditional, recognized by nearly 50% of consumers over typical marketing imparted by competitors, with a marginal recognition of 9.6%. In light of the positive impact and recognition of the existing marketing campaign, it was considered advisable to retain the current marketing strategy. Systems for Measuring Service Quality Singapore Airlines has two primary components involved in measuring service quality. The first is a system to measure customer complaints and compliments for every 10,000 passengers. The second measurement is a  comparative rating of airline services prepared by the International Research Associates (INRA). The first component, customers’ complaints and compliments, stayed relatively the same despite rapid organizational expansion. This type of analysis has shown a generally high satisfaction level, but could be skewed due to the vast areas the complaints and compliments could cover; from ticket sales and baggage areas to in-flight crews. To address this concern the complaints were split between the areas. However, to get an accurate barometer of customer satisfaction, it was recommended that the airline conduct routine surveys of customers. Often, customers submitting comments fell into one of two categories; those having complaints or those having compliments. The second component to gauge customer satisfaction involved the INRA surveys. The airline executives paid particular attention to these scores as they indicated levels of satisfaction among the general consumer population and identified areas requiring continuous improvement. In 1973 Singapore Airlines scored 68, in 1974 the company scored 74 and in 1979 they scored 78. The scores of 39 other airlines demonstrated that two other competitors, Cathy Pacific and Thai International, were improving rapidly. This provided one indicator of competitive advantage. In order for Singapore Airlines to stay ahead of their competitors they would need to evaluate their position against industry leaders and determine if changes would be needed to stay competitive, particularly with respect to customer service and customer satisfaction (Wyckoff, 1989). Plan to Introduce Slot Machines Singapore Airlines has responded to many changes in order to differentiate itself within an increasingly competitive market place. One responsive action was to remove sleepers, replacing them with a business class section. Reactions from consumers were less than favorable. The move strayed from what consumers came to expect of elite levels of customer service, which were in large part, due to the attention paid to the personal needs of its elite customers. Although intended to be innovative and distinctive, the inclusion of slot machines on transatlantic flights was another idea met with considerable consumer dissatisfaction. While potentially generating a new stream of revenue, the idea only worked to incite passengers with a new category of charges. In addition to generating cost for the consumer, the  machines took valuable space away from seats and posed problems in light of weight restrictions (Time, 1981). These changes only compounded issues and introduced new problems such as the potential for in-flight injury, rather than improving in-flight services. While there was some opportunity for revenue, initially, the gains would last for a season and were not expected to extend out into the long-term. Conclusion The Singapore Airlines Case Study highlights both effective as well as ineffective management approaches within the company. The subsequent analysis and evaluation of company operations and strategies offer a compelling glimpse of organizational design and leadership amid change, as well as provide a platform for future discussions of organizational development and change management. Group evaluation of organizational design, organizational decision-making, and organizational process at Singapore Airlines yielded some recommendations for new approaches to address complaints, become more mainstream in an increasingly diverse market space, and become more innovative without losing sight of the customer service focus that has made Singapore Airlines so successful.

How to Type Accents in Italian on a Keyboard

How to Type Accents in Italian on a Keyboard Suppose youre writing to an Italian friend, and you want to say something like  Di dov’à ¨ la tua famiglia?  (Where is your family from?), but you don’t know how to type the accent over the â€Å"e.† Many  words in Italian  need accent marks, and while you could just ignore all those symbols, it’s actually quite easy to type them on a computer keyboard. You only need to make a few simple adjustments to your computers keyboard program- whether you have a Mac or a PC- and youll be able to insert accented Italian  characters (à ¨, à ©, à ², , à ¹) for  any electronic message. If You Have a Mac If you an  Apple Macintosh computer, the steps for creating accent marks in Italian are quite simple. Method 1: To place an accent over: option tilde (~) / then press the ‘a’ keyà ¨ option tilde (~) / then press the ‘e’ keyà © option ‘e’ key / then press the ‘e’ key againà ² option tilde (~) / then press the ‘o’ keyà ¹ option tilde (~) / then press the ‘u’ key Method 2: Click on the Apple icon on the top left of the screen.Click System Preferences.Choose Keyboard.Choose Input Sources.Click the add button on the bottom left of the screen.Choose Italian.Click Add.In the top right-hand corner of your desktop, click on the symbol of the American flag.Choose the Italian flag. Your keyboard is now in Italian, but that means you have a whole new set of keys to learn. Semicolon key (;) à ²Apostrophe key (‘) Left bracket key ([) à ¨Shift left bracket key ([) à ©Backslash key (\) à ¹ You can also choose Show Keyboard Viewer from the flag icon drop-down to see all of the keys. If you have a PC Using Windows 10, you can actually turn your keyboard into a device that will type Italian letters, accent marks and all. Method 1: From the desktop: Choose Control PanelsGo to the Clock, Language, Region option.Select (click on) Add a LanguageA screen with dozens of language options will appear. Choose Italian. Method 2: With the NumLock key on, hold down the ALT key and strike the three- or four-digit code sequence on the keypad for the desired characters. For example, to type , the code would be â€Å"ALT 0224.† There will be different codes for capitalized and lowercase letters.Release the ALT key and the accented letter will appear. Consult the Italian Language Character Chart for the correct numbers. Tips and Hints An upper-pointing accent, as in the character , is called laccento acuto, while a downward-pointing accent, as in the character , is called laccento grave. You may also see Italians using an apostrophe after the letter e instead of typing the accent above it. While this isn’t technically correct, it’s widely accepted, such as in the sentence: Lui e’ un uomo simpatico, which means, He’s a nice guy. If you want to type without having to use codes or shortcuts, use a website, such as this one from  Italian.typeit.org, a very handy free site that provides typing symbols in a variety of languages, including Italian. You simply click on the letters you want and then copy and paste what youve written onto a word-processing document or email.

Nancy Astor, First Woman Seated in the House of Commons

Nancy Astor, First Woman Seated in the House of Commons Nancy Astor (May 19, 1879–May 2, 1964) was the first woman to take a seat in the British House of Commons. A society hostess, she was known for her sharp wit and social commentary. Fast Facts: Nancy Astor Known For: Social critic and first woman seated in the British House of CommonsAlso Known As: Nancy Witcher Langhorne Astor, Viscountess AstorBorn: May 19, 1879 in Danville, VirginiaParents: Chiswell Dabney Langhorne, Nancy Witcher KeeneDied: May 2, 1964 in Lincolnshire, EnglandPublished Work: My Two Countries, her autobiographyHonor: Freedom of the City of PlymouthSpouse(s): Robert Gould Shaw II (m. 1897–1903), Waldorf Astor (m. 1906–1952)Notable Quote: Women have got to make the world safe for men since men have made it so darned unsafe for women.Notable Exchange: Nancy Astor: Sir, if you were my husband, Id poison your tea. Winston Churchill: Madame, if you were my wife, Id drink it! Early Years Astor was born in Virginia  on May 19, 1879, as Nancy Witcher Langhorne. She was the  eighth of 11 children, three of whom died in infancy before she was born. One of her sisters, Irene, married the artist Charles Dana Gibson, who immortalized his wife as the Gibson girl. Joyce Grenfell was a cousin. Astors father Chisell Dabney Langhorne was a Confederate officer. After the war, he became a tobacco auctioneer. During her early childhood, the family was poor and struggling. As she became an adolescent, her fathers success brought the family wealth. Her father is said to have created the fast-talking style of auctioneering. Her father refused to send her to college, a fact that Astor resented. He sent Nancy and Irene to a finishing school in New York City. First Marriage In October 1897, Astor married society Bostonian Robert Gould Shaw. He was a first cousin of the Civil War Colonel Robert Gould Shaw, who had commanded African-American troops for the Union Army in the Civil War. They had one son before they separated in 1902, divorcing in 1903. Astor first returned to Virginia to manage her fathers household, as her mother had died during her Astors short marriage. Waldorf Astor Astor then went to England. On a ship, she met Waldorf Astor, whose American millionaire father had become a British lord. They shared a birthday and birth year and seemed to be very well matched. They married in London on April 19, 1906, and Nancy Astor moved with Waldorf to a family home in Cliveden, where she proved an adept and popular society hostess. They also bought a home in London. In the course of their marriage, they had four sons and one daughter. In 1914, the couple converted to Christian Science. She was strongly anti-Catholic and also opposed hiring Jews. Waldorf and Nancy Astor Enter Politics Waldorf and Nancy Astor became involved in reform politics, part of a circle of reformers around Lloyd George. In 1909, Waldorf stood for election to the House of Commons as a conservative from a Plymouth constituency; he lost the election but won on his second try, in 1910. The family moved to Plymouth when he won. Waldorf served in the House of Commons until 1919, when, at his fathers death, he became a Lord and thereby became a member of the House of Lords. The House of Commons Nancy Astor decided to run for the seat that Waldorf vacated, and she was elected in 1919. Constance Markiewicz had been elected to the House of Commons in 1918 but chose not to take her seat. Nancy Astor was thus the first woman to take a seat in Parliament and was the only woman MP until 1921. (Markiewicz believed Astor an inappropriate candidate, too out of touch as a member of the upper class.) Astors campaign slogan was Vote for Lady Astor and your children will weigh more. She worked for temperance, womens rights, and childrens rights. Another slogan she used was, If you want a party hack, dont elect me. In 1923, Astor published My Two Countries, her own story. World War II Astor was an opponent of socialism and, later during the Cold War, an outspoken critic of communism. She was also an anti-fascist. She refused to meet Adolf Hitler despite having the opportunity to do so. Waldorf Astor met with him about the treatment of Christian Scientists and came away convinced that Hitler was mad. Despite their opposition to fascism and the Nazis, the Astors supported economic appeasement of Germany, supporting the lifting of economic sanctions against Hitlers regime. During World War II, Astor was noted for her morale-boosting visits to her constituents, especially during German bombing raids. She just missed being hit once, herself. She also served, unofficially, as hostess to American troops stationed at Plymouth during the buildup to the Normandy invasion. Later Years and Death In 1945, Astor left Parliament, at her husbands urging and not entirely happily. She continued to be a witty and sharp critic of social and political trends when she disapproved, including of both communism and Sen. Joseph McCarthys anti-Communist witch hunts in the U.S. She largely withdrew from public life with the death of Waldorf Astor in 1952. She died on May 2, 1964. Legacy Astors time in Parliament was not one of great achievement or towering influence; she held no government posts and had no legislative achievements to show for her time of service. But the fact that she was the first woman to serve in that legislative body had a large impact. In the 2017 general election in Great Britain, a record 208 women MPs were elected to the House of Commons, a record high of 32 percent. Two female MPs, Margaret Thatcher and Theresa May, even ascended to the position of prime minister. Astor, as the first woman in the British House of Commons, was a trailblazer who first made it acceptable for women to serve. Sources â€Å"Nancy Astor, Viscountess Astor.†Ã‚  Ohio River - New World Encyclopedia, New World Encyclopedia.Keen, Richard, and Richard Cracknell. â€Å"Women in Parliament and Government.†Ã‚  Commons Library Briefing - UK Parliament, 20 July 2018,ï » ¿Ã¢â‚¬Å"Astors History.†Ã‚  Virtual Rome.