To the Lighthouse by Virginia Woolf

The introduction When discussing one of the most well-known novels written by Virginia Woolf, I would like to disclose some fundamentals of her production. First of all, I would like to point out that the techniques the author uses seem to be defensive, as Woolf is known for her feminist views.Advertising We will write a custom essay sample on To the Lighthouse by Virginia Woolf specifically for you for only $16.05 $11/page Learn More In other words, one is to keep in mind that the expressions of anger the author highlights in her novel are related to three issues. Thus, it should be pointed out that aggression in relation to the patriarchy; the aggression male characters express; and Mrs. Ramsay’s aggression are considered to be the key manifestations of anger. Generally, it is also necessary to clarify what reason of the author’s aggression and anger is. Thus, on the one hand, it seems that Virginia’s description of her parents is negative; however, on the other hand, a deep analysis of the novel gives us an opportunity to suppose that there are no parents who cause the author’s anger, but the oppressive patriarchal system the main characters live within. The body When speaking about the language and writing style the author uses, one is to keep in mind that affective and non-semantic qualities of language are rather complicated. Thus, Woolf mostly uses numerous passive constructions, and the pronoun one in her novel. The extraordinary sentence structure the author uses cannot be neglected too. For instance, when reading the second paragraph of the novel, (a description of Mrs. Ramsay), one can make a conclusion that the writer’s language is also based on numerous parenthetical phrases, clauses as well as modifying constructions. The gruff murmur, irregularly broken by the taking out of pipes and the putting in of pipes which had kept on assuring her, though she could not hear whatAdvertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More was said (as she sat in the window which opened on the terrace), that the men were happily talking; this sound, which had lasted now half an hour and had taken its place soothingly in the scale of sounds pressing on top of her, such as the tap of balls upon bats, the sharp, sudden bark now and then, â€Å"How’s that? How’s that?† of the children playing cricket, had ceased†¦. (Woolf 15) It is not the end of the sentence; generally, this sentence includes 260 words; so, it is obvious that the author’s language is rather difficult to understand. While reading the paragraph, the reader loses the full meaning of the sentence and cannot understand its importance. On the contrary, such complex constructions transform potentially clear meaning of the fragment into uncertain and delayed meaning. When analyzing Woolf’s languag e, particularly the second paragraph, it becomes obvious that the words the gruff murmur at the beginning of the sentence determine the main clause. Other descriptions are considered to be modifying phrases. Had ceased is recognized to be the main verb; however, all, which is placed between the words the gruff murmur and had ceased confuses our mind, as when analyzing emotional associations between the main clause and the main verb, the reader loses the thread of a story. That is why Virginia Woolf’s language is rather complicated. The conclusion In spite of the fact that the author’s language is quite complex, nobody will deny the fact that Woolf depicts not only external details, but also important inner feelings of her characters. Thus, she discloses the thoughts and ideas in people’s mind. The novel To the Lighthouse requires the readers’ attention, as the author depicts the current drama of a human existence. Works Cited Woolf, Virginia. To the Light house, Fort Washington, PA, Harvest Books: 1989. Print. This essay on To the Lighthouse by Virginia Woolf was written and submitted by user Dayton Bruce to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

the father essays

the father essays This essay sets out to assess the relative achievements of the totalitarian regimes of Hitlers Nazi Germany and Stalins Russia. In assessing the achievements of the regimes we must be careful not to judge them with the values of a western democracy at the end of the twentieth century. How they achieved power, consolidated that power, what changes they brought to their nations and what they in their time achieved for their nation, whether or not it was a lasting benefit, were achievements for the regimes even if we find them contrary to what we believe to be right and just by todays standards. Also in making an assessment of the achievements it would be wrong not to recognise the suffering that the people in each country had to endure for them to be achieved. Both regimes owe their rise to power in part to the outcomes of WW 1 which led to the revolution in each country.. The Bolsheviks came to power because of the discontent with the Tsars and the losses in the war against Germany. The Nazis because of the dissatisfaction in Germany with blame and the cost of reparations imposed upon it for the war. There were major differences between what the two regimes wanted to achieve. Russia in 1917 was basically an agrarian economy and the regime aimed not only to change the political system but all the social structure and institutions and rebuild into a Communist State. It also wanted to develop into an industrial power. However, in Germany the revolution that took place in 1918 changed Germanys political system but the social structure stayed the same. Even though the monarchy no longer existed the old institutions altered very little, and there were no basic changes within the teaching profession or the judiciary, mainly because the professi ons had little sympathy with the struggling republic. This was true also of most of the officer corps of the Reichwehr. The Treaty of Versailles basically left the German Empi...

An Assessment between the Movies, Japans War in Color and Why We Fight

An Assessment between the Movies, Japan's War in Color and Why We Fight The films â€Å"Why We Fight† and â€Å"Japan’s War in Color† are vastly different from one another due to objectivity of the films. The ways that these two films present themselves give hint to the purpose that these films were trying to make. The film, â€Å"Why We Fight† was commissioned by the Department of Morale, and was meant to give reason for America’s involvement in Asia. The film’s purpose is obviously meant maintain and gain support for the war effort on America’s mainland. The film is targeted at American citizens living in places like Atlanta, Georgia, Washington D.C., or in Portland, Oregon. The film, â€Å"Japan’s War in Color† offers an analytical approach to the various causes of the war in Asia. The objective of this film is to provide a more accurate depiction of the causes and effects of the war in Asia. This film being targeted towards scholars of this area of history. The first contrast that needs to be made between these two films is the nature of their narrators. It seems to be that in the film â€Å"Why We Fight†, the entire dialogue is made by what seems to be a masculine American voice. When the narrator is interrupted, it is in place of an American source, such as the ambassador of China speaks about Japan’s occupation in China. Even when the US ambassador is speaking, he seems to be reading allowed cue cards. Now this is purposively done in order to make the US a hero as much as possible. Even the use of a masculine voice is done purposively to bring about sentiments of honor and duty. Now in the other film â€Å"Japan’s War in Color†, different perspectives are given, which themselves are spoken in a Japanese dialect. Both sides are shown, such as small pockets of rebellion against the military emperorship of Japan, and even hardline militarist Japanese testimonies. What makes that special is that little room fo r biases are left, since both sides are shown in equal proportions. Now this is done simply because this how the academia works, evaluation and detective work must be done. Next what needs to pointed out is what type of footage is shown between the two films. I could not but help but get a sense that military demonstrations were the bulk of the film â€Å"Why We Fight†. Then oddly enough, a few scenes seem to be taken from Hollywood films, especially when they were describing the old Chinese culture. One scene describing the Great Wall of China, the footage of men on horse back in what seemed to steppe bandits looked very Hollywood clichà ©. But the over use of military demonstrations, marches, soldiers storming trenches, close ups on Japanese soldiers looking menacing is done with the objective of making the US seem a hero in comparison of the Japanese. Even the depiction of the Chinese make it seem that they are under the US responsibility. The use of debasement is placed on the Chinese, sense one they are not given any representation other than the narrators own view of them, and makes it seem that they can not help themselves from the Japane se forces. The footage in the film â€Å"Japan’s War in Color† is extremely different from â€Å"Why We Fight†. First off, footage of typical Japanese life is shown, such as people working in the fields, footage of Tokyo on a normal day, footage various festivals. The footage attempts to encapsulate the whole human experience in the 1930’s and early 1940’s in Asia. Indeed, there is footage of war, but in this film it is hard at times to distinguish who is harming who. War is depicted as messy and full of collateral damage. Much rather this film isn’t attempting to call for more war, but expose the vices of war. While trying to find some similarities between these two films, they only seem to agree based on the large historical facts, for example Japan’s occupation of Korea and Manchuria, Japan being the single most powerful state in Asia, and Japan’s imperialist campaign in Asia. But how these are expressed and analyzed are in different formats. For example, in â€Å"Why We Fight† these events are expressed in a outsiders point of view, which in this case is described as Japanese aggression. In the film, â€Å"Japan’s War in Color†, opinions are expressed from mainland Japan, people in China, intellectuals, soldiers on both fronts opinions are expressed to see their motives and explanations for taking part in the war. In summary, the contrasts overweigh the similarities between the films. These two films have two complete different objectives. The makers of each film had in mind a certain way of depicting the war in mind. In the â€Å"Why We Fight†, it was a propaganda film meant to maintain support for the war in America. Certain things were done to achieve this such as refusing to use Japanese sources, focusing on the military aspect of Japan, and debasing the Chinese as helpless people needing American assistance. The film â€Å"Japan’s War in Color† was a academic piece meant to expose the different views that were held during this time in Asia. To explore both the militarist, the common folk, the liberals, the radicals, and the unaccounted for. The film was meant to explore the human experience that occurred in this time of human civilization.

My leadership philosophy Personal Statement Example | Topics and Well Written Essays - 500 words

My leadership philosophy - Personal Statement Example This leadership philosophy is assisted by defining my values in life. My personal values are a sense of duty, integrity, courage, loyalty, respect, selfless service and honor. These values are committed to be adhered at all times and despite encountering various challenges. I also have recognized that one of the guiding principles that should support a leader’s actions is compliance with the ethics of reciprocity. Just like what President Harry Truman affirmed in his speech entitled â€Å"A Public Man Must Live in the Present†, he believed that â€Å"the fundamental basis for a happy life with family and friends is to treat others as you would like to be treated, speak truthfully, act honorably and keep commitments to the letter† (Truman par. 2). This principle, likewise applies to subordinates and colleagues, alike. In carrying out one’s responsibilities, one must be aware that leaders must have the ability to understand, not only the scope of one’s duties; but also the impact that one’s role and responsibilities contribute to one’s followers, to various stakeholders, and to the organization, as a whole. Thus, leaders do not only have the obligation to carry out the responsibilities explicitly defined in their professional portfolio; more so, leaders should have the innate skills and genuine commitment to ensure that the responsibilities that must be carried out by his or her followers, must be duly accomplished, with proper motivation, guidance, direction, coaching, and mentoring strategies, which would facilitate and encourage them, wholeheartedly, to achieve. My priorities, therefore, are also my commitment to undertake my responsibilities in the organization which I serve; and also to act and behave according to ethical, moral, and legal standards. I was influenced and strongly affected by the words from John McCain, in

Comparison of the Scientific Philosophies of Kuhn, Duhen and Lauden Essay

Comparison of the Scientific Philosophies of Kuhn, Duhen and Lauden - Essay Example Therefore, his philosophy will be examined first. Duhem posits that â€Å"hypotheses are not straightforwardly refuted by experiment and that there are no crucial experiments in science.† (Wikipedia, 10/19/11) This means that a hypothesis cannot be directly disproved by being part of an experiment. There are several possible reasons which support this theory. First, Duhem works on the presumption that experiments are conducted by humans, who are fallible. Therefore, the results they produce will not be perfect. This means that experiments in science are inherently flawed, which devalues the results of said experiments. Duhem would go on to set the stage for the theories of Kuhn and Lauden, because Duhem presents the idea that hypothesis, experiment, and fact are not inextricably linked. Kuhn and Lauden dig deeper to consider the reasons why. Thomas Kuhn makes the point that â€Å"science has included bodies of belief quite incompatible with the ones we hold today.† (Kuh n, 238) The premise here is that one generation’s science is another generation’s bunk. Certainly, history is full of examples of past beliefs which have fallen out of fashion with the advent of scientific knowledge and the technology which helps to uncover it. For example, scientific beliefs since the time of the Egyptians have changed irrevocably over the centuries, but Kuhn’s point is that at the time those discoveries were made, they were the newest (and therefore most valid) sources of scientific information. Kuhn further posits that what scientists and scientific historians should be concerning themselves with is to â€Å"ask new sorts of questions and to trace different, and often less than cumulative, developmental lines for the sciences. Rather than seeking the permanent contributions of an older science to our present vantage, they [should] attempt to display the historical integrity of that science in its own time.† (Kuhn, 238) By contrast, Lar ry Laudan challenges us to re-consider the entire purpose of science. He believes it is â€Å"to ask†¦whether science through time brings us closer to achieving our cognitive aims or goals.† (Laudan, 145) Does scientific knowledge bring us closer to those? Laudan presents a valuable point, which is that â€Å"principals of testing, comparison, and evaluation of theories seem to vary significantly from level to level.† (Laudan, 144) This seems to say that there are a number of variables present which cannot be reconciled from level to level or from scientist to scientist. These variables can manifest themselves as simply as the fact that all people interpret results slightly differently. Take, for example, a doctor who views a patient’s X-ray on which there is evidence of carcinoma. A general practitioner would have a different interpretation of this than would a pulmonary specialist. They both see cancer, but only the pulmonary physician can properly assess which treatments would be most appropriate in attempting to eradicate the cancer. Now, suppose the patient can only afford to see his general practitioner because that is all his insurance will pay for – he never gets to see the lung specialist, and is relying entirely on the scientific opinion of only one scientist to assess his chances of survival. This is only one example of the flaw in scientific method: suppose the pulmonary physician was more well-read on the latest techniques of eradicating lung carcinoma, and the general

The Role of Cultural Intelligence in Effective Leadership Essay Example for Free

The Role of Cultural Intelligence in Effective Leadership Essay Over the years, business companies and society in general have increasingly housed different people from all over the world, each bringing to the table his or her own culture. As a consequence, the need for effective social skills and cultural sensitivity has been highlighted, especially for managers as part of the complete leadership package. What is Cultural Intelligence? Traditionally, intelligence is defined as simply being able to correctly answer questions in a test. However, experts say that intelligence encompasses more aspects which build an individual’s personality, and this includes cultural intelligence (Earley, 2003, p. 3). Before we define what cultural intelligence is, let us first understand the meaning of culture. Peterson (2004) defines culture as â€Å"the relatively set of minor values and beliefs generally held by groups of people in countries or regions and the noticeable impact those values and beliefs have on the people’s outward behaviors and environment† (p. 17). Given this definition, we can clearly say that managing and capitalizing on different cultures to drive business to profitability entails a very solid leadership team. Management literature offers a number of working definitions of cultural intelligence or CQ. For instance, Earley and Ang (2003) define CQ as: A person’s capability for successful adaptation to new cultural settings, that is, for unfamiliar settings attributable to cultural context and consists of cognitive, motivational and behavioral elements. In managerial contexts, this calls for the ability, among other things, to identify and solve problems sensitively and effectively in cross cultural situations. (p. 9) CQ is also sometimes referred to as the â€Å"key competencies that allow us to effectively interact with people from diverse cultural backgrounds in all kinds of settings† (Bucher, 2007, p. 7). The Need for Cultural Intelligence in Business The trend nowadays is that companies are seeing an increasingly diverse employee base as they expand to new local and international territories. This, then, necessitates more effective leadership skills set and behaviors to be able to manage the company given the new and often changing global landscape. CQ encompasses both traditional intelligence (IQ), which is required to perform and analyze day-to-day business activities, and emotional intelligence (EQ) which deals primarily with social interactions. It entails the capacity to decipher, interpret and integrate both rational and emotional behaviors. Business leaders with high CQ more easily and effectively adapt to new environments and deal with people from different countries. (Earley and Ang, 2003, p. 34 35). CQ plays an important role in a number of business activities especially when a company is trying to develop a business opportunity in a foreign country or is planning to enter into a joint venture with a foreign partner. In these cases, a high CQ manager will overcome common impediments such as language and professional mindset to close a potential deal. CQ is also required of a manager who oversees both local and expatriate colleagues. He or she must make sure that they co-exist and work toward a common goal for the company. Sometimes, it is especially challenging to motivate local employees when they see a lot of expatriates who usually have significantly bigger paychecks. In addition, CQ is needed in resolving disputes between or among employees of diverse cultural background. A good manager knows that some people prefer direct and straightforward confrontation, while others are uncomfortable with this style. Managing relations with foreign stakeholders can likewise be difficult at times, especially with the difference in governance style and structure. However, a manager with high CQ will take into consideration political, corporate or social sensitivities to sustain thriving relationships with the company’s stakeholders. Multi-national companies also face a lot of ethical dilemmas, and dealing with these problems requires high levels of CQ. Moreover, strategic business activities like setting policies and plans, as well as developing training programs for employees call for managers with high CQ. In both cases, the company should strike a balance between the needs and expectations of both local staff and expatriates. More importantly, CQ impacts a company’s bottom-line issues. Bucher (2007) explains: CQ changes the way employees interact with their customers and clients. As employees develop their CQ megaskills, their ability to assess and understand the cultural context of any social interaction increases. This, in turn, allows them to increase customer / client satisfaction by building relationships and adapting to the diverse needs of individuals. Even small changes in the range and magnitude of one’s skills can have a profound influence on productivity, and other bottom-line issues. (p. 12) Cultural Intelligence and Emotional Intelligence Emotional intelligence (EQ), like IQ and CQ, contributes to the well-roundedness of a highly-effective manager and business leader. Stening (2006) discusses, An individual’s success in life (including at work) is determined not just by abilities in respect of a fairly narrow range of mathematics and linguistic skills, but by such things as: knowing their own emotions (self-awareness); managing their emotions (handling their feelings in an appropriate manner); motivating themselves (harnessing their emotions in the interests of goal accomplishment); recognizing emotions in others (having empathy); and handling relationships (being socially – i. e. , behaviorally – competent). (p. 78) Managers who possess high EQ tend to be more effective motivators and leaders as they recognize the need for open and transparent communications with their staff. Of course, employees more positively respond to a high EQ manager who understands his or her own emotions and let their actions speak louder than mere words than an authoritarian manager. EQ is particularly useful in managing conflicts. A high EQ manager will be in a better position to resolve the conflict calmly since he or she has control over his or her emotions. In addition, having a high EQ will enable a manager to make wise business decisions because he or she is more stable, would be more open to other people’s suggestions, and can clearly think even under pressure. Moreover, companies with many high EQ managers will be able to retain their competent workforce and survive the tight competition in the market. This is because employees who are made to feel they are an asset to the organization will most likely be more motivated to perform better and be loyal to the company. How to Enhance Cultural Intelligence Like any other intelligence models, CQ can be developed and enhanced. Some CQ proponents suggest that CQ is developed in three ways: cognitive, physical and motivational. Cognitive refers to learning about your own culture as well as those of other people, and appreciating what cultural diversity is about. Meanwhile, physical means using your body and senses to blend and immerse in a new environment. Finally, motivational pertains to using your emotions such as in gaining rewards upon achievement of a certain level of success and/or acceptance. (Earley, Ang Tan, 2010, p. 34) Bucher (2007), on the other hand, suggests developing nine â€Å"megaskills† to build CQ, namely (1) understanding my cultural identity; (2) checking cultural lenses; (3) global consciousness; (4) shifting perspectives; (5) intercultural; communication; (6) managing cross-cultural conflict; (7) multi-cultural teaming; (8) dealing with bias; and (9) understanding the dynamics of power. (p. 10 -11) References Bucher, R. D. (2007). Building Cultural Intelligence (CQ): Nine Megaskills. USA: Prentice Hall. Chin, C. Gaynier, L. (2006). Global Leadership Competence; A Cultural Intelligence Perspective. Michigan: Lawrence Technical University. Deng, L. , Gibson, P. (2008). A Qualitative Evaluation on the Role of Cultural Intelligence in Cross-Cultural Leadership Effectiveness. International Journal of Leadership Studies, 3 (2), 181 – 197. Earley, C. P. , Ang, S. (2003). Cultural Intelligence: Individual Interactions Across Cultures. California: Stanford University Press. Earley, C. P. , Ang. S. , Tan, J. (2010). CQ: Developing Cultural Intelligence at Work. California: Stanford Business Books. Gardner, H. (2006). Multiple Intelligences: New Horizons in Theory and Practice. USA: Basic Books. Goleman, D. (2005). Emotional Intelligence: Why it Can Matter More than IQ. New York: Bantam Dell. Goleman, D. , McKee, A. , Boyatzis, R. (2002). Primal Leadership: Realizing the Power of

Multiprocessing Essay -- essays research papers

Multiprocessing   Ã‚  Ã‚  Ã‚  Ã‚   Multiprocessing refers to a computer system’s ability to support more than one process or program at the same time. Multiprocessing operating systems enable several programs to run concurrently. UNIX is one of the most widely used multiprocessing systems, but there are many others, including OS/2 for high-end personal computers and Windows NT for work groups. Multiprocessing systems are much more complicated than single-process systems because the operating system must allocate resources to competing processes in the most efficient manner. (IBM Dictionary of Computing, Tenth Edition, McGraw-Hill, (1994)). Types of Multiprocessing Symmetric multiprocessing refers to the processing of programs by multiple processors that share a common operating system, memory and data path. A single copy of the operating system controls all processors. Symmetric multiprocessing units of this type are also referred to as â€Å"shared everything† systems. These systems usually do not exceed 16 processors. (Image courtesy of Sequent Manufacturing) The most common uses of these types of systems are commercial servers of web applications such used in on line commerce. The advantages of this particular configuration are that they can be easily upgraded by the addition of more processors. These processors are available to execute any of the given processes as soon as the operating system recognizes and configures the new hardware. However, the limitations of such a configuration are that with shared memory, there is a strong emphasis on data manipulation. As each processor competes for a limited amount of shared memory, this limits the speed and up-gradability of such a system. Manufacturers must rely on the development of faster, higher capacity memory to overcome this disadvantage. Currently symmetric multiprocessing computers can address up to 14 gigabytes of physical memory and approximately 2 terabytes of storage. (Sequent Manufacturing Inc., white papers 1998) Parallel Processing Parallel processing is a form of information processing that emphasizes the concurrent manipulation of data elements belonging to one or more process solving a single problem. It is also referred to as a â€Å"shared nothing† system. These systems are composed of many loosely connected nodes or P/M ... ...to produce a result from a device. C.The number of results a device produces over a unit of time. D.The time it takes a device to retrieve the next instruction. E.None of the above 6.Which of the following operating systems does not support multiprocessing? A.Microsoft Windows NT B.UNIX C.OS/2 D.LINUX E.All of the above support multiprocessing. 7.Which of the following applications would benefit most by multiprocessing? A.A large Word document. B.A large Excel spreadsheet. C.A video game D.A large Multi-user Database. E.None of the above. 8.LINUX is an off shoot of which multiprocessing operating system? A.UNIX B.Windows 98 C.OS/2 D.Windows NT E.MS DOS 9.Which Pittsburgh University is currently developing new multiprocessing operating systems? A.University of Pittsburgh. B.Carnegie-Mellon University C.Robert Morris College D.Point Park College E.None of the above 10.Linus Torvalds is: A.The inventor of UNIX operating system B.The chairman of the board of Microsoft Corp. C.The inventor of LINUX operating system D.The guy that cuts Packy’s grass. 1. (C) 2. (A) 3.(A) 4.(A) 5.(C) 6.(E) 7.(D) 8.(A) 9.(B) 10.(C)