The Age of Reformation Essay -- essays research papers

The Age of Reformation The Age of Reformation - strict unrest in Western Europe in the sixteenth penny. Starting as a change development inside the Roman Catholic Church, the Reformation at last prompted opportunity of dispute. The groundwork for the development was long and there had been before calls for change, e.g., by John WYCLIF and John HUSS. Want for change inside the congregation was expanded by the RENAISSANCE, with its investigation of antiquated writings and accentuation on the person. Different components that helped the development were the innovation of printing, the ascent of trade and a working class, and political clashes between German sovereigns and the Holy Roman ruler. The Reformation started out of nowhere when Martin LUTHER posted 95 proposals on the congregation entryway at Wittenberg on October 31, 1517. Open assault on the principles and authority of the congregation followed and prompted Luther's penetrate with the congregation (1520), which the Diet of Worms (1521) neglected to mend. His tenet was of defense by confidence alone rather than by ceremonies, benevolent acts, and contemplation, and it set an individual in direct correspondence with God. Luther's emphasis on perusing the Bible put on the individual a more noteworthy obligation regarding his own salvation. The new church spread in Germany and Scandinavia, particularly among rulers and individuals who sought after a more noteworthy level of opportunity. The contention between the Lutherans and the Catholic Emperor CHARLES V was long and severe. An impermanent settlement was reached at the Peace of Augsburg (1555), yet proceeded with strife contributed later to the THIRTY YEARS WAR. Outside Germany, an alternate sort of contradiction created under Huldreich ZWINGLI in Zurich, and inside Protestantism contrasts emerged, for example, doctrinal contentions on the Lord's Supper. These were discussed, uncertainly, at the Colloquy of Marburg (1529) by Luther and Philip MELANCHTHON on one side and Zwingl i and Johannes Oecolampadius on the other. Increasingly extreme thoughts were spread, especially among the lower classes, by such pioneers as CARLSTADT, Thomas MUNZER, and JOHN OF LEIDEN. In 1536 Geneva turned into the inside for the lessons of John CALVIN, maybe the best scholar of Protestantism. In France the HUGUENOTS, terminated by Calvin's precept, opposed the Catholic greater part in the Wars of RELIGION (1562-98). Calvinism supplanted Lutheranism in the Netherlands, and it spread to Scotland through the eff... ...ermany and Switzerland, however his perspectives, especially about the TRINITY, were censured by both Roman Catholics and Protestants. He fled to France, where he picked up acclaim in medication. After he had a work on religious philosophy furtively printed (1553), the INQUISITION moved against him. He got away from jail, however he was seized in Geneva, on John Calvin’s request, and attempted and consumed there. Tranquility of Augsburg - September 1555-made the division of Christendom perpetual. This understanding perceived a law that had just been entrenched and practically speaking: cuius regio, eius religio, implying that the leader of the land would decide the religion of the land. Mary I †( r. 1553-1558) became Queen of England-procceded to reestablish Catholic precept and practice with a determination that equaled that of her dad. Bernini's Ecstasy of St. Theresa - Bernini (1598-1680) Italian stone worker and planner, the predominant player of the Italian BAROQUE. His Roman works incorporate the Churches of Santa Maria della Vittoria which houses his extraordinary model the Ecstasy of St. Theresa. The "Black Legend" - (Bartolome de Las Casas) depicted all Spanish treatment to Indians as deceitful and coldhearted.

Human behavior- ch 10 reflection Assignment Example | Topics and Well Written Essays - 500 words

Human conduct ch 10 reflection - Assignment Example 299). By one way or another, this specific idea or thought made me think about some potential reasons why human conduct is to a greater degree a social capacity instead of a mental procedure. Using successful relational abilities, Mead clarified that the dynamic investment of every individual inside a social structure is just an instrument to find out about the individual encounters and direct of every person (p. 301). In accordance with this, Mead’s hypothesis on social brain science is vigorously founded on ‘social behaviorism’. It basically implies that the ‘inner experiences’ of every individual altogether influences their conduct or activity (p. 301). As a rule, social practices or examples can be seen inside a given social structure. Therefore, I firmly concur and bolster the hypothesis of Mead to such an extent that the manner in which every individual would connect with other people can influence their one of a kind individual encounters in life as well as how they figure out how to build up a lot of mentality and conduct. It isn't each day that all individuals can get a constructive inclination or experience when they speak with others. Hence, not every person can build up a solid constructive relationship with others. This is genuine in light of the fact that individuals who have experienced unforgiving or negative encounters in life can unwittingly create negative sentiments, for example, contempt or outrage. In the long run, sentiments of contempt or outrage can in a roundabout way influence the manner in which an individual would carry on with others. profoundly established in social procedure and structure (p. 299). Because of everyday encounters throughout everyday life, every individual can feel and act in light of their own encounters with others. Beside trim how an individual would act out in the open, the nature of social connection an individual will have with someone else or a gathering of individuals can likewise shape how they will see or view themselves as an individual (p. 301). In my everyday living, I am presented to a huge gathering of

Dewey, George

Dewey, George Dewey, George do?o ´e, dyo?o ´â€" [key], 1837â€"1917, American admiral, hero of the battle of Manila, b. Montpelier, Vt., grad. Annapolis, 1858. He saw active duty in the Civil War and rose in the navy in service and rank, becoming chief of the Bureau of Equipment in 1889, president of the Board of Inspection and Survey in 1895, and commodore in 1896. He was unpopular with many high-ranking naval commanders, and it seems to have been through the influence of Assistant Secretary of the Navy Theodore Roosevelt and the direct intervention of President McKinley that Dewey was appointed in 1897 to command the Asiatic squadron. When the Spanish-American War broke out, Dewey was ready. He sailed to Manila, entered the harbor after midnight on May 1, 1898, and engaged the Spanish fleet at dawn. By noon he had destroyed eight Spanish ships with only eight Americans wounded. Manila was at his mercy, but he waited for reinforcements; meanwhile he brought Emilio Aguinaldo, the Filipino rebel, back from exile to lead a revolution in the Philippines. In maintaining relations with neutral warships at Manila, Dewey had to exercise firmness with the officers of five German ships who would not accede to his blockade rules. When Gen. Wesley Merritt arrived with army forces, the commanders cooperated in capturing Manila. Promoted to admiral of the navy in 1899, he was feted on his return to the United States with almost hysterical enthusiasm and briefly received wide support as a potential presidential candidate. See his autobiography (1913, repr. 1971); L. H. Healy and L. Kutner, The Admiral (1944); N. Sargent, Admiral Dewey and the Manila Campaign (1947); R. S. West, Admirals of American Empire (1948, repr. 1971). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. History: Biographies

The Importance Of Tobroiad Women ( 1988 ) Essay - 734 Words

Introduction â€Å" The tasks of learning the learning the values that others live is never easy† (Weidner , 1988, pp. 6-7). These were Annette B. Weidner words as written in her article The Importance of Tobroiad Women (1988) . In this paper, we shall discuss – expectations and obstacles that she had to overcome while on her fieldwork in the Trobriand Islands of Papua Ginuea as well as her and the process to overcome them. What was her initial expectation ? In the article Annette Weidner expresses how her initial expectations were challenged by the transition in cultures. She writes how learning a new cultural and having to let go of her own were not as easy as expected causing her to rethink each step of her research (pp. 6-7). What has shaped her expectations? It is stated that Weidner had gone with initial expectations based on the Malinowski’s writings (Weidner, 1988, pp 6-7). His findings came to shaped her view on the Trobriand culture due to his previous research being solely being a matrilineal principle (pp. 6-7) . This caused her to view the culture in Malinowski’s anthropological perspective. This is visible in her article when she states â€Å"In my original plan women were not the main focus of my study† (Weidner, 1988, pp. 6-7). As Weidner started observing the Trobriand women were she took up residence her expectations started shifting from Malinowski’s view to her own view on the culture creating new expectations on her

Malcolm Xs Legacy from the Ghetto to Activist - 2003 Words

Malcolm X, also known as El-Hajj Malik El-Shabazz’s legacy is about one’s personal transformation of a self-made man. A man who once associated himself with hustling and crime as a ghetto pup; then to a staunch radical activist, to a political figure, and to becoming one of the most influential African Americans in history. To some he was admired as a courageous human rights activist for blacks, and in some others eyes, he was a man who preached racism and violence towards the whites. Before his last two years of adapting to a peaceful outlook as an activist; before, on one hand, he was undeniably repulsed by the racial discrimination and violence against black Americans, and on the other he originally believed that America offered†¦show more content†¦The NOI fought and supported for a case of their own only, separating themselves from one developed by white people, seeing them as an inferior. While Little was on a quest of finding and studying his new relig ion in prison, he commences himself to study the dictionary, to develop the vocabularies that would aid him to become an eloquent and compelling public speaker. Finally, in 1952 Malcolm was discharged from prison, a man with a new identity. The starter of his first big step of achievement was when he then travelled to Chicago, Illinois to meet Elijah Muhammad, to become an active member of the NOI. Malcolm was easily accepted into the movement of the NOI and was given the name of â€Å"Malcolm X†. Malcolm believed that the â€Å"X† defined his true descent to be lost when his ancestors were strained into slavery, therefore he took the last name of a variable: â€Å"X† to represent the unknown ancestry obscure African American identity. Later in Chicago, Malcolm personally studied under Muhammad and Malcolm was sent to coordinate a mosque in Philadelphia, Pennsylvania. Elijah Muhammad recognizing Malcolm’s talent and ability; it wasn’t long before when Malcolm was appointed as an assistant minister and national spokesman for the NOI. Elijah Muhammad arranged Malcolm with organizing new mosques in cities such as Harlem, Boston, New York, Detroit and Michigan. MalcolmShow MoreRelatedMartin Luther King J. And Malcolm X Essay1547 Words   |  7 Pagesfortunate to have outstanding leaders who fought for a difference and change during the Civil Rights movement. Both Martin Luther King Jr. and Malcolm X were two powerful individuals who gave hope to African Americans and oppressed people in the United States. They are both well known individuals for their Civil Rights protesting. Martin Luther King Jr. and Malcolm X both spread the message about African Americans having power and strength in the center of all the hatred and discrimination around themRead MoreEssay Question: Assess the Extent That Malcolm X Achieved His Goals in The Civil Rights Movement in America. (Consider the Legacy Malcolm X Left Behind)2298 Words   |  10 PagesEssay Question: Assess the extent that Malcolm X achieved his goals in The Civil Rights Movement in America. (Consider the legacy Malcolm X left behind) Malcolm X aspired for justice and liberalisation for all African-American people during the late 1950s and early 1960s. He was a dynamic spokesperson and used religious concepts from the Nation of Islam to appeal to many African-Americans. Malcolm X was an activist for Black Nationalism and separation as solutions to the scourge of whiteRead MoreEssay about Malcolm X2055 Words   |  9 Pagesa twist. His is not a rags to riches tale, but a powerful narrative of self-transformation from petty hustler to internationally known political leader. Born in Omaha, Nebraska, the son of Louise and Earl Little, who was a Baptist preacher active in Marcus Garveys Universal Negro Improvement Association, Malcolm, along with his siblings, experienced dramatic confrontations with racism from childhood. Hooded Klansmen burned their home in Lansing, Michigan; Earl Little was killed underRead MoreEssay on Black Panther Party2252 Words   |  10 Pagesan organization opposed to police brutality against the black community. The Party’s political origins were in Maoism, Marxism, and the radical militant ideals of Malcolm X and Che Guevara. From the doctrines of Maoism they saw the role of their Party as the frontline of the revolution and worked to establish a unified alliance, while from Marxism they addressed the capitalist economic system, and exemplified the need for all workers to forcefully take over means of production (Baggins, Brian). Mao

Examine the Key Factors Influencing Free Essays

string(54) " the class discuss particular aspects of the subject\." Examine the key factors influencing inclusive teaching and learning Inclusive teaching means recognising, accommodating and meeting the learning needs of all students, regardless of age, gender, ethnicity, religion, disability or sexual orientation. This starts with acknowledging that students are members of diverse communities, have a range of individual learning needs, and deserve equal opportunity to access the learning experience. Applying inclusive learning is increasingly important in our diverse society and education should reflect, promote and facilitate this. We will write a custom essay sample on Examine the Key Factors Influencing or any similar topic only for you Order Now For example, there are more and more disabled people entering education nowadays than there used to be: an inclusive environment must ensure that they are equally valued and accepted and that their efforts to learn are recognised and judged without bias. Traditional teaching holds that students with diverse needs be placed in the general education setting only once they can meet traditional academic expectations. Inclusive education, on the other hand, celebrate people’s diversity and brings all students together in one classroom, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all of them by encouraging and using their different backgrounds and knowledge to broaden the learning experience. In order to create an effective inclusive learning environment we must overcome barriers that might stop learners getting the best from their learning experience. Barriers to learning are problems or situations that  prevent learners from accessing programs,  going to class, concentrating and learning. Intrinsic barriers of learning are located within the learner, hence of an intrinsic nature, and can be physical, sensory, physiological or intellectual. For example not knowing, or not being comfortable with, the rest of the class could constitute a barrier. Icebreakers could be used in this instance to encourage learners to talk to us, to each other and to the group as a whole. Similarly climate setters can be used to promote learning related to session objectives; this is particularly important as people can be intimidated in a situation where they are asked to come up with ideas. Intrinsic barriers of learning are located within the learner, hence of an intrinsic nature, and can be physical, sensory, physiological or intellectual. For example not knowing, or not being comfortable with, the rest of the class could constitute a barrier. Icebreakers could be used in this instance to encourage learners to talk to us, to each other and to the group as a whole. Similarly climate setters can be used to promote learning related to session objectives; this is particularly important as people can be intimidated in a situation where they are asked to come up with ideas. Hence the tutor needs to create an environment where students feel comfortable to express themselves. Learners may also face extrinsic barriers, related to the environment they live, work and study in. Issues with family relationships, social support, employment and financial matters provide some such examples. It’s very important to motivate learners in order for them to get the most out of their classes. To motivate a learner we must first understand what motivates them and teach to their particular strengths and weaknesses. Sometimes we may have to match teaching approaches to their learning styles and provide support to those who need it. Other times we may have to use energizers to challenge the class or refocus learners’ attention, e. g. after a long period of concentration or after a break. Also, encouraging friendly competition could provide motivational challenges for all of them. Most of all, we need to give them constructive feedback to encourage personal improvement. One theory we can be refer to for motivational purposes is Maslow’s pyramid of needs. According to his pyramid we must feel that we are satisfied with our physiological needs before we can think of getting a roof. Having the feeling of being secure motivates us to seek love. Once we have accomplished the need for belongingness then we seek a better future which motivates us to set goals and achieve something honourable in life. Once we have accomplished a settled life with love and respect, we might then look to reach our full potential. To ensure all students gain the most from their learning, consideration must be based on the particular learning style and objectives for each individual. An initial assessment of the students can be carried out for this purpose and then use a mixture of two or more styles and a range of different approaches to meet the needs of individuals and groups. Typical teaching methods fall into three categories: * Teacher-led: this is where the tutor transmits ideas, information and skills via lectures or presentations; * Participative: this involves interaction which allows knowledge and experience to be shared between the teacher and the learners; * Learner centred: this is where learners explore and discover by themselves, either on their own or in small collaborative groups. Benjamin Bloom provided the theory of Taxonomy to help tutors choose the appropriate teaching method. He made a classification of learning objectives that educators set for students in order to create a more holistic form of education. Bloom’s Taxonomy divides educational objectives into Cognitive, Affective and Psycho Motor domains. Skills in the cognitive domain revolve around knowledge, comprehension and critical thinking on a particular topic; traditional education tends to emphasize the skills in this domain and uses methods like lectures, small group work and problem solving tasks. Skills in the affective domain describe the way people react emotionally and their awareness to other people’s joy or pain; teaching methods in this domain might include discussion, case studies, role play and simulation. Finally, skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument; typical teaching methods in this domain will include demonstration, individual practice and coaching. A tutor must also devise a programme of strategies to cater for the specific needs of their own specialism. This relates to the arrangements we make to get the class discuss particular aspects of the subject. You read "Examine the Key Factors Influencing" in category "Essay examples" Depending on specialism we can have discussions in pairs or in small groups. If the class is not too big we can also get the whole group work together and bounce ideas off each other. We could also take this one step further and consider if the class could benefit from group project work rather than individual project work. In that respect, Bruce Tuckman’s theory on stages of group development comes to our aid in understanding and assessing students in a group effort. This theory has gained a great deal of popularity and suggested that for a group to achieve maximum effectiveness it needs to move through four stages. These are: * Forming: at this first stage the team is new and the members are unfamiliar with each other. Each seeks group acceptance with caution, and conflict is avoided. * Storming:   at this stage different ideas compete for consideration and the he team addresses issues such as what problems they are really supposed to solve. Team members open up to each other and confront each other’s ideas and perspectives. * Norming: here the team manages to agree on common goals and comes to a mutual plan for achieving them. Some may have to give up their own ideas and agree with others in order to make the team function. * Performing: by this stage members are motivated and knowledgeable and the team functions as a unit in order to achieve agreed goals. Many long-standing teams go through these cycles many times as they react to changing circumstances. For example, a change in leadership may cause the team to revert to  storming  as the new people challenge the existing norms and dynamics of the team. Another important aspect of inclusive learning is the resources we use. It’s vital that these are carefully selected so as to reflect and meet the needs of all learners. If resources fail to do this they will create barriers to learning and disadvantage some individuals in the group. There is a wide range of resources that can be used but here is a selection that may meet learners’ needs: * Powerpoint: this is a vital resource when delivering information and, if used in the correct manner, can appeal to all learning styles. For example they can provide the basis for teaching other activities and can be left up at all time to remind students of their aims and objectives. Picture Cards: these are good visual resource and can support the topic being taught. They are particularly useful in multicultural environments and can be adapted easily in order to make them inclusive. * Films: appeal to all learning styles and abilities as they create a relaxed environment and can offer real life situations that can’t be created in the classroom se tting. Films also have a way of explaining different points of view in an alternative way. Moreover, they can act as an assessment method to check the learners have understood what has been shown. Case Studies: this is a powerful resource that stimulates learners to understand and critique how a subject is applied in the real world. * Quiz: this is a fun and interactive resource that can be tailored to different learning styles and ability levels. Other examples of resources include handouts and books to study and discuss theoretical aspects of the subject; computers, software and hi-tech equipment for hands-on experience of ICT subjects; and of course writing boards and flip charts to create on-the-spot diagrams and workflows and to have the whole class participate and interact. We also need to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills. This can be achieved by embedding functional skills. Functional skills are practical skills in English, information ; communication technology, and mathematics. Allowing for these transferable skills to be included in our teaching will enable individuals to work confidently, effectively and independently in life. For example, facilitating contribution to discussions and working in groups will enable learners to develop literacy skills which they will then be able to use in their everyday lives. Also, coursework assessments and reflective learning logs constitute effective method of encouraging learners to use written skills. Also, we can encourage Maths skills by using for example number games, and ICT skills by including computer-led teaching and assessments. In organizing a class it’s increasingly important to establish ground rules with learners in order to adhere to minimum necessary conditions for getting learning work done in the class and promote respect for each other. The setting down of ground rules at the start of the course gives structure and guidance to the group ensuring that the people’s beliefs and wants are taken into account and the course can run productively within the set rules. Though there is no definitive list for all classes it is an essential exercise to think through what we want on the list. Typical ground rules may  include items like arriving on time, respecting health and safety regulations, switching off mobile phones, respecting other people’s contributions and not interrupting fellow-students. Usually, ground rules are teacher imposed but learners can make valuable contributions and sometimes there can be room for negotiation. Obviously, the majority of the ground rules cannot be negotiated but getting the learners to aid in the setting of the rules puts the ounce on them to adhere to them more. Moreover, it will make them aware of what will happen should the rules be broken. We also need to create assessment opportunities that meet the needs of learners. Assessment is the process of appraising the learner’s understanding of the subject and also of recording their knowledge, skills and attitudes. It can focus on individual learners or a group of learners as a whole. It is always best to start any course with an assessment of the students’ prior knowledge so that the tutor can start their teaching at the correct level and can ensure an inclusive teaching method where every learner’s needs are met. There are many methods of assessment depending on specialism. For example in assessing foreign language learning we can use multiple choice exercises, written answers, essay writing, class test, listening and speaking activities, to name but a few. When assessing learners we need to give constructive feedback in order to spur and motivate them to hone their skills. It’s important to tell them when they are doing something well and why, as this will serve as encouragement. However, constructive feedback doesn’t just mean positive feedback. We can give negative feedback too as long as we clearly state what could be improved and why. This means talking first about what a learner has done well, then going on to discussing points for improvement and then ending on another positive note. Using this strategy students are motivated by their achievements and evaluate the negative aspect of their feedback in a constructive way to better themselves. ——————————————– [ 1 ]. Maslow, A. H. (1943). A theory of human motivation [ 2 ]. Bloom, B. S. , Engelhart, M. D. , Furst, E. J. , Hill, W. H. , Krathwohl, D. R. (1956) Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain New York, Longmans, Green [ 3 ]. Tuckman, Bruce (1965). â€Å"Developmental sequence in small groups†. How to cite Examine the Key Factors Influencing, Essay examples

Buyer Behavior - Marketing Strategy - Myassignmenthelp.com

Question: Describe different descriptions of the external as well as the internal influences of the purchasing behaviour of the consumers. Answer: Introduction The present study illustrates different descriptions of the external as well as the internal influences of the purchasing behaviour of the consumers. The current study also elucidates in detail different factors of the external as well as internal influences with references to the different models explained in the empirical studies. In addition to this, the present report also analyses different aspects of consumer behaviours with special reference to the operations of Boost Juice, Cancer Council Australia and the Churches. Boost juice is a retail company that offers healthy food products like the Nutritionists Choice Smoothies and many others. Description of the internal influence Perception As rightly put forward by Wells and Foxall (2014), the Internal influences that exerts immense impact on behaviour of the consumer consist of the perception of an individual, knowledge acquired through learning, recollection, intention, personality, sensation as well as outlooks. Furthermore, perception essentially plays a key function in the entire practice of processing of information as well as formation of consumer decision. However, it begins with increased exposure of consumer as well as concentration to different marketing stimuli that in turn terminates with interpretation. Therefore, these three levels essentially build up the overall process of perception. The diagram drawn below provides an outline of the perceptual course of action. Figure 1: perceptual course of action The stimulus that is necessarily not perceived properly cannot be processed neutrally (Wells and Foxall 2014). Therefore, the method of information processing can be considered as a procedure whereby particular stimuli can be suitably perceived, altered into significant information and thereafter accumulated. As can be observed, the entire course starts with appropriate revelation to certain stimuli that includes advertisement that primarily leads to an instantaneous response of different sensory receptors. The consumers can perceive the product of Boost juice as a healthy alternative to different fast food products and can be perceived as a brand that is necessarily as cool as Apple by young customers. The customers has strived for a healthy fast food and wanted to acquire something healthy to eat as well as drink. This has created the demand for the food product of Boost juices offering products in the wellness category. The negative perception towards smoking can help individuals to put up precaution against diseases such as cancer. This perception can also promote the objectives of the Church and the institution for cancer prevention (Boostjuice.com.au 2016). Gestalt Theories This particular theory has substantial impact on the comprehensive understanding of the overall perceptual processes that can be applied to two dimensional objects that makes it apposite for different marketing stimuli (Solomon et al. 2014). It involves different laws that refer to the following: Law of proximity- The approach of the merchandiser to this standard refers to the use of different display windows, positioning different items of clothing as well as accessories that in turn conveys message to the customer to envisage the product and subsequently purchase it. Law of closure- At the time when individuals gaze at an asymmetrical geometric figure they normally fail to observe the complicated details (Solomon et al 2014). This law can assist to elucidate the motive why customers are capable of filling in the absent words in advertisements for marketing. Learning Customers gain knowledge regarding different marketer-created stimuli such as the advertisements through acquired experience as well as prior knowledge (Schiffman et al 2014). However, this experience as well as knowledge acquired over time can affect the interpretation regarding the stimuli on the whole. Normally consumers are considered to possess bias attitudes towards their own preferred brands. Therefore, the outlook that customers of Boost Juice hold on to is actually the outcome of learning regarding healthy lifestyle that in turn tends to occur very rapidly. These expectations or else the outlooks that the customers establish are very difficult to adjust (Schiffman et al 2014). Accordingly, it can be said that the learning process occurs through connectedness to an environmental stimulus and particularly the stimulus takes place naturally. Motivation As rightly indicated by Schiffman, Kanuk and Hansen (2012), the motivation can be regarded as an energising strength that compels and activates different consumer behaviours. This can present purpose as well as direction to purchase behaviours and respond to the query regarding why customers engage in a particular manner. The motivation creates the drive and creates the want of the consumers. This in turn can develop a particular purchasing behaviour of the consumer. This can be regarded as the motivation process of the consumer behaviour. Figure 2: Motivation Process Maslows Hierarchy of Needs is essentially a macro theory that stresses the way the human needs can be regarded as the fundamental factor of consumption (Schiffman, Kanuk and Hansen 2012). Figure 3: Maslows Hierarchy of Needs The above diagram represents the stages of hierarchy succinctly and illustrates each of the stages that can be explained from the perspective of the basic level of the physiological wants and then to the more improved psychological needs. The physiological needs represents the needs refer to the account for food, water, shelter, sleep and many other physiological needs (Schiffman, Kanuk and Hansen 2012). This stage necessarily refers to all sorts of basic human necessities that are imperative for survival. The subsequent level represents the safety needs that include the need for physical safety, security, steadiness as well familiar environment. However, this concentrates on the feeling of satisfaction that enables development of a safe and secure surrounding. The consequent level is associated to the psychological need that refers to the belongingness that essentially gets reflected in the strong desire for love, friendship and is also acceptable to the entire society (Parumasur an d Roberts-Lombard 2012). The particular way in which the belongingness can be felt is primarily by attending the public gatherings or any other place. However, the esteem can be closely associated to this particular level as it focuses on the status as well as self respect. These requirements can be related to the feelings of the individuals sense of accomplishment as well as achievement. Finally, the level at the end located at the peak of the triangle can be referred to as the self actualization needs. This level or else the stage essentially refer to the yearning of the individual for the purpose of self-fulfilment that again in turn motivates the individual to achieve greater potential. The respective authorities can create negative motivation with the intention and purpose of preventing people to develop the habit of smoking. The Cancer Council Australia that is the centre of cancer prevention can aim at controlling the negative attempts of the activity and seek to generate a sense of fear among the individuals. This can motivate the people to abandon the habit of smoking and concentrate towards healthy lifestyles. Likewise the marketer of the Boost juice can generate positive motivation towards fulfilment of the need for healthy lifestyle and induce the demand for the healthy product of the company. Personality and attitude As rightly put forward by Martins, Yusuf and Swanson (2012), personality of an individual can primarily drive the behaviour of the consumer in order to attain different objectives in diverse situations. Personality can be referred to as a variable that can help the marketers in understanding the influence of individual traits on different purchasing behaviour of consumers. However, there are diverse dimensions of the trait theory as is mentioned in the five factors Model that indicates the multi-trait personality theory. This particular theory helps in capturing considerable amount of the individuals personality by utilizing the five different attributes. The intention and purpose of the model is primarily to recognize the five basic traits developed through genetics as well as learning in the childhood (Martins, Yusuf and Swanson 2012). The diagram below mentions different core traits of the individuals that can manifest themselves in definite behaviours that result from diverse sit uations. Attitudes essentially include three important elements, namely, the Affective, Behavioural and Cognitive aspects as proposed in the ABC Model of attitude. Attitudes also refer to an important factor from the perspective of the marketers as it has the potential to direct customers to products or else services that the consumers prefer (Parumasur and Roberts-Lombard 2012). The wellness division can be considered as the fastest developing retail section in the world as the health issues are regarded the key concern for individuals. The entire wellness industry of Australia approximately generates revenue amounting to US $ 2 billion per year and is still growing by more than 30% every year. Boost Juice markets healthy food and drinks such as the Smoothies that can be considered as healthy alternatives. Therefore, the consumer who once bought the hamburgers or else the candy bars for the meals are moving to the fresh food categories. Therefore, the personality traits of the individuals can get influenced and drive them to purchase Boost juice in response to the situation that reflects the increased awareness among people regarding health. Again, the marketers can focus on the emotional response of the consumers that refers to the behavioural components of the attitudes that can create the demand for the products of the company. The version towards the unh ealthy lifestyle can in this case generate the attitude, For instance, quitting smoking and eating unhealthy food (Boostjuice.com.au 2016). Figure 4: five factors Model Description of the external influence Group influence As rightly indicated by Jolibert (2012), there exists close association between the buying preference of thee consumers and the influence of different reference groups. The consumer psychology essentially refers to the way individuals or else the groups get involved in different consumer activities and the resultant impact it exerts on the buying preference of the consumers (Lee and Carter 2012). The external influence in the buying behaviour of the individuals might get influenced in different ways owing to diverse reference groups. The influence of the reference groups can be enumerated and scaled for understanding the power of the influence on the responses of the consumers (Lee and Carter 2012). The reference groups might perhaps consist of the familiar groups or else the external peer groups where each of the group can deliver definite as well as conflicting information that in turn can affect the overall buying and the consumption behaviour of the consumers. The marketers can c oncentrate on the group influence for formulating the marketing strategies of the Boost juices. Culture Culture can be referred to as the overall summation of the learned beliefs, erudite beliefs, values as well as customs that can direct the behaviour of the consumers belonging to a specific community (Consumer Behaviour 2014). However, in a broad perspective both the values as well as beliefs can be regarded as the mental images that in turn can affect and influence the wide range of definite consumer attitudes. This process can in turn influence the manner an individual analyses different alternative brands in a particular product category. Cultural facts vary between nations, and it increasingly becomes more intricate when individuals migrate to different places having different cultural dimensions (East et al 2013). In such cases, people are primarily subjected to various types of cultural references groups that consequently affect the buying behaviour of the consumers. Therefore, the marketers of Boost Juice also needs to develop appropriate strategy of marketing communication that can address both the cultural as well as the reference group facets from the perspective of both local as well as global aspects. The Consumers of Boost juice prefer smoothies as they view it as a healthier alternative to most of the fast foods and sweets and all other on-the-go meals. This reference group here refers to the friends, family and other familial group who need to be made more aware as regards the healthy lifestyle. This in turn can create a sort of bandwagon effect. Greater awareness regarding healthy food option can create higher demand for the product and ensure growth of Boost Juice (Jolibert 2012). The health awareness among the reference groups can also influence people to quit smoking and ensure prevention from deadly diseases like the cancer. Analysis of consumer behaviour This current study helps in conceptualizing the primary reason behind engagement in different consumer activities. It is appealing for a customer to have a comprehensive understanding regarding the ways marketing as well as individual differences can persuade information processing as well as decision making. In conclusion it can be said that the effect of both the external as well as the internal influences of the consumer behaviour helps in framing the marketing strategies. However, the marketing strategies depend on exploration regarding the consumer motivation and behaviour by the marketer. Their stratagems are primarily based on both explicit as well as implicit beliefs as regards the consumer behaviour. Therefore, the Marketing research intends to enhance the knowledge of customers to acquire perceptive as well as competitive advantage so as to better predict needs as well as desires of consumers. References Boostjuice.com.au. (2016).Boost Juice. Consumer Behaviour. (2014). Routledge. East, R., Vanhuele, M. and Wright, M. (2013).Consumer behaviour. London: SAGE. Jolibert, A. (2012).Marketing management. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. Lee, K. and Carter, S. (2012).Global marketing management. Oxford: Oxford University Press. Martins, J., Yusuf, F. and Swanson, D. (2012).Consumer demographics and behaviour. Dordrecht: Springer. Parumasur, S. and Roberts-Lombard, M. (2012).Consumer behaviour. Claremont, South Africa: Juta. Schiffman, L., Kanuk, L. and Hansen, H. (2012).Consumer behaviour. Harlow, England: Pearson Financial Times/Prentice Hall. Schiffman, L., O'Cass, A., Paladino, A. and Carlson, J. (n.d.).Consumer behaviour. Solomon, M., Bamossy, G., Askegaard, S. and Hogg, M. (n.d.).Consumer behaviour. Wells, V. and Foxall, G. (n.d.).Handbook of developments in consumer behaviour.

3 Types of Solutions with Semicolons

3 Types of Solutions with Semicolons 3 Types of Solutions with Semicolons 3 Types of Solutions with Semicolons By Mark Nichol In each of the following sentences, a structural flaw is easily repaired by use of one or more semicolons in place of one or more commas. Discussion and revision of each example explains the problem and demonstrates the solution. 1. Smith’s father called an ambulance, however, she was pronounced dead at the scene. However is not parenthetical to the first clause or to the entire sentence. To demonstrate that it applies only to the second clause, a semicolon should precede it: â€Å"Smith’s father called an ambulance; however, she was pronounced dead at the scene.† (A simpler alternative with more basic punctuation is â€Å"Smith’s father called an ambulance, but she was pronounced dead at the scene.†) 2. Apps can store shoppers’ receipts, gift cards, and shopping lists; present discounts and coupons; enable comparison shopping; make the checkout process simple and fast, and more. Because â€Å"make the checkout process simple and fast† and â€Å"and more† are equivalent to each other and to the three previous list items, a semicolon, rather than a comma, is required between them: â€Å"Apps can store shoppers’ receipts, gift cards, and shopping lists; present discounts and coupons; enable comparison shopping; make the checkout process simple and fast; and more.† 3. The risks include large-scale terrorist attacks or cyberattacks, failure of national governance, profound social instability, interstate conflict with regional consequences, or state collapse or crisis, food or water crises, extreme weather events, and failure of climate change adaptation, or high structural unemployment or underemployment, asset bubbles in a major economy, or fiscal crises in key economies. This sentence suffers from a lack of differentiation of several lists of categorically similar phenomena within the sentence, which is essentially a list. To improve readability, separate the sublists by inserting semicolons: â€Å"The risks include large-scale terrorist attacks or cyberattacks, failure of national governance, profound social instability, interstate conflict with regional consequences, or state collapse or crisis; food or water crises, extreme weather events, and failure of climate change adaptation; or high structural unemployment or underemployment, asset bubbles in a major economy, or fiscal crises in key economies.† (However, a complex list such as this might be better presented as a vertical bullet list.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Arrive To vs. Arrive AtWhat to Do When Words Appear Twice in a Row10 Humorous, Derisive, or Slang Synonyms for â€Å"Leader† or â€Å"Official†

Custom Beowulf Essay

Custom Beowulf Essay Custom Beowulf Essay Students are expected either to have essay writingskills or to be able to acquire them miraculously in a very short time. College essay differs from what you may have written in secondary school in a number of ways: You are expected to read widely and to critically review the field of literature on a topic. Relying on a single book is unacceptable. You are expected to write analytical essays that attempt to analyze, not to describe, different issues. You are expected to give evidence to support whatever you say in your English essay: You are expected to find relevant sources to support points raised in your essay. Teachers often complain that Beowulf essays written by students do not answer the set question. Custom essay service is always ready to help you solve this problem.Custom essay writersare professionals who know all features of academic essay writing. Order Custom Beowulf essay writing service and we will provide you with truly professional custom written essay! Custom Essay Writing Essays aren't as easy as you may think, but they are one of the few tasks that allow you significant control over the way you organize, research and answer the proposed question. At the undergraduate level, an essay usually isn't based on original research and you're not expected to solve the global problems, especially when numerous books have been referenced to support the topic. Essay is a document of your learning; it is a proof of your research efforts, your understanding of the topic, and your ability to communicate that understanding convincingly and effectively. The academic essay writing is based on the following skills: independent thinking finding, selecting, organizing and referencing information analyzing information from competing explanations and sources answering a question in a given time frame and within a word limit. Custom Writing Essay writing skills will serve you well beyond the walls of your university. Contrary to popular belief, essays aren't some form of perverse initiation ritual designed to make life harder for students. Many jobs require you to write letters, memos, information sheets and reports, all of which, to a greater or lesser degree, require skills in research, analysis, writing and referencing. College English essay is therefore the training ground for future life and employment skills. It is a tool for communicating your knowledge and your understanding. Most importantly, essay writing teaches you to analyze a topic systematically and to communicate your thinking about the topic in a logical way. is available 24/7 to assist you with custom essay writing on any topic and of any complexity! Contact us if you have any questions! Popular posts: Proposal Writing Services Paper Research Help Writing a Research Paper Critical Analysis of a Research Paper Argumentative Research Paper Topics

ICT Environmental Risks in Russia Research Paper

ICT Environmental Risks in Russia - Research Paper Example The commanding heights The commanding heights: The Battle for the World Economy is a novel by Stanislaw and Yergin was initially published in 1998. The volume was then changed to a documentary under the same name and then produced via DVD. Commanding Heights tries to trail the development of liberated markets in the previous century, plus the globalization process. The novel attributes the genesis of the expression commanding heights to a language by Vladimir Lenin referring to the control of perceived key segments of a national economy (Yergin & Stanislaw, 2002). The Russian Revolution in the period of 1917 highlighted a substitute exemplar to market entrepreneurship and capitalism, and the Great Depression of the period of 1930’s destabilized faith in trades. The Market was in recoil almost in the entire globe by the untimely 1940’s, and did not just happen in the communist bloc. The Labor Party in United Kingdom nationalized almost all of the economy, a majority of t he third world trailed a socialist trend, and the US followed a strategy of extensive government directive of business. Moreover, government subjugated markets during the 1970’s were languishing and deteriorated. Margaret Thatcher is among the championed personalities of Commanding Heights, who was a primary vehicle in regenerating the economy, which was not only in Britain. Stanislaw and Yergin debate the vitality of philosophies: John Keynes with his domineering theories were overriding from the period of 1930’s, but in the after times of the 20th century, economy activists like Friedrich von Hayek and his teammates at the Chicago University have the best debate.The writers depict absence in certification that the economy’s victory is going to be forever. Ecological... The paper tells that application of Information Communication Technologies has had a significant impact in the various economies within Russian environment. These effects are negative or positive considering their impact on the environment. For instance, the second order effects have a positive impact on the design and process of various products and related products in Russia. However, there are uncertainties that relate to the third order effects on this environment. Such uncertainties are experienced in aggregate demand of products, symphony of economic development and consumer behavior. Uncertainty in development is viewed in terms of determining materialization in various industries within the economy. Many of the gains made may negatively influence the environment, and it requires that there be a balance between gains made and the impact on the environment. Once this is neglected, new forms of consumption may come up and would lead to new environmental problems. These problems may be a burden to the economy, and the people found within such environment. Some of these problems may not be easily controlled, and this may lead to national disasters within the Russian environment. There is a need to monitor and evaluate the gains associated with ICT driven productivity in Russian environment economies. This will facilitate evaluation of environmental performance of economies in terms of their industries. For instance, the OECD would be used to formulate a framework that would be used for monitoring performance of economies.

Human Resource Management Essay Example | Topics and Well Written Essays - 3000 words - 8

Human Resource Management - Essay Example In the country, Helix Insurance has a long history dating back to 1924. Helix has been a pioneer in unitized products and Bancaassurance in the country and it has Bancassurance tie-ups with Centra Bank, TNBC, The Centurion Bank, AXN Bank and Express Bank. For four consecutive years in 2005, 2006, 2007 and 2008, Helix Insurance has had relatively high scores on the parameters of Credibility, Respect, Fairness, and Ethics in the survey administered by DeWalters Consultants. The systematic method employed to know the job related information, work activities, duties and responsibilities, and working conditions in conduct of a job is called job analysis. It is a systematic procedure for gathering, documenting and analyzing information about the requirements of a job. Job analysis is conducted to identify knowledge, skills and abilities a candidate needs to have to do a particular job or occupation. Job analysis helps in job description and specification, recruitment, selection, performance appraisal, placement, job evaluation, job design, and training and development. The results of job analysis are used for advertisements for vacant positions, knowing minimum requirements for hiring personnel, determining of appropriate salary levels, and work scheduling. In other words, it is used for writing job description and job specification. Job analysis begins by information gathering, goes through information processing to create a job description. A job analysi s for the position of Sales Representative in the Helix Insurance Company is done below. Sales Representative is required to keep abreast of the opportunities and risks, in a dynamic and competitive work environment. As such the focus, aims and objectives continuously evolve according to the changing market conditions. The Human Resource Department is entrusted to decide upon the number and the type of people that are required in the field.

Chinese and Western International Relations Theories

Chinese and Western International Relations Theories Chinese ancient school of thoughts[1] and Western International Relations theories: A comparative study Introduction Background of the study The study of international relations has classically focused on the cause of war and the conditions of peace. With China’s overwhelming economic growth and active diplomacy engaging in international affairs, numerous concerns of China’s emerging power have become priorities on international political agendas, which also lead to many academic researches on the manner in which China rises. The increasing attentions are drawn to Chinese perspectives of inter-states relations, because there are remarkable different perspectives and actions between China and western countries, for example, China’s outspoken opposition to international action against Libya, Syria, North Korea, and Iran. China’s no-string attached foreign aid policy on African countries has been frequently accused as support to corrupt and brutal dictators and a barricade of democratic progress, while most of western countries impose reform conditions when providing aid. As such, the rise of Chin a has not simply challenged the international status quo, but also challenged the conventional wisdom on international relations.[2] (Deng, 2008) As a consequence, debates are centered around questions on whether China’s rise will be a threat to the regional peace and world security. Over the past three decades, many western scholars have speculated that China will overthrow the current western-oriented international order and reshape the rules of the world in order to service its interests; can China peacefully replace U.S as a superpower; will China’s rise result in military conflict with its neighbor countries? Statement of the problem There has been no shortage of research on China’s potential to become a superpower. However, the western experience and thoughts usually conclude that China’s emerging power will be highly problematic and dangerous to the rest of world. It is hard to obtain a holistic explanation of the aforementioned differences from the obvious economic and geopolitical point of view alone. One needs an understanding of the Chinese core values and worldview which stems from Chinese philosophy. Although contemporary China has incorporated foreign thoughts including Marxism and Capitalism into its political and social system, ancient philosophy still plays a considerable role in its policy-making and in the international relations. As Rosita Dellios pointed out, for western politicians and scholars, any country whose actions have enormous impact on the â€Å"high politics† on the international stage, is worth studying at a deeper theoretical level, in particular its philosophy and perspective on the world order. The importance of the Chinese schools’ teachings on inter-state relations cannot be overestimated. It shapes policy-makers’ ideas, which in turn influence China’s foreign policy and behavior. A proper understanding of China’s philosophy concerning International relations and the view of the world affairs will help to increase the understanding, the causes of conflict and the condition for peace with regard to the rise of China. More over, the importance of culture and philosophical thoughts in IR theory has recently been highlighted by the publication of a book titled â€Å"The return of culture and identity in IR theory†, which pointed out that the question of culture, philosophical thought and identity have always been part of our analysis of the social world, even if often times underestimated. The return of culture and philosophical thoughts has been brought about partly by the failure of the traditional, positivist, neo-realist school to predict events associated with the ending of the Cold War. IR scholars are now reclaiming culture and identity in response to their mounting difficulties with exponential increase in global heterogeneity and diversity. (Chan,1999) Aims and objective The objectives of this study are two-fold. Firstly, it seeks analogies and dis-analogies between major Western International Relations theories and the philosophical traditions of China’s Spring Autumn and Warring states period. This is performed with the question of commensurability in mind. Secondly, it will examine the influence of ancient Chinese philosophical thoughts on contemporary Chinese policy-maker’s conception of international relations in approaching global affairs. These two objectives are closely related. As Dr. Henry Kissinger was cited in Yan Xue Tong’s book: If China became a strong world power, the Chinese government would adopt ancient Chinese philosophy rather than Marxism or Liberalism to guide its foreign policy and the people outside China would be eager to learn about these ancient Chinese philosophical thoughts. (Yan, 2013) This research aims to bridge the gap between Western studies of the Chinese interstate relations and China’ s own perception of its rise in world politics. My concern is not only to explore the commonality but also to induce the recurrence of a wide variety of philosophical practice in contemporary world politics. Limits of the Study There is sufficient research on various ancient Chinese schools of philosophy on moral notions and domestic governance. This study will only discuss classical Chinese thought on inter-state relations, interstate order, transfer of hegemonic power and world leadership. The aim of this research is to lay a foundation for genuine dialogue of civilizations between East and West in terms of perspectives of international relations. This is expected to be conductive to a mutual learning process and has potential to enrich modern IR theory by casting Chinese thoughts. Research Questions Is there any commonality between Western IR theories and ancient Chinese schools of thought, where does it arise and what form does it take? Does ancient Chinese school of thought of interstate relations still have implications on contemporary Chinese foreign policy? Methodology This research will horizontally juxtapose Western IR theories and major ancient Chinese schools of philosophy (Legalism, Confucianism, Daoism and Guan Zi’s thoughts) by comparing their analytic methodology, main arguments, views on hegemony, and their empirical implications for China’s rise. Analogies and dis-analogies in those philosophical practices will be traced out between Chinese and Western thinking. Vertically, comparison among thoughts of Chinese philosophers will also be employed. According to Waltz’s three levels of analysis of international relations (Individual, State, and System), Confucius analyzed interstate relations based on individual moral values. Guan Zi and Han Fei Zi’s analyses however, emphasize the level of the state. Lao Zi (Daoism) conducts his analyses at the system level, from the perspective of the abrstract world. Comparisons between Chinese classical schools of philosophy and western IR theory will be employed as follows: Legalism (Xun Zi and Han Fei Zi) VS. Realism Briefly speaking, Xun Zi (313-238 BC) and his students, such as Han Fei Zi, have a dark notion of the human-nature just as realism. This is not unlike Machiavelli’s and Hobbes’s state of nature, which they described as a condition where men are engaged in a war of all against all, constantly struggling for survival. According to Classic realism scholar Morgenthau, the human nature is rational, egoistic and constantly seeking to maximize power. These anthropologic premises can be transferred to the behavior of a state in an international system. Xun Zi and Han Fei Zi also described human nature are vicious, constantly pursuing self-interest and benefit. Xun Zi believed that the ideas of a state’s leader have a determining role on its nature. The stability of the international system depends on the nature of the state. Xun Zi listed basic moral principals, such as credibility and trust among allies as necessary for a leader to gain world leadership. If an issued de cree turns out to incur loss for the government but benefit the people, the leadership should uphold it rather than lose the trust of his people by abandoning it; if a ratified treaty between allies is in conflict with a state’s self-interests, the state should not withdraw from it as to not lose the trust of his allies. A recent example for this is the protocol of Kyoto; the US, typically assuming the role of the world leader, shirked its responsibility to reduce greenhouse gas emission and has been blamed for this by other nations. Xun Zi emphasizes the importance of credibility among allies to gain hegemonial power, rather than employing tricks to cheat its allies. In addition, the comparison not only reveals parallels between Machiavelli’s and Han Fei Zi’s thoughts about the politic reality and morality, but also display subtle differences between them. Guanzi’s thoughts VS. Neoliberalism Guan Zhong (d. 645 B.C.) was a prime minister of the State of Qi in the Spring and Autumn period, the Guan Zi is one of theà £Ã¢â€š ¬Ã¢â€š ¬collections of Guan Zhong’s thoughts concerning statesmanship. Guan Zhong’s domestic policies and diplomatic strategy helped the Qi state to become the leading state and hegemon in the Spring and Autumn Period. Guan Zhong believed that the economic well-being was the foundation of a state. â€Å"When the granaries are full, the people will know propriety and moderation. When their food and clothing is adequate, they will know the honor and shame†[3]. This reflects the underlying notion of the rational individual. People with sufficient wealth would be easily cultivated with decency and etiquette, and be more like to obey the regulation. Then, a rational individual can enjoy their freedom and pursue their interest. Guan Zhong’s reform motivates farmers, handcraft men, and businesses by lowering tax and reducing government interference in order to promote production and free economy mechanism. Meanwhile, due to beneficial trade policies, the Qi state became the busiest trade center in ancient China. Guan Zi’s perspective has commonality with contemporary liberal assumptions associated with John Locke and Immanuel Kant. According to Kant, the rational quality of the indivi dual, despite their self-interest, will lead individuals to cooperate and construct a peaceful world. Moreover, Guan Zhong also recognized the anarchical world order is a reason for world’s instability. He called for all states to honor the king of Zhou and to set up international norms, to avoid anarchy and restore the hierarchy of the Zhou dynasty, which would reduce the likelihood of war. In addition, he proposed a confederation. Its member remained sovereign, linked only by partially federal institutions and by collective security alliances against barbarian in the northern China as in Europe today. In contrast to most liberals’ perspectives of the equality of state sovereignty, Guan Zi believed that there was hierarchical structure between members of a confederation. States are not equal, powerful states should take greater responsibility. Perhaps, the account of Guan Zhong may better explain reality of the international system. We can notice that the features of hierarchical structure and power relationships among members of the main international organizations today: Permanent members of United Nations, voting structure of World Bank and International Monetary Fund[4]. The aim of Guan Zhong’s reforms were to build a justified hegemony status for Qi, similar to Charles P. Kindleberger[5] and Robert Keohane’s hegemonic stability theory, which argues that to maintain the stability of the international system, a single dominant world power is needed to enforce and develop the rules of the system. Confucianism VS. Idealism Confucianism has been an essential element in Chinese society, politics and international relations. Confucianism highlights the role of virtue for harmony and peace (à ¥Ã¢â‚¬â„¢Ã…’). Moral standards of â€Å"ren† (benevolence)à £Ã¢â€š ¬Ã¢â€š ¬and â€Å"li† (rituals, moral standards)à £Ã¢â€š ¬Ã¢â€š ¬will be able to maintain harmony in family, stability in a nation, and peace in the whole world. Confucius emphasized that good government and internal peace and prosperity of a nation would play a significant role in the world and serve as a universal paradigm for other nations. Confucius’s scholar, Kang You Wei, advocates moral reforms to extend Chinese benevolence to the Westerners to avoid direct conflict (Feng, 2007). To some extent, Confucianism perspectives parallel classical liberalism, which rests upon the normative premise: although liberals accept that different societies have different values and norms, they believe in peace as the one common interest of all societies. Daoism Daoism is brought about by Lao Zi and developed by Zhuang Zi and Sun Zi. Dao means the universal objective laws. Lao Zi summarized the law of universe by observing regular patterns of nature and human beings. This can best be understood by observing the parallel to the modern notion of the laws of nature. According to modern understanding, the universe and all beings and objects within it, rely on a small set of universal objective laws. Everything that evolves within the universe can be derived from these laws, even if enormous complexity can obscure this fact. Indeed, it is widely believed that a final, single law (GUT) can be found from which everything else can be derived. In this spirit, one should understand Lao Zi’s sentence â€Å"The dao bears one, one bears†¦Ã¢â‚¬  (â€Å"à ©Ã‚ Ã¢â‚¬Å"à §Ã¢â‚¬ Ã… ¸Ãƒ ¤Ã‚ ¸Ã¢â€š ¬Ãƒ ¯Ã‚ ¼Ã…’à ¤Ã‚ ¸Ã¢â€š ¬Ãƒ §Ã¢â‚¬ Ã… ¸Ãƒ ¤Ã‚ ºÃ…’à ¯Ã‚ ¼Ã…’à ¤Ã‚ ºÃ…’à §Ã¢â‚¬ Ã… ¸Ãƒ ¤Ã‚ ¸Ã¢â‚¬ °Ãƒ ¯Ã‚ ¼Ã…’à ¤Ã‚ ¸Ã¢â‚¬ °Ãƒ §Ã¢ € Ã… ¸Ãƒ ¤Ã‚ ¸Ã¢â‚¬ ¡Ãƒ §Ã¢â‚¬ °Ã‚ ©Ã¢â‚¬ ). This principle is reflected in the principle of the scientific method. The outset is the scientific mind observing its environment and recognizing a pattern (à ©Ã‚ Ã¢â‚¬Å"à §Ã¢â‚¬ Ã… ¸Ãƒ ¤Ã‚ ¸Ã¢â€š ¬), by continued research, the pattern can be refined into a law (à ¤Ã‚ ¸Ã¢â€š ¬Ãƒ §Ã¢â‚¬ Ã… ¸Ãƒ ¤Ã‚ ºÃ…’), which itself is the starting point for further refinement (à ¤Ã‚ ºÃ…’à §Ã¢â‚¬ Ã… ¸Ãƒ ¤Ã‚ ¸Ã¢â‚¬ °). This chain bears the potential to create a whole universe (à ¤Ã‚ ¸Ã¢â‚¬ °Ãƒ §Ã¢â‚¬ Ã… ¸Ãƒ ¤Ã‚ ¸Ã¢â‚¬ ¡Ãƒ §Ã¢â‚¬ °Ã‚ ©). There is an incisive exposition in regard to international relations in Chapter 61 of â€Å"Dao De Jing†, which reads as follows: The great country may be compared to a low-lying lake where many rivers converge;à ¢Ã¢â€š ¬Ã‚ ¨it is the mixing place of the world, the reservoir of all under heaven, t is said that by practice of quiescence and humility the great can absorb and conquer the small witho ut effort,à ¢Ã¢â€š ¬Ã‚ ¨and the small and insignificant can gain riches and treasure by submitting to the great.à ¢Ã¢â€š ¬Ã‚ ¨The great state wishes to keep and nourish its people, and help others.à ¢Ã¢â€š ¬Ã‚ ¨The small state wishes to help its people by joining with the peace and strength of the larger state.à ¢Ã¢â€š ¬Ã‚ ¨Both states get what they wish by submitting.à ¢Ã¢â€š ¬Ã‚ ¨Greatness lies in placing oneself below.à £Ã¢â€š ¬Ã¢â€š ¬(Translated by John Dicus, 2002).à £Ã¢â€š ¬Ã¢â€š ¬Lao Zi emphasized stillness and humbleness in inter-states relations.à £Ã¢â€š ¬Ã¢â€š ¬The legacy of Daoism has influenced contemporary Chinese foreign policies and has been well laid out in the five principles of Deng Xiao Ping’s foreign policy guidelines. The essence of Deng’s foreign policy is to keep a low key in international affairs and strengthen domestic affairs. According to Daoism, staying in neutral (à ¤Ã‚ ¸Ã‚ ­Ãƒ ¥Ã‚ ºÃ‚ ¸) is safest and yields the most sustainable p rofit. â€Å"Don’t stick your head out† entirely discourage a state to pursue hegemony. This can be understood in terms of the western IR concept Balance of Power, which states that the power of a hegemon will always be counterbalanced by a strategic alliance of rivals in order to secure their interests. Conclusion In the course of this work we will compare major ancient Chinese philosophies to western theories and concepts in International Relations. We will pick a subset of each group and draw direct one-to-one comparisons in horizontal pairs. The choice of pairs is guided by the rough degree of similarity in the general framework. In particular we will compare Confucianism to Idealism, Guan Zi to Neoliberalism and Legalism to Realism, with the Chinese and the western part respectively. Complementarily, we will draw vertical comparisons among the ideas of the Chinese schools of philosophy. Preliminary Bibliography Acharya, A. (2011). Dialogue and discovery: in search of international relations theories beyond the West. Millennium-Journal of International Studies, 39(3), 619-637. Chad Hansen, (1992), A Daoist Theory of Chinese Thought: A Philosophical Interpretation, Oxford University Press Gerald Chan,(1999), Chinese Perspectives on International relations: A Framework for Analysis, London, Macmillan Press LTD. Feng Huiyun (2007)Chinese Strategic Culture and Foreign Policy Decision-making: Confucianism, leadership and war, London, Routedge Yan Xuetong,(2011) Ancient Chinese Thought, Modern Chinese Power,Edited by Daniel A. Bell Sun Zhe. Translated by Edmund Ryden. Princeton Oxford: Princeton University Press Zhang, C. (2013). Understanding China’s attitude toward international order: from general delegitimization to selective embeddedness. Jeffrey W. Legro, (2007) What China Will Want: The Future Intentions of a Rising Power, Perspectives on Politics, American Political Science Association http://www.chinaguanzi.com/newsview.asp?id=790 Jack Snyder, ‘Some Good and Bad Reasons for a Distinctively Chinese Approach to International Relations Theory’, Paper presented at the annual meeting of the APSA, Hynes Convention Center, Boston, Massachusetts, 28 August 2008, 9, 10. [1] The tradition Chinese philosophy on inter-state relations originated from the Spring and Autumn Period ( 770bc-476bc) and the Warring States era (475bc-221bc). During these periods, the competition for territory and hegemony status among princely states forced states seek to balance of power and develop relationship among them. [2] Yong Deng, 2008, China’s Struggle for Status: the Realignment of International Relations, Cambridge University Press [3] à §Ã‚ ®Ã‚ ¡Ãƒ ¥Ã‚ ­Ã‚ Ãƒ £Ã¢â€š ¬Ã¢â€š ¬Ãƒ §Ã¢â‚¬ °Ã‚ §Ãƒ ¦Ã‚ °Ã¢â‚¬Ëœ [4] Daniel A. Belll, p11 Introduction, [5] Charles Kindleberger, The World in Depression, 1929-39, Chapter 14, An Explanation of the 1929 Depression, (Berkeley: University of California Press, 1973), pp. 291-308

Mentoring to Adolescents

The success of many adolescents in their careers can usually be tied back to others who influenced them. These adolescents frequently mention coaches who were particularly helpful as career developers. Many of these adolescents also mention others at high grades that given guidance and support to them in the development of their careers. These coach, adviser, and supporting teachers called mentors.â€Å"Results indicated most students had a mentor, and mentors were most helpful through role modeling, verbal encouragement, personal support, and providing career guidance. Gender differences were found on several outcome variables but were not detected based on sex or ethnic match, or the presence of a mentor† Lisa Y. Flores, Ezemenari M. Obasi; 2005).Generally, the mentor initiates the relationship, but sometimes adolescents will approach a potential mentor for advice.Most mentoring relationships develop over time on an informal basis. However, in proactive organizations there i s an emphasis on formal mentoring plans that call for the assignment of a mentor to those employees considered for upward movement in the organization.Under a good mentor, learning focuses on goals, opportunities, expectations, standards, and assistance in fulfilling one’s potential (Starcevich and Friend, 1999). Also Available at http://www.indiana.edu/~busx420/Book-Excerpts/chap07.doc.Mentoring roles vary, according to need, from a vocational to an interpersonal focus:Vocational mentoring roles include: enhancing the subject’s skills and intellectual development; helping to build up a set of educational values; consulting to help the subject to elucidate goals and ways of implementing them; helping to set up a set of personal and professional standards; and networking and sponsoring by providing opportunities for the subject to meet other professionals.These roles help lately qualified teachers, new appointments, and those new to middle management or headships to adj ust to changes in their career pattern and to advance within the profession.Interpersonal mentoring roles include: sharing; role modeling; and allowing the subject to get insight into how the mentor works in a professional capacity. A mentor must also encourage the subject to build his or her self-confidence by acknowledging successes.A mentor is also a counselor who listens to but does not tell the subject what to do. Not all mentors will fulfill all of these roles, but the more extensive the roles, the richer the relationship. These roles enable the subject to explain his or her identity and to develop professional confidence and self-esteem.Basically, mentoring is an idea and a practice that has progress eventually in different cultures and contexts. Natural mentoring occurs incidentally in a diversity of life settings through friendship, teaching, coaching and counseling. ‘Planned' mentoring involves structured programs with clear objectives, where mentors and mentees are matched using formal processes.It is unsurprising; therefore, that today there is considerable confusion over its meaning. The essential elements of a mentoring relationship areA recognizable procedure, formal or informal;A clear understanding of the procedure and of the roles of mentor and subject;Trust, privacy, discretion and a rapport between both parties;Mentors with the requisite professional reliability and honesty and a range of suitable skills, including counseling, listening, sensitive questioning, analysis and handing back responsibilities;Subjects who are aware of their own needs;Attitudes suitable to the roles of mentor and mentored: for instance, professional concern on the part of the mentor to challenge the subject, and the self-motivation on the subject’s part to keenly take the necessary action.Mentoring is a optimistic mechanism for developing management skills, while those who have been subject to mentoring will have gained from the experience a sense of w hat their ongoing professional development will entail (Leuenberger, Whitaker, and Sheldon 1993).Because a personal relationship is at the heart of mentoring, volunteers' variations and terminations can touch on adolescent's vulnerabilities in ways that other, cannot.If adolescent have begun to value the mentoring relationship and to recognize with their mentors, they can feel profound disappointment if the relationship does not progress. Such feelings of rejection and disappointment can lead to a variety of negative emotional, behavioral, and academic outcomes (Downey & Feldman, 1996).A frequent observation amongst mentors and parents is that close connections with mentors can promote improvements in adolescents' relationships with others, especially their parents. Through constantly warm and accepting interactions with their mentors, youth can start to distinguish the benefits of close relationships and open themselves to the people around them, mainly their parents.In some cases, mentors can serve as alter native or secondary attachment figures, helping youth to realign their conceptions of themselves in relation to other people. In other cases, mentors can act as sounding boards, providing models for effective communication and help adolescents to better understand, express, and control both their positive and negative emotions (Pianta, 1999).Mentoring relationships led to improvements in adolescents' perceptions of their relations with their parents (i.e., higher levels of intimacy, communication, and trust). Those improvements, in turn, led to optimistic changes in adolescents' sense of self-worth, scholastic competence, and scholastic achievement.If a mentor views a youth positively, that can initiate to change the youth's view of her and can even initiate to change the way she thinks parents, peers, teachers, and others view her. In such cases, a mentor's positive evaluation can gradually become incorporated into the adolescent's stable sense of self.T his self-appraisal process is facilitated by the growing ability of adolescents to understand the world from the perspective of others and to view them from that standpoint.Many lower income youth, particularly, have limited personal contact with positive role models outside the instantaneous family and believe that their opportunities for success are restricted (Blechman, 1992). Even among middleclass young adolescents, adult occupations and skills can seem ambiguous and inaccessible (Larson, 2000).Mentors can serve as concrete models of success for youth, demonstrating qualities that adolescents might wish to imitate, and providing training and information about the steps necessary to achieve various goals. By observing and comparing their own performance and that of their mentors, adolescents can start to adopt new behaviors. This modeling process is thought to be reinforced through mentors' support, feedback, and encouragement (Kemper, 1968).Adolescents mentoring often aims to m ake students think better about themselves, particularly when they have a pre-existing low self-esteem that can be holding them back academically or result in challenging behaviors that put them at risk of school exclusion.Enhanced self-esteem can be a by-product of being made to feel ‘special', rather than ‘labeled' as a problem, throughout selection and matching. Self-esteem is also expected to be raised by mentor behaviors that are non-judgmental, encouraging, positive and persistent over a period of time.The befriending function of mentoring can play a significant role in raising self-esteem: the message is ‘this person wants to be and is my friend'. Minority-ethnic programmes that pair mentees with flourishing role models also often aim to heave students' self-esteem.The personal and social skills objective comprises such aspects as building the self-confidence of the mentees, which is often quoted as a constructive outcome of mentoring programmes (Golden and Sims, 1999). The self-confidence gained from mentoring may partially be a product of having sustained one-to-one discussions with an adult over a long period of time.Early discussion of situations that are to be encountered and agreeing managing strategies can build confidence. Similarly mentors often support students to try personal challenges that permit the mentees to succeed and to feel more confident as an effect. Mentors can as well assist with developing interpersonal skills, for example, how to act when greeting and meeting new people. In some forms of mentoring the mentor has an overt role to develop the life skills of the student.The motivational objective is decisive in providing the link between developmental and subject-oriented mentoring. Mentors can apply their questioning skills to discover why students are underperforming in certain subjects.They can give confidence students to set aside personal dislikes of particular teachers and to work harder in a subject as it is significant for them in their future career. Mentors can also help students to prevail over the demotivating impact of negative peer pressure.Grades are only expected to improve if students are making more effort in class and at home, and the mentor has a role in providing additional extrinsic motivation, as well as encouraging students to desire to perform better for themselves.

Has society outgrown religion? Essay

Has society outgrown religion? // A hindrance to society or a useful delusion? Over eighty percent of the planet’s population partake in some form of religion, which would lead you to believe that it really does have a huge benefit to us not only as individuals but as an entire species. But could this be misleading? Once you remove the people from this eighty percent that follow religion only as a family tradition, or because it’s the simplest explanation to the questions for which they don’t have answers and leave the people that truly and honestly believe that religion is still in-date useful to society, one could argue that the number probably isn’t so overwhelming. Why is it that religion seems to have lost its veracity? It could be argued that religion just isn’t what it used to be; it no longer provides believable explanations for the phenomena that we as humans long to understand, such as the origin of the earth or even the origin of life itself. Nor can it provide feasible answers to questions such as â€Å"what is the meaning to life?† or â€Å"what is truly good?† So why is it that we no longer believe the answers and explanations provided by religion to be true (or even feasible)? Most of all, it’s the scientific processes allowed by vast technological advancement. Since the theories of Darwin, Galileo, Einstein, etc, which provide proof along with their explanations, the power of these old-age tales has been massively decreased whilst the urge to search for more and more scientific truths has rocketed. Although the advancement and application of science does not entirely rule out the possibility of a God (or intelligent designer), it does wash away the initial value of religion. Barely anyone believes in the tale of the earth being created in seven days, or that a man called Noah took two of every animal and put them on an arc whilst God caused forty days of floods or even that mankind begun with two people named Adam and Eve, so surely it would take a true idiot to believe in a heaven or hell and thus follow the moral values by which we should abide in order to avoid the misfortunate fate of ending up in â€Å"hell†. Could the idea of heaven and hell be something which is as beneficial to us as the advancement of science? The German philosopher Jurgen Habermas claims that religious thinking is the centre of a just and humane society; he states that things such as human rights and social order derive from Judeo-Christian thinking. â€Å"Even if society wanted to ‘outgrow’ religion, it would struggle to know where to go next.† This view is not dissimilar to that of Friedrich Nietzsche, who theorised that religion created ideas such as â€Å"sin† and thus guilt – which logically leads on to the fact that without the fears and rewards presented by religious teachings, humans would have very little reason to behave â€Å"morally† at all. So is it really the desire to hold society in this state of ‘morality’ and ‘social order’ that prevents the age-old tales religion from vanishing, or could it be something far closer to home? One could argue that religion is merely a means by which people find meaning and direction within their own lives. Organised religion provides us with a set of rules to live by and presents us with â€Å"rewards† for following them; we are given a sense of duty to fulfil our roles as humans by going good not only by others but by ourselves. Religion provides us with a sense of community, it lets us believe that there is a great man in the sky that is always there to listen; it creates a more realistic ‘ear’ in the form of church groups and other religion-based communities. Essentially it gives us the sense that we can do right, and that we can act in order to achieve the ‘ultimate individual goal’ – reaching heaven. Is reaching heaven really the ‘ultimate individual goal’ though? It seems entirely futile to waste potentially your only life aiming for something which may not even exist, and it makes no sense that we as people would be rewarded by God for spending our entire lives taking blind faith in something that we could only eschatologically verify. Looking at things from this point of view it seems that religion is not nourishing or useful to us as human beings, but in fact a complete hindrance. The vast amount of religions and the degrees by which they vary also creates a huge hindrance to us as a species; religion and the conflict between each separate one causes more bloodshed than anything else in the world. When people feel the need to violently attack each other in order to prove one God’s worth over another, and this is allowed (or even encouraged) by the rules within that religion it would seem that something is terribly wrong. It is also in this case that the promise of a heaven or hell for following the rules of religion is something which doesn’t benefit society, but instead leads individuals to believe that it is okay to commit homicide or suicide to fight for their cause, as God will still ‘love’ them. Essentially, religion is both a hindrance to us and a useful delusion. If only we could learn to take the â€Å"good bits† from religion such as the strong moral values, social order and general good will and learn to let go of some of the values that we really are beginning to outgrow – such as the things that science is now taking over – then religion would be of benefit to us all. Such an approach to religion could even take away the strength behind it that not only causes conflict and bloodshed, but causes us to potentially waste our lives by aiming for an afterlife that we cannot even guarantee exists. Either way, it seems that religion (and the values held within it) is going to be here for a long while yet.

The Metamorphosis By Franz Kafka Essay - 1873 Words

The metamorphosis is an article about the literary work done by Franz Kafka. It is sometimes translated to â€Å"the transformation†. It is studied in many universities and colleges across the western world due to the fact that it is one of the formative literal works of fiction in the 20th century. The story starts with Gregor Samsa, a salesman who travels waking up one day to find himself transformed or rather metamorphosed into huge, monstrous creature with similar features to an insect. The cause of the transformation is never revealed in the novel. The rest of the novel as will be seen below deals with Gregor’s attempt to adapt to his new form as he deals with the being a burden to his sister and his parents who hate the horrible creature he has become (Kafka, 2012). In this novel Kafka talks about solitude of human beings. What we can do and what we can be in this world for other people and for our self. We destroy or life only because people wants to see us the w ay they think about us. What is the price we pay for the opportunity to live in the society where we have to wearing the masks and give up on our self? Gregor was the guy who paid off his price. Part one Gregor Samsa, a travelling salesman wakes up transformed into a large insect-like creature. Gregor takes this as a dream and reviews on how bad life as a salesman seems. He gazes at the wall clock and notices that he had overslept and has missed the train for work and thinks over about the effects of thisShow MoreRelatedThe Metamorphosis by Franz Kafka1052 Words   |  4 PagesFranz Kafka wrote one of his most popular books, The Metamorphosis, during the literary period and movement of existentialism. His novella stresses many existential ideals. The most predominant ideal that is seen through Gregor Samsa and his father in The Metamorphosis is that choice is the opportune of the individual. One’s ultimate goal in life is to successfully find a balance between work and leis ure. It is through the juxtaposition of Gregor Samsa and his father, the conceding tone of the authorRead MoreThe Metamorphosis By Franz Kafka867 Words   |  4 Pagesincluding rapid growth spurts. Metamorphosis is a biological process by which an animal physically develop after birth or hatching. Involving a conspicuous and relatively abrupt changes in the animal’s body structure through cell growth and differentiation. The author Franz Kafka, who relatively wrote little in his short life and who published less has been enormously influential on later writers. He is considered an export of German expressionism. The metamorphosis is Kafka’s longest story and oneRead MoreThe Metamorphosis By Franz Kafka Essay1496 Words   |  6 Pagesâ€Å"The metamorphosis,† is a story by Franz Kafka, published in 1915 is a story divided in three chapters: transformation, acceptance, and the death of the protagonist. There are many interpretations that can form this tale as t he indifference by the society that is concerned with different individuals, and isolation pushing some cases to the solitude. Some consider The Metamorphosis as an autobiography of the author, which tries to capture the loneliness and isolation that he felt at some pointRead MoreThe Metamorphosis By Franz Kafka1246 Words   |  5 PagesIt can be hard to understand the meaning of the novella â€Å"The Metamorphosis,† written by Franz Kafka, without thinking of the background. Due to the fact that, â€Å"using† and knowing â€Å"[the] background knowledge† of a story is important to read a â€Å"text† (Freebody and Luke). In the novella â€Å"The metamorphosis†, â€Å"Kafka’s personal history† has been â€Å"artfully [expressed]† (Classon 82). The novella was written in 1916, before the World War 1 in German {Research}. When the novella was written, in the EuropeRead MoreThe Metamorphosis By Franz Kafka1380 Words   |  6 Pag esâ€Å"I cannot make anyone understand what is happening inside me. I cannot even explain it to myself†: A Psychoanalysis reading of â€Å"The Metamorphosis† by Kafka The Metamorphosis is known to be one of Franz Kafka’s best works of literature. It demonstrates the interconnection between his personal life and the protagonist, Gregor Samsa, of â€Å"The Metamorphosis.† Franz Kafka was born in 1883 and grew up in a financially stable Jewish family in Prague. He was the only son left after the death of his youngerRead MoreThe Metamorphosis by Franz Kafka656 Words   |  3 PagesMuch of Franz Kafkas story â€Å"The Metamorphosis† spends its time talking about Gregor as he struggles to live his new life as a bug. Gregor tries to find a analytical reason as to why he has taken upon this form but later on finds on that he has to accept the truth. From being an ordinary travel salesman and provider for his family to a abomination, Gregor becomes hopeless as he cant work or provide for his family. His new life as an insect causes a hardship as he is faced with isolation from hisRead MoreThe Metamorphosis By Franz Kafka783 Words    |  4 Pages In the story â€Å"The Metamorphosis†, written by Franz Kafka, Gregor’s family represents the causing factor that prompts Gregor to become a cockroach. Gregor’s family is a symbol of a repressive structure that inhibits Gregor’s every thought and action. When Gregor gets up in the morning to get ready for work and finds that he has been transformed into a cockroach, he ponders about how maybe he should just go in to work late and get fired, but then realizes that he cannot because â€Å"if [he] were not holdingRead MoreThe Metamorphosis By Franz Kafka947 Words   |  4 PagesThe Metamorphosis is a novella written by German author Franz Kafka which was first published in 1915. The novella tells the story of Gregor Samsa, a traveling salesman who one day awoke to discover he had transformed into an insect like monstrosity. Throughout the story, Gregor struggles with the horrible prospect of coming to terms with his situation, as well as copin g with the effects of his transformation, such as the fact that his family is repelled by his new form, and that he is no longerRead MoreThe Metamorphosis by Franz Kafka1021 Words   |  4 PagesFranz Kafka’s, The Metamorphosis, is a novella about Gregor Samsa, a man who devotes everything to fulfilling the needs of his family. Kafka’s existentialist perspective on the meaning of life is illustrated through the use of the protagonist of Gregor Samsa. Existentialism is a philosophy â€Å"concerned with finding self and the meaning of life through free will, choice, and personal responsibility† (Existentialism). Gregor is unable to fulfill the existentialist view of finding meaning in one’s life;Read MoreThe Metamorphosis By Franz Kafka1050 Words   |  5 PagesOn the surface, â€Å"The Metamorphosis† by Franz Kafka is an evocative story of a man transformed into a â€Å"monstrous vermin†. It seems to focus on the dark transformation of the story’s protagonist, Gregor, but there is an equal and opposing transformation that happens within Gregor’s family. Although Gregor has physically changed at the beginning of the story, he remains relatively unchanged as the novella progresses. The family, on the other hand, is forced to drastically change how they support themselves