Economic history Essay Example | Topics and Well Written Essays - 500 words - 1

Financial history - Essay Example setting up arrangements like expanding the utilization of residential assets, constraining wages, send out appropriations, all planned for collecting money related stores (Brue and Randy 42). David Hume couldn't help contradicting mercantilism on their exchange limitations by focusing on that exchange limitations are limitation of advancement, thus these opened roads for uniform market rivalry. Physiocrats focused on the significance of farming in the economy; he recommended that agribusiness is an indispensable organ in the improvement of any economy. He recommended a monetary situation liberated from government limitations with regards to exchanges between two private gatherings; the main guidelines he proposed are those that ensures property rights. Since people have a characteristic right to opportunity, it ought to be comprehended that nature is an automatic framework and amicable so human control ought to never be figured in. Adam smith proposed the possibility of fake incitement of assembling and exchange; he clarified that genuine abundance of a nation comprise of gold and silver, yet additionally in its homes, lands and consumable merchandise of every single distinctive kind (Brue and Randy 45). He powered outside exchange by perceiving that it could investigate the abroad markets and generally advance improvement of creation capacities of the country and thusly lead to an ascent in genuine riches possessed by a nation. He additionally added to the possibility of a free market by proposing to the legislature to decrease and desert command over outside exchange, and he recommended for the usage of facilitated commerce strategies. David Ricardo shed light on the significance of agribusiness, by breaking down the significance of consistent losses. He proposed that an utility is obligatory for trade esteems, yet doesn't decide it. He advanced outrageous mechanical specialization by suggesting that a country should invest more amounts of energy on enterprises in which it is all the more globally serious. Ricardo recommended exchange with different nations to get merchandise not delivered

Dress and Ideology within the Kiss Army Essay Example | Topics and Well Written Essays - 750 words

Dress and Ideology inside the Kiss Army - Essay Example The band is one of a couple of various groups, outstandingly of the 1970's and 1980's, to spruce up and paint their countenances for shows and they did as such out of a longing to be not quite the same as the standard. Cooperating with the odd dress were the silly shenanigans of the musicians, all intended to frighten off those individuals not fit to the way of life; in this manner it was these parts of Kiss that pulled in numerous devoted adherents as their very own result natural want to be unique in relation to the majority. Along these lines, ironicly the battle to be diverse finished in the origination of a club; the Kiss Army brags thousands individuals and each of these is committed to the standards on which the band was established: in particular, the challenging to appear as something else and to readily repel ordinary citizenry, and obviously a genuine thankfulness for the music. It was this undying fan unwaveringness and picture that helped Kiss become of the best groups e ver as far as merchandising2. Kiss Army part Chris Jenson has said that being a piece of this specific fan club is not normal for some other fan club understanding: Kiss Army individuals are more bold and associated with one another than individuals in other fan clubs. They joined in light of the fact that they like what the music and the vibe of Kiss did to society and they'll generally recollect that3. The clothing regulation isn't what on a very basic level ties these individuals together, yet it is the thing that lets them recognize one another and feel comfortable inside the gathering. The monster dark boots, the phony spiked outfits and the high contrast painted countenances are every one of the a piece of dressing to have a place and with all the while communicate. Despite the fact that the appearing similarity of dressing the same and in love to one band may invalidate the endeavors of the person to separate oneself, in the event that you consider it more as far as every individual unintentionally communi cating similarly, you can discover what the Kiss Army individuals involvement with sprucing up. The Kiss design style wore by a great many fans has not in itself advanced throughout the years in spite of the fact that the musicians have tried different things with various looks since the initiation of the Kiss Army4; men, ladies and kids all dress alike5 and no significant alterations have been made to the ensembles as they despite everything impersonate the musicians at the tallness of their prominence a very long while back. All things considered, it is the perpetual aspects of the Kiss fan subculture that keeps individuals secure with what they are relating to and what they are communicating by sprucing up as needs be. List of sources Jason Jarmo. A KISS Army of One. Level of intelligence, 2005; http://www.indstate.edu/level of intelligence/Geek_Issue/Kiss_Army.htm. This source was useful for understanding the foundation of the Kiss Army and picking up knowledge to the reasons why such a gathering would shape and be one of the more considerable fan clubs. C.K. Lendt. Kiss and Sell: The creation of a supergroup. Board Books, 1997. This book clarifies that Kiss isn't just a wonder in view of its music, design and adherents, but since of the clever showcasing capacities of the individuals. Kiss is an immense achievement in promoting and without this the continuation of the band probably won't have been

Creating Content That People Want To Read

Creating Content That People Want To Read Make Money Online Queries? Struggling To Get Traffic To Your Blog? Sign Up On (HBB) Forum Now!Creating Content That People Want To ReadUpdated On 25/10/2016Author : Pradeep KumarTopic : BloggingShort URL : http://hbb.me/2bXx4qd CONNECT WITH HBB ON SOCIAL MEDIA Follow @HellBoundBlogIn a world where news has turned into sports, you can be the driving force that keeps journalism alive. Before you get to writing your own news article or blog content, check out these tips from the reputable Charles Floate, professional SEO marketer and consultant.Write With A PurposeThe first thing you should do is not even write at all. Rather, you should go through a hard-core brainstorming session to figure out what it is you truly want to say through your writing. Let’s face it; these days people have extremely short attention spans, and if they don’t like the first paragraph (or even the title) of your article, they aren’t going to give you the time of day. So think it through first and then you can jot down ideas and scrawl some notes for what the article’s content should contain. When you write with a purpose, you get readers who read you on purpose, not by accident! When you go in with a mission, you come out with a high-quality product. Of course, it’s a bit more complicated than that.Do Your ResearchThis brings us to our next point: doing your research. For instance, Charles Floate, SEO, marketing, and content writer extraordinaire, knows a thing or two about researching prior to writing. Charles Floates website is filled with tips and hints for snagging the audience you want. He includes plenty of strategies and techniques that he utilizes himself, so take the advice straight from the source and implement them into your writing. One of the best pieces of advice that we can think of is doing your research once you have a general idea in mind. For instance, how many news articles have you read that had disjointed or contradictory facts? Clearly the author did no t do their research. Don’t let that happen to you!READ5 Things Bloggers Can Learn From Sushil KumarFact Check, And Fact Check AgainIn much the same way, you need to check your facts and then check your facts again. Nothing is quite as humiliating as having someone comment on your article or blog and point out all of the facts and figures that you got wrong. Not only is it embarrassing, but it diminishes your reputation and trustworthiness as a writer and content creator. If you want to hang onto your loyal readership audience and develop a name for yourself as a top-level content writer, then you need to research the facts and fact-check the research.

The Abortion Debate Essay - 1454 Words

What is an abortion? An abortion is an operation to prevent women from carrying on with the pregnancy and having a baby. In other words, it means terminating a pregnancy. Also this method is called a birth control. An abortion is a legal procedure that is done around the world. Other countries, they might have different beliefs about an abortion. There is an illegal way of having an abortion. A certified doctor has to do the operation. The illegal way is when an unprofessional person without certificate or license giving the abortion. This method can be fetal and very dangerous. Abortion is the death of a person, a living human being distinct from any other individual on this planet(book 2). The History of the Abortion†¦show more content†¦A lot of people died and more are dying from previous and recent diseases, such as mal-nutrition, hunger and abuse and murder. Abortion is just a legal way of killing more people that just has not developed yet. The Advantages and Disadvantages of Abortions The advantages of an abortion incorporated into situations such as if you want your freedom and do not want the burden of a child, you will be for the right to have an abortion. If you were young and it was a mistake and inconvenient for you, you would not have the baby. If you were rape and that was the outcome and could terminate, you would. These are situation stated in book 1 that show how they were present these similar cases and saw the decision of the abortion becoming legal. Because of the court decision, this is now an advantage for many women who each have situations similar to these (book 1). The disadvantages of an abortion can be the side effects that can occur during and after an abortion. It can be the pain or not being able to become pregnant or carry the fetus for nine months and also death. There can also be psycho-social stress following the abortion. Many women sink into deep depression after realizing that they killed their unborn child (book 6). Another dis advantages is that there are people trying to stop the abortions because they believe that mothers-to-be are killing a ?human child? and should be convicted for a crime. A woman named Virginia Robertson got arrested forShow MoreRelatedThe Debate On Abortion And Abortion1448 Words   |  6 PagesAbortion. This word leaves most people feeling uneasy after just saying it out loud. The discussion of abortion is continuously left open-ended with millions of opinions, arguments, and questions. Abortions occur every single day leaving potential fathers devastated or thrilled, leaving friends and families broken and distraught or in contrast, proud. More importantly, leaving the potential mother uncertain and even destroyed. But with abortion in mind, what is considered wrong and what is consideredRead MoreThe Debate Over Abortion3667 Words   |  15 PagesPolitical Science 101 SBCC April 19, 2015 T/R 11:10 Laws vs. The Right to Life The debate over abortion has divided Americans into polarized sides since the Supreme Court’s 7-2 decision in Roe v. Wade on January 22, 1973, where the Court deemed abortion a fundamental right under the United States Constitution. The lawsuit began when Norma McCorvey became pregnant with her third child in 1969 and could not get a legal abortion in Texas. With her attorneys, they filed a lawsuit. Roe v. Wade reached SupremeRead MoreThe Abortion Debate Essay1652 Words   |  7 PagesThe topic of abortion is one of the most controversial topics affecting our society. The disagreement between for and against abortion has caused hundreds of fights that have even resulted in death. Regardless of what many individuals may accept, fetus removal is not right or off. It is a matter of individual assessment. Consequently, each one side can say with assurance that alternate isnt right. Accordingly the inquiry remains; should premature birth be lawful? Though many people may disagreeRead MoreThe Philosophical Aspects Of The Abortion Debate1672 Words   |  7 Pagesphilosophical aspects of the abortion debate form two logical arguments, which oppose and support abortion. These arguments are based on what is ethical and the rights of an individual. The view that abortion should be illegal rest on the moral right of the life of a human being at or near conception killing an embryo is unjust since it violates the right to life (Hershenov 129). Therefore, the law should prohibit violation of the right to life. The view that abortion should be legal, generally arguesRead MoreEssay about The Abortion Debate706 Words   |  3 PagesThe Abortion Debate There are all kinds of people in the world, and we all have different opinions. In this report I am discussing abortion. You will read about the pros and cons of this subject. Some people think that abortion is wrong; they think that abortion is the killing of innocent children. Other people believe that the unborn child is not actually a human until it takes its first breath of air. Many people think that having an abortion is in a way, murderRead MoreAbortion Is A Never Ending Debate1094 Words   |  5 Pages Amir Azarvana Pols 1101 July 2nd 2015 Abortion. The tittle of the article I will be analyzing is â€Å"republicans seek to put abortion on the front burner in 2016†. The article was published in U.S. News and World Report, written by Tierney Sneed. Abortion is a never ending debate, it is one of the most common medical procedures performed in the United States each year. Abortion is also one of the most debated topics of all time, it is a never ending debate of whether it should be legal for womenRead MoreThe Debate Over The Controversy Of Abortion1600 Words   |  7 PagesWhen taking the emotional aspect out of the abortion argument, what premise would most support individual liberty? The debate over the controversy of abortion continues because of its frequency of occurrence, and the cultural, legal and religious status that varies extensively in different parts of the United States. While the emotional arguments regarding abortion can be compelling, but should have no bearing in the legal discussion, the individualsà ¢â‚¬â„¢ rights to life and liberty should be held aboveRead More The Debate Over Abortion Essay2024 Words   |  9 PagesWith the ongoing debate and the advancement of technology in determining the viability of a fetus, abortion, the ending of a pregnancy by removing a fertilized egg, has become increasingly controversial. The morality of abortion has caused many to separate into opposite sides of the spectrum, pro-life and pro-choice. The arguments over abortion has stirred a continuous debate between a pro-choice stance such as that presented by the analogical reasoning of Thomson or Glover’s examination of socialRead MoreA Comprehensive Review Of The Civil Liberty Debate On Abortion.1500 Words   |  6 PagesA Comprehensive Review of the Civil Liberty Debate on Abortion Of all the issues plaguing the United States, currently and in the past, abortion rights have been one of the most passionately debated civil liberty issues. Edward Sidlow and Beth Henschen define civil liberties as â€Å"Individual rights protected by the Constitution against the powers of the government†(72). Some argue that women should be protected from the powers of government in terms of reproductive rights while others argue thatRead MoreAbortion In The United States Is A Major Topic Of Debate1218 Words   |  5 PagesAbortion in the United States is a major topic of debate in United States politics. People today frequently hear the terms pro-choice and pro-life, which represent the liberal and conservative views on this issue, respectively. First made illegal in the late 1800s, the federal government did not rule that abortion was legal again until the Roe vs. Wade Supreme Court decision in 1973. Despite this ruling, citizens still fight for women’s ability to terminate their pregnancies as they face legislature

Methods of Shielding Design in Computed Tomography Free Essay Example, 1250 words

Different shielding methods in computed tomography are used and shielding should be of different body parts. In this case, we need to have CT for eye shielding which is design to be used in head and facial CT scans. CT for Radio-protective Brassier which has been designed to protect breast tissues. Images will be also be obtained in the views of left lateral, left posterior oblique, right lateral and right lateral oblique until the number reaches 100-k (Jankowski et al. , 2004). During the study period, data will be composed with respect to positive and negative findings depending on the study area. Statistical values will be calculated to recognize modality sensitivity. After the end of data collection and statistical calculations are done, data will be presented in form of chat, tables among others in order to allow easy interpretation by the medical departments in order to make necessary correction with relevance to shielding in computed tomography (Jankowski et al. , 2004). Rese arch Design typeThe objective of conducting this is to identify the coronary artery diseases (CAD) patients because of the high risk of survival of these patients (Jankowski et al. , 2004). We will write a custom essay sample on Methods of Shielding Design in Computed Tomography or any topic specifically for you Only $17.96 $11.86/page

Analysis Of Shakespeare s Romeo And Juliet - 868 Words

FAMILY IS FOREVER When I read Shakespeare, one of the main things I think about is how great women have it today as compared to Shakespeare’s time. While may be arguable that as of recently that we may be living in a post patriarchal society, in Shakespeare’s day the patriarchy was undeniable. Women were property and were utterly controlled by men. They had to look a certain way. act a certain way and most of all be obedient to the men closest to them. The most attractive trait a woman had back in Shakespearean times was being loyal. Today the idea of loyalty for a woman is to be faithful to her man and to look out for his best interests. In Shakespeare, loyalty mostly pertained to the woman’s family. While many would argue that women in Shakespeare are bound to their love interest (everyone points to Romeo Juliet), most actions enacted by women in Shakespeare are actually to protect their family name or to make sure they look good to their father. In most of Shakespeare’s plays, a woman’s loyalty seems to be divided; I believe that in Shakespeare, women characters’ actions can always be tied to their loyalty to their families over their husband/lovers and as a result they get entangled in more conflict. When reading Shakespeare it is important to remember that it is a man’s world and females are just living in it. From the moment they are born they are subject to father and then when they get married they are subject to their father as well as their husband. Linda Boose,Show MoreRelatedAnalysis Of Shakespeare s Romeo And Juliet 980 Words   |  4 Pages Traditional Criticism: a. Plot: This is a progressive plot where the exposition of the characters, setting, and conflict are introduced in the beginning. Then, the story line builds with ideas foreshadowing Sophia death. Florence’s daily encounters and different relationships with every character in the story continue to lead the reader to the climax. After the climax, the story ends, almost happily ever after; however, it does leave the reader unsure if Sophia is finally restful in her grave orRead MoreAnalysis Of William Shakespeare s Romeo And Juliet929 Words   |  4 Pageseventually love him. He believes that her pleasure in his pain might draw her attention towards reading the sonnets, and allow her to know the extent of his affection, which may make her pity his situation somehow transforming into grace and love. Sidney s warns the reader that the only way to fully express his love for Stella in his poetry is to write from his heart. In his first sonnet makes it clear that demonstrates the first of many clashes between reason and passion that appear in the sonnet sequenceRead MoreAnalysis Of William Shakespeare s Romeo And Juliet1654 Words   |  7 Pages by Romeo Fulga Summary of verse 14. Significantly, the names of Christ in this letter reveal his divinity. Previously the title á ½  á ¼Ë†ÃŽ ¼Ã¡ ½ µÃŽ ½ was a title reserved only for God the Father in the Old Testament. This name clearly indicates that Christ is indeed the son of the living God, the second person of the Trinity. Therefore Christ as the being the truth, signifies that He is the certainty of the fulfillment of God’s promises (2 Cor. 1:20) â€Å"For all the promises of God find their Yes in Him. ThatRead MoreAnalysis Of William Shakespeare s Romeo And Juliet2054 Words   |  9 PagesIntroduction â€Å"What’s in a name? That which we call a rose by any other name would smell just as sweet.† This quote from Shakespeare is from the balcony scene when Juliet tells Romeo that his name is meaningless and that he is still a handsome young man and that only their family names are enemies. This same quote can be applied in today’s society in how people address each other based on different situations, especially when addressing women. There are many different titles that can be used to addressRead MoreCharacter Analysis of Romeo in William Shakespeare ´s Romeo and Juliet1270 Words   |  6 Pages Romeo, at the beginning of the play, is a love-struck, immature, and impulsive young man. In the beginning of the play, Romeo believes that he has found the person and place â€Å"where I am in love† speaking of Rosaline, a girl who he barely knows (I.i). Romeo is love-struck and impulsive, saying that about Rosaline after just meeting her. Romeo doesn’t know what real love is, he is just an immature young man who doesn’t see reality as it is. Towards the end of the scene, Romeo sees a new girl namedRead MoreCharacter Analysis on Friar Lawrence in Shakespeare ´s Romeo and Juliet794 Words   |  4 PagesThere are many characters in the play of Romeo and Juliet that have important roles and unique characteristics. One of these characters is Friar Lawrence, a Franciscan monk who is an expert in plants and medicines. While the Friar does not appear in all parts of the play, he acts as an advisor to Romeo and Juliet and gets them married. Being an honest, trustwort hy, and loving friend, Friar Lawrence helps keep Romeo and Juliet together while maintaining his character and not acting dual-sided or havingRead MoreWilliam Shakespeare s Romeo And Juliet1287 Words   |  6 PagesLizzy Baginski English Composition 2 Mr. Spera March 10, 2015 Romeo and Juliet Research Paper The movie Romeo and Juliet is a modern classic film that took place in 1996. Overall this is a timeless story that everyone should go and watch. This movie has an intriguing plot line that tells the story of two feuding families, The Montagues and The Capulets, and how the children of these two different families fall in love. The two children overcome various obstacles such as hiding their chemistry fromRead MoreRomeo And Juliet Film Analysis1647 Words   |  7 PagesDavies, Anthony. The film versions of Romeo and Juliet, Shakespeare Survey 49(1996):153-162 Web. 22 May 2017. 1. In this Journal articles by Anthony Davies, he attempts to trace, compare, and analyze the play of Romeo Juliet’s life throughout cinema. To do this, Anthony does a close reading of four different films directed by Cukor, Zeffirelli, Alvin Rakoff, and the BBC. With these films, Anthony delves into them while dissecting specific scenes to compare how they are different or similarRead MoreRomeo And Juliet Essay1228 Words   |  5 PagesAubrey Bryan. In Romeo and Juliet. Drama for Students. Encyclopedia.com. Web. 04 June 2017. 1. Encyclopedia.com is an online encyclopedia that provides free information, articles, or references from various credible sources such as Oxford University Press and Columbia Encyclopedia. This online encyclopedia does not let anyone rewrite references or information which is what gives this site its credibility, as they make sure information is accurate before publishing. 2. On this online encyclopediaRead MoreWilliam Shakespeare s All The World s A Stage 1540 Words   |  7 PagesMegan Mackey Professor Raja Atallah English 1102 17 April 2017 Research Paper William Shakespeare once said, All the World’s a Stage —and now his quote can be applied to his literature within his tragedies (William Shakespeare 1). The generation of people today have a much different definition of tragedies than people did during the Shakespearean times. Shakespeare’s tragedies involve a protagonist whose character is developed so that it is clear that he is a heroic figure in the setting of the

Cool Hand Luke (Movie) Essay Example For Students

Cool Hand Luke (Movie) Essay Never Say Die!Of all the films that were released in 1967 few had the power and stamina of displaying detailed characterizations in the manner of which Cool Hand Luke did. Its strong message of individuality was a welcomed choice in the 20th centurys most turbulent decade, which of course were the 1960s. Based on the novel by Donn Pearce and adapted for the screen by Pearce and Frank R. Pierson and Oscar nominated for Screenplay Adaptation, Cool Hand Luke opens with a lazy and most effective scene showing Luke Jackson cutting the heads off of parking meters in a drunken haze in the confines of a small southern town. Promptly picked up by the police and sentenced to two years for maliciously destroying public property while under the influence, Luke is transported to a prison camp led by a character named Dragline. Dragline rules with an iron fist over the gang but manages to maintain many friends and constantly earns the respect of his fellow prisoners. The scene in which Luke is brought to prison sets the tone for the entire film as director Stuart Rosenberg sternly outlines the disciplinary policy of the facilitys captain (Strother Martin) and its guards whom the prisoners are told to refer to as boss. Lukes mission is to immediately challenge Dragline for leadership of the gang and a conflicting scene involving a boxing match between the two puts Luke on good terms with the other prisoners and the guards themselves also notice this. Dragline ends up becoming Lukes friend and protector and the film becomes a series of rebellious acts executed by Luke. One somber and heartfelt scene has Luke in contact with his mother who comes to visit him and she is dying, presumably of lung cancer as we see her coughing and chain-smoking her way to the grave. He refers to his mother on a first name basis and the scene has a further impression later in the film as Luke comes to terms with her death. Its one of Newmans finest moments on film. Cool Hand Luke is easily recognizable as social commentary but it also has a sense of humor and knows how to be entertaining on a general level. This is shown in the films most classic scene, the egg-eating contest. Luke challenges the disbelievers in the camp into proving he can eat fifty hardboiled eggs in one hour and every cent in camp rides on his bet. The talented cast of Cool Hand Luke includes such character actors as J.D. Cannon, Lou Antonio, Jo Van Fleet, Wayne Rogers, Ralph Waite, Harry Dean Stanton and a very young looking Dennis Hopper. Director Stuart Rosenbergs heavy handed direction is appropriate for this film which creates a clandestine environment of prison abuse and prisoner defiance and leaves the audience with many questions of whether prison reforms or give its convicts the impression that for every violent action, there can be an act of equally violent reaction.

Plagiarism in Higher Education free essay sample

Dont miss your chance to earn better grades and be a better writer! It may be argued that although politicians do not necessarily write the words themselves, they endorse the words they use. But what if the words themselves are not original? In one instance, the presidential candidate Barack Obama was confronted by the fact that some of his speeches had taken material from Devil Patrick, the Massachusetts Governor. Obama admitted he should have acknowledged his source: Education, Business and Society: Contemporary Middle Eastern Issues Volvo. No. 3, 201 0 up. 166-177 q Emerald Group Publishing Limited 1753-7983 DOI 10. 1108/1753798101 1070082 was on the stump. [Devil] had suggested that we use these lines and I thought they were good lines ] Im sure I should have didnt this time 1 really dont think this is too big of a deal (Obama cited in Whitefishes, 2008). Published by kind permission of HCI Press. Plagiarism has been defined as the unacknowledged use of someone elses work ] and passing it off as if it were ones own (Park, 2004, p. We will write a custom essay sample on Plagiarism in Higher Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 92) and it is interesting to speculate whether such an excuse would be accepted from a detent by an educational institutions plagiarism committee. Accusations of plagiarism in politics have been made before, Of course, though the outcomes were often different, suggesting that a shift may be taking place in attitudes towards plagiarism in politics. In 1 987, another presidential hopeful was forced to abandon his ambitions for high office largely because he had plagiarisms a speech by the British politician Neil Chinook and because of a serious plagiarism incident in his law school years (Sabot, 1998). Ironically, the candidate was none other than Joe Bidden, the man chosen by Obama to e his Vice President In politics today, it seems as though plagiarism no longer signals the end of a career. In contrast, students who are caught cheating or plagiarism can be subject to sanctions and consequences that are severely life impacting, which in the United Arab Emirates (AJAX) can include permanent exclusion from all tertiary education (see for example, Higher Colleges of Technology (HCI), 2008). One question of fundamental concern that we must ask ourselves as tertiary-level educators is why college students, who have much less at stake, considerably less experience and knowledge and who do not use English as their first language, should be held to higher standards of responsibility in communication than those in the highest political offices? Yet, if we make allowances for students who are still learning to orientate themselves in academic discourse, what standards should be applied? Plagiarism in a complex information society The concept of plagiarism is a relatively new cultural phenomenon. Greek philosophers regularly appropriated material from earlier works without compunction, and originality was considered less important than imitating, often orally, the retreat works of their predecessors (Lacked and Tangelo-Long, 2004, p. 37). All the way through the eighteenth and early nineteenth centuries, the study Of rhetoric rather than written language was often the norm, with students required to give public speeches to assembled faculty. Only the subsequent move towards written assignments brought with it new perceptions of student plagiarism (Simmons, 1999, p. 41). Around the same time, in the earlier part of the twentieth century, the formalization of citation styles from organizations such as the American Psychological Association marked a sire to standardize academic writing and provide a model for ethically quoting the work of others (Simmons, 1999, p. 42). With the rise of the information society and electronic media, another cultural shift seems to be underway. There have been recent suggestions that plagiarism is becoming more prevalent, and much of the blame has been placed on nearly universal access to the Internet (Cannon and Neumann, 2002, p. 374). Park (2004, p. 293) refers to the ease of copying I] in a digital world of computers, word processing, electronic sources and the Internet. However, the explosion of electronic sources of information has not just made copying easier, it has also made it much more central to our students cultural and social experiences. Students going into tertiary education have grown up with the internet and are at home with downloading free films, sharing music and modifying and emailing all kinds of material taken from the web. They have developed highly skilled ways of conducting non-academic research using services such as search engines, social networking sites, bedposts, IRS feeds, discussion boards, etc. With Dealing with plagiarism 167 EBBS 168 hyperlinks allowing them to jump from site to site as though the internet were a single-unified source, and with copying and pasting a mainstay of interaction. They take it for granted that a pop star such as will. I. Am can pick up and rework virtually the entire content of a political speech, and turn it into the award winning song and music video Yes we can, apparently without Beams knowledge or consent ((The) BBC News, 2008). They are not surprised when this video is then embedded in countless websites, with the lyrics of the song posted on music sites without any attribution of the original resource (see for example, Lyricists, n. D). This intellectuality is a perfect example of the postmodern, self-cannibalizing popular culture (Bowman, 2004, p. 8) that our students now engage with on a daily basis. Students may well bring to the classroom very different ideas from their teachers about what constitutes fair use. Indeed, one study of 2,600 tertiary-level students in the AJAX found that just over 40 percent considered cutting and pasting from the internet as either trivial cheating or not cheating at all. The attitudes of AAU students are similar to those of other students around the world Crouched, 2009). Some theorists have gone a step further and argue that as the new media become more interactive and collaborative, it calls into question the whole idea of a creative, original, individual who, as an autonomous scholar, presents his/her work to the public in his/her own name (Colons, 1995, p. 1). The multiple contributors to Wisped pages is a clear example of how a collaborative process undermines our sense of authorship. In addition, the notion of what constitutes fair use is changing quickly. This is exemplified by the open source movement where material can e downloaded, modified, and shared with minimal and strictly controlled authors rights (See for example, Open Source Initiative, n. D). As Blue (2009) notes, the rules about intellectual property are in flux. Where does this leave educators? Has plagiarism become an irrelevant concept, too outdated in its definition to be of use in the production of educated professionals ready to take their place in our post-modern society? Do we have to accept Johnnys (2007) argument that in the digital age, writing an Original essay outside Of class for assessment purposes is no longer viable in its current form because f the ease of copying from the internet? Do we have to agree with him when he says such tasks are no longer even relevant because they fail to reflect the modern workplace? As Joy moons argues: My transfer from education to the world of business has reminded me just how important it is to be able to synthesize content from multiple sources, put structure around it and edit it into a coherent, single-voiced whole. Students who are able to create convincing amalgamations have gained a valuable business skill. Unfortunately, most schools fail to recognize that any skills have been used at al, and an entire paper can be discarded because of a few lines repeated from another source without quotation marks. Plagiarism in education Plagiarism in education seems to operate under a very different set of rules from the pragmatic fields of politics or business and can create emotional responses that deploy highly charged metaphors such as The Plagiarism Plague (Bowman, 2004) or Winning hearts and minds in war on plagiarism (Chicks, 2008). In education, plagiarism is seen as a transgression against our common intellectual values, carrying justifiably bad consequences for those guilty of the practice (Sherman, 2003). Why is it generally accepted that politicians can use ghostwriters, but that students cannot, even if the stakes for the students are much lower? The critical issue for education is that plagiarism circumvents the learning process (Spencer, 2004, p. 16). The process Of analyzing and synthesizing ideas, and reformulating them in writing, is seen as central to learning. Only by ensuring that students struggle to assimilate material and develop their own voice do students go beyond surface information and develop higher order thinking skills. As Sherman (2003) notes: [.. .1 ownership over the words you use . Is really at the heart of the learning process. You can read a dozen books about the cold war, but if you cant explain what you have learned to someone else in your own words, no real learning has taken place [.. And you will have made no progress whatsoever toward realizing the central goal of a liberal-arts education: the ability to think for yourself. 69 This struggle for intellectual development is not easy, which is precisely the reason that makes plagiarism attractive for some students. In most cases teachers are not concerned about literary theft, but that their students are kissing out on opportunities for learning because they are failing to engage with the material in a meaningful way. Plagiarism is therefore denying them the opportunit y to learn lessons, improve their study skills, and improve their knowledge and understanding (Lancaster University, 2009, p. ). If plagiarism is especially serious in education because it is an obstacle to learning, then we should deal with instances of plagiarism primarily from an educational perspective rather than the punitive one. Students need to learn the importance of academic integrity and understand that it is not just a hoop to e jumped through, but is integral to intellectual and personal growth. Clearly this learning process cannot be instantaneous, and allowances should be made as students develop. However, this does not mean that severe penalties should be removed from the process entirely as there will always be students who refuse or are unable to meet appropriate standards. Factors influencing the incidence of plagiarism Individual, pedagogical, and institutional factors can all influence the incidence of plagiarism. Students themselves can be impacted by a wide range of factors including their educational conditioning cultural background, motivation, language skill, peer pressure, gender, issues with time management, ability, and even the subject being studied (Rig, 1997). If the tertiary experience is vastly different to students previous educational experience, the motivation for plagiarism again increases. In the AJAX, it is likely, for example, that the students primary and secondary schooling was characterized by rote learning and the quest for a single correct answer, non-transparent and poorly conceived assessment practices, and vast social inequities within the student base, and between dents and their Often socially and economically disadvantaged teachers. Norms, expectations, and demands learned in this context can be difficult to dislodge in subsequent institutions which place a premium on the exploration of problems and solutions, independent and critical thinking skills, and academic integrity. If plagiarism is not defined or academic processes made explicit, then such students will find it impossible to reach the standards that are suddenly and (to them) inexplicably imposed on them. Pedagogical approaches may also contribute to the prevalence of plagiarism. Current methodologies place much more emphasis on collaboration and group work, with a greater weight given to out-of-class projects and portfolios at the expense of formal exams. The result is that the line between collaboration and cheating during assessed tasks is blurred, and if this is not explicitly dealt with by assessors, it will inevitably 170 result in misunderstandings as to what is acceptable. Also, students are more likely to justify cheating if the coursework Or assignments they Were given were too hard, poorly scaffold, or based on unreasonable expectations of heir abilities (Naiads, 2008), and plagiarism will be made easier if the assignments are not constructed carefully so that stock answers cannot be copied from the internet (Wood, 2004). However, the institutional context plays perhaps the most critical role. For example, unclear and uncommunicative institutional policies with vague definitions of plagiarism can affect the incidence of plagiarism, as can the application of those policies (McCabe et al. 2002). Some aspects of an organization may unwittingly encourage plagiarism. For example, in contrast to schools, tertiary education institutions in the I-JAW do not typically award top grades to large numbers of students, and there is evidence to suggest that students justify using ghostwriters in such an environment because they believe they deserve better grades ( Crouched, 2009). An often overlooked but crucial aspect of deterring and detecting plagiarism is the application of institutional policies by teachers. One survey of 800 American academics at 16 institutions found that 40 percent never reported incidents of plagiarism while a further 54 percent did so only seldom, even though the evidence suggested they must eve received plagiarisms work (McCabe, 1993 cited in Schneider, 1999). There are many reasons why teachers may be reluctant to report plagiarism. Teachers may feel the potential penalties for students are too high (Aura and Kruger, 2001 They may also be wary of making false accusations which potentially undermine their own professional status. Some teachers object to taking on the role of detective or enforcer as it undermines the mentor- student relationship (Schneider, 1 999; Park, 2004) while others may not have the time to make an extra effort to uncover plagiarism and follow it up (Park, 004). It may also be that some teachers, especially teachers of content subjects where the focus is less on form and more on ideas, may not have sufficiently developed skills to detect plagiarism. Holland (2001) found that even teachers who detect plagiarism may use indirect feedback when dealing with plagiarism (for example, comments in the margins such as Are these your own words? ) which can lead to miscommunication with the student about what is acceptable. With so many factors at play, the responsibilities of teachers must be clearly codified if any institutional initiative is to have any success. Plagiarism and SOL/FEEL English for speakers of other languages (SOL) and English as a foreign language (FEEL) contexts may be more pr one to infringements of academic integrity because students lack the English skills to understand the coursework and so may feel that plagiarism offers the only solution (Holland, 2001; Lie, 2005). Moreover, the cultural conditioning of English as a second language (SSL) and FEEL students has been cited as another contributing factor. Modern (1 995 cited in Lacked and Tangelo-Long. 2004, p. 38) suggests that some societies, including those in the Middle East, value memorization and imitation as the mark of an educated person which may mean that plagiarism is viewed as being less significant. Lie (2005, p. 239) disagrees with the notion of cultural conditioning, however, claiming that it is based on incorrect information and is presented often via unwarranted jumps in reasoning and conflation of separate issues. More pertinently, perhaps, she goes on to argue that: C.. Even if we concede that such cultural conditioning indeed exists to some extent, we still cannot say for sure that it is the main reason that SOL students plagiarism. There are many other factors that may motivate SOL students from many Al backgrounds to plagiarism, including a lack of adequate proficiency, lack o f task specific writing skills, and of course, the urge to cheat (p. 239). SOL students, then, whether or not cultural conditioning is accepted as an underlying factor in plagiarism, may still have greater motivation than their first language counterparts to take and use the ideas and words of others in their own assignments. Ironically, plagiarism by SOL students is also far more likely to be detected because of more prominent differences in engage level and tone between copied and original work. Degrees of plagiarism Intuitively, plagiarism varies in its severity in a way that cheating (e. . Using crib sheets or having someone else take a test for you) does not. It can consist of minor lapses, for example, when original material is poorly paraphrased but the source is acknowledged, through deliberately copying parts Of a text without citing the source, to submitting work from an online paper mill (Rig, 1997). Critical factors in determining the severity of the plagiarism include the intention behind the plagiarism (was it deliberate or accidental? , the a mount of material that has been plagiarisms, the inclusion of the source in the list of references, the degree to which the plagiarisms material differs from the source (an indication at an attempt to paraphrase), the time the student has spent in tertiary education, and whether it is the first, second, or subsequent occurrence. Given the wide variation in the seriousness of plagiarism and the developmental process students must undergo to assimilate the norms of academic writing, it is clear that the appearance of plagiarisms material is not always a deliberate attempt to cheat. For example, students are often poor at paraphrasing and may not be fully aware that this could be construed as plagiarism. Rig (1999) gave English-speaking undergraduate students a two-sentence paragraph to paraphrase and found that between 41 and 68 percent of the responses contained strings of at least five words or more copied from the original. These results clearly back up the claim that plagiarism may indicate a deficit in appropriate skills and not intentional academic dishonesty. Towards an institutional response to plagiarism In many educational institutions, plagiarism is seen largely as a teacher/student problem. If plagiarism is detected, then the teacher makes a decision as to whether to escalate the case for possible punitive action. The plagiarism is seen either as morally wrong or as a crime ? the breaking of a rule that has inevitable consequences (Blue, 2009). Unfortunately, dealing with plagiarism in this way can result in decisions which are reactive, emotive, and which are made informally on an ad hoc basis, thus inviting inequity and inconsistency. When the focus is directed towards punishment, there may be little maturation in terms of academic integrity for the student concerned, or for those who attach their classmates fate from the sidelines. Academic endeavourer must take place within an institutional culture that routinely recognizes and reinforces the value of academic integrity so that all stakeholders are obliged to proactively follow and uphold best practice in order to reduce the impact of the contributing factors discussed above. This requires the establishment of an institutional response to plagiarism that is comprehensive, appropriate, fair, developmental, transparent, and educative. 171 Park (2004, p. 294) describes such an institutional framework for dealing with legalism that was developed by a working party at Lancaster University in consultation with staff and with reference to experience and the literature: The working party sought to move the plagiarism discourse beyond just detection and punishment and to situate and embed it in a cohesive framework that tackles the root causes as well as the symptoms of plagiarism as a family of behaviors. 72 The key elements underpinning this framework were consistency and transparency. These were ensured by the explicit codification of stakeholder responsibilities, procedures, and penalties. In order for such a framework to e implemented effectively, Park (2004, p. 296) noted that all stakeholders within the institution must understand and appreciate why the fra mework is necessary and how it protects their own interests. A case study Park (2004, up. 295-9) nominated a number of central pillars that lend validity and effectiveness to any such institutional framework. These included transparency, ownership by stakeholders, student engagement, academic integrity, framing the initiative to ensure compatibility with the culture of the institution, focus on prevention and deterrence, and the supportive and developmental nature of the framework. These pillars provide excellent reference points for the approach taken in one department in a college in the ALGAE and allow us to examine the viability and efficacy of such a framework for the local context. The Education Department at ABA Dhabi Womens College (ADDS) has addressed its concerns with academic honesty in a concerted, collaborative, and multi-faceted fashion. As teacher educators, the faculty in this department are intent on producing future academics. Much like politicians, words, information, and the generation of ideas are the very foundation of our professional lives, so we regard it as essential that the rules of using these appropriately are disseminated, understood, and followed at all times by all of our students. To this end, we have established and adhere to a set of policies and practices at all levels that support and facilitate academic honesty. Institutional/departmental level The HCI, Of which ADDS is only one of 16, institutionally mandates the prevention and sanctioning of plagiarism and related offences. Consequences of infringements of these rules are outlined in official policies, Student Handbooks (see for example, HCI, 2008), contracts signed by students at the enhancement of their studies, and reinforced by administrative staff and faculty at every student meeting and examination session held throughout the students academic career at HCI. From these guidelines, the Education Division throughout the colleges has documented standards and procedures that address academic honesty in its assessment handbooks one that is distributed to all education students and the other, more comprehensive and specific, that is used by all education faculty. This shared written documentation enables best practice in assessment to be disseminated and allowed, provides the underlying philosophy and approach for the division as a whole, and addresses academic honesty both directly and indirectly to better support student writing and make plagiarism a less viable or attractive option. The assessment handbooks reflect the developmental curricular approach of the division as a whole, and so specify the type, nature, and expectations for assessments at each level to scaffold the students ability to produce increasingly sophisticated and original work. Ensuring that requirements are reasonable and documented minimizes the students need to seek help through illegitimate means. These handbooks are the basis of communication within the ADDS Education Department on all matters regarding assessment and have served to ensure a common approach and understanding. Insights gained by instructors in their daily interactions with students and their submissions inevitably reveal general difficulties facing students, which are then examined in regular formal and informal meetings to brainstorm and implement further strategies that may be useful. The ongoing concern at faculty level with issues of academic honesty is mirrored in the systematic recycling of warnings, information, and explicit instructions o students. As a department, the theft or misappropriation of ideas and words has been, and continues to be, addressed as professionally offensive and inappropriate. Initiatives suggested by Education Department faculty as well as colleagues in other departments and colleges are pursued vigorously. One recent example has been the provision of workshops by library staff on research skills and academic procedures. The plagiarism detection software, Turning, was originally adopted by the department as both a defense against plagiarism and a tool to help students protect themselves against accidental legalism. This proved to be very effective, but unfortunately access to this subsequently became unavailable.

Project Example

Project Example Project – Term Paper Example BUSINESS STRATEGIES By Business Strategies Sales strategy is a deliberate and thoughtful activity that business owners use to achieve their desired goal which is particularly increasing their sales. In this regard, places and time to make a sale are determined through a rational process to facilitate the achievement of the highest profits. To develop a strategy, a plan has to be laid down since it is meant for future objectives. Effective approach involves understanding the target market, networking, and surveys, building relationships, and conducting a follow-up monitoring program. The idea is aimed at attaining the sales opportunities to rigor on what works and to get rid of what does not (Pride & Ferrell 2006, 47). The rationale of sales strategy is to analyze the business sales cycle to meet the long term goals. Categorically, the strategy can be direct or indirect. The former means the sales people are talking directly to the consumers about the product features compared to othe rs, while in the latter case talks on the features unavailable to the competitor’s product or services.To improve sales, business owners must also look on to the best channels of distribution of goods and services to the end-user or ultimate purchaser. This strategy focuses on how to reach the target market, however, to accomplish this, factors that have to be considered include, business location, market location, how to reach the market, stock warehousing, and transportation logistics. Businesspersons debate on whether to distribute their goods or services directly to the consumers or through the middlemen (Pride & Ferrell 2006, 53-63). Nonetheless, the ultimate aim is to reach the consumers faster, efficiently, and with minimal costs involved. It is worth noting that distribution is an important element of marketing in getting the best product to the customer in the right time.Business strategy also requires promotion, which in turn involves public relations, advertisement s, personal selling, and other forms of sales promotions. The marketing out of business is the most costly of all the strategies. Promotion is objected to expanding the customer or client base. It opens new window to opportunities for business growth and development. It, therefore, entails regards to time, labor, and costs. Distribution intermediaries, wholesaler, and retailers must also be contacted through proper communication channels (Pride & Ferrell 2006, 145-152). Direct calls, mails, use of media, social networks, and salespersons are some of the mechanism of updating them or reminding them of the product changes.In conclusion, marketing requires strategies in the various levels of production, warehousing, distribution, sales and promotion, and communication. It is about having the right product of required quantity to the right customer, within the recommended time.List of ReferencePride, w. M., & Ferrell, o. C. (2006). Marketing: concepts and strategies. Boston, Houghton Mi fflin Co.

Strategy Experience Essay Example | Topics and Well Written Essays - 1500 words

Strategy Experience - Essay Example Although these â€Å"snap decisions† created a situation in which the firm was able to react to the sudden changes and unique dynamics of the business environment, they necessarily left me a bit disquieted with regards to the overall quality of the inputs and the data that were being levered as a means of making these decisions. Further, the perennial concern that developed within my mind was whether or not these choices could ultimately have a very strong level of impact upon the longevity and success of the firm; due to the fact that some of the changes and pursuits that were engaged negated ones that had been made previously. Yet, as the process wore on, it became clear and apparent that even though the snap changes that were engaged took place at a dizzying speed, this rate of change was absolutely integral if the firm was indeed to survive in the climate of global business competition. By utilizing up to date information and tracking core levels of data, the meetings were able to present relevant needs that could encourage new levels of efficiency and productivity. Furthermore, a clear and unique distinction was able to be drawn between a long term strategy and short term goals. Further, in the beginning of the process, most stakeholders were unaware of how to incorporate the many different inputs that they received on each and every issue at hand. However, as the process wore on, individuals, myself included, felt more confident and comfortable engaging with the complexities that each decision necessarily portended. This should not be understood to mean that the decisions came to be easier over time; instead, the stakeholders became more familiar with the ways in which individual choices had complex outcomes that would affect other aspects of the company and lead to previously unforeseen consequences for the future. 2. Consider a specific

Disaster At D-day Essay Example | Topics and Well Written Essays - 1000 words

Disaster At D-day - Essay Example US thought a short route would be a more optimum approach for long term. Operation Sledgehammer and Operation Roundup were the two preliminary proposals drawn up. Operation Sledgehammer was planned to invade Germany in 1942 and Operation Roundup was planned for a larger attack in 1943, which later on became Operation Overload and was delayed until 1944. In 1943 the then Chief of Staff to the Supreme Allied Commander (COSSAC) British Lieutenant-General Sir Frederick Morgan planned the initial process and later his plan was adopted and refined in the year 1944 by General Dwight David Eisenhower who was the head of the Supreme Headquarters, Allied Expeditionary Force (SHAEF). Because of the short operating range of the allied fighters made it the ground situation more difficult since limited possibility of amphibious landing sites. The geography reduced the optional striking sites to two: the Pas de Calais and the Normandy coast. Pas de Calais was heavily fortified and defended by the Germans because they know that it offers the shortest path to the European mainland from UK and more importantly it offers a direct route to Germany. Therefore Normandy became an obvious choice for the allied forces to attack. In January 1944 general Sir Bernard Montgomery was appointed as commander of 21st Army Group to which all the invaing ground forces command was given. He was also responsible for developing the invasion plan. COSSAC proposed a plan to attack with three divisions by sea and two brigades landed by air. Later Montgomery increased the scale of intial attack to five divisions by sea and three by air. In total 47 divisions under the supervision of British command was formulated to the battle of Normandy. The 47 divisions include 21 American, 19 British, 5 Canadian, 1 Polish and 1 Free French division. The total number of troops of aliied forces were 140,000. Montgomery planned it to be a ninety day battle where British and Canadian forces forming a shoulder and US army moving to the right. Around 6,900 vessels, 4,100 landing craft and 12,000 aircraft would be involved in the invasion. About 10,000 tons of bombs were supposed to be dropped and 14,000 attack sorties had to be flown. Allied forces rehearsed every day for the D-Day invasion in advance. They don't wanted to take any chances so they rehearsed their to perection. Germans fortified the the foreshore which was guared by four divisions. The fotification was part of their Atlantic Aall defences and was guarded by the four divisions of which only one division (352nd) was of high quality and that too the cadre of the 321st division-the core of 352nd. The 352nd division has many troops that participated in war against the allied forces before and was carrying out anti-invasion exercises. The other troops include were, usually for medical reasons, and were declared unfit for active duty. After witnessing the harsh reality that prevailed in German POW camps Soviet prisoners agreed to fight for Germans. Field Marshall Erwin Rommel was given command of the Atlantic Wall. After inspecting the Atlantic Wall Rommel requested Hitler to increase the defences. After inspection he found that Atlantic Wall only covered the ports themselves, beaches were barely defended and there was every possibility of Allies capturing the key points from inland. He improved the defences acrss the coast line and made it stronger. Steel obstacles were laid, booby traps were prepared, bunkers and pillboxes were constructed. Though

Does Bureaucracy Remains The Essential Core of Public Administration in The Practice of New Public Management?

Does Bureaucracy Remains The Essential Core of Public Administration in The Practice of New Public Management? Introduction The changing role on how the government should act in order to improve and guarantee an adequate public service delivery has come to an era where the concept of New Public Management (NPM) is introduced to replace the practice of so called ‘red tape bureaucracy. The concept suggests new management techniques and practices that involving market type mechanisms related to private sector practices in order to bring changes to the management of government in making public service delivery. The reforms try to redefine the role and character of government institutions to be more market and private sector oriented. The reform efforts have been commenced first by developed countries from the late 1970s to the 1980s, and then followed by developing and transitional countries in recent years (Larbi, 2006). The economic crisis in developed countries led to the search of new ways in managing and delivering public services and redefining the states role. Similar thing also occurred to developing countries that was experiencing economic and fiscal crisis that led to the rethinking of state-led development that involving bigger size, functions, and the cost of state and its bureaucracy. The idea is how to strongly endorse the market and competition to the private and voluntary sectors and leaving the practice of strong state where everything is controlled and done by the state. However, the idea of NPM has raise a question of whether bureaucracy should still exist or, even more, would still be the essential core element of public administration. The paper will discuss about this question and find out what would be the answer. The outline of this paper will firstly discuss about the essence of bureaucracy in the practice of public administration. Afterward, it will introduce what and how does the NPM works in the practice of organising and managing public service. Finally, this paper will analyse whether bureaucracy would still be the essential core of public administration although NPM is being implemented. What Is Bureaucracy? Common citizens might just think that bureaucracy is a burden in public administration because of its inefficiency, long chain of decision making, self interest, and other bothersome reason that makes it undesirable form of administration. In the United States, public bureaucracy has gain wide scepticism and reached a high point as a major theme in the Reagan administration. The president contempt on bureaucracy was supported by public opinion polls, which had been detecting a widespread conviction that the government is wasteful and ineffective, and much of the concern aimed on public agencies and their employees as the major part of the problem (Milward and Rainey, 1983). On the contrary, there are also views that think bureaucracy in more positive term with their own evidence. For instance, merit based bureaucracy can fosters economic growth in developing countries (Evans and Rauch, 1999). It can also contribute to the effort of poverty reduction (Henderson et al, 2003). Furthermore, bureaucratic rules are considered to have a contribution in promoting democratic equality because those rules do not make differentiation of wealth and other resources among citizens that they serve. These two standpoints, negative and positive, about bureaucracy forced us to understand more about the substance of the so called â€Å"Weberian† state structures. In the view of public administration, bureaucracy means much more than those negative characteristics mentioned above because the term â€Å"bureaucracy† in serious administrative literature mentioning a general, formal structure elements of organisation, particularly government organisation (Stillman, 2000). The most comprehensive, classic formulation of the characteristics of bureaucracy was generally acknowledged as the work of a German scientist, Max Weber. He pioneered the term â€Å"bureaucracy† by saying that â€Å"bureaucracy is the normal way that legal rational authority appears in institutional form, it holds a central role in ordering and controlling modern society, also it is superior to any other form in precision, in stability, in stringency of its discipline and in its reliability†. Weber thought that bureaucracy is indispensable to maintaining civilisation in modern society. He suggested that although a lot of people are saying about the negativ e views of bureaucracy, it would be impossible to think that administrative work can be carried out in any field without the existence of officials working in offices. Weber noted three of the most important major elements of the formal structure of bureaucracy, which are the division of labour, hierarchical order, and impersonal rules. Firstly, specialisation of labour means that all work in bureaucracy should be divided into units that will be done individuals or groups of individuals that has competency in accomplishing those tasks. In other words, the specialisation of labour brings out the idea of professionalism in administrative bureaucracy. Secondly, the hierarchical order in bureaucracy that is meant to separate superiors from sub ordinates in order to recognised different authority, responsibility, and privileges. It also meant as a base for remuneration of employees and a structure that will enable a system of promotion to the employees. Thirdly, impersonal rules that form the means of a bureaucratic world. It limits the bureaucrats in any opportunities for arbitrariness and personal favouritism because their choices are restrained by l egal bureaucratic rules that provide systematic controls of sub ordinates by superiors. Those major elements of bureaucracy derived from what is known as The Weberian ideal type, which suggested four revolutional thinking in public administration. First is the concept of recruitment for the officials which is not supposed to be based on personal relationship but more to a merit based recruitment. Second is the point of view that servants should give their loyalty to the community not to individuals or groups. Third is the mentality aspect of the servants where they are pressured in improving public welfare so they have to eliminate the practice that give opportunity for rent seeking and fraud, which will inflict the public welfare. Last concept of ideal type is that employment should be subject to job performance not on political support. The Concept of New Public Management New initiatives introduce new management technique, which include not only structural changes but also attempts to change both process and roles of public sector management. Wide drafts of initiative and change processes in the UK public services have taken place since the 1980s (Ashburner et al, 1994). Furthermore, a survey conducted by the Organisation for Economic Co-operation and Development (OECD) in early 1990s has concluded that new management techniques and practices that involving market type mechanisms associated with the private for profit sector would bring changes in countries public management that have wide governance, economic and institutional environments (OECD, 1993a). Those technique and practice changes have then being labelled as the New Public Management (NPM) or the new managerialism (Ferlie et al, 1996). The search for new management technique in public sector administration was initially forced by some occurrence that happened worldwide. The first wave for reforms came up as a result of economic and fiscal crisis, political change, and criticism on over extension of the state. The next wave for reforms were mainly because of the role of donors, improvement in information technology, and pressures of globalisation that strongly promoted competition among countries. Nevertheless, the concept of NPM still need to be clearly defined of what the new public management actually is, what made it distinct to be said of moving away from traditional public administration. The attempts to overview what kind of practice should be done in implementing NPM noted that there are at least four new public management models (Ferlie et al, 1996) that can distinguish it with the traditional public administration. The models meant to be the initial attempt to build the typology of new public management ideal types. The first model is The Efficiency Drive that known as the earliest model to emerge. It represented a model that tried to make public sector more like businesses, which is led by high importance of efficiency. It increased attention to financial control, extension of audit, deregulation of the labour market, empowerment of less bureaucratic and more entrepreneurial management, and a greater role for non public sector providers. This first model of NPM sees public sector as a problem not solution because it was wasteful, over bureaucratic, and underperformed. The second model is Downsizing and Decentralisation on the management of public sector organisations. This model implemented some general organisational change, which include staff downsizing, increased contracting out, and increased decentralisation strategy. The model tried to represent public sector in facing issues about their replacement with the market. The third one called In Search of Excellence that had strong highlight on organisational culture. It define NPM as techniques and practices in shaping public sector organisational culture by promoting and forming values, rites, and symbols to show people how to behave at work. The fourth and last model called Public Service Orientation. This model tried to combine private and public sector management ideas by adopting private sector practices. It takes ideas from the private sector to be applied in the public sector organisation. The rise of Total Quality Management in order to achieve excellence in public service deliveries can be noted as one of the implementation for this model. Overall, there seems to be only two core elements that exist in the concept of NPM. The first one is managerialism and the other one is marketisation and competition (Osborne and Gaebler, 1992). Managerialism includes the practice of decentralisation of authority, devolving budget and financial control, delayering and downsizing public sector organisations, implementing performance management, and forming executive agencies to do specific tasks in public services. While marketisation and competition stressed on the practice of contracting out, charging for public services, focusing on quality, and changing employment relationship. Larbi (2006) also mentioned those two core elements in a detailed table, which is also adapted from Hood (1991). However, the market type mechanisms associated with private for profit sector, which is the life blood of NPM, also have a challenge to answer that what if the market fails. It comes to another perspective of NPM in anticipating market failure, which is regulating. The idea is quite paradox because if we discuss about new public management reform, usually it will talk about de-regulation and not re-regulation, but the state has to face the reality that the market will not always succeed. This where regulation is meant to, being an instrument to impose outcomes which would not be reached by the operation of free market forces and private legal rights (Ogus, 1994). Regulation meant to make the market works more efficient or make the monopoly provider to operate as if there were a competition. Nevertheless, the practice of how to regulate has also been an interesting topic of whether in the form of state control or on the basis of giving incentives. Where Bureaucracy Stands In the New Public Management? After reviewing the definition of bureaucracy and the practice of new public management, we have to answer two questions that arise in the beginning of this paper. The first question is whether bureaucracy would still exist in the implementation of NPM or otherwise should be abolish at all. The second question, as continuation from the first one if the result is yes, where does it stand in the NPM, would it supposed to be the core elements too? The answer for the first question supposed to be yes, bureaucracy would still exists despite the emerging implementation on New Public Management. There are at least two reasons that can explain why bureaucracy will still exist. First of all, Weber suggested that bureaucracy can serve any master. This is in the meaning of whatever the form of a government, whether it is an authoritarian or democratic, bureaucracy would still be relevant. The facts that can be seen as evidence is what happened around the mid-1990s where ideas derived from neo-liberal economics began to falter as policy guides to economic development. A number of processes and events were responsible for this. The World Bank (1993, 1997) finally began to recognize the positive role that states could play. It became clear that the concept of the minimal state had theoretical flaws and led to policies that could be shattering for growth, most visibly in Eastern Europe (Henderson, 1998). Nevertheless, the Washington Cons ensus came under pressure as a consequence of inappropriate policy responses to the East Asian economic crisis (Chang, 2001). The recent writing by Chang (2002) revealed that the now developed world, including its most neo-liberal exponents, Britain and the United States did not pursue free market policies as their roads to riches, seems destined to advance this process. The second reason is the Weberian perspective actually does not negate the positive effects of strengthening market institutions, but it does postulate that bureaucratically structured public organizations, using their own distinct set of decision making procedures, are a necessary complement to market based institutional arrangements (Evans and Rauch, 1999). Then the second question, what about its significance in the NPM. More precisely, would it still be the core element in the practice of NPM. There are some arguments that we can use to answer this question. As noted before, Weber argued that public administrative organisations, which are characterised by meritocratic recruitment and a predictable long term career rewards, will be more effective at facilitating capitalist growth than other forms of state organisation. This hypothesis certainly cannot be dismissed just because of the fact that people who call themselves bureaucrats have engaged in rent seeking and fraud activity, or that corrupt governments have undermined economic growth (Evans and Rauch, 1999). Henderson et al (2003) explained in their paper that meritocratic recruitment can be expected to lead to organisational effectiveness because of several reasons. Firstly, it can ensures that staff has, at the very least, a minimal level of competency to fulfil job requirements. Secondly, it tends to encourage organisational coherence and an organisational spirit, where it is expected that this will eventually help to raise the motivation of staff. Finally, higher levels of identification with colleagues and the organisation help to raise the levels of shared norms and increase the intangible costs of engaging in corrupt practices. Moreover, bureaucracies that offer rewarding long term careers have greater possibility to perform well because it encourages more competent people to join the organisation, which, in turn, further increases organisational coherence and makes attempts to conduct corrupt practices by individuals will be less attractive because the costs of being found out ar e very high. Another argument comes from an empirical study, which is written by Evans and Rauch (1999), to test the significant correlation between bureaucratic effects of the Weberian State Structure with economic growth. Evans and Rauch constructed a â€Å"Weberianness Scale† that tried to measure the degree to which core state agencies in various countries were characterised by meritocratic recruitment and offered rewarding long term careers. After that, they compute the scores on the scale for 35 semi industrial and poor countries. Then, they analysed the correlation of these scores to the total growth of real GDP per capita in those countries from 1970 to 1990, and found out that there is a strong and significant correlation between the â€Å"Weberianness Scale† score and economic growth on those respective countries. Furthermore, they also analysed and concluded that the East Asian countries, which have higher â€Å"Weberianness Scale† score and economic growth than A frican countries, has demonstrated a high performing key institutional element of the scale that resulted in economic growth. Almost similar arguments also came from James Tobin, the winner of Nobel Prize for Economics in 1981. He observed that the rapid growth of the public sector in the United States had actually accompanied the greatest economic advances of any country in history, and that he knows of no evidence that government spending and growth are responsible for current economic difficulties. These arguments should at least give us a hint that bureaucracy would remains to be the core element in public administration. Conclusion Critiques about inefficient, red tape, and waste bureaucracy has raise an idea to abolish and make it as minimum as it can in order to provide and improve public welfare. This has lead to the concept of making business-like public sector, where it is assumed that the practice will bring goodness to public welfare. However, it has been revealed that the oversimplified calls on business-like public sector, which impose free market approach, have eventually being falter. This has made some modification on the practice of New Public Management. Some arguments have shown that bureaucracy should remains as the core element in the practice of NPM. It is required not just to anticipate market failures but also to make sure that the market, especially for monopolistic public service, would feel that there is a competition, through establishing sets of regulations. Moreover, empirical study has proved that the role of bureaucracy is actually significant for the economic growth. Thus, there are strong reasons not just to put bureaucracy in the practice of NPM, but also make it as an essential part of the New Public Management.

Organized Crime Essays -- International Drug Smuggling

Organized crime is often described similarily by groups like government, the press and popular opinion. This similar definition is described through the knowledge people have gained from pop-culture movies, television shows, magazines, novels and stories from newspaper articles. Often these newspaper articles are written by authors who have little more knowledge on the structure of organized crime then what their favorite Sopranos episode dictates. It is extremely rare in today's society that somone who has an opinion on organized crime (which is almost everyone) has gained this opinion through first-hand experience (Finckenauer, p. 63). The problem with this narrow view of organized crime is that it fails to encompass the real issues/problems that truly define organized crime, therefore not allowing us as a society to fix the problems of and associated with organized crime. Stereotypes that have been made about organized crime through these pop-culture icons must be addressed and challenged by researchers as they aim to fix the definition of organized crime in the minds of the public, press, and government. Fixing society's understanding of organized crime is, as we have learned, the first and possibly most important step in controlling organized crime in our society. The view of organized crime including acts such as, international drug smuggling, for example, is organized crime often being described as a; "highly structured and organized operation with verticle lines of responsibility and communication." (Cromwell, p.251) These views are based on the idea that when large amounts of money are involved there must be a high level of organization. This however is not always the case as studies have found very little ... ... such criminal acts. By broadening our definition to not only support our out-dated and pop-culture influenced view we can better understand how organized crime has been functioning and flourishing as a group practice, and not as a hiearcial organized structure. Organized crime has been functioning and flourishing and is estimated to bring in over $1 trillion dollars annually (Galeotti, p.2). By changing our definition of organized crime we can better understand the people involved, viewing them as part of our society, and come to a better solution of how to stop organized crime groups from forming, and committing serious crimes. This will allow governments and law enforcement groups to better tackle the problem of organized crime, and not waste countless resources searching for answers and basing their actions in a narrow definition that is no longer valid. Organized Crime Essays -- International Drug Smuggling Organized crime is often described similarily by groups like government, the press and popular opinion. This similar definition is described through the knowledge people have gained from pop-culture movies, television shows, magazines, novels and stories from newspaper articles. Often these newspaper articles are written by authors who have little more knowledge on the structure of organized crime then what their favorite Sopranos episode dictates. It is extremely rare in today's society that somone who has an opinion on organized crime (which is almost everyone) has gained this opinion through first-hand experience (Finckenauer, p. 63). The problem with this narrow view of organized crime is that it fails to encompass the real issues/problems that truly define organized crime, therefore not allowing us as a society to fix the problems of and associated with organized crime. Stereotypes that have been made about organized crime through these pop-culture icons must be addressed and challenged by researchers as they aim to fix the definition of organized crime in the minds of the public, press, and government. Fixing society's understanding of organized crime is, as we have learned, the first and possibly most important step in controlling organized crime in our society. The view of organized crime including acts such as, international drug smuggling, for example, is organized crime often being described as a; "highly structured and organized operation with verticle lines of responsibility and communication." (Cromwell, p.251) These views are based on the idea that when large amounts of money are involved there must be a high level of organization. This however is not always the case as studies have found very little ... ... such criminal acts. By broadening our definition to not only support our out-dated and pop-culture influenced view we can better understand how organized crime has been functioning and flourishing as a group practice, and not as a hiearcial organized structure. Organized crime has been functioning and flourishing and is estimated to bring in over $1 trillion dollars annually (Galeotti, p.2). By changing our definition of organized crime we can better understand the people involved, viewing them as part of our society, and come to a better solution of how to stop organized crime groups from forming, and committing serious crimes. This will allow governments and law enforcement groups to better tackle the problem of organized crime, and not waste countless resources searching for answers and basing their actions in a narrow definition that is no longer valid.

The Reality of Imagination

The Reality of the Imagination Rebecca Smarcz Poetry is a dichotomy of imagination and reality. It requires metaphors and abstract symbols as representatives of the poet’s imagination. These metaphors and symbols are depicted through concrete images in order to correlate with the reality that the reader and poet exist in. According to Roy Harvey Pearce’s essay Wallace Stevens: The Life of the Imagination, Stevens refers to himself as an â€Å"exponent of the imagination† and â€Å"As poet, he [Stevens] is†¦an ‘exponent of the imagination’†¦But, as human being, he finds that he must hold the imagination to concrete reality† (Pearce 117).Pearce, along with many other critics, believe that the diverging relationship between an imaginative world and reality is one of Stevens’ biggest concerns and struggles in his poetry. This battle between imagination and reality existed for Stevens in poetry as well as in his everyday life. In a letter to Ronald Lane Latimer in March 1937, Stevens wrote, â€Å"I have been trying to see the world about me both as I see it and as it is† (Beckett 117).This struggle between imagination and reality is extremely apparent in Stevens’ poetry, specifically in Evening Without Angels and A Fading of the Sun, both of which were published in the 1936 volume Ideas of Order. Stevens contrasts images of light and dark, sun and night, in Evening Without Angels and A Fading of the Sun in order to illustrate a dichotomy between imagination and reality as well as truth and individual perception.While Stevens establishes a strict opposing relationship in the beginnings of these specific poems, by the conclusion of each of the poems he recognizes that both imagination and truth are necessary components of art and life by the uniting imagination and reality as complements of each other, rather than divergent elements. He uses poetry as a medium to address the relationship between i magination and truth, and these poems are no exception. In the very beginning of A Fading of the Sun Stevens directly calls upon the audience to question the extremity between light and dark, and in turn, the conflict between imagination and reality.He begins with, â€Å"Who can think of the sun costuming clouds,† which directly asks the audience to imagine (Fading 1). The verb â€Å"to think,† while it can also convey an action dealing with factual knowledge, Stevens clearly uses it in this circumstance in an imaginative sense by the sun image he asks the audience to think of. The sun implies bright, openness, and light; therefore, it serves as a symbol for the imagination. With imagination there is room for interpretation and variations among individual imaginations.The double meaning of the verb â€Å"to think,† the factual versus the imaginative meaning, inherently adds to the struggle Stevens faces regarding imagination and reality when he writes poetry. Fu rthermore, Stevens establishes an opposing relationship between light and dark throughout the first three stanzas of A Fading of the Sun. In the first stanza Stevens calls upon the audience to imagine â€Å"the sun costuming clouds. † The image of the sun â€Å"costuming,† masking, or covering up the clouds is unrealistic and the reader can only rely on his imagination to picture this image (Fading 1).The sun can never cover up the clouds because of their location in the earth’s atmosphere; they are always in front of the sun. Furthermore, due to their density and chemical makeup the sun’s light will always be muffled when it tries to penetrate even the thinnest cloud. If the audience does go along with Stevens’ image of the sun masking the clouds, they imagine a scene in which they can only see the brightness of the sun with no shadows or darkness, just pure light, pure imagination.However, with this intense sunlight, â€Å"people are shaken† (Fading 2). Here, Stevens comments on the issue of poetry and life only having imagination, completely excluding truth and reality. People are uneasy with too much sunlight and imagination, with no reality to balance it out. In contrast to poetry and life having too much sunlight and imagination, Stevens also negatively remarks upon life and poetry being solely centered on darkness and reality. Darkness implies truth and definiteness because there is only one color with darkness: black.There is sureness in this color, there is no room for other interpretations, there is just black, just darkness, just reality and truth. Too much darkness causes people to â€Å"cry for help† and makes their bodies â€Å"grow[s] suddenly cold† (Fading 5, 7). People become lifeless and succumb to unhappiness when there is no imagination in their lives. With this opaque darkness â€Å"The tea is bad, bread sad,† ultimately, Stevens implies that imagination is like sustenance for the mind (Fading 8). Food gives energy to the body and is necessary for survival just as imagination is necessary for survival.Stevens tarnishes tea and bread in order to relate how the body becomes tarnished when it is only surrounded by reality and when humans exists without imagination. Without food â€Å"people die;† therefore, without imagination they cannot live their lives to the fullest (Fading 10). Moreover, Stevens affirms that it is impossible to be happy â€Å"without a book. † He states that it is a lie â€Å"If joy shall be without a book† (Fading 11). Here, Stevens uses the book as a symbol for art, poetry, and imagination. Life without art and imagination will be dark and unhappy; it is like a sky without sun.Imagination needs to be a part of poetry and life, but although this may be true for Stevens in these first stanzas, Stevens eventually settles upon the notion that reality must be a component in poetry and life as well. Stevens searches for a balance between light and dark, imagination and reality, in this poem and in life and he finds that balance in the last stanza. Stevens erases his prior negative outlook on the diverging relationship of imagination and reality by creating an image of the sun and night working together.The â€Å"pillars of the sun, / Supports of night† is a direct reference to Stevens’ realization of the harmonizing combination of imagination and truth (Fading 16-17). The sun symbolizes imagination while the night represents reality. With these sun pillars supporting the night people live a full life with tea and wine that are good and bread and meat that are sweet. Stevens creates this image of the sun and night transcending their opposing differences in order to establish the idea that imagination and reality are important parts to life and poetry.When Stevens combines the image of the sun, representing imagination, with the night, symbolizing reality, â€Å"The wine is good. The bread, / †¦ is sweet† (Fading 18-19). Although Stevens also refers to tea and meat as being edible and good with the unification of imagination of reality, he forces the reader to focus solely on the wine and bread images by placing the wine and bread in the same line of the poem. Stevens’ inclusion of the wine and bread images seems to be a clear religious reference to Jesus Christ in which Jesus offers his body and blood to his disciples in the form of bread and wine.When Jesus offered these gifts to his disciples his disciples needed faith and imagination to truly believe that these real, tangible items were indeed the body and blood of Jesus Christ. This idea that faith is needed in order to transcend the reality of these items correlates with the relationship between imagination and reality that Stevens addresses throughout this poem. Furthermore, with any religion, there is a necessary balance between faith, imagination, and belief, with reality, certainty, a nd truth. An individual must believe in his faith of the afterlife but he must also not ignore the reality of his life on earth.This last stanza supports Lucy Beckett’s claim of â€Å"Stevens’ constant devotion to reality, his belief that the phrase ‘the truth of the imagination’ has a meaning only with respect to the imagination’s relation with reality. † Although Stevens’ poetry is largely based in his imaginative world, Beckett notes that Stevens realizes his â€Å"responsibility† as a poet to balance imagination and reality (Beckett 42). Stevens’ even states in his essay ‘Effects of Analogy’ that when writing poetry The poet is constantly concerned with two theories.One relates to the imagination as a power within him not so much to destroy reality at will as to put it to his own uses†¦The second theory relates to the imagination as a power within him to have such insights into reality (Beckett 43). In A Fading of the Sun Stevens uses his power as a poet to combine reality with imagination and he faces the same task in Evening Without Angels. Stevens, once again, addresses the relationship between imagination and reality in his poem Evening Without Angels and immediately calls attention to the natural separation between imagination and reality in the beginning lines of the poem.He opens the poem with the question, â€Å"Why seraphim like lutanists arranged / Above the trees? † directly placing seraphim, or angels, on a separate level from the trees (Evening 1-2). Stevens immediately creates this image of separation between imaginative beings, seraphim, and the trees, which represent the earth and reality. He creates this separation between imagination and reality in this first stanza in order to set up the conflict between the two components throughout the poem, and then, just as he does in A Fading of the Sun, concludes the poem with the complementary combination of bot h imagination and reality.Furthermore, Stevens directly questions the audience in these opening lines in order to force the audience to wonder why there has to be a separation of imagination and reality in poetry and in life. In other words, Stevens sparks a wondering in the audience in the beginning of the poem and throughout the poem brings the audience on journey to discover the true balance of imagination and reality. Stevens continues to question the dichotomy between imagination and reality by issuing the question in the third stanza, â€Å"Was the sun concoct for angels or for men? (Evening 10). Here, the sun is representative of the imagined world, specifically heaven. Stevens questions whether the imagined world is only reserved for imagined things, like angels, or if men can be a part of the imagined world as well. Later on in the poem, Stevens declares that men, indeed, â€Å"are men of sun;† they are part of the imagined world (Evening 14). However, before Steven s comes to this realization he wants the audience to think about man’s place in the imagined world.After he questions whether the imagined world is for men or for angels he states, â€Å"Sad men made angels of the sun, and of / The moon they made their own attendant ghosts† (Evening 11-12). From this passage, Stevens seems to be affirming his pro-imagination stance. When men only place angels, or imagined things in their imagination, instead of incorporating imagination into their own human reality, they become unhappy. Again, Stevens utilizes the image of the moon in order to symbolize reality; therefore, when men do not have any sun or imagination in their lives, they become ghosts in their reality.Ghosts are translucent figures without any substance to them, so without imagination men exist in their reality without any substance; they are empty beings. Therefore, in order to have substance in poetry and in life imagination must be included. In a letter that Stevens wrote to Latimer in 1936 he states, â€Å"There is a point at which intelligence destroys poetry† (H. Stevens 20). Intelligence, fact, truth, and reality, according to Stevens, obstruct and hinder the imagination that exists in poetry. Stevens, when writing poetry consciously limited reality’s influence and focused on the art of imagination.However, while imagination is obviously important to Stevens, just as he does in A Fading of the Sun, he also stresses the importance of a balance between imagination and reality in the last few stanzas of Evening Without Angels. He discusses how â€Å"The motions of the mind† often times â€Å"Desire for rest† (Evening 21, 24). Stevens associates these â€Å"motions of the mind† with â€Å"Light† while the need for rest is associated with darkness, clearly implying that the imagination needs to be muffled by darkness, or reality (Evening 20-21).Here, Stevens clearly establishes his â€Å"devotion to rea lity† (Beckett 42). But, it is not until the last few lines of the poem that Stevens demonstrates the importance of a balance between imagination and reality. In the last lines of Evening Without Angels Stevens creates the image in which imagination becomes truth. Stevens writes, â€Å"Where the voice that is in us makes a true re- / sponse† (Evening 34-35). The voice is a symbol of the poetic voice inside the poet as well as the imaginative voice that lives inside of each individual.Through his poetry Stevens uses his poetic voice as a tool to unite imagination and reality. Finally, Stevens concludes the poem by creating the juxtaposition of the sun and moon: â€Å"Where the voice that is great within us rises up, / As we stand gazing at the rounded moon† (Evening 36-37). Again Stevens attributes sun-like qualities to the imagination by giving it the motion of rising up. Then, he combines the imaginative world and reality by placing the individual in a dark sett ing, staring at the moon, which is a symbol for reality.Stevens connects the imagination to the rising of the sun in order to make the audience aware that the sun and moon, although they are opposites, do indeed complement each other. Everyday the sun rises and then it sets, allowing night to start, indicating reliance upon one another. If the sun does not rise and set the moon will not be seen. Sister M. Bernetta Quinn explains in her essay, Metamorphosis in Wallace Stevens, that Stevens’ poetry â€Å"deals with the concrete, the particular; philosophy, with the abstract† (Quinn 69).Throughout his writing, Stevens stresses that imagination and reality are both necessary components of life and poetry. He is able to come to this conclusion by the act of poetry writing, in which he incorporates metaphors and symbols as representatives of his imagination. These metaphors and symbols are grounded in concrete images and reality in order for the audience to be able to unders tand and relate to Stevens’ imagination and create their own imaginative world through his writing. Work Cited Beckett, Lucy. Wallace Stevens. New York: Cambridge UP, 1974.Print. Pearce, Roy H. â€Å"Wallace Stevens: The Life of Imagination. †Ã‚  Wallace Stevens. Ed. Marie Borriff. Englewood Cliffs: Prentice-Hall, 1963. N. pag. Print. Quinn, Sister M. Bernetta. â€Å"Metamorphosis in Wallace Stevens. † Wallace Stevens. Ed. Marie Borriff. Englewood Cliffs: Prentice-Hall, 1963. N. pag. Print. Stevens, Holly. Souvenirs and Prophecies: The Young Wallace Stevens. N. p. : Alfred A. Knopf, 1977. Print. Stevens, Wallace. The Collected Poems of Wallace Stevens. New York: Vintage, 1990. A Fading of the Sun & Evening Without Angels. Print.