QUENTIN Surname Meaning and Family History

From the Latin quintinus, meaning the fifth, Quentin  sometimes  originated as a French  first name often given to the fifth son. The Quentin surname may also have originated as a geographical surname for someone from one of the places called Quentin in Gloucestershire, Northamptonshire or Worcestershire, England, or from  one of the places  in Normandy, France named for St. Quentin of Amiens. Surname Origin: English, French Alternate Surname Spellings:  QUINTIN, QUENTEN Famous People with the QUENTINSurname Caroline Quentin - English actressCarlos Quentin - American professional baseball player Where is the QUENTIN Surname Most Common? Surname distribution from Forebears  indicate that  the Quentin surname is most common in France where it ranks among the top 1000 surnames in the country. It is most common in northern France, according to WorldNames PublicProfiler, especially in the Basse-Normandie, Picardie and Centre regions.   Genealogy Resources for the Surname QUENTIN Meanings of Common English SurnamesUncover the meaning of your English last name with this free guide to the meanings and origins of common English surnames. How to Research French AncestryLearn how to research your French family tree with this guide to genealogical records and family history research in France. Quentin  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Quentin  family crest or coat of arms for the Quentin surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. QUENTIN  Family Genealogy ForumThis free message board is focused on descendants of Hartmann  ancestors around the world. FamilySearch - QUENTIN  GenealogyExplore over 490,000 results from digitized  historical records and lineage-linked family trees related to the Quentin surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. DistantCousin.com - QUENTIN  Genealogy Family HistoryExplore free databases and genealogy links for the last name Quentin. GeneaNet - Quentin  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Quentin  surname, with a concentration on records and families from France and other European countries. The Quentin  Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Quentin  surname from the website of Genealogy Today.----------------------- References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back toGlossary of Surname Meanings Origins

Satire And The Simpsons By Jan Doyle - 884 Words

The media creates television shows that appear to be reality however they are not and when looked at, it is easy to see. I will be discussing the relationships between reality and reality TV, satire, and documentary. Satire is a way of making a serious subject talked about without all of the seriousness that goes along with it. It is used to poke fun at serious topics, for example, politics by using exaggeration and parody. In a show like The Simpsons, satire is used in every episode and even though it is meant to be light to make viewers laugh, it is somewhat educational because they are using real-life situations in the show. An article â€Å"Beyond a joke: Teaching Satire Using The Simpsons† by Jan Doyle said â€Å"Rather than making our classrooms more lounge-roomish, The Simpsons is a powerful tool for teaching the value of social comment, irony and an insight into expressive potential of satire (Doyle, 1999)†. This quote shows that even though the show is meant fo r entertaining the public, it is also used to inform people as well about real life. I believe that the satirical aspect of the show being used to inform viewers would only be very effective for adolescents because when I was a young child, I did not fully understand what was the reason for some of the things that were being shown on that TV show because being a child, you are not as aware of what is going on in the media because children usually do not watch the news. Reality TV shows such as Big Brother appears

Extrinsic and Intrinsic Motivation in Education Free Essays

Extrinsic and Intrinsic Motivation in Education As life goes on, I am starting to learn more and more about what motivates me step forward and can be successful in education; I recognize that when I plan or want to do something, I have a motivation for that specific thing. In other words, when I do something, I have a reason why I should do that thing. According to the book â€Å"Drive† by Daniel H. We will write a custom essay sample on Extrinsic and Intrinsic Motivation in Education or any similar topic only for you Order Now Pink, it makes me thought-provoking about motivation 2. 0 and motivation 3. 0. So the question comes in my mind is what is the difference between motivation 2. 0 and motivation 3. , and which motivational system is more effective either for education. Motivation 2. 0, what we know as extrinsic motivation assumes that human beings are best motivated by rewards and punishments (carrots and sticks). On the other hand, motivation 3. 0 what we know as intrinsic motivation suggests that humans are primarily motivated to learn, create and better the world (learning and creating). In education, I prefer that motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads to success and good behavior and motivation 2. leads to decreasing of students’ progress. The first thing, motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads to success. Students are most likely to show the beneficial effects of motivation when they are intrinsic ally motivated to engage in classroom activities. Intrinsically motivated students tackle assigned tasks willingly and are eager to learn classroom material, more likely to process information in effective ways by engaging in meaningful learning, and more likely to achieve at high levels. In contrast, extrinsically motivated students may have to be enticed or prodded, may process information only superficially, and are often interested in performing only easy tasks and meeting minimal classroom requirements. To understand how these two motivations work, I want to give out a specific example. I have two friends, Sang and Anne. The first person, Sang he does not enjoy accounting and is taking the class just because earning an A or B in the class will help him earn a scholarship at Business Department. The second person, Anne she has always liked accounting. The class will help her earn a scholarship, but in addiction, Anne really wants to become a good accountant. She sees its usefulness for her future profession as an accountant. Through this example, we can see the first person exhibits motivation 2. 0. Students who belong to motivation 2. 0 may want the good grades, money, or recognition that particular activities and accomplishments bring. In contrast, the second person exhibits motivation 3. 0. Students who belong to motivation 3. may engage in an activity because it gives them pleasure, helps them develop a skill they think is important, or seems to be the ethically and morally right thing to do. According to the book â€Å"Drive†, in chapter 3 Pink describes â€Å"They’re working hard and persisting through difficulties because of their internal desire to control their lives, learn about their world, and accomplish something that endures† (77). In some cases, motivation 2. 0 can get students on the road to successful classroom learning and productive behavior. Yet motivation 3. 0 leads students over the long run. It will encourage them to make sense of and apply what they are studying and will increase the odds that they will continue to learn. Moreover, motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads student to good behavior. When student comes to motivation 3. 0, this basically means that student is motivated to do a particular task of the pleasure or satisfaction that they get in performing the task itself. In other words, intrinsically motivated student comes from within an individual rather than from extrinsic rewards such as money, grades, or class rank. A student who tends to be intrinsically motivated could be motivated by internal factors such as recognition, responsibility, growth and advancement. If a student is to be motivated by intrinsic rewards, then this means that what the student really wants is a job that interests him, a challenging work environment, and  the responsibility to perform the task in order  to motivate him. For example, an intrinsically motivated student will perform a task given to him willingly, either because he might find the task challenging or else interesting and satisfied with completing it. This is due to the fact the external rewards hardly motivate these students. In chapter 3 of the book, Pink points out about type I behavior â€Å"Type I behavior is self-directed. It is devoted to becoming better and better at something that matters. And it connects that quest for excellence to a larger purpose† (78-79). This explains that motivation 3. 0 leads student to good behavior and tends to be very much effective in the long run as the students perform the tasks willingly because it interests them, rather than trying to escape from it once the task is done. Furthermore, motivation 3. increases effort and persistence in activities and affects cognitive processes. As we discovered in chapter 4 about autonomy, Pink explains â€Å"According to a cluster of recent behavioral science studies, autonomous motivation promotes greater conceptual understanding, better grades, enhanced persistence at school and in sporting activities, higher productivity, less burnout, and great er levels of psychological well-being† (88-89). Motivation 3. 0 increases the amount of effort and energy that students expend in activities directly related to their needs and goals. Intrinsically motivated students are more likely to continue a task until they’ve completed it, even if they are occasionally interrupted or frustrated in the process. In general, motivation 3. 0 increases students’ time on task, an important factor affecting their learning and achievement. Besides that, motivation 3. 0 affects what and how students mentally process information. For one thing, intrinsically motivated students are more likely to pay attention because they are sitting in class, doing the task for the long run purpose and larger achievement. So attention is critical for getting information into working memory. Intrinsically motivated students also try to understand and elaborate on material to learn it meaningfully rather than simply go through the motions of learning in a superficial, rote manner. One special thing is intrinsically students have higher self-esteem. Through the description type I behavior promotes greater physical and mental well-being in chapter 3, Pink states â€Å"According to a raft of studies from SDT researchers, people oriented toward autonomy and intrinsic motivation have higher self-esteem, better interpersonal relationships, and greater general well-being than those who are extrinsically motivated† (78). Thereby circumventing the intrinsic barrier. This can understand that the more students are motivated to achieve academic success, the more proud they will be of an A and the more upset they will be by an F or perhaps even a B. The more students want to be accepted and respected by their peers, the more meaningful the approval of the â€Å"in-group† will be and the more painful the ridicule of classmates will seem. As a last result, motivation 3. 0 is more effective than motivation 2. 0 because motivation 2. 0 leads to decreasing of students’ progress. Motivation 2. 0 what stands for extrinsic motivation comes when the students are thus motivated by means of external rewards. External rewards basically consist of money and grades. Motivation 2. 0 leads students are involved in performing a particular task is because of the external rewards that gives them satisfaction and pleasure, and not because they are interested in it. In other means, motivation 2. 0 drives students to do things especially for tangible rewards or pressure, rather than for the desire of it. Extrinsic motivators basically focus the students on rewards rather than actions. For example, students will perform tasks though they are not quite interested in it, thus because of the rewards involved with it. Some students will not want to do the work willingly, but rather they are motivated to do so by external rewards. According to Drive, in chapter 3 Pink argues â€Å"When people use rewards to motivate, that’s when they’re most demotivating† (70). When students are not interesting in doing tasks and learning and they are just focus on the rewards that they can receive, instead of trying to improve skills and get stronger performance that may affect on their long lives, this explains why motivation 2. 0 leads to decreasing of students’ progress. Therefore, if we can apply motivation 3. to students, we can reduce the emphasis on external rewards such as grades, class rank, and â€Å"pay for performance† (giving student money for good grades) and instead try to design tasks that allow students choice, challenge and purpose. Most students will be happy to work on their tasks in which they can determine things such as the product they will produce, or wit h whom they will work, especially if the task requires creative and critical thought, and if they see a real-life application to what they are doing. However, we need to recognize that most schools are still operating on motivation 2. . That is a problem between how we prepare students for work and how work actually operates. Moreover, the basic problem with Motivation 2. 0 is â€Å"if-then† rewards. In the summary of chapter 2, Pink explains why â€Å"if-then† reward is not good that â€Å"Traditional â€Å"if-then† rewards can give us less of what we want: They can extinguish intrinsic motivation, diminish performance, crush creativity, and crowd out good behavior† (220). Actually, â€Å"if-then† rewards often give less of what we are hoping to achieve and generally crush the stuff we want, like high performance, creativity, and good behavior. Anyway, motivation 2. 0 with external rewards is one of causes leads to decreasing of students’ progress because it motivates student only short term. This is because the extrinsically motivated students will do their task only as long as they receive their rewards and thereafter will stop performing the tasks, once the rewards are no longer there. Through the book â€Å"Drive† by Daniel H. Pink, I have a look at both motivation 2. 0 and motivation 3. 0; I could say that motivation 3. 0 is far stronger than motivation 2. 0 when it comes to motivate students in the long run. For me, I consider I need to apply the three elements of Motivation 3. 0 according to Pink to move forward in education. First, I need to gain autonomy which is my desire to be self-directed. Second, mastery in which is my desire to get better and better at something that matters. And third, purpose in which is my desire to be part of something larger than myself. Even though the system right now makes this very difficult to do, but I will not ignore standards, I believe I can and will find ways to engage myself in self-directed and meaningful work. How to cite Extrinsic and Intrinsic Motivation in Education, Essay examples

Harnischfeger Corporation Essay Example For Students

Harnischfeger Corporation Essay Harnischfeger Corporation Teaching Note INTRODUCTION The purpose of the Harnischfeger Corporation case is to expose students to the managerial motives for making major financial reporting policy changes. Generally accepted accounting principles (GAAP) allow companies wide latitude in the choice of accounting policies. After a firm chooses a set of accounting policies, current accounting rules permit changes from one alternative policy to another at the discretion of the management. Since reported accounting figures are widely used by a number of external parties, managers of firms have incentives to choose accounting policies in order to influence the behavior of these parties. A variety of managerial motives for accounting policy decisions have been identified in the accounting literature. The Harnischfeger case is designed to encourage students to explore these motives. Harnischfeger Corporation, a large New York Stock Exchange company, faced a financial crisis in 1982. New management was appointed to turn the company around. As part of its restructuring strategy, the new management team made a number of financial reporting policy changes in fiscal 1984. Together, these changes accounted for most of Harnischfegers reported 1984 profits. More significantly, these changes represented a substantial switch from the companys earlier conservative reporting philosophy to a more aggressive one. The case describes the companys financial crisis, the turnaround strategy of the new management team, and the accounting policy changes that took place in 1984. This case is a by-product of my field research, which is described in the paper, The Anatomy of an Accounting Change. This paper is published in Accounting and Management: A Field Study Perspective, edited by William Bruns and Robert Kaplan (Harvard Business School Press, 1987). This teaching note was prepared by Krishna G. Palepu. Copyright ( 1987 by the President and Fellows of Harvard College. Harvard Business School teaching note 5-187-152. This case can be use d in several different ways. At the Harvard Business School, the case has been used as part of a module dealing with the accounting policy decisions of firms and the stock markets ability to see through these decisions. The sample assignment described below assumes that the case is used by itself in a second-year MBA course on financial statement analysis or a course on financial reporting. QUESTIONS FOR STUDENTS The following set of questions are in the textbook and are designed for use in a class where the instructor prefers to provide a minimum level of structure to the students: 1. Identify all the accounting policy changes and accounting estimates that Harnischfeger made during 1984. Estimate, as accurately as possible, the effect of these changes on the companys 1984 reported profits. 2. What do you think are the motives of Harnischfegers management in making the changes in its financial reporting policies? Do you think investors will see through these changes? 3. Assess the companys future prospects given your insights from questions (1) and (2) and the information in the case on the companys turnaround strategy. For instructors who prefer to use a more structured approach to teaching the case, the following questions will guide students through the material: 1. Describe clearly the accounting changes Harnischfeger made in 1984 as stated in Note 2 of its financial statements (pages 212-213 of the text). . What is the effect of the depreciation accounting method change on the reported income in 1984? How will this change affect profits in future years? 3. What is the effect of the depreciation lives change? How will this change affect future reported profits? 4. The depreciation accounting changes assume that Harnischfeger’s plant and machinery will last longe r and will lose their value more slowly. Given the business conditions Harnischfeger was facing in its primary industries in 1984, are these economic assumptions justified? 5. In Note 7 (pages 215-216), Harnischfeger describes the effect of LIFO inventory liquidation on its reported profits in 1984. Describe what is meant by LIFO liquidation, and how liquidation affects a company’s income statement and balance sheet. 6. Note 8, page 216, states Harnischfeger’s allowance for doubtful accounts. Compute the ratio of the allowance to gross receivables (receivables before the allowance) in 1983 and 1984. What would the allowance have been if the company maintained the ratio at the 1983 level? How much did the pre-tax income increase as a result of the changed ratio in 1984? . Note 9, page 216, states that Harnischfeger decreased its RD expense in 1984 relative to the previous two years. Do you think this change was motivated by business considerations or accounting considerations? How did this change affect the company’s reported profits in 1984? 8. Note 11, pages 216-217, describes a number of changes in Harnischfeger’s pension plan s in 1984. Describe these changes as clearly as you can. What are the economic consequences of these changes to Harnischfeger and its workers? 9. How did the pension plan changes affect Harnischfeger’s financial statements in 1984? Are these changes likely to affect future profits? 10. Summarize all the accounting changes Harnischfeger made in 1984, and their effects on pre-tax profits and cash flows in 1984. 11. Accounting statements are used by investors, lenders, customers, employees, and governments in dealing with Harnischfeger. Among these groups, who is most likely to â€Å"see through† the above accounting changes, and who is least likely to do so? 12. Are the accounting changes likely to help or to hinder Harnischfeger’s ability to implement its business plan? Be as specific as possible. 3. Overall, what is your assessment of Harnischfeger’s future as of 1984? Handout: (To be handed out at the end of the class. ) Krishna Palepu. The Anatomy of an Accounting Change. In Accounting and Management: A Field Study Perspective, edited by William Bruns and Robert Kaplan. Boston: Harvard Business School Press, 1987. CASE ANALYSIS AND TEACHING STRATEGY I begin the class by mentioning the fo llowing recommendation of a leading Wall Street investment house on Harnischfegers stock just prior to the release of the companys 1984 Annual Report: We recommend the stock of Harnischfeger Corporation for purchase in speculative accounts because we expect the company to report a modest profit this year and untaxed earnings of $3. 00 per share in 1985, following ten years of deteriorating financial statements and two years of large losses. Earnings power, assuming a sustained recovery of the companys markets, could be $4. 00-$6. 00 per share in the 1986-87 time period. The Harnischfeger stock is selling at less than three times these peak earnings (were they taxed) and at a slight discount to book value. I ask how many students would follow the above investment recommendation and invest in Harnischfegers common stock after seeing the companys 1984 Annual Report, and then I take a vote. This gets the class thinking about the overall effectiveness of the companys strategy and its financial accounting decisions. My experience has been that most of the students are skeptical about the company at this point and therefore would not want to invest in the companys stock. I start the discussion by calling on one of these students and asking him or her to evaluate the companys 1984 profit performance. The few students who want to invest in the company provide an interesting counterpoint of view and should be called on later in the class. Discussion of Question 1 Harnischfegers accounting decisions account for a large portion of the companys reported profits in 1984. Students identify a number of these decisions and their profit impact. 1. The depreciation method was changed from accelerated to straight-line, applied retroactively to all assets. The cumulative effect of this change, not including the reduction in the current years depreciation expense, increased after-tax net income for 1984 by $11. 05 million. The company did not report the reduction in the depreciation expense in 1984 due to this change. (See Exhibit 4, Note 2, in the case. ) 2. The company also changed its estimated depreciation lives of certain US plants, machinery, and equipment, and the estimated residual values of certain machinery and equipment effective the beginning of the fiscal year 1984. This change in creased the pretax reported profit by $3. 2 million. Since the company paid no domestic federal income taxes in 1984, after-tax income also increased by the same amount. (See Exhibit 4, Note 2, in the case. 3. During 1984, the company changed its rate of return assumption for determining pension expense. The rate assumed was 9% in 1984 compared to 8% in 1983 and 7. 5% in 1982. During the year, the company also restructured its pension plan and recaptured $39. 3 million in excess plan assets. The effect of the change in the rate of return assumption for the pension plan and the plan restructuring reduced the pension expense by approximately $4. 00 million in 1984. (See Exhibit 4, Note 11, in the case. ) 4. The liquidation of LIFO inventories resulted in a net income increase of $2. million. (See Exhibit 4, Note 7, in the case. ) 5. The companys provision for doubtful accounts receivables as a percentage of total receivables was 8. 4% in 1984. The corresponding percentage in 1983 was 11. 3%. If the company maintained the same percentage provision in the two years, the bad debt expense in 1984 would have been $1. 5 million more than the reported expense. (See Exhibit 4, Note 8, in the case. ) 6. Effective fiscal 1984, the company changed the financial year ending from July 31 to September 30 for certain foreign subsidiaries. Could Genocide have been prevented EssayWe wish to tell the truth but do not want to be overly conservative in doing so. When the outside world compares our financial performance with that of other companies, they may or may not take the time and effort to untangle the effects of the differences in financial policies that various companies follow. My own belief is that people adjust for the obvious things like one-time gains and losses but have difficulty in adjusting for ongoing differences. In any case, these adjustments impose a cost on the user. If people adjust for the differences in accounting policies when they ompare us with other companies, then it should not matter whether we follow conservative or liberal policies. But suppose they do not adjust. Then clearly we are better off following the more liberal policies than conservative policies. I am not sure whether people make the adjustments or not, but either way we wish to present an optimistic version of the picture and let people figure out what to do with the numbers. As a company you have to put the best foot forward if you want to raise capital, convince customers that you are a viable company, and attract talented people to work for the company. I feel that the financial reporting should help rather than hinder the implementation of our operating strategy. In my opinion, the changed accounting format highlights the effectiveness of our strategy better than the old policies do. The instructor can sum up the class discussion on question (2) by mentioning the views of the management described above. Discussion of Question 3 After completing the analysis of Harnischfegers accounting policy changes, the class should be asked to assess the companys future. At this point, I go back to my original question to the class, namely, Is it worthwhile to invest in the companys stock in early 1985? I call on a student who considers the companys stock a good investment and ask him or her to explain why. Harnischfegers turnaround strategy consists of four elements: (1) changes in top management, (2) cost reductions to lower the companys break-even point, (3) reorientation of the companys business, and (4) restructuring the companys finances to facilitate the implementation of the reorientation strategy. The changes in the top management seem to be good. The new chief executive officer (CEO) has considerable experience in Harnischfegers industry. The new CEO demonstrated his credibility with the financial community by successfully negotiating with the companys lenders to restructure the companys debt. The new management has taken several steps in the right direction. The companys cost-reduction programs seem to be paying off. These programs were helpful in reducing the companys losses in 1984. The financial management of the company also seems to be sound. The cost-reduction programs and the pension restructuring have improved the companys cash flow. The total cash-flow analysis, shown in Exhibit 1, indicates that the company has been able to generate positive cash flow from its operations in 1984. The company raised substantial new capital through a public offering of debentures and common stock and used the proceeds to pay off all of the companys restructured debt. Finally, the companys business strategy seems to be sound. The management recognized the potential to exploit the companys strength in the material handling equipment business. Through its Harnischfeger Engineers subsidiary, the company planned to expand in this area and concentrate on the high margin systems business. This strategy is likely to help the company to move away from the mining and construction equipment business, which is a low-growth and cyclical industry, to a higher-growth and more stable business. Students who are optimistic about the companys future cite the above factors as the reasons for their support for the company and its management. They argue that these factors indicate that the companys new management has the right ideas and knows how to turn the company around. These students suggest that the managements accounting decisions were part of its attempt to implement the companys strategy and are therefore constructive. The instructor should wrap up the case discussion by reviewing the companys motives for its accounting decisions. The instructor should point out that understanding these motives is essential for an analyst who is interested in assessing the companys current performance and its future potential. The instructor may end the class by taking a second vote on the investment potential of the companys stock and sharing with the class the subsequent events described below. SUBSEQUENT DEVELOPMENTS The following events describe the developments subsequent to the time of the case. As can be seen, Harnischfeger seems to have succeeded in implementing its strategy effectively. Also, the company continued to liberalize its financial reporting policies. 1985 1. The company changed its accounting for duration patterns and tooling. Previously, the cost of the patterns and tooling was expensed in the year of acquisition. Under the new method, these costs are capitalized and amortized over their estimated useful lives. 2. Harnischfeger reported a net profit of $0. 74 per share for fiscal 1985. The accounting change described above contributed $0. 24 per share to the reported profits. 3. The company raised $147 million by issuing preferred stock. 1986 1. Mr. Goessel was appointed as the chairman and CEO of the company, and Mr. Grade was appointed as the president and chief operating officer (COO). Previously, Mr. Goessel was the president and COO, and Mr. Grade was the CFO. 2. Harnischfeger acquired Beloit Corporation, a producer of papermaking machinery and systems, for $175 million in cash. Later in the year, stock equivalent to a 20% equity interest in Beloit was sold to Mitsubishi Heavy Industries, Ltd. , for $60 million in cash. 3. The company acquired Syscon Corporation, a firm based in Washington, DC for $92 million in cash. Syscon developed advanced computer systems for military markets. 4. Harnischfeger announced a plan to sell the companys Construction Equipment Division for approximately $17 million in cash and $55 million in debentures. 5. The company reported that Harnischfeger Engineers received a major order for the design of an automated car assembly plant. . Harnischfeger reported a net loss of $1. 14 per share for fiscal 1986. This consisted of a profit of $2. 15 per share from continuing operations, a loss of $4. 45 per share from discontinued operations (Construction Equipment Division), and a gain of $1. 16 per share from the adoption of the new pension accounting rules. 1987 1. Harnischfeger received a takeover offer from Columbia Ventures, Inc. , fo r $19 per share in cash. The company considered the offer inadequate and rejected it. Exhibit 1Total Cash-Flow Analysis ($ in thousands) |1984 |1982 |1981 | | | | | | |Working capital from operations | $ 2,961 | $ 1,763 | $ (55,902) | |(Increase)/decrease in accounts receivable |(23,908) |(5,327) |42,293 | |(Increase)/decrease in inventories |9,282 |56,904 |26,124 | (Increase)/decrease in refundable income taxes and related interest | | | | | |11,289 |(2,584) |(6,268) | |(Increase)/decrease in other current assets |259 |10,008 |(439) | |Increase/(decrease) in accounts payable |16,488 |(1,757) |(3,302) | |Increase (decrease) in employee compensation and benefits payable | | | | | |698 |(15,564) |(3,702) | |Increase/(decrease) in accrued plant closing costs |(3,888) |(14,148) |20,496 | |Increase (decrease) in other current liabilities | (3,181) | (15,927) | (3,030) | |Cash from operating cycle | $ 10,000 | $ 13,368 | $ 16,270 | |Minus plant and equipment additions | (5,546) | (1,87 1) | (10,819) | |Cash before dividends, investments, and external financing | | | | | |$ 4,454 |$ 11,497 |$ 5,451 | |Minus cash dividends | 0 | 0 | (2,369) | |Cash before investments and external financing | $ 4,454 | $ 11,497 | $ 3,082 | |Minus advances to unconsolidated companies |(2,882) |0 |0 | |Plus other | 269 | 1,531 | 848 | |Cash before external financing | $ 1,841 | $ 13,128 | $ 3,930 | | | | | | |External Financing: | | | | | | | | |Proceeds from senior notes and subordinated | | | | |Debentures |$ 120,530 |$ 0 |$ 0 | |Conversion of export and factored receivable sales to debt | | | | | |0 |23,919 |0 | |Restructured debt |0 |158,058 |0 | |Debt replaced, including conversion of receivable sales of 23,919 | | | | | |0 |(158,058) |0 | |Repayments of debt |(161,500) |(760) |(9,409) | |Increase (repayment) of short-term bank notes payable |2,107 |(3,982) |(2,016) | |Other increases in debt |1,474 |0 |25,698 | |Issuance of common stock |21,310 |0 |449 | |Issuance of commo n stock warrants |6,663 |0 |0 | |Salaried pension assets reversion | 39,307 | 0 | 0 | |Cash from external financing | $ 29,891 | $ 19,177 | $ 14,722 | |Net increase (decrease) in cash and temporary investments | | | | | |$ 31,732 |$ 32,205 |$ 18,652 |

Chuck Close Essay Example Essay Example

Chuck Close Essay Example Paper Chuck Close Essay Introduction Chuck Close’s Self-Portrait(1967-1968) In this paper I will explore critically on Chuck Close’s Self-Portrait(1967-1968). I will begin by describing and display the significance of this piece. I chose Chuck Close’s Self-Portrait(1967-1968), as my thesis image, this work is an example of the excellent superealism and photorealism that Chuck Close is capable of and known for. In the first stage of his painting career, he did a lot of abstract paintings and later he focused on new ways to portray the human figure, since 1964. His work was superealistic and gigantic in size featuring atypical art subjects with empty facial expressions. In this huge self portrait he catches every tiny detail of his face, the mussy hair, the shadow that hair created on his forehead, the cigarette, the smog of the cigarette, the mole on his neck, and the reflection on his glassed. He highlights details even a camera would not capture. This self-portrait is 263? 213cm, almost 10 times bigger than his body. I think mostly people don’t see themselves in this size, and more important that they don’t face them self through painting, this unique way and let other people define your identity. The sheer scale and meticulous attention to his body has a profound impact on the viewer, the viewer is under his watching, covered by him. We will write a custom essay sample on Chuck Close Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Chuck Close Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Chuck Close Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer His facial features are removed from the familiar and made into something to be confronted by. Through this paper I attempt to conceive and illustrate a compelling interpretation of Chuck Close’s self-portrait through the lens of body art. Chuck Close Essay Body Paragraphs I will define the idea of body art while considering the writings of Ewa Lajer-Burcharth’s article. I will also examine and compare the Chuck Close’s self-portrait with Gary Hill’s video Inasmuch as it is always already taking place , Cindy Sherman’s photography , and Mona Hatoum’s Corps Etrange from the view of body art. In this paragraph I will present the basic characters and artful differences between super realism and body art. As the traditional realism art, viewers suppose to understand and read from the narrative realistic drawing, no matter from the landscape or human portrait, artists suppose to lay out a particular type of emotion or atmosphere for viewer to trace the clue, or more directly reveal the whole story. When it comes to super realism, artists refuse to reveal any subjective and emotional from the highly resemblance painting that viewers barely trace any clues from the piece. hen I stood in front of Chuck Close’s painting in the Milwaukee At museum, I felt very oppressive and even a little scary, the reason why is because despite through all realistic physical displaying, the lack of emotion and the coldness of the huge portrait still merely present the flesh body, I don’t think I will define the human figure is Chuck Close, but more likely to be a body. For as much as when we discuss the term of â€Å"person†, we will mainly cover not only the biological body feature, more important are personality, character. Meanwhile, as a development or continue during the period of postmodernism, body art emerge as a particular uncanny anti-me defamiliarize of human body to force us to â€Å"scan† ourselves in a whole new way and confront ourselves on a totally different position, instead of just using mirror as the medium, body art provide a more various and imaginative stage for us, to step out from the â€Å"illusion† or â€Å" inveracious me† through diverse method, postion relation and spacial connection. The reason why I interpreted Chuck Close’s hyper realism painting through the lens of body art, is I consider they share the same quality and feature on avoiding personal emotion and defamiliarize person’s body, meanwhile, disorientating and rediscover ourselves. I will articulate this idea from the aspect of composition (the inner relation and recreation), media (format technique), and stylization. Rosalind Krauss once said that, â€Å"the structure of video installation as based on a psychological situation of â€Å"self-encapsulation†, which turned both the body and psyche into its own surround, cutting it off from any external object. A sense of spatial enclosure was accompanied in external practices by temporal collapsing of both past and future into a sandwich of present moment. †1 I can’t deny that the method of Chuck Close’s portrait is different from the video installation that Rosalind Krauss discussed above, at the same time as I address and interpreted his hyper realism portrait into body art, the painting to me is no longer just a painting. In other words, Chuck Close normally spend 4~14 months on each painting, but how long will take for a person normally look into the mirror? 1 minute? Or even just seconds? The painting and even the whole processes of painting rendering constructing to me, have already become a continues activity and tr ansformation. Most figures that he draws are his close friends who are familiar with; he knows their personality, and their behavior even their psychological features. At the same time, through his painting, he not only empty model’s emotion and defamiliarlize their body, but also cutting off his who feeling, there is no sign, no preference, the painting is not about beauty or any purposes. I consider this is the situation that Krauss called â€Å"self-encapsulation†. During this long time recreation, he deconstructs and converts himself into numbers of details; working on the body he should be very familiar with parts by parts, even reconsider different part of his face rather shapes and color, than organ (nose, mouth, eyes. . The simple copy and mimicry interminable process stretches the body, finally cause the whole piece loses the meaning of â€Å"portrayal real people†. Gary Hill: In as Much as It Is Always Already Taking Place 1990 At the same time, considering Gary Hill’s Inasmuch as it is always already taking place, according to Hill’s vision of the body, â€Å"a presence unformed by an absence† 2, Hill framed â€Å"separate, almost abstract shapes and textures† 3 of body into different fragment and display them in a limit space. Comparing to Hill’s video, Chuck relays on the particular method –painting to confront and block himself, this stable, unchangeable and also massive portrait seems block the past and prevent future, forcing you to step yourself out from the daily life, from the imagination that you create by yourself and even your logical thinking, emotional feeling, personal experience, Ultimately exposal the reality of the flesh body. Mona Hatoum: Corps Etranger (Foreign Body)1994 Furthermore, I will define and disorienting and reconfiguration by the example of Mona Hatoum’s Corps Etranger. As Ewa Ljer-Burcharth mentioned in his article, â€Å"Hatoum make you step inside of† 4. Mona Hatoum does not only change the way we survey ourselves (from the exterior facial appearance to anatomical aspect), but also the perspective to perceive. We seem like floating on ourselves, jumping out from the illusion, like what Ewa Ljer-Burcharth said, â€Å"it is a disturbing work, diffi cult to watch.the â€Å"Corps Etranger† sets up an unsettling dialogue between one’s sense of one’s own body and one’s sense of the self.inviting one to come to terms with the otherness within oneself. † Talking to Chuck Close’s portrait, I would define he disorienting and confusion reduce to the size and the over realistic technique. The regular portrait normally should be the same size as human figure, for Close, he suddenly maximum and extend the â€Å"normal people† the normal image we perceive and construct every day into a giant object, we become different person and stand on the â€Å"viewer’s† position to confront ourselves, in other words , more likely observe an object. We are enlarged and exposure every blemish by the size and hyper realism style truly and impassively, all facts become over realistic, even to the extent of fakeness. Till now, I can’t stop wondering, when we try so hard to express and attempt the highly resemblances, for instance Chuck close used almost all the techniques, (acrylic, oil, pencil, spray painting, photo projector and various ways to draw,) as such Cindy Sherman (Cindy Sherman: Untitled 1983), she leav e no stone unturned to dress up like somebody else, set up particular background or circumstance to set off the identity of the figure, turns out just one and another died, flesh body, empty object. Yet I do think, to some extent both Chuck Close and Cindy Sherman provide and led us into a condition, which make us to examine â€Å"is that still the same me? † Through the lens of body art, the interpretation indeed illuminate my cognition on Chuck Close’s hyper realism painting, I understand deeper and more profoundly engaging with the media (format technique), composition (the inner relation and recreation), and stylization of Chuck Close. To me, this piece reveals a totally new and fresh meaning to me. B I B L I O G R A P H Y 1. Ewa Lajer-Burcharth, â€Å"Real Bodies: Video in the 1990s,† in Art History, vol. 20, no. 2 (June 1997) Page-186 2. amp; 3. Ewa Lajer-Burcharth, â€Å"Real Bodies: Video in the 1990s,† in Art History, vol. 20, no. 2 (June 1997) page 191 4. Ewa Lajer-Burcharth, â€Å"Real Bodies: Video in the 1990s,† in Art History, vol. 20, no. 2 (June 1997) page 200-201

Assess the Success of Augustus as a General and a Politician During This Period Essays

Assess the Success of Augustus as a General and a Politician During This Period Essays Assess the Success of Augustus as a General and a Politician During This Period Essay Assess the Success of Augustus as a General and a Politician During This Period Essay Assess the success of Augustus as a general and a politician during this period. (2007) Many consider Augustus to be Romes greatest emperor; his policies extended the Empires life span and initiated the celebrated Pax Romana. As a politician, he was intelligent, decisive and shrewd, and had a positive impact on the Roman government with his successful political reforms, such as his increase in the role and responsibility of the senate and his judicial changes. In addition, his reforms of the armed forces, changes to administration of the provinces and successful frontier policy helped him create a permanent, standing, professional army and thus achieve the reputation as a successful military general. Augustusâ„ ¢ success as a politician and general left a long-term legacy of Roman peace and prosperity that the Empire enjoyed for the next two centuries under the system he initiated. Augustusâ„ ¢ political reforms regarding the senate and magistrates were successful in establishing new order and contentment amongst members of the government. The administration of the Empire was an enormous task, thus Augustus needed to share the workload with the senators, and they co-operated in running the empire, dividing legislative, executive and judicial functions between them. Augustus improved the functions of the senate and magistrate through various reforms, such as the removal of unsuitable members and the restoration of dignity and responsibility by increasing the fines of non-attendance and forbidding senators to leave Italy without permission. However, Augustus kept in his own control the sanction of the army by remaining responsible for those provinces needing a military presence, thus there was still an unbalance in power. However, according to Scullard, the Senate as a whole was restored to a position of considerable prestige and influence. Augustusâ„ ¢ ref orms regarding the senate and magistrates were not exactly egalitarian, however the Senate enjoyed a new sense of responsibility, which enhanced the overall functioning of the government, as Suetonius states, He achieved success, having taken great trouble to prevent his political system from causing any individual distress. Therefore, Augustus success as a politician resulted in stability and peace within the government. Augustus also made beneficial changes to the Roman judicial system. He added a court for dealing with cases of adultery, increased the number of jurymen available and paid great attention to those selected on the panels. Trial procedures were improved, and to increase the speed at which justice was dispensed he increased the number of days on which cases would be heard. In addition, Augustus added two new high courts, the senatorial court and the imperial court. Suetonius states Augustus proved assiduous in his administration of justices. His judicial reforms proved successful in effectively minimising corruption, increasing the efficiency of justice and reversing defective past decisions. The results of these judicial reforms were the lasting peace and stability that the Roman Empire enjoyed for years to come. Therefore, as a politician, Augustus succeeded in restoring the Senate to a position of prestige and influence and improving the poorly organised judicial system. As a general, Augustus was also extremely successful, making positive changes in the armed forces, the administration of the provinces and the frontier policy. Under Augustus, the Roman Army increased in strength, loyalty and morale. His immediate task was to reduce the army to an effective size to increase stability and loyalty. In addition, soldiers were guaranteed regular pay, as Augustus states in the Res Gestae, I transferred out of my own patrimony 170 000 000 sesterces to the soldiersâ„ ¢ bonus funds. This would have again increased stability and loyalty towards Augustus. According to Scullard, Augustus created a professional standing force, loyal to the State and Princeps. Therefore, his changes to the Roman Army benefited the soldiers and the Roman state by increasing loyalty and contentment amongst the armed forces. His changes to the administration of the provinces also succeeded in maintaining peace and stability. Successful changes in provincial administration under Augustus included the division of the empire to avoid civil war, the introduction of a more equitable taxation system, greater care in the selection and control of governors and greater responsibility given to local communities. The frequent provincial inscriptions evoking gratitude to Augustus suggests that the principate had been enormously successful,  ¦the most perfect good, bringing to us Augustus, whom it has filled with virtue for the benefit of mankind ¦ Jones points out that the proconsuls of the provinces were still grossly extravagant and looked to their provinces to pay their debts and re-establish their fortune. However, Augustus paid great attention to the problems of the provinces and made major attempts to improve their running. Therefore, as a general, Augustus was extremely successful in managing the province s and thus can be held responsible for the establishment of peace, stability and security within the Roman Empire. In addition, Augustusâ„ ¢ frontier policies were largely successful. Under Augusuts, the army was becoming a frontier army, which, according to Shotter, sought the protection of Rome and Italy by the establishment of a buffer of provinces and pro-Roman territory, secure with visible frontiers. Augustusâ„ ¢ key aims regarding frontier policy included consolidating the territory Rome had already conquered, an end to unsystematic expansion and the pursuit of defensible frontiers. Scullard believes that Augustusâ„ ¢ frontier policy was greatly effective, and he concludes Augustus had, in general, achieved a lasing success. Augustusâ„ ¢ success as a general is reflected in the Prima Porta statue, which celebrates Augustus as a mighty conqueror. It depicts Augustus dressed as a victorious general holding a spear and wearing a breastplate and footwear associated with religious heroes, linking Augustus to the divinity of the gods. Not only does the statue celebrate the victory ov er the Parthians, but also the perfect world order brought by Augustus. The rich symbolic imagery of the statue reveals the extent to which Augustus was a successful politician and general. Augustus was an extremely successful leader who made beneficial changes to almost every aspect of Roman life. As a political and general, he made innumerable positive changes through his reorganization of the senate and magistrates, improved judicial system, reforms of the army, administration of the provinces and effective frontier policy. Many consider Augustus to be Romes greatest emperor; his policies extended the Empires life span and initiated the celebrated Pax Romana. Augustusâ„ ¢ success as a politician and general left a long-term legacy of Roman peace and prosperity that the Empire enjoyed for the next two centuries under the system he initiated.

Comprehensive Assessment of Dementia Essay Example | Topics and Well Written Essays - 1500 words

Comprehensive Assessment of Dementia - Essay Example In order to develop an effective care plan for the patient, the following must be determined about the patient: Presenting Problem The nurse would collect information on the patient’s dementia, including signs and symptoms of the disease. Moreover, the nurse should identify the aspects of the patient’s life that have been affected by dementia (Smith and Buckwalter, 2005). History Information about the events prior to the dementia, and any records that may lead to a clear picture of underlying factors should be collected. For instance, these records would help to point out if the cause of the dementia is a factor that can be controlled or if the situation cannot be reversed (Nhs.uk, 2010). Medical Status This would indicate if the patient has had any prior treatment for the condition, and if the condition has been improving, deteriorating, or has not been affected by the treatment. This would enable the nurse to decide if the patient needs alternative medication or needs to first complete the current regimen. Routine tests like haematology, thyroid function tests, biochemistry tests and serology should be used as indicators of physiological causes and results of the condition. Specific tests like memory assessment should point out the exact condition of the patient based on tests that indicate current body function; these tests include AMTS, MMSC, 3MS, and CASI (Teng and Chui, 2007). Day-to-Day Functioning This analysis helps to determine if the patient needs further supportive care in addition to medication, or medication is enough to get the patient to live independently and productively. For instance, the patient should be assessed for inconsistencies in cognitive function including poor judgment, memory lapses and loss of reasoning capacity (Gleason, 2003). Support A patient needs support from family and friends, religious and community groups, and from social care service institutions. The nurse has to determine if these stakeholders support t he patient as is necessary to aid in the dementia control efforts (Shub and Kunik, 2009). The nurse can then incorporate participation of family and friends in order to accelerate and improve the efficiency and effectiveness of intervention measures. Evidence of Abuse or Neglect The patient should be assessed for any evidence of mistreatment, including identification of the nature of the mistreatment, if possible (Karlawish and Clark, 2003). This is important in that the patient is taken to an environment that does not expose them to abuse or neglect, which may worsen the condition. Detailed Care Plan to Guide Jack’s Care Interventions for patients with dementia are focused on three main pathologies of the condition; they include interventions for cognitive disorders, intervention for non-cognitive disorders, and interventions for emotional disorders. One or a combination of these interventions should be used depending on the condition of the patient. Interventions for Cognit ive Symptoms These are divided into pharmacological and non-pharmacological interventions; depending on the condition of the patient and underlying functions, the latter are the more recommended of these interventions.

Strategic Management Essay Example | Topics and Well Written Essays - 2500 words - 19

Strategic Management - Essay Example According to him, this is the â€Å"VRIN† resource based view of a company. Cohesive leadership, brand equity, brand value, trademarks, patents and copy rights are certain types of VRIN resources of a firm (Srivastava1, Franklin and Martinette, 2013). These resources of the companies should be coupled with proficient â€Å"capabilities† for generating the best outcomes from the operational activities of a concern. Through acquisition of rare resources and capabilities, companies can generate significant entry barriers within its industry. The differentiation strategies of the firms can be successful only with the help of extraordinary resources and capabilities. Sustained competitive advantages of giant multinational companies can be attained only through acquisition of unique productive factors.VRIN resources and its internal capabilities are strategically valuable for a company for certain special features. These resources helps an organization create value for its customers and this value exceeds the cost of its operations. The value of the consumers depends on prices of a product or a service of a company (Srivastava1, Franklin and Martinette, 2013). Through VRIN resources a company can lower its product or service pri ces more than that of its competitors and hence tap a wider base of customers. By achieving greater competitive advantages, a company can earn more profit than its market rivals. The factors causing commercial prosperity of successful multinational companies as Apple, Amazon and Ikea can be effectively analyzed through VRIN analysis model. The tangible and intangible resources of Apple Inc. are its valuable to its business. The land buildings acquired the company, its capital resources and equipments types of its valuable resources in business. The brand reputation of the concern, its trademarks and patents are also types of insubstantial factors. High social and commercial prosperity can be achieved by Apple Inc. only

With reference to acid-base balance explore the role of the Essay

With reference to acid-base balance explore the role of the respiratory system in maintaining blood pH - Essay Example The instruction of acid-base equilibrium remains overseen by three critical processes, namely: buffer system, respiratory, and renal methods. The paper investigates the role of the lungs in overseeing stabilization of blood pH. Carbon dioxide (CO2) derives from typical body metabolic processes. Disturbances in the processes impacts on CO2 intensities and HCO3- are expected to produce acid-base disparities (Raymond 2010, p.244). An outstanding system through which the body exploits to direct pH entails the discharge of CO2 from the lungs. The brain adjusts the magnitude of CO2 exhaled by guiding the pace and intensity of breathing. This forces the lungs to either augment or lessen the tempo and intensity of ventilation until the appropriate quantity of carbon dioxide has been re-instituted. The magnitude of CO2 released influences the pH of the blood, which heightens as breathing, turns out to be fast, and profound (Chatterjea and Shinde 2012, p.713). In adjusting, the pace and deepne ss of breathing, the brain plus the lungs direct the blood pH. The Respiratory (Lungs) Buffer Response Usually, blood pH ranges in the region of 7.4 (slightly alkaline). In the event that pH levels drop to 7.6, then body cells are likely to cease functioning. It is obvious that blood pH levels 7.9 are lethal even if they last for a short time, which renders it essential to gain equilibrium in pH levels (Sherwood 2007, p.11). The competence of the body to handle every pH adjustment is steered by three indispensable factors, namely: the lungs, the kidneys, and buffers. In the event that a strong acid manifest, the bicarbonate-carbonic acid, which yields an overall rise of carbonic acid that dissociates into CO2 and H2O. An augmentation of H+ within the blood triggers the medulla to augment the respiratory tempo that assists CO2 eradication (Brown et al. 2011, p.323). In the event that pH stays high relative to an augmentation in HCO3-, the respiratory centre holds back, and consequent ly the respiratory tempo lessens (Raymond 2010, p.245). This enhances CO2 retention in which it becomes accessible to form carbonic acid that cushions the surplus bicarbonate. The respiratory system consequently balances the registered alterations within pH transmitted to metabolic disorders by regulating Pco2 that alters the bicarbonate carbonic acid proportion. Nonetheless, the respiratory system cannot orchestrate any loss or an augmentation of hydrogen ions. Buffers direct molecules that admit or discharge ions in order to maintain the H+ ion absorption at a certain level. Buffers facilitate to saturate up additional H+ ions with the majority buffer entailing a fusion of carbon dioxide and bicarbonate ion (HCO3). CO2 derives carbonic acid (H2CO3) when is liquefies in water and operates as an acid releasing hydrogen ions (H+) when necessitated (Lew 2010, p.31). The respiratory system pursues sustenance of appropriate blood pH, in the event that the bicarbonate/carbonic acid buffe r system fails to react quick enough to stabilize the registered pH interferences, processes such as hyper/hypoventilation can be induced to direct the amount of carbonic acid contained in the blood (Rhoades and Bell 2013, p.454). The respiratory centre reacts by varying levels of H2CO3- within the blood. Hyperventilation makes the body to breathe out and remove CO2 from the bloodstream, through the lungs. The expulsion of carbon dioxide diminishes acidity within the blood pH. The reverse method transpires in cases of hypoventilation that leads to the withholding of CO2 within the blood (Lew 2010, p.32). The CO2 becomes carbonic acid when it dwells within the blood and combines with water. In the event that

Customary International Law

Customary International Law The concept of â€Å"international law† has fuelled academic debate regarding its interpretation, parameters and whether it in fact hinders measures to maintain international order, by virtue of the fact that there is a dichotomy between theory and the reality of the formation of customary international law as suggested by the above statement. Indeed it has been commented that the â€Å"demise of custom as a source of international law has been widely forecasted because both the nature and the relative importance of customs constituent elements are contentious†. Conversely, it has been propounded that customary international law is nevertheless significant as a source of law particularly in the international human rights arena. For example, the codification of conventions, and case law of the International Court of Justice (IJC) have been cited as contributing to the â€Å"resurrection† of customary international law. However, notwithstanding the theoretical importance of international law making in areas such as human rights and as a check on autocratic power, these measures are only as effective as their practical enforceability, which some commentators have challenged in light of competing political interests at international level, which will be the focus of this analysis. Hedley Bull described international law as a â€Å"body of rules which binds states and other agents in world politics in their relations with one another and is considered to have the status of law†. However, many commentators have questioned whether this theoretical ideal of â€Å"international law making† is actually reflected in fact by â€Å"the existence of any set of rules governing interstate relations, secondly, its entitlement to be called â€Å"law† and, thirdly, its effectiveness in controlling states in â€Å"real life† situations†. Notwithstanding the contention as to whether the term â€Å"law† is applicable to the social contract in the international arena, it is argued that there are in force some general principles of law â€Å"which states regard as binding on one another†. For example, the fundamental principles governing international relations include the right to self-determination of peoples, prohibition of the threat or use of force, peaceful settlement of disputes and respect for human rights, international cooperation and good faith. As such, Antonio Cassesse observes that: â€Å"The principles at issue possess tremendous importance, for they represent the only set standards on which States are not fundamentally divided. They constitute the core â€Å"rules of the game† on which all States basically agree and which allow a modicum of relatively smooth international relations†. However, Cassesse statements, whilst undoubtedly justified on the basis of member state commitment as signatories to international treaties and conventions, ignore the conflicts creates by the law making process which arguably make â€Å"little more than a manifestation of divisions in power between states of different political and economic importance,† which is further compounded by the conflict between the sources of international law under customary law and various treaties and charters. Indeed Anthony Carty observes that there is in no complete system of international law to provide resolutions to disputes in contemporary international relations. Cartys assertions are rooted in the premise that states continue to operate as â€Å"states of nature†, with no unequivocal demarcation of rights under international law, further compounded by ad hoc, unilateral interpretation by member states. Moreover, the lack of a cohesive international legal system evidenced by inconsistencies in concepts of customary law results in a â€Å"clash between international law and measures deemed necessary to maintain a balance of power†. This is particularly evidenced by the law relating to legitimate use of force in the international arena. The 1945 United Nations Charter (the Charter), which is considered to be a source of international law, was implemented to address the post Second World War concerns of preventing repeat atrocities. The preamble to the Charter asserted its primary objective as â€Å"saving succeeding generations from the scourge of war† and implementing a framework to facilitate peaceful dispute resolution in international relations. Furthermore, the Charter imposed a prohibition on the use of unilateral force by member states, which was viewed as a radical measure in international law making. However, the theoretical milestone in international law has been cited by some as a false dawn, compounded by the continued uncertainty as to the boundaries of Article 2(4) in practice, leading to Dixon to question its efficacy as a protectionist measure. Moreover, Reisman has argued that in any event, â€Å"Article 2(4) was never an independent ethical imperative of pacifism†. This is further supported by the proviso that â€Å"unilateral force must not be inconsistent with the Purposes of the United Nations†, which is further compounded by conflicting right of member states to self defence under Article 51 of the Charter. The intrinsic uncertainty facilitated by the drafting of Article 2(4) creates scope for discretion by the reference to â€Å"purpose of the United Nations†. As such, the Charter effectively grants scope for member state unilateral interpretation, whilst simultaneously justifying any use of force as complying with the â€Å"purpose† of the United Nations. Furthermore, the continuation of post holocaust conflicts question the efficacy of Article 2(4) as a protection mechanism on illegitimate force in international conflict, thereby facilitating scope for potential abuse of political and economic objectives without effective sanction, further bolstered by the Article 51 right to self defence. Moreover, notwithstanding the objectives of the ICJ, in practice its decisions have been criticised for lacking consistency, highlighting the problem of after the event decisions to determine whether force used was legal. The role of the SC in having the power to â€Å"determine the existence of any threat to the peace, breach of peace, or act of aggression† and implement measures that may include force, has been further utilised as highlighting the dichotomy between theory and practice in international law making. The machinations of the SC are intricate, with many arguing that powerful member states within the SC create an imbalance of power in using the SC to further their political desires. This is further compounded by the fact that states which are not signatories to the UN fall outside the jurisdiction of SC decisions and are subject to convoluted principles of international customary law. As such, this creates scope for selective enforcement of international law, compounded by the conflict between applicability of Charter principles and established principles of customary law, which is inherently problematic in practice. Whilst Dixon and McCorquodale argue that some principles of customary law apply irrespective of the Charter provisions, other commentators assert that the Charter â€Å"heralded a new beginning†, thereby limiting the scope of customary law in this context. This conflict between Charter and customary law in the context of legitimate force is a breeding ground for abuse, enabling furtherance of political goals by exploiting the uncertainty. For example, in the case of Nicaragua v USA, the ICJ stated that the Charter right to self defence was derived from customary law and that the SC had final veto over what constituted legitimate self defence. MacClean suggests that this decision suggests that the Charter supersedes customary law, which in the absence of any binding definition of â€Å"armed attack† or what constitutes justifiable self defence, enables international law to effectively be used to legitimise potential abuses of power with extreme uses of force as self defence, shrouded in the veil of accountability by ad hoc decisions of the ICJ after the event. A prime example of this is the ICJ opinion as to â€Å"whether the threat or use of nuclear weapons in any circumstances is permitted under international law†. The ICJ skated around the issue, repeating the prohibition on use of force contrary to Article 2(4) of the Charter and customary law, yet failed to expressly determine whether a preemptive nuclear attack would be unlawful. This clearly creates potential for abuse in the absence of any coherent guidelines, which is further evidenced by the crime of aggression, which has remained controversial as a legal concept in international law, often criticised for being â€Å"intertwined with political elements†. The implementation of the Rome Statute, UN Charter and International Criminal Court was hailed as a historical milestone for protection of human rights against aggression in the international arena. However, in order for any crime of aggression to be effective, it is vital to define what constitutes an act of aggression. However, member states have consistently bypassed implementing a binding definition of what constitutes an act of aggression since the UN Charter was introduced, thereby indicating a distinct gap between theory and the reality of formation of customary law. Furthermore, the lack of binding definition is perpetuated by the lack of delineation between state and individual liability and what is meant by the term â€Å"individual† for the purpose of establishing state liability. Article 39 of the Charter addresses crimes of aggression by the state and not individuals and therefore failure to define â€Å"act of the individual† clearly undermines the theoretical purpose of the crime of aggression as a check on autocratic power. The mechanics of war are inherently complex and the notion of excessive force will clearly vary from one state to another. This in itself highlights the gap between theory and formation of customary law on the international plane, as the problem of having any absolute legal framework will intrinsically be unable to account for the complexities of war at international level. Furthermore, the limited nature of a binding definitive framework also lends itself to exploitation by member states intended to serve their political and economic motivations. This is further limited by the fact that in aggression, the leadership requirement for establishing liability is inherently restricted by the practical difficulty faced by member states in bringing leaders of their state to account, again highlighting the gap between theory and practice. This was evidenced in the case of R v Jones where the House of Lords rejected the appellants claim that the Iraq war constituted an illegal act of aggression under the Charter. In rejecting the appeal, Lord Bingham asserted that â€Å"the crime of aggression is not a crime in the domestic law of England and Wales†. The judicial rationale in the Jones case was rooted in the notion that floodgate claims facilitating anarchy would result from enabling such a claim. Moreover, Lord Bingham stated that the international law crime of aggression was not a crime under national law and that it was â€Å"not for judges to decide what conduct should be treated as lying so far outside the bounds of what is acceptable in our society so as to attract criminal penalties.† This dictum again highlights the dichotomy between theory and law, which in itself lends itself to the use of international law as a tool in furthering political and social power. The Jones decision further begs the question as to the usefulness of the Charter in practice if the crime of aggression under international law is claimed to be unenforceable at national level due to national courts asserting lack of jurisdiction. Moreover, the Charter expressly grants a power of veto to the Security Council (SC) to determine what constitutes an act of aggression. Article 39 of the Charter enables the SC to make recommendations and decide what punitive measures shall be imposed to maintain or restore peace. Notwithstanding the attempts of UN Resolution 3314 to move towards a binding definition of aggression, the debates preceding the Resolution led to compromise in order to appease political disagreements and facilitate amity amongst member states. As such, ambiguous wording remained, compounding the continued uncertainty as to what actually constitutes an act of aggression. Additionally, it has been observed that certain UN member states are clearly more influential, which creates the contradictory situation whereby decisions left to be determined by the SC could potentially result in selective enforcement of international law with some states being subject to harsh measures to restore peace, whilst turning a blind eye to others. This undermines the purpose of the Charter and equality of the rule of law, with the ironic result that those in power can evade accountability. For example, Megret argues that the deficiency in the international law concepts of aggression have enabled the Bush administration to evolve ad hoc concepts of self defence justified as being necessary in the war on terror, thereby compromising the rule of law. In conclusion, the historical importance of the development of international law making through customary principles and various treaties cannot be ignored. However, the theoretical ideal is significantly undermined by gaps between theory and enforcement in practice, which is particularly evidenced in the law of aggression and use of force by the lack of consistent rules and purposeful ambiguity in Charter provisions intended to assuage political conflict and promote member state agreement. However, this has resulted in ad hoc decision making in the international arena often after the event, which undermines the purpose of international law as an effective mechanism to resolve international conflict and protect human rights abuses. Moreover, the inherent ambiguity and lack of precedent has arguably enabled powerful states to use international law to legitimise excessive force, further compounded by the conflict between customary law and the Charter in this context. As such, measures need to be taken to clarify a coherent legal framework with effective sanction if international law makers are to render member states subject to the rule of law in practice. Only then can international law making be â€Å"more than a manifestation of divisions in power between states of different political and economic importance†.

Karl Marxs The Communist Manifesto Essay -- Communist Manifesto Essays

Karl Marx's The Communist Manifesto The Communist Manifesto written by Karl Marx explains the history of all societies as the history of class conflicts, he claims that the power and direction of all societies is determined by the modes of production, as such when the mode of production no longer suits the relations of society there is a revolution. He predicts that a revolution is coming between the proletariat and the bourgeoisie, and calls its coming inevitable. Marx argues that the bourgeoisies are no longer fit to rule, nor is their rule sustainable, as such the proletariat will overthrow them and end all class antagonisms with the creation of a classless society. However, Marx does not give enough credit to nationalism, nor does he ascribe to the possibility of compromise between the classes. Due to this he predicts a class war which never, and might never, take place. The first section of the Communist Manifesto describes the history of all society as the history of class conflicts. Claiming, that every society is essentially divided into, the oppressors and the oppressed. Furthermore, Marx adds, in the past, societies were organized in more complex combinations and hierarchies, but modern society is being split into two ‘hostile camps’. There has always been a continuous conflict between the different classes; the end result of these conflicts is always, either the total suppression of the oppressed classes, or a revolution, which leads to an overhaul of society. He blames the cause for the separation of modern society into only two groups, on the fall of feudalism. These new class antagonisms are between the proletariat, and the bourgeoisie. Marx views the rise of the bourgeoisie in Europe as the result of a couple of factors; firstly, he believes that, the initial elements of the bourgeoisie, were developed by the chartered burghers who evolved from the serfs of the medieval ages. Next, following the great colonization of the 16th and 17th centuries the market expanded, leading to a great need for increased production. This great demand could not be sufficed by the feudal guilds, as such they were replaced with manufacturing. However, the markets and the demand kept increasing and the manufacturing system could no longer keep up, as such it also was replaced, by Modern Industry. The Industrial Revolution of the late 18th century and th... ... the revolutionary parties. These sorts of compromises happened, and different socialist parties left behind the ideas of radical revolution and instead pursued gradual improvement through unions and parliament. Thus the previously constant decrease in workers state did not continue, rather the workers started getting more rights, for example universal male suffrage. Also they fought for, and won, social and economic improvements, for example more employment stability, higher wages and laws such as the Ten Hour Act of 1847 and the Factory Act of 1833. Such reformations, the increase in the power of Unions and the ability of the workers to vote led to sustainable compromises between the classes, as such no class war took place. Marx’s description of European society as driven by economics and divided by class lines is correct. However he fails to see the great influence of nationalism and he does not entertain the idea of compromise between the classes, because of this he wrongly predicts the destruction of the capitalist system and the bourgeoisies by the proletariat. Works Cited: McLellan, David. Karl Marx: Selected Writings (Oxford, NY: Oxford University Press, 1977)

The Last Samurai

1) Japan. The end of XIX  century,  Capt. Nathan  Algren(main character), an American  military officer  hired by  the Emperor of Japan  to train  the country's  first army  of the rising sun  to contemporary art  of warfare. The Emperor  is trying to  eradicate the  ancient  Imperial  warrior  class  of samurai, in preparation for  a more  pro-Western  government policies  supporting  foreign trade. Meanwhile,  as a result of  collisions with the  samurai,  Algren  finds himself in the center of  the confrontation  of two worlds and  civilizations,  where  the only way to  survive  is  guided by  its own  concept  of honor. ) Nathan Algren: What do you want? Katsumoto: To know my enemy. Nathan Algren: I've seen what you do to your enemies. Katsumoto: Warriors in your country do not kill? Nathan Algren: They don't cut the heads off defeated, kneeling men. Katsumoto: General Hasegawa asked me to help him e nd his life. A samurai cannot stand the shame of defeat. I was honored to cut off his head. Katsumoto: And who was your general? Nathan Algren: Don't you have a rebellion to lead? Katsumoto: People in your country do not like conversation? Nathan Algren: He was a  lieutenant colonel.His name was  Custer. Katsumoto: I know this name. He killed many warriors. Nathan Algren: Oh, yes. Many warriors. Katsumoto: So he was a good general. Nathan Algren: No. He wasn't a good general. He was arrogant and foolhardy. And he got massacred because he took a single battalion against two thousand angry Indians. Katsumoto: Two thousand Indians? How many men for Custer? Nathan Algren: Two hundred and eleven. Katsumoto: I like this General Custer. Nathan Algren: He was a murderer who fell in love with his own legend. And his troopers died for it.Katsumoto: I think this is a very good death. Nathan Algren: Well, maybe you can have one just like it someday. 3) Differences  between the two culture s  of these countries  are very strong  as we  can see in  the dialogue, Nathan Algren  protagonist  does not understand  what Katsumoto,  the rebel leader  says,  but  only in  the beginning and  at the end of  the film  author  quite  clearly shows  how Englishman understood the ancient culture of  Japan. In this film  the best  scenes  is a  heroic  death,  let's say,  three hundred  Japanese who encountered  by continuous  fire from the  guns and  howitzers.Here  we are talking about  personal  valor and military honor,  above all,  including –  devotion to  their ruler  or  lord. The human  personality, which remains independent and free, even in  the moment of death,  when  made   a conscious choice  between  fame and infamy,  is  the main measure of  value. And this,  director  showed  the viewers by  eyes  of the protagonist,  a foreigner. The fact that he   has mastered the  culture which he didn’t know at all   and  in the end  decided to be  for it. 4) Finally, I want to say that the main principle of survival in the harsh environment of foreign life is adaptation.And I chose this film because there are clearly shown and gradually as the main character throughout the film get used to the Japanese environment. The protagonist, taken prisoner by samurai, gradually turns into a samurai. Contemplation of people indifferent to his own death, talks with rebel leader Katsumoto (Ken Watanabe), stating that the person who saw the perfect shape of a flower, has lived a life not in vain, a clear rhythm and strict rest of life around make from American captain a new man.He understands why his former enemies’ absolute hero – not the one who kept the army and strategic positions, but the one who led a detachment of 211 troops against the two thousandth. And he understands why Katsumoto smiles happily when he hear d that all 300 soldiers were killed Spartan  at Thermopylae; he understands why widow of killed by him Samurai nursed him after being wounded – killed for a fair fight can not be an enemy. And, realizing this, Olgren wears the captain samurai armor, stands in order of their recent opponents and comes with a sword against guns and howitzers.Predetermined outcome of the battle, but it absolutely does not matter: death – only worthy end of life as a single ceremony of honor. Therefore, before the final battle, the protagonist offers a simple truth, which requires a long way to me: fate can not be change or submit- the fate amenable to recognition only. University of International Business and Economics The Last Samurai Intercultural communication Student: Farrukh Khamraev ID: IUP2010070 Date: November 29,2011 Beijing, 2011

Lessons Learnt from the Artifact

Lessons Learnt from the Artifact Education is of great importance and is currently given more value than it was about a hundred years ago. Every parent in this day and age believes that the best lifelong asset that he or she can give to their child is education. Unlike in the old days, education is currently taking place in modernized institutions where the mode of instruction is also modernized.Advertising We will write a custom essay sample on Lessons Learnt from the Artifact specifically for you for only $16.05 $11/page Learn More There is the use of organized syllabus for various subjects. Learning takes place chronologically from one grade to the next. The student has the freedom to choose the subjects that suite their future careers. They also take part in co-curricular activities to exploit their talents. A school is an institution in which teaching and learning take place concurrently. Teaching is basically known as the art of imparting knowledge and skills to individuals so as to m ould a positively minded and goal oriented person that the society can turn to or rely on for the sake of its prosperity and development. Every school setting tries to bring out the best in their students. Schools make curricular that offer the type of education that meets the communities’ needs. For example, all or most communities and thus nations at large require professionals like teachers, doctors, lawyers actors just to mention but a few. These professionals also need to be people who have values such as high self esteem. From the Maslow’s hierarchy of needs, high esteem is experienced when a person feels valued, accepted, respected and with a sense of belonging whether it is at work, in school or while pursuing a hobby (Kreitner, 2006, p. 12). All school settings should be able to provide all these to their students so that in the end they not only produce a knowledgeable person but also a socially fit person. This paper bases its discussion on the article known as the artifact. The paper will help its readers to see how schools have come up with their culture and other traditions, as well as its effects on teachers. It also examines the effect of the artifact on the learning of the student and other workers as well as its effects in future development. The document looks at how the school and its professional and non professional leaders form the basis of professional society. It continues to say that a proficient society is a unique part of the communal asset which is partly achieved by rooting and using certain structural methods of teaching by the schools’ concerned leaders.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the article we find out that the artifact instilled the feeling of respect and trustworthiness among the students because it allowed the students to take part in many activities that saw them interact with different people in the community. This also enabled them to have a sense of belonging and helped them to become socially fit people. This was achieved by the leaders in the school. Normally the school is made up of two types of leaders. The first group of leaders includes leaders who affect the life of students indirectly. They make and put into practice the rules, regulations and activities to be done in the school but have no direct contact with the students. This group of leaders includes administrators among others. The second group of leaders includes leaders who have direct influence on the students. They meet more frequently and often on a daily basis with the students. They give knowledge to the students, instill confidence in them and help them view life from a wider perspective (Halverson, 2004). These are the teachers. The teachers have the duty of exploring new thoughts and dreams, analyze them and share them with the students for the purpose of making them better people in the community. Thus, teachers enable their students to be responsible overall as they develop common interest for others. This in turn makes the students to be high achievers, goal oriented and people who can make objectives and attain them. This is because teachers take full reasonability for traditions and other learning activities together with class work. They make sure that students learn by taking part in the activities and socializing with others in different ways and settings (Halverson, 2004). They also make sure that the students are well mentored, highly disciplined, and well mannered in addition to having good self conduct. This results in a professionally developed society as most people in a society tend to live and conform to the practices around them. All this is found in the artifact. The world is dynamic and nothing in it remains constant. Change takes place from time to time and we all know that change is inevitable. The artifact is bound to go through transformation in future as the education systems and needs keep changing. In order to make students better persons, the school needs to adapt and use a broad combination of knowledge, ideas, skills, character and principles. All these things are changing due to changes in technology, community needs and the needs of the nations at large.Advertising We will write a custom essay sample on Lessons Learnt from the Artifact specifically for you for only $16.05 $11/page Learn More Reference List Halverson, R. (2004). Accessing, documenting and communicating practical wisdom: the phronesis of school leadership practice. The American Journal of Education, 1, 1-50. Kreitner, R. (2006). Management. Thousand Oaks: Cengage Learning.

In response to hijackings and terrorists attacks essays

In response to hijackings and terrorists attacks essays The democratic values involved here are, liberty in the fact that your privacy is stripped from you every time your baggage is x-rayed. Equality comes to mind when they do random searches, they have to use some kind of profiling to pick the people to search. Although these civil rights are violated they keep the participation fairly equal as everybody has to walk through the metal detectors and nobody flies with out doing so. liberty had been the single most important value in American history. America was founded on the fact that we would have liberty and be free do as we please. We need freedom for us to prosper and grow. all men are created equal This right here says it all, we need equality to evolve into better citizens to be all we can be. When some one is not treated equal that brings them down and stifles there opportunity to grow. The amount of liberty we have at the airports is so limited that nothing is sacred anymore. When I say this I mean you cant hide anything personal from airport security. Your personal privacy is traded off for your security. I would rather have security that freedom. When you have more freedom, you have more responsibilities. So in the airport if you had a lot of freedom you would also have to worry about getting mugged, the plane your riding getting hijacked, what the guy next to you really has in his pockets , etc.. The most involved democratic values used her is equality. When I go through a security checkpoint in a airport I feel violated when I am randomly asked to take off my shoes and belongings out of my pockets. I dont believe its fair that since Im a teenager I should be checked more than anyone else. That goes for racial profiling with Arabic people, I bet they get searched twice as much as I do. My view on this is that there should be full equality, either everybody gets thoroughly searched, or nobody gets searc...

Usa department of lapor Essay Example | Topics and Well Written Essays - 250 words

Usa department of lapor - Essay Example The United States Department of Labor (DOL) is one of the organizations that have a well-established culture that makes it unique. The culture in DOL is such that there are clear guides on the relationship between the employees and management within the organization. There are clear channels of communication where employees become part of the major decisions of the organization. This enhances the smooth flow of activities in the organization, which is one of the paybacks of a strong organizational culture. DOL has also extended its concern to the external environment. People identify the organization with its contributions towards the eradication of social vices in the society through the process of job creation (United Sates Department of Labor, 2012). Individuals from outside the organization use culture to value the actions of an organization. Therefore, the culture in DOL enhances the values of cooperation, motivation and care for the society. Artifacts of an organization’s culture are the visible characteristics that one can observe in the organization. One of the most visible artifacts in DOL is the success of the organization in meeting its objectives. DOL’s culture has helped it to achieve its objective of improving the social welfare of the workforce in the United States. The culture enhances motivation of employees, which increases their productivity and the overall performance of the organization. Therefore, the culture of the United States Department of Labor has contributed towards its

Teaching Assistant Duties Assignment Example | Topics and Well Written Essays - 1750 words

Teaching Assistant Duties - Assignment Example He is a visual learner, which would account for his enjoyment of reading. Nathans communication skills need to be further developed through social interaction, ie. playtime, in order for him to feel more comfortable during group activities. Rebecca has developed some level of communication and language learning, however, she is behind in development with her age group. Her profile indicates that she has difficulty concentrating and is easily distracted. This would indicate that she has a short attention span and would require shorter, more interactive lesson activities in order to improve her learning. 1. Learning activities, materials and/or equipment, the organization of pupils, staff, and parent helpers are differentiated by the teacher to ensure that the â€Å"programme of work enables pupils to develop in the manner, and the rate, most appropriate to them† (p.145). This provides pupils with learning activities that offer a â€Å"variety of learning modes and experiences, and a fair balance of both mental and physical activity† (p.145). 4. Praise and encouragement are used by staff towards pupils in the form of â€Å"positive feedback, continuous assessment, and clear explanations† in order to continue and promote steady progress made by the pupils. As a teaching assistant, their role in planning and preparing learning activities involve meeting with the teacher regularly to discuss the â€Å"teachers lesson plans, the objectives of the learning activities†, what the teachers expectations are of the teaching assistants contributions to learning activities and the type and level of support for pupils that is expected (p.130). The teacher and teaching assistant will also discuss strategies for learning activity support. Short, after-lesson discussions should also be included as part of the planning and prepare role. During these discussions, the teaching assistant will give feedback about pupil progress during individual and group activities.

Persuasion and Leadership Research Paper Example | Topics and Well Written Essays - 1250 words

Persuasion and Leadership - Research Paper Example This names them natural leaders. It is important to note that persuasion does not work in all situations of leadership (Jay, 1998). At times, people need coercion application of authority to do something. The objective of this research paper is to explore the magnitude of the importance of persuasion in leadership practice. Abstract Persuasion is very essential in leadership because human beings are emotional by nature. People who experience positive heightened emotionality can perform complicated tasks within a short period of time as compared to those who experience negative emotionality. Therefore, people need to be persuaded so that they can achieve full control of their emotions. Persuasion is not relevant for all forms and styles of leadership, since there are different principles and procedure in doing something. This paper will cover all categories of persuasion and how they are applied in leadership context. Further it will explore different strategies of persuasion leadersh ip and demonstrate how persuasion works to make leadership a successful exercise. Leadership is highly praised by people. When people talk, they refer to the best leaders who have ever lived at this planet and who left memorable legacy in their hearts. Such leaders include Martin Luther King Junior, Mahatma Gandhi, Winston Churchill, Abraham Lincoln and Nelson Mandela. Their legacy will live on in the hearts of their supporters long after their death for their good deeds (Kathleen 1998). These leaders were in charge of the groups they were leading; through their inspiration great goals were accomplished. Although these leaders faced plenty of criticisms from their opposers and those who doubted them, they developed a tough skin that could not be penetrated by those critics. They all remained focused on their targets and eventually got the best results. The other key concept in this paper is persuasion which entails altering the minds of individuals to make up-to-the-minute decisions . Leaders essentially communicate their ideas through persuasion. They persuade individuals to toil together, to attain results that are beyond their capacities which seemed impossible to accomplish (Kathleen 1998). This was made possible by making the workers to temporarily suspend their own interests to allow room for the attainment of less personal organizational goals. Research has proved that emotions are fundamental in decision making. People who have their part of the brain that deals with emotions incapacitated cannot make sound decisions. Therefore, emotions make it possible for us to think and decide the best action to take in every situation (Freedman, 1966). Emotions act like code that we use to store our experiences and make it possible to retrieve that information in times of need. Persuasion is the pillar of leadership, decision making and altering minds; therefore, emotional processes are central for the actions of leaders who are successful. In addition, leaders req uire a competent intellectual capacity to be able to deal with emotionally-laden arguments from their followers (Freedman, 1966). It is very essential for a leader to understand their own emotional reactions and tendencies to be in a position to evoke and control emotional responses in other people. Good leaders apply persuasion in their practice of leading others (Mike 2011). To achieve this