Ethical consideration

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Ethics in Managerial Decisions

Tim Slack

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Damon Walsh

October 1, 00

Ethics in Managerial Decisions

For these reasons, and because business can be a powerful agent of positive social change we offer the following principles as a foundation for dialogue and action by business leaders in search of business responsibility. In so doing we affirm the necessity for moral values in business decision making; without them, stable business relationships and a sustainable world community are impossible.(Hartman,161)

I was struck by that last statement 'without them, stable business relationships and sustainable world community are impossible'. With out ethics business is impossible.

Now in the context of the above quote, the author was referring to the Caux Principles, a guiding set of ethical considerations that any business in our current world market will ignore at their peril. Now that sound a little extreme, but it is not; this is precisely what ethics are all about, teaching us long term strategies that help us survive.

If you live in a tribal or village community, where you could only depend upon neighbors and family, you might develop an ethic that personally, governmentally, and economically, would justify actions that we in our Western global economy would consider abhorrent.

This is what has happened in Iraq. Saddam, coming from a small village where any actions were justifiable if the family prospered, finds himself today living his tribal ethic, in a situation where it has lost its relevance to a stable society. Only his Bath party hold government employment, he is promoting sons and family to every position of power. He has already killed his son in laws and two uncles, he knows his family is not trustworthy, but because of his tribal ethic he trusts everyone else even less. Saddam is living a 1th century ethic at the dawn of the 1st. In a world where Saddam's tribe was one of several holding very little power, it might have been the optimal long term survival ethic, but it doesn't work today. Because he has kept his tribal ethic, he has justified killing his own people, starving the country, attacking his neighbors, and pillaging when ever he calculated he could get away with it (Brinkley). While Saddam has an ethic, it is a bad one for his people and for his governments continued survival.

Managers need to develop a good business ethic. Every manager has an ethic, it might be based on 'do what ever it takes' it might be based on the Caux Principles, perhaps upon a personal ethical standard, or a religious code, but there will be an ethic. Decision making is not arbitrary, nobody makes choices by throwing darts. So the choice for managers is not 'Do ethics play a part?' but rather what ethic is best for the long term success of the company.

Returning to the Caux Principles, we see that there are several principles a modern business has to consider when developing an ethic that will support the company's survival. The Caux principles give managers seven general considerations and six stakeholder consideration, that every manager and senior executive should consider when developing there ethical base. The relative importance of each of these considerations, will change with different businesses, depending upon their market, their position, and the core espoused values of the enterprise. It is the differences in relative importance that often differentiates one business from another, give companies their individuality. It is these differentiations that good leadership provides, and good managers keep prioritized. A large multinational corporation might consider Support for Free Trade a higher consideration than they respect for the employee stakeholder, but ignoring the employee stakeholder can not be considered a good long term strategy.

This makes good ethics sound like nothing more than a business strategy, a long term plan for developing a world where your business can best survive. Or as Baudelaire said. " For the businessman even ethics are a financial speculation."

References

Brinkley, Doug, 'Tales of a Tyrant' Atlantic Monthly May 00

Baudelaire, Charles. My Heart Laid Bare (published in Intimate Journals, sct. 7, 1887; tr. by Christopher Isherwood, 10; rev. by Don Bachardy, 18)

Hartman, Laura. Perspectives in Business Ethics Irwin McGraw-Hill. Buenos Aires.001

Perlee, Christian. Organization Leadership and Change Management; McGraw-

Hill, 001

References

Brinkley, Doug, 'Tales of a Tyrant' Atlantic Monthly May 00

Baudelaire, Charles. My Heart Laid Bare (published in Intimate Journals, sct. 7, 1887; tr. by Christopher Isherwood, 10; rev. by Don Bachardy, 18)

Hartman, Laura. Perspectives in Business Ethics Irwin McGraw-Hill. Buenos Aires.001

Perlee, Christian. Organization Leadership and Change Management; McGraw-

Hill, 001

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19Th Century Romanticism in Europe

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Romanticism began in the early 1th century and radically changed the way people perceived themselves and the state of nature around them. Unlike Classicism, which stood for order and established the foundation for architecture, literature, painting and music, Romanticism allowed people to get away from the constricted, rational views of life and concentrate on an emotional and sentimental side of humanity. This not only influenced political doctrines and ideology, but was also a sharp contrast from ideas and harmony featured during the Enlightenment. The Romantic era grew alongside the Enlightenment, but concentrated on human diversity and looking at life in a new way. It was the combination of modern Science and Classicism that gave birth to Romanticism and introduced a new outlook on life that embraced emotion before rationality. Romanticism was a reactionary period of history when its seeds became planted in poetry, artwork and literature. The Romantics turned to the poet before the scientist to harbor their convictions (they found that the orderly, mechanistic universe that the Science thrived under was too narrow-minded, systematic and downright heartless in terms of feeling or emotional thought) and it was men such as Johann Wolfgang von Goethe in Germany who wrote The Sorrows of Young Werther which epitomized what Romanticism stood for. His character expressed feelings from the heart and gave way to a new trend ofexpressing emotions through individuality as opposed to collectivism. In England, there was a resurgence into Shakespearean drama since many Romantics believed that Shakespeare had not been fully appreciated during the 18th century. His style of drama and expression had been downplayed and ignored by the Enlightenments narrow classical view of drama. Friedrich von Schlegel and Samuel Taylorleridge (from Germany and England respectively) were two critics of literature who believed that because of the Enlightenments suppression of individual emotion as being free and imaginative, Shakespeare who have never written his material in the 1th century as opposed to the 18th century. The perception that the Enlightenment was destroying the natural human soul and substituting it with the mechanical, artificial heart was becoming prevalent across Europe. The Lyrical Ballads, published in 178, was a series of poems that examined the beauty of nature and explored the actions of people in natural settings. Written by William Woodsworth, this form of poetry was free, expressive and without constraint as evident by this passageIf this belief from heaven be sent, If such be Natures holy plan,Have I not reason to lament, What man has made of man?Such passages from his work indicates that poetry and literature was also used as a form of rebellion or distaste for political institutions or social conditions during the 1th century. However, since most poets thrived on the emotional and irrational abstract that they were writing about, there was no specific category that this mode of thinking could fall into. This was a strength since the freedom to explore nature was infinite and without any restriction based on rules, law or doctrine. This invariably led to a re-introduction into religion and mysticism; people wanted to explore the unknown. The Genius of Christianity, written by Rene de Chateaubriand, offered a contrast to Science. He found Christianity to be the most poetic,most human, the most conducive to freedom, to arts and literature... of all the religions and deduced that Science was lacking this element which could benefit mankind. The middle ages were regarded as a creative period when humans lived close to the soil and were unblemished with the effects of industrialization or urbanization. Romanticism began to show the people that the Enlightenment had overstayed its welcome by leading the people to a future that offered a vision of mankind as being part of a group rather than an individual. G. W. F. Hegel, a German philosopher, rejected the rational philosophy of the 18th century because he believed in Idealism. This involved looking at life in terms of the importance of ideas, not thought the narrow tunnel of materialism and wealth. By advocating Idealism, Hegel concluded that mankind could be led by his spirit, his soul, rather than the establishment or the status quo. Although Romanticism was perhaps conservative in nature, every participant of this swift and silent movement could relish in his own free and glorious vision of nature. Romanticism was not a political movement or a reformist package offered by a group of dissidents; Romanticism was a time when mankind could restructure his outlook on life so that he was able to reach new heights of intellectual and political awareness. In the process of doing so, he found answers to practical problems by simply using his heart and searching his soul.

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Women blinded by Economics

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Women blinded by Economics

During the Gilded Age many people became extremely rich and kept getting richer and richer, while on the other hand the poor just kept getting poorer during this era. The economics during this time period was an essential of being categorized as a "well known" citizen or a "common" citizen in society. The line between the economic classes was drawn very distinctly at this time in the world. In "The House of Mirth," by Edith Wharton, this fact of economic segregation is brought to ones attention several times. Edith Wharton shows this separation especially when it comes to the women characters in the book and how they interact in society. Wharton shows the differences between economics and women through the main character, Lily Bart, and how she is a slave to money, also the truth about how women during these times are dependent on the males in their lives to support them, and how Lily's family views money.

Lily Bart is the main character that throughout the entire novel is caught between the economic strain in her life and happiness. Lily Bart has never been around a lot of money while she was growing up, but the entire story is about her trying to be something she is not. This is a huge irony in the story because Lily thinks she has freedom when she meets a man that is wealthy, but she is really hurting herself because she will never be truly happy with someone like that. The other side to this irony is that when Lily gets farther and farther into debt she feels that she enslaved. This comes when she meets men that are not up to the standard of living that she wants them to be at. The best example of this is when Lily meets Seldon and does not marry him because he does not flaunt his money like other men she has met. Wharton shows that during this day and age the females depend on males to give them a great lifestyle so that they are not known to be apart of the poor half of the society.

The biggest theme in this book is how Wharton paints the picture of women being totally dependent on the men in their lives. Wharton definitely expresses this through Lily Bart and how she deals with money. The fact that Lily cannot even recognize when she is extremely far in debt and that marrying someone that has a lot of money will not solve all of her problems. Another example of the female sex being dependent on the male sex is when Wharton brings the Trenor's and Dorsett's to the reader's attention. These two families, actually couples, are very wealthy people in this society. These are the people that always have the lavish parties and invite only the other most wealthy and well known people from town to their gatherings. Mrs. Trenor shows at many times during parties she throws that the most important reason she married her husband is because she is able to throw these magnificent parties. She likes to have the most expensive and best items at her dinners.

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The last example of women's economic values in the Gilded Age is the way that Lily was raised as a child. Lily's family views money in different ways. Lily was always given whatever she wanted and asked for from her father. This was the same for Lily's mother. For example Wharton shows at one point that Lily's mother always wanted to have the best flowers and fresh ones every day in their house. These two women never knew what it was to work for money and use their own to buy goods they wanted; they always had it handed to them. On the contrary Lily's father always worked for what he got. Lily and her family were not the wealthiest family in town and her father could not really afford to give her and her mother everything they wanted, but the never said know to them.

The other side of women being dependent on the man in their life is how Wharton paints the picture of Lily's aunt. Lily's aunt has always worked for everything in her life and there has never been a man that she looked to, to buy he things. Lily's aunt is the extreme difference of all the other women in the novel. She has quite a lot of money to her name but does not flaunt it to others around town. Wharton is showing that money is not the most important thing in the world through this character. Lily's aunt also falls into Lily's scheme of debt. Lily keeps piling up bills with dressmakers and playing bridge at parties, that she is not able to pay for all of these expenses by only the money she receives from men she has met. She turns to her aunt and asks her to help her relieve herself of some stress of her debt and Lily's aunt helps her for awhile. She finally realizes that Lily is not paying off her debts and cuts her off. This is the exact opposite of a woman depending on a man for survival. This shows that women are capable of holding their own in this society but would rather not do anything and let their husbands keep them on their feet.

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Puritans

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THE PURITAN LIFESTYLE -- Puritan Beliefs and Values

1.?/spanPredestination -- all events are known and predetermined by God. God has determined who is to be saved and who is to be condemned.

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.?/spanGod is all-powerful and good, while men and women are sinful and weak.

.?/spanThe Bible is the literal word of God.

4.?/spanYou are saved through the grace of God. You could feel this grace inwardly, and this was demonstrated by your behavior. After you have received grace, you are reborn into the community of saints. People would look inside themselves (self-examination) for signs of this grace; therefore, they would act in a commendable fashion.

5.?/spanPuritans valued education. Publicly supported schools were needed to oppose Satan. Harvard was founded in 166 to train ministers.

6.?/spanPuritans valued plainness in religious worship as well as their writing and lifestyle.

7.?/spanPuritans considered hard work a religious duty.

8.?/spanQualities that resulted in economic success were virtuous self-reliance, thrift, industry, and energy.

.?/spanIn addition to community worship on the Sabbath, family worship was considered important. Every home should be a ?church? with the head of the house the ?minister.??Twice daily the Puritans recommended the family should hear the Word read. Parents must teach their children the Scriptures, and all members of the household must be given time and a place to pray.

10.?/spanThe church was the center of the community and the place where news was received.

11.?/spanThe form of government though technically separated from the church was a theocracy; therefore, there was a blurring of the lines separating church and state. Governments were to enforce obedience to God. Voting was restricted to church members. There was democracy in church rule that led to democracy in town meetings.

1.?/spanPunishable offenses included adultery, fornication, drunkenness, theft, murder, breaches of the Sabbath, blasphemy, gambling, and participation in theatrical performances.

1.?/spanWomen were repressed and disregarded for their intellectual value.

14.?/spanWomen were considered morally weak because Eve was first to sin in the Garden of Eden.

15.?/spanWomen never publicly gave their opinions particularly on religious matters.

16.?/spanOther interesting restrictions on forms of pleasure According to Macaulay? History of England from the Accession of James II, ?It was a sin to hang garlands on a Maypole, to drink to a friend? health, to fly a hawk, hunt a stag, play at chess, to put starch in a ruff...? Many Puritans considered books not of a religious nature a threat.

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M. Butterfly by David Henry Hwang

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M. Butterfly by David Henry Hwang is a parody of Puccini's Madame Butterfly. The play shows the problems of relying on unchallenged stereotypes and cultural misconceptions. David Henry Hwang attacks western stereotypes by refiguring the well-known theme of Madame Butterfly. He tries to break the century-old butterfly myth of Asian submissiveness to western dominance. In his play instead of a submissive Asian women falling for a western man, a western man falls for an Asian woman.

The events in the play are not in chronological order. Being a memory play of Rene Gallimard it takes us back and forth in time from his youth till his death in a prison. This is a story of a man who fall deep into his fantasy love with the image of Oriental woman and was deceived at the end. As Rene Gallimard says at the beginning at the play, "Alone in this cell, I sit night after night, watching our story play through my head, always searching for a new ending, one that redeems my honor, where she returns at last to my arms."

Rene Gallimard, a low ranked French diplomat in China, is seeking the Perfect Woman. Gallimard's vision of woman is based on Western stereotypes. In the western imagination the east is feminine, passive and always victimized. As Song Liling, a Chinese opera singer, says "Its one of your favorite fantasies, isnt it? The submissive Oriental woman and the cruel white man. But because its an Oriental who kills herself for a Westerner--ah!--you find it beautiful."

Song plays on the fact that the western man is attracted to weak Oriental women. Aware of this, Song puts on a performance that attracts Gallimard, and lets him think she is frail and needy of help. Gallimard, after hearing her singing comments "They say in opera the voice is everything. Here...here was a Butterfly with little or no voice but she had the grace, the delicacy...I believed this girl. I believed her suffering. I wanted to take her in my arms so delicate, even I could protect her, take her home, pamper her until she smiled. " Gallimard, in this scene, typifies the Western mentality. He believes that Song wants to be dominated, and wants to be helped.

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Gallimard never had luck with women. He could have married Helga only because nobody else would marry her. This man lives in imaginary world where he created his ideal of a woman. Gallimard says "There is a vision of the Orient I have. Of slender women in chong sams and kimonos who die for the love of unworthy foreign devils. Who are born and raised to be the perfect women. Who take whatever punishment we give them, and bounce back, strengthened by love, unconditionally. It is a vision that has become my life."

Song makes Gallimard think that he is powerfull. However, in reality Song is the one who has the upper hand. She plays on his feelings and desires, and makes him feel as though he is able to control her. In fact, Gallimard may believe he is gaining more power, but Song has plans that will weaken Gallimard. Her plans are easy to realize because Gallimard would never think of Asian woman as capable of inflicting harm to anyone. He says "She is as harmless as a fly." Gallimard is bounded by this stereotypical view of the Orientals.

Real women in this play are different in their roles neutral Helga, straightforward Comrade Chin, and masculine Renee. However, no real woman fits Galimard's ideal. His Perfect Woman is a woman created by a man. Song Liling explains this to Comrade Chin. She says "…only a man knows how a woman is supposed to act." Rene Galimard fell in love with the woman who in reality turned to be a man. "I am a man who loved a woman created by a man. Everything else - simply falls short," he says.

This play was a big surprise for me as well as for many readers, I believe. The question of course was "How is it possible to be in love with a man for twenty years, and believe all the time that he is a woman?" Gallimard, blinded by his fantasies, imagination, racial and gender stereotypes, makes himself believe that Song is a woman. The fact that he had never seen Song naked Gallimard explains this way "I thought she was very modest. I thought it was a Chinese custom." Song masterly uses the stereotype of Oriental love Gallimard has. She tells the reader "…[he]was very responsive to my ancient Oriental ways of love, all of which I invented myself, just for him."

The possibility is that Rene Gallimard did not know that Song is a man because he did not want to know. For twenty years he was in love with an ideal woman of his dreams, and permitted no reality to intervene. He appeals to the reader "Why can't anyone understand?...I once loved and, was loved by, very simply, the Perfect Woman." In the end it is Callimard who is the true M. Butterfly, the victim dying for unrequited love. Very last words in the play that belong to Song Liling are "Butterfly? Butterfly?"

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My Son, Camden

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Thinking of a personal interest that I could write about as well as research some supporting facts on was kind of challenging. It got to the point where I was just scanning the room to find something I knew a little about. I finally realized that my son, Camden, is one of the most interesting things in my life. You see babies all over and you think to yourself, "Oh, how cute, he can wave. He can say da-da." You never understand how they get to that point until you actually have a child of your own.

From the day he was born, and he grabbed the umbilical cord clamps and wouldn't let the nurse have them back, I knew he was going to be a handful. Those first few days were the worst. Trying to get use to the diaper changing and the crying, I thought about putting him back in a couple of times. The most exciting part of it was that I was a daddy. I still get chills every time I think about it. Anyway, so we're getting ready to take him home and I'm trying to figure out the car seat. The first time you go to install one of those things makes you want to throw it on the road and run over it. After about twenty minutes I finally get it in place. I put him in the car seat and then I don't want to drive. I am so scared to drive with him on the freeway that my hands start to sweat on the steering wheel. I think to myself, "Is this how it's going to be from now on? Am I going to be this terrified to do anything with him?"

Oh, was he stubborn? Four days after we brought him home we took him back to the doctor's office because he had only eaten maybe a total of two ounces of breast milk. He was starting to get real yellow and I started to worry that he had some kind of sickness. The American Academy of Pediatrics recommends breastfeeding to ensure that your baby is getting the right nutrients. But if you cant, or decide not to breastfeed, then you need to give your baby formula. (Gerber, 00). The doctor said that he was very jaundiced from not getting enough nutrition and that he might not like the texture of a real nipple, or the taste of breast milk. He immediately got some infant formula and would not let us leave until Camden drank at least four ounces. He devoured the bottle in less than five minutes. After that, that's all he would drink.

Then he started to focus on objects and reach out for them. That was the funniest thing in world. I would put a rattle or some kind of a toy in front of him, and he would concentrate so hard that his eyes would go crossed-eyed. I use to bring all my friends over just to show them. He had this bouncer seat that had one of those arch deals on it with toys hanging down from it. He would stare at those toys all day long. I thought he was going to be the easiest baby in the world. Boy was I wrong. The bouncer seat also had lights and music and buttons inside the foot end of the seat that would make the lights and music come on when he kicked his feet. That thing got old in about ten minutes. But he loved to hear that music and watch those lights go back and forth so much, that I just fell in love watching him enjoy that noisy contraption. What I thought about most of all was how careless he was. Babies could be entertained by the dullest of things and not care about anything else going on. Sometimes I wish I could just go back to being a child and not have to worry about life and the real world.

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Now he's at that stage where you can't look the other way for more than two seconds or he'll be gone. You need to be more vigilant, however, when your child turns into a rolling, scooting, crawling, toddling adventurer. Youll need to know about safe movement, burns, choking, sleep safety, water safety and poisons. (Givens, S. R., 001). The minute I saw him going for the kitchen cupboards, I knew it was time to go shopping. I went and bought those cabinet hooks and power outlet covers and installed them all throughout the house. He's starting to learn that the power outlets are dangerous. Every time he goes to pull off the cover we tell him, "No, Camden. That's owey". He then turns the other direction and tries to find something else he can get into. He's pretty brave when it comes falling as well. He just started climbing up on to the couch and then pretty much diving off head first. He puts his hands out and kind of falls to the side, but I still cringe every time I see him do that.

He's a little handful, but I wouldn't trade him for the world. Everyday I can't wait to get home from work to see what knew thing he's learned, or what entertainment he'll provide for me that evening. To me parenting is the most interesting thing anyone will ever experience in their life, and I can't wait to see what joys and adventures parenting will throw at me next.

Gerber (00). Your newborn's development [Online]. Available http//www.gerber.

com/phase/devcontent?phase=5

Givens, S. R. (001, November 1). Safety around the house [Online]. Available

http//www.lamaze.com/baby/safety/articles/0,,167861_804,00.html

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Time Management

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I.Skit depicting busy office environment - all team members participate

II. Slide #1 Harried man

•Do you ever feel like this???

•How many times have we wished for more hours in a day? How many times have we kept people waiting, fell behind in assignments or just didnt have the time to smell the roses?

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Group Question/Flip Chart Responses

III.Group Participation - Self Assessment - give HO #1

Self Assessment to group - 5 mins to complete

Slide #

IV. Lets assess these sheets.

•Count Ls/Rs

•How many are predominantly left?

•How many are predominantly right?

•How many are equally left & right?

•So what does all of this mean?

YOUR BRAIN

YOU NEED TO KNOW HOW YOU THINK!

•Based on your self assessment exercise, you know from which side of the brain you predominantly think.

•Slide #/HO # (discuss) - Lets take a look at what functions are controlled by the different sides of the brain

•Slide #4/HO # (discuss) - If you are left brain dominant, you are a Convergent Thinker; If you are right brain dominant, you are a Divergent Thinker

•(Refer to Slide #) So what does all this mean? What difference does it make which side of the brain we think from and what does this have to do with time management?

Slide #5

•Based on this, we can tie this information back to what we recently discussed in class regarding the various styles A,B,C,D and how they function and process ideas.

V. Time Management is not a new concept. It has been around as long as time itself. On our flip chart, we outlined what techniques have worked for you and what have not. They are all good ideas -- even the ones that may not have worked. The timing may not have been right. There is only one sure fact that we all need to remember and that is there are only 4 hours in a day.

Slide #6

•The problem is not how much time you have, but how you use it. Time is a limited resource; its effective use

requires a systematic approach.

Slide #7

•We cannot add time to our 4-hour day, so maybe what we need to do is be smarter in how we utilize those 4 hours.

Slide #8

•How many of us feel we are efficient and effective?

Group Exercise - Being Efficient vs. Being Effective - throw money as problem is being presented; divide group into two teams - allow groups - minutes and ask to report out

Organization is vital to good time management. Once you accept that being better organized really is in your best interest and will help you manage your time more successfully, there are things you can do to help you attain the level of organization which is right for you.

•One of the best ways to get organized is to create a to-do list. For many of us, these daily to-do lists help us to get more accomplished and to set our priorities by using something as complex as the Franklin Covey Planner and yet others will simply use a little handwritten list.

•What is it about checking something off of our list that makes us feel good? By checking items off of our list, or crossing them off, your body gives off a chemical called endorphins which makes you feel good. Its like a runners high. Not only that, but you have a visual of your accomplishments, which is very important ... especially for those Style A & B people or Convergent Thinkers.

HO #4 - Time Management Tips

Time Management

ToolsTraditional

Left/ConvergentAlternative

Right/Divergent

To Do List•List What should be done

•List everything

•Complete each item

•Complete in order, or mostly in order

•Work only.

•Check each item as you complete it•Put each item on a post-it note.

•Move items around list as needed or even to next day if not completed.

•List rewards next to each item.

•Only list what you can reasonably do before lunch.

•Have an other list of things that you can do, but only if you finish master list first.

Prioritizing•Rank order your To Do List by priority 1,,,4 or A,B,C,D

•Do most important first

•Dont go to next until first is finished•Need to have a system that allows you to see all tasks in relation to one another. Use post-it notes, index cards, etc., that you can shuffle around to create priority list.

Scheduling•Purchase a calendar, Day timer or computer program to help schedule your day

•Place each item from your To Do list on your calendar and schedule time for each item•Buy a calendar that suits your needs/interests.

•Be visual in your scheduling. Use different colors, different size/style writing, stickers, symbols, highlight information with different color markers.

•Use post-it notes to move items around on your schedule.

Following the plan•Just do it•Keep your schedule in plain sight!

HO #5 - Websites for Time Management Tips

Slide #

VI.Slide #10 - Final thought from Margot Fonteyn, who probably was a divergent thinker ...

Life forms illogical patterns. It is haphazard and full of beauties

which I try to catch as they fly by, for who knows whether any of them will ever return

Margot Fonteyn

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Happy

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Happy Families - a humorous look at American family life

Welcome to a light-hearted look at American family life where you can share your funny stories and family photos

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Macbeth

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English

Macbeth

The play Macbeth takes place in the overcast country of Scotland. This

layer of fog never seems to ever leave the country or its surrounding Help with essay on Macbethhorizon. The green country side has many hills but barely any trees. The

hills throughout the country side girdle the green valleys any way you look.

From one end of Scotland to the other many little lakes and ponds rest

upon the land in the humid atmosphere. The unruffled sand that lies by

these lakes and ponds speculate an appealing image of a quiet unruffled body

of water. All through the land there are a few slender dirt path ways that

men use to ride there horses on their ways to another city or just to go

hunting. In addition, atop the land and in the hills are many large

boulders that give the dull setting an even blunter look.

The castles displayed in this play are made of huge grey stone that range

in sizes, depending on their location in the castle. The big stoned grey

castle was on a large hill and was hard to get to. There was a tower at

each corner of the castle, with cone shaped brown wooden roofs. At the

entrance of the castle there was a massive portcullis that was made of iron.

There were many designs made out of the black iron, and the portcullis was

opened by pulling down a lever that pulled it up. Directly behind the

portcullis was a huge wooden door that has many colorful decorations on it.

This was opened by pulling the sliding doors back. The stone around the

entrance way was small pieces of grey stone that was set in a repetitive

pattern. On either side of the entrance way was big stone walls that piled

up a lot higher than the portcullis. As you walk into the castle there is a

big empty square that is enclosed by the four outer parts of the castle. In

the castle square there are many wagons filled with wood, animals, servants,

carriages, and other castle items. There are many entrances to the castle

from the castle square. The entrance to where the king goes has a ramp with

a wooden railing, and grey stone steps that get smaller as they go up. The

stairs and ramp lead to a archway with heavy lip grey rock. The archway

leads into the castle, and the ceiling appears to be decorated in

astonishing white marble, cut into smaller pieces to form designs. The main

entrance arch is enormous compared to the king’s archway, with huge grey

stones that are about two meters long and a half meter thick. A successive

wooden balcony surrounds the inside square walls with blue banners hanging

over the wooden railing. This balcony is what connects the rooms, and

people can access each room connected by the balcony. In the dining room,

long wooden tables were set up so the king was at the head of the table and

the other noble men along side the other tables. A big clean white table

cloth lies upon each table with a great amount of food atop of it. Banners

hang from the grey stone walls of the dining hall.

The witches cave is very secretive and mysterious. As you walk into the

cave it is poorly lit, and is very dark. A big chamber pot lies in the

middle of the cave where the witches usually stand making magical potions.

A vast quantity of smoke is real eased from the pot and is carried thought

the whole cave. In addition, a slight green light is given off from the

potions and reflects off the smoke giving the cave and eerie look. The

witches cave and all other settings in the play Macbeth give the play its

own unique environment.

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Why papers suck

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The ways in which a society organises itself are often centred around one anthropological theory which forms a basis for all that is done within that society, e.g. rituals, ceremonies etc.. This essay will examine one anthropological theory; functionalism, and the way in which it has influenced and shaped the culture and society of the Trobrianders of Papa New Guinea, the people on whom the anthropologist Bronislaw Malinowski wrote an ethnography.

The theory of functionalism is the idea that all features of a culture, such as roles, norms, institutions etc., have a positive and vital function, and are performed in order to fulfil all the needs of the individuals within that society. Malinowski lived with the Trobrianders for a total period of 6 months between 114 and 118, and by living in a tent among the people, learning to speak the language quickly, participating as much as possible with the different members of society, observing the activities that occurred around him and by learning about the beliefs and customs of the community (this process of long-term, intense interaction with society is known as Participant Observation), he came to the conclusion that the theory that formed the basis for all that was done within the society was functionalism.

The process of participant observation was what provided Malinowski with great and detailed insight on the reasons for which the Trobrianders behaved as they did, and was what enabled him to write an ethnography on them. Malinowski realised that the Trobrianders had a different way of looking at life than he did, and believed that, as an insiderí, he could learn more about what the behaviour meant to the people themselves, and that he could able to gain the trust and respect of the people by becoming less of a stranger and allowing them to feel more relaxed and confident about talking to and confiding in him.

Soon after he began living with the Trobrianders in 114, Malinowski began to notice that many of the rituals, customs, ideas etc. of the members of the community all served to fulfil their biological and psychological needs, as well as any other needs that they had. After learning more about the culture, he also began to observe that many rituals which at first seemed time-consuming and pointless, were also done for this purpose.

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One of these rituals was the kula ringí, a recurrent exchange of valuable gifts between the different people of the various Trobriand islands chain. This ritual involved members of the society making dangerous voyages across the seas in canoes in order to frequently exchange these gifts. Although from an outsiderís point of view this process would have seemed pointless, Malinowski learned that it did fit into the idea of functionalism as this ritual was considered very important, worthwhile and sacred because it fulfilled the islandersí social and psychological needs- it allowed them to feel a sense of power and prestige.

There were many rituals that were performed before the canoes left the islands, and these also served to control various emotions and psychological needs, such as anxiety, which the islanders faced before setting off on such journeys. As the Trobrianders were relatively behind the Western World in terms of technology, rituals such as the ones performed before the kula served to bring about a sense of security and power, thus helping to overcome feelings of powerlessness and tension.

Another example of functionalism in this society was the tradition that involved the chief of the Trobrianders receiving very large amounts of foods and other tribute from the villagers who lived in the area under his reign. The chief was also the sub-owner of many of the agricultural foodstuffs that these villagers owned, and claimed many supplies of these which he was obliged, by custom, to re-distribute at a later stage in the form of payments for various public services performed by the villagers at his command. This meant that the villagers were in fact consuming the products of their own labour, except this was done after the wealth went through the chief and thus emphasised and reinforced his control and made his wealth an instrument of political power in their society.

Although there were hundreds more rituals, customs, rules etc. that could have demonstrated the application of functionalism to this particular society, the few traditions examined in this essay illustrate the complexity of what would, from an outsiderís point of view, have seemed so backward and perhaps even pointless. Virtually everything involved in the Trobrianderís culture and behaviour is related to the basic idea that everything done within that society should serve a purpose. What can be concluded from this essay is that cultures such as that of the Trobrianders consist of different elements which either work independently or fit together to form a sort of system. This system is what keeps the society together, and is what allows it to maintain long-term survival for its members by providing it with its demands.

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A Discussion of Meno

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Many times parents have this little game they like to play when a child comes and asks a question the parent often tells the child to look it up. This could serve any number of purposes. Maybe the parent doesn't know the answer and would rather not admit that to their child. The most common purpose may be that parents want their children to learn how to think critically and find the answers, or develop them, on their own. This is a very useful skill to have, for how many of us always have someone around to give us the easy way out? In Plato's Meno, Socrates is approached by Meno and asked, "can virtue be taught? Or is it not teachable but the result of practice, or is it neither of these, but men possess it by nature or in some other way?" () Socrates doesn't quite take the easy way out and send Meno away, but he doesn't just give the answer either. He starts a discussion of many concepts that will eventually, though not until the end, answer the original question.

Socrates begins by asking Meno what virtue is. That of course seems like the most logical place to start, because in order to discuss attaining virtue, one must first have an understanding of what virtue is. Meno's definition of virtue was more or less a list of different virtues. This was not a satisfactory definition for Socrates who says,

"Even if they are many and various, all of them have one and the same form which makes them virtues, and it is right to look to this when one is asked to make clear what virtue is" (5).

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Therefore, Socrates was looking for the one thing that all examples of virtue have in common.

The search for this common bond between many virtues leads Socrates and Meno to discuss other topics. One such topic is that of shape. Socrates and Meno find that there is a difference between "shape" and "a shape". They separate these two ideas by "seeking that which is the same in all cases [shape]" (7). Their conclusion is, "that a shape is that which limits a solid; in a word, a shape is the limit of a solid" (8).

Similar exercises in critical thinking are practiced many times throughout the text. The perception of color, the human desire for wickedness, the idea that knowledge is recollected from an immortal soul, and the comparison between right opinion and knowledge are the concepts that these exercises are applied to.

In their discussion of human desire, Socrates and Meno discuss whether men purposely desire good or evil. At first, Meno agreed that, "anyone, knowing that bad things are bad, nevertheless desires them" (10). However, they eventually conclude otherwise. Virtue is brought back to the surface when they conclude that, "No one then wants what is bad" (11). Virtue then becomes the desire for good things and the ability to secure them. Socrates and Meno finally agree that, "the capacity to acquire good things is virtue" (11). Since the conclusion now is that all men desire good, then the desire for what is good is the common ground of virtue in general.

Now that the common thread of virtue is defined, that virtue is goodness within men, Socrates and Meno can tackle the source of this virtue, or goodness. In the beginning of this dialogue, Meno poses a question to Socrates "can virtue be taught? Or is it not teachable but the result of practice, or is it neither of these, but men possess it by nature or in some other way?" () Using the critical thinking exercises already introduced in the dialogue, they will attempt to answer the question. First, they decided that, "if virtue is a kind of knowledge, it is clear that it could be taught" (1). Now they are faced with deciding whether or not virtue is knowledge. At first, they conclude that virtue is knowledge based on the following argument

"Therefore, in a word, all that the soul undertakes and endures, if directed by wisdom, ends in happiness, but if directed by ignorance, it ends in the opposite? That is likely. If then virtue is something in the soul and it must be beneficial, it must be knowledge…This argument shows that virtue, being beneficial, must be a kind of wisdom" ().

After coming to this conclusion, Socrates decided he was not satisfied. He wanted to further test the idea of virtue as knowledge, and introduced other examples to consider. He brought up a man named Themistocles, who he and Meno agree is a virtuous man. (6) Socrates talks about how this man raised his son to do many great things, but his son did not have the good qualities that would be considered virtues. (6) Socrates continues with, "are we to believe that he wanted to educate his son in those other things but not to do better than his neighbors in that skill which he himself possessed, if indeed virtue can be taught?" (6). Socrates uses this example to show that virtue is not knowledge because it can't be taught. Instead, Socrates argues that virtue is a gift of the gods and is unattainable even for a good man without divine intervention. This conclusion ends the dialogue.

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The Crucible

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The Crucible

The Crucible is a book set in the late 1600s, during the time of the Salem Witch trials. This book starts out in 16 in the small home of Reverend Paris. His daughter Betty is found lying in bed and appears to be extremely ill, in a coma-like state. The night before, Betty, Abigail, who is the Reverends niece, Tituba, the Reverends slave, and several of the village girls were found dancing in the woods. Betty began to fall into this unusual state the day after their trip to the woods. Talk of witchcraft began in the small town of Salem after the town's physician couldn't determine the cause of her illness.

That morning, Reverend Paris sent for Reverend Hale who is an expert in witchcraft. He proceeded to examine Betty, while Reverend Paris questioned Abigail about the events that had occurred the night before. Abigail claimed that the girls did nothing other than dance in the forest, when in reality, they practiced witchcraft, and Abigail drank blood in order to kill Elizabeth Proctor. Soon a crowd began to form in Reverend Paris's house, and while he is speaking to the people gathering in his home, Abigail convinces the other girls not to say or admit to anything about the other night. Soon, John Proctor arrives at the scene. He and Abigail spoke alone as he tried to persuade her to stop her foolishness. The year before, Abigail worked for the Proctor household as a servant while John Proctor's wife, Elizabeth, was sick. Abigail and Mr. Proctor had had an affair and Elizabeth discovered what they were up to. Abigail was fired instantly but ever since her experience on their farm, she will always desired John.

Suddenly, Betty wakes up and begins screaming frantically. The people in the Reverend's house think that she in under some kind of a spell. As Betty begins to settle down with the help of Rebecca Nurse, Reverend Hale arrives at the scene and starts to question her. She tells him of the dancing that took place and describes to him their slave, Tituba. Hale asks to speak to Tituba who after a short period of time confesses to communicating with the devil. She claims that Goody Good and Goody Osborne have seen the Devil as well. Abigail and Betty join in with the confessions and they also begin to accuse random townspeople of conversing with the devil.

A few days later, Elizabeth finds out that her husband had spoken to Abigail privately. They have a small argument over this when Mary Warren, their servant, comes home. She gives Elizabeth a small doll, known as a poppet that she made for her while she was serving in the court. She stuck a needle under its dress for safekeeping, which is later used against her.

Soon several trials begin to take place throughout the small town of Salem. During the course of a week, many people are accused of using witchcraft, and it wasn't long before Elizabeth was accused. The charge was disregarded because Mary Warren defended her. Later on, Reverend Hale arrives at the Proctor house to question the small family. He asks Proctor about why he is barely at church, and he also asks him to name the Ten Commandments. Proctor correctly names nine of the commandments, but forgets the tenth. This is also when Proctor admits that Abigail is lying about the witchcraft charges. Elizabeth was arrested later that day. Abigail had claimed that Elizabeth tried to stab her with the poppet that Mary Warren gave her. She is arrested for attempted murder and must await execution.

The next day, John Proctor took Mary Warren to court to inform Judge Danforth that the girls are all lying. This is when Proctor is told of his wife's pregnancy. She is to remain alive until the baby is born. Even though Proctor is happy about this news, he still feels that it is wrong that so many people have been convicted and has Mary testify against the girls. They are very quick to accuse Mary of witchcraft, so as a final resort, Proctor confesses his affair with Abigail. He tells the court that Abigail is trying to have Elizabeth executed so that she can have the chance to become John's wife. Elizabeth is summoned to court. Not knowing that John has confessed his actions from so long ago, the Judge asks Elizabeth if she knows anything about the affair and she lies to protect her husband's honor. Elizabeth must be returned to jail, and John Proctor is called a liar by the judge. The girls begin to once again accuse Mary of witchcraft. Mary eventually joins the girls in accusing Proctor of witchcraft, saying that he is the Devil's man and she is therefore spared, but Mr. Proctor isn't as lucky. He is also arrested.

Several months later, Proctor, Goody Nurse, and Elizabeth are still in prison. In a last attempt to save their lives, Reverend Hale tries to get the prisoners to confess so they wouldn't be hung. No one signed the confession. Proctor does end up confessing by signing a written affidavit. When he learned that the written statement would be hung on the church door, Proctor tore up his confession and proceeded to carry out his execution. In the end, all of the prisoners were hung for many things that never occurred.

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