Hale In the Crucible Conforms Outwardly and Questions...

The Crucible by Arthur Miller is an allegory written about the Salem witch trials in 1692. It includes a number of characters who fully conform to the trials and their consequences, it also contains the opposite, those who do not conform and fight it. Of course, as in any story there are characters in the middle that are not sure which side to take. They go along with it, not willing to stand up, but in their minds they are not completely sure whether or not what they’re doing is right. Reverend Hale is the best example of outward conformity and inward questioning. Hale does not start out as such however. In fact he is the reason the witch hunts are started. In the beginning of the play Hale is called to Salem to determine whether or†¦show more content†¦At that moment Francis Nurse comes running in saying that his wife Rebecca has been arrested. This is a shock to Hale, who at that moment realizes that he is no longer in control. His eagerness at being called to Sale m made him fell like his years of training had come to fruition, he was an expert now, called to determine a town’s fate. This little twitch in Hale’s faith sets him into a stage of doubt. He still does not go full-throttle though. He realizes the gravity of fully breaking from the court and consequently God. He defends the court’s decision to the townspeople on page 71: â€Å"†¦though our hearts break, we cannot flinch, these are new times, sir. There is a misty plot afoot so subtle we should be criminal to cling to old respects and ancient friendships. I have seen too many frightful proofs in court-the Devil is alive in Salem, and we dare not quail to follow wherever the accusing finger points!† The transformation is not yet complete. He still is openly conforming to the court, still agreeing with their decisions, defending them. But in his mind, he is unsure. He knows that Rebecca Nurse is the most holy, god-fearing individual in the town. Yet he finds himself unable to break away form the courts, they must be right, they are given their power from God. Still haunted by the fact that, â€Å"A person is either with this court or he must be counted against it, there be no road between† (this quote is

Serial Killers And Gender Differences Essay - 974 Words

eywords: Serial killers, females, psychopathy, archival research Motivations of Serial Killers Gender Differences Serial killing is a topic that has long fascinated those who study psychology, criminal behavior, and even the general public. Figures such as Ted Bundy, Ed Gein, and Jeffrey Dahmer have been the subject of numerous studies, documentaries, and books. Females do not readily come to mind when one thinks of serial killers because it is a rare phenomenon. Aileen Wuornos is one female who brought the concept of a female serial killer to the public’s attention, but she is not the only woman who has committed these types of crimes. PK (a pseudonym) is another female studied who was similar to Aileen in that she was also predatory and reactive. Serial killers have different methods and traits, but some primary motivations can be gleaned from studying their case reports. One can also attempt to ascertain why the female serial killer is such a rarity and whether their motivations are similar. One motivation that quickly becomes apparent within a serial killer is that of psychopathy. Psychopathic traits include narcissism, irresponsibility, lack of empathy, promiscuity, poor behavior, lying, and impulsivity (Arrigo Griffin, 2004). Because psychopaths lack the ability to care or feel for their victims, it is easy for the perpetrator to disregard them and perform whatever acts they wish upon them. A psychopathic person also feels a low sense of self-worth, which can beShow MoreRelatedSerial Killers And Gender Differences950 Words   |  4 PagesMotivations of Serial Killers Gender Differences Serial killing is a topic that has long fascinated those who study psychology, criminal behavior, and even the general public. Figures such as Ted Bundy, Ed Gein, and Jeffrey Dahmer have been the subject of numerous studies, documentaries, and books. Females do not readily come to mind when one thinks of serial killers because it is a rare phenomenon. Aileen Wuornos is one female who brought the concept of a female serial killer to the public’s attentionRead MoreKiller Vs. Serial Killers929 Words   |  4 PagesKiller vs Killer Countless people especially, criminologist have researched serial killers because they are so fascinating. Many disagree as to what the legal definition of a serial murder, which is, â€Å"[t]he unlawful killing of two or more victims by the same offender(s), in separate events. (Morton et al. 9). There is certainly not any dispute that there have been both male and female serial killers. Most of the research and documentation is specifically aimed around male serial killers. Over allRead MoreKiller Vs. Serial Killers924 Words   |  4 Pages Killer vs Killer Countless people, especially, criminologists have researched serial killers since they are fascinating. 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What most people don’t know is that sociopaths usually suffer from some spectrum of Antisocial Personality Disorder. According to Grohol (2016), Differences Between a Psychopath vs. Sociopath, sociopath and psychopath are both categorized as antisocial personality disorders. Deceit and manipulation are the main features to this personality disorder. An associate professor of Psychology and NeuroscienceRead MoreWomen Serial Killers or Partners to One678 Words   |  3 Pagesthe victims. Most peoples initial reaction to a woman taken into custody for murder is â€Å"She must have been abused.† There is very limited research on female serial killers, and even less so as women in partnerships with men since they are rare cases. However, according to a study produced by Hickey (2006), 31% of the 64 female serial killers between 1826 and 2004 were in a partnership. 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Issues in Global Business Free Essays

Module TitleIssues in Global Business and Strategic Concepts Module Code6IM 501 Module Level6 Credit value40 Total Number400 of Learning Hours Key Words Implementation of Global strategy, strategy and the organisation, strategic development, globalisation, international business and the environment, internationalisation. Module Description There has been a fundamental shift in the world’s economy where national economies were once self contained, now cross border business activities and economies are much more inter-dependent on each other. This module brings together elements of the global business environment with an understanding of the strategy making process. We will write a custom essay sample on Issues in Global Business or any similar topic only for you Order Now The ability to take an overview of business problem-solving and decision-making processes is necessary for a successful career in business management and administration. This module provides a broad representation of different, and often conflicting, perspectives and theories that reflect the richness of current debate among academics and practitioners in the field. Initially the module focuses on enabling students to develop skills in the analysis of the strategic environment, development, evaluation and implementation of strategic concepts. These early stages of the module are designed to develop students’ analytical, problem-solving and decision-making skills. The module continues with a study of the global business environment and critical evaluation through the use of case studies to develop the student’s awareness and explore good and bad practices within the business process, content and context Using a consultative approach the module concludes by addressing contemporary global issues and the inter-dependence of national economies balanced with the strategic requirements of the global organisation. Module Learning On successful completion of the module, students will be able to: Outcomes 1. Demonstrate knowledge and a critical approach to the key contemporary theories and concepts recognised in the field of strategic management and globalisation. 2. Apply and critically discuss the appropriateness of relevant theories to complex business situations. 3. Apply consultancy principles and relevant theory to create, develop, plan and implement the Business Case Study Proposal recognising the importance of opportunity realisation and integrating implementation. Module Content * History of the field , evolution and development of strategic management; * Strategic Decision-Making * Formulating and analysing strategy;- The Strategy of International Business * Positioning Analysis – prescriptive and emergent approaches * Levels of Strategy and specifics of the strategy-making practices * Strategy development, evaluation and implementation International expansion and globalisation strategies – Exporting Importing * Collaboration and competition: Knowledge creation through collaboration/network strategies * Developing and implementing customer-driven strategy * Globalization * National Differences in Political Economy * Ethics in International Business – Values, morality, ethical considerations, CSR * International Trade Theory * Foreign Direct Investment * Multi Nationals HRM * International Labour Relations * Regional Economic Integration revision Foreign Exchange Market * Political requirements of International Trade Theory * Research Methods * The Organization of International Business * Entry Strategy and Alliance * Global Production * Financial Management in International business * Ecological Challenges for Business and Society * Consultancy Techniques Module Learning Learning Teaching Methods and Teaching Via lectures and/or tutorials or seminars to cover substantive areas of knowledge, supported by audio/visual and web materials. Guest lectures and industrial visits – where appropriate – will be included. Students will be encouraged at all times to read widely for this subject, and to use both personal experiences from work placement(s) – where relevant – and their knowledge gained from their specialist prescribed and elected subjects. Use of interactive media and materials will be widely encouraged to provide the student with a fully rounded perspective and understanding of the module in ‘live’ situations. Module Assessment Method CW1: 30% weightingStudents will be asked to demonstrate their understanding of this by firstly critically evaluating an organisation through a given case study and applying their knowledge gained in the lectures and tutorials. They will produce a management-style report showing application, evaluation and evidence of further reading focusing on specific areas of the module. CW2: 70% weighting Students will be required to act as a business consultant and prepare a report analysing a modern day scenario. This element requires students to utilise appropriate models and techniques, from the whole module content, advising on strategic intervention and its impact on the global environment. Reading list Core Text: Hill, C. (9th Edition), International Business, Competing in the Global Marketplace. (Global Edition) Mc Graw-Hill . Recommended Reading Baranova P. , Knight T. , Milligan J. (2011), Strategy Concepts and Applications, Customised Text, Pearson Education. Cavusgil, S. Knight, G Riesenberger, J. (2008) International Business, Strategy, Management, and new Realities. Pearson Prentice Hall. Daniels, J. Radebaugh, L Sullivan, D. (2009) International Business, Environments and Operations, 12th Edition, Prentice Hall. De Wit , B. and Meyer, R. (2010), Strategy: Process, Content, Context – An International Perspective, (2010), 4th Edition Text and Cases, South-Western, Cengage Learning. Drucker, P. (1985), Innovation and Entrepreneurship, Heinemann, London Goffin, K. Mitchell, R. (2005). Innovation management; strategy implemementation using the pentathlon framework, Palgrave, Basingstoke. Johnson, Whittington and Scholes (2011), Exploring Strategy: Text and Cases, 9th Edition, Prentice Hall, Essex, UK. Lynch, Richard (2009). Strategic Management, 5th Edition, Prentice Hall, Pearson Education Limited, Essex, UK. Mintzberg, Ahlstrand and Lampel, (2009), Strategy Safari – Your complete guide through the wilds of strategic management. , 2nd Edition, FT Prentice Hall. Mintzberg, Ahlstrand and Lampel, (2005), Strategy Bites Back, FT Prentice Hall. Mintzberg, Lampel, Quinn and Ghoshal (2003), The Strategy Process – Concepts, Contexts, Cases, Global 4th Edition, Prentice Hall. Morrison, J. (2009) International Business, Challenges in a Changing World. Palgrave Macmillion. Morrison, J. 2009) Global Business Environment, Meeting the Challengers, 3rd Edition. Palgrave Macmillion. Inductive Derivation of a Consensus Definition of the Field, Strategic Management Journal, Vol 28, pp 935–955. Pettigrew, Thomas and Whittington (Eds. ), (2006), Handbook of Strategy and Management, Sage. Porter, M. E. â€Å"Competitive Strategy† and â€Å"Competitive Advantage†, (1 986), Free Press. Rugman, A. M. Collinson, S. (2009) International Business 5th Edition. FT Prentice Hall. Wild, J. Wild, K. Han, J. C. Y. (2003) International Business 2nd Edition Prentice Hall. RELEVANT JOURNALS – via Emerald or EBSCO Business Premier Harvard Business Review Long Range Planning Sloan Management Review Journal of General Management Strategic Management Journal The Journal of Business Strategy Journal of General Management Administrative Science Quarterly OTHER RESOURCES Where applicable videos, business simulations, case studies etc. will be used to enhance and support the module content. 24/09 | Introduction to the Module| Chapter| Case StudiesVenezuela| 01/10| Employability | | Tesco| 08/10| The Concepts of Strategy| | IBM| 15/10| Value Creation| 13| Assignment Launch| 2/10| Strategic Options for International Business| 14| Wal-Mart/Coca-Cola| 29/110| Organisational Structure and Architecture| 14| Unilever| 05/12ncing/11| Entry Strategy| 15| JCB/General Electric| 12/11| Strategic Alliances| 15| JCB/General Electric| 19/11| Review Strategic concept| | Assignment Review and Workshop| 26/12| Globalization| 1| The Globalization of Health Care| 03/12| Na tional Differences in Political Economy| 2| Indonesia| 10/12| Ethics in International Business| 5| Knights Apparel | | | | | Issues in Global Business and Strategic Concepts Autumn 2012 Week Commencing Hand-in-Date for Assignment One 19th – 26th November 2012. Session | Title| Chapter| Case Studies| 21/01| Welcome Back. Assignment Feedback. Semester 2 Introduction| | Feedback Group Seminar1-1 Tutorials| 28/01| International Trade Theory| 6| Bangladesh`s Textile Trade| 04/02| The Political Economy| 7| The Global Financial Crisis| 11/02| Foreign Direct Investment| 8| Spain’s TelephonicaAssignment Launch| 18/02| Regional Economic Integration| 9| NAFTA/Mexican| 25/02| Assignment Discussion| | Assignment Seminar/ workshop| 04/03| Exporting Importing| 16| MD International| 11/03| Global Production| 17| Boeing| 8/04| Global Marketing and R D| 18| Microsoft| 15/04| Consultancy Review| | Assignment Seminar/ workshop| 22/04| Global HRM| 19| AstraZeneca| 29/04| Closing/Review| | Review| | | | | | | | | Issues in Global Business and Strategic Concepts Spring 2013 As the module progresses through this semester, more time will be allocated to assignment study within the tutorial period. This assignment is worth 70% and requires application of the module content to achieve a good grade. Hand-in-Date for Assignment Two 26th – 3rd May 2013 How to cite Issues in Global Business, Essay examples

The Origin of Ideas Essay Example For Students

The Origin of Ideas Essay Webster’s dictionary defines the word idea as 1) something, such as a thought or conception, that potentially or actually exists in the mind as a product of mental activity, 2) an opinion, a conviction, or a principle, 3) a plan, scheme, or method 4) the gist of a specific situation, and 5) a notion. We have a better understanding of these definitions today because of the thoughts and writings of Descartes and John Locke. These two have very different views on the origin of ideas. Descartes is a rationalist, one who uses a method of inquiry that regards reason as the chief source and test of knowledge, while Locke is an empiricist, one having the attitude that beliefs are to be accepted and acted upon only if they first have been confirmed by actual experience. Their views are opposites, but they both left their mark on the concept and origin of â€Å"the idea†. Locke believes that all our ideas come from experience. The mind has no innate ideas, it has only innate abil ities. Our mind is like a clean white sheet of paper. It is experiences that fill our sheets of paper with characters and symbols (33). Locke also compares our acquisition of ideas to that of a child coming into the world. If the child grew up in a world of black and white he would know nothing (have no ideas) of a world of green or scarlet (35). Our mind can perceive, remember, desire, deliberate, and will. It is these mental activities that are themselves, which along with experience, are the source of most of the ideas we have. Locke also claims that our senses play a major role in creating ideas. The ideas we have due to our senses are called sensation. Without sensation the mind would have nothing to operate on and therefore could have no idea of it operations. A person has to have sensation before they can truly begin to have ideas. The operations of the mind are not produced by sensation, but sensation is required to give the mind material to work on (33-34). Just as sensation is an â€Å"internal sense†, Locke says there is another. This other â€Å"internal sense† he calls reflection. Reflection is the ideas created by the mind while reflecting on its own operations. He says that it is either sensation or reflection, the only two origins, from where ideas are created. External objects furnish the mind with ideas based on our senses (sensation), and the mind furnishes the understanding of ideas based on the operations it carries out (reflection) (34). Descartes has a much different view on the origins of ideas. He believes that people have innate ideas, or instincts that every person is born with. From these innate ideas we must use intellect and reason to form ideas. It is not the senses and experiences that allow us to gain ideas and knowledge, but our mind and the powers within it. Descartes displays this view in meditation two on page 23:â€Å"For since I now know that even bodies are not, properly speaking, perceived by the senses or by the faculty of imagination, but by the intellect alone, and that they are not perceived through their being touched or seen, but only through their being understood, I manifestly know that nothing can be perceived more easily and more evidently than my own mind.† The two opposing views on the origins of ideas by Locke and Descartes reflect their different approaches to philosophy. Locke is an empiricist. He believes that all concepts and knowledge are based on and can only be justified by experiences. Empiricism claims that knowledge derived by reasoning does not exist or is confined to â€Å"analytical truths†, which have no content. This basically says there can be no â€Å"rational† method, and the nature of the world can not be discovered through pure reason or reflection. Descartes is a rationalist. He believes in reason and intellect as the primary source and test of knowledge. Rationalism states that there are beliefs that are justified on thought alone. It is based on mathematics and stresses deductive reasoning over all other methods. Proofs are a popular way of communicating concepts and we see these proofs a lot in Descartes’ meditations. Everything must also have a sufficient reason or that a process must occur within some substance and cannot exist by itself. These beliefs can arise from intellectual intuition, the apprehension of self-evident truth, or from deductive reasoning. Extreme rationalism goes as far to express the belief that pure thinking and reasoning can discover the truths of physical science and even history. I consider myself more on the empiricist side of the spectrum. I believe that experience is the primary source of our ideas. I really like and understand Locke’s argument about the newborn child. If the child is raised in a world of black and white, it will never experience other colors. The child will have no innate ideas of these colors because the child doesn’t ev en know the colors exist. I don’t see how one could use reason and intellect to gain knowledge if there are things they haven’t experienced and therefore don’t know about. I do agree with the rationalist view slightly in one area. Once I have experienced things and have been awakened to new ideas, I have to organize them; otherwise they would make no sense. This is where the rationalist view enters. In order to transform these primitive ideas in to knowledge I have to make connections between my experiences and ideas. This requires intellectual thought and reasoning, the basis for the rationalist view. .u5c0f30373a26e95863712934e64dc0b2 , .u5c0f30373a26e95863712934e64dc0b2 .postImageUrl , .u5c0f30373a26e95863712934e64dc0b2 .centered-text-area { min-height: 80px; position: relative; } .u5c0f30373a26e95863712934e64dc0b2 , .u5c0f30373a26e95863712934e64dc0b2:hover , .u5c0f30373a26e95863712934e64dc0b2:visited , .u5c0f30373a26e95863712934e64dc0b2:active { border:0!important; } .u5c0f30373a26e95863712934e64dc0b2 .clearfix:after { content: ""; display: table; clear: both; } .u5c0f30373a26e95863712934e64dc0b2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5c0f30373a26e95863712934e64dc0b2:active , .u5c0f30373a26e95863712934e64dc0b2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5c0f30373a26e95863712934e64dc0b2 .centered-text-area { width: 100%; position: relative ; } .u5c0f30373a26e95863712934e64dc0b2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5c0f30373a26e95863712934e64dc0b2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5c0f30373a26e95863712934e64dc0b2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5c0f30373a26e95863712934e64dc0b2:hover .ctaButton { background-color: #34495E!important; } .u5c0f30373a26e95863712934e64dc0b2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5c0f30373a26e95863712934e64dc0b2 .u5c0f30373a26e95863712934e64dc0b2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5c0f30373a26e95863712934e64dc0b2:after { content: ""; display: block; clear: both; } READ: The Great Gatsby8 EssayExperience? Reasoning? How do we develop ideas and become the people we are. Perhaps it is a combination of the two methods. The origin of ideas is a very complex issue. Two great philosophers have opposing views on how an individual from the time of birth develops ideas and transforms them into knowledge. How are we to know which one is correct? Without experience how do we develop ideas about things and without reasoning how do we put the ideas together and make sense of them so we can gain knowledge. We need both of these methods of creating ideas in order gain the most we can. Neither one is totally correct; neither one is totally wrong. It is wh en you combine the two, using as little or as much rationalism/empiricism as one likes to get the true origin of ideas. Bibliography: