Crimes and Misdemeanors Essay

For the past fifty years, director and actor Woody Allen has evoked much laughter from his neurotic-style comedies. Less recognized, however, is his fascinating ability in utilizing both his stunning, humorous wit along with several philosophical concepts. Such a combination creates an engaged and thoroughly entertained audience, as well as a mentally-stimulated one. In his movie â€Å"Crimes and Misdemeanors,† the philosophical concepts Allen touches upon deal with ethical and moral issues. What does ‘do the right thing’ really entail; why not do the opposite if it leads to one’s personal success? In the absence of a God, who’s to say whether the choices we make are right or wrong? Answering these questions say much about the way one sees the world. This movie investigates such questions by intertwining two separate, parallel plots: the tragic story of Judah, and the comedic story led by Cliff Stern . There are two key moral positions that underlie the entire movie: Those with faith in God perceive the world as morally structured, forgiving, and full of true meaning. Those who do not believe in a God see the world as empty, pitiless, and devoid of meaning. After watching this movie for the third time, a consistent metaphor that integrates these positions revealed itself. Throughout the movie, nearly every scene visually and verbally involves the use of ‘eyes’ to symbolize our perceptions on how we see the world, and how people do not see themselves and events the way others may see it. Although there are several elements, characters, and events worthy of an individual analysis, this paper will concentrate on how Allen’s film represents eyes to unveil hidden truths. To illustrate the use of ‘eyes’ in this film I will investigate its role in the lives of Judah, Cliff, and Rabbi Ben. Keep in mind that all four of these characters each wear over-emphasized glasses. Within the first few minutes of the film, Judah reveals he makes his living as an ophthalmologist. Judah’s occupation certainly comes as no coincidence, for it stems from his religious past. During a speech at a charity dinner, Judah relates to the audience this past: â€Å"I’m a man of science. I’ve always been a skeptic, but I was raised quite religiously, and while I challenged it even as a child, some of that feeling must have stuck with me. † He continues to say that his father once told him, â€Å"the eyes of God are on us always. Although he revokes his religious background, it’s apparent that this ‘feeling that stuck with him’ manifested itself in his occupation; in order to fill a void which religion would fill. With the removal of â€Å"God’s eyes,† Judah made the, perhaps unconscious, decision to take up a job that deals with seei ng†¦ thus assuming the role of God. He rhetorically asks the audience, â€Å"What were God’s eyes like? Unimaginably penetrating, intense eyes I assumed. † Judah’s relationship with his father left him with a sense of awe and fear of these â€Å"intense eyes† that could see past his deceitful acts. So, his concern with vision arises from his compulsion to hide the blemishes of his character. It’s evident that Judah sees himself as a moral man: wealth, success, and a valuable role in the community are reinforced by images of him wearing a tuxedo as he’s accompanied by his family. This â€Å"family man† portrayal describes Judah’s external appearance. Wouldn’t a man blessed with this amount of success persisted in doing â€Å"the right thing† all along? Judah’s morality is put into question once his mistress sends a letter to his wife, exposing Judah’s devious actions (Judah destroys the letter immediately before his wife sees it). Judah saw no troubles in fooling around, for his efforts made him happy and he was never caught (there is no God to see his immoral choices). The letter breaks Judah’s illusions of this fantasy world he’s been living. Judah says â€Å"it’s as if I’ve awaken from a dream,† to reinforce how he must now face reality. Interestingly enough, at this point Judah now wears a pair of glasses, when forced to look at his values and actions from a different perspective. So in Judah’s case, these glasses represent his inability to see the true nature of the world, which has now directly confronted him. Judah’s brother, Jack (who sets up for the mistress to be killed), accuses him of not â€Å"living in the real world,† due to his state of wealth and privilege. Judah’s success composes this blindness he has of the â€Å"real world. † Jack, defined as pragmatic and amoral, lives in this apparent â€Å"real world† for he represents honesty and a lack of illusions even though he exemplifies unjustness. Essentially Judah and Jack adhere to the same moral, or immoral, compass. However Jack acknowledges his lack of morality, while Judah’s success leads him to falsely believe he embodies ‘rightness. Jack represents the dark and immoral side of Judah’s consciousness. With his mistress unable to listen to â€Å"logic† and â€Å"reason† Judah states, â€Å"I manage to keep free of that real world, but suddenly it’s found me. † Darkness overpowering Judah’s conscious, results in the death of his mistress. Post-murder, guilt plagues Judah, leading him to consider confessing. The camera consistently focuses on his eyes, showing the audience Judah’s shock and dismay towards his own behavior. Afflicted with hallucinations of his religious past, he repeatedly hears the words from his father: â€Å"God sees all. Latent, unconscious beliefs in God awaken in Judah’s mind. In reference to the murder he says, â€Å"God have mercy on us, Jack† and â€Å"Without God, the world is a cesspool. † Judah’s guilt originates from his fear of getting caught as well as this â€Å"moral code† which has now been violated. Fear of â€Å"God’s eyes† or perhaps even Judahs father’s law dominate his mind as if they watch his every move, exposing his actions. The film shows Judah consistently looking left and right implying that â€Å"something† watches him. A final blatantly philosophical dialogue takes place as Judah visits his childhood house and envisions a past debate his family members had over morality. According to his father’s religious view, he will be punished even if he is not caught since â€Å"that which originates from a black deed will blossom in a foul manner. † This crime that Judah committed will some way or another be punished. As an opposition, his Aunt Mae provides the model which the film follows: â€Å"I say if he can do it and get away with it, and he chooses not to be bothered by the ethics, then he’s home free. Aunt Mae also encourages Judah’s father to â€Å"open his eyes,† disclosing the fact that six million Jews were murdered and Hitler got away with it. We all want to believe that we live in a perfect, moral world where justice is served, however this does not exhibit how the world really is. In fact, Judah proves his Aunt operates as a sort of Oracle. After a period of fear and irritability, Judah proceeds to live his happy life. Guilt passes, and the momentary belief in God grows quiet once more. One morning Judah opens his eyes and sees his conscious is guilt-free and the â€Å"crisis is lifted. Judah comes to ‘see’ that God is not watching, and in a world devoid of divine presence, all acts are permissible†¦ including murder. In Judah’s world, the â€Å"eyes of God† are attributed to himself. That determines his internal appearance. The second story line deals with a self-styled, passionate yet unsuccessful idealist filmmaker named Cliff (played by Woody Allen). In the opening of this narrative strand, Cliff delivers his beliefs on his world view to his niece after watching a movie: â€Å"Don’t listen to what your teachers tell you, just see what they look like, that’s how you’ll know what life’s really about. Cliff asserts that observing and questioning another’s motives elic its their values and true nature. Just listening and accepting the superficial, external appearance leads to a false impression and ignorance. To shatter this external appearance, Cliff uses film as a tool for exposing these lesser known ‘realities. ‘ In fact, ‘eyes’ are symbolized again through filmmaking as a method for displaying new perspectives. Relating to Judah’s world, by the film’s eye the audience maintains the ability to see past his artifice which other characters are blind to. Furthermore, in a movie that deals with God and seeing, the audience acquires those â€Å"God-like eyes† that see all; that Judah feared. In Cliff’s case, he uses film to exploit his foil, Lester. Cliff directs a documentary about television producer Lester (described as rich, famous, and successful), for a program entitled â€Å"Creative Minds. † Contrary to others, Cliff perceives Lester as shallow, pompous, and sub-mental. Lester supports his egotism by referring to his â€Å"closet full of Emmys† as an item that symbolizes material success. Cliff only directs the movie to gain financial support for his documentary about a philosopher named Professor Levy. Cliff describes his philosophical film as more substantial: â€Å"See no limos, no bimbos, no awards. This guy is just a thinker, an intellect. † The tension between Lester comes as a classic ‘flash vs. substance’ debate. Cliff prefers to create films that mentally-stimulate, rather than mindlessly entertain his audience. He wants to film quality films that matter, and have potential to change the world. Lester sees such ambitions as ‘grandiose fantasies’, favoring frivolous material that will sell and further his fame, usually synonymous with crass commercialism. In the real world, high aspirations do not pay off, you’ve got to deliver. All delivery, no essence. Flash and delivery mask our stigmas and flaws. Creativity sacrificed in return for power and money. Other characters in the film fail to see Lester’s pomposity, because they have been seduced and falsely impressed by his charisma and wealth. Cliff receives a minor victory over Lester when they preview a few scenes Cliff pulled together for the documentary. This short film reveals Lester seducing a mindless woman, compares him to Mussolini, and has his voice synced over an image of a donkey. The woman represents his shallowness, the donkey as a literal ‘jackass’, and the comparison to Mussolini represents Lester’s narcissism and hunger for power. The fact that Lester’s superficiality rewards him with power ticks Cliff off most, perhaps with a dose of jealousy. As he watches himself from this new perspective, a faint glimmer and widening of Lester’s eye acknowledges the fact that he ‘may not be perfect’ as Lester likes to put it. However he abandons the thought that he ‘deadens the sensibilities of a great democracy’ as Cliff loves to point out. In other words, this documentary was supposed to create a ‘profile of a creative mind’, however Cliff painted a picture of what he saw instead. Lester refuses to fully accept these notions, affirming this view does not represent the ‘real me’. Cliff questioned Lester’s values, and this contradiction of perceptions lead to Cliff’s removal from the film. As a sub-plot, both Cliff and Lester compete over an associate woman producer, Halley. In Cliff’s world, he believes he will truly win the girl over due to his values. The film hints at this: it shows Halley shrugging off Lester, making sarcastic comments towards him, and taking interest in Cliff’s side projects. At first, both Cliff and Halley see Lester through the same lens that the preview portrayed him as. During a wedding reception towards the end of the movie, the camera does an excellent job in illustrating how the opposite happens. A slight glimpse reveals Lester and Halley embracing each other, implying they are together. Without any words spoken, the camera depicts what Cliff thinks by focusing intensely on his eyes. A couple of things can be taken from this: Halley up until this point appears with glasses on. With Lester, she removes her glasses. Halley abandons her glasses, only after she abandons her values. With virtue thrown out the window, she nows sees the once pompous and arrogant Lester as ‘endearing’. Camera focusing on Cliff’s eyes suggests he is in utter disbelief. In his eyes, Cliff deserved the girl, for he promoted grander values. In his world, such atrocities do not occur. He utters a small phrase, â€Å"This is my worst fear realized. † The fear that the world does not operate in accordance with his inner-values. In the end, Cliff’s espoused idealism led to his ultimate downfall. Clinging to beliefs creates an illusion, an illusion that may betray us. A rabbi named Ben links together both plots. Morality, faith, and forgiveness make up Ben’s character (even Judah and Cliff refer to Ben as a ‘saint’). Ben embodies all the qualities that Judah’s father possessed, they both adhere to religious beliefs. At his core, Ben conceives â€Å"Without moral structure, there’s no basis to know how to live! † Ben relies upon objective, absolute rules to guide his behavior. Contrary to Jack, Ben represents the latent religious beliefs of Judah’s unconscious. However, Ben’s vision appears to deteriorate as the movie progresses. Ben literally goes blind in the movie. Figuratively Ben’s blindness foreshadows the coming ‘sins’ that occur, and signifies the immoral atmosphere that underlies this movie. Also, Ben’s blindness generalizes the fact that all religions are blind to the cruelty and corruption of the world. When Ben asks Judah if his issues with the mistress were resolved, he bluffs saying the woman eventually ‘gave up and moved away’. Ben responds â€Å"You got lucky! † Completely oblivious and blind to the actual murder, Ben trusts Judah’s word. As Judah’s success led to his blindness, Ben’s religion does as well. Judah points out Ben resides in the â€Å"kingdom of heaven. † In order to have faith one must disregard the negative, reinforce the positive, and believe we live in a just world. Through the lens of this â€Å"kingdom of heaven† justice is served. By dimming the lights on sinful acts, one can happily live about their life in sheltered ignorance. As the film comes to an end, a scene presents Ben sporting a pair of black glasses. These glasses indicate Ben has gone fully blind, and so has all moralities in this movie. By the end of the film, God abandoned all of society. The universe is indifferent to our actions: an apparent depiction of how the real world truly exists. â€Å"Crimes and Misdemeanors† illustrates an existential truth. We all have fantasies, stories we tell ourselves about our expectations of the world. These expectations usually fail to correlate with the way the world really is. We live in an imperfect and Godless world. The murderer prospers, the virtuous man fails, and the superficial succeed. The good guy does not always get the girl. Open your eyes, realize that all meaning is man-made. Realize that without an objective law mankind is free. Free to choose how we develop ourselves in this world, and where we look to for meaning. The individual is the arbiter on how to live. Our actions define us, not our dogmas. In the words of Professor Levy: â€Å"We define ourselves by the choices we make. We are, in fact, the sum total of our choices. Events unfold so unpredictably, so unfairly. It is only we, with your capacity to love that gives meaning to the indifferent universe. †

Belbin’s Theory Essay

When a team is performing at its best, usually each team member has clear responsibilities . Belbin suggests that, by understanding the role within a particular team, people can develop strengths and manage weaknesses as a team member. Belbin’s 1981 book Management Teams presented conclusions from his work studying how members of teams interacted during business games run at Henley Management College. Amongst his key conclusions was the proposition that an effective team has members that cover eight (later nine) key roles in managing the team and how it carries out its work. He categorized those roles into three groups: Action Oriented, People Oriented, and Thought Oriented. Each team role is associated with typical behavioural and interpersonal strengths. Belbin also defined characteristic weaknesses that tend to accompany each team role. He called the characteristic weaknesses of team-roles the ‘allowable’ weaknesses; as for any behavioural weakness, these are a reas to be aware of and potentially improve. Belbin suggested that, in order for a team to operate effectively, it needed a balance of nine different roles. Plant: Plants are creative, unorthodox and generators of ideas. If an innovative solution to a problem is needed, a Plant is a good person to ask. A good Plant will be bright and free-thinking. Plants can tend to ignore incidentals and refrain from getting bogged down in detail. The Plant bears a strong resemblance to the popular caricature of the absent-minded professor/inventor, and often has a hard time communicating ideas to others. Multiple Plants in a team can lead to misunderstandings, as many ideas are generated without sufficient discernment or the impetus to follow the ideas through to action. Resource Investigator: The Resource Investigator gives a team a rush of enthusiasm at the start of the project by vigorously pursuing contacts and opportunities. He or she is focused outside the team, and has a finger firmly on the pulse of the outside world. Where a Plant c reates new ideas, a Resource Investigator will quite happily appropriate them from other companies or people. A good Resource Investigator is a maker of possibilities and an excellent networker, but has a tendency to lose momentum towards the end of a project and to forget small details. Chairman (1981) / Co-ordinator (1988): The â€Å"Chairman/Co-ordinator† ensures that all members  of the team are able to contribute to discussions and decisions of the team. Their concern is for fairness and equity among team members. Those who want to make decisions quickly, or unilaterally, may feel frustrated by their insistence on consulting with all members, but this can often improve the quality of decisions made by the team. Clarifies goals; helps allocate roles, responsibilities, and duties; articulates group conclusions Shaper: A dynamic team-member who loves a challenge and thrives on pressure. This member possesses the drive and courage required to overcome obstacles. Seeks patterns in group work; pushes group toward agreement and decisions; challenges others Monitor-Evaluator: A sober, strategic and discerning member, who tries to see all options and judge accurately. This member contributes a measured and dispassionate analysis and, through objectivity, stops the team committing itself to a misguided task. Analyzes problems and complex issues; monitors progress and prevents mistakes; assesses the contributions of others; sees all options; judges accurately Team Worker: The â€Å"Team Worker† is concerned to ensure that interpersonal relationships within the team are maintained. They are sensitive to atmospheres and may be the first to approach another team member who feels slighted, excluded or otherwise attacked but has not expressed their discomfort. The Team Worker’s concern with people factors can frustrate those who are keen to move quickly, but their skills ensure long-term cohesion within the team. Gives personal support and help to others; socially oriented and sensitive to others; resolves conflicts; calms the waters; serves as an in-group diplomat Company Worker (1981) / Implementer (1988): The â€Å"Implementer† is the practical thinker who can create systems and processes that will produce what the team wants. Taking a problem and working out how it can be practically addressed is their strength. Being strongly rooted in the real world, they may frustrate other team members by their perceived lack of enthusiasm for inspiring visions and radical thinking, but their ability to turn those radical ideas into workable solutions is important. Completer Finisher: The â€Å"Completer Finisher† is the detail person within the team. They have a great eye for spotting flaws and gaps and for knowing exactly where the team is in relation to its schedule. Team members who have less preference for detail work may be frustrated by their analytical and meticulous approach, but the work of the Completer Finisher ensures the  quality and timeliness of the output of the team. Emphasizes the need for meeting schedules, deadlines, and completing tasks; searches out errors Specialist (1988): Belbin later added a ninth role, the â€Å"Specialist†, who brings ‘specialist’ knowledge to the team. Single-minded, self-starting, dedicated; provides unique or rare expertise and skills Specialists are passionate about learning in their own particular field. As a result, they are likely to be a fountain of knowledge and will enjoy imparting this knowledge to others. They also strive to improve and build upon their expertise. If there is anything they do not know the answer to, they will happily go and find out. Specialists bring a high level of concentration, ability, and skill in their discipline to the team, but can only contribute on that specialism and will tend to be uninterested in anything which lies outside its narrow confines. Note that Belbin was not arguing that every team has to have a minimum of nine members. Individuals within the team may take on more than one role each. As long as all the roles are filled, the team will be more likely to be effective.

The Youth Law Leadership Institute - 1835 Words

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Hsbc Swot Analysis - 4574 Words

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Educational Reform Research Bilingual Education

Educational Reform Research Paper: Bilingual Education By Sylvia C. Pipitone Houston Baptist University EDUC 6315 American Educational Reform December 1, 2014 Bilingual education, by definition, is an instructional strategy in which students learn to read and write in their native tongue while gradually transitioning to English. Although this definition seems straightforward, much confusion exists nationwide over exactly what bilingual education is. Programs taught in English are often called bilingual education if the students in that program are classified as English Language Learners (ELL’s) or Limited English Proficient (LEP’s). â€Å"To be clear, then, as to the definition: bilingual education is instruction provided to students in their native tongue in all subjects in a self-contained classroom with other students who speak the same language. The students are also taught English, by their bilingual education teacher† (Rossell, 2009 p. 4). Bilingual education is at the center of an ongoing debate among educators, government officials and parents of children whose primary language is not English. The premise of proponents of bilingual education is that children need to have instruction in both their native language and English, which would allow them to be fluent in both languages. Others argue that learners need instruction in the English language with use of their native language only as a transitory tool, which would lead to aShow MoreRelatedPower Of The Students During The History Of American Education Essay984 Words   |  4 PagesPower to the Students Throughout the history of American education, students have faced many dilemmas that have caused interference to the community in many ways. For the past half century many of the educational reform movements (e.g., school desegregation, head start, and bilingual education) have attempted to promote racial and class equality in education. 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Alan Bennett talking heads Comparing A Lady of the Letters and Bed Amoung the lentils Essay Example For Students

Alan Bennett talking heads Comparing A Lady of the Letters and Bed Amoung the lentils Essay A Lady of Letters and Bed Among the Lentils are monologues about two lonely characters in the late 20th Century. Miss Ruddock is an ordinary middle-aged woman who has an obsession to write letters of complaint so it landed her in trouble. Susan is the heroine in Bed Among the Lentils, she is a vicars wife and an alcoholic. Susan lives in a loveless marriage and strongly disagrees with the role of the vicars wife; she lacks love and attention from her husband. Susan in dissatisfied with sex in her marriage rare and desiccated conjunctions that take place between Geoffrey and me and hates Geoffreys fun club and his ambition and career. On the other hand Geoffrey covers for her but everyone is aware that she is an addict. Susan is not religious and doubts that even her husband is a real believer. Everyone in the parish ignores her, even the bishop refers to her as Mrs Vicar. Being an outcast she drifted to alcoholism and later to adultery. She even failed her own vision of her old age but excused herself with lacking the temperament. It is unclear why Susan started an affair, was it to get back at Geoffrey or lack of sex or even just out of drunkenness? She did find sexual satisfaction and even showed some curiosity in Mr Rameshs religion which might mean that she disagree with the basic of Christianity. Susan does make odd comments about Jesus You never see picture of Jesus smiling, do you? It seems that she is searching for an excuse to drink and Mrs Shrubsole is as good as any. Obviously that she is trapped and unable to find way out, drinking and the affair are only extra weight on her. The awakening point is when Mr Ramesh suggested that it would be nice to try sex while she is sober. Susan joins AA. Soon there is a transformation in her outer appearance but inside she become even more isolated. Mr Ramesh is gone and Geoffrey is using Susan and her fight with the addiction as his achievement hoping to speed up his career. Susan ended up worse than at the beginning. Miss Ruddock is a guardian of local community, writing complaints to everyone about everything. She is very traditional and prejudice evens a racist. Irene does not mean to be destructive but being a busybody she did make some wrong accusations and ended up in prison. She did care for her mother until her death and stayed single since. Irene is a virgin and does not show any interest in men or sex. She is snobbish I never said she could call me Irene. She has a little contact with people, even does not know how to swear. Her compulsive writing is her way to be part of society, her only contact with outside world. She can not go along the progress, noticing that policemen wears  glasses or that neighbours do not have curtains makes her an outsider. Unfortunate interference about the child across the road and reporting about a policemen-spending time at No.56 landed her in prison. Ironically she finds a freedom in the prison This is the first taste of freedom Ive had in years. Irene needs to be needed and helping Bridget to deal with killing she has on conscience gives Irene happiness. In some ways she is a funny and interesting character, the happiest of the all Talking Heads. Irene changes her situation while Susan stayed trapped. Susan is rebellious and had conflict with herself too; Irene just can not help but tells what she thinks about everything that goes in her street but tempt to jump to conclusion. We feel sorry for Susan because as she said she ended up with two churches, sadly she was unable to break free. Irene has happy ending even she is in prison but she found herself there. .u8fa64aa95c3be5a07906f36b01016398 , .u8fa64aa95c3be5a07906f36b01016398 .postImageUrl , .u8fa64aa95c3be5a07906f36b01016398 .centered-text-area { min-height: 80px; position: relative; } .u8fa64aa95c3be5a07906f36b01016398 , .u8fa64aa95c3be5a07906f36b01016398:hover , .u8fa64aa95c3be5a07906f36b01016398:visited , .u8fa64aa95c3be5a07906f36b01016398:active { border:0!important; } .u8fa64aa95c3be5a07906f36b01016398 .clearfix:after { content: ""; display: table; clear: both; } .u8fa64aa95c3be5a07906f36b01016398 { 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; } .u8fa64aa95c3be5a07906f36b01016398:active , .u8fa64aa95c3be5a07906f36b01016398:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8fa64aa95c3be5a07906f36b01016398 .centered-text-area { width: 100%; position: relative ; } .u8fa64aa95c3be5a07906f36b01016398 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8fa64aa95c3be5a07906f36b01016398 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8fa64aa95c3be5a07906f36b01016398 .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; } .u8fa64aa95c3be5a07906f36b01016398:hover .ctaButton { background-color: #34495E!important; } .u8fa64aa95c3be5a07906f36b01016398 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8fa64aa95c3be5a07906f36b01016398 .u8fa64aa95c3be5a07906f36b01016398-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8fa64aa95c3be5a07906f36b01016398:after { content: ""; display: block; clear: both; } READ: Inspector Goole Essay ThesisMonologues tells us more about the characters then they want to tell but it is also a one-sided story, other characters might be completely different. Obviously Bennett has some disagreement with church, police and social services, his monologues clearly shows a critique about them. He uses simple but eye-catching words to give very strong statements, he knows how to describe thoughts of lonely and even mentally disturbed character. Bennett is brilliant and has very strong narrating skills, the tragic-comic Talking Heads are full of irony but it shows us how much isolation there was in late 80s. Sadly there is even more nowadays.

Simens Case Study Essay Example

Simens Case Study Essay Motivation within a creative environment A Siemens case study http://businesscasestudies. co. uk/siemens/motivation-within-a-creative-environment/introduction. html#axzz2OdbuuXae 3 theories: Frederick Taylor’s Scientific Management Theory Maslow’s Need Hierarchy Theory Herzberg’s Two-factor Theory (Satisfiers and dissatisfiers)This case study focuses upon three different theories of motivation which include Frederick Taylor’s Scientific Management Theory, Maslow’s Need Hierarchy Theory and Herzberg’s Two-factor Theory (Satisfiers and dissatisfiers) and uses these to illustrate how employees are motivated within an engineering environment at Siemens. Maslows hierarchy of needs was first articulated in 1943 by Abraham Maslow which is often portrayed in the shape of a pyramid with the largest, most fundamental levels of needs at the bottom and the need for self-actualization at the top.With reference to the Siemens’ case study, it can be seem that the Maslow’s hierarchy of needs can be used for recognition and developing people. One important element for self-esteem is recognition of accomplishments. Whenever you are recognized and praised for any accomplishment by someone whose opinion you hold in high regard, the self-esteem goes up, along with eagerness and enthusiasm to do even better on the job. Therefore, siemens runs schemes in which suggestions and projects for improvements are rewarded.Self-actualization is to develop or achieve employee’s full potential during working so that to make the ideal-self equals to actual-self. We will write a custom essay sample on Simens Case Study specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Simens Case Study specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Simens Case Study specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Self-actualization leads to better work and peak performance. For example, engineering staff training helps engineers to extend their capabilities which may lead to a progression up the career ladder as well as to meet the changing demands of the business global markets. * Frederick Herzberg proposed Herzberg’s Two-Factor Theory in 1950s.It states that there are certain factors in the workplace that causes job satisfaction, while a separate set of factors cause dissatisfaction. * The first factor is Motivators that give positive satisfaction, arising from intrinsic conditions of the job itself and stimulate better performance such as * recognition of achievements, opportunities for growth and development. * Hygiene factors means the employee would be dissatisfied with the absent of * the factors.These are extrinsic to the work itself, and include aspects such as * salary, working conditions, company policies and interpersonal relations. It can be concluded from Herzberg’s theory that it is important for managers to achieve the balance of hygiene factors and motivators factors to stimulate higher levels of performance of employees. With reference to the Siemens case, Siemens strengthening motivations by raising awareness of issues with employees and encourage their involvement to reduce dissatisfactions as well as creative environment of the engineering industry creates recognition and growth.