The Police Interaction with the Criminal Justice System Term Paper - 1

The Police Interaction with the Criminal Justice System - Term Paper Example Community policing has become the national mantra of the American police. For more than 15 years police officers, problem-oriented policing and community have been advanced as powerful organizing themes of public safety. The term police, itself means civil administration and police departments have been in charge of the administration of the city, unlike the military force. The police represent the civil power of government. The first organized American police department was created in Boston in 1838. The police forces have been deployed during riots and they worked according to the instructions provided to them by the administrative departments. The hierarchy of police system is directly under the political parties and it has resulted in distrust of people on police forces. It has been observed that the police system works for public welfare and they play a pivotal role in maintaining peace and safety in the society. The police departments of United States of America are divided into several departments and agencies. The most prominent police department is the New York Police Department, which is accountable for any kind of criminal activity in the society. Each and every criminal activity is recorded in the file of the New York Police Department and this department is situated in several places in order to assure public safety. There are many similarities in the working style of the of the urban police system at present compared to the past. With the interference of external pressures including demands for honesty, efficiency, and crime control the focus of the police system has narrowed on crime. Criminal activities are first reported to police departments and they take legal and ethical actions to resolve the problems associated with the crime and present people convicted of the crime to the justice system. From a distant past to present it has been observed that much interference of political parties and capitalists in the working system of police has resulted in ignorance towards small crimes.

Dulce Desserts Essay Example | Topics and Well Written Essays - 1000 words

Dulce Desserts - Essay Example Naturally, as with any business plan, the impetus to start was born partly out of the founders dissatisfaction with her former career, combined with a passion for a new one, combined with the fact that no other firms had suitable product offerings within the range that Juanita Lane wanted to offer. Similarly, one of the trends that helped to launch the boutique bakery was the fact that a growing trend was manifesting itself in and around Nashville, TN at that time. This trend has now spread across the entire country but at the point that Juanita was starting the â€Å"Field to Fork† focus was but a nascent idea. Juanita Lane was able to capitalize on this movement by focusing the ingredient acquisition for her â€Å"made from scratch† recipes on acquiring these ingredients from local suppliers and farmers. Such a unique juxtaposition of consumer taste with product offering has helped Juanita Lane’s fledgling enterprise engage strongly with the community in ways t hat a traditional chain would not be able to accomplish. A further trend that has helped the growth of Juanita Lane is one which has been exhibiting itself all over the United States within the past few years. Due to the fact that such a high degree of emphasis has been placed on healthful foods, there has been a bit of a pushback against such a high level of focus by key elements within the consumer demographic. Due to this, many consumers seek to rebel against the low-MSG, gluttten-free, un-hydrogenated, and no sugar movement that has enjoyed such a high degree of attention. This desire to rebel, to get back to the basics is one of the prime motivators that has helped to spur Juanita Lane’s business model. As she said to the gentlemen that inquired regarding glutten free – â€Å"Sir we only do evil†. In this way, Juanita Lane is able to connect in a powerful way with elements in the community that are far more interested in the fact that she makes her bakery i tems from scratch and with local ingredients than the fact that she is using the latest wheat bran/high fiber recipe. 2. Evaluate the implementation of the concept (e.g., identify and describes how the core values are related to stakeholders; how pricing, product, promotion strategies relate to market opportunity). (25%). Like any intelligent businessperson, the first thing that Juanita Lane considered was the overall product as compared with its pricing in the desired market. In order to get a general understanding for how this should be set, Juanita spent a great deal of time performing a level of reconnaissance in the local community to ascertain what other â€Å"lesser† bakeries were charging for their goods. Although Juanita had a good idea that her products would be well received by the local community and in somewhat of a high demand based on the information provided in above topic 1, understanding the market and the pricing matrix was an integrally important dynamic i n order for the firm to be able to realize a modicum of success to guide it until it was able to become fully profitable. Similarly, by working to leverage the â€Å"core values† of the consumers (i.e. the â€Å"evil deliciousness of her creations), Juanita was able to effectively target an innate need and prevailing consumer demand with respect to her product offering. 3. Evaluate the current status and future plans of the

A Comprehensive Comparison of Japanese Essay Example for Free

A Comprehensive Comparison of Japanese Essay The two East Asian countries, Japan and China share some cultural similarities. This is a result of belonging to the same area and sharing a religion, Buddhism. In Japan, the earliest complex art has emerged in the 7th and 8th centuries. This early form of art displays a style which has been distinctively influenced by Buddhism. Buddhism has played a major role in sharing Chinese art techniques to Japanese artists because teaching has been made through the medium of Buddhist monasteries. (The Columbia Encyclopedia) Japanese art has started finding its own identity around the 9th century, as it departs from Chinese influence and from other foreign contributions that have been assimilated into Japanese pieces. (Asia Art Net) Chinese art has a longer history, dating back to 4000 B. C. and continuously developing for the next six thousand years. China has also influenced Japanese art indirectly through Koreans studying in China, or monks and traders, as early as the first century. Japanese art is considered by some as a weaker imitation of Chinese art. These art critics believe that Japanese pieces differ from their Chinese counterparts by quality alone. Some point out that this imitation is prevalent during periods when the Japanese artists merely copy or are influenced by Chinese art. However, the influences are later combined with aspects that are originally Japanese, that Japanese pieces have stopped being reflections of Chinese artistry. (Lee) â€Å"But other works show the most original contributions of the island culture. In these we see the small differences magnified to such an extent that they become fully developed and original styles. † (Lee) Paintings Far Eastern paintings make use of very fluid colors blended in absorbent material. Far Eastern painters choose materials like paper and silk, hence there is a need for painters to practice discipline, because a smudge on the painting will result to the ruin of the whole piece. (Mather Jr. ) This is true to both Japanese and Chinese paintings. They are also influenced by Western paintings, though Europeans tend to convey â€Å"memories of things,† while Far Eastern paintings, like those of the Chinese, project â€Å"memories of feelings. † Painting is the Japanese’s favorite art form. (Asia Art Net) This is mainly because Japanese artists have already developed dexterity for art brushes, which they use for writing calligraphy. Yamato- e is a type of Japanese painting which is popularized during the 12th and 13th centuries. Its style is derived from the Late Heian period, and it conveys secular, rather than religious themes. It makes use of vivid colors. (Encyclopedia Britannica) Another name for Yamato-e is Japanese secular painting. Japanese painters make use of many styles and techniques, and the paintings have both indigenous and foreign influences. (ZEELEARN) Japanese paintings are expressive of inner feelings, rather than of what the eyes can see, which is its difference to Western paintings and its similarity to Chinese composition as is mentioned earlier. However, in the 18th century, Chinese paintings have become more realistic, and â€Å"carrying genre painting into all walks of life. † Despite this, the Japanese paintings of the same style are considered better at this because of its better portrayal of racial quality. (Mather Jr. ) Chinese paintings are mostly religious in theme, especially right after the introduction of Buddhism to China from India during the first century. Later, during the Song dynasty (960-1127), secular subjects, such as historical figures and more mundane themes, are introduced into Chinese paintings. Landscape painting has become popular during the fourth century. There are two styles used by landscape painters. These two are the blue-and-green landscapes† and â€Å"ink-and-wash landscape†. The first one makes use of intense shades of blue, green and red pigments obtained from minerals. The latter depends on the intensity of ink and conveys the artist’s emotions at each stroke. (Asia Art Net) Chinese painting styles include flower-and-bird painting which is basically a genre of painting in the Song dynasty which makes use of birds and flowers as the subject matter. Chinese Peasant paintings are also very important to Chinese art because peasants make up a majority of the Chinese population. Peasant paintings are depictions of simpler living, albeit at times projecting a juxtaposition of truthfulness and surrealism. Despite the big population of Chinese peasants, Japanese paintings have a broader range of themes expanding beyond the bounds of aristocracy. (Mather Jr. ) â€Å"East Asian paintings may be broadly classified into the genres of flower-and-bird paintings (kachoga), landscape paintings (sansuiga), and paintings of people (jimbutsuga) The first of these genres, kachoga, reflects peoples feelings of closeness to nature and gives devoted attention to the life and beauty to be found in the natural world. In China, landscape paintings were traditionally done, in most cases, in shades of black ink, but in Japan, where four distinct seasons with their own typical colors are omnipresent, a proportionately larger number of outstanding landscape paintings have been done in color. (The Virtual Museum of Japanese Arts)†Ã¢â‚¬â„¢ Architecture When the word â€Å"architecture† is mentioned in relation to Japan and China, the first thing that comes to mind is religious architecture. When Buddhism is introduced to Japan in the 6th century from China, China’s more developed religious architecture is also introduced. Even during the 8th century, the Japanese continue to emulate the design of Chinese architects. â€Å"The gigantic monastery of Todai-ji was begun in 745. A great hall was built to house the gigantic statue of Buddha (daibutsu), in front of which stood twin pagodas, each seven stories high†. (The Columbia Encyclopedia) In the late Heian period (898–1185), Japanese architects display their own style: â€Å"The famous Phoenix Hall at Uji, near Kyoto, originally a noblemans villa, was converted (c. 1050) into a temple. It represents the apogee of Japanese design. Beautifully situated near a lotus lake, it has a new sense of airiness, with its open porch and lofty central roof†. (The Columbia Encyclopedia) In the 13th century, the Japanese has returned to the implementation of Chinese architecture. Japanese temples follow the Chinese architects’ use of simplicity and symmetry. The plan of the Japanese temple adhered to the symmetrical simplicity of Chinese design. â€Å"The hall of worship contained a spacious chancel with a flat ceiling, usually painted with the Zen theme of dragons in clouds. By the mid-14th century, Buddhist architecture tended toward eclecticism and an emphasis on rich sculptural adornment†. (The Columbia Encyclopedia)

Leadership In The Dead Poets Society English Literature Essay

Leadership In The Dead Poets Society English Literature Essay For this leadership report, we have chosen the movie  «Ã‚  Dead Poets Society  Ã‚ ». This movie was awarded for the best scenario in 1989 and was a great international success. We have selected this movie for different reasons that we will explain below. First, some members of our work group were teenagers when the movie was released. At that time, in some way, they identified themselves to the characters of the movie who are also teenagers. Carpe Diem had become a very popular concept in French schools because teenagers were concerned by the vision of life presented in the movie. The youngest members of our work group saw the movie for the first time a few years ago and were also impressed by the originality of the scenario. Moreover, we think that this movie covers many leadership aspects: each main character has his own type of leadership and there are interesting interactions and influences between the characters to speak about. For us, this movie has been like a leadership laboratory where to continue to learn from. We would like to point out that we have analysed leadership in this movie taking into account that the story takes place in 1959, that is to say at a time when educational standards were different from todays. In this respect, the behaviours of the adults like Mr Nolan (Director of the School) and Mr Perry (students father) sometimes may have appeared to us abusive, but at that time it was probably more common than today. The  «Ã‚  Dead Poets Society  Ã‚ » can be summarised as follow: In 1959, John Keating, an unconventional English literature teacher, has newly arrived at Welton Academy. This school is known for its prestigious teaching but also, and not the least, its rough and strict education. For the students, Mr Keating will be much more than a teacher: he will be their guide. He will teach them what cannot be learnt from books: speak up their mind, make their own choice of life, and in the end become free spirits. He will deeply influence his students especially Todd and Neil. Here is below a diagram that we have drawn up in order to represent the different characters and the influences they have on each others. This report will be divided in three different sections. First, we will focus on Mr Nolan, Director of Welton, and Mr Perry, Neils father, as they both appear as strong authority figures in the movie. In a second part, we will present Mr Keatings personality and leadership as an alternative to the authority figures. In a last part, we will focus on the personality and leadership of three other main characters that are students: Charlie Dalton, Neil Perry and Todd Anderson. We will then conclude this report by an open discussion on some particular aspects of leadership. Authority figures Mr Nolan Mr Nolans personality and relationships with the students Mr Nolan is the Director of Welton. His mindset is based on the Four Pillars of Welton which are tradition, honour, discipline and excellence. He truly believes in these values and is programmed to execute them. He wants the values of the school to be strictly regarded by the students. They all must know the four Pillars and adhere to them. As we will see in the following paragraph, his personality is authoritarian and his leadership can be qualified as traditional and conservative. At the beginning of the movie, his speech as part of the Welton welcoming ceremony reflects his mindset: he has a formal, solemn and very rigid attitude. He represents the prestigious Welton School and has a mission: prepare boys for college. It is his vision as a leader. During the ceremony, we can see pride on his face, particularly when he announces: Last year we graduated 51. And more than 75% of those went on to the Ivy League. (03:10) Both Mr Nolan and the ceremony he leads are traditionalist and conservative. We immediately understand that there is no place for imagination, innovation and creativity in this school. Later on, when he meets some of the students at the end of the ceremony, we can see how important excellence is for him and how he subtly puts pressure on the boys: Mr Nolan to Todd: You have some big shoes to fill. Your brother was one of our finest (04:42) Mr Nolan to Neil : We expect great things from you this year (04:50) The major trait of his personality is authority. His authority shows up very clearly in the middle of movie (01:12:06) when he arrives in the teachers room. He is very irritated due to an article that was written in the Welton Honour (school journal) that he qualifies as profane. This word profane that he uses is very strong. He wants strict sanctions to punish the ones that have written this article. He is also very suspicious. He has full power in the school and he is sure to find the guilty persons shortly. He expects a denunciation. His aim is to track down the ones that have dared to disregard the rules and the principles of the school and, in the end, defied his authority. Mr Nolan uses repression to serve the schools values which illustrates some dictatorial behaviour. Mr Nolan uses corporal punishment as a leadership tool. For instance he beats Charlie Dalton who is the boy who had written the article and then had dared to challenge him in public. Mr Nolans relationship with Mr Keating Mr Nolan is suspicious towards Mr Keating and discreetly observes him while he is teaching outdoor (01:03:06). The dialogues between Mr Nolan and Mr Keating look like a cordial confrontation as we will explain below. Mr Nolan says to Mr Keating that he is older, has more experience, knows what education is and that he was teaching English as well  «Ã‚  (à ¢Ã¢â€š ¬Ã‚ ¦) long before your time  Ã‚ » (01:15:25), which shows that he expects respect from Mr Keating. Mr Nolan is imposing his vision of education on Mr Keating who is new in the school. Mr Nolan uses the word  «Ã‚  unortodox  Ã‚ » to qualify Mr Keatings methods. Mr Keating does not seem impressed and is both polite and sarcastic when he answers to Mr Nolan: Well, your reprimand made quite an impression, Im sure (01:16:09). Mr Nolan is not dupe and changes tactics towards Mr Keating asking him more concrete questions on his class. Mr Keating explains his own vision of education and life. Mr Nolan is then able now to openly criticize Mr Keatings methods. Here follows a portion of the dialogue between the two characters illustrating the above: Keating: I have always thought the idea of education was to learn to think for yourself   (01:16:30). Nolan: At this boys age? Not on your life! Tradition, John. Discipline. Prepare them for college and the rest will take care of itself.  . This dialogue clearly shows that none can dispute Mr Nolans views on education at Welton. This discloses an autocratic leadership from Mr Nolan. All teachers must have the same vision. Mr Nolans behaviour shows some aspects of the transactional leadership model that we saw in class: when people have agreed to do a job, a part of the deal is that they cede all authority to their manager. That is what he wants Mr Keating to understand. Moreover, it is obvious for Mr Nolan that the prime purpose of a subordinate is to do what their manager tells them to do. There is no possible discussion. Mr Nolans leadership and honour After Neils death, Mr Nolan keeps his self-control. He wants to put a final point to this incident by finding an ideal guilty person. Such a serious incident must not soil his honour and the prestigious image of Welton. A guilty person responsible for this tragic event must be found. This will exonerate Welton. Mr Keating is for Mr Nolan the perfect scapegoat as his methods and way of thinking are too different from the schools principles. All over the film, Mr Nolan is still the same: authoritarian and dictatorial: He does not tolerate to be challenged. He cannot stand  «Ã‚  thinking different  Ã‚ ». There is no change from the start to the end of the movie. He steers a course and his objective his clear: to be Weltons servant and keep it in traditionalism and austerity to preserve its prestige. Mr Perry Mr Perry is Neils father. As we will see below, he can also be regarded as a strong authority figure. Mr Perry is a very strict man. He has a rigid behaviour both in his own way of life and in the way he educates his son. The way he wears, the severity of his face (when he is angry at his son) and some details like the way he carefully aligns his slippers on the ground when he goes to bed at the end of the move (1:38:27), reflect his mindset. His conception of life is based on strict order, discipline and planning. On the one hand, Mr Perry is very authoritarian with Neil: You do what I tell you, is that clear? (08:09) He commends Neil: I have spoken to Mr Nolan, youre taking too many extracurricular activities this semester. I have decided you must drop the annual school. (07:31) On the other hand, Mr Perry becomes gentler with his son only when Neil agrees with him If you need anything, let us know. In that way, Mr Perrys leadership towards Neil has some patterns of the transactional leadership: he has full authority on his son and Neil just has to obey him. If Neil obeys, his father offers him his support, if not, he is punished. More than authoritarian, the leaderships style of Mr Perry is dictatorial: Mr Perry does not listen to his son and imposes his own views to Neil without asking him his advice. He is uncompromising. For instance, he says to his son: Tomorrow, I am withdrawing you from Welton and enrolling you in Braden Military School. You are going to Harvard and youre gonna be a doctor. (1:36:20) Mr Perry does not understand his son. For instance, he says: You have wasted your time with this absurd acting business (1:18:52). It is like if Mr Perry and Neil were not speaking the same language: Mr Perrys language is based on reason and Neils language is based on passion. Mr Perry also behaves as if he was himself persecuted by his son why is it that you insist on defying us (1:36:10). For instance, he also says dont ever dispute me in public, do you understand (07:59). He uses blackmail you know how much this means to your mother, dont you (08:15). He wants his child to do the studies and have the carrier that he would have liked for himself I have made many sacrifices to get you here and you will not let me down (1:20:07). You have opportunities that I never even dreamt of and I am not going to let you waste them (1:36:41). The result of Mr Perrys leadership is that communication with his son is impossible. His son cannot see any exit to the situation, except suicide. An alternative to the authority figures: Mr John Keating A leader must have the courage to act against an experts advice. James Callaghan : thats what Mr. Keating does. He goes against the schools rules. John Keatings leadership has two sides: a charismatic one and also a visionary and entrepreneurial one. Charismatic leadership Charisma is a sparkle in people that money cant buy. Its an invisible energy with visible effects. Marianne Williamson John Keatings leadership is mostly based on his personality. He is dynamic, enthusiastic, very dedicated to his students and very excited about schooling. The least we can say is that he is a very eccentric teacher that contrasts with the schools strict atmosphere. He makes a strong impression on his first day of class. The first scene when he meets the students for the first time is very important for the future relation he will have with them. They are all expecting a strict work atmosphere and teacher, but instead of that John Keating gets in the classroom whistling. The way the students are staring at each others shows how surprised they are by John Keatings casual manner and apparent lack of concern. He is the master of orchestra, trying to get the best of everyone. He can be seen as a guide, a spiritual leader who is providing an alternative way of learning, usually a funnier one. He makes the students realize they are the actors of their own destiny and that they have to choose their path. He pushes the students to go find answers by themselves using words as find your own walk, strive to find your own voice, free up your mind ,dare to strike out and fine new ground (1:02:39). He seems to have a halo over his students, like a preacher. He believes in them and the students believe in him. Mr Keatings aim is that the students get more confidence in themselves and dare go further taking initiatives. The movies tagline He was their inspiration. He made their lives extraordinary also very well illustrates the charismatic leadership of Mr Keating. Entrepreneurs and visionary leadership Leadership is the capacity and will to rally men and women to a common purpose and the character which inspires confidence. Bernard Montgomery He is an entrepreneur: he has the guts to do things differently, to take initiatives. He is a risk taker. Indeed, instead of following 100 years of conventional education like his predecessors have done, he chooses an alternative: teach the students how to become free men and seize the day. He teaches in unconventional ways. For example, the first lesson is done outside the classroom. Mr Keating makes it like a game, more tempting and dynamic. Here is below a sample of the dialogue between Mr Keating and one of the students illustrating the above: Mr Keating: Why the author does use these lines? A student: Because hes in a hurry Mr Keating: No! Ding! Thank you for playing anyway! (13:57) Later on, he asks the students to rip out the pages of a literature book, which is unbelievable for the students. Doing this, Mr Keating wants to teach them that what is written in books is not always right and that they must think by themselves as free men. Mr Keatings relationship with the students Tell me, I will forget. Show me, I may remember. Involve me, I will understand. Chinese Proverb Mr Keating has a special way of teaching: he involves his students. Indeed, he has a strong conviction and belief that his students could do and be the best. He feels he has to fulfil a mission: to take to them far away, the further they can go. He just has to show them the way, which explains why he has a special bond with the students. The relation is based on trust, more than a teacher/ student relationship. The fact that the students are keen to follow him and play his game shows that he has succeeded in making this vision come true. As an alumni of this school, he, better than anyone else, knows what it is like to be in their position. We can assume that it is why he is trying to be different and wants his lessons to help the students in real life. He is a sensible and intuitive man: since the beginning, he is able to detect his students personality. He is very fast in getting the flaws of his students. He understands them and acts to help them develop their skills. This can be noticed in his behaviour with Todd. He sees that Todd needs some help. He detects Todds fear and takes actions to make Todd go beyond it: Mr Keating à ¢Ã¢â€š ¬Ã‚ ¦ I would kike you to compose a poem of your own, an original work. (Hes leaving the class and comes back a few seconds later) Mr Anderson. Dont think that I dont know that this assignment scares the hell out of you, you mole. (42:28) The limits of Mr Keatings leadership However, an unexpected event will put an end to Mr Keatings methods: the suicide of one of the students, Neil. Mr Keating is held responsible for Neils death by the Management of the school and is then dismissed. Mr Keatings objectives were to develop the students. However, he has had no control over them and their actions. He has proposed an appealing alternative of learning, but has not cleared up the negative possible consequences. We can think that he has been too idealist and that he has brought with him too many big changes in an organization whose values and objectives were totally different from his. For this reason, we can assume that Mr Keatings leadership was expected to probably fail one day or another. Portrait of three different leaders among the students Charlie Dalton Where he comes from Charlie evolves in the same religious school environment as his friends. This environment is very authoritarian. It is based on rules and habits that must be respected. We know that Charlie comes from a wealthy family and that his father is a banker. Charlies personality Charlie has a strong personality. He likes provocation and is sometimes a rebel. He is also the funny guy of the group. He is a happy-go-lucky person and can reveal himself thoughtless of the consequences of his actions. All over the film, there are examples showing his rebel side. We can see this trait of his personality very clearly when he announces to his friends that he has released an illegal article in the school journal. In this article, he pleaded for the admission of girls at Welton, which is by nature an insult to the Management of the school. Charlie does not see the consequences of his act, but his friends do. Following the release of this article, the Director of the School, Mr Nolan wants to find the guilty person and for this purpose he organizes a meeting with all the students. At the meeting, Charlie follows up his idea and defies the authority of Mr Nolan, pretending that he is receiving a call from God asking for the admission of girls:  «Ã‚  Welton Academy Hello  !   Yes, he is. Just a moment. Mr Nolan, its for you. Its God! Hey says we should have girls at Welton (1:13:07). He is also very proud. The scene that best shows his pride is just after he was kicked out by Mr Nolan as a punishment for the release of the article in the journal. As he is talking with his friends, he does not admit that he got hurt, but raises his head and reminds his friends of his warriors nickname Nuwanda (1:15:15). Charlie likes his new teacher, Mr Keating, not only because of his original vision of poetry, but also because Mr Keatings teaching methods make him free to experiment daring innovations. Charlie likes to experiment freedom. This is what we can see in the scene where Mr Keating asks the boys to walk in line. Charlie decides not to do the exercise saying to Mr Keating that he is Exercising the right not to walk (1:02:58). Mr Keating accepts Charlies position as he is precisely teaching the boys how to become free men. Charlies leadership At the beginning of the film, Charlie appears as a natural leader due to his personal traits: his is extravert, self-confident and impulsive. He has a sense of humour that the others appreciate. Because of his strong personality, his is the one that is noticed first in the group. He is the one who makes initiatives in the group. For instance, he is the first to hear Mr Keating and rip out the page of the poetry book: Mr Keating: Go on. Rip out the entire page. You heard me. Rip it outà ¢Ã¢â€š ¬Ã‚ ¦Thank you, Mr Dalton (22:15). He also chooses his own nickname Nuwanda (1:05:50) as if he was an Indian warrior. He is the only one in the group to do that and the others seem to admire him for his creativity. This shows that he also has some charisma. Charlies strong personality remains constant all over the movie, but does not match with the austere and strict rules of the school. However, Mr Keatings class and methods allow Charlie to express himself more freely. Time after time, Charlies leadership over the group is getting less important because of Neils leadership that is showing up and growing. For instance, when Mr Keating asks the boys to stand up on the tables, Charlie is not the first to go, but Neil is. We can say that Charlie does not remain a strong leader in the students group because his friends do not always understand and agree on his behaviours. Charlie acts on his own without consulting his friends. The result is that Charlie appears as uncontrollable and as someone who can put himself and his friends in danger (he released an illegal article in the journal). Charlie has then not kept the others confidence and cannot be considered by the others as their leader. Neil Perry Neils personality Neil is also a student at Welton and is one of most important characters in the movie. He lives in an authoritarian and respectful environment not only at Welton but also at home. He is expected to be compliant with strict and heavy rules and obey the strong authority of his father and school. Like all the students at Welton, he is supposed to follow a detailed order built around the four values of Welton: discipline, excellence, tradition and honor. Neil is an enthusiastic and a dynamic boy. He is the initiator of the re-launch of the Dead Poets Society. Judging by the way he acts and talks, he is very determined and self confident. For instance, a lot of his sentences begin with I want. His excitement and passion show up very well when he decides to follow his vocation: drama. In the movie, we can see that Neils personality has three different sides. Each of these sides appears depending on his circle of acquaintances: Neil appears as submissive to his fathers authority, he is more like a leader in his own group and finally he has a special bond with Mr Keating. Neils relationship with his father Neils personality weakens in front of his father, who represents the family authority: Neil seems to become compliant and passive. He does not dare to face him up, or to tell him that he wants a path different from what his father expects. He has a whole life planned by his father. His fathers authority overwhelms Neil and Neil cannot fight with him, but only express his agreement. Here are two examples of his apparent obedience to his father: 1. Mr Perry: Youre taking too many extracurricular activities this semester, and Ive decided that you should drop the school annual [à ¢Ã¢â€š ¬Ã‚ ¦] Mr Perry: [..]. Dont you ever dispute me in public. Do you understand? Neil: Father, I wasnt disputing Mr Perry: After youve finished medical school and youre on your own, then you can do as you damn well please. But until then, you do as I tell you. Is it clear? Neil: Yes, Sir. Im sorry. (7:23) 2. Mr Perry : Dont you dare talk back to me. Its bad enough that youve wasted your time with this, this absurd acting business, but you deliberately deceived me. How did you expect to get away with this? Answer me. Who put you up to it? Was it this new man? Keating? However, we have noticed that there is a big difference between what he says to his father and the way he acts. Indeed, although it is difficult for Neil to tell his father what he wants for himself, he does not hesitate to write a false letter usurping his fathers signature in order to play in the drama in which he has a role. Neils relationship with his father contrasts with the one he develops with his teacher, Mr Keating. c) Neils relationship with Mr Keating One of the most interesting relationship in the movie is the one between Mr Keating and Neil, and more noteworthy the way it evolves. Neil is the first professors follower. He becomes totally fascinated by this teacher. Every time Mr Keating speaks, Neil is like captivated by Mr Keatings words. He admires him and considers him as a model with whom he can have free and confidential talks about his passions and dreams. Neil sees in his professor a mentor, teaching him how to live his life. He fully trusts his speech without questioning Mr Keatings mindset. d) Neils relationship with Todd Regarding his relation with Todd, Neil is like a mentor to him; he takes him under his protection and decides to help him live his life. Various scenes highlight the fact that Neil wants to help Todd by opening his mind to the world. For instance, Neil succeeds in convincing Todd to be part of the Dead Poets Society even if at first Todd does not want to because he does not want to take turn in reading. Neil does not want Todd to be excluded. He then offers to adapt the Dead Poets Society rules so that Todd does not have to read and feel comfortable in joining the Dead Poets Society. Here is a scene illustrating the above: Neil: Todd, are you coming tonight? Todd: No Neil: Why not? God, you were there. You heard Keating. Dont you want to do something about that? Todd: Yes, butà ¢Ã¢â€š ¬Ã‚ ¦ Neil: But? But What? Todd: Keating said that everybody took turns reading, and I dont want to do that. Neil: Gosh, you really have a problem with that, dont you? Todd: No I dont have a problem. I just I dont want to do it, okay? Neil: All right. What if you didnt have to read? What if you just came and listened? Todd: Thats not how it works. Neil: Well, forget how it works. What if they said it was okay? Todd: What are you gonna go up and ask them? No Neil. Neil: I will be right back. à ¢Ã¢â€š ¬Ã‚ ¦ (30:47) In this scene, Neil pushes Todd to participate in the Dead Poets Society meeting. He could have just let him be alone but he wants him to come: he cares for him. Neil reproduces with Todd the same type of relationship that exists between Mr Keating and himself: He listens to his friend and tries to help him the same way Mr Keating listens and tries to help Neil. Neil maybe recognizes himself in Todd as a shy boy who does not dare to speak his minds. Indeed, Neil behaves the same way when he is in front of his father. Neil knows too much this feeling of weakness and just cannot let his friend like this. Finally Neil becomes a leader in his friends group thanks to his fascinated, enthusiastic and dynamic personality. He pushes his friends to rebuild the Dead Poet Society which makes him become a leader. e) Neils leadership Based on the characteristics of his personality as described above namely passion, enthusiasm and energy, we can say that Neil is a charismatic leader. He is the initiator of the re-launch of the Dead Poets Society and he has been able to communicate his energy to the other boys. Moreover he represents a model especially for Todd. He is also an entrepreneurial leader. Indeed, he is a risk taker who does not hesitate to break rules. Indeed, he rebuilds a society that is unauthorized and must remain secrete. He also writes a false letter to serve his objective which is play in a drama: he dares to take initiatives. He is also a relational leader who cares about developing the others skills particularly with Todd as we have explained in the above section. f) Neils evolution Leadership is a serving relationship that has the effect of facilitating human development. Ted Ward Mr Keatings leadership has revealed Neils personality: It evolves throughout the film. At first, we discover a person with an erased personality in front of the familys authority. Thanks to Mr Keating, Neil is going to develop his self-awareness and freedom of mind. This new awareness will lead him to position himself as leader in his friends group. Neil then becomes more passionate and dreamy. He fulfills his passion for drama thanks to the self-confidence he has developed. However, this personal development will not help him to speak up his mind to his father because he probably realizes that there is a too big difference between his fathers expectations and his own ones. He believes that communication with his father is just not possible and that he has no solution, but suicide. Todd Anderson Where he comes from Todd is a new student at Welton. His brother was himself a student at Welton before. Todds brother was one of the finest students and is remembered in everyones memory as an excellent student. As the Director of the School meets Todd for the first time, he says to Todd that he will have big shoes to fill. When Todd is introduced to Neils friends, one of them immediately refers to his brothers success: you are that Anderson! Valedictorian, National Merit Scholar (07:05). The strong image of his successful brother is difficult to cope with for Todd. Todd depreciates himself. This probably comes from the fact that his parents are completely focused on his brother and not sufficiently on Todd. For instance, each year Todd gets the same present from his parents for his birthday. As a result, Todd feels like abandoned by his parents. He feels like an outsider. This may illustrate the psychodynamic leadership theory: The parents have an influence on their childrens leadership when they are grown. Todds brother probably has had the esteem and confidence of his parents as the older son, which helped his development and success. Todd, the younger boy, probably has had less attention from his parents which has resulted in his lack of self-confidence. When he arrives at Welton, his family environment, and more especially his brother, is a heavy burden to cope with for Todd. Todds personality Todd is shy and introvert. He does not feel comfortable with others. He does not take any initiatives to make friends, but only responds to initiatives made by Neil and his friends. He is often on his own, studying at his desk. Todd lacks self-confidence and does not want to be noticed in a way or another. For instance, when Neil offers him to be part of the Dead Poets Society, Todd says no, noà ¢Ã¢â€š ¬Ã‚ ¦ Keating said that everybody took turns reading and I do not want to do that (30:58). He does not want Neil to ask the other boys if they would agree on the fact that Todd would not read. This shows that he wants to be transparent to others. He also has some self-awareness as he points out his weaknesses to Neil: I am not like you Neil, you say things and people listen, I am not like that (45:49). Todd sticks to the rules strictly that is how it works (31:20) he says about the rules of the Dead Poets Society. He does not explore creativity and is then not able to look at alternatives different from the existing framework. For Todd, the authority of the adults (parents, director and teachers) prevails over everything else. When Neil wants to write a false letter usurping his fathers signature, Todd says that it is impossible to do that. Instead, he tries to convince Neil to ask his father the right to be in a play. In doing this, he tries to protect Neil from any serious problem with his father: he will kill you if he finds out you went to an audition and did not tell him (44:38). On the one hand, due to his personality and family context, Todd does not dare things. He is very static and conformist. On the other hand, he is cautious and does not take any unconsidered risks. Todds relationships Todd develops a strong friendship with Neil. He admires his friend who has charisma, vision and creativity. Todd is considered by Neil, which is something Todd had lacked so far as his parents have been focused on his brother only. Todd seems to consider Neil as a mentor: He can talk with him of personal difficulties, and get boosted b

The Supernatural in Shakespeares Works Essays -- William Shakespeare

The Supernatural in Shakespeare's Works No one questions the fact that William Shakespeare is a pure genius when it comes to creating immortal characters whose characteristics transcends those of the normal supernatural beings, but most students of literature agree that his uses of the supernatural aren’t merely figments of his creative imagination. Every man, woman, and child is influenced by the age into which they are born and Shakespeare was no exception. Not only does his use of supernatural elements within his works reveal the Elizabethans’ obsession with mythical beliefs, but it also reveals his attitude toward these beliefs at different points of his writing career. Because of the profound understanding of the beliefs of his time, Shakespeare was able to create masterpieces that critics and readers have respected all over the world. In Shakespeare’s time, the belief in the presence and power of the supernatural touch life at every point. Customs were formed by it and behavior was dictated by it. Not only did the poor believe in it, but all classes of people were under its spell from nobles to the poor. It governed people’s lives down to the smallest details. They carried charms and mascots, found horror in spilling salt and walking under ladders, and dreaded the thirteenth of Friday (May 35-38). They believed that all supernatural elements were at work. The Elizabethans had always been susceptible to belief in the supernatural. As May notes, these people more that other people questioned matters beyond their vision (39). Shakespeare was clearly influenced by his race. He had an inquiring mind that refused bondage by the limitations of matter (Mish 28). Listing the numberless superstitions that Shakespeare gathered from his environment would be impossible. May believes that it is because his own observations of the habits of animals and plants were explained by stories that were more myth that truth. Elizabethans also gave superstitious explanations for changing weather and season, phase of life, and sickness and death (59-63). As a youth, Shakespeare was susceptible to all kinds of influences around him. Due to the widespread obsession with the supernatural, Shakespeare was compelled as a writer to adopt the views of the majority. The people who crowed the theaters and paid the money demanded fairies, ghost, and witches, and all the commonly h... ...onio for the terrible wrong he has don and no traces of anger or resentment linger. In this final play the supernatural is entirely beneath the control of man. All authority is taken form the spirits in The Tempest and the power to harm is gone. Shakespeare’s state of mind is best expressed at this point when Prospero reveals how man has at last attained dominion over the forces of evil (Schiller 378). William Shakespeare was a genius. Not only was he able to use the supernatural in his works to the fullest extent of Elizabethan belief, but he was skillful at molding the supernatural into remarkable assets to his plot. However, Elizabethan beliefs weren’t the only influences that shoved their way into the meanings of his plays. His whole outlook on life also played a major part in the way that he shaped the supernatural. Not only does his use of supernatural elements within his works reveal the Elizabethans’ obsession with mythical beliefs, but it also reveals his attitude toward these beliefs at different points of his career. His remarkable handling of the supernatural is on reason why William Shakespeare is generally regarded as the greatest writer of English literature.

Free College Essays - Indifference in The Stranger by Albert Camus :: The Stranger The Outsider

Indifference in Camus’  The Stranger (The Outsider)  Ã‚     Albert Camus’ novel, The Stranger, examines what happens to a passive man when mixed in a murder.   During the trial of the main character, Meursault, the prosecutor examines Meursault’s normal behavior as callous and cold.   In order for the prosecutor to have a case in the reader’s mind, Camus must create the past that the trial calls for.   Camus shows a passive man, and the way that he deals with normal life occurrences.   Camus must create a portrait of indifference.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When Meursault is talking to Raymond Sintes, a neighbor of his, Raymond tells his tales of violence and asks Meursault for advice.   Meursault seems withdrawn during his time with Raymond.   Raymond had actually asked Meursault into his room so that he may ask Meursault’s opinion: â€Å"because I was a man, I knew about things, I could help him out, and then we’d be pals.†Ã‚   (Camus, 29)   Meursault remains quiet in the conversation, but eventually does speak up: â€Å"I didn’t say anything, and he asked me again if I wanted to be pals.   I said it was fine with me: he seemed pleased.†Ã‚   (Camus, 29)   It really made no difference to Meursault if he was stated as a friend of Raymond’s or not.   The way that Meursault does not contribute to the conversation and that it is just â€Å"fine with [him]† to be friends creates an image of indifference.   This image continues to grow as Raymond continues to talk to Meursault.   Raymond goes on to tell of his problems with women, and Meursault still remains silent.   After his Raymond’s confessions are over he once again thanks Meursault for being a pal: â€Å"I didn’t mind being his pal, and he seemed set on it.† (Camus, 33) Once again, Meursault’s attitude makes it seem that he doesn’t really care if he is Raymond’s pal.   It has no effect of him, but it will help out Raymond, so he’ll be his pal.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When Meursault is asked to deal with serious relationship questions and issues, he shows his indifference again.   Because Meursault becomes romantically involved with Marie, she eventually asks him if he loves her, â€Å"I told her it didn’t mean anything but that I didn’t think so.† (Camus, 35) This seems to be a very cold response to a question that is taken seriously, but M was telling the truth.   It didn’t really matter to him.

Hindi as a Language

The constitution of India (Article 343) recognises Hindi as the official language of India. Hindi is also the main language in many states of India such as Haryana, Rajasthan, Uttar Pradesh, Uttaranchal/ Uttarakhand, Bihar, Madhya Pradesh, Chhatisgarh and Himachal Pradesh. It is spoken by more than 437 million people in the world. The other dialects of Hindi are Brajbhasha, Bundeli, Awadhi, Marwari, Maithili, Bhojpuri, to name only a few. Hindi can be traced back to as early as the seventh or eighth century.The dialect that has been chosen as the official language is Khariboli in the Devnagari script. Other dialects of Hindi are Brajbhasa, Bundeli, Awadhi, Marwari, Maithili and Bhojpuri. It was in the 10th century that authentic Hindi poetry took its form and since then it has been constantly modified. History of Hindi literature as a whole can be divided into four stages: Adikal (the Early Period), Bhaktikal (the Devotional Period), Ritikal (the Scholastic Period) and Adhunikkal (th e Modern Period). Adikal-Adikal starts from the middle of the 10th century to the beginning of the 14th century. The poetry of this period has been divided into three categories Apabhramsha Poetry, Heroic Poetry and Miscellaneous Poetry. Apabhramsha Poetry includes the Siddha literature (750-1200), the Nath literature and the Jain literature. Siddha literature was written in the popular language and this echoed devotional themes combined with a strong erotic feeling. Between the 7th and the 14th century, the poet Gorakhnath and his followers mainly composed the Nath literature.They avoided eroticism, scorned racial discrimination and put stress on moral values, using the Doha (couplet) and the Chaupai (quartet) styles in their poems. These compositions had a great influence on the Sant (devotional literature made popular by Rahim and Kabir et al) literature. During this period Jain poets like Swayambhu, Som Datt Suri, Sharang Dhar and Nalla Singh composed the Charit Kavyas, which pr opagate moral tenets and portrayals of Nature. Heroic Poetry was composed wholly in the native speech. Bhakti Kal or the Devotional Period :The bhakti kal stretched between the 14th and the 17th century. During this age Islamic customs were heaped upon the common people and the Hindus were quite dejected by this. The poets of this period felt that it was their moral duty to arouse a sense of devotion through religious poetry. These poets have been divided into two groups: Nirguna and Saguna poets, depending upon the devotional attitude towards the Lord. Nirgunas have been further divided into two groups on the basis of different sadhanas (disciplines) followed by them.Those that put emphasis on the importance of knowledge for the realization of God were called the Saint poets. Kabir Das, Guru Nanak, Dharma Das, Maluk Das, Dadudayal, Sunder Das belong to this genre. In their Sakhis (couplets) and Padas (songs) they condemned rituals and laid emphasis on the theory of Monotheism (the belief that there is one God). Poets who believed love was the path of realizing God were called Sufi Poets. Jayasi, Manjhan, Kutuban and Usman were the pioneers of this school. Poets of the Saguna style are also divided into two groups: the followers of Rama and those of Krishna.Tulsi Das is the leading poet of the former group along with Agra Das, Nabha Das and Pran Chand Chauhan. Tulsi Das depicts Rama as the Ideal Man in his classical works Ramacharitamanasa, Gitavali, Kavitavali and Vinay Patrika. The devotees of Krishna have, however, portrayed him according to his popular image, that of the playful Krishna. These poets like Surdas, Nand Das, Parmananda Das and Meera have written about love and beauty. The devotional period created immortal literature and is distinguished as the golden age of Hindi Poetry. Ritikal or the Scholastic period:The poets of Ritikal can be classified into two groups on the basis of their subject: Ritibaddha (those wedded to rhetorics) and Ritimukta ( free from rhetorical conventions). The former poets composed on definitional and (Lakshana) and illustrative (Lakshya) themes. The essential nature of Rasa, Alankara, Nayikabheda were illustrated by them through Saviyas and Kavithas. Poets like Chintamani, Keshav, Mati Ram, Deva, Kulpati Misra and Bhikari Das were leaders of this style. The second group consists of free-minded poets like Alam, Ghananand, Bodha and Thakur. They wrote in a spontaneous manner ith feelings of love, quite quite dissilimar to rhetorical poetry. This age saw two more poetic trends. Didactic poetry in stray verses composed by Vrinda, Vaital and Giridhar and Heroic Poetry by Bhushan, Sudan, Lal and various others. Adhunikkal or Modern Period: Modern Hindi literature has been divided into four phases; the age of Bharatendu or the Renaissance (1868-1893), Dwivedi Yug (1893-1918), Chhayavada Yug (1918-1937) and the Contemporary Period (1937 onwards). Bharatendu Harishchandra (1849-1882) brought in a modern outl ook in Hindi literature and is thus called the ‘Father of Modern Hindi Literature'.Mahavir Prasad Dwivedi later took up this vision. Dwivedi was a reformist by nature and he brought in a refined style of writing in Hindi poetry, which later acquired a deeper moral tone. This was the age of revival when the glory and grandeur of ancient Indian culture was fully adopted to enrich modern life. Social, political and economic problems were portrayed in poetry while songs were of social awakening. This trend helped in the emergence of National Cultural Poetry whose leading poets were Makhanlal Chaturvedi, Balkrishna Shama ‘Navin', Siyaram Gupta and ‘Dinkar'.These poets put more stress on moral aspect of life rather than on love or beauty, which later evolved in the Chhayavada style of poetry. Kamayani is the zenith of this school and Chhayavada was best represented by Prasad, Nirala, Pant and Mahadevi Verma. After the decline of this movement in came the leftist ideology which found voice in two opposite styles of Hindi poetry. One was Progressivism and Prayogavada or later called Nai Kavita. The former was an effort of translating Marx's philosophy of Social realism into art. The most notable figure of this movement was Sumitranandan Pant.The latter safeguarded artistic freedom and brought in new poetic content and talent to reflect modern insight. The pioneers of this trend were Aggeya, Girija Kumar, Mathur and Dharamvir Bharati. A third style called Personal Lyrics also appeared, aiming at free and spontaneous human expressions with Harivansh Rai Bachchan as the leader of this trend. The history of Hindi poetry, thus, extends over a period of almost one thousand years. The proper development of Hindi prose followed the rise and growth of Khari Boli (colloquial dialect).Pre-Bharatendu writers like Ram Prasad Niranjani, Sadasukh Lal, Insha Allah Khan and Sadal Misra composed proses mainly based on mythological stories. Insha Allah Khan used the ty pical Khari Boli while others were more influenced by Sanskrit and Braj Bhasha. The development of Hindi prose has been classified into three periods: The first phase (1868-1918), the period of growth (1918-1937) and the present age of excellence (1938 onwards). The First Phase: Prose literature of Bharatendu and Dwivedi era covers the first phase.The writers of this age developed drama, novel, short story, essay and literary criticism. Popular dramatic compositions were done mainly by Bharatendu Harishchandra, Bal Krishna Bhatt and Radha Krishna Das. They inclined more towards satires on contemporary conditions, social and patriotic plays. Eminent prosateurs of this age included Devaki Nandan Khatri (novelist), Chandradhar Sharma (short-story writer), Mahavir Prasad Dwivedi (essayist) and Padma Singh Sharma (critic). The period of growth This is represented by Jayshankar Prasad, Rai Krishna Das and Mahadevi Varma.Drama acquired a distinct place for itself in this period but the the atre did not respond to it. Again, fiction attained new proportions with Premchand as its most outstanding representative. The period of excellence This period came more whole-heartedly after the Independence of India in 1947. Hindi drama of this period laid emphasis on realistic expressions and two new forms evolved like poetic Drama and radio play. Now the theatre also became interested in enacting these plays. ‘Ashka' Jagdish Chandra Mathur, Mohan Rakesh and Lakshminarayan Lal have acquired distinction amongst modern playwrights.Fiction made a wonderful progress during this period. Realism, psycho-analytical techniques and prose-style was the main ingredient of the plot structure. Modern Hindi fiction found its mentors in Yash Pal, Agyeya and Renu. Essay and literary criticism also developed during this period. Essayists like Hazari Prasad Dwivedi, Mahadevi Varma and Siyaram Sharan Gupta found new ways of expressing themselves through reminiscences, reportage and sketch. Th e history of Hindi prose is not expansive, as it had started out quite late. However, it has progressed at a rapid pace.