Analysis Of Khaled Hosseini s The Kite Runner Essay

Carr 1 Hannah Carr Mrs. Llaneta ENG4U-03 12 October 2015 The Essay With No Name (Yet) â€Å"As long as there is love and memory, there is no true death† (Cassandra Clare, Lady Midnight). In Khaled Hosseini’s The Kite Runner, this quote is proven to be true through the character of Hassan. Hassan s character and memory are kept alive through both the physicality and actions of his son, Sohrab, and his best friend and half-brother, Amir. Hosseini describes Hassan as having a perfectly round face, a face like a Chinese doll chiseled from hardwood: his flat, broad nose and slanting, narrow eyes like bamboo leaves, eyes that looked, depending on the light, gold, green, even sapphire..tiny low-set ears and that pointed stub of a chin, a meaty appendage that looked like it was added as a mere afterthought. And the cleft lip, just let of midline, where the Chinese doll maker s instrument may have slipped, or personas he had simply grown tired and careless,(3), which are all common characteristics of Hazaras, the lower class people of Afghanistan. His appearances changes, however, once baba gives Hassan a birthday gift of plastic surgery to fix his cleft lip, which leaves him with a pink jagged line running up from [Hassan s] lip, which eventually turned into a faint scar (Hosseini, 50). Amir is haunted by the memory of Hassan for years after he didn t stop Hassan from being Carr 2 assaulted, so when he first saw Sohrab, Hassan’s son, their resemblance wasShow MoreRelatedAnalysis Of Khaled Hosseini s The Kite Runner 1256 Words   |  6 Pagesthe novel, ‘The Kite Runner’, by Khaled Hosseini, occur where authority has been mistaken for enormity. Baba s expectations out of Amir and his tactics of dominance towards making Amir into someone he desires, is the power, mistook as magnitude. Also, the element that baba was sexually convoluted with Ali s wife, but had the capacity to keep it concealed and buried for long, is the power, of power. Furthermore, how Amir takes advantage of him being superior in terms of society s perception, overRead MoreAnalysis Of Khaled Hosseini s The Kite Runner 1019 Words   |  5 Pagesknows just how hard it is to forgive yourself in The Kite Runner by Khaled Hosseini. When Amir makes the decision to not speak up about Hassan he felt so much guilt that he wanted Hassan and Ali to leave, he regretted it i nstantly. Years later, Rahim khan called Amir and asked him to come back to Afghanistan where he found out Hassan was his half-brother. Amir finally forgave himself when he found a way to make up for his mistakes. Hosseini portrays Amir as a morally ambiguous character by his guiltRead MoreAnalysis Of Khaled Hosseini s The Kite Runner 2073 Words   |  9 Pagesexchanged cute heart necklaces or pendants or carved your names into a tree. In Khaled Hosseini s The Kite Runner, two kids, Amir, and Hassan seem to have a strong friendship, represented in their names carved into a pomegranate tree. However, Amir reveals weakness in their friendship when he betrays Hassan by not intervening when the town bully, Assef, sexually assaults Hassan. In Mindset: The New Psychology of Success, Carol S. Dweck describes two types of mindsets. One is the fixed mindset, which isRead MoreAnalysis Of Khaled Hosseini s The Kite Runner 966 Words   |  4 PagesMarch 2015 Like Father Like Son Khaled Hosseini, the author of The Kite Runner, uses irony repeatedly throughout the novel. Amir, the protagonist faces the unintended consequences from his actions. These situations are often ironic as they are the complete opposite of what Amir intended to do. Through the use of irony, Khaled Hosseini reveals the hidden similarities between fathers and sons, thus creating more emotion, value, and meaning to the novel. On the day of the kite tournament, Amir hopes bringingRead MoreAnalysis Of Khaled Hosseini s The Kite Runner 1230 Words   |  5 PagesHaunting Desires In Khaled Hosseini’s novel The Kite Runner, father son relationships, specifically that of Amir and Baba, contribute to the development of the plot as well as the development of the characters involved. It is evident throughout the novel that Amir’s sole desire is to obtain Baba’s love and acceptance. However, this desire ultimately motivates him to enact rash decisions that will haunt him in the future. What Amir does not know is that Baba is also secretly the father of HassanRead MoreAnalysis Of Khaled Hosseini s The Kite Runner 1516 Words   |  7 PagesAdrian Zialcita Mrs. Sheffield English 1A 10/30/15 All for One and None for All According to Merriam Webster, being selfish is â€Å"to have or show concern for only yourself and not for the needs or feelings of other people.† In Khaled Hosseini’s book, The Kite Runner, the character Amir goes through numerous hardships throughout the story. To overcome those challenges, he performs acts that directly caused harm to the other characters in the book. Most of the time, the struggles that Amir passesRead MoreAnalysis Of Khaled Hosseini s The Kite Runner 1017 Words   |  5 Pages Kite Runner Comparison Essay In Khaled Hosseini’s The Kite Runner, several major themes arise. One of the most pronounced theme is the idea of redemption for ones past wrongdoings. The protagonist, a wealthy envious Afghan boy named Amir, retells the traumatic story of his childhood. Once readers learn of his past, they realize the issues he experienced and the events that came into play in the forming of the plots format, from one meaningful quote Hassan says â€Å" for you a thousand times over†Read MoreAnalysis Of Khaled Hosseini s The Kite Runner 1326 Words   |  6 PagesAaron Heideman Mrs. Edelman 11v2 English 2/17/15 The Kite Runner Essay The father-son relationship portrayed in Khaled Hosseini’s The Kite Runner, demonstrates the necessity of an empathetic fatherly figure in a child’s life. Some of these relationships exist between Hassan and Sohrab, Baba and Amir, and later Amir and Sohrab. The tense relationship Amir and his father, Baba, share and consequently, the events that stem from this relationship truly help develop the necessitation of a fatherly figureRead MoreAnalysis Of Khaled Hosseini s The Kite Runner 1076 Words   |  5 Pages Shakespeare’s famous â€Å"to be or not to be?† enters the mind. In the case of The Kite Runner, readers examine a similar question: to betray or not to betray? In Khaled Hosseini’s The Kite Runner, different characters choose to either engage in or avoid betrayal due to personal motives, subsequently influencing their future. Sanaubar, Hassan’s mother, holds intense motivations to betray those closest to her. Hosseini reveals Sanaubar’s infidelity in a conversation between Rahim Khan and Amir, statingRead MoreAnalysis Of Khaled Hosseini s The Kite Runner 1161 Words   |  5 PagesKhaled Hosseini reveals the subject of friendship and loyalty in The Kite Runner. Khaled Hosseini advocates that in friendship, there must be loyalty, kindness, and trust. The theme of loyalty plays a tremendous role in The Kite Runner through Hassan and Amir. Amir and Hassan grow up together in Kabul, Afghanistan. Amir lives in a house with his father, Baba. Hassan and his father, Ali, live on the same piece of property as Amir and Baba because Hassan and Ali are their servants. Although Hassan

Gender Inequality And Its Effect On The Stimulation Of...

Furthermore, the fabrication of categorization by Rwandans founded gender binary which contributes to the stimulation of genocide. Gender binary refers to a model of gender that classifies all people into two genders (Benson, 2005, pp.1). Under the binary model, gender is rigid (Ibid). The categorization of genders establishes roles for each sex to accept. In the pre-genocide period, each of these roles was adopted by both genders. Accordingly, the pre-genocide Rwandan society placed ideas of what makes a woman and a man on the basis of traits/ qualities. These roles are prescribed as ideal or the appropriate behaviour for an individual of a specific gender. The differences in masculine and feminine traits, behaviour, and roles are not responsible for power inequalities. Females and males are different because there are underlying power inequalities within the society. These inequalities are established as a result of a division of labour. Based on the Metaphysical principles that were established by Aristotle, males are associated with reason and females associated with desire (Allen, 1985, n.p). This understanding stems from history s division of labour. Males were believed to be breadwinners and females as nurturers of children. In traditional Rwandan society, women s responsibilities included educating the children, welcoming visitors, managing the household, advising their husbands and maintaining traditions. A gender-based division of labour was instilled at anShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pages Smith’s fully global perspectives make clear that even though gender parity has rarely been attained in any society and there have been major setbacks or few advances in INTRODUCTION †¢ 5 many countries, the position of women worldwide has improved dramatically and has very often empowered a substantial portion of humanity in ways that would have been unthinkable a century ago. Jean Quataert’s contribution to gender shifts in the twentieth century focuses more narrowly on the variableRead MoreOrganisational Theory230255 Words   |  922 Pages1 Figure 2.2 Figure 2.3 Figure 2.4 Figure 2.5 Figure 2.6 Figure 3.1 Figure 3.2 Figure 3.3 Figure 3.4 Figure 3.5 Figure 3.6 Figure 3.7 Figure 3.8 Figure 4.1 Figure 4.2 Figure 4.3 Figure 5.1 Figure 5.2 Figure 5.3 Figure 5.4 Relating cause and effect How theory provides explanation The double hermeneutic The derivation of ‘epistemology’ What is this? The derivation of ontology Positivist philosophical assumptions – the truth is out there and we can objectively know it The role of the subjective

Disability Discrimination In The Work Force Free Essays

Disability refers to the state in which a person may be physically or even mentally impaired. Impairment may limit a person from performing certain tasks. Disability may either be in form of a terminal disease or physical like the inability to use some parts of the body. We will write a custom essay sample on Disability Discrimination In The Work Force or any similar topic only for you Order Now People with disability have for quite some time been sidelined especially in the carrying out of public duties. Discrimination has especially been rampant in the working areas and in job markets. There has been believe that physically or mentally challenged persons are unable to perform tasks like the other persons. Another form of discrimination is the racial discrimination. Person subjected to this kind are often thought inferior to their counterparts. This may subject them to rejection in job markets regardless of their qualifications. Despite the many laws relating to the rights of the disabled persons, employment rate is still high rated as current estimates have discovered. The issue of discrimination has raised concern especially with organizations which protects and fights for the disabled human rights. It has been found out that many physically challenged individuals have the capability to perform similar jobs with other persons. They also compete fairly in the job areas. There is thus need to create favorable environment for such individuals. Challenges faced by the disabled persons at work places A study conducted in March 2008 by David Grinberg on job discrimination showed an increase of 9% in a span of five years. Out of this, 14% were disability related discrimination. Job places have been identified as areas where physically and mentally challenged persons are highly discriminated. To begin with, to get a job for these people takes much longer than for their counterparts. Employers are usually prejudiced and end up turning off disabled persons even when they qualify for the jobs. This has led to high levels of unemployment for the disabled persons, (Grinberg Nazer para. 2). Potential employers also site the lack of facilities to accommodate them. They argue that the cost of accommodating them is high which may only mean additional cost to the businesses. They are afraid that the disabled persons may not perform as expected which may lead to a decrease in their output thus profitability. Also most building has not been constructed in a way to accommodate especially the physically challenged persons. This poses a major obstacle even to the potential employers (Grinberg Nazer para.3). In the jobs however, the situations are not much different for the disabled. They suffer discrimination from they colleagues at work and even sometimes from their employers. This is usually notable by the exclusion they face from the social cliques of other employees. They are also looked down upon and the environment is usually not so conducive for them. They also tend to be segregated from the major activities in their work places. This has led to high turnover for the disabled and even worse a low morale in their work. Promotion for the disabled also comes in hardy in the job areas. Though they perform fairly the same with their counterparts, or even sometimes better as research has discovered, their labor is barely recognized by their employers (Barnes, et al pp. 27). Harassment in job areas for the disabled is also high. For a long time, the disabled have been equaled to beggars. Some employees feel that they are helping the disabled and it’s not really for job purposes. They thus end up threatening them with dismissal with others demanding for special offers from these kind of employees. Harassment has also been seen in the area of granting leaves and in termination. Most disabled persons are rarely granted family leaves and when they do; their allowances are scrapped off (Australian Public Service Commission para. 3). This has led to a cry of justice in the recent past with people calling for enactment of laws to protect the disabled. Ignorance of the rights of the disabled has also led to an increase in harassment behavior in the job areas. The disabled persons are unaware of the set rules which protect them from these practices. Other forms of harassment may include comment or actions aimed at demeaning their subject or conduct meant to intimidate its target person (Barnes, et al pp. 34). Sexual harassment on disabled person at work places has also been reported. Employers take advantage of especially the mentally challenged persons to exploit them. This has challenge has been camouflaged by the lack of well coordinated government and welfare associations. The aggrieved parties thus do not know the right channels to use to seek for assistance (Barnes, et al pp. 43). Most mentally disabled person face challenges in the work place because unlike their counterparts, they tend to be slower. The organizations have not set up enabling environment to accommodate them. This has in turn lead to criticism and accuses of laziness. Such persons are demoralized as they are led to believe do not measure up to others. Physically challenged individual also find it hard in areas where they are restricted due to their disabilities (Australian Public Service Commission para. 4, 5). Most offices for example have no places for wheeling the wheel chairs making it impossible for these persons. Others affected by office arrangements are the blind. Many organizations lack facilities for them and if they do, they are rarely updated. This makes the disabled to lag behind in matters of technology and information. Most disabled person also requires adjustments in their working hours. This however is not provided in the job places thus posing a major block to this people. There are also few job varieties available for the disabled persons. This leads to high potential of them being under-utilized. This jobs are most often low paying and with low prospect of promotion (Australian Public Service Commission para. 8). Apart from job related areas, the disabled are better talented in other areas than their counterparts. However, this potential is always not recognized as they are not included in the organizations out of office activities. Also, whereas the management offers training to the other employees, this is not so with mostly the mentally and visual challenged employees. The management sites high costs for such training thus rendering these employees unproductive and inefficient. For the physically impaired employees, no arrangement is done for them to attend job related seminars. This diminishes their chances of promotions (Daniel pp. 4). Disabled persons also face problems of low esteem at work places. This is because they are led to believe that they are less endowed than their counterparts. This in turn may lead to poor performance which ultimately leads to dismissals. Interpersonal relation between the disabled and the rest is characterized by prejudices from both sides. This leads to formation of unhealthy social classes thus tension at work places. Many laws have so far been passed regarding the plight of the disabled. The public seem to be ignorant of them; this calls for public awareness and education on how to handle people with disabilities. However, the physically, mentally and visually challenged persons have a role to play to ensure that these practices are done away with in working places (Daniel pp.7). Disability should not be a reason to make one look down his abilities or even allow other to do so. They should work to ensure that all the prejudices surrounding them due to disability are eliminated (Taylor pp. 12, 13). They should also learn to fight for their rights at job places. Disability rights should be well explained to the employers as well as other employees to ensure that such conflict does not arise in job areas. Conclusion The government should ensure that they set up agencies to look into the plight of the disabled persons. These people should also be synthesized on these matters and encouraged to seek legal actions against a person violating their rights. The employment laws should also be revised to ensure the correct working environment is created and the necessary adjustments are made to accommodate the challenged persons. Employment agencies should also be set up to help link the disabled persons with potential employers. Managers should also be given funding and other support necessary so as to reduce the costs associated with employing the disabled persons (Taylor pp.17). Lack of proper and up to date information to the disabled persons has also been noted as a major drawback at the work areas. The government should ensure that these people are taught relevant and current affairs so as to be competitive enough at their work areas. Organizations should also set measure to ensure that all the employees are well represented in all educational issues. This would help raise the morale of the disabled persons and as well help improve the inter-relations among all employees. How to cite Disability Discrimination In The Work Force, Papers

Where Are You Going Essay Example For Students

Where Are You Going Essay The persona of a psychopath appears to be much like any human. In many cases,one would not be able to pick them out of a crowd. Their minds,however, differ greatly from most. A psychopath is extremely smart andmethodical in thinking and most often is very meticulous in the way in whichhe/she acts. While many people are not thinking beyond the norm, a psychopaththinks about every breath, step, and word a person lets out into the open. Inthe short story Where are you going, Where have you been? by JoyceCarol Oates, the depiction of a psychopath is quite apparent. His mannerism,thoughts and tactic all create the perfect portrayal of a truly derangedcharacter. Arnold Friend follows Connie from the beginning of the story. WhenConnie finally notices his presence, he at her and then his lipswidened?and there he was still watching her, (Oates 589), revealing histrue desires and aspirations. Arnold not only wants to kill Connie, but to seeand understand every breath she takes. Although unawa re of his closeness, itbecomes quite apparent that Arnold Friend is stalking Connie when he states,I know my Connie (Oates 592). In Arnolds mind, Connie is acomponent of his game that he must figure out. Bringing fear to Connies eyes,Arnold states, I know your name and all about you, lots of things(Oates 592), truly proving his demented intentions. Recalling seeing Connie atthe drive-in the night before and had wagged a finger and laughed,saying Gonna get you, baby in response to Connies smirk (Barstow2577), divulging his true obsession with Connie. Although Arnold pursues Conniestealthily, there are many other elements to his psychopathic mind. ArnoldFriends mannerisms augment his deranged intellect. When confronting Connie, hisodd behavior repeatedly reveals his abnormal feelings and emotions. Speaking toConnie in a fast bright monotone (Oates 591), he clashes excitement and boredom,an unusual mixture of emotions. The way in which Arnold acts in front of Connieis far from normal. As he begins to get exasperated with Connies refusal to gofor a ride, Arnold begins to as if she had said something funny. He slapped his thighs. He was standing in a strange way (Oates 592),revealing his true frustration, not only with Connie, but with himself as well. With fear and revelation in her eyes, Connie let the screen door shut?Hestood there so stiffly relaxed, pretending to be relaxed, (Oates 593), ashe realized his plan was not going as smoothly as expected. Arnoldsapprehension reveals his undeniable derangement. The way in which Arnold actswhen confronted with another human is far from normal, divulging his trulydisturbed mentality. The most significant and unfathomable component of apsychopath is his/her manner of thought. Arnold Friend may seem ordinary atfirst glance, but his mind works far differently than most. Slowly, Arnolddevises a plan to lure Connie into the car, as she repeatedly refuses his offerhe begins to act more hostile, as if the heat was finally getting tohim (Oates 599). Arnold begins to get angry and allows this anger to fuelhis deranged desires. Once again, Arnold attempts to entice Connie into the car,stating, Im your lover. You dont know what that is but you will?AndIll come inside you where its all a secret and youll give into me and youlllove me (Oates 600), showing his true misconceptions of reality. ForArnold, love is the victims trust, great enough for him to kill. Theconceptions in which Arnold believes to be reality are deranged and unfathomableto most humans. He considers Connies murder a date and attempts to convince herby saying this place you are now-inside your daddys house-is nothing buta cardboard box I can knock down any time (Oates 603). Truly believingeach word he says, Arnold creates world in which his bemused ideas arereasonable and justified. The mind of a psychopath vastly differs from any sanehuman. With the help of a great deal of self-justification, mentally derangedpeople come to believe their thoughts and actions are normal and acceptable. Apsychopath may seem normal and indistinguishable at first glance, but whenobserving his/her mannerisms, thoughts, and actions, it becomes quite clear thatthe person is far from normal. Joyce Carol Oates uses Arnold Friend to de scribethe sentiments, conceptions, and characteristics of a psychopath (Gillis 245). .uc7b4e847dda4a0923fee2dac031c3f34 , .uc7b4e847dda4a0923fee2dac031c3f34 .postImageUrl , .uc7b4e847dda4a0923fee2dac031c3f34 .centered-text-area { min-height: 80px; position: relative; } .uc7b4e847dda4a0923fee2dac031c3f34 , .uc7b4e847dda4a0923fee2dac031c3f34:hover , .uc7b4e847dda4a0923fee2dac031c3f34:visited , .uc7b4e847dda4a0923fee2dac031c3f34:active { border:0!important; } .uc7b4e847dda4a0923fee2dac031c3f34 .clearfix:after { content: ""; display: table; clear: both; } .uc7b4e847dda4a0923fee2dac031c3f34 { 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; } .uc7b4e847dda4a0923fee2dac031c3f34:active , .uc7b4e847dda4a0923fee2dac031c3f34:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc7b4e847dda4a0923fee2dac031c3f34 .centered-text-area { width: 100%; position: relative ; } .uc7b4e847dda4a0923fee2dac031c3f34 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc7b4e847dda4a0923fee2dac031c3f34 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc7b4e847dda4a0923fee2dac031c3f34 .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; } .uc7b4e847dda4a0923fee2dac031c3f34:hover .ctaButton { background-color: #34495E!important; } .uc7b4e847dda4a0923fee2dac031c3f34 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc7b4e847dda4a0923fee2dac031c3f34 .uc7b4e847dda4a0923fee2dac031c3f34-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc7b4e847dda4a0923fee2dac031c3f34:after { content: ""; display: block; clear: both; } READ: Biomedical Engineering Sample EssayWith each description of Arnold, the reader is brought deeper into his dementedintellect. Arnold Friend is only a figment of a story, as well as a part of oursociety in which most people would never recognize or comprehend. BibliographyThis is from the story Where are you going, Where have you been?written by Joyce Carol Oates

English Unit 7 Essay Example

English Unit 7 Paper a cause for which Swift wrote the devaluation of Irish coins Tory party Swifts, Johnsons, Goldsmiths political party subject of the Deserted Village destruction of village life Gullivers Travels a political satire labouring swain is an example poetic diction johnson believed literature should appeal mainly to this person common man political events of second half of the eighteenth century growing British empire published by Johnson A dictionary of the English language published by Goldsmith The Vicar of Wakefield simile a comparison using like or as In On the morning of Christs nativity, what did Christ forsake and what did he choose? He left Heaven to live in darkness as a mortal In On His Blindness, Milton regrets that his blindness restricts his work The repetition of initial consonants is alliteration Verse having units of two rhyming lines with five iambic feet in each line is written in heroic couplets to give something human characteristics is to _______ it personify a story in which things represent parts of a doctrine or theme is an allegory a type of literature that ridicules something to correct behavior is a satire an poem with fourteen lines, either Italian or English, is a sonnet Periodicals and the novel became more popular as the more powerful ______ class began to read. middle Milton was imprisoned because of his previous position in the commonwealth Charles II was ________ to the throne in 1660 restored When public land was ________ for private estates, many of the rural poor were driven away enclosed John Bunyan studied _________ after the civil war the Bible The Commonwealth and the Industrial Revolution helped to create a more strong middle class The poet takes the loss of The Deserted Village personally because he planned to retire there How are Bunyans characters in Pilgrims Progress more than just symbols? They are described very realistically What is one country or group people that Swift used in Gullivers Travels to satirize English society? the Brobgingians, the Lilliputians, and their emperor, Laputans In Pilgrims Progress what does the character Christian represent? He represents a man trying to overcome inner obstacles, trying to save his soul T:F/ In The Deserted Village, the villagers are driven from their homes because the Enclosure Acts have enabled a wealthy landowner to buy the public property. True T:F/ In that same poem, the poet says the villagers will either go to America or to crowded, corrupted charity homes. False T:F/ In Gullivers Travels, the king of Brobdingnag observes that most men are morally qualified for their careers. false T/F: Goldsmith wrote a novel entitled The Vicar of Wakefield, about a parsons family. true T/F: At the end of The Deserted Village, poetry lives with the rural virtues and the displaced villagers because people left in England are too corrupted by wealth to appreciate art. true T/F: The Puritans felt that the Anglican Church was corrupted true T/F: Oliver Goldsmith believed that extreme wealth is destructive. true T/F: Oliver Goldsmith wrote very few periodical essays. false T/F: In The Deserted Village, Goldsmith insults the sentimental village preacher false T/F: Samuel Johnson wrote periodical essays in numerous newspapers true

The Byronic Hero Destiny and Russian Romanticism Essay Example

The Byronic Hero Destiny and Russian Romanticism Essay Example The Byronic Hero Destiny and Russian Romanticism Paper The Byronic Hero Destiny and Russian Romanticism Paper Essay Topic: Eugene Onegin Irena Curic dr. sc. Janja Ciglar-Zanic, red. prof. English Romanticism 08 January 2013 The Byronic Hero and Russian Romanticism Introduction George Gordon Byron, 6th Baron Byron, or simply Lord Byron, was a British poet of Scottish descent who is today considered to be the most influential British poet of the Romantic period (Catherine B. ONeill calls him the best-known nineteenth-century British poet outside England).His adventourous character and wild but appealing works made him famous throughout Europe. He died in Greece during the countrys war of Independence and became a legend. He was only 36 when he died but his influence was massive. His works, mostly Childe Harolds Pilgrimage and Don Juan, but also Mazeppa, the Corsair and the Prisoner of Chillon were read among the intelectual elite of the whole Europe and many poets and intelectuals became inspired to write their own works in style of Byron.It was the idea of national identity, so popular in the 19th century, that Byron s upported during his life, and the fact that he wrote about the exotic lands and their pains under the tyranny of the oppressors that made him especially popular in moulding of the new nations and their identities in southern and eastern Europe (Hocutt: Byrons influence as individual and author seemed always to have greater impact outside of England than within his prudish homeland. While imitators and admirers of Byron the individual and author could be found throughout Greece, Spain, France, Italy, Turkey, and Russia, little more than harsh criticism for his works and exile for his lifestyle emanated from his sometimes beloved, sometimes criticized native Britain, even after his death. ). Apart from his political influence, he was just as appealing to the youth who saw his quests and deeds as an impetus to rebel. In the eyes of his time, Byron was primarily looked upon as an outlaw, an immoral man. He had an affair with his stepsister and was openly sceptic of religion and political institutions.His works were filled with descriptions of decandence and abomination. His demonic heroes with weak moral compass became iconic for the writers who would be influenced by Byron. Catherine B. ONeill wrote: Childe Harold took the world by storm because of many features that we now think of as characteristic of Romantic poetry: the subjective experience of the natural wor ld, the high degree of identification between the author and the hero, the motif of a journey that is simulatneously literal and psychological, and, primarily, the isolated heros mysterious disenchantment and heartache. The Byronic hero had become a specific literary type of hero who very much resembles the writer alone. It is usually a young male (although there are female examples) who is constantly bored and unsatisfied. His spleen drives him to a constant search for new sensations, which rarely give him pleasure. He prefers solitude to the company of others and feels much more connected to nature than to people: Now Harold finds himself at lenght alone, And bade to Christian tongues a long adieu; Now he adventurd on a shore unknown, Which all admire, but many dread to view:His breast was armd `gainst fate, his wants were few; Peril he sought not, but neer shrank to meet, The scene was savage, but the scene was new; This made the ceaseless toil of travel sweet, Beat back keen winters blast, and welcomd summers heat. He finds particular characteristics of savageness to be more truthfull than society of his day which he finds corrupt and dishonest: The royal vices of our age demand A keener weapon, and a mightier hand. He takes great pleasure in satirizing contemporary events and social currents: Prepare for rhyme-I`ll publish, right or wrong: Fools are my theme, let Satire be my song. It is no secret that Byron shaped his demonic hero on his own character and his own experiences. The real background of his poems makes his scenes and adventures seem more vivid and close to the reader. So it is no wonder that his straightforward style and his hatred of censorship met with such international adoration. Byron in Russia When Byrons works conquered Europe, his influence very quickly reached Russia where his works, especially Childe Harolds Pilgrimage, inspired two of the greatest Russian Romantic writers – Alexander Pushkin and Mikhail Lermontov. When his work came to Russia, it became an instant hit among Russian authors.Even the very young authors, who would later shape the Russian realism, like Turgenev, read and admired Byrons work. Daniel Hocutt writes that Most Russian writers viewed Byrons work in one of two ways: late sentimentalists admired his vivid and tender sensitivity; later Romantics emphasized their heros bleak colouring and rebellious passions . Alexander Sergeyevich Pushkin was the first Russian author to publicly praise Byron and openly imitate his style. E ugene Onegin: the first Russian Byronic hero? Alexander Pushkin was the first authentic Russian Romantic poet and the leader of the National Romantic movement.He appreciated Byron and used the motive of the Byronic hero in his best known work Eugene Onegin. Pushkin imitated high Byronism in his narrative poems and lyrics written in Southern Russia between 1820 and 1824 Readers compared Pushkins and Byrons lives, focusing on sexual scandal, exile, and advocacy for Greek and other nationalist movements. Pushkin briefly encouraged such comparisons, announcing in 1822 that his new poem-in-progress, Eugene Onegin, was in spirit of Don Juan, but he quickly backtracked when his satire suffered from comparison to Byrons. Eugene Onegin, the protagonist of the work, is a young man who suffers from the typical Romantic boredom, the spleen. The work begins when Eugene grows bored of St. Petersburg (city, the very place of corruption) and wants to run away from his life there. He has even grown t ired of women and has given up his books. After death of his uncle, he goes away to the countryside. There he meets a young woman Tatyana who falls in love with him. However, being a cold Romantic outsider, Eugene politely turns her down only to fall in love with her in the end of the story.But then it is her turn to turn him down because she has a husband and does not want to compromise her pride and reputation. Although Pushkin tried to make his main character resemble a Byronic hero (Eugene even has a picture of Byron on his shelf), when he gave him the power to confess his feelings and change his nature, he moved away from the original, thus creating a specific type of a Russian Romantic hero: a hero with pretensions to change his miserable destiny. A true Byronic hero would carry on with his fate, without trying to change it and would most certainly continue running away from his emotions.Byronic Hero of our Time Mikhail Yuryevich Lermontov was killed in a gun duel, much like his predecessor Pushkin, at an early age of 27. It is interesting that they both had their main characters fight duels in their books. Of course, Onegin and Pechorin both managed to save their lives. Mikhail Lermontov had a much more complicated relationship with his British idol. First, he admitted resemblance to Byron in his poem Dont think me worthy of pity and then stated that he is not Byron but a true Russian poet in his poem No, Im not Byron:No, Im not Byron; I am, yet, Another choice for the sacred dole, Like him a persecuted soul, But only of the Russian set. I early start and end the whole, And will not win the future days; Like in an ocean, in my soul, A cargo of lost hopes stays. Who, oh, my ocean severe, Could read all secrets in your scroll? Wholl tell the people my idea? Im God or no one at all! However, he is the Russian author who managed to come the closest to the original idea of a Byronic hero through the character of Pechorin in his work Hero of our Time.Although he made a whole list of Byronic references, such as doctor Verner having a limp, or Princess Mary reading Byron among other authors, it is the protagonist, Grigory Alexandrovich Pechorin that captur es our imagination from the first page. He suffers from spleen, enjoys danger and seduction of beautiful women. He does not do it purely for the fun, which we can clearly see from his journal, but is afraid of commitment and therefore runs away from his feelings.He chooses to stay unhappy in order to keep his freedom: Id make any sacrifice but thistwenty times I can stake my life, even my honor, but my freedom Ill never sell. Why do I prize it so much? What do I find in it? What am I aiming at? What have I to expect from the future? Nothing, absolutely nothing. Its some innate fear, an inexplicable foreboding . . . Conclusion Russia of the early 19th century was a gloomy and turbulent place. It was a time of growing nationalist ideas and revolutionary thoughts, a time of lord Byrons literary influence. Byrons struggles and support for national and regional independence movements influenced Decembrists and other revolutionaries in the 1820s. One such revolutionary was Alexander Pushkin, most famous of the Russian Romantic poets, who was exiled to his mothers estate as a result of his involvement in and support of the 1825 uprising. Pushkins impact on Russian Romanticism cannot be minimized, particularly as it relates to Mikhail Lermontov, the last famous Russian Romantic writer. Voraciously reading Byrons poetry and prose in the original, in translation, and in loose interpretation, these Russian writers dedicated themselves for over a decade to write as Byron wrote and to live as Byron lived. Both Pushkin and Lermontov thoroughly read and enjoyed Byrons work and each of them by being a bit of Byronic her oes themselves, helped to shape a new type of a Russian Romantic hero.

South West Airlines Case Study Example | Topics and Well Written Essays - 7500 words

South West Airlines - Case Study Example The aim of this report is to analyze the operations and practices of Southwest Airlines. In the first section of the report, the SWOT analysis has been done to highlight the major strengths, weaknesses, opportunities and threats faced by Southwest Airlines. After identifying the critical factors, in the second section, the conclusion about the overall situation has been presented. In the same section, the suggestions for improving the company’s strategies have been presented, after analyzing the current strategies of the company through theoretical concepts including Porter’s Five Forces Model and Ansoff Model. In the following section, Human Resource practices of Southwest Airlines have been discussed with a special focus towards the policies which have been created for the benefits of employees. After that an analysis has been done to identify the impact of the practices on the business strategy of Southwest Airlines. Since, Southwest Airlines is recognized for its customer services and culture therefore, in this section, I will also analyze how staff and management of the company are becoming as a prime source of competitive advantage for the company. The Southwest Airline is one of the successful low cost carriers in the United States and most of low cost carriers of the world have adopted the strategies of the company. In order to evaluate the effectiveness of Southwest Airline business model, another successful low cost airline company will be selected. In this section, the similarities and dissimilarities between the United States and Australian aviation industries will be done. Finally, the similarities and dissimilarities between the business models of the two airline companies will be also conducted. Southwest Airline is operating in a highly uncertain industry where the demand of the tickets fluctuates very randomly. In the following section, the SWOT analysis has been done to identify the major strengths and

Phase 2 Discussion Board Assignment Example | Topics and Well Written Essays - 1750 words

Phase 2 Discussion Board - Assignment Example Those that deal with the maintenance of motor engines such as retail shops cannot be considered part of the automotive industry. Since the development and upgrade of motor engines started from as long as 1890s, significant development and changes in the past years. For instance, the production of motor engines for use has greatly increased since today, the world population has grown and there is the growing need by consumers to have vehicles. With the upgrade of vehicles, there have been developments that have been mainly concentrated on the safety side of the vehicles (Weygandt, Kieso & Kimmel, 2010).   They have been ranked stricter on follow-ups than ever before, ranging from weight to security and to resilience, when it comes to today’s vehicles. This has come with the cost of new materials that have brought out new and advanced techniques for the construction and designing of vehicles. Before there was the knowledge that plastic could make vehicles, the sole material us ed at the time was metal. With the introduction of plastics, there has been advancement in the technology used for making newer vehicles. With the new technologies, manufactures have been able to answer to rising demands for advancements. Plastics have the ability to make vehicles to appear wonderful and attracting. Again with the introduction of plastic in vehicles, it has been known that they use current technology to make enhance vehicles. Another new development has been the introduction of new spark plugs that have been noted to endure more miles than those currently present. With the introduction of the new spark plugs, there have been concerns on the usage and cost of the spark plugs. From the design, development, manufacture, marketing and selling of the plug, there are concerns about how to design a more reliable method of choosing between the Job Order Cost System and the ‘Process Costing System’ (Crosson & Needles, 2011).   Compare and contrast between the Job Order Cost System and the Process Costing System. The Job Order Cost System is a system that is used when products are made with the basis on specific customer orders. With this system, every product that is manufactured is considered as a job, thus costs are made depending on the number of jobs done. With the production of these products, another thing that is considered is the services. Services rendered are also considered as a job and count in the overall costs. The system is designed to take into account and track by job the costs which are incurred while producing each job (Warren, Reeve & Duchac, 2012).  This includes materials used, labor, and overhead that are present in the environment where the manufacture is taking place. When it comes to the process of ‘job order costing system’, ‘the record keeping’ and ‘cost assignment problems’ are complex in the system particularly when a company sells many different products and services compared to when it only has a single product or service. With the different products, the costs become different. Again, cost records must be maintained for each specific product or job. In order to track data for the jobs produced, there are certain documents that are used namely; 1. Job cost sheet: This is a document that is applied to track the total job cost summary detailing from the job number, job and client data and cost that involves materials,

Globalization Essay Example | Topics and Well Written Essays - 1500 words - 8

Globalization - Essay Example It is due to those encounters found on the pages of world history that several phenomena like exchange of ideas, thoughts, ambition, trade and technology have evolved giving rise to globalization. Phenomena of different centuries that have played the most important roles in globalization Several phenomena of different centuries have played the most important roles in globalization. These phenomena are the ideas, ambition and plan of accession to the thrown in order to gain complete control of the bureaucracy, military and thereafter to play a national role in the overall development of their nations through exchange with the international community. The regimes of President Assad in Syria and Saddam Hussein in Iraq since the 1960s indicate that these phenomena have led the path of establishment of self-identity for the nations, like Syria, Iraq, Jordan, Lebanon, Israel, Persian Gulf, etc., and created a platform of equality with the international community where exchange of trade and technology could take place. The fourth largest city in Syria is Hama, where Assad followed the Hama rule, which states, â€Å"Rule or Die† (Hureau 105). ... The phenomena of women’s empowerment over the centuries have also fostered the spread of globalization. The position of women in the oldest civilizations of China and India depicts the inferior status of women in the previous 600 hundred years of history. The societies were majorly patriarchal societies with power and influence of decision making in the hands of the men. The physical and psychological inferiority of women hindered the output of potential of the women. The women in China were influenced by the Confucian culture whereas in India, the women were dominated by the religious and cultural aspects of moral duties and obedience. With the growing dominance of men over women, the liberalization efforts on the part of women were observed in their struggle for equality. The willingness of attainment of equal status with the men opened the doors of the world, which led to their access to rights and legislative powers. Thus, the participation in the world platform and the fr eedom to be a part of the interaction between the communities led to the process of globalization. The phenomena of taxation in trade from the 16th century has played significant role in the spread of globalization. This could be observed in the Iranian history. Influenced by the bribes offered by the British colonial rule, the then ruler Nassir Ed-Din Shah sold monopoly rights to the imperial power. The Iranians received a considerable fixed amount on a monthly basis plus a quarter of the net profits. A sabotage act by the imperial rule stopped the payments to the Iranian empire in order to increase own profits of the trade. This led to a rise of national sentiments, and the farmers, peasants, and the trade agents revolted against the ruler. Ultimately, Nassir Ed-Din Shah was assassinated.

Issues Affecting The Transition Of High School Students

Issues Affecting The Transition Of High School Students Individuals experience changes that impact the various stages of and experiences in their lives. Transition from high school to post school activities is one such change experienced by students with disabilities, including higher education and/or employment. The author of this literature presents an overview of the issues affecting the transition of students with disabilities. Specifically, it brings to attention the impact of cultural and linguistic diversity on the transition process, as well as the positive effect of self determination, collaboration with service providers, and family intervention have on the transition process. Overall, findings support that when correctly administered with proper planning, the transition process is beneficial to students with disabilities. Issues Affecting the Transition of High School Students with Disabilities: A Review of the Literature Introduction Transition is the movement from one place, status, or situation to the next. Transition is dynamic and is a constant aspect of life, requiring the necessary fine-tuning to address life changes (Wehman, 1992). As life progresses, individuals encounter various sets of transitions (Harrington, 1982). For transition to be considered successful, the individual must experience improved confidence and competence in skills (Wehman, 1992). For individuals with disabilities, the period of transition from the school system to post school activities represents a pivotal junction in their lives and will require careful planning and specialized services. Students with disabilities are provided educational rights by the Individuals with Disabilities Act (IDEA), with its main focus being to ensure that all children with disabilities are presented with free appropriate education that emphasizes special education and related services that is intended to meet their special needs and to prepare them for further education, employment and independent living (US Department of Education, 2010). When appropriately implemented, IDEA propels the education and subsequent transition process of students with disabilities into functional post school outcomes (McDonnell, McDonnell Hardman, 2003). The successful post school, independent functioning of students with disabilities is heavily dependent on the transition process. Built into the transition process is the actual planning for transition. In assisting the students to achieve the full benefits of the transition process and to be able to use the skills learned in school to be successful at independent living, the goals, needs, preferences and aptitude of the student with disabilities must form the foundation of the students transition planning process. Families, school districts, and communities collectively bear the responsibilities to successfully guide a student through the transition process (Wehman, 1992). The successful execution of the plan is squarely placed on school districts as theirs are the responsibilities of educating the students (Wehman, 1992). Transition Planning Transition planning is an important aspect of the education of the student with disabilities, and should be treated accordingly. A transition plan that will have lasting effect on the student takes into consideration post school educational prospects, such as training that will result in eligibility of entry to community college, universities, or employment at the completion of high school. There are also other significant factors such as post-adult living, independent living skills, and community experiences. Transition planning is done as a team effort. For students to realize the full benefits of what IDEA offers, and to successfully transition to post school activities, their course of study requires specific planning and programing. Transition services specifically deal with maximizing the academic and functional abilities of the student. Transition services are those coordinated set of activities for a student with disabilities that will result in the desired educational objectives (Flexor, Baer, Luft Simmons, 2008). An important role of the transition process is to increase success, self-worth, and confidence in an individual while taking the students needs, strengths and preferences in mind (Flexor et al, 2008). The members of the transition team should include the students, teachers, members of the family, school administration, and members of the local education agency. These are considered to be the core members of the team. Vocational rehabilitation counselors, related service providers, adult service providers, post school education program representatives, and other professionals with expertise in a specific disability or disabilities are also influential members of the team. The selection of the entire team is to be collaborative in nature, with all members being fully mindful of the student and the specific disability that the student is experiencing. At best, all individuals who interact with the students as far as transition planning is concerned must be well-informed and conversant with the students Individualized Education Program (IEP). Students with Disabilities as a High Risk Group for Successful Transition to Post High School Activities Osgood, Foster and Courtney (2010) point out that the manner in which an adolescent transition to adulthood has significant implications over the long haul. For example, whereas gaining a college degree makes it possible to achieve a higher-paying and more respectable job; early parenthood, failed marriage for a young person or becoming involved in criminal conduct or substance abuse can have negative outcomes in the areas of finances, family relationships and other important areas of life. It has been found, for example, that high school graduates or dropouts who do not attend college have significantly lower prospects of achieving a successful and satisfying life during adulthood than those youths who are college-bound (Bloom, 2010; Osgood, et al, 2010). Bloom (2010) observes that a recent study done in New York City identified young people with disabilities, including young people with learning disabilities or emotional and behavioral problems, as one of five significant groups of young people who are at significantly high risk of leaving school, not returning, and then ending up unemployed or out of the labor force (p.94). Cortiella (2009) reports that the Presidents Commission on Excellence in Special Education reported in 2004 that unemployment for adult individuals with disabilities have stayed at around 70% for the prior 12 years. Young people with disabilities transitioning from high school were found to be at relatively the same risk for failure in pursuing post school activities as immigrant youths, young people involved in the justice system, youth aging out of foster care and young mothers (Bloom, 2010). According to Osgood, Foster and Courtney (2010), given the fact that the years from high school into the early twenties represent a difficult period of transition for the general population in the U.S. and other developed nations, this time is particularly arduous for vulnerable youths, including those emerging from the special education system. In addition problems affecting the general population that require many young adults to depend on their parents for much longer, individuals with disabilities tend to face . . .exceptional challenges finding employment, attending college, and marrying and starting a family. Many struggle with emotional or behavioral problems; many of histories of problems in school and in the community. Often their families are unable or unwilling to provide the support that most families provide to their children during this transition-funding for college, child care that permits work or schooling for young parents, a place to live when times are hard. Some of these young adults are hampered by limited capacities and difficulty acquiring skills. The day-to-day tasks of achieving financial and residential independence can be daunting because of physical disabilities, chronic illness, or mental illness. (Osgood, Foster Courtney, 2010, p.211) At the same time, vulnerable populations experience greater challenges to transition into adulthood than other youths often because they have to deal with tasks that youths their age do not have to face. For example, a youth who has physical disability has to engage in the arrangement of medical services or assistive devices and it may require extra burden to achieve a college degree or have a successful romantic relationship that blossoms into marriage. Furthermore, youths with disabilities leaving high school may have limited ability to accomplish everyday tasks. Physical disabilities, for example, may result in reduced strength and range of motion whereas impaired learning and cognitive abilities can make it more challenge to earn a college degree and the kinds of professions that would lead to independent living without the need for special assistance. In addition, adolescents with mental illness and behavioral problems can experience problems meeting the expectations of employer s, friends and romantic partners. Because children with disabilities can require considerable parental time and resources and have behavioral problems that negatively affect the parent-child relationship, parents and families sometimes lack the energy and desire to assist these youths, making it more difficult and longer for youths with disabilities to succeed in the post high school world (Osgood, Foster Courtney, 2010). Consequently, the literature supports the need for effective transition services for post high school activities among youths with disabilities (Sabbatino Macrine, 2007). It is found for example, that vulnerable groups do poorly at completing high school and obtaining postsecondary education which is of vital importance to succeeding occupationally and financially in todays economy. It has been reported that youths with more than one disabilities have a one in twelve chance of successfully completing a higher education. Compared with 69 percent of other youths who attain full-time employment with three to five years of completing high school, only 57 percent of youth from special education gain full-time employment in this time period. Compared with 72 percent of individuals with mild disabilities and 79 percent of the general population, only 39 percent of youths aged 18 to 30 with serious disabilities are in the workforce. Only about 32% of all persons with disability between the work-age of 18-64 years are employed, compared to 81% of people without disabilities. Limited education and employment among youths with disabilities have daunting consequences for their living circumstances. Problems include strong likelihood of living below the poverty line, difficulty paying bills and meeting the experiences of daily living, strong dependence on public assistance and high rates of early parenthood. For example, about 50% of young women with learning disabilities or emotional problems become mothers with three to five years of finishing high school compared with only about one-third for the general population. Compared to national unemployment rate of about 6%, unemployment rate for individuals with disabilities is around 40-70%. In the area of independent living, 65-75% of persons with disabilities have not achieved independent living status. About 25% of young women with health heath issues have unplanned pregnancies when compared with under 10 percent of the ge neral population (Sabbatino Macrine, 2007; Osgood, Foster Courtney, 2010). Systemic Failures in Transition Planning as an Underlying Issue Affecting Successful Post School Outcomes In 2004, the IDEA was amended particularly to improve postsecondary outcomes for students with disabilities. The revisions were based on the Presidents Commission on Excellence in Special Educations finding that problems affecting high school graduates with disabilities such as significant unemployment and significant amounts of students leaving school without a diploma compared to the general population, are the result of failures in the present systems structures (Cortiella, 2009, p.1). Particularly, the Commission felt that high school graduates face barriers to smooth transition to adult living because of failures in transition planning (Sabbatino Macrine, 2007; Cortiella, 2009). Four areas of improvement were highlighted: better definition, clear starting point, improved planning and a new performance summary. The term Transition Services were redefined as activities aimed specifically on improving the academic and functional achievement of the child to facilitate movement from post-school activities (Florida Department of Education, 2005). Continued education and transition services were mandated to be provided for young people with disabilities for four years beyond the traditional time of graduation from high school. Furthermore, the definition was extended to require that services are based on the strengths, preferences and interests of the child with a result-oriented focus (Sabbatino Macrine, 2007). The IDEA (2004) also provides a clearer starting point in terms of the age where transition planning should begin, identifying 14-16 as an effecting age range. Improved planning involves the addition of measurable postsecondary goals regarding training, education, employment and independent living skills where necessary; as well as a development of a statement in the IEP about transition services necessary to help the student achieve these goals. The new performance measures include a requirement by schools to evaluate special education services before terminating them when the child graduates as well as a summary of performance including the childs academic achievement and functional performance upon leaving high school (Rutkowski, Daston, Kuiken Riehle, 2006; Sabbatino Macrine, 2007; Corteilla, 2009). Factors Contributing to Successful Transition Resilience or the ability to quickly recover from stressful events and problems determine how successful high school students with disabilities are able to transition to post high school activities. The resources that contribute to resilience come in many forms, from individuals skills and personality, to supportive relationships with other people, the involvement in groups like churches and clubs (Osgood, Foster Courtney, 2010, p.218). However, the most important factors identified by research as keys to promoting successful transition to adulthood among high school graduates with disabilities are success at school, support from family and friends, and healthy interpersonal relationships (Osgood et al, 2010) The good news is that special education services as with foster care, have programs in place to ensure the successful transition of individuals with disabilities to adulthood. In addition to providing support for individuals with disabilities, health and special education systems specifically address the needs of individuals with disabilities by providing access to specialized services that target particular needs of young people. However, to ensure that the transition from high school to adult life is successful for individuals with disabilities, it is important to begin early transition planning (Florida Department of Education, 2005). Florida Department of Education Bureau of Exceptional Education and Student Services (2005) defines transition planning as the process of focusing on the plans and dreams parents and their children with disabilities have for the future. The function of transition planning is to provide youths with disabilities with the services and supports he or she needs to make a successful move into adult life (p.5). The school plays a fundamental role in transition planning, which typically begins at age 14 through to time of graduation from high school, but may occur earlier to hedge problems such as dropping out of school or to get an early start for children with significant disabilities. In general, transition planning should occur for all students with disabilities who have an IEP. In addition to being part of the IEP process, transition planning should involve all individuals and agencies identified by the transition IEP team, including the student, the family, and school staff. Students and Parents In order to be successful, transition planning must involve the full participation and contribution of each transition team member. Each student must actively participate in the transition planning process, particularly in helping to decide what he or she wants to do after leaving school. The Individuals with Disabilities Education Act (IDEA) of 2004 stresses the importance of students being involved in the transition process. For example, it added a new requirement that transition services designed to coordinate various activities that are provided to students with disabilities by the schools and other agencies to help them successfully transition from high school to postsecondary education, employment and independent living; to consider the students interests, preferences and strengths. Identification of the students strengths enables the transition team to identify goals that highlight and build on the students abilities rather than on what the child cannot do (Cortiella, 2005). Students have various responsibilities in ensuring the success of the transition planning process. These include taking an active role in the development of the Transition IEP, becoming knowledgeable about the transition process, thinking about the kinds of services that would help him/her in their adult life in order to help the transition team invite the appropriate agencies to attend the Transition IEP meeting, working with guidance counselors and career counselors to identify courses and school experiences that will promote their desired post high school activities, becoming knowledgeable about their disabilities and how to gain access to services and supports to enhance his/her long term goals, attending class, acquiring self-determination and self-advocacy skills, learning how to use assistive technology and how to save money for post school activities (Florida Department of Education, 2005). Parents play an invaluable role in the transition process. In fact, parental involvement is considered one of the most important factors in how successful the youths transition will be from high school to post high school life. Parental responsibilities in the transition process include playing an active role by asking questions and making suggestions, reviewing their childs Transition IEP goals, reviewing graduation requirements, providing opportunities for their child to explore post high school options such as employment, career centers, community colleges, community service, recreation and leisure, etc.; helping their child with their post school outcome statement, and helping their child develop a portfolio of personal informational medical and psychological testing, learning style, class rank, grade point average (GPA), honors, awards, work experiences, etc. (Florida Department of Education, 2005). Dunlap (2009) indicates that it is important for parents and professionals to work together to meet their childrens needs because it serves as a reinforcement of the program goals and objectives. Parents can contribute valuable information about their child and about the family unit. They know many things about their child that others initially are unlikely to know, including the childs strengths and weaknesses, likes and dislikes and medical history (p.92). This is a valid assessment. Children with special needs present many challenges for educators. Therefore, it is important for teachers to be aware of their global functioning in order to best meet their needs. The best way to achieve this goal is through parent-teacher collaboration. Furthermore, when parents stay in contact with professionals they also learn strategies and techniques that they can implement at home to enhance their childrens success. In addition, parents and their children can provide important information about the students goals for adult life, the strengths and resources of the family, extended family and the community, the services needed by the family and the services and providers that have helped the family in the past (Florida Department of Education, 2005). Sabbatino and Macrine (2007) indicate that the process of including students and their parents in the transition planning process provides students and their parents opportunities to look to the future, voice preferences, express concerns and desires, and share in decision making that directly affects each students future (p.34). Olsen and Fuller (2008) point out that parent involvement may take a variety of forms and levels of involvement, both in and out of school. It includes activities that are provided and encouraged by the school and that empower parents in working on behalf of their childrens learning and development (p.128). Olsen and Fuller (2008) identify six types of parental involvement, including (1) basic responsibilities of families, which involves providing health, security, shelter and other basic necessities for their children; (2) communication, or the sharing of information and ongoing two-way interaction between parents and children; (3) volunteering or providing advocacy help to educators and administrators for programs aimed at helping children with homework or other needs; (4) Learning at home, which involves managing childrens time with television and homework and ensuring that they build positive attitudes about education; (5) Decision making, which involves partnering with the schoo l to solve problems and shape goals and policies affecting the lives of their children; and (6) Collaborating with the community (i.e., small businesses, religious communities, cultural groups, government agencies, etc.) to identify resources to enhance childrens ability to learn and develop (Olsen Fuller, 2008). According to the research, parent involvement in the lives of their children with special needs is beneficial not only for the children and the parents themselves, but for educators and the school. In sum, research shows that when parents and schools support and encourage the development of children it benefits the children in numerous ways, including helping children to achieve more regardless of the racial/ethnic, socioeconomic status or educational level of the parents; help children to get better attendance, test scores and grades; result in greater consistency with children completing their homework. Other benefits for children include better self-esteem, less discipline problems, and higher motivation for school. Benefits for parents include greater responsiveness and sensitivity to the social, emotional and intellectual needs of their children; more confidence in their parenting and decision making skills, greater affection for their children, and greater awareness of policies affecting the education and future development of their children (Olsen Fuller, 2008). Transition Services: Getting Students Ready for Productive Work Work experience during high school has been identified in the literature as a strong predictor of successful employment outcomes for young people with disabilities (Carter et al, 2010). Furthermore, it has been reported that people with disabilities are offered jobs at a lower rate that the general population. The reality is that many students with social, emotional, behavioral, cognitive, or developmental disabilities find that their educational experience in todays schools did not equip them with the skills necessary to leading self-determined, independent lives (Sabbatino Macrine, 2007, p.33). In fact, a central goal of education for students in general is to ensure the successful transition from school to work. Without a well-defined transition program, students with disabilities leave high school unprepared to become productive workers and, as a result, become unemployed Transition services represent an important part of transition planning. The overarching goal of transition services is to help the student successfully move from school to post school activities or to successfully transition to adult life. Before the child turns 16, the transition team (also called the Transition IEP team) involves parents, the young person and teachers. After age sixteen, the team may involve representatives of agencies who provide or pay for the services given to the young person. Post school activities coordinated by transition services to help the youth move into adult life include access to college or university programs, continuing and adult education, vocational training, employment, independent living, community participation and the coordination of adult services from different agencies. The IDEA requires the transition services to development include a statement in the IEP about the transitional service needs of the student, with a focus on the courses of s tudy the study will engage in do achieve his or her post school goals; and a statement in the IEP about the students transitional service needs when the student turns 16. The transition services must also be based on the individual needs of the young person, their likes and interests as well as necessary activities regarding instruction related services, community experiences, employment, post-school adult living skills, daily living skills and functional vocational evaluation (Florida Department of Education, 2005; Rutkowski, Daston, Kuiken Riehle, 2006). Rutkowski, Daston, Kuiken and Riehle (2006) identify four commonly used special education models for transition services: traditional classroom model, work-study model, transition-to-community model and the adapted career and technical model. In the traditional classroom model, students in segregated special education classrooms are taught employability skills. In the work-study model, classroom instruction is combined with actual work experience, with the students participating mainly in food or custodial service related jobs for a few hours a day. In the transition-to-community model, students are prepared for independent living, which includes developing social skills and participating in job-shadowing experiences and workplace observation. In the adapted career and technical model students are taught work skills and ethics in a simulated work site. School-to-Work Transitions According to Carter et al (2010), preparation for the world of work has long been a central focus of transition education (p.194). Estrada-Hernandez et al (2008) observe that when counseling professions measure the career outcomes of persons with disabilities, they do so by assessing their employment outcomes in the competitive labor market. The assumption is that positive independent living outcomes for individuals with disabilities are positively correlated to successful community employment and the empowerment it provides the individual. The successful movement from education to employment is crucial for establishing independence among young adults with disabilities (Shandra Hogan, 2008, p.117). Baugher and Nichols (2008) point out, however, that preparing special education students to leave high school and enter the world of work or post-secondary education can be a difficult task (p.216). This may explain the reality that while coordinated transition services combined with comm unity work experience plays a vital role in ensuring successful school-to-work transitions for young people with disabilities, and despite of the fact that federal law requires transition assistance, these services are inconsistently available (Rutkowski, Daston, Kuiken Riehle, 2006; Shandra Hogan, 2008). The consequence of this is that young people with disabilities leaving high school are not given the opportunity to learn proper work ethics, communication skills or the kinds of attitudes that make them hireable. The IDEA requires schools to develop transition plans by working with students and parents and to provide transition services that prepare students for employment after graduation. The increased emphasis by the IDEA on students with disabilities being prepared for employment has been driven by the pervasive and persistent rate of post school employment outcome for young people with disabilities, the well established finding in the literature that gaining work experience s during high school is the most trustworthy predictor of favorable post school employment outcomes, and the finding that working during high school contributes to independent living post high school by promoting the young persons autonomy, vocational identity, career awareness and ambitions, workplace skills, values and ethics. However, it is reported that having a transition plan in place does not necessarily mean that students will be successfully employed (Sabbatino Macrine, 2007; Shandra Hogan, 2008; Carter et al, 2010). Carter et al (2010) investigated the summer employment and community participation experiences and outcomes of 136 high school students with severe disabilities. Predictor measures included employment skill (understand requirements for preferred employment, make informed occupational choices, know how to obtain a job, demonstrate general job skills and attitude for getting and maintaining a job, and having specific knowledge and skills to perform a particular job), community activities (non-work activities), self-determination (ability to perform specific self-determination behaviors, perceptions of efficacy of self-determined behaviors, knowledge about self-determination and associated behaviors), social skills and problem behaviors, spring work activities, career preparation activities (career interest assessments, goal setting and planning, workplace visits, occupation specific training, vocational education classes, social skills training, and person-centered planning), and teach er expectations for employment. They found that 61.7% of these students were not working and 11.1% reported sheltered employment. Those who work in competitive jobs mainly engaged in tasks related to cleaning, food services, stocking and assembly-related work. Those who worked completed about 10.3 hours a week for competitive jobs, 12.0 hours for unpaid jobs and 17.8 hours for sheltered jobs. Only three of the participants worked full time (more than 35 hours a week). Most of the respondents reported that they receive supports from school staff (63.6%), parents (63.6%) and employment agencies (13.6%). They obtained jobs through the help of school staff (58.6%) or parents (23.5%). For the students (47.7%) who did not work, two reasons were offered: parents did not want them to work (36.9%) and specific barriers to finding and maintaining employment (30.8%), including limited transportation and supports. The most important factor associated with getting and maintaining a paid job was employment skill, which were related to spring work experiences and teacher expectation. Working in the spring increases the odd of gaining a summer job by 5.28 times or a 36% better chance of getting a paid job (Carter et al, 2010). Estrada-Hernandez et al (2008) investigated the experience of individuals with disabilities in transition from school to work. In particular, the researchers examined the mediating effects of the severity of disability among 115 high school students with disability on their employment outcomes in an intensive school-to-work transition program. The authors concluded that employment outcomes were significantly affected by the severity of disability despite the fact that their interests were appropriated matched to the jobs they performed. As a result, while participants had positive employment outcomes in the area of job entry, such outcomes may not necessarily result in higher earn

Justifying Philosophy and Paideia in the Modern World :: Philosophical Essays

Justifying Philosophy and Paideia in the Modern World ABSTRACT: If Paideia means education in the classical sense, that is, education of the whole person, then authentically justifying such education in the modern world is extremely problematic. We are first drawn to practical defenses of a liberal education, that it is in itself of service and useful, both to society and to the individual. However, a practical defense of Paideia in the classical sense simply comes across as feeble and even a bit desperate (that is, if it escapes sounding pompous) and every savvy student knows it. Far better, it seems, to take courses aimed at general problem solving, or at honing critical thinking skills, or at developing socio-political sophistication, than to read Shakespeare or Plato. If Paideia means education in the classical sense, that is, education of the whole person, then authentically justifying such education in the modern world is extremely problematic. We are first drawn to practical defenses of a liberal education, that it is in itself of service and useful, both to society and to the individual. However, a practical defense of Paideia in the classical sense simply comes across as feeble and even a bit desperate (that is, if it escapes sounding pompous) and every savvy student knows it. Far better, it seems, to take courses aimed at general problem solving, or at honing critical thinking skills, or at developing socio-political sophistication, than to read Shakespeare and Plato. A similar problem plagues the justification of the pursuit of philosophy itself, and this is where the fundamental motivations behind both Paideia and philosophy converge. What is in fact the purpose of philosophy? One basic function of philosophy appears to be a kind of service of clarification and justification. Yet this cannot be philosophy's only purpose, any more than the mere development of skills and professional acumen are the primary goals of a liberal education. Yet similar notions of service to the state are given as primary justifications for becoming educated, beyond simple material gain. Surely this does not justify even very much of what we put students through in humanities classes around the world. Why, then, philosophy as the pursuit of wisdom, and why, then, Paideia? The answer, I think, is that the justification for both philosophy and Paideia has an ethical grounding, and can only really be articulated, if indeed it still can be, in virtue-based terms.

An Investigation Into Smes Survival and the Discrimination Between Fgsmes and All Other Smes

Introduction In a competitive global market, micro, small and medium-sized enterprises (SMEs) play an increasingly important role in a nation’s economy. Today they make a substantial contribution to job creation, innovation, as well as entrepreneurial skills. A report conducted by European Commision(2005) stated that in the enlarged European Union of 25 countries, 23 million SMEs provide about 75 million jobs and account for 99% of all enterprise. SMEs are also the vital attributes for lifting the productivity of economy. This is primarily because SMEs are been considered as having a key role to play in providing new products. Take UK for example, SMEs have become more and more dynamic. SMEs have enjoyed higher productivity growth than large firms since 1998, and the proportion of SME employers reporting that they have undertaken either product or service innovation in the past 12 months has increased from 32% in 2005 to 48% in 2006(BERR,2002). An important aspect of SMEs, especially for the young SMEs, is their survival rate, according to Haugh and McKee(2000), survival means continue to exist in the future. Although we have seen a large increase in new company formations and higher levels of their survival rates than the past, we cannot neglect the fact that the rate of failure of these SMEs is also very high. Some of the firms fail in their infancy stage and some fail within several years after start-up. Some statistics suggest that the failure rate of SMEs in their first five years is more than 50% (Reiss, 2006). There are many reasons that contribute to SMEs’ failure: insufficient capital, poor management skills, poor human resources, lack of innovations and so on. Factors that contribute to small business survival and non-survival In order to prosper, all SMEs need to ensure that they are alert both to opportunities for achieving success and threats to their survival. Only when the company are aware of and deal with these factors correctly, they can survive, grow and succeed. 1. Financial circumstances 1. 1 Access to Finance Obtaining the right finance is a pivotal factor to a new firm’s survival and high growth. For SMEs, there are various types of finance available, including bank loans, borrowing from family and friends, obtaining equity investment from business angels, venture capitals and so on. Obviously, different options have different profits and constraints. The advantage of loan finance is that it will not dilute ownership structure of the firm. However, excessive reliance on loan finance could be a financial threat to their firm’s solvency. Astebro and Bernhardt (2003) stated that there was a significant negative correlation between having a bank loan and the survival of the business. Since loan means a continuing obligations for the firm to repay the principal debt and associated interest on a predetermined timetable. This kind of loan covenants can place strain on a firm’s cash flow position, if a firm’s capital contains a high proportion of debt, then the firm has to generate more cash to cover the repayment obligations, however it may have greater threat to default due to a sudden interruption in income. 1. 2 Financial Health A critical reason for SMEs’ failure is that they cannot identify and react to threats to their financial healthy. For example, the substantial increases in overheads could be a threat to financial healthy since it is a signal of weak cost management. Significantly increasing overheads will reduce the available cash flows and profits, eventually reduce the probability of survival. According to Schaefer (2006), over-expansion is a leading cause of business failure. This often happens when business owners confuse success with how fast they can expand their business. A large amount of bankruptcy is due to rapidly expanding firms. Birley and Niktari (1995) found that, in the opinion of many accountants and bank managers, 70% of SMEs failures were caused by a very large extent to being under-capitalized, to short-term liquidity problems or insufficient working capital. So in order to survive, firms have to look out for financial threats to the firms’ solvency and maintain effective management control over their finances. 2. Human capital In most SMEs, power is centralized in the hands of the owner-managers and the owner-managers always play multiple roles in a company, including general manager, sales manager, production manager, financial manager and so on, so that characteristics of the owner-managers, such as education background, family business background, personal goals, previous work experience, strategic awareness have a significantly impact on firm’s activities and performance. Several studies indicate that in SMEs, the personality of the owner-managers is a critical determinant of corporate structure and strategy(Miller and Droge 1986; Miller and Toulouse 1986). Owner-managers who are inability to motivate staff, rarely listen to others’ advices, have little knowledge of marketing strategy, finance, and personnel management may act as a significant constraint to SMEs’ survival. On the other hand, owner-managers are not experts at everything, many owner-managers in small firms are lack of the leadership and management skills which are necessary for the firms’ survival and growth. Deakins and Freel (1998) found that one of the critical factors in the success of a SME was the ability to build an ‘entrepreneurial team’. The presence of a diversified management team may imply a greater variety of complementary skills: marketing skills, business skills, as well as technological skills, this is also crucial for SMEs in relation to the long term success of the firm. So building a entrepreneurial team will definitely increase SMEs’ viability. 3. Over-dependent Some firms do not have the appropriate strategy and become excessive reliance on a single customer or a small client base. The more a firm relies on a particular client, the more possibly it is damaged by factors out of its control than if it has a wide client base. Natwest (1997) stated that an important reason for SMEs failure is over-reliance on one or two customers and lack of sales. Failures often occur due to firms’ sole customer withdrawing its orders or going bankrupt. The same principles also apply to a firm’s supplier base. If there is a breakdown in the commercial relationship between the firm and its single supplier, the prodution of the firm will be damaged. As a result, if a young firm wants to survive, it should seek to cultivate a wide client (supplier) base instead of depending on a small number of regular clients (suppliers). However diversification strategy can realize this. Diversification across production and services can satisfy different types of customers and reduce the probability of over-dependent. 4. Training One of the factors that contribute to SMEs failure is low level of management performance and inefficient operation, which is a result of lack of training. It is generally acknowledged that the majority of the small-firm owners run their business just based on their own experience and common sense, without getting professional or other formal qualifications. Stanworth and Gray (1992) pointed out that minority of small-firm owners who participate in management training tend to have better educational qualifications, and their businesses have better survival and growth rates than other small firms. Also, Kitson and Wilkinson (1998) found a positive link between training and innovation and growth, as training was provided by 60% of innovating firms but only 41% of non-innovators, and 72% and 68% of medium and fast-growing firms, respectively, compared with 46% of stagnant and declining firms. Training could cover a wide range of areas including accessing to and managing finance, cost management, personnel management, marketing strategy, information use and retrieval, operation management and so on, which equip small-firm owners and employees with the skills necessary to survival and the further growth. So training is also an important factor that contributes to small firms’ survival which can be easily ignored. 5. Innovation In this era of knowledge economy, innovation become inextricably linked with a firm’s survival, successful entrepreneurship always relies heavily on innovation. It is extremely important for new small firms who still enter industries where economics of scale plays a critical role, by innovation small firms could compete on the basis of added value, therefore enhancing the likelihood of survival. On the other hand, innovation intrinsically linked with a company’s diversification strategy, through innovative activity, firms have the chance to produce new products and services so that they can attract more customers and increase their market share. Also, cost reduction can be achieved by innovation in operation processes, marketing and organizational forms. For example, in order to expand, some firms may choose a strategy called e-marketing to reduce cost, they may create a impressive and special site to grab people’s attention, on the website, a convenient online selling system is provided. Also, the firm may send their new products and services details to their target customers and potential customers, sometimes combining with even fun facts. So business innovation is especially important not only for large companies but also SMEs’ survival, lack of innovation could be a barrier to a small firm’s growth. Discrimination between fast growth firms and all other SMEs Different SME tends to have different growth rate, some of them grow rapidly and are recognized as FGSMEs(fast-growth small-to-medium enterprises). According to Caroline and Kosmas, FGSMEs are firms that achieve at least 20% annual compound sales growth over a 5-year period. Birch (1995) found that FGSMEs make up 3% of all small firms. Based on former research, there are many firm-based characteristics, which are concentrated on both customers and organizations aspects, such as satisfaction of customers, financial perspectives, staff retention, number and quality of successful innovations and so on, to discriminate between FGSMEs and all other SMEs. 1. Customer Focus FGSMEs are customer centric, regularly receiving feedback from clients and taking their requests and complaints seriously into consideration (Tan, 2007). They always try to retain clients through improving the quality of products and services or developing new products. According to the BSC, customer perspectives focus on traditional marketing issues such as market share, customer satisfaction and service quality ratings, customer loyalty, and customer perceived value (Kaplan & Norton, 2000). 2. Financial Perspectives FGSMEs tend to spend a lot of time and effort in analyzing the financial health of their firms. On the contrary, other SMEs always analyze cash flows on a regular basis, relying on occasional ‘back of the envelope’ calculations. Financial summaries provided by accountants are used for mandatory reporting purposes instead of financial management (Barnes et al. , 1998). 3. Internal Business Perspective Internal business performance indicators contains traditional operational terms such as tender success rate, data rejection percentages, time per customer (Kaplan & Norton, 2000), on-time delivery, the number of new products launched and product defects (Zaman, 2003). FGSMEs tend to manage and examine their business processes. For example, Liaise marketing (a supermarket broker) CEO, Tony Merlino stated that their firm measures manufacturer sales, market share and store visits to make sure that their sales team operates properly and efficiently. 4. Employee Focus Kaplan and Norton (2000) pointed that innovation, learning, and growth perspectives are closely linked to improve employee job satisfaction and commitment, and develop employees’ technical ability and innovation skills. According to the previous literature, FGSMEs seem to pay a lot of attention on employees. Nicholls-Nixon, 2005; Tan, 2007). So we can see that these fast-growth firms all have a strong emphasis on making their employees as part of the performance measurement system. Staff’s ideas and feelings are very important and cannot be ignored easily. Conclusion This study aims at identifying the factors that contribute to SMEs’ survival. Finding on the study sug gests that effective financial management, outstanding leadership and training play a critical role in SMEs’ survival, while excessive depend on one or two customers(suppliers) will be dangerous and may lead to a death. On the other hand, the study makes a distinction between FGSMEs and other SMEs based on four perspectives, finally draw the conclusion that FGSMEs tend to pay more attention on customers, financial management, internal business operation and employees. REFERENCE Astebro, T. and Bernhardt, I. 2009. â€Å"Dissecting Behaviours Associated with Business Failure: A Qualitative Study of SME Owners in Malaysia and Australia†. Journal of Asian social science 5 (9): 98–104. Barnes, L. , Coulton. T. Dickinson. S. Dransfield, J. Field, N. Fisher, et al. 1998. A New Approach to Performance Measurement for Small and Medium Enterprises†. Performance measurement – theory and practice, 1, 86-92. BERR. 2002. ENTERPRISE: UNLOCKING THE UK’S TALENT. [online]. [Accessed 9th February 2010]. Available from World Wide Web: < http://www. berr. gov. uk/files/file44992. pdf> Berry,M. 1998. â€Å"Strategic Planning in Small High Tech Companies†. Long Range Planning 31(3) : 455-466 Birch, D. 1995. Who's Creating Jobs? Cambridge: Cognetics, Inc. Birley, S. and Niktari, N. 1995. The Failure of Owner-Managed Businesses: The Diagnosis of Accountants and Bankers. London: Institute of Chartered Accountants in England and Wales. Caroline, S. T. and Kosmas, X. S. 2005. Firm performance measurement in fast growth small-to-medium enterprises [online]. [Accessed 10th February 2010]. Available from World Wide Web: European Commision. 2005. The new SME definition User guide and model declaration [online]. [Accessed 10th February 2010]. Available from World Wide Web: Enterprise Britain: Growth, Innovation and Public Policy in the Small and Medium Sized Enterprises Sector. 1994–1997. Cambridge: ESRC Centre for Business Research, pp. 16–27. Haugh. M and McKee. L. 2000. Survival, independence, control: uncovering the shared values in the SME. [online]. [Accessed 12th February 2010]. Available from World Wide Web: Kaplan, R. S. , and D. P. Norton. 2000. The Strategy-Focused Organization: How Balanced Scorecard Companies Thrive in the New Business Environment. Boston, MA: Harvard Business School Press. Kitson, M. and Wilkinson, F. 1998. â€Å"Employment structure, recruitment, labour turnover, training and labour force flexibility† in Cosh, A. and Hughes, A. (eds), Natwest. 1997. Natwest Quarterly Survey of Small Business in Britain. Small Business Research Trust Nicholls-Nixon, C. L. (2005). Rapid Growth and High Performance: The Entrepreneur's ‘Impossible Dream'? Academy of management executive, 19(1), 77-89. Noor, H. A. 2003. † Start-up financing, owner characteristics, and survival†. Journal of Economics and Business 55 (2003): 303–319. Stanworth, J. and Gray, C. 1992. â€Å"Entrepreneurship and education: action-based research and training policy implications in Britain†. International Small Business Journal 10(2), 11–23. Schaefer, P. 2006. The seven pitfalls of business failures and how to avoid them. Accessed 9th February 2010 Available from World Wide Web: www. usinessknowhow. com/startup/business-failure. html Tan, C. S. L. 2007. Sources of Competitive Advantage for Emerging Fast Growth Small-to-Medium Enterprises: The Role of Business Orientation, Marketing Capabilities, Customer Value and Firm Performance. RMIT University, Melbourne. Zaman, M. 2003. Balanced Score card Implementation in Australian Companies – an Exploratory Study of Current Corporate Practice and Strategic Intent. Paper presented at the Hawaii International Conference on Business.