Article about leadership and cross culture management

About leadership and cross culture management - Article Example Global managers develop flexible ways of view about the world and guide to develop overseas behaviour and national boundaries. They developed several qualities of leadership to cope up with the changing working environment of foreign countries (Regent University, 2011). Honda, the largest Japanese based manufacturers of two wheelers has been a successful name in the global automobile industry. Due to their leadership ability they are so successful across the globe. The subsidiary of Honda Motor in India is named Honda Motorcycles and Scooters India Ltd (HMSI). It came to India in 1999. They believe in teamwork and excellent leadership aspects are the reasons of their success. Though they are globally successful for their products and services but the management of HMSI are not at all concerned regarding the workers and other employees of the organisation. They are found to be ill treating and misbehaving with the workers. They are continuously harassing and embarrassing many of the w orking personnel in the organisation. Towards the female employees their behaviour is not healthy. A few female employees left their jobs due to intolerable behaviour from the Vice President of the company. HMSI managers are using negative leadership qualities just to embarrass the employees instead motivating and influencing them in their work (Labour File, n.d.). The higher managerial personnel of HMSI should develop the qualitative behaviour and good etiquette while treating both male and female workers. This will help them to be a leader in the global environment. The all kinds of interpersonal, informational and decisional roles can be developed by the managers of HMSI to motivate and influence the employees and workers of the organisation. As a leader they can create good working relationship with the people because human resources are the assets of the organisation. The leadership qualities should be utilised for superior purpose of the employees rather to destroy it for the sake of misguiding the employees. As the culture of India and Japan vary considerably, the managers must develop and understand the different aspects that may be the cause of rising conflicts in the organisation. They can utilise different leadership techniques to guide the workers and find out the reason for their grievances. The success of the organisation depends on the efficient leaders present in the organisation. The organisations are hiring staffs with leadership qualities and facilitate several techniques that can build leaders or can generate leadership qualities among the managers within the organisation. This is true that most of the leaders are born with certain leadership qualities but that can also be developed in an individual’s behaviour in due course of time. Without leadership qualities an organisation cannot run smoothly. It can be said that successful leaders might be good managers and vice-e-versa (Lussier & Achua, 2009). Cross Culture Management Cross cu ltural management means interaction of different people from diverse nation relating to various issues of international business and to manage them effectively. The success of the international business depends on how smoothly the interaction of employees goes on while dealing business issues from diverse cultural backgrounds and nations. There are several differences in the working culture of

Marketin Planning Essay Example | Topics and Well Written Essays - 3500 words

Marketin Planning - Essay Example The advisory committee helps the companies to reveal the strength and weakness in the strategic plans. It discusses the strategic responses with the companies and provides them with the outcome where the company has to improve. The companies are required to get registered with the committee, so that they receive continuous updates and monitoring from IHS CERA. The membership is taken on the annual basis and the committee delivers two research cycles to the companies, who are registered under it. The committee provides with the current scenario of marketing strategies of the industries. The companies will remain well aware regarding the changing perspective of the marketing plans that are undertaken by the industry (Petro Tech, 2012). The members are bound to receive the following from the committee: 1) Forecast or anticipation of the oil and gas industry of the United States 2) Get the access to the IHS CERA Database Centre. 3) Receive semi annual client meeting (invitation/ record o f the proceedings) Shell is the leading oil and petrochemical company based in Unites States. The company seeks to develop unique marketing strategy based on the current scenario of the marketing plans of the industry. ... Shells seek to maintain its position in the industry by meeting the global energy demand in a very responsible way. They aim at providing competitive returns for the shareholders. The company also seeks to develop a competitive edge, so that they can retain the best position in the industry. In new downstream markets, access to upstream resources has become very difficult as there exist high competition. But for Shell the main competitive advantage is their capability of project delivery and the operational excellence along with their concentration in the upstream businesses. The company has invested 80% of the capital in the upstream business in 2013. In the upstream business, the company focus on the exploration of new liquids and natural gas reserves. They aim at developing new projects where the technology and the know-how of the business can add value to the resource holders (Deloitte, 2013). The downstream and upstream engines are generating cash and developing the business, wh ich is strengthening the financial performance of the company.   The company makes investment in few selective growth regions. It thus applies distinctive technology to the growth regions and provides with excellent operating performance for extending the productive lives of the assets of the company and hence increases profitability. Their major strategies are the deep water, integrated gas and the resources that play an important role, such as shale oil and gas. The themes provide them with medium term growth and they expect to make the themes to be their core engines of the business in the near future. The future opportunities of Shell include the potential oil reserves of Iraq, Arctic, Nigeria and Kazakhstan. The opportunities are to be exploited by the company in order to

Individual Learner Differences In Second Language Acquisition English Language Essay

Individual Learner Differences In Second Language Acquisition English Language Essay Introduction Language is defined by scholarly linguists as a part of growing up (Cook 2001, p. 46). It is an element of culture regarded as providing motivation to individuals in its own right. It has also been identified as necessary for effective communication and integration into a particular environment. I noted that second languages are different from the primary languages. Second language learning involves some form off acquisition. This is a process by which an individual can effectively learn a second language also known as an additional language. Cook (2001, pp. 41 48) argued that learning second languages requires some form of motivation (2001, p.43). Motivation in this context involves encouraging the individual to overcome all challenges in pursuit of learning another language. Mostly, individuals undergo the hustles of learning a second language for them to conform to the immediate environment. In this paper, I explore Individual learner differences in Second Language acquisition (SLA). I apply Gardners socio-educational model in discussing second language acquisition. The paper also details the significance of motivation and its impact on learning second languages. It applies motivation as the learners orientation regarding learning a second language. The paper divides motivation into two basic types including integrative and instrumental. It relates integrative motivation as being dependent on the positive attitudes of the learner. On the other hand, it relates instrumental motivation as being influenced by a reward in learning second languages. Both forms of motivation in this paper are analyzed and researched to establish the impact of motivation on second language acquisition. The essay will be structured into subsections with a flow expounding on the relevance of motivation as one element that explains individual learner difference in second language acquisition. The first part explains a general overview of individual learner differences. The second part integrates the models of motivation including the works conducted by Gardner and clement in analysing motivations impact on SLA. The last subsection is an overview of the Chilean cultural setting and its impact of motivation for second language learners. This is followed by some suggestions and recommendations of how motivations can be cultivated within such a cultural setting. Individual learner differences in SLA There are diverse learner differences in learning a second language. For one, in learning a second language, there must be the involvement of a second or even a third party. The second party assists in disseminating the knowledge to the individual who wants to learn the language. However, The process of second language acquisition is dependent on what the learner does and very little on what teachers does (Schmitt 2002, p.50). The goals of the individual also bring out the individual learner differences. In learning a second language, some individuals go for communicative competence. This might include basic communication skills, which is the main goal of the individual. I am of the view that the goal of an individual learner is critical because it determines what level the individual has the will to go in learning a second language. My analysis of current debates on SLA reveals that they have embarked on individual differences. Doman (2006) contributed vast literature on this topic asserting that not a single individual is similar to the other physically, psychologically or mentally. Therefore, these differences reveal the reason why individuals learn second languages differently. He supports Piagets theory of cognitive development, which asserts that the human mind is different from the other even in the process of learning. Therefore, I argue that problems, frustrations and challenges as being part of SLA affect the individuals differently. The individuals differ in the way they handle such issues, which ultimately determines how they learn a second language. Generally, Individual learner differences are evident in SLA, explanations have been provided by major scholars in this context. However, the ideal way to explain these differences is through developing an understanding of some of the models espoused by scholars on motivation and SLA. Conversely, second languages are difficult to learn, which has been a huge challenge for many individuals. Motivation is therefore defined as critical in the entire process. Motivation is defined by major scholars including Hedge (2000, pp. 17 28), Ellis (2005, pp. 305-352), McDonough (2007, pp. 369-371) and Celce-Murcia (2002, pp. 119-134) as the psychological quality essential for fostering individual goal achievement. Therefore, I can argue that in second language acquisitions, language proficiency is the main goal. The individuals desire to master a language is the main goal, which motivates him or her to work towards its achievement. Scholars have supported this argument by asserting that coaches can motivate learners and vice versa in the process of learning. With such assertion, there is a clear view that motivation varies between individuals. An individual is therefore unique in his own way depending on his or her stipulated goal of learning the second language. Motivation is also a transitive concept. In this context, the coach motivates the learners and their reception also motivates the coach to teach the language. Gottlieb (2006, pp. 56) asserted that the long-drawn out process of learning a second language is the reason why individual differences exist in SLA. In his article on Teaching and Researching Motivation, Dornyei (2001, pp. 28 30) argued that people have diverse cognitive behaviours. In this case, individuals respond differently to diverse environments. Therefore, it is arguable that individuals always differ in their reception to language learning situations. The book by Lightbown Spada (1993, p.135) also supported this notion asserting that individuals have diverse preferences. The environment in itself is a great determinant of the diverse response by individuals, and this has a great impact in language learning. Conversely, I argue that both intrinsic and extrinsic motivation determines the level of individual learning. Intrinsic and extrinsic motivations subject the individual to a particular level of acceptance in second language acquisition. In the same light, individuals handle intrinsic and extrinsic pressures differently, which makes them different in the way they learn a second language. Ellis (2005, pp. 305-352) supported these arguments by writing an article on individual differences in second language learning. He was of the view that an individual is subjective to internal and external pressures even in the process of learning a language. Earlier, Skehan (1991, pp. 12 19) had written a book on Individual differences in second-language learning. He was of the same view. It is therefore notable that the way the individual handles these pressures is what determines the level of success in second language learning. Models of Second Language Acquisition For decades, studies of motivation as a factor of SLA have covered issues related to reasons for learning. Empirical evidence from major case studies reveals that most of the people strive to acquire a second language in order to integrate with the speech an identified community. Research over the last thirty years has ignored the role of motivation in SLA (Mitchell and Myles 2004, p.71 85). However, other scholars have concentrated on motivation as a determinant factor in SLA. I therefore note that motivation is viewed as being affected by various issues in the process of SLA. Some of these issues include demands of self-instruction, overwhelming requirements, and challenges of coping with the new materials and personal progress assessment, inadequacy of feedback, among other frustrations. In this context, the individual is either motivated or de-motivated into learning a second language. Mitchell and Myles (2004, pp. 71 85) identified Gardners model of SLA as covering major issues in the area of motivation. Gardners works were influenced by Mowrer (1950) who had earlier discussed more on first language acquisition. My argument draws that the success of learning a language is attributed to the desire to learn it. A child struggles to learn a language to gain identity within the family. The objective is similar to Gardners argument who asserted that acceptance into the wider language community fosters the need to learn a new language. Using this argument Gardners model aimed at investigating second language acquisition and how motivates influences the same. Before examining motivation as an element that has an impact on second language learning, Gardner acknowledged that it is a single variable that is subject to other factors. My point is that motivation alone does not affect the SLA process. The socio-educational model as espoused by Gardner identified several facto rs that also influence language learning. Gardners model identified a structured classroom setting as the main setting for learning a second language. He prefers the foreign language classroom as compared to a natural setting arguing that the earlier is dependent more on motivation. Second Language acquisition is therefore pertinent to many issues and factors. Like Gardner argues, his model interrelate second language acquisition with at least four features including individual learner differences, social and cultural milieu, the setting in which learning process is facilitated and the linguistic outcomes (Gardner 1982). The social or cultural milieu is the immediate environment where the learner is situated. Cook (2001, pp. 41 48) was of the view that, the learners environment subjects him or her to beliefs about a particular language or culture. I also analyze that beliefs impact the way and individual perceives the language and his or her willingness to learn a new language. Gardner gave an example of Britain as a monocultural setting. In this context, the British have a notion that they are the superior culture. Therefore, they do not acknowledge learning another language as critical. Rather, they have a notion that other minority cultures should learn thei r language and assimilate into the system. This culture instils these believes in the context of becoming the dominant language of the country. Larsen-Freeman (2001, pp. 12-24) noted that there are many cultures across the globe, which regards themselves as mighty cultures. In this context, they tend to influence other cultures other than assimilating into them. Therefore, individuals within the majority culture are lowly motivated to learn new languages. Patsy and Nina (2006, pp. 86 102) regarded these cultures as monocultural communities. However, Gardners social and cultural milieu applies differently in other countries. I have come to note that in some countries such as Canada and Australia, bilingualism and biculturalism is encouraged among the people. The society is therefore motivated into acquiring new languages. On the other hand, Gottlieb (2006, pp. 52 76) supported this notion noting that the social settings develop certain attitudes towards learning another language. I assume that these attitudes are the basis of an individuals motivation towards learning another language. The second phase of the model discusses individual differences including intelligence, motivation variable, language aptitude, and situational anxiety (Giles and Coupland 1991). These variables differ from one setting to the other and are closely interrelated. Mitchell and Myles (2004, pp. 71 85) argued that it is critical for second language teachers to set the learning places appropriately for effective learning to take place. Two contexts are identified in discussion the setting. They include formal instruction and unstructured language acquisition. The identified variables have diverse impacts depending on the context. For instance, intelligence and aptitude influence the formal setting within a classroom. On the other hand anxiety and motivation are variables which have an impact on both the formal and informal setting. Gardners model explains the final phase of SLA as linguistic and non-linguistic outcomes. The linguistic outcomes are regarded as the actual language including the skills and knowledge acquired. Hurd, Beaven, and 2001, pp. 341-355) supported the definition by giving examples of linguistic outcomes as including test indices such as proficiency tests. On the other hand Dornyei (2001, pp. 28 30) defines non-linguistic outcomes as the attitudes, which an individual develops towards the language. This is subject to the values and beliefs of the individual. Therefore I can argue that integrating both the linguistic and non-linguistic outcomes develops success in SLA. It develops a form of motivation and an individual can develop a higher degree of L2 proficiency. Gardners model asserted that motivation is composed of three elements. The identified elements include effort, affect and desire. He describes effort as an individuals devotion in terms of time and resources used. Desire on the o ther hand is the willingness to acquire L2 proficiency. Finally, effect includes the response of the individual pertinent to the emotional reactions with regard to SLA. An almost similar model of SLA is espoused by Clement. Clementss Model of motivation espouses that self-confidence is the most critical element in motivation of SLA. The model asserts that, it is critical for individuals to develop self-confidence when learning a second language. Therefore learning a second language is hugely challenging. Conversely, any level of success is dependent on how much an individual is willing to commit him into the process. In this context, it depends with the level of sacrifice that an individual can sustain in order to achieve a desired goal. In a book titled how languages are learned Lightbown Spada (1993, p.135) argued that self-confidence motivates an individual to achieve the ultimate goal of learning a new language. The individual is successful in learning a new language by developing own initiatives. These initiatives develop from the individuals confidence to learn a language and the persistence even with the challenges involves. The individual is therefore the determinant of how he or she learns a language. I have come to value the assertion that the level of persistence and confidence in learning the second language structures the trend of learning a new language. Having understood the models of motivation in SLA, it is critical to develop this context and apply it within a cultural setting. Applying the models brings out the real sense and understanding of the types of motivates and the existent challenges. It also gives an opportunity to understand how these challenges can be overcome to support second language learning. The Chilean cultural setting has been identified in this discussion as critical for assessing motivation as a critical element of language and acquisition. Chilean Cultural Setting and SLA The Chilean cultural setting is evident of low attendance in classes. In this context, the students are lowly motivated to learn English as a second language. Low attendance in classes means that the individual students do not ascribe to the goal of learning second languages. They are not motivated to attend classes, which challenges the process of learning a second language. In the same line of argument teachers are also lowly motivated by the students behaviour. They are therefore tired of devoting their time to teaching in these classes. A Chilean teacher works for over 44 hours a week in front of a class, which is quite tiring because they do not have enough time to rest. The teachers therefore are unmotivated in delivering class lessons. Therefore, they do not have the zeal to motivate students in learning. The huge classes in Chilean contexts are also a huge challenge for both teachers and students in the process of learning. The class population is between 38 and 45 students p er class, which is a huge number that a single teacher can handle. In this context, both teachers and students are unmotivated in the learning process. In considering learning English as a second language, the Chilean context is quite difficult. Within the system, English classes take only 90 minutes per week. This is less time compared to other lessons and the time assigned for the same. The time assigned for learning English as a second language is not enough to deliver effective learning. Time therefore, limits both the teachers and the students in the process of learning a second language. It is also a big challenge for students to learn English as a second language because they have low levels of interest. The learners also portray a negative attitude toward English learning, which is an indication that learners are hugely challenged. Students within this culture do not consider English as a useful tool for everyday life. They tend to value their local language more to English, which is an aspect that challenged the process of learning a second language. The remote geographical location of the country is also a huge challenge f or SLA because the Chileans cannot access other English-speaking countries easily. They are therefore entrenched into the same culture without external influences, which could provoke a need for SLA. Types of Motivation in SLA There are diverse forms of motivation which can be applied within the Chilean context in handling the issue of second language acquisition. The three mostly identified types of motivation include integrative, instrumental motivation and integrative vs. instrumental motivation. Integrative Motivation Mitchell and Myles (2004, pp. 71 85) identified motivation as the learners orientation regard his or her goal of learning a second language. In this line of argument, it was identified that students who develop interest in learning a second language become more successful. There is need to develop huge interest among Chilean students in learning a second language. Celce-Murcia (2002, pp. 119-134) argued that the idea is to enforce an integration of cultures in order to provoke need for learning a second language. The students need to be provoked to admire another culture for them to develop an interest of learning another language. The students would also be provoked to integrate into the wider society and this entails learning a second language. This is what Doughty (2001, pp. 206-257) regards as integrative motivation. Integrative motivation assists the learner to develop and increase language proficiency for him or her to integrate into the system. This kind of motivation forces the individual to operate socially and become a part of the vast community. In an EFL setting such as Chile it is critical to develop an understanding of the term integrative. As Hudson (2000, pp. 18 25) suggests, integrative motivation develops when an individual desires to become bilingual in nature. This is the same as becoming bicultural and living within the limits of the two cultures. Skehan (1991, pp. 12 19) argued that the ultimate result is to add another language to the identity of the learner. As Chile is more of a monocultural society, the biggest challenge is to engage integrative motivation in order to overcome the challenges involved in (L2) acquisition. Instrumental Motivation Doughty (2001, pp. 206-257) concentrated more on explaining instrumental motivation. He argued that this type of motivation is in contrast to integrative motivation. The major characteristics of this kind of motivation are individual desires to obtain something practical after learning a second language (Mitchell and Myles 2004, pp. 71 85). In the Chilean context, this type of motivation can be applied diversely. Within this culture, globalization has led to the introduction of new companies. Within these companies, most of the employees have to be outsourced locally. With English being mandatory as a requirement when applying for these jobs, the Chileans can be motivated to learn it as a second language. Hedge (2000, pp. 17 28) noted that instrumental motivation is provoked by issues such as job application, graduation in various institutions and other work related issues including pay rise. It might be the desire of individuals to learn a second language but circumstances force t hem to do it and even equip them to handle challenges. With students in the Chilean context not willing to learn a new language, the introduction of English as a requirement for graduation would be a motivating factor to learn it as a second language. It is my view that this type of motivation is ambitious in nature and compelling. The individual learner has a choice to avoid it but external pressures are too strong and compel him or her to learn the second language. Conversely, integrative and instrumental motivation has been identified as both applicable in different context. When applied appropriately, both types of motivation lead to certain levels of success. However, integrative motivation is regarded by Ehrman and DÃ ¶rnyei (1998, pp. 34 41) as ideal for long-term success in second language learning. Integrative motivation works best in both formal and informal situations. Within the natural setting and the classroom situation, integrative motivation is better compared to instrumental motivation. Dornyei (2001, pp. 28 30) identified instrumental motivation as weak because it sometimes does not reflect the individual will to learn. Individuals in this case rely more on circumstances than their will to learn. It is a short term type of motivation and thus not very effective. Conclusion Various scholars have identified that there are individual learner difference in second language acquisition. As part of culture, language is described as an element of growing up. Language is also regarded as an element of culture that provides motivation to individuals in its own right. Just like any other cultural element, language is acquired differently from one individual to another. A similar case has been identified for second languages. In learning second languages, motives, goals and motivation have been identified and developing differences among individuals. In learning second languages integrative and instrumental types of motivation influence the individual differently. On the other hand, individuals conceptualize these types of motivation differently. Gardners socio-educational model, Clementss Model of motivation and Piagets theory of cognitive development, explain into detail how motivation influences SLA. The broad argument is that there is a great correlation betwe en SLA and motivation. Motivation is a variable that determines the level and success of learning a second language.

Data Mining in a Nut Shell Essay example -- Essays Papers

Data Mining in a Nut Shell In today’s business world, information about the customer is a necessity for a businesses trying to maximize its profits. A new, and important, tool in gaining this knowledge is Data Mining. Data Mining is a set of automated procedures used to find previously unknown patterns and relationships in data. These patterns and relationships, once extracted, can be used to make valid predictions about the behavior of the customer. Data Mining is generally used for four main tasks: (1) to improve the process of making new customers and retaining customers; (2) to reduce fraud; (3) to identify internal wastefulness and deal with that wastefulness in operations, and (4) to chart unexplored areas of the internet (Cavoukian). The fulfillment of these tasks can be enhanced if appropriate data has been collected and if that data is stored in a data warehouse. According to Stanford University, "A Data Warehouse is a repository of integrated information, available for queries and analysis. Data and information are extracted from heterogeneous sources as they are generated....This makes it much easier and more efficient to run queries over data that originally came from different sources." When data about an organization’s practices is easier to access, it becomes more economical to mine. â€Å"Without the pool of validated and scrubbed data that a data warehouse provides, the data mining process requires c onsiderable additional effort to pre-process the data† (SAS Institute). There are several different types of models and algorithms used to â€Å"mine† the data. These include, but are not limited to, neural networks, decision trees, rule induction, boosting, and genetic algorithms. Neural networks are physical cellular systems which can acquire, store, and utilize experiential knowledge (Zurada). Neural networks offer a way to efficiently model large and complex problems. Decision trees are diagrams used for making decisions in business or computer programming. Branches are used to represent choices with associated risks, costs, results, or probabilities. Rule induction is a way of deriving a set of rules to classify cases (Two Crows). These set of rules differ from those in a decision tree in that they are independent from one another. Boosting is a technique in which multiple random samples of data are taken and a... ...networks, fuzzy logic and genetic algorithms. http://www.partek.com/ . MIT WINROSA WINROSA is a software tool which generates automatically Fuzzy If-Then Rules from your data. The generated data set can be run by most of the existing fuzzy tools like e.g. DataEngine, fuzzyTECH, and Matlab. http://www.mitgmbh.de/ Attar Software XpertRule Data Mining using high performance parallel SQL technologyA Windows PC client being able to intelligently query the data source on the host server can achieve knowledge Induction. The speed of the process is therefore dependant upon the server - not the speed of the client PC. This allows data mining to exploit the speed offered by MPP servers (Massive Parallel Processors) and database architectures that are optimized for serving queries. http://www.attar.com/ Works Cited Cavoukian, Ann, Ph.D. â€Å"Data Mining: Staking a Claim on Your Privacy.† Jan. 1998 Pryke, Andy. â€Å"The Data Mine.† 23 Sep. 1998 SAS Institute Inc. â€Å"Data Mining.† 12 Jan. 2000 Two Crows Co. â€Å"Introduction to Data Mining and Knowledge Discovery.† 1999 Zurada, J.M. (1992), Introduction To Artificial Neural Systems, Boston: PWS Publishing Company, p. xv:

Existentialist traits in works of Henrik Ibsen Essay

Existentialism is a major twentieth century continental European philosophical movement. The label was inspired by the tendency of some of the writers like Kierkegaard, Heidegger , Sartre and Nietzsche to use the term â€Å"existence† for a kind of being or life unique, in their view, to human beings. Only in the case of human beings is the conduct of their life an â€Å"issue† for them; only they can â€Å"stand out† – exstare, the Latin word from which â€Å"exist† comes – from their lives and reflect upon them; and only they have the capacity freely to shape their lives. Though Existentialism can appear in a number of different forms, the focal point as Jean Paul Sartre puts it is â€Å"existence precedes essence†. The existentialists are of the view that as there is not pre-determined course of human life, they are only what they make themselves. This gives human beings a freedom to choose. Human beings have to make choices or are rather â€Å"condemned † to make choices and bear their consequences. Every act is conscious and so all the responsibility falls on their shoulders with no one to rely on and thus give rise to feelings of despair and anxiety. All of which had been sensitively explored earlier in the century by such literary figures as Luigi Pirandello (1867-1936) and Franz Kafka (1883-1924) and can seen to be already an abiding concern in the works of Henrik Ibsen (1828-1906). The Norwegian playwright, Henrik Ibsen a was an advocator of individualism and was against the social norms which shape the lives of human beings. His characters live themselves out in the spirit of reckless and vehement self-assertion – superman and superwomen. Ibsen was a believer in freedom to will. Many of his characters can be seen in this light who reject to be shaped by some force outside their own will. In his famous and controversial play â€Å"A Doll’s House† the character of Nora sheds the cloak of â€Å"being-for-others† and set out in a search for being-for-self. She says in the end â€Å"we both must be perfectly free†. As Nietzsche’s ideal of human personality combined the virtues of the warrior and the independent thinker and it preferred the difficult life to that of an easy one , in similar way Nora has to leave her shelter and get out in  the open to find her self and think of what she is.Helmer on the other hand can be see as a victim of â€Å"bad faith† who goes on to follow himself identifying too completely and mechanically with a fixed role that absolves him from having to face up to decisions and surrenders to the role which society has coined for him letting the norms dictate him. Ibsen shows the struggle and â€Å"nothingness† of life in his verse play â€Å"Peer Gynt†. The play echo’s many of the characteristics of existentialism. Peer Gynt ,the protagonist of the play , starts out as a highly imaginative, irresponsible youth to find himself only to know in the end that he has no self. He often misquotes proverbs or scripture to justify his actions. The play poses many questions , religious and social , as to how far a man is free to make choices and what kind of choices he has ? The play also asks the pivotal question that what is a man expected to do with is life? There are many instances in the play where Peer has to make a choice . Early on he has to decide whether to become a true man or become a Troll and the end shows the consequences he bears for this choice. Peer moves in a world which is full of uncertainties and he is burdened with the responsibility of shaping his life without anything to hang on to, a lamentation so often cried out by the existentialist playwrights and philosophers. Peer, all through the play is baffled with the choices that he has to make . After he has escapes from the Troll’s Kingdom he says: â€Å"Go in after this? So befouled and disgraced? Go in with that troll-rabble after me still? Speak, yet be silent; confess, yet conceal – â€Å" The stage instructions shows several times his reluctance in moving forward , and small actions mark the important decisions in his life. In the first act when he has to go to the wedding of Ingrid, the girl he had formerly detested , their a series of step taken forward and backward [PEER GYNT comes along a footpath, goes quickly up to the fence, stops, an looks out over the stretch of country below] †¦ [Puts one leg over the fence; then hesitates.] †¦ [Draws back his leg.] By making the choices which he has to make , Peer not only takes the responsibility of his own life but shapes others destinies too. Solveig, the girl who loves him truly, comes to him leaving all that belonged to her and thus she makes her choice , not aware of its consequences. SOLVEIG: The path I have trodden leads back nevermore After he leaves the Troll princes and comes back to Solveig , his true love , and thinks that his life is free from worries , the Troll princes comes to see him. He is again caught in a fix and has to chose between the two , he is now a father and has to bear the consequences of the deeds which he performed earlier in his life. And he has to bear it alone . George Luckas in â€Å"Myth of Nothingness† says: â€Å"The emptiness and hollowness of human life which Sartre calls â€Å"nothingness† is also portrayed in a striking scene in Peer Gynt by Ibsen. The aging Peer Gynt is peeling off the layers of an onion, and playfully compares the single layers with the periods of his life, hoping at the end to come to the core of the onion and the core of his own personality. But layer follows layer, period after period of life; and no core is found.†(1) Jean Paul Sartre’s â€Å"nothingness† also echo’s in the nothingness of Peer Gynt’s life. While talking to the sphinx, he is told that his name means â€Å"The Unknown†. The word â€Å"nothing† occurs twenty-eight times during the course of the play. Peer Gynt is asked several times during the course of the play about the reality of his â€Å"Gyntish-Self † and at one of the points he replies: † the Gyntish Self–it is the host of wishes, appetites, desires,– the Gyntish Self, it is the sea of fancies, exigencies, claims, all that, in short, makes my breast heave, and whereby I, as I, exist.† In fourth act of the play , when he visit Gezih, a village near Cairo, he is asked about his identity and he replies PEER [modestly] † I’ve always endeavoured to be Myself† All his pride comes to an end when he is confronted with the final moment of his life. His meeting with the Button-moulder revleas on him that he has not identity what soever and so he has to be melted down and made into something useful.the fact that he has essentially no identity of his own and is as useless as a button without a loop. â€Å"THE BUTTON-MOULDER Yourself you never have been at all;– then what does it matter, your dying right out? PEER Have I not been–? I could almost laugh! Peer Gynt, then, has been something else, I suppose! No, Button-moulder, you judge in the dark. If you could but look into my very reins, you’d find only Peer there, and Peer all through,– nothing else in the world, no, nor anything more.† Brian Johnston states: Peer finds himself confronting what Jean Paul Sartre stated was the essence of the existential condition: Not only is man what he conceives himself to be, but he is only what he wills himself to be after this first thrust towards existence.Man in nothing else but what he makes of himself. Such is the first principle of existentialism [5] This is the dilemma that Peer confronts in his encounter with the Button Molder, when he is brought up against the realization that he may have no authentic identity at all.(2) Peer has to face the disappointment of his life long struggle when he is confronted with the nothingness of his life and he utters his despair in following words in the play â€Å"So unspeakably poor, then, a soul can go back to nothingness, into the grey of the mist.† Henrik Ibsens plays depict characters like Hedvig, Hedda ,Nora,Peer and Brand show the problems of human beings who do not want to be defined and want to â€Å"stand out†. Citations: 1. Lukà ¡cs, Georg; translated from the German by Henry F. Mins. â€Å"Existentialism†, in: Philosophy for the Future: The Quest of Modern Materialism, edited by Roy Wood Sellars, V.J. McGill, Marvin Farber (New York: The Macmillan Company, 1949) 2. Brain Johnston , â€Å"Love’s Comedy and Peer Gynt† Retrieved : 23th Feburaruy 2004 http://www.ibsenvoyages.com

Insider trading about Martha Stewart

When she was young, Martha committed her attempts to school assignments, obtaining report books full of best marks. She gained a scholarship to Barnard College, where she employed as a model and wedded with a law scholar, and changing her name becomes Martha Stewart. She discontinue her career as model when she was pregnant. Then she worked as a broker for few years. She was pretty good in doing the job, so she would have recognized about insider trading laws (â€Å"Martha Stewart, broker indicted†, 2003).When she was a college student, Stewart involved in business with her friend. Stewart began a catering business. Her catering business became productive and successful. Stewart started a retail store and sold her home equipments. She co-wrote a best-seller book, entertaining peoples, with long-period fashion ace Elizabeth Hawes. She began cropping up on Television talk shows with confidential information for troubled housewives. She was also having crucial problem with her hu sband. After Stewarts divorced, her husband married the worker. In the meantime, Martha Stewart's business remained successful (â€Å"Martha Stewart, broker indicted†, 2003).Stewart launched her magazine, Martha Stewart Living, in 1991. It became an achievement. Two years later, she began her own TV show, Martha Stewart Living. Initially, the insiders were unsure it would run well, but surely it was become tremendously rewarding TV show. Stewart generated a lot of money increasingly at that period (â€Å"Martha Stewart, broker indicted†, 2003).Insider Trading in case of Martha StewartThe Securities and Exchange Commission, in 2002, informed that Martha Stewart was investigated for insider trading case. In December 2001, she had sold 3,928 shares of ImClone Systems merely ahead the Food ; Drug Administration informed that it was entrancing ImClone's utilization to sell a modern supposed wonder medicine. It seemed like standard insider trading, and it believably was (â⠂¬Å"Stephen Moore on Martha Stewart & Insider Trading†, 2004).However, inquisitively the federal officials never testified this in courtyard, or even attempted to establish it. Alternatively, they appointed Stewart with four law-breaking, such as confederacy, construction of natural virtue, and two numbers of creating incorrect statements to officials. A jury said that she is blameworthy, and she was decided to be prisoned for five months. They thought that it is a law-breaking to telling the falsity to a fed. The speech communication does not have to be recorded, and witnesses are elective (â€Å"Stephen Moore on Martha Stewart & Insider Trading†, 2004).Martha Stewart has been in the news program and media for some months because the U.S. Securities and Exchange Commission considers that she was confirmed by Sam Waksal that his company ImClone’s cancer medicine had been declined by the Food and Drug Administration earlier than this report was published (Schroede r, J., 2004).This state of affairs was a great stroke to his company and the monetary value of its stock descended spectacularly. Nevertheless, Martha Stewart was not monetary injured because she had her stock broker sell her 4000 shares earlier than this information was published. If it is accurate, and it should be lined it has not been evidenced yet, and so she is chargeable of insider trading. The Stewart beliefs should make a resentful after-sensation in conservatives' openings for other causes. Stewart was a unfortunate person of socio-economic class conflict that has filtered down from the unintelligent (Schroeder, J., 2004).One of the panelists remarked joyously that this final judgment was warrantied, because it would bring a subject matter to the â€Å"valuable and strong†, which they cannot escape with such maltreatments. The print media also pleasured in performing the â€Å"socio-economic class conflict   correspondence† by spiting Martha Stewart for suc h wrongdoings as dressing high-priced jewelry at the time of the legal proceeding (â€Å"Stephen Moore on Martha Stewart ; Insider Trading†, 2004).Stewart now confronts possibly two years in correctional institution and the termination of as a minimum one-half of her financial condition, all because she handled to preserve herself $50,000 selling ImClone stock at the time of she perceived that one of the medicines the companies had been expanding had unsuccessful to acquire FDA acceptance (â€Å"Martha Stewart Stock Scandal†, 2003).In conclusion, Martha Stewart has been one of the great and victorious entrepreneurs of this contemporaries era. She produced hundreds of millions of dollars of innovative economic condition and nearly an innovative business enterprise that was effectively by herself. She made many occupations and was a booming enterpriser who materialized to produce much money.The origin my edginess is that a number peoples in our social group praise her ru ination incisively because of her tremendous attainment. However, attainment is a moral excellence in United States, and while the people begin handling it as frailty, they minimize their competitive arrangement. And so they have an untold greater difficulty in their social group than whether people are exchanging on active stock confidential information among the period of time.BibliographyMartha Stewart, broker indicted. 2003. [Online]Available at: http://money.cnn.com/2003/06/04/news/martha_indict?cnn=yesMartha Stewart settles SEC's insider trading case. 2004. [Online]Available at: http://redorbit.com/news/general/605372/†¦/index.htmlSchroeder, J. 2004. SSRN-Envy, Jealousy and Insider Trading: The Case of Martha Stewart. [Online]Available at: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=419580SEC Charges Martha Stewart, Broker Peter Bacanovic with Illegal Inside. 2003. [Online]Available at: http://www.sec.gov/news/press/2003-69.htmStephen Moore on Martha Stewart & Insi der Trading. 2004. [Online]Available at: http://www.nationalreview.com/moore/moore200403090901.asp