The Awakening †a Feminist Analysis Free Essays

The Awakeningâ is a novel by Kate Chopin, first distributed in 1899 , set in New Orleansâ and the Southern Louisiana coast toward the finish of the nineteenth century. The plot focuses on Edna Pontellier and her battle to accommodate her undeniably unconventional perspectives on womanliness and parenthood with the overall social mentalities of the turn-of-the-century South. It is one of the soonest American books that centers around women’s issues without loftiness. We will compose a custom paper test on The Awakening †a Feminist Analysis or on the other hand any comparative theme just for you Request Now It is likewise broadly observed as a milestone work of earlyâ feminism. Kate Chopin’s The Awakeningâ was a strong bit of fiction in now is the ideal time, and hero Edna Pontellier was a disputable character. She upset numerous nineteenth century desires for ladies and their alleged jobs. One of her most stunning activities was her forswearing of her job as a mother and spouse. Kate Chopin shows this dismissal step by step, however the idea of parenthood is significant subject all through the novel. Edna is battling against the cultural and normal structures of parenthood that compel her to be characterized by her title as spouse of Leonce Pontellier and mother of Raoul and Etienne Pontellier, rather than being her own, self-characterized person. Through Chopin’s center around two other female characters, Adele Ratignolle and Mademoiselle Reisz, Edna’s alternatives of life ways are shown. These ladies are the models that the men around Edna balance her with and from whom they acquire their desires for her. Edna, notwithstanding, finds both good examples lacking and starts to see that the life of opportunity and uniqueness that she needs conflicts with bothâ societyâ and nature. The certainty of her destiny as a male-characterized animal carries her to a condition of gloom, and she liberates herself the main way she can, through self destruction. All through â€Å"The Awakening,† Kate Chopin shows instances of how ladies ought to and ought not act in the public eye, in their homes, and with their spouses. In Edna Pontellier’s received society, ladies are seen progressively significant when they accommodate into the mother-lady job. The mother-lady job is another type of men control, since it directs how ladies ought to love their youngsters, love their spouses, and respect their separated however second rate positionsâ  As the novel advances, Edna starts to make progressively â€Å"open-looked at choice[s] to oppose figments and conventions†. All through the novel Edna turns out to be progressively sexual, likewise getting mindful of her sexuality. Her obligation of fellowship with Robert appears to be innocuous from the outset, yet when he leaves for Mexico Edna accepts she is enamored with him: â€Å"For the first occasion when she perceived again the side effects of captivation. . . to torment her as it was doing then with the gnawing conviction that she had lost what she had held, that she had been denied what her enthusiastic, recently stirred being demanded† (Chopin 44). Edna has never had any sexual experiences with Robert, yet her feelings are so excited by her dear companion she is â€Å"infatuated† with him. Until this point, Edna appears to have not understood her affections for Robert. In time she will call these sentiments love, yet now she is profoundly vexed on the grounds that the man she is â€Å"infatuated† with is leaving. Edna’s feelings have been blended without precedent for quite a while, and she is reluctant to only arrangement with the way that the man who did this is leaving. Edna goes into an innocent mope, dismissing the familial obligations she recently finished as a general rule. Edna’s arousing comes in two sections, the sincerely sexual arousing she encounters with Robert and the truly sexual arousing came to with Arobin (Seyersted, Kate Chopin 155). At the point when Robert leaves her the first occasion when, she is disturbed and agonizes, unfit to accept he left so unexpectedly, and without bidding farewell. Arobin can't deal with Edna’s feelings, as she removes herself from him and limits herself from getting excessively sincerely connected. Through her involvement in Robert, Edna has figured out how to keep her passionate good ways from men, in case she be harmed once more. Edna is certainly a more sexual being currently than beforehand in the novel. Before she pulled back at the dash of her dearest companion, and now she is enjoying a prohibited kiss, holding Arobin near draw out the contact. She is likewise increasingly saved. Arobin is very on edge to see Edna once more, yet Edna drives him away disclosing to him she will see him at her evening gathering, â€Å"not a moment sooner† (Chopin 82). Edna assumes responsibility for the circumstance, pushing Arobin away when he asks to see her once more, having gone to an illuminated condition, gaining from her errors and being a functioning power in her own life. Edna now decides, (for example, moving out of the house) in view of what is directly for her, decisions that will radically influence her life, doing as such with open eyes and an unmistakable head. Edna is women's activist in nature, yet her women's liberation accompanies a cost, and relatively few individuals are sufficiently able to persevere through social segregating to appreciate individual flexibility. Chopin superbly outlines Edna’s difficulty, demonstrating potential outcomes of getting illuminated outside the setting of a more extensive social development. Before the finish of the novel, Chopin despite everything won't reveal to us whether Edna’s arousing is freeing, or on the off chance that it is heartbreaking. They contend that Edna Pontellier’s arousing is one of mental clearness, and her self destruction is a triumphant demonstration. By ending it all Edna is at long last liberating herself from social requirements and ownership. Her self destruction is a demonstration of freedom, in this way Edna is a definitive women's activist. The most effective method to refer to The Awakening †a Feminist Analysis, Papers

Lucy Darby practice Essay Example

Lucy Darby practice Essay Willy reviews his children high school a long time as a charming past. What proof is there to show that the past isn't as ideal as Willy envisions it to be? Willy Loman is a confounded character who is trying to claim ignorance about his past, present and future. He envisions his past as an untainted time, went through with his promising young children Biff and Happy. Biff as a little youngster was consistently Willys most loved child, made evident to everybody around him. Biff is seen by Willy as the brilliant kid, incredible at sport, a promising spot at a top college and the capacity to make young ladies tumble to their knees with one look. In any case, Willy can not appear to perceive that Biff is incredibly apathetic scholastically and just thinks about his own prosperity. Willy: Like a youthful Hercules-something to that effect Willy is inflexible that Biff has a brilliant future in front of himself with a safe spot at the University of Virginia. However by and by Willy ignores the way that Biff is bombing math and won't get a spot t the University except if he radically changes his unfortunate propensities which is continually reminded by Bernard who is ridiculed as a young person by Biff and Wily yet who proceeds to be a fruitful legal counselor. We will compose a custom exposition test on Lucy Darby practice explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Lucy Darby practice explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on Lucy Darby practice explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Going to contend a case before the Supreme Court Biff is egotistical as an adolescent; his lone spotlight is on young ladies, vehicles and game even with Willys dream pushing him forward. Willy can not comprehend as Biff gets more seasoned why he has not accomplished anything out of life, when as a young person he had such a prosperous future. Willy can not get a handle on the way that the time has come to relinquish the fantasy he so urgently sticks on to for Biff. Willy: I see incredible things for you kids, I think your difficulties are finished. Willys unreasonable desires additionally influence Happy as a youngster and in later life. Life has never been charming for the Lomans as nothing has at any point been adequate and each character is continually endeavoring fro more throughout everyday life, regardless of whether it is more cash or more opportunity. Glad feels he can't satisfy his more seasoned sibling Biff and in this manner is continually attempting to dazzle his dad with series of falsehoods. Willy is unequipped for perceiving Happys disregard as a youngster and presumes he had a glad youth. Notwithstanding, Happy compensates for his absence of self-assurance by making himself accessible to everybody and anybody. The more unsafe and consideration chasing, the better. He has no legitimate activity other than a colleague to an associate purchaser despite the fact that he depicts himself as a man exceptionally high up the social stepping stool. Glad: Why dont you bring her, pardon me, miss, do you mind. I sell champagne Happy will do and say anything to cause himself look and to feel better whether that mean by making up a high paid activity, far superior than his own and passing it as his own or laying down with numerous ladies. This steady requirement for self console relates back to his young years when he had no consideration paid to him by any means. Biff anyway persevered through the contrary effect, while having consideration on him continually as a kid; he takes a stab at a real existence on his own where he can settle on his own choices. Willy cant force himself to fault for Happys constant sex drive and extravagance thus by and by disregards his activities even in grown-up life, still completely centering of Biff and his future. Willys impression of his past and his children life as little fellows is a long way from reality as Willy is unequipped for seeing anything he wouldn't like to and he in so enveloped with his own musings and dreams. This anyway just puts more weight of Biff as he has and consistently will be in the spot light, continually being commended or scrutinized by his dad. As a young person Biff consistently needed to satisfy his dad. Biff: When I remove my protective cap, that touchdown is for you Willy lost this solid relationship with Biff in the wake of being gotten with the lady. At the point when Biff got his dad with his escort, Biff lost all the confidence and regard he once had for Willy and lost the assurance he once had to accomplish throughout everyday life and take a stab at his objectives. Biff lost the will to dazzle his dad and faults Willys issue and exclusive requirements for his disarray and absence of bearing in grown-up life. Biff: If I strike oil Ill keep in touch with you a check. Interim overlook Im alive This is the first run through Willy can perceive what he and his family have really become. All Willys life he had clung to his deepest desires of Biff and his effective future just to understand that it was very late and was in reality never going to occur. Linda is all through the content pushed to the rear of Willys mind. Anyway she is the spine. Without Linda Willy would have lost self-will along time previously. Its solitary when even Linda can't adapt any longer to Willy slow mental breakdown that Willy at long last acknowledges he has been off-base, this is the point at which he settles on his official conclusion of ending it all. This is when Willy at long last understands that even his past was not even as he had envisioned as long as he can remember which was the main thing that gave him the assurance to continue taking a stab at his inconceivable dream.

A Game of Thrones Chapter Forty-seven

Eddard He was strolling through the sepulchers underneath Winterfell, as he had strolled a thousand times previously. The Kings of Winter watched him go with eyes of ice, and the direwolves at their feet turned their incredible stone heads and growled. Finally, he went to the tomb where his dad dozed, with Brandon and Lyanna next to him. â€Å"Promise me, Ned,† Lyanna's sculpture murmured. She wore a laurel of light blue roses, and her eyes sobbed blood. Eddard Stark yanked upstanding, his heart dashing, the covers tangled around him. The room was dark as pitch, and somebody was pounding on the entryway. â€Å"Lord Eddard,† a voice called noisily. â€Å"A moment.† Groggy and exposed, he bumbled his way over the obscured chamber. At the point when he opened the entryway, he discovered Tomard with an upraised clench hand, and Cayn with a shape close by. Between them stood the ruler's own steward. The man's face may have been cut of stone, so little did it appear. â€Å"My master Hand,† he articulated. â€Å"His Grace the King orders your essence. At once.† So Robert had come back from his chase. It was long past time. â€Å"I will require a couple of seconds to dress.† Ned left the man holding up without. Cayn helped him with his garments; white cloth tunic and dark shroud, pants chop open down his mortar sheathed leg, his identification of office, and finally a belt of substantial silver connections. He sheathed the Valyrian knife at his midriff. The Red Keep was dim and still as Cayn and Tomard accompanied him over the inward bailey. The moon draped low over the dividers, aging toward full. On the bulwarks, a sentry in a gold shroud strolled his rounds. The regal condos were in Maegor's Holdfast, an enormous square post that settled in the core of the Red Keep behind dividers twelve feet thick and a dry channel fixed with iron spikes, a palace inside a-château. Ser Boros Blount monitored the most distant finish of the extension, white steel defensive layer spooky in the twilight. Inside, Ned spent two different knights of the Kingsguard; Ser Preston Greenfield remained at the base of the means, and Ser Barristan Selmy held up at the entryway of the ruler's bedchamber. Three men in white shrouds, he thought, recalling, and a weird chill experienced him. Ser Barristan's face was as pale as his protective layer. Ned had distinctly to see him to realize that something was awfully off-base. The illustrious steward opened the entryway. â€Å"Lord Eddard Stark, the Hand of the King,† he declared. â€Å"Bring him here,† Robert's voice called, abnormally thick. Flames blasted in the twin hearths at either end of the bedchamber, occupying the stay with a morose red glare. The warmth inside was choking. Robert lay over the canopied bed. At the bedside floated Grand Maester Pycelle, while Lord Renly paced eagerly before the covered windows. Hirelings moved to and fro, taking care of logs to the fire and bubbling wine. Cersei Lannister sat on the edge of the bed adjacent to her significant other. Her hair was tousled, as though from rest, yet there was nothing lethargic in her eyes. They followed Ned as Tomard and Cayn helped him cross the room. He appeared to move gradually, as though he were all the while dreaming. The ruler despite everything wore his boots. Ned could see dried mud and pieces of sod sticking to the cowhide where Robert's feet stood out underneath the cover that secured him, A green doublet lay on the floor, cut open and disposed of, the fabric crusted with red-earthy colored stains. The room resembled smoke and blood and demise. â€Å"Ned,† the ruler murmured when he saw him. His face was pale as milk. â€Å"Come . . . closer.† His men brought him close. Ned steadied himself with a hand on the bedpost. He had distinctly to look down at Robert to realize how awful it was. â€Å"What . . . ?† he started, his throat grasped. â€Å"A boar.† Lord Renly was still in his chasing greens, his shroud splashed with blood. â€Å"A devil,† the ruler husked. â€Å"My own deficiency. An excess of wine, damn me to damnation. Missed my thrust.† â€Å"And where were the remainder of you?† Ned requested of Lord Renly. â€Å"Where was Ser Barristan and the Kingsguard?† Renly's mouth jerked. â€Å"My sibling directed us to stand aside and let him take the pig alone.† Eddard Stark lifted the cover. They had done what they could to shut him down, yet it was not even close to enough. The hog more likely than not been a fearsome thing. It had torn the ruler from crotch to areola with its tusks. The wine-splashed wraps that Grand Maester Pycelle had applied were at that point dark with blood, and the smell off the injury was ugly. Ned's stomach turned. He let the sweeping fall. â€Å"Stinks,† Robert said. â€Å"The smell of death, don't figure I can't smell it. Charlatan benefited me, eh? In any case, I . . . I repaid him in kind, Ned.† The lord's grin was as horrible as his injury, his teeth red. â€Å"Drove a blade directly through his eye. Inquire as to whether I didn't. Ask them.† â€Å"Truly,† Lord Renly mumbled. â€Å"We carried the cadaver back with us, at my sibling's command.† â€Å"For the feast,† Robert murmured. â€Å"Now leave us. The part of you. I have to talk with Ned.† â€Å"Robert, my sweet ruler . . . † Cersei started. â€Å"I said leave,† Robert demanded with a trace of his old furiousness. â€Å"What some portion of that don't you comprehend, woman?† Cersei got together her skirts and her nobility and drove the path to the entryway. Ruler Renly and the others followed. Amazing Maester Pycelle waited, his hands shaking as he offered the lord a cup of thick white fluid. â€Å"The milk of the poppy, Your Grace,† he said. â€Å"Drink. For your pain.† Robert thumped the cup away with the rear of his hand. â€Å"Away with you. I'll rest soon enough, old blockhead. Get out.† Great Maester Pycelle gave Ned a stricken look as he rearranged from the room. â€Å"Damn you, Robert,† Ned said when they were separated from everyone else. His leg was throbbing so severely he was practically visually impaired with torment. Or on the other hand maybe it was anguish that misted his eyes. He brought himself down to the bed, adjacent to his companion. â€Å"Why do you generally need to be so headstrong?† â€Å"Ah, screw you, Ned,† the ruler said dryly. â€Å"I slaughtered the charlatan, didn't I?† A lock of tangled dark hair fell over his eyes as he glared up at Ned. â€Å"Ought to do likewise for you. Can't leave a man to chase in harmony. Ser Robar discovered me. Gregor's head. Monstrous idea. Never told the Hound. Let Cersei shock him.† His chuckle transformed into a snort as a fit of torment hit him. â€Å"Gods have mercy,† he murmured, gulping his desolation. â€Å"The young lady. Daenerys. Just a kid, you were correct . . . that is the reason, the young lady . . . the divine beings sent the hog . . . sent to rebuff me . . .† The lord hacked, raising blood. â€Å"Wrong, it wasn't right, I . . . just a young lady . . . Varys, Littlefinger, even my sibling . . . useless . . . nobody to let me know no however you, Ned . . . just you . . . † He lifted his hand, the signal tormented and weak. â€Å"Paper and ink. There, on the table. Compose what I tell you.† Ned streamlined the paper over his knee and took up the plume. â€Å"At your order, Your Grace.† â€Å"This is the will and expression of Robert of House Baratheon, the First of his Name, King of the Andals and all the restâ€put in the damn titles, you know how it goes. I do thus order Eddard of House Stark, Lord of Winterfell and Hand of the King, to fill in as Lord Regent and Protector of the Realm upon my . . . upon my passing . . . to control in my . . . in my stead, until my child Joffrey comes old enough . . . â€Å" â€Å"Robert . . . † Joffrey isn't your child, he needed to state, however the words would not come. The anguish was composed too evidently over Robert's face; he was unable to hurt him more. So Ned twisted his head and composed, yet where the lord had said â€Å"my child Joffrey,† he scribbled â€Å"my heir†. The misdirection caused him to feel dirtied. The untruths we tell for affection, he thought. May the divine beings pardon me. â€Å"What else would you have me say?† â€Å"Say . . . whatever you have to. Ensure and guard, divine beings old and new, you have the words. Compose. I'll sign it. You offer it to the gathering when I'm dead.† â€Å"Robert,† Ned said in a voice thick with distress, â€Å"you must not do this. Try not to bite the dust on me. The domain needs you.† Robert grasped his hand, fingers crushing hard. â€Å"You are . . . such an awful liar, Ned Stark,† he said through his torment. â€Å"The domain . . . the domain knows . . . what a pitiful ruler I've been. Awful as Aerys, the divine beings save me.† â€Å"No,† Ned told his perishing companion, â€Å"not so terrible as Aerys, Your Grace. Not close so awful as Aerys.† Robert dealt with a frail red grin. â€Å"At the least, they will say . . . this last thing . . . this I did well. You won't bomb me. You'll lead now. You'll detest it, more terrible than I did . . . in any case, you'll progress nicely. Are you finished with the scribbling?† â€Å"Yes, Your Grace.† Ned offered Robert the paper. The ruler scribbled his mark indiscriminately, leaving a smear of blood over the letter. â€Å"The seal ought to be witnessed.† â€Å"Serve the pig at my burial service feast,† Robert grated. â€Å"Apple in its mouth, skin singed fresh. Eat the knave. Couldn't care less on the off chance that you gag on him. Guarantee me, Ned.† â€Å"I promise.† Promise me, Ned, Lyanna's voice resounded. â€Å"The girl,† the lord said. â€Å"Daenerys. Allow her to live. On the off chance that you can, on the off chance that it . . . not very late . . . converse with them . . . Varys, Littlefinger . . . try not to let them slaughter her. Also, help my child, Ned. Cause him to be . . . better than me.† He flinched. â€Å"Gods have mercy.† â€Å"They will, my friend,† Ned said. â€Å"They will.† The ruler shut his eyes and appeared to unwind. â€Å"Killed by a pig,† he murmured. â€Å"Ought to giggle, however it hu

Essay about E-Commerce - 2683 Words

Chapter 4 1. Name the six main pieces of the e-commerce site building puzzle. * Organizational Capabilities * Hardware Architecture * Software * Telecommunications * Site Design * Human Resources 2. Define the systems development life cycle and discuss the various step involved in creating an e-commerce site. * Methodology for understanding business objectives of a system and designing an appropriate solution 1. Systems analysis/planning 2. Systems design 3. Building the system 4. Testing 5. Implementation 3. Discuss the differences between a simple logical and simple physical Web site design. * Logical design: includes a data flow diagram that describes the flow of†¦show more content†¦What are Java and JavaScript? What role do they play in Website design? * Java is a programming language that allows programmers to create interactivity and active content on the client computer. : Programs written in the Java programming language that also provides interactivity. * JavaScript a program language that is used to control the object on an HTML page and handle interactions with the browser. : used to validate user input, such as an e-mail address 14. Name and describe three methods used to treat customers individually. Why are they significant to e-commerce? * Personalization: the ability to treat people based on personal qualities and prior history with site * Customization: Ability to change the product to better fit the needs of the customer * Cookies can be used to store information about the customer. * Because they are potentially make it nearly a traditional marketplace and even more powerful than direct mail or shopping at a shopping mall. 15. What are some of the policies e-commerce businesses must develop before launching a site, and why must they be developed? * Privacy policy * The accessibility rules * The financial reporting policies. * They must be developed prior to launching because they will govern howShow MoreRelatedE Commerce1203 Words   |  5 PagesElectronic commerce, commonly known as e-commerce, is a type of industry where buying and selling of product or service is conducted over electronic systems such as the Internet and other computer networks. Electronic commerce draws on technologies such as mobile commerce, electronic funds transfer, supply chain management, Internet marketing, online transaction processing, electronic data interchange (EDI), inventory management systems, and automated data collection systems. Modern electronic commerceRead MoreElectronic Commerce ( E Commerce )1286 Words   |  6 Pagesopportunities (E-business, eEurope, n.d). More and more companies have discovered the advantage of using the Internet as a communication tool to reach consumers at any place and at any time. This also enables consumers to search and gather information about products and services online. The word e-commerce refers to all transactions online. Electronic commerce (e-commerce) is the area in which we are to do our research and throughout this dissertation we will discuss consumer trust in e-commerce. The termRead MoreE lectronic Commerce And E Commerce1452 Words   |  6 PagesE-commerce Definition Electronic commerce or e-commerce is a term for any type of business, or commercial transaction, which involves the transfer of information across the Internet. It is often associated exclusively with online consumer shopping, but the term extends beyond that category. Additional businesses covered under the umbrella of e-commerce includes online auction sites, such as EBay, and businesses that exchange both goods and services.[3] History The history of e-commerce is oftenRead MoreElectronic Commerce And E Commerce2337 Words   |  10 PagesElectronic Commerce Electronic Commerce Defined Salvatore (2013) defines electronic commerce or e-commerce stating, â€Å"E-commerce refers to the production, advertising, sale, and distribution of products and services from business to business and from business to consumer through the internet† (p. 150). These activities can take place in many environments between businesses and consumers. E-commerce has changed the way goods and services are exchanged and have given light to businesses and consumersRead MoreE Commerce Vs. Electronic Commerce1527 Words   |  7 PagesThere are plenty of ways to define the definition of E-commerce. For example, according to the Oxford Dictionary, E-commerce or electronic commerce is the commercial transaction that conducted electronically on the Internet. Some people define E-commerce as the processes of buying, selling, or exchanging products, services, and information by using the computer network technology such as the Internet. E-commerce does not only provide the function of buying and selling goods and services online viaRead MoreE Commerce And The Internet1060 Words   |  5 Pagestopic of e-commerce. The reason e-commerce interests me is I would like to find out how it relates to business in terms of importance, benefits, and influence. E-commerce is relative to my area of study because the goal for my future company will deal with providing services and content to customers via the internet. So what exactly does e-commerce mean? 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As more and more companies accept the challenge of E-commerce, e-business security and security software is becoming a factor th at corporations need to meet. We will discuss what E-commerce is and how it is used and the advantages and disadvantages. Security systems for EC have fourRead MoreE Commerce And E Business Essay2218 Words   |  9 PagesOnline businesses are those kinds of firms that do not have a physical presence, and their operations are mainly virtually run and controlled. These types of activities are in other words referred to as e-commerce or E-businesses. The management of the businesses, as well as the supervision of the day to day operations of the business, is done virtually. The business does not have physical stores, warehouses or shops. This type of activity utilizes electronic means for the firm transactions as opposedRead MoreE Commerce in Thailand5356 Words   |  22 PagesEvaluation of Market Potential 3 E Commerce Industry Overview in Thailand: 4 Demographic 4 Internet Usage 4 Internet 5 Access to Internet 5 E Commerce Business Models: 11 Internet Retail: 11 Intermediaries (3rd party market place): 11 General and vertical classifieds: 11 Lead Generation (Comparison Shopping): 11 COMPETITIVE LANDSCAPE (Top 10 E Commerce Website) 12 Weloveshopping: 12 Dealfish 13 Tarad.com 14 Pramool 15 Notable E Commerce Startups: 16 Priceza 16 Lazada

The Female Gaze Of Art History - 1838 Words

Paula St. Cyr Erin Farrell, M.A. adjunct ARTH 316 W1 December 10, 2016 The Female Gaze in Art History Thesis: Women have come a long way alongside men in presenting art in various forms, but while artistic expression has been based from the male perspective and sexuality, female artists are becoming more outspoken in their art forms challenging viewers to look beyond the physical form and go deeper into its meaning. Down through the historical years of art the human body has been the subject of intrigue and delight. While the display of the nude body has always bought about controversy for one reason or another, the controversy is only as it applies to the female nude. Not too much is ever focused on the nude body part of men, but female nudity causes quite the stir, especially from male viewers. As I delve into this art form of female gaze, it might be helpful to take a look at the male gaze as it applies to substantiating the female gaze. The notion of the male gaze has both a literal and a figurative component. Literally the gaze is male when it involves looks from the male s pecies as a spectator or a participant in the work itself. Figuratively the male gaze is often involving a female as the object. In Laura Mulvey s words, man is the bearer of the gaze, woman its object. Laura Mulvey, Visual Pleasure and Narrative Cinema (1975). An underprivileged object I might add. In my opinion male and female gaze is not just about the features within artistry, butShow MoreRelatedAnalysis Of Walker And Ono Face The Gaze 1600 Words   |  7 PagesRebecca Woods ART 352 A - Art History III Midterm Assignment May 29, 2016 Walker Ono Face â€Å"The Gaze† A Look at Differing Approaches to Feminism Through Contemporary Art In the fifty years between the JFK assassination and a Kardashian selfie breaking the internet, two women — representing different cultures, races, times, and attitudes — created two individual pieces of art that became living commentary on the power dynamics at play in their world. 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How do the works of Yasumasa Morimura, Julie Rrap and Anne Zahalka challenge conventional ways in which gender has been depicted historically in the visual arts? In your response select at least two different artists and discuss the following: * Through the postmodern frame of reference, explain how artists have appropriated historical artworks. How has the artist incorporated parody and wit intoRead MoreRevolutionary Ideas Can Be Proposed Through Art And Design1706 Words   |  7 PagesDutta Revolutionary ideas can be proposed through art and design. Compare and contrast two revolutionary creative works, one from the 20th century and one from the 21st century. How has the context contributed to the approach, medium and presentation of the works? Leo Tolstoy described art as â€Å"one of the means of intercourse between man and man† in his book, ‘What is Art?’(1897).This is true when we stand beside strangers in an art gallery, and gaze at an artist’s work. 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This can be partially because of the growing interest in culture studies as an academic discipline, but it can also be explained by the fact that, there’s a whole lot more popular culture to watch. Pop culture has become our common language, a universal way of uniting the world. Pop culture is also a key route to making theRead MoreThe Political Art Of Art1735 Words   |  7 PagesProfessor Sarah Tamez Art 1301.09 November 23, 2015 Political Art Art can be expressed in many forms but one of the best has got to be political art, as it expresses art in a relevant form for many to understand, it doesn’t require knowledge in history. It puts out a statement in a bold way so that people may better understand what is trying to be expressed. Many artists use art in topics like reproductive rights, equality, gun control, human rights, the environment and war to express desire

What Is Transitioning The Analytical Project To Operations

After the final model review meeting with stakeholders, closing down the project and transitioning to operations begins. The first step in transitioning the analytical project to operations is to create a guidebook of the model outputs for business users (Alt-Simmons, 2016). The document should explain: the work that has been completed; the data sources used; data definitions/metadata on the data; commentary on the data quality; the model development; limitations of the model; model output; appropriate applications; and usability of the model. The guidebook should be written in plain language so that both technical and business employees can comprehend the information. During the development of the predictive model, many disparate data†¦show more content†¦A review of any significant issues discovered with the company data would be covered as well. Any change management issues that may arise due to the operationalization of the model will be included so action items for the relevant leaders can begin. The project manager or project sponsor may show summary slides from the various milestone project meetings that occurred during the project. This is not a repeat of those meetings; just highlights to refresh attendees’ memories. At the close of this session, it should be evident the project is complete. The second part of the meeting deals with lessons learned during the project. The project team had bi-weekly lessons learned meetings throughout the project, and those learnings were cumulative on the project effectiveness. The final project team meeting reviewed all the lessons learned and ranked the most significant improvements and most successful processes. Those will not be rehashed in this meeting. This lessons-learned session will focus on the perspective of the stakeholders, those outside the core team. The core project team members have a good understanding of how the team functioned during this project, but they need to receive feedback from the stakeholders. The professional facilitator will ensure that commentary is directed around improving processes or products. The facilitator will pivot theShow MoreRelatedDefining The Company s Distinctive Capability Essay1980 Words   |  8 PagesDefining the company’s distinctive capability is the first of the four p illars. The distinctive capability of ECA has been defined as being the low-cost operator. The low-cost advantage is what the analytics within the organization support. ECA has the ability to drill and produce their wells at the lowest cost among the competition. This ability is highly supported by the use of analytics and provides continuous opportunities to focus on measures that will drive the organization’s cost down. 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Socio Cultural Competencies of a Professional Manager

Question: Discuss about the Socio Cultural Competencies of a Professional Manager. Answer: Introduction The objective of the essay is to discuss about the socio cultural competencies of a professional manager. A professional manager has responsibilities towards society to direct someone with a degree or skill. A professional manager in an organisation has responsibilities towards the customers, suppliers, employees, shareholders, society and government. The essay highlights eight socio cultural competencies of a professional leader, which help to achieve organisation specific goal. Competencies of two leaders from Australia and UK are discussed. My skills and competencies are compared with those of the managers and it is highlighted how I can improve my skills with the degree of masters in business administration. Socio cultural competencies for a professional manager In the view of Koplyay, Chillingworth Mitchell (2013), socio-cultural competencies of a professional manager help to create a positive difference within the society. Their actions, planning and decision making affects all the stakeholders of the organisation. There are some generic competencies, which are efficient communication ability, problem solving and analytical ability and cognitive abilities. Leadership quality of a manager is very important competencies to motivate the team member to take challenges in work place and perform them well. A professional manager needs to be committed to complete a project for the sustainability of the business and to perform the corporate social responsibilities. Other important competencies for a manager are attitude and mind setup to support the team, self motivation and self direction, learning ability that is the willingness of improving knowledge and skills, ability to develop innovative ideas for the growth of the organisation (ols.apicol lege.edu.au, 2016). Discussion on two successful professional managers The first role model I have chosen is Jacques Nasser, who is currently the chairman of BHP Billiton in Australia. He is recognised for the managerial and leadership competencies while worked as CEO in Ford Motor Company (Joo, Sushko McLean 2012). He believed in transformational leadership, who motivated the team members arranging teaching process and workshop in the organisation. His managerial skill, determination, problem solving ability and strategic management skill drove Ford Motor Company to become worlds most profitable automaker during 1990-2000. I am also motivated by another great leader, Angela Ahrendts, who is former CEO of Burberry UK (Forbes, 2013). She is my role model for her great communication skill, positive energy and attitude, creativity. She believes in positive and transformational power of human energy and not at setting specific goal for the organisation. Comparison of my own competencies with those professional managers I joined Wesfarmer during my internship. I was appointed as a junior executive. My task was to manage a team, which was responsible to manage office work of Wesfarmer. I had to manage the supply chain management. During that time I faced some difficulties to manage team and team conflicts. The analysis of leadership competencies has made me realise that I need to develop emotional intelligence in during team management. Emotional intelligence helps to manage interpersonal skills of the team member along with own skill (Dever Mills, 2015). This skill helps to identify strength and weakness of the team members, which is helpful for successful execution of a project and to achieve strategic goal of the organisation. I am ambitious to develop my career in a reputed organisation, where I can use my learning of managerial and leadership skill for the success of that organisation. Conclusion This essay reflects different managerial competencies of a potential leader. The leadership styles of my two role models have been discussed. This analysis has helped me to identify the gap in my personality. I need to improve my emotional intelligence to get success as a manager in a reputed organisation. I want to develop creativity and critical problem solving skill and personality so that I can develop my career as a successful manager in a reputed organisation. References Dever, R. L., Mills, A. J. (2015). Are we still telling female students they cant lead?.Integrating Gender Equality into Business and Management Education: Lessons Learned and Challenges Remaining, 165. Forbes (2013). Forbes.com. Retrieved 18 November 2016, from https://www.forbes.com/sites/johnkotter/2013/10/17/angela-ahrendts-high-class-ceo-not-for-the-reasons-youd-think/#677f289d6bce Joo, B. K. B., Sushko, J. S., McLean, G. N. (2012). Multiple faces of coaching: Manager-as-coach, executive coaching, and formal mentoring.Organization Development Journal,30(1), 19. Koplyay, T., Chillingworth, L., Mitchell, B. (2013). Corporate Lifecycles: Modelling the Dynamics of Innovation and Its Support Infrastructure.Technology Innovation Management Review,3(10), 22. ols.apicollege.edu.au (2016) Professional Development and Ethics. Retrieved 18 November 2016, from https://ols.apicollege.edu.au/downloads/CPD1102/CPD1102_Unit_Study_Guide.pdf

Mba Syllabus Essay Example

Mba Syllabus Essay Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcomes: * On completion of the syllabi, the student will understand the basic Principles of Management and their application in modern day business at different layers of organization so as to understand how to run an organization smoothly and efficiently. * An in-depth knowledge about working of an organization. * Student will also get sensitized about new and contemporary developments in the field of management. UNIT-I Introduction to Management: Definition, Process, Functions of Management. Evolution of Management thoughts – Contribution of F. W. Taylor, Henry Fayol, Elton Mayo, and Hawthorne studies. Planning: Planning Process, Types of Plans Organizination: Form of Organizination,Line, Lineamp; Staff amp; Functional Authority. Span of Control Business and its features. Type of Business and Forms of Business Organization. UNIT-II Staffing: Recruitment, Selection, Induction, Placement and Training. Power and Authority: Delegation of Authority, Centralization and Decentralization of Authority, Difference between Power and Authority Dynamics of Motivation: Contribution of Maslow and Herzberg to the theory of Motivation. Controlling: Types of control, Process, Requirement for Adequate control, Performance Appraisal :Need, Method of appraisal (Traditional and Modern ) Leadership and its Styles . UNIT-III Informal Groups and their relevance in the present economic scenario Corporate Social Responsibility: Issues and Concerns Relevance of Creativity ,Innovation and Jugad in the new Economic System. Cross Cultural management amp; Enterpenureship. Concept of inclusive Growth. RECOMMENDED TEXT BOOKS 1. Ghuman Karminder and K Aswathappa, Management Concepts, Practice and Cases, Tata McGraw Hill, New Delhi 2. Koontz, ODonnell, Weigh rich: Essentials of Management, Tata Mcgraw Hill , New Delhi. 3. We will write a custom essay sample on Mba Syllabus specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mba Syllabus specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mba Syllabus specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Stoner, Freeman, Gilbert Jr. : Management, Pearson education, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT 402: MANAGERIAL ECONOMICS Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcomes: On completion of the syllabus this course on Managerial Economics will provide understanding of: * Fundamental concepts and theories of Economics and their application to the different functional areas of business management and business decision making for the sake of better output orientation and efficiency. * It will provide knowledge about the concepts of elasticity of demand, and economies of scale for business expansion. The knowledge about the demand projection and price behavior will help students to adopt a judicious forward business planning for the sake of stability and growth. Unit-I Traditional and Modern definitions of Managerial Economics based upon the concepts of scarcity and optimization. Application of economic concepts of the concepts of Cost, Opportunity Cost, Incremental Cost, Revenue and Profit. Fundamentals of Demand: Demand Function, Determinants, Law of Demand and its Exceptions, Change in Demand, Kinds of Demand and Network Externalities in Market Demand. Demand Forecasting, Elasticity of Demand, Price Elasticity of Demand, Degrees, Determinants, Measures, Income Elasticity of Demand, and Cross Elasticity of Demand. Consumer Behavior:: Theory of Utility, Concept of Marginal Utility, Law of Diminishing Marginal Utility, Law of Equi-Marginal Utility and Indifference Curve Analysis: Properties, Budget Line, Determination of Consumer Equilibrium, Explanation and Measurement of Price Effect, Income Effect and Substitution Effect. Unit-II Production Analysis: Production Frontier, Short run and Long run Production Function, Iso-quant Curves, Producer Equilibrium, Optimal Combination of Inputs and Economies of Scale. Theory of Cost and Revenue Analysis: Cost and Revenue Concepts: Long Run and Short Run Cost Curves, Traditional and Modern Theory of Cost: Relationship between Total Revenue, Average Revenue and Marginal Revenue. Market Structure: Perfect Competition, Monopoly, Monopolistic Competition and Oligopoly, Firms Goals: profit maximization, sale maximization, business expansion and good will promotion. Unit-III Macro Economics: Concept of National Income, its Methods of Measurement, and Circular Flow of Income.. Classical Theory and Keynesian Theory of Employment: A comparative analysis of Classical and Keynesian Theory of Employment with regard to their Assumptions, Characteristics. Keynesian Tools Consumption, Saving investment and Multiplier. Business Cycles Fiscal and Monetary Policies. Inflation: Concept, Causes and Theories of Inflation. Text Books 1. Ahuja, H. L. Macroeconomics, Theory and Policy, S. Chand amp; Co. , New Delhi. 2 Chopra, P. N. (2010). Managerial Economics, Kalyani Publishers, New Delhi. 3 Dwivedi, D. N. , Managerial Economics, Vikas Publications, New Delhi. Reference Books 1. Peterson and Lewis, Managerial Economic, Prentice Hall of India, New Delhi. 2. Salvatore, Dominick and Ravikesh Srivastava (2009). Managerial Economics: Principles and Worldwide Applications, pp. 1-13, Oxford Univ. Press, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT 403: QUANTITATIVE TECHNIQUES FOR MANAGERS Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 3| 2| 0| Learning Outcomes: On completion of the syllabus, the students will be able to: * Solve various mathematical problems based on Compound interest, depreciation, annuity etc. to be applied in business management. * Understand the concept of probability, permutation and combinations, which will be helpful to him in solving various business related problems. * Learn mathematical and statistical techniques that aid in the understanding of financial decisions involving interest, annuities, investments etc. Unit: I Role of Mathematics and Statistics in Business Decisions: Compound interest, depreciation and annuities, Arithmetic Progression amp; Geometric Progression Matrices and Determinant: Concepts of Matrices, Type, Adjoint and inverse of a Matrix: Concepts of Determinants, Solution of Simultaneous Linear Equations of two and three variables using Matrix inverse Techniques and Cramer’s Rule, Business Applications. Unit: II Knowledge about various statistical techniques like, Measures of Central Tendency: Mean, Median and Mode Measures of Dispersion: Range Quartile Deviation, Mean Deviation, and Standard Deviation and Coefficient of Variance. Skewness amp; Kurtosis: Concept and Measures Correlation Analysis: Rank Method amp; Karl Pearsons Coefficient of Correlation Regression Analysis: Simple, Partial amp; Multiple regression. Fitting of a Regression Line. Unit: III Permutation and Combination Theory of Probability Binomial Distribution, Poisson distribution and Normal distribution. Index Numbers, Time Series Analysis, Decision Tree will enable a students to have a glimpse of various statistical techniques to be used for the purpose of decision making and measurement of various variables. Text Books: 1. Gupta, Statistical Methods, Sultan Chand, New Delhi. 2. Levins amp; Krehbiel, Business Statistics, Pearson Berenson, Prentice Hall, India. 3. Levin amp; Rubin: Statistics for Management, Prentice Hall India, New Delhi. 4. Sancheti amp; Kapoor, Business Mathematics, Sultan Chand, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT 404: ACCOUNTING FOR MANAGERS Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 3| 2| 0| Learning Outcomes: On completion of the syllabus, the student will possess: * Understanding of the basic Principles of Accounting, Accounting Standards, Reading and Analyzing Balance sheets and its application in modern day business * Knowledge of concepts those are helpful in financial decision making etc. * Knowledge about new and contemporary developments in Accounting. * Understanding of the application of accounting fundamentals to business organizations and various managerial processes in an organization. UNIT-I Concept of Book-Keeping and Accounting Fundamentals. GAAP and International Accounting Standards Financial Accounting: Fundamentals concepts and conventions, concept of Double Entry System Journal ` Ledger and Trial Balance Trading amp; Profit Loss Account Balance Sheet UNIT-II Financial Statement Analysis, Ratio analysis Funds Flow Analysis Cash Flow Analysis Management  Accounting. Cost Accounting: Cost Sheet UNIT-III Marginal Costing. Absorption Costing. Break Even Analysis and Margin of  Safety. Standard Cost and standard Costing System. Variance  Analysis with respect to Material Cost and labour cost Human Resource  Accounting. Responsibility Accounting and Responsibility Centers Text Books 1. Hanif and Mukherjee, Modern Accountancy, Tata McGraw Hill, New Delhi. 2. Maheshwari S. N. , Accounting for Management, Vikas Publishing House, New Delhi. 3. Tulsian, Financial Accounting, Tata McGraw Hill, New Delhi. Reference Books:- 1. Horngren, Sundem, Introduction to Management, Prentice Hall India, New Delhi. . Kishor Ravi M, Cost accounting and financial management, Taxman Publishers, New Delhi. 3. Shukla, Grewal and S. C. Gupta, Advanced Accounts, Sultan Chand and Sons, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questi ons. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT 405: ORGANISATIONAL BEHAVIOUR AND DYNAMICS Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcomes: * On completion of the syllabi, the student will understand the basic Principles of Management and their application in modern day business at different layers of organization so as to understand how to run an organization smoothly and efficiently. * An in-depth knowledge about working of an organization. * Student will also get sensitized about new and contemporary developments in the field of management. UNIT I Organizational Behaviour: Concept and Application, Challenges to Organisational Behaviour, Desciplines contributing to Organsational Behaviour. Individual Behaviour Personality, traits Learning and its theories Attitude and attitude formation Perception, Stereotyping, Hallo Effect Motivation: Theories amp; Application UNIT II Group Dynamics: Group Norms; Group Cohesiveness Stress: Types; Sources and Management of stress Leadership: Styles, Models, Theories of Leadership Power and Politics: Definition; Types of Powers; Sources; Characteristics; Effective use of Power Conflict Management: Constructive amp; Destructive conflict, Conflict Process Strategies for encouraging constructive conflict, Strategies for resolving destructive conflict. UNIT III Organisational Dynamics; Organisational design Organisational Effectiveness: Meaning, approaches Organisational Culture: Meaning, significance Organizational Climate: Implications on organizational behavior Organizational Change: Meaning; Causes of change; Resistance of change; Management of change RECOMMENDED TEXT BOOKS 1. Aswathappa K, Organisational Behaviour, Himalaya Publishing House, Mumbai. 2. Luthans Fred, Organisational Behaviour, McGraw Hill Book Co, New Delhi. 3. Robbins P Stephen, Organisational Behaviour, Prentice Hall, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT406: IT IN MANAGEMENT Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 3| 0| 2| Learning Outcomes: This course will provide understanding of: * Applications of Information Technology in an organization and as a tool of managerial decision making. * Contemporary developments in IT field. * Computer fundamentals, introduction to computer network, Ms Office tools like MS Word, MS excel, MS PowerPoint amp; Introduction to Operating System, its types. UNIT-I IT Fundamentals: Software- Types of software, Applications of IT Uses of Internet Search fundamentals, search engines and meta search engines, Search Engine Optimization (SEO) Introduction to Networking, Overview of Network types: LAN, MAN, WAN, Network Topologies Overview of DBMS, RDBMS, Types of Database Structures. Introduction to: SAP, ERP, CRM, EDP, SCM Introduction  to  E-Business: Electronic Commerce Models, Value Chains in Electronic Commerce, E-Commerce in India. UNIT-II Application and Usage of MS-Word: Word Basics, Rand () function Working with fonts, Aligning text, Line spacing, Page Numbering Headers amp; Footers, Headers amp; Footers on even pages amp; odd pages Drop Cap, Page orientation, Page background, Bullets amp; Numbering, Printing Documents Drawing features Mail Merge Tables: Creating table, Adding rows amp; columns, Merging amp; splitting of cells, Using formulas in tables, Converting text to table amp; vice versa UNIT-III Ms-Excel: Excel basics, Worksheet vs. Workbook, Inserting and deleting worksheet, Rename worksheet, Auto fill, Wrap text, Merging Of cells, Using filters Sorting Data,Cell addressing, Using formulas, Paste special, Cell referencing, Working of If function, Printing worksheets, Inserting charts. Ms-PowerPoint: Basics, Different views of slide, apply design templates, Inserting header and footer, slide transition, adding animation, Inserting charts, Action Buttons. Text Book: 1. P. K. Sinha, Computer Fundamentals, BPB, New Delhi. 2. Ron Mansfield, MS-Office, Tech Publication, New Delhi. Reference Books: 1. Nidhi Dhawan, E-Commerce concepts and applications, International Book House Pvt. Ltd. , New Delhi. 2. Forouzan, Computer Networks, Tata McGraw Hill, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT 407: PROFESSIONAL COMMUNICATION FOR BUSINESS MANAGEMENT Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcomes: On completion of the syllabi the student will: * Understand Basic Principles of communication – and its application in modern day business. * Be in position to communicate effectively in English language in written as well as oral form. * Develop Interpersonal and business communication skills to interact effectively in professional and social situations. UNIT I Basic forms of Communication; Grapevine communication ; Barriers to effective communication, Communication process. Cs for effective business communication. Business manners and etiquettes, Telephone Etiquettes, e-mails etiquettes, Effective listening skills. Networks and channels of Communication. UNIT II Written communication skills Good News Letter, Bad News Letter, Persuasive sales letters, Informative Letters, Inter-office memorandums, Paragraph Writing, Developing brochures. Drafting a CV, job application (Cover Letter) Tenses, Subject-Verb Agreement. Vocabulary: Similar sounding words with different meanings, business terminology. Short reports UNIT III Reading Comprehension Extempore speaking, Public Speaking. Group Discussion amp; Interviews. Planning and leading meetings, common obstacles in conducting meeting Negotiations Skills: Stages of negotiation process and negotiation strategies. Mass Media: Press releases and organizing Press conferences and Media interviews. References: 1. Chaturvedi; Mukesh Chaturvedi P. D. Chaturvedi,  (E. 2004) Business Communication: Concepts, Cases and Applications, Pearson, New Delhi. 2. Lesikar R. V. ; Petit J. D. , (January 19, 2010), Lesikars Business Communication, McGraw-Hill/Irwin; 12 edition, New Delhi. 3. Mary Ellen Guffey,  Dana Loewy,(2009), Essentials of Business Communication, Cengage Learning, New Delhi. 4. Sharma R. C amp; Krishna Mohan (2002), Business correspondence and Report Writing, Tata McGraw-Hill Education, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBA 2nd Semester CODES| SUBJECT TITLE| INTERNAL MARKS| EXTERNALMARKS| CREDITUNITS| Lecture| Tutorial| Practical| MBT 421| Business Environment| 40| 60| 4| 4| 0| 0| MBT 422| Financial Management| 40| 60| 4| 3| 2| 0| MBT 423| Marketing Fundamentals| 40| 60| 4| 4| 0| 0| MBT 424| Managing Human Resources| 40| 60| 4| 4| 0| 0| MBT 425| Research Methodology| 40| 60| 4| 4| 0| 0| MBT 426| Production and Operations Management| 40| 60| 4| 4| 0| 0| MBT 427| Corporate Legal Environment| 40| 60| 4| 4| 0| 0| MBP 428| *Comprehensive Viva-Voce| -| 100| 4| | | | MBT421: BUSINESS ENVIRONMENT Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcome: On completion of the syllabi, the students should be in a position to understand: * The Business Environment with special reference to Indian Corporate World. * The influencing factors prevailing in Business Environment – and their effect on modern day business internally and externally. Various techniques to scan the Business Environment. UNIT-I Business Environment – Introduction, different Components and Techniques to scan Business Environment Economic Environment Different Economic Systems and Economic Policies (Industrial, Monetary, and Fiscal and Current Economic Policies) Political Environment Political Institutions i. e. Legislature, Executive and Jud iciary, Changing Role of Government in Business Environment amp; Impact UNIT-II Legal Environment Company regulatory legislations in India: FEMA, Competition Law, EXIM Policies Social Environment- Social Responsibility of Business, Consumer Protection Act 1986, The Environment Protection Act 1986 amp; its Impact UNIT-III Technological Environment Different Types and the Level of Technology, Impact of Technology on Business amp; Problems in Technology Transfer Global Environment Foreign Direct Investment (FDI), WTO- Its Role and Functions MNCs, International Institutions and Trading Blocs TEXT BOOKS 1. Aggarwal Raj amp; Saksena S . Business Environment, Excel Books, New Delhi. 2. Aswathappa, K. (2009). Essential of Business Environment, Himalaya Publishing House, New Delhi, Hyderabad. 3. Cherunilam, F. (2011). Business Environment: Text and Cases, Himalaya Publishing House, Mumbai 4. Mishra and Puri (2008). Indian Economy – Its Development Experience, Himalaya Publishing House, New Delhi, Bangalore. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT422: FINANCIAL MANAGEMENT Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 3| 2| 0| Learning Outcome: On completion of the syllabi the student will be able to: Effectively communicate results from financial analysis to other interested parties with limited backgrounds in finance. * There will be a clear understanding of different areas of Financial Management related to Financial Planning, Organizing and Controlling. * Have understanding important financial concepts and analytical tools used in the financial decision making process in an efficient and informative manner that facilit ates analyzing and interpreting financial research in an intuitive and economically meaningful fashion. Unit I Financial Management: An Overview Financial System: Assets, Markets, Intermediaries and Regulatory Framework Indian Financial System Capital Market and Money Market Concepts in Valuation: Time value of money, Present Values, IRR, Bond returns, Return from Stock Market Investments. Unit – II Working Capital Management, Receivables Management, Inventory Management, and Cash Management. EVA and MVA. Leverage Capital Assets Pricing Theory (CAPM) and Arbitrage Theory. Lease financing Unit – III Capital Structure Theories of Capital Structure Dividend Policy Corporate Restructuring Capital Budgeting Text Books: 1. Chandra, Prasanna â€Å"Financial Management†, Tata McGraw Hill, New Delhi. 2. James C Van Horne-Prentice-Hall,India, New Delhi. . Khan M. Y. amp; Jain P. K -Tata McGraw-Hill, New Delhi. 4. Pandey, I. M. â€Å"Financial Management†, Vikas Publishing House, New Delhi. Reference Books- 1. Kulkarni, P. V. â€Å"Financial Management†, Himalaya Publishing House, Bombay. 2. Maheswari S. N. â€Å"Principles of Financial Management†, Sultan Chand amp; Sons, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be laced at number one. Candidate sha ll be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT423: MARKETING FUNDAMENTALS Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcomes: On completion of the syllabus the student will: * Understand the basic Principles of Marketing and its application in current business scenario. * Become aware of Marketing Management Process, Research tools, Advertising fundamentals, etc. Have overview about new and contemporary developments in Marketing Management. UNIT-I Introduction: Marketing Concepts, Strategic Marketing, Marketing Management Process. Micro and Macro Marketing Environment. Ethics in Marketing Segmentation Targeting and Positioning: bases of market segmentation, target market and effective position the products. Consumer Behavior: demographic, geographic, lifestyle, geo-demographic and socioeconomic factors. Pro duct Life Cycle UNIT-II Marketing Mix: Components of Product and Services Marketing Mix marketing strategy/tactics. Product: Product Type, Product Line, Brand, brand building strategies, Packaging and Labeling. Pricing: objectives, methods, strategies, price bifurcation, and process Distribution channels: channels of distribution, types of Intermediaries Sales Force Management: Sales Planning, Forecasting, Sales Force Management. UNIT-III Promotion Mix: Advertising, Direct Marketing, Personal Selling, Sales Promotion, Integrated Market communications: Sales Promotion activities and methods used for communicating. Customer Relationship Management: * Customer Relationship Management * Viral Marketing * Network Marketing * Social Media Marketing Marketing in India: marketing practices prevalent in Rural and Urban India and positioning/promoting/distributing products. Text Books: 1. Chhabra, T N and Grover S K, Marketing Management, Dhanpat Rai amp; Co. New Delhi. 2. Kotler Philip, Marketing Management, Prentice-Hall, India 3. Ramaswamy, Namakumari, Marketing Management, Macmillan India Reference Books- 1. Keegan, Warren J, Sandra and Duncan, Marketing, Prentice Hall, New Delhi. 2. Kotler Philip and Keller Kevin Marketing Management, Pearson Education, India. 3. Saxena Rajan, Marketing Management, Tata McGraw Hill, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT424: MANAGING HUMAN RESOURCES Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcome: The student will learn about: * Basic principles of Human Resource Management: How an organization acquires, rewards, motivates, uses, and generally manages its people effectively. * Practices and techniques for evaluating performance and performing the wide range of other people related duties of a manager in today’s increasingly complex workplace. Practical situations and problem solving regarding areas of employee counseling, discipline and termination. * The importance of maintaining fair and equitable compensation and benefit programs will be discussed. Unit-I Human Resource Management: Concept, Evolution and Challenges Brief Introduction to Strategic HRM. Personnel Policies. Job Analysis HR planning Recruitment and Selection Placement and Induction. Human resource development Unit-II Training and development Career planning, career development and Succession Planning. Job design amp; Job evaluation. Performance Appraisal Promotion; Transfers; Demotions. Compensation Administration, wages amp; salary administration Managing Employee benefits, Managing work conditions such as health amp; safety, Employee welfare, social security. Unit-III. Managing Employee Grievances: Meaning, Causes, Grievance handling procedure; Discipline (2hrs) Collective Bargaining, Workers Participation, and Employee Empowerment Trade Unions: Objectives, Functions Industrial Relations and Industrial disputes. Job stress, counseling; Quality of work life HRIS, HR Audit; Managing ethical issues in HRM; Implications for HRM amp; HRD; Contemporary issues in HRM; International HR practices; e-HR. TEXT BOOKS: 1. Aswathappa, K. , Human Resource Management, Tata McGraw-Hill, New Delhi. 2. Dessler, G. , Human Resource Management, Prentice-Hall, Delhi. 3. Rao, V. S. P. , Human Resource Management: Text and cases, Excel Books, New Delhi. REFERENCE BOOKS: . 1. Decenzo A Davide amp; Robbins P Stephen, Personnel/Human Resource Management, Prentice-Hall, India 2. Ivancevich M John, Human Resource Management, TMH, Tata McGraw-Hill, New Delhi. 3. Mamoria, C. B. , Personnel Management, Himalaya Publishing House, Mumbai. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT425: RESEARCH METHODOLOGY Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcomes: At the conclusion of the course students should be able to: 1) develop understanding of Statistics as applicable to Business Management and its use and relevance in areas of research (2) Develop the skills to identify the appropriate statistical techniques for the analysis of data (3) Learn how to collect, analyze, present and interpret research data with the help of statistical Software SPSS, SAS OR STATGRAPHICS (4) Use various sampling techniques, research designs, data collectio n procedures, and methods of analyzing data. (5) Interpretation and Decision Making with the help of Statistics. Unit I Introduction to Research: Definition, Objectives, Limitations, and Types. Research Process an overview: Research Designs: Exploratory, Descriptive and Experimental designs: Randomized Block Design, Latin Square Design and Factorial Design, Basic Principles of Research Design. Sampling Design: Sampling design Concepts, types of sampling: Simple Random Sampling, Stratified Sampling, Systematic and Cluster Sampling, Area Sampling, Judgment Sampling, Quota Sampling, Snowball Sampling and their applicability, Criteria of Selecting a Sampling Procedure. Unit II Tools amp; Techniques of Data Collection: Primary amp; Secondary. Classification amp; Tabulation of Data, Graphical Representation of Data. Designing of Questionnaire. Scales of Measurement: Nominal, Ordinal, Interval and Ratio. Types of Scales: Ranking and Rating Scales. Scaling Techniques: Likert, Thurston, Semantic Differential Scaling techniques and Scale Construction Techniques Unit III Hypothesis Testing: Hypothesis Formation, Significance level, One tailed Test and Two tailed test, degree of freedom and Errors in Hypothesis Testing. Parametric Test: t-Test, F-test, Z-test, Chi-Square Test Analysis of Variance: ANOVA – 1 way and ANOVA 2 way. Non-Parametric Tests: Sign Test, Wilcoxon Matched Pairs Test, Wilcoxon- Mann-Whitney Test (U-Test), will help the student to choose most suitable test for analysis. RECOMMENDED TEXT BOOKS 1. Beri, G. C. Business Statistics, Tata McGraw-Hill Publishing Co. Ltd. , New Delhi, 2nd Edition. 2. Donald R. Cooper amp; Pamela S. Schindler, Business Research Methods, Tata McGraw-Hill Publishing Co. Ltd. , New Delhi, 9th Edition. 3. Gupta S. C, (2010) â€Å"Fundamentals of Statistics†, , 6th Ed. HPH, Mumbai. 4. Gupta S. P, (2002) Statistical Methods, Sultan Chand amp; Sons, New Delhi. 5. Sharma, (2005), J. K. Business Statistics, Pearson Education, New Delhi, 3rd Reprint. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT426: PRODUCTION AND OPERATIONS MANAGEMENT Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcome: The students will be able to have: * Knowledge and skills of Operations Management for improving organizational performance under Global environment. * Comprehension of the Manufacturing Resource Planning concept and how to apply Manufacturing Resource Planning techniques and principles. * An understanding of Industrial applications of Operations Management Principles. * Competency in application of various statistical and mathematical techniques in a

Origins of Slavery in Virginia essays

Origins of Slavery in Virginia essays Slavery in Virginia was a trend that spread throughout the state. Many factors made slavery possible in Virginia. Some key factors that lead to the development of slavery was the supply of labor, the cost of labor, the life span of colonist, the fear of lower class rebellion, the legal structure, and racism. The supply of labor in Virginia before the 1660s was mostly done my indentured servants. Indentured servants were males usually under 25, single, and lacked land in England and came to America for a new beginning. Indentured servants contracts usually lasted three to five years and occasionally seven in some cases. Many indentured servants were treated poorly and often abused. These indentured servants would often write back to their home in England tell of their horrific treatment that was bestowed upon them. A shortage of indentured servants was also brought about by the Plague of 1665 which devastated the English population along with London Fire the following year which created a new need for workers of all kinds to rebuild the capital. For these many reasons, the supply of indentured servants fell while the demand for labor rose. Another factor that lead to the development of slavery was the cost of an African slave compared to an indentured servant. A landowner had to buy an indentured servant every few years to take the place of another indentured servant due to their contract expiring. A slave, on the other hand, was bought and could provide many years of service because they could not be freed after a few short years of service. In fact, many slaves had children that were born into slavery which was free labor for the landlord. For many planters it only made sense, economically, to buy slaves. The life expectancy in the area around Virginia increased due to sturdier dwellings and more stable living conditions. This further motivated planters to move away from ...

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Gender and psychology in Carol Ann Duffy's poems - Thesis Proposal Example Issues of gender, society, psychology, surrealism, sexuality, history, and fantasy have all found a place on the pages of her books. In my thesis, I intend to explore her poetic device of the dramatic monologue and its relation to the multiplicity of voices her poetry embodies. To better understand the societal and literary importance that set her body of work apart from others, it is necessary to indicate how this type of monologue gives a sense of freedom and authority to the misunderstood and neglected. Furthermore, I plan to shed light on the mental processing of the marginalized through the speakers reflections; in addition, I will focus on how her characters create their own identity by transforming the narrative language. The objectives of my research are firstly, to explore the various topics Carol Ann Duffy addressed in her writing, such as gender roles, female sexuality, suicide, and childhood, and to discuss what she had to say about each of them; secondly, to explore Carol Ann Duffy’s use of the narrative monologue as a vehicle of expression for her characters; and thirdly, to reveal the importance of Carol Ann Duffy’s body of work in the world of literature. It is my supposition that an analytical exploration of Carol Ann Duffy’s poetry will reveal a female writer who has found her voice in controversial topics by allowing her characters to develop their voice through her writing. The question I want to address is how successful is Carol Ann Duffy at broadening the reader’s perception of women, by shedding light on women’s issues through the unique usage of narrative monologues? In several of her books, such as The World’s Wife, Feminine Gospels, and Selling Manhattan, Duffy uses her writing to bring the female characters from the background to the forefront to emphasize the importance of the female

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Catholic School 2000 - Essay Example he Catholic school to develop in the school community an atmosphere animated by a spirit of liberty and charity based on the Gospel.† (Flynn & Mok, 2000, p. 21) This formally states that Catholic schools must enrich the student lives in a religious as well as academic capacity. The authors go on to quote from several other documents, most of which have the same intention regarding the leadership role that Catholic schools must take in their educational focus of religious faith. They also cite a passage from the a statement from the Australian Bishops’ Conference published in 1975: The present document is offered as a contribution to the process by which the people of God in the Australian Church will search for the most authentic way to live the faith and the most effective means of passing it on to future generations. (Flynn & Mok, 2000, p. 22) The second part of their article focuses on more recent documents further defining and delineating the role of the Catholic School, this is titled, â€Å"The Catholic School on the Threshold of the Third Millennium.† (Flynn & Mok, 2000, p. 23) In general these more recent documents slightly softened the role of religion and represent the schools as part of the cultural inheritance of society as well. For instance in the Church document, ‘Lay Catholics in Schools: Witnesses to Faith’ (1982), the mission of Catholic schools is clear that they are to add to the culture around them and not dictate religious fervour. While still focusing on the gospels, â€Å"It strives to relate all human culture to the good news of salvation.† (Flynn & Mok, 2000, p. 23) Mission is an apt conceptualisation of the Catholic schools leadership roles, they are most akin to missionaries with an evangelical purpose to help and to serve the community as well as to open them to their faith. As stated it is an integration or synthesis of culture and faith. (Flynn & Mok, 2000, p. 26) The third part of their article, ‘Australian Catholic

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Applying Ethics to End of Life Care Essay

Applying Ethics to End of Life Care can be a difficult task for those involved in making the decisions pertaining to active and passive euthanasia, as well as palliative care when it comes to themselves or loved ones. According to The Last Chapter-End of life decisions â€Å"there often comes a time that advances in medicine are no longer your friend, they become the enemy† (West Virginia Public Broadcasting, 2010, Dec. 28). Euthanasia, or right to death; according to Mosser (2014), â€Å"the argument for euthanasia is straightforward: A person who is virtually certain to die within a given amount of time and is experiencing or will experience a lot of pain before he or she dies should be able to choose an earlier, less painful death. What purpose is served by keeping a person alive only to experience constant, agonizing pain?† (sec. 6.3, para. 32). The answer to the question would seem rather obvious depending on your point of view. According to Palliummja (2011, March 19) Dr. Balfour Mount stated â€Å"People do not have to die with pain†, and Kass (1989) states â€Å"Each person has a right to control his or her body and his or her life, including the end of it† (pg. 27, para. 1). Within this paper is a look at three different ethical points of view. The topic of End of Life Care will be explored through the perspective of the utilitarian, the deontologist, as well as the relativists. Each one of these theories have their own take on what is considered morally right and morally wrong. Although each of these theories have their benefits and cons, it is this researcher’s belief that the relativist’s point of view would be the best ethical theory to apply when dealing with End of Life Care issues because it is left up to the individuals own moral standards of what they perceive to be the morally right or wrong thing to do. We will first take a look through the eyes of the relativist. According to Mosser (2014), â€Å"we should recognize that there are no universal or general ethical standards; that a person’s ethical view is relative to his or her culture, society, tradition, religion, worldview, and even individual values. Because moral claims are said to be relative to something else†, he continues with â€Å"Even though philosophers distinguish between different kinds of relativism, we will generally use the term to mean that any ethical claim is relative to a set of beliefs and that any such ethical claim is true, or consistent with, that set of beliefs† (sec 6.2, para. 14). It is the individual aspect of relativism that I would like to focus on as the best way to tackle ethical questions pertaining to end of life care. This leaves the decision solely up to what the individual believes is the right thing to do, based on his or her own personal beliefs. If it is considered ok by that individual to go ahead and end their life, through active or passive euthanasia so they do not suffer more pain than what is necessary, then that is what the morally right thing to do would be. The relativist simply says that the practice a given culture/individual adopts as correct determines what should be done (Mosser, K., 2014). The second ethical view that we will be looking at is the deontological theory. According to Mosser, K. (2014) â€Å"deontological ethics focuses on the will of the person acting, the person’s intention in carrying out the act, and particularly, the rule according to which the act is carried out. Deontology focuses on the duties and obligations one has in carrying out actions rather than on the consequences of those actions† (sec. 6.1). In short the deontologists is not concerned with consequences, but rather what it is the law of the land says is right or wrong. This means that even if a patient was certain to experience excruciating pain and suffering, and was certain to die in a matter of days, euthanasia would still not be permissible because the law states that killing is the wrong thing to do. This would present a problem for a patient who is wanting to end their life early because the physician would be bound by law not to perform such acts because to kill a pers on is against the law. The doctor patient confidentiality aspect cannot be applied in this case. The good thing about the deontological view is that it keeps doctors in check by not allowing a  doctor to end a life just because they no longer wish to treat an individual. Kass gives an example of this by stating â€Å"Even the most humane and conscientious physician psychologically needs protection against himself and his weaknesses† (pg. 35, para 3). Meaning that the law is set in place so that a doctor does not make killing a therapeutic option. But even though this is a check so to say for the doctor, this cannot be the ethical theory best to satisfy ones individual need or want for an earlier termination of life, if in fact that is what they choose to want happen. The utilitarian in this situation would ask that we take a look at the consequences of such an act as euthanasia, taking into consideration as to what is the best outcome for the most amount of people. According to Mosser, K. (2014) â€Å"When given a choice between two acts, utilitarianism states that the act that should be chosen is the one that creates the greatest amount of happiness for the greatest number of people† (section 6.1). This has its strong and weak points as well. The strong point in this is that it takes a look at every aspect of the situation, analyzing the benefits and cons to either end a life or keeping an individual alive. The problem with this view lies with, who is it that benefits the most, is it the patient and patients family who benefits more, or is it the hospital or physician who benefits more. A point made in the video End of Life Care Dilemma: Who gets booted from ICU stated that hospitals tend to â€Å"bounce from the emergency room the perso n who you know is going to die soon† (ForaTv. 2010, April 14). The reason for this is the amount of money made by keeping ICU beds full. It could cost up to two million dollars to keep an individual alive for two years. In the view of the video provided it would be more cost efficient to end a life and use the two million dollars to pay for school lunches for school children prolonging life for 500 years rather than the two years for the one individual (ForaTv. 2010, April 14). So the question remains, who is it that benefits more? It would seem as if the hospital would benefit more by ending a life because it opens up a new bed for the next individual. When it comes to end of life care and utilitarianism there is no sure way to know that ending a life would be benefitting the right individuals. In conclusion, it is this researcher’s belief that the best ethical point of  view to use when dealing with end of life care would be the relativist ethical theory. This theory allows an individual to make the decision based on what it is that they feel is the right option to do. There is no outside influence as to what a person should do when you are able to make the decision based off of your own moral beliefs. As stated above by Kass, â€Å"Each person has a right to control his or her body and his or her life, including the end of it† (pg. 27, para. 1). This right is taken away once you put forth a deontological or utilitarian point of view. The individual no longer has a say in what it is to be done with their life. Many would opt for a less painful death, in fact this researcher would opt for a less painful death knowing that I may spend the rest of my life in agonizing pain, or deteriorating. Even if it was the patients wish to die peacefully before suffering the agonizing effects of the disease, there is nothing that the doctor can do to assist with these wishes, because the law of the land prohibits murder, and since active euthanasia would be causing the death of an individual with the intent to cause the death, this would be classified as murder, this is why the deontological approach cannot work in terms of end of life care. It removes the individual’s wishes as to what they want to have happen, and replaces it with what society believes should happen. The utilitarian point of view is also one that removes the individual wants or needs from the end of life care factor. It brings in the benefits of others that may out weight the benefits of the individual. It is these reasons presented within this paper that this researcher believes that although each of these theories have their benefits and cons, it is the relativist’s point of view would be the best e thical theory to apply when dealing with End of Life Care issues because it is left up to the individuals own moral standards of what they perceive to be the morally right or wrong thing to do, and there is no other influence on what should be done with one’s own life. References ForaTv. (2009, Sep. 24). End-of-life care dilemma: Who gets booted from the ICU? [Video file]. Retrieved from http://www.youtube.com/watch?v=0XpAYPgjMYg Kass, L. R. (1989). Neither for love nor money: Why doctors must not kill. Public Interest, 94, 25-46. Retrieved from the ProQuest database. Mosser, K. (2013). Understanding philosophy. San Diego, CA: Bridgepoint Education, Inc. Palliummja. (2011, March 19). Dying for care – quality palliative & end of life care in Canada (English subtitles/captions) [Video file]. Retrieved from http://www.youtube.com /watch?v=Q6mUbIjKEEI West Virginia Public Broadcasting. (2010, Dec. 28). The last chapter – end of life decisions [Video file]. Retrieved from http://www.youtube.com/watch?v=8jKUZ8lS9b4