Humans and the exploitation of the nature Essay

This paper has been written to debate on the topic whether the humans should be allowed to exploit the nature for their betterment or not. It is indeed true that the humans are the most intelligent beings in the world; however it is not a good idea to exploit the nature for the betterment of the humans. We just have one Earth and nature is very precious to us in every way, it is therefore the duty of each and every individual living on the Earth to take care of the Earth and save the nature around us. Nature basically consists of a wide array of things in life such as greenery i. e. the plants and the trees; the wild life consists of all the precious animal species, the mountains, etc. However, the natural resources all around the world are depleting day by day because of the mishaps that are occurring due to the negligence of the humans. As it is mentioned in the paper above that the humans are the most intelligent creatures existing in the world but they do not have any right to exploit the natural resources that are God-gifted to them, firstly because it is very unethical to do so and secondly, the humans will themselves loose the opportunity to avail the benefits that they are getting from the existence of nature on Earth. Moreover, in case the humans exploit the nature today, the future generations will have no resources left to survive and to avail their benefits. There are various benefits that humans are getting from nature such as the trees provide us shade; they make the environment clean, they provide us with fruits, etc. and if people start exploiting them, a day will come when there will not be a single tree on the Earth as the removal of plants can damage the ecosystem. It is thus our responsibility to take care of the nature instead of exploiting it. (Scott, 1998). Reference Scott, G. G. (1998). Making Ethical Choices, Resolving Ethical Dilemmas. Paragon House Publishers.

Ethical Philosophies of Machiavelli and Subramanian Essay

One of the greatest comparisons of all time is to contrast Niccolo Machiavelli’s â€Å"The Prince† with V. K. Subramanian’s â€Å"The Chanakya: Kautilya. † Critically, a look can be taken into several different elements of each author’s work to best compare and contrast them. To that end, a look will be taken at the political, social, and ethical philosophies of Machiavelli and Subramanian to determine how they differ and in which ways the philosophies are similar. Niccolo Machiavelli’s The Prince† in the early 1500’s as a way of adding his insight from what he had seen of politics and hereditary principality—even though â€Å"it was plagiarized during Machiavelli’s lifetime†¦[and] was never published by him†¦[making] the text [itself as] still disputable† (Machiavelli 11). While current versions of â€Å"The Prince† are attributed to him, this fact of plagiarism and publishing fraud make the work even more intriguing, given the subject matter itself. Of the work itself, Machiavelli said that â€Å"I pour myself out as fully as I can in meditation on the subject, discussing what a principality is, what kinds there are, how they can be acquired, how they can be kept, why they are lost; and if any of the fancies ever pleased you, this ought not to displease you; and to a prince, especially to a new one, it should be welcome† (Machiavelli 11). Machiavelli dedicated the work itself to Lorenzo de’ Medici, even after he was put to torture by the family for treachery. Machiavelli’s methods are one of unique significance as he is writing, having been there, in the thick of things. Essentially, â€Å"The Prince† is meant as a guidebook on how to rule in all princely matters for Lorenzo de’ Medici. Machiavelli wrote about how hereditary principalities worked, how to keep that inheritance, and even how a prince could gain a new principality, and how a prince should rule his people and act, as a prince, and politically. While Machiavelli essentially confined his writings to obtaining fortune, keeping and obtaining power, and virtue as a leader, a look can be taken into his writings to discover the philosophies beneath his ideas. In comparison, V. K. Subramanian’s â€Å"The Chanakya: Kautilya† was published in 1980 about and are translated from are translated from three works known as the â€Å"Chankyasutras,† the â€Å"Chankyanitidarpan† and the â€Å"Arthshastra† and are based upon the time in history around 300 BC. The intro of Subramanian’s work notes that â€Å"Chanakya, also known as Kautilya and Vishnugupta was the famous Indian Machiavelli who was responsible for the overthrow of the last ruler of the Nada Dynasty and the enthronement of Chandragupta Maurya†¦there is an interesting story about Chanakya’s first encounter with Chandragupta, which ultimately ended in their collaboration and capture of power† (Subramanian 1). Subramanian’s work, then, is a direct reflection of Machiavelli’s own. What makes them similar, however, despite the men within the tales, is the philosophies shared between the two. Machiavelli’s political philosophy is perhaps the easiest to pinpoint as the very purpose of his work revolved around the necessity of a prince to reign successfully. Machiavelli, actually, mainly focused on the political aspects of maintaining and gaining principalities. He notes that â€Å"let any one now consider with what little difficulty the king could have maintained his position in Italy had he observed the rules above laid down, and kept all his friends secure and protected; for although they were numerous they were both weak and timid, some afraid of the Church†¦and thus they would always have been forced to stand in with him, and by their means he could easily have made himself secure against those who remained powerful† (30). Machiavelli is urging his prince to take note of the past and understand that had the king protected his weaker neighbors, he would have not only gained them as allies—but also could have gained them as part of his reign. And, at all costs, he should protect his allies as he would protect his own lands. Politically, being a stronger power, he would have been made into the â€Å"leader,† who they would be indebted to and would follow with more loyalty than any money could purchase. And, to Machiavelli, the art of gaining allies and principalities, even de facto ones, was the art to be achieved. Even more so, Subramanian’s fourth maxim entitled â€Å"Advisors, Aides, Counselors, Ministers,† notes that â€Å"after equipping oneself fully, one should seek an ally (aide), one without an advisor has no certainty of counsel, one wheel does not move (the vehicle), the true aide serves alike in prosperity and adversity, a self respecting ruler should appoint as counselor, one who is inferior to him, and respects him†¦deflection to the enemy takes place due to negligence† (22-25). In this, Subramanian agrees wholeheartedly with Machiavelli’s statements. To be a successful ruler, allies must be taken and protected, first and foremost, before true rule can begin. The reason being, that with allies, a force become much stronger, incrementally, with each ally added. Furthermore, each ally must be protected and cared for to ensure their cooperation—but with that cooperation comes an extended kingdom. Indeed, Machiavelli’s social philosophy can be found within his writings on obtaining fortune. Machiavelli writes that â€Å"principalities are either hereditary, in which the family has been long established; or they are new†¦. such dominions thus acquired are either accustomed to live under a prince, or to live in freedom; and are acquired either by the arms of the prince himself, or of others, or else by fortune or by ability† (21). Machiavelli is commenting, simply, that the way in which a prince gains land is two-fold: either he inherits it or he fights for it. The manner in which the prince gains and obtains his land, however, is what makes the prince either beloved by his people or hated. For Machiavelli, gaining the most principalities possible by virtuous means was the ideal result. And, as he instructed his prince, it was best to be good, socially, if any hopes of maintaining that principality are held. In fact, Machiavelli comments that, for example, â€Å"Louis the Twelfth, King of France, quickly occupied Milan, and as quickly lost it; and to turn him out the first time it only needed Lodovico’s own forces; because those who had opened the gates to him, finding themselves deceived in their hopes of future benefit, would not endure the ill-treatment of the new prince† (23). Moreover, â€Å"it is very true that, after acquiring rebellious provinces a second time, they are not so lightly lost afterwards, because the prince, with little reluctance, takes the opportunity of the rebellion to punish the delinquents, to clear out the suspects, and to strengthen himself in the weakest places† (24). Thus, not only is it important for a prince to be clear in his occupation in a land, to become most beloved, he must first get rid of the troublemakers—thus leaving the peaceable, and willing to be occupied. If a prince does not take this step, he is left in hostile territory with people willing to stage an overthrow. On contrast, Subramanian writes out a few of the maxims of Chanakya, citing that â€Å"economic prosperity creates prosperity for the people, if the people are prosperous, even a leaderless state can be governed, people’s fury is the greatest of furies†¦[and] to be without a master is better than having an arrogant master† (22). In this, the two authors cannot be more different from the other. Machiavelli believes that the first step of any prince should be to take a firm grasp upon his principalities, to conquer new ones, and to rout the dissenters by force before they can rally for an overthrow. Machiavelli believes that by getting rid of the rebellious people before they can act, a leader can sustain and mark his position within his land, taking charge before the people even really know that it has happened. Then, once all the rebellion has been stamped out, a leader can begin to make his land prosperous. However, Subramanian cites a very different kind of social philosophy, making note that a leader might as well not exist if he intends to be a tyrant to the people, that a people have more respect for a man intent on prosperity, first, and rebellion last. Because, in an attempt to rout the dissenters, a leader would make a dent on the value the people hold for him—and thus their fury would remain. To really be a true leader and be beloved by his land, a leader must intend on affluence and prosperity as his bottom line. Finally, Machiavelli’s ethical and moral philosophy requires the most interpretation to highlight significantly. As Machiavelli writes about virtue in a leader, instructing a prince on how to act and behave, an ethical philosophy is formed. On contrast, Subramanian’s ethical philosophy stems from his ethical roots maxim that states â€Å"righteousness is the root of happiness, wealth is the root of righteousness, the state of the root is wealth, victory over senses is the root of the state, humility is the root of sense control, worship of elders is the root of humility, wisdom results from the worship of elders, with wisdom one can prosper, the prosperous one becomes the victorious one†¦[and] the victorious one obtains all the riches† (21-22). Despite it’s cryptic fortune-cookie nature, Subramanian’s writings do indeed have a fine message on ethical philosophy, here. In explicating the words, Subramanian is saying that to be a good leader, on must first be righteous, but to be righteous, one must first have wealth, to have wealth, one must first have victory, to have victory, one must first have humility, to have humility, one must listen to their elders to obtain wisdom, and with that wisdom a leader can prosper and be victorious in all they seek to achieve. The value here, is that Subramanian notes the significance of wisdom in all things. Without wisdom and following and heeding the elders who have come before, a leader stands no chance of being successful. Morally, a leader is obligated to his people to be triumphant so that the land can prosper, but without wisdom, a leader is nothing to his people but a tyrant. Subramanian says what Machiavelli does not. To Machiavelli, leading a people, by first disposing of the bad ones, is the best way for a prince to prosper in his lands. While he encourages his prince to be sound and wise, he first sends out the encouragement that the prince must always guard his assets, for fear of being overthrown or taken down by a greater force. To Machiavelli, obtaining land and prospering was, essentially, about war. To win that war, a prince had to be wise, and indeed, listen to his elders as well, but not in the ethical sense. Machiavelli meant for the prince to watch out for himself, first and foremost, and then, once the land became prosperous, Machiavelli encouraged the prince to be good to his people so that they would love him and understand that they were prosperous because of him. To Machiavelli, the ethical philosophy came last, after conquering and protecting one’s principalities. Overall, one of the greatest comparisons of all time is to contrast Niccolo Machiavelli’s â€Å"The Prince† with V. K. Subramanian’s â€Å"The Chanakya: Kautilya. † Taking a look at several different elements of each author’s work critically revealed a great level of significance as to their philosophies on politics, socially, and even ethically. Politically, Machiavelli and Subramanian follow the same philosophy, which intends a leader to find and protect allies first and foremost. As to social philosophy, however, the two authors cannot be more different. Machiavelli intends his prince to take charge and stamp out rebellion, while Subramanian cites that prosperity and kindness should be shown towards the new land. And finally, ethically, the two authors also differ. Machiavelli is intent on a prince who focuses on war and conquering new lands, and in this way a leader can gain wisdom and insight—however, to Subramanian, wisdom only comes by following one’s elders. Morally, a leader is obligated to his people to be triumphant so that the land can prosper, but without wisdom, a leader is nothing to his people but a tyrant. Works Cited. Machiavelli, Niccolo. The Prince. Trns. W. K. Marriott. New York: Plain Label Books, 1910. Subramanian, V. K. Maxims of Chanakya: Kautilya. India: Abhinav Publications, 1980.

Modern, post-modern and other critical approaches ( Subject of your Essay

Modern, post-modern and other critical approaches ( Subject of your choice) - Essay Example One such aspect affected by postmodernism in any aspect of a business, marketing in particular, involves the sphere of business ethics, because it is in the marketing function that the business makes a promise to its customers, and customers respond on the basis of this promise in the corresponding sale. If there is an aspect of business that must be as categorical and definite as possible, it is this interface between the customer and the firm. Ethics is governed by a set of norms and values that define relationships between people. In the context of business, ethical behaviour, or one that is conceived to be, is necessary to maintain trust in what is essentially a fiduciary relationship (as between transacting parties, faith that each counterparty will comply with his or her obligations). Were such a relationship governed by the subjectivity of postmodernism, then the clarity of obligations between parties – what is promised and how it should be accomplished – will be tantamount to an unenforceable matter because of a lack of definition. For this reason, there have been spirited debates about the effect of postmodernism on the conduct of business ethics. This paper shall first discuss the meaning and significance of postmodern marketing and its usefulness as a strategic business tool; thereafter, the discussion shall well on the degree to which postmodern marketing may promote or impede realization of imperatives of business ethics. Meaning of postmodernism vis-a-vis modernism Before the topic of â€Å"postmodern marketing† could be discussed, it is necessary to give a meaning to the term â€Å"postmodern† – and upon a quick scan of the available literature, the only impression that the reader is left with is that postmodernism defies definition. The term conveys something that is â€Å"after modern†. The dilemma in this term is that the layman’s connotation of â€Å"modern† is that of the here and now; therefore there can never be an after-now, because â€Å"modern† is always current and always new. As much as been said by some authors, who state that â€Å"modern would seem to be a time-descriptive term, not a fixed state, and therefore †modern† and â€Å"postmodern† had often been interchanged and are, sometimes, used to connote the same thing (Alloway, 1981). To this reader’s mind, it amusedly mirrors the similarity between â€Å"flammable† and â€Å"inflammable† that the inclusion of a prefix does not change the meaning conveyed. One’s misconceptions are set aright, however, with the explanation Firat, Dholakia, and Venkatesh (1994) about the distinction between modernism and postmodernism. Modernism does not describe the attribute of things due to their currency in time, but rather a state of mind in viewing things. In postmodernism, the individual, self, freedom, agency, and structure, all of these become â€Å"ephemera l rather than essential and fixed† (Firat, et al., 1994, p. 40). They are viewed as imaginary, as in a myth system, compared to modernism’s concept of things as essential and fixed. When something is allowed to be a myth, however, then it ceases to have a substantial reality, and instead may assume several essences, to as many who would perceive it. The reality of the thing exists in the mind of the viewer, and if this mythical reality is to be sustained over its substantive

An assignment Essay Example | Topics and Well Written Essays - 750 words

An assignment - Essay Example The equipment in the trauma unit must be suitable for trauma imaging, and consequently, the radiographers must be aware of the differences between a trauma imaging unit and a general imaging unit. In a range of client groups, the techniques should be suitably adapted, and the equipment must permit this. The radiographers should be able to analyse trauma images, and if they deliver inadequate information, they must suggest complementary investigations to aid diagnosis and treatment. The anatomical knowledge should be thorough, so depending on the target area of imaging, there may be need for adaptation of position, and during trauma imaging, the radiographer should demonstrate these skills. Trauma patients are exposed to the risk of changing clinical situations even during imaging, and the trauma radiographer must demonstrate awareness about the dynamics of a changing situation during imaging (Murray et al., 2008, 289) Taking a detailed history and examination of the patient may provide a working diagnosis, so the radiographer is able to understand and deduce the mechanism of injury. In some cases due consideration must be given to the fact that sometimes imaging may not add value to the management of the condition but may aggravate the situation due to manipulation during imaging. In most cases there is significant time penalty, and thus delay due to unnecessary imaging may be avoided. Additionally, performing an imaging in an inappropriate indication leads to the breach of laws related to radiation exposure. Using the knowledge of anatomy and possible mechanism of trauma would lead to correct area, correct positioning, and correct view of the image. Sometimes, this approach would lead to a prediction about further views. It is important to focus on the correct area for imaging since large field of views may cause missing of subtle injuries. When a fracture is suspected always two views

Final Essay Example | Topics and Well Written Essays - 750 words - 21

Final - Essay Example Natural occurrences involve phenomena that humans cannot control and the outcome is observed by a large majority of the audience. For example, it is observed that the US is a developed nations that comprises of both crime-free individuals as well as criminal elements. In order for authors to convince their audiences that their perspectives and arguments are valid, historical accounts as well as observed outcomes must be accounted for to show authenticity of the argument. Within the US social context, it is shown that some members of the society have experienced alien activity. However, whether the spotting of UFOS of glowing lights in the horizon account for alien activity, the arguments on these phenomena are not convincing as not a majority of society members are familiar with the activities. In this case, authors and speakers have to consider timeframe, number of observed accounts, reference to the phenomena, and how much the audience can relate to matters at hand. When considering videos watched in class under the TED talks of various public speakers, it is an observed trend that they present their arguments by offering three types of accounting strategies. Firstly, these speakers ensure that the audiences they address are familiar with the considered issues. In this case, a speaker introduces a point and backs it with facts that the audience can point at. Secondly, while a perspective may be valid, logical considerations do not offer as much convincing power as the use of present and historical account and result of the agenda topic. For instance, when considering James Hansen’s TED talk (1-17 minutes) about why he must speak about climate change, it is shown that the speaker considers climate change a largely observed phenomenon and describes that a former professor of his introduced the solar radiation concept to him. The historical accounting in this case shows that the speaker uses solar radiation as a variable that has been associated with

The Fisher King and Lost in Translation Essay Example | Topics and Well Written Essays - 1250 words

The Fisher King and Lost in Translation - Essay Example According to the research findings, it can, therefore, be said that in the movie ‘Fisher King’ sound is at the heart of the story of Jack Lucas, who was a radio personality. As a radio personality, he connected with his audience via sound. Sound and music were the vehicles with which he propelled his radio career. At the start of the movie, we see Jack using canned sounds in order to stage his show, to cue his callers and to basically project a kind of online personality that was intelligent, quick thinking, and generally upbeat. The use of certain tracks such as ‘Hit the Road Jack’ seems handpicked to convey a kind of carefree attitude, and it is unfortunate that this carefree attitude also resulted in Jack giving a piece of advice that he did not reflect much about, but which led to the caller translating what Jack said literally and open-firing on a crowd in a yuppie restaurant. It turns out that Robin Williams was there with his wife, and it was because of Jack’s advice that Robin Williams’ wife was killed by gunfire. Here the diegetic sounds at the beginning are canned but very relevant to the story. One can see too that the lyrics to the song ‘Hit the Road Jack’ seem in hindsight to have been a premonition of things to come for the man. He would literally hit the road after being traumatized by the shooting in the restaurant, realizing that is was his advice on the radio that led the man to commit the crime. He had been undone by a sense of guilt and went on a downward spiral. In a later scene, with Jack trying to get Parry hooked up with Lydia, the movie again resorts to this diegetic formula in the form of Jack staging a â€Å"radio show†-like audio atmosphere to get Lydia to sign up to Anne’s video service. Again here the diegetic elements are orchestrated to reinforce the fundamental messages and themes of the story, of Jack using a radio show atmosphere to redeem himself from the rest aurant massacre that he believed he had a part in, by coaxing the caller/murderer with ill-conceived nonchalant advice. The radio show formula is the key diegetic element in this part of the movie.

GDP as a measure of welfare Research Paper Example | Topics and Well Written Essays - 250 words

GDP as a measure of welfare - Research Paper Example This measures happiness directly by interviewing people about how they feel about their health, wealth, and education and then attaching weights to the respective responses.One good thing about this measure is that it measures the well-being by incorporating material and spiritual development side by side as explained by sustainable development, cultural values, conservation, and good governance. Country  SWL IndexKuwait  240Uruguay  176South Sudan  120*Burkina Faso  156.67Zimbabwe  160Hungary  190Note: South Sudan SWL Index of 120 is for the greater Sudan before it seceded.(b)  Kuwait versus UruguayWhere it compares poorly against Uruguay: Adult Literacy and Life Expectancy at Birth.Here it fares better against Uruguay: Real GDP per capita and Internet user population percentage.(c)  GDP tends to determine most of the variables. The plot below is a display of the trend of the percentage each value contributes over time or ordered categories. GDP is not a good measu re because it does not take into account the specific distribution of the incomes to the hands of individuals. They could only be going to few hands hence it does not measure the general welfare of the people.One good thing about this measure is that it measures the well-being by incorporating material and spiritual development side by side as explained by sustainable development, cultural values, conservation, and good governance. Country  SWL IndexKuwait  240Uruguay  176South Sudan  120*Uruguay  176South Sudan  120*

The Architecture of Kyotos Nanban-ji Essay Example | Topics and Well Written Essays - 500 words

The Architecture of Kyotos Nanban-ji - Essay Example This paper highlights that the proliferation of Christianity started to be carried out in 1559; proselytizers sustained their plans and exertions despite the extreme distress that was brought about by oppression, and with the security assured by Nobunaga, a significant growth in the number of Christian followers cropped up. Nearly 20 years later, with backing from hundreds of its supporters and followers, the antiquated worship room was reconstructed, which was followed by a religious gathering in celebration for the achievement of the chapel. Nanban-ji is known as St. Mary's Temple.From the study it is clear that the most thought-provoking of all features of the Nanban-ji is the unorthodoxy of its architectural design. The Nanban-ji Church was built by the Europeans, particularly the Southern Barbarians, but there seems to be a more Chinese rather than a European touch on its architectural details. There is a significant resemblance of the architecture during the Momoyama period in Nanban-ji's overall design. One important feature of the Nanban-ji is the use of folding screens that are made in pairs with decorations fronting the onlookers and guests. Division is common in Nanban-ji. The substantial utilization of folding screens help set up the Church’s factions: guest hall, worship hall, main hall, kitchen, sleeping quarters, and abbot’s quarters.  Looking at Nanban-ji’s integrated architectural plan, an architectural hierarchy manifests in the arrangement and organization of buildings – apart from the Nanban-ji temple.

Free speech video assignment Research Paper Example | Topics and Well Written Essays - 1500 words

Free speech video assignment - Research Paper Example the the promotion of the film and the film, under the First Amendment, are protected speech, and so is the filmmaker, Nakoula Basseley Nakoula, aka Sam Bacile. This paper examines the video and explains whether the filmmaker had a First Amendment right to make the film; it offers a vivid legal explanation as to why the filmmaker First Amendment right cannot be violated. Additionally, the paper looks at how the mainstream American media covered the story, how the United States government treated the issues, the filmmaker’s interpretation and explains how, assuming that I made the film, I would have handled the alleged uproar. The paper also answers the question of whether the U.S government should arrest and criminally prosecute the maker of the anti-muslim film, â€Å"The Innocence of Muslims†. FREE SPEECH VIDEO ASSIGNMENT After the distribution of the â€Å"The Innocence of Muslims†, the anti-muslim video via YouTube, protests ensued in the Middle East, in Cairo , outside the American Consulate, in Libya, which led to the killing of four Americans, among them, the American Ambassador to Libya, Christopher Stevens. ... Additionally, a debate with regards to whether the filmmaker, who joined the ranks of Delph and Jones, had the First Amendment right to make the film. The First Amendment of the U.S constitution establishes protection of individual rights belief, conduct and speech, in other words, rights to freedom of expression and religion. According to Nowak & Rotunda (2004), freedom of expression constitutes the freedom of assembly, freedom of press, to petition and freedom of speech. Therefore, by default, the U.S constitution is set to by all means protect the freedom of speech, even violent and hat filled speech (Cohen, 2012). The filmmaker or producer and the film distributor have the First Amendment right, since the promotion of the film and the film are protected speech and neither the promotion of the film nor the film create something like the infamous â€Å"shouting fire in a crowded theater† (Chertoff, 2012). In determining whether the filmmaker and the film distributor had Firs t Amendment right, it is important to consider whether the film, considered as speech, was intended to incite violence or was an incitement to riots – the film or speech should have not only led to violence, but the filmmaker must have intended the film to incite riots/violence. The â€Å"The Innocence of Muslims†, or the anti-muslim video did produced violence, but it is clear that it was not the filmmaker’s intention for the film to produce violence; the film did not also produce violence immediately. For this reason, the filmmaker has First Amendment rights since the film/speech is protected by the First Amendment. There is no way that the film produced by Nakoula Basseley Nakoula, aka Sam Bacile qualify as an incitement

LBs Management Case Study Questions Essay Example | Topics and Well Written Essays - 250 words

LBs Management Case Study Questions - Essay Example Throughout the launching process, the Forever Young global advertising and communications team faced various challenges including miscommunication between the Toronto and London offices, information deficiency, and deficiency of time to deliver a final product. Team’s poor coordination and the decision by Florin and David to leave resulted in a team that had little knowledge of the market. These difficulties derailed the launching process. The difficulties experienced by LB’s organization are attributable to the use of a long communication link instead of a direct communication which was needed for the turnaround. The organization’s communication link encompassed account supervisors at the London and Toronto offices causing delays, and making it hard for the teams to quickly share information that would have helped in product designing. Also, these challenges are attributable to the failure of LB to adopt face-to-face communication, which would have helped in bui lding the togetherness that the organization direly needed at the launching phase. If I were Janet Carmichael, I will decentralize the team. After decentralization, I would adopt the traditional format of task assigning. This would be most expedient for the organization. After decentralization, it will imply that client’s local offices will gain more ability and power. Effective coordination will thus take place at the local level, and cost efficiency of the venture will be enhanced since LB’s team will work directly with clients.

MSU Grade Module on Mobile using Android OS Essay Example for Free

MSU Grade Module on Mobile using Android OS Essay The proposed system entitled MSU Grade Module on Mobile using Android OS is a mobile version of the current Grade Module of Mindanao State University. This system enables the instructor to input grades and update INC grades at any location and at any time. Obtaining the Grade Module password is also done using mobile connection. Reasons: * With the convenience of an Android-powered mobile phone, the instructor does not need to physically go to the clerk to request for Grade Module password. * The Grade Module password is sent through email which is more secure than printed Grade Module stub. * The instructor does not need to be in their respective department or in the university to input and/or update grades. * The scarcity of available computers in the university is no longer a concern. * If the instructor is away for seminars, vacations, and other reasons, the instructor no longer needs to request favour from other instructors to input and/or update grades for them, thus the accountability of the grade resides only to the instructor in-charge and lessen bothering other instructors. * With this kind of application, an instructor can become invisible from students who keep following him/her because of various reasons. Possible Problem: * Not all instructors have an Android-powered mobile phone. * Not all instructors maintain an email address, especially those who are not technology-savvy. * Internet connection is not stable for instructors who want to input and/or update grades within the university. * The availability of online modules of the university is not stable.

Setting of Observation Essay Example for Free

Setting of Observation Essay A specific area in a large park. 2:10: Two (2) women stood beside a picnic table over which was covered with a blue plastic tablecloth. They put their purses beneath the table to the far right hand side leaning against the leg. One (1) woman placed rocks at each corner of the tablecloth so it would stay in place. She joked that the weather could be unpredictable. She asked the other woman if she thought they might need extra chairs. She called the woman by name (Susan; I later learned the other woman’s name was Nancy). Susan said that they could decide that later, depending on how many children showed up for the party, and if needed, she had extra chairs in back of the van. Susan went to the van, and returned within a minute carrying two plastic bags. In each bag were two litter bottles of No-name Cola. She placed them on the table, wiped dust from the plastic bottles with her hand. She said that she saw a television documentary that stated pop bottles were sources of germs. â€Å"Especially the small cans,† she explained. â€Å"You should always clean the entire top. † Nancy listened, but did not respond. Instead, she said she would go to her car and get the â€Å"other stuff†. She asked Susan if the cake would be all right left in her car, or if it would melt, because it was very warm outside. Susan said, â€Å"We should have brought a cooler. † After discussing this, they decided that since Nancy’s car was parked in the shade, it should be okay. Nancy went to her car, sat in the driver’s side and lit up a cigarette. She put the window down half way. Susan glanced over at Susan in her car, frowned, then sat down at the picnic table. There was a squirrel in a tree nearby, making noise. Susan looked at the squirrel and said, â€Å"Don’t have anything for you, little guy. † About eight minutes later, Nancy returned to the picnic table, holding a square, cardboard box in her arms. She put the box on the table and withdrew an unopened bag of whistle blowers, a bag of balloons, and cut pieces of string. She said she had grab bags in the box for later, as well as surprises, Styrofoam cups, paper towels, and Band-Aids if needed. 2: 24: Both women began to blow up eight balloons of various colors, and attach string to each one. There were still balloons left in the bag. Nancy said, â€Å"I think this is enough. † She laughed. Both women tied each balloon to nearby tree limbs. One balloon got away. Susan chased after it, then attached it to a tree. When this was completed, Nancy put the opened bag of balloons in her purse, closed it and put the purse back in place. Nancy said, â€Å"Krista should soon be here. † She looked at her watch. Susan said, â€Å"Hope she knows what park it is. † Susan assured Nancy that Krista had been to this park on a number of occasions. Susan withdrew a cell phone out of her sweater pocket, just as a silver van pulled in. Susan put the cell back in her pocket. Both women took a few steps forward toward the van. 2: 38: Six (6) children burst out of the van. All the children yelled â€Å"Surprise! † The children then ran toward the picnic table. There were five girls and one boy. One (1) child, a girl, who looked to be about eight years old, hugged Susan. She said, â€Å"I had a feeling about it. Where is my cake? † Susan said, â€Å"Oh, you’ll get it in a bit. Happy Birthday! I’m ordering some pizza first. † The child clapped her hands. Two other girls (2) came up to the Birthday girl, and the three (3) girls went to look at the balloons in the trees. The one boy sat at the picnic table. He said he didn’t like girl parties. Susan rubbed his head and laughed. She said that’s how it was to be a little brother. † The boy folded his arms and asked when the pizza would arrive. Susan and Nancy sat at the picnic table. Krista called the children together and said they would play a game. Nancy got up to help. Susan and the boy remained sitting at the picnic table. Susan took her cell phone out of her pocket, then stood up and walked a few feet away. Krista told the five (5) children that they would be playing a game. She said she would sing and then she would say freeze. She said that the child who was caught moving was out of the game. The game would continue until the last child remained. She said that the last child would get to pick out a prize from the box on the picnic table. Krista half hummed and sang, then yelled, â€Å"Freeze! † She pointed to one girl and said that she had moved. The girl said, â€Å"Au,† and stood away, still watching. This went on until the last girl was the winner. The winner went to the picnic table, and Susan moved the box close to her and told her to shut her eyes. The girl did so, and withdrew a small white bag with the words ‘Happy Birthday’ decorated on it. The girl ripped the bag open. The contents of the bag were a pencil and sharpener, a bag of candy, a small red yo-yo, a movie certificate. Nancy came over to the table, and explained that ‘Ashley’ had picked the wrong thing. â€Å"That’s the grab bags, not the prizes! † Ashley asked what the movie certificate was for. Susan said that she had hoped all the girls would go to a movie soon. The other four (4) girls saw what Ashley had and stood around her. â€Å"This is the surprises? † One girl asked. Susan explained that they were the grab bags and there was a mistake. She said they all would get one later. She then took the grab bags out of the box, took out a bag and instructed Ashley to put her hand in and pick something. She chose a Hannah Montana lanyard. She said, â€Å"Oh, I love Hannah Montana! † She showed it to the other girls. 2: 57: Krista asked if they wanted to play another game, a scavenger hunt. The girls all said yes. Krista said that the first person to find the items would be the winner, and that they should work in pairs, or threes. Krista said they were to find a pine cone, a feather, a pretty rock, and something unusual. She said that they had twenty minutes and the winner would be the team who found the most. She said that they were not to go far, and that in twenty minutes, she would holler out to them to come back. The boy decided he wanted to play, too, and the six children went into the woods. When they were gone for five minutes, three large pizzas arrived. Susan said that was a fast delivery. She paid the delivery person who was a young man, and gave him a five dollar tip. She thanked him, and he left, getting into a car. Nancy put out Styrofoam cups, and said to Susan that Krista should call the children back before the twenty minutes were up, so the pizza wouldn’t get cold. Krista shrugged. Susan said that the kids wouldn’t care if the pizza was warm, and that it wouldn’t get cold that fast. The three (3) women sat at the picnic table saying very little to each other. Then Nancy went to her car and lit another cigarette, while Nancy and Krista watched her. 3: 07: Nancy finished her cigarette, and said to Krista, â€Å"Just call the children now. They can continue their game after they eat. † Susan said that would be best. Krista got up from the picnic table and yelled for the children to come back now. She yelled, â€Å"Pizza’s here! † 3:09: Four (4) of the six children returned, some of them holding objects like a rock, a feather, sticks. They put their scavenger hunt treasures on the ground in separate gatherings, then went toward the pizza. Susan said they had to wait until the other children returned so they would all eat at the same time. 3:10: Krista said she would go into the woods to find the other two (2) children. Nancy poured pop into Styrofoam cups, and said they could have a drink while they waited. 3: 13: Krista came back with the two (2) children running ahead of her. The children dropped what they had collected and went toward the table. Susan said they would need more chairs. While Susan went toward her car, Nancy said that they had forgotten plates. She said they would have to eat off of paper towels. Observation No: 2 Specific store in a shopping mall: The store owner, Mrs. Peach, operates a boutique selling eclectic wares that include aromatherapy and other items designed for personal well-being. She also sells a small amount of clothes that have new age symbols on them. 11:05: Mrs. Peach put dust cleaner on a cloth, and wiped down her counter, which is made of wood. She then cleaned the sides of stands. She adjusted her sign near the entrance that said ‘50% off Today’. She looked at a few people walking by and smiled at them. A woman from the next store came up to the entrance, and began talking with Mrs. Peach. She kept folding and unfolding her arms as she spoke. She said, â€Å"Even for a Monday, you’d think there’d be more than this around. † Mrs. Peach said, â€Å"I know. With the holiday and all. † The woman then began to tell Mrs. Peach about her niece who was recently married. She described the wedding, said the cake was just beautiful. She said that she didn’t care for her niece’s husband, but that she would probably warm up to him in time. Mrs. Peach nodded. She kept looking beyond the woman. A man walked by, and the woman stopped talking. They both watched him go into the La Chateau store. 11:15: Two (2) customers, a man and a woman, came into Mrs. Peach’s store. The woman she’d been talking with went back into her store. Mrs. Peach greeted them with a smile. She said, â€Å"Can I help you find something today? † The woman said, â€Å"It smells nice in here. † Mrs. Peach said it was an oil that she puts into a tiny dish. She said she would like to burn oil, but the rules of the mall prevented her from doing that. The man didn’t say anything. He just stood beside the woman. The woman then asked Mrs. Peach if she sold vitamins. Mrs. Peach said that she didn’t, but she could recommend a naturalistic store across town. The customer asked the name of this store. Mrs. Peach told her, adding that it was next to a grocery store, and easy to find. 11:18: The customer said she would like to browse. Mrs. Peach said, â€Å" If you have any questions, let me know. † Then Mrs. Peach went to a clothing rack that held long gown dresses. One of the hangers was faced the opposite way from the others. Mrs. Peach fixed it so it would be presented correctly. Mrs. Peach went behind the cash counter and straightened some papers, and turned on a stereo. Soft new age music could be heard. She adjusted the volume, turning it down slightly. 11: 22 The woman customer stopped at the aromatherapy stand, and began smelling the bottled testers. She asked Mrs. Peach if the oils could be used as perfume. â€Å"No, they’re not diluted enough for that. It could bother your skin. We can make perfumes, however, even mix scents you like. † The customer said that she especially liked the mint smell. Mrs. Peach said she liked it, too. She said it was invigorating, and smelling it gave energy and cleared the mind. Mrs. Peach held up another bottled tester. She said, â€Å"You might like this one, too. It smells like nature. † The woman held it and read aloud the name of the oil which was called ‘A walk in the Forest. ’ She asked the man with her to smell it. She asked him if he liked it, and he said, â€Å"I guess it’s all right. † The customer gave the bottle back to Mrs. Peach who put it back beside the other testers. The customer picked up the mint smell again, and put it close to the man’s nose. â€Å"Do you like this one better? † she asked. He said that it was okay. Mrs. Peach chuckled and said that scents usually only appealed to women. The customer smelled three more scents. Mrs. Peach went to the counter, then returned with a bowl of coffee and said, â€Å"Smell the coffee between smelling the oils. It will help you not mix up the scents. † The customer smelled the coffee, then continued to smell the testers. After a few moments, the customer told Mrs. Peach that she’d like a bottle of the mint oil, and Mrs. Peach brought a sealed bottle it to the counter. The customer paid for the bottle. She said she didn’t need a bag as she would put it in her purse. Mrs. Peach said â€Å"Thanks for coming in. See you next time. † The customer left the store 11:40: The phone rang. Mrs. Peach answered it. She said, â€Å"Thanks for calling Sun and Moon, Laura speaking. † She said, â€Å"Yes, we do,† and â€Å"Anywhere from ten to twenty five dollars,† and â€Å"We close at six today. Look forward to seeing you. † Mrs. Peach put the phone back in its cradle, looked under the counter, then stood up again. 11:41: A woman walked into the store and went toward Mrs. Peach. Mrs. Peach said, â€Å"Not much business here today. Might pick up after lunch. † Mrs. Peach then told the woman that since there wasn’t much business, she could use the opportunity to straighten and clean the store. She said that had already done a little dusting. She pointed to the 50% sign, and asked if the woman could try to keep it straight, as it kept falling to one side. The woman said she would try. The woman said, â€Å"Can I go to the bathroom first? I’ll be quick. † Mrs. Peach said, â€Å"Sandy, your shift doesn’t even start until noon. † They both laughed. Sandy, an obvious store employee left the store, said hello to the woman in the next door and went toward the bathroom. 11: 43: Mrs. Peach took her purse from a shelf under the counter, and put it on the counter. She took out a tube of lipstick and put it on her lips. Using her thumb and forefinger, she wiped the edges of her mouth. She took out a little mirror and examined herself. A man came with a delivery for Mrs. Peach’s store. It was three (3) boxes. She told the man to put them beside the counter. The man did so. He asked Mrs. Peach to sign for the delivery, and she did. Then Mrs. Peach said than you, and the man left. Mrs. Peach tore off an envelope that was attached to one of the boxes. She put the envelope beside the cash register, then reached for a paper cutter knife. She used it to cut the tape off one box, then put it on the floor. She looked inside the box. She picked up a small square pillow that was embroidered with the word ‘Peace’. Mrs. Peach smelled it, then put it back in the box. Then she withdrew a bag that held colorful rocks. She put the bag on the counter. 11:48: Sandy, the employee woman came back from the bathroom. She said, â€Å"Oh, new stock. Great! † Mrs. Peach said, â€Å"We finally got our stones. † She instructed the woman to do her best to put out the stock. Then she took her sweater, put in on and said she was leaving, and that she was starving for lunch. She said, â€Å"Call if there’s a problem. Bye. † Observation 3 Classroom Setting: 1: 30: The French teacher, Miss Horne waited by the door for the next class of students to arrive. The hall was noisy. Children were laughing and talking loudly. They came into Miss Horne’s grade four class, some of them running. Miss Horne waited until all the children were inside, then stood at the front of the room. Most of the children settled down, but two (2) boys kept laughing and talking. Miss Horne said, â€Å"You two want extra work? † They smirked, but stopped their noise. She said she would give the class five minutes to be quiet before they began. 1:34: Miss Horne went to the board and said, â€Å"We’re going to review what we’ve been learning about the last few days. Can anyone remember what that is? † A girl put up her hand. Miss Horne nodded to her. â€Å"Names of animals,† the child said. â€Å"That’s right,† Miss Horne said. â€Å"Let’s see how much we remember. Turn your brains on. † The children laughed and some made a key turning action with their fingers on their heads. Miss Horne said, â€Å"Now then. You must answer in French. What kind of an animal goes, â€Å"Hiss, me-oww. † Several of the children yelled out, â€Å"La Chat! † Mrs. Horne told them that they had to put up their hands. Most of the children then put up their hands, but she didn’t choose any of those children who had called out. She picked a girl in the front row. The little girl said, â€Å"La Chat. † â€Å"Very good, Nakita,† said Miss Horne. She wrote the words ‘La Chat’ low on the board. A boy put up his hand. â€Å"Yes, Paul†, Miss Horne said. The boy said that his mom said they would be getting him a kitten. Mrs. Horne told the boy that was wonderful. Then she asked him, â€Å"Now can you tell me what animal you often find people walking in the park? † 1: 37: Paul said, â€Å"Cats? † The (2) two boys who had been causing trouble at the beginning of class laughed and gave each other a high five. Paul yelled, â€Å"Shut up! † It looked like he was about to cry. Miss Horne walked to where the two boys were sitting. She told them that they were being very rude, and very disrespectful to interrupt their class for other students who were interested in learning. She added that she would be sure to tell their homeroom teacher about how they had misbehaved. She asked the boys if there was anything they wanted to say to Paul. One boy said, â€Å"I’m sorry. † Miss Horne said he needed to say what he was sorry for. The boy said, â€Å"I’m sorry, Paul, for laughing at you. † Then she asked the other boy if he had anything to say, and he said he, too, was sorry for laughing at Paul. Miss Horne told one boy to sit in an empty seat on the other side of the room. Then she told a girl to switch seats with the other boy, so they would be separated. She told the entire class if there was any more foolishness, she would be calling parents. 1: 46: She went to Paul’s seat, and told him not to pay any attention to them. He said okay. She went back to the board, hesitated, then said, â€Å"Who would like to do the teacher a favor? † Lots of hands went up. She walked around the class for several moments, looking at the students closely, in a fun fashion. Then she went back to the board and said, â€Å"I don’t want any talking. Neil, come on up here. † He went near her, and she whispered in his ear. He drew a bird on the board. Miss Horne said, â€Å"What a great drawing. Boys and girls, who can tell me what this is in French? Several hands went up. She said, â€Å"What is it, Rayden? † He said, â€Å"oiseau†. Miss Horne said, â€Å"Real close. Want to try again? † Rayden thought about it, then said, â€Å"L’oiseau? † Miss Horne gave a little clap with her hand. â€Å"Great going, Rayden. † 1:51: There was a knock at the door. Miss Horne went toward it, then opened it. It was the secretary from the principal’s office. The secretary asked if she could talk to Miss Horne for a few minutes. They stepped outside the room, keeping the door open. They talked quietly. Ms. Horne stepped inside the class and said, â€Å"Miss Horne needs to take a phone call, and Mrs. Brown will stay here with you for a few minutes. Maybe she can read you a story. Mrs. Brown said, â€Å"Not a French one, I hope†. Miss Horne asked one of the children to pick out a book from the English shelf, and then the teacher left. Mrs. Brown sat down at a seat at the head of the room. Some of the children asked if they could come sit on the floor, because that’s what Miss Horne does. Mrs. Brown agreed, and all the students by her. The book was called, ‘Arthur Cluck’. She read to them, and they were very quiet and intrigued. 2:09: Miss Horne came back. She said it was okay if Mrs. Brown finished the book. She agreed, and Miss Horne went to her desk and sat down. 2:16: Mrs. Brown finished the book. â€Å"What do we tell Mrs. Brown, boys and girls? † They said in unison (Thank you, Mrs. Brown). â€Å"And thanks for watching the class,† Miss Horne added. Then she whispered, â€Å"I used the time to go to the bathroom, too. Thanks! † She turned to the class. â€Å"Looks like we didn’t get a whole lot done today. Let’s hope tomorrow will be better for us all. † Then she explained that they may as well do a little more of their review. She said, â€Å"What animal eats grass, weighs a lot and lives on a farm? † Someone said ‘horse’. She said that wasn’t it. Paul put up his hand and said, â€Å"An elephant. † Miss Horne said, â€Å"I guess it could be an elephant, but this animal goes, â€Å"Nayyy. † Paul chuckled and said, â€Å"a horse. † Miss Horne said she needed to hear it in French. Paul said, â€Å"That’s means un cheval. † She then asked the French names for other animals, including cow, pig, wolf, and goat. 2:27: Miss Horne said it was almost time to go back to their homeroom. She wanted them to clean up around their desk, and put their books away. † 2:29: Miss Horne said that she would walk the students back to their homeroom. She said, â€Å"Now use your hall voices, boys and girls. † They left together. Scenario 4: Inside a fitness center: 7: 21: Two(2) adult men, approximately 30 35, and a younger teenage boy, approximately 17, entered the gym. It was a fairly small gym. They began stretching their legs and arms, and talking among themselves. The youngest male said, â€Å"Dad, I don’t think I locked my locker. † His father told him that before they really got started, he should go and check, just in case. The boy agreed. He left. The father said to his friend, â€Å"Swear he’d forget his was, he’s so forgetful. God, kids today. † 7:22: The father sprayed the weight bench with a cleaner, one of many that were in the fitness center. He took a white towel, wiped down the bench, then put the cleaner and the white towel away (there was a bin for used towels and another for clean towels). 7: 23: They went toward the weights. The father suggested they do their usual routine. Then he lay on the bench, and his friend put a 130 pound weight in his grasp. He lifted the weight easily. He counted down from ten to one. Then he stopped and they talked for a few moments, and the other man took his turn at the weights. 7:33: The father’s son came back, and announced that he had indeed locked his locker. When the man did his weights, Shawn watched, then he also did three sets with a lower weight, while his father encouraged him. 7: 42: When Shawn finished, his father adjusted the weight bench so that it was on an incline. They each took their turns doing the weights this way. At one point, Shawn’s father’s friend said he was getting a cramp, and he said, â€Å"This is my last set for tonight. † He said he had to go to the bathroom. Shawn and his father sat on the bench. Shawn’s father told him about a story where a guy dropped the weight across his chest, and that he couldn’t get up, or barely move. He yelled out for someone to help him, and two (2) women each held an edge each. They lifted the weight, but then dropped it. The man’s ribs were broken and he could barely move. Shawn listened, his mouth opened. He said that he wasn’t sure he believed that. â€Å"You’re always making up stories, Dad. † A group of people, mostly women, went into a room. An instructor (1) came out and said, â€Å"Aerobics, last call. † Shawn said he thought they should go in, too. His father laughed and told him that he only wanted to go in because of the women, and part of getting fit was not letting anything distract you. Shawn rolled his eyes and said that he hoped there would never be a day when women didn’t distract him. Shawn watched the last woman go in, a slim woman about his age. He gave a low whistle only he and his dad could hear. 7: 54: Shawn’s father said that he wondered how his friend was doing. He said, â€Å"Maybe I should go check on Cal. † He told Shawn not to continue the weights until he came back. There were other men there who said they wanted to use that bench, and Shawn’s father said that was okay. Shawn said he would go and run on the treadmill until they returned. 7: 56: Shawn walked to the right where the treadmills were, along with stationary bikes and other equipment. Shawn walked around, and all treadmills were in use. He walked back to the weights, then returned again to the treadmills. 7: 58: A woman (1) noticed Shawn. She asked him if he was waiting for a treadmill. He said that he was. She said, â€Å"I’m almost finished. About five minutes more. Sign your name under mine. † Shawn said â€Å"Thank you,† then signed his name on a list on the wall. He walked around for a bit, then came back to wait. 8:02: The woman got off the treadmill, wiped it with a towel that was around her neck. She said, â€Å"It’s all yours,† and Shawn thanked her. He got on the treadmill, and adjusted it so he was at a fast walking pace. He did this for a few minutes, then increased the speed so he was jogging. 8:16: Shawn’s father and Cal came up to the treadmill. Shawn’s father said they couldn’t see him right away as he was the last one against the wall. Shawn asked Cal how he was doing, and Cal said, â€Å"Ah, it was nothing. Gas, I think. † Shawn slowed down the treadmill. He said, â€Å"Are we going to finish our sets? † Cal said yes, and Shawn stopped the treadmill pace and let it slow down. Then he got off, and sprayed it with cleaner and a white towel, then put the cleaning items away. 8:17: The three (3) went toward the weights, but the other men were still on the bench they were previously using. Cal said, â€Å"This isn’t our night. † He suggested they do lengths in the pool instead. The others agreed. But then Shawn said that he didn’t have his swimming trunks with him. The three of them laughed, shaking their heads. 8:20: Shawn said they should just go have a coffee somewhere. Cal said he was just going to go on home. They left the gym together.

Effectiveness of CSR in Achieving Sustainable Development

Effectiveness of CSR in Achieving Sustainable Development CHAPTER I 1. Introduction Corporate social responsibility (CSR) is a concept that has acquired a new character in the global economy. â€Å"With the advent of globalization, managers in different contexts have been exposed to the notion of CSR and are being pressured to adopt CSR initiatives† (Jamali and Sidani, 2008; 330). Therefore, even more corporations are increasing conscience about the importance of matching their own interests and the interests of society by taking responsibility for the impact of their activities on employees, suppliers, customers, communities and other stakeholders as well as the environment. Although, this is an obligation that goes beyond economics or law, and in which companies have to act ahead in pursuing long term goals that can also be good for the society and the environment as a whole. Intrinsically related to the topic of CSR is the protection of the environment for future generations through Sustainable actions. Not only because there has been an enormous technological progress that means we are not as much dependent as decades ago of a wide range of natural resources such as air, energy, land, and minerals. On the contrary, driven by the growth of the population and the hectic globalization, competition for those natural resources has been intense. As a result, this competition also brought a powerful driver for both environmental conflicts and damage to our fragile, life-supporting environment. A range of environmental disasters, such as climate change, ozone layer depletion, and soil contamination, have been occurring along the past decades and which turned organizations and society more aware of practice such as recycling, energy consumption, preservation, among others. â€Å"Evolving from an attitude of simply reacting to such disasters and their effects on the physical environment, corporate concerns now include strategic planning and looking at the environment in its multiple social, cultural, political, and institutional dimensions† (Enriquez and Drummond, 2007; 75). Therefore, the instruments of corporative citizenship turned also to the preservation of the environment as a strategic element for enterprises in the whole world. Along with the development for part of the organizations of clean technologies, there is also the concern in getting a green image, which put organizations’ sustainable activities into practice calling for an Ecobusiness. Especially in the past two years, 2008 and 2009, the world was marked by a financial crisis that had an impact in economies of organizations in general. Nevertheless, the financial crisis is not causing firms or governments to abandon sustainable development. In fact, many business and government suggest that a ‘green solution’ can be found to both economic and ecological challenges, creating new jobs and markets by investing in new forms of energy, redesigning or retrofitting buildings and equipment, and managing forests and other ecosystems sustainably. Mineral industries, for example, are using the actual crisis on their own benefit, attempting to identify domains where actions are required and trying to shape a different future to this industry, taking advantage of the actual scenario. To achieve that they make use of available data and information to appreciate the mining sector’s impact, giving support to decision makers in their strategic choices. The actions of Alcoa Inc., for example, are impressive and unique, the company interplays among intangibles as leadership and innovation as well as a strong CSR strategy, wisingly aligning society, workplace and environment, productivity, and financial performance in the context of a traditional manufacturing company. This project research examines the existing literature in an attempt to create a more comprehensive perspective of what has been written about the topic of Corporate Social Responsibility and Sustainable Development. The project’s approach was qualitative in nature and focused on discovering what researchers and authors have explored and understand about this complex subject. Besides, it looks at some of the principal favourable and unfavourable arguments to the social responsibility of enterprises, especially when they are being considered by multinational enterprises interested in initiating activities into developing countries, with focus into Brazil. We also propose some alternatives of acting in the area of Social Responsibility made by Alcoa Inc., considering the current Brazilian reality, with the aim of achieving Sustainable Development. This dissertation is divided in two parts. Part one will be based in secondary data and involves: Chapter II, which comprises the literature review that examines existent work in current trends involving the subject of CSR as well as paradigms as SD in order to help establish what values associated indicators could contain. Chapter III, the explanation of the methodology used along the development of the project. Part two, comprises Chapter IV, which examines factors involving Alcoa Inc., taking into account its current CSR and SD actions and strategies, making use of a questionnaire, answered by some of the organization’s managers, in relation to the issues encountered in the literature. Chapter V, will draw conclusions, make future recommendations and points out gaps for future research. 1.2 Research Title The Effectiveness of Corporate Social Responsibility as a means of achieving Sustainable Development: a case study of Alcoa Incorporation. 1.3 Research Background In the modern complex and dynamic business environment, most organizations are adopting a global attitude making sure that they are geared for being global. Furthermore, it is common knowledge that the world is constantly developing and changing and no change is permanent because any change is about to be further adjusted in the short or long run to suit the environment and the challenges they face. Organizations are now more powerful and have more influence in the society. Therefore, â€Å"The notion of corporate social responsibility today functions as an emblem, that the company themselves rise towards a consensual â€Å"social revolution† that will eventually benefit all the stakeholders of our society† (Habish et al, 2005; 271). Corporate social responsibility intrinsically relates to environmental issues faced globally, especially in the early stages of the twenty-first century and sustaining in a particular industry has become very difficult task for many businesses. â€Å"Employees, investors and consumers are becoming increasingly more aware of the social and environmental impact to people and planet that a company produces, which are both positive and negative. As consumers become even more aware of sustainable practices, there will be even greater demands for business communities to do the right thing, requiring enhanced ethical leadership and CSR to drive profits, and brand loyalty† (Mamic, 2004; Leffel, Sweeney, 2007 cited by Maass, 2007; 36) Alcoa is â€Å"the worlds leading producer and manager of primary aluminium, fabricated aluminium, and alumina facilities. In the framework of sustainability, Alcoa is considered one of the top three companies in the world in terms of commitment to sustainable development and has made use of an environmental strategy associated with a truthful social responsibility in order to gain competitive advantage and success in the marketplace. For example, for three years the Company has been sponsoring the Internethos program, directed at the development of Corporate Social Responsibility for Sustainability (www.alcoa.com). Moreover, â€Å"Recognition from the Covalence Ethical Ranking drives the company to intensify actions of engagement of strategic publics. In 2006, the company was indicated as world leader in ethics, in the mining and metallurgical Industry, according to Covalence Ethical Ranking† (Alcoa annual report, 2006/2007; 41) 1.4 Research Aims Analyse how corporate social responsibility can ensure competitive advantage and success in achieving sustainable development. To explore, analyze and identify the use of environmental strategy as a tool of achieving global success. Analyse the importance of achieving sustainable development in today’s global environment. 1.5 Research Objectives To evaluate, in an environmental perspective, the effectiveness of corporate social responsibility in today’s global business. To evaluate, in an environmental perspective, the effectiveness of corporate social responsibility on achieving sustainability. To establish the feasibility of using corporate social responsibility within the industry to align strategic planning with sustainable development. To analyse and find out the implications of corporate social responsibility in Alcoa’s Inc. environmental management. To identify the extent to which the environmental management is involved in strategic planning at Alcoa Inc. To identify how important is environmental sensitivity to a company that extracts natural resources. To analyse in depth the integration of sustainability to Alcoa’s overall business giving emphasis to Brazil. To investigate practices used by Alcoa Inc. in its implementation of corporate social responsibility as a means of achieving sustainable development. 1.6 Rationale of the project The objective of this project was to gather information that could be useful and benefit different organizations in engaging in environmental strategies by the concept of corporate social responsibility. Moreover, data collected can also guide corporations by providing them with an understanding of sustainable development and the resources they can make use of to establish a sustainable future for society and the environment. The information gathered for this present work was collected through an extensive literature review as well as the use of different sources of information, such as videos. In addition, a questionnaire was used in order to collect insight information on the organization’s management perspectives and its corporate social responsibility strategies for a sustainable development and prosperous business. CHAPTER II LITERATURE REVIEW 2.1 Introduction Social Responsibility actions are examples of a phenomenon of great proportions, which have been taken into more consideration in the business world, and reflect a new world-wide configuration. Historical recent events, in special environmental catastrophes around the globe, developed the academic discussion on the social paper of organizations, public and private, in the construction of the called sustainable development. Investors originated from richest countries have been realizing that economical survival and social balance is a long-term phenomenon more and more dependent of a constant preoccupation with levels of development of the least favoured areas of the globe (Parker, 1998). In the context of globalization, Social Responsibility has started to be understood as an essential instrument to be considered by organizations’ strategists in the sense of paying attention to the social demands of several economical agents involved. Apart from the internationalization strategy adopted, multinational enterprises installed in developing countries are under pressure in adopting an ethical and responsible posture. Meantime, many actions carried out by multinational enterprises, through their own foundations or partnerships with local agencies, have been questioned for disregarding the participation of local actors in the decision processes, in the resource allocation and in the evaluation of results. 2.2 Business Ethics and Corporate Social Responsibility â€Å"Some vigorous critics and Marxists tend to dismiss the link between business and ethics† (Shaw, 2009; 2). For example, â€Å"It was widely assumed that business and ethics were radically different and that ethical behaviour had little or no return on investment† (Brenkert, 2004; 188). However, on current days, ethical issues are being one of the most important subjects concerning organizations across the world, which now view business ethics not only in terms of administrative compliance with legal standards, rules or regulations as they used to do in the past. Some corporations are even creating their own written and formal ethical codes in addition with the use of different systems, like corporate social responsibility, to help them to create and maintain an ethical organization culture. Accordingly, Shaw affirms, â€Å"Business ethics thus involves studying the ways to refine and reinforce the implicit norms of the business system† (Shaw, 2009; 3). Nevertheless, Corporate Social Responsibility is topic of great value in business ethics, as reinforced by Ghauri and Cateora (2006; 468): â€Å"Ethics and social responsibility go hand in hand†. Organizations are increasing conscience about the importance of matching their own interests and the interests of society by taking responsibility for the impact of their activities on employees, suppliers, customers, communities and other stakeholders as well as the environment. Kotler and Lee (2005; 161) argue, â€Å"The first ethical duty of business is to do not harm. Companies are responsible for minimizing stakeholder’s risks. This is the heart of business ethics.† In fact, when ethical issues come to the organization field, a question is raised: â€Å"Of all these stakeholders, which should or will have the most or least influence over the ‘ethical’ rules that will be applied by the organization?† (Buhalis and Laws, 2001; 88) Despite of all the suggestions given in relation to CSR and business ethics, Jones et al (2005; 19) points out the fact â€Å"†¦ whether business ethics will actually make business more ethical.† In a current globalized environment, companies play an important role in the social structure and more than ever before, are being encouraged to improve their business practices by emphasizing ethical behaviour, not only through the development of new technologies but also through social and environmental initiatives. Companies are increasingly being held accountable for their actions, especially with the growth in demand for higher standards of corporate social responsibility. Sims (2003; 8) links the concept of ethics and social responsibility saying that: â€Å"Being socially responsible, ethical, and a good corporate citizen is important to meeting and exceeding the expectations for any organization’s stakeholders†. And affirms: â€Å"Organizational management that truly cares about business and corporate social responsibility is proactive rather than reactive in linking strategic action and ethics†. The structure of society has changed due to globalization changes, and the importance of businesses impact in society forced organizations to rethink their actions towards profitability, also promoting the development of concepts like sustainability. Nisberg (1988; 43 cited by Kilcullen and Kooistra, 1999; 158) gives an important definition of business ethics, which according to the author â€Å"can be defined as a set of principles that guides business practices to reflect a concern for society as a whole while pursuing profits†. However, with the relentless pursuit of profit in this actual globalized situation, how to maximise profit and act as an ethical company at the same time? A good understanding of what exactly is the term Corporate Social Responsibility is essential in order to answer and explain this question through different perspectives and theories. 2.3 History and Definitions of Corporate Social Responsibility The history of Corporate Social Responsibility can be compared as being as old as the history of business; however, its concept has not been fully formulated until now (Asongu, 2007; 28; Crane et al, 2008). May et al (2007; 4) also adds â€Å"Questions regarding the nature, scope and impact of organizations have been present into various forms for centuries ranging across the ‘classical’, ‘medieval’, ‘mercantile’, ‘industrial’ and ‘corporate eras’†. Taking into consideration only the period after the Industrial Revolution, or better saying the 20th century, the first author who directly contributed to the responsibility issue was Clark (1916; 210 cited by Secchi, 2007; 351) when he affirmed that â€Å"The old idea of free will is giving way to determinism, individualism to public control, personal responsibility to social responsibility.† During the period of 1930s and 1940s, called as the ‘corporate period’ references about social responsibility can be found, for example: Chester Barnard’s, ‘The functions of the Executive’ (1938) and Theodore Kreps’s ‘Measurement of the social performance of business’ (1940). (Crane et al, 2008). Murphy (cited by Crane et al, 2008), on the other hand classified Corporate Social Responsibility in four eras as follows: Philanthropic era (up to 1950s), awareness era (1953 to 1967), issue era (1968 to 1973) and awareness era (1974 until now). According to Secchi (2007; 348), however, â€Å"One of the first attempts at classifying theories on CSR (business and society issues) was made by Preston (1975).† This shows that the concept of CSR has been discussed for long but in fact, has not yet been fully understood and placed among organizations. Recently, empirical research about Corporate Social Responsibility and its relation to Corporate Social Performance and Sustainability provokes many contradictions in the literature. Due especially to the occurrence of different scandals among enterprises as well as the movement towards an environmentalist society rather than materialist, competitive labour market and shrinking role of government, there were a rise of interest in Corporate Social Responsibility in the past decades (Carrasco and Yakovleva, 2007; 15-16). Many authors affirm that business and society are interrelated entities rather than being distinctively separated (Kotler, 2005; Wood, 1991 cited by Moir, 2001). According to Watts et al (1998; 3 cited by Yakovleva, 2005; 12) â€Å"Corporate Social Responsibility is the continuing commitment by business to behave ethically and contribute to economic development while improving the quality of life of the workforce and their families as well of the local community and society at large†. Corporate Social Responsibility, thus, reflect the responsibility or accountability of organizations in pro not only of its stakeholders but also of its surrounding environment, taking into consideration the various practices that can affect those. Carroll (1979), on the other hand, proposed a four-layered concept, which was the most accepted model, suggesting four corporations’ responsibilities related to their economical, legal ethical and philanthropic aspects. All those four aspects are of great meaning to the CSR concept, however, our current work focuses more on the top of the pyramid, which encompasses the philanthropic responsibilities. â€Å"Philanthropic responsibility: Interest in doing good for society, regardless of its impact on the bottom line is what is called altruistic, humanitarian or philanthropic CSR. â€Å"giving back† time and money in the forms of voluntary service, voluntary association and voluntary giving – is where most of the controversy over the legitimacy of CSR lies† (Shahin and Zairi, 2007; 755) According to Carroll, the philanthropic responsibilities are discretionary being, therefore, less important than the other categories; on the other hand, as said before, is the one that brings the most controversial issues. The definition proposed by Gauri and Cateora (2005) follows the same idea, where the role of a company in the society goes beyond its economic goals. As we can see, definitions relating CSR are various and contradictory among the literature which makes its study more exciting. 2.4 Corporate Governance and Corporate Social Responsibility Governance is defined by Dam et al (2007; 1333) as â€Å"the set of informal arrangements that are used in handling the consequences of these unforeseen states of the world†. As a result of globalization, different global governance structures have emerged, transforming the CSR concept more difficult to be understood. This new global governance brought about the participation by firms in tasks that used to be the government’s domain. (Cutler et al., 1999; Scholte, 2001 cited by Albareda, 2008). Corporate Social Responsibility, therefore, â€Å"can be seen as a new governance arena† (Haufler, 1999; Scholte, 2001 cited by Albareda, 2008; 434). Castka et al (2004 cited by Shahin and Zairi, 2007; 761) proposed a useful framework, based on three major assumptions: â€Å"(1) The CSR framework should be integrated into business systems, objectives, targets, and performance measures. (2) The governance system, whose purpose is to control, provide resources, opportunities, strategic direction of the organisation and be held responsible for doing so, is an integral part of business hence CSR system. (3) Central to the CSR framework is the transformation of stakeholders’ needs and expectation into business strategy, where the organisation has to balance the need for CSR from their key stakeholders with entrepreneurship.† Corporate Social Responsibility is considered deliberate governance, however, influenced directly or indirectly by demands from global civil society, Non Government Organizations, or even the government itself. Thus, Corporate Social Responsibility plays a major role in the global economic and political activities of corporations. â€Å"To exercise this political power in international society, companies as private authorities have adopted different mechanisms. The most important of these have been inter-firm cooperative instruments, fundamentally through the creation of CSR business associations† (Albareda, 2008; 434). The implications of poor corporate governance for people’s lives are tremendous, either in a developed or in a developing country, like Brazil for instance. Most of the Brazilian corporations are still dominated by a family-owned management, who are therefore, the main, if not the only shareholders of the company. This fact can interfere severely in the potential of corporate governance. â€Å"Brazil is a country with strong authoritarian traditions, and inadequate corporate governance laws make it possible to perpetuate authoritarian and concentrated influence over governance structures† (Oman, 2003; 35). Nevertheless, especially in the past decades, there has been intensification of businesses in relation to governance and sustainability in countries like Brazil. Paro and Boechat (2008; 533-534) illustrate it: â€Å"One of the most significant Brazilian non-governmental organizations with the specific mission to mobilize companies around this issue – the Ethos Institute of Business and Social Responsibility, founded in 1998 – had 1,266 member companies in November 2007. Around 74 Brazilian companies have published reports based on the Global Reporting Initiative guidelines (GRI, 2007), and the Sao Paulo Stock Exchange (Bovespa) launched in 2005 its own Corporate Sustainability Index (ISE), which now has 32 companies listed†. Well-managed corporate governance can have positive effects on socio-economic development; it also hence sustained productivity growth and reforms on regulatory practices, although its benefits cannot be taken into consideration without strengthening the examination of business practices and the government environment as a whole. 2.5 Building Corporate Social Responsibility into Strategy Corporate and business strategy according to Foss (1997) has different meanings in relation to the kind of decisions to be made. The first relates to decisions that determines the company’s goals and objectives, the latter though, determines how the company will position itself in relation to its competitors, defining its business and resources. McManus (2008; 1069) affirms: â€Å"The term strategy is derived from the Greek Strategia or generalship, sometimes translated as the art of war. The metaphor of business as war, a competition to be won, is pervasive.† The first author who actually exposed the link between strategy and Corporate Social Responsibility was Michael Porter. He argues that â€Å"corporate social responsibility can be a source of innovation and competitive advantage if incorporated into the framework of analysis that companies use to guide their business strategy† (Porter and Kramer, 2006 cited by McManus, 2008; 1077). Corporations have now added value-creation to their core business always considering its stakeholders’ needs to develop a strategy that is going to keep the company in a competitive advantage position. This is what drives a company to strive in management initiatives, especially if those initiatives are driven towards the achievement of sustainable development. Lee (2008, cited by McManus, 2008; 1075) argues, â€Å"There has been an evolution in CSR from the macro-societal level to the organizational level, with a greater emphasis on managerial, strategic, and ultimately financial issues to the point that the key issue in 2008 is how to integrate CSR into one’s core business.† Organizations integrated to societal aspects are trying to be aware of the implications of the environment they are in and building, therefore, its strategy based in a social/environmental mission and vision. On the other hand, â€Å"recent reports reveal that almost six out of ten organizations have no strategy for CSR while many companies are unclear as to how to adequately anticipate which social issues will affect their overall strategy† (The Work Foundation, 2002; McKinsey and Company, 2006 cited by Galbreath, 2009; 109) The importance of keeping the integration of a company’s core business and its strategy according to the society’s (stakeholders) needs determine the effectiveness of a business and its position in the marketplace. Galbreath (2009; 122) also draws a model of corporate strategy in relation to the society as follows: [image] Figure 2 Source: Strategy in the context of society (Galbreath, 2009; 122). Not only the strategy itself, but also a change on the decision-making framework plays an important role. The use of the classical American pragmatic decision-making is one example. â€Å"The use of pragmatic decision making would inherently lead to the consideration of ecological issues within the decision-making process while fostering competitive advantage† (York, 2009; 102) In conclusion, as McManus (2008; 1068) says, â€Å"Perhaps, the greatest contribution of the mash-up CSR and business strategy will be, not in the details of particular approaches to its realization, but rather the change in consciousness of individual business people its emergence may signal.† 2.6 Leadership and Corporate Social Responsibility The first important point in the leadership context is to understand that ethics is not something we born with. Many authors say that along the years we are taught by the community conventions, norms, and regulations that guide our ethical behaviours (Trevinâ‚ ¬Ã¢â‚¬ ¢o and Nelson, 2004). The same occurs with an organization, where norms, regulations, and values are drawn along the years, guiding their employees and creating its culture, but in this case, the founder has a crucial position, being the one who first underlie most of the organization’s ethics code. Another important issue consists in how hierarchy of power is distributed in the organization; this is explained because the flow of integrity and moral actions always comes from the top to the bottom of the organization hierarchy and this explains why the founder plays a key role in creating the culture and guiding decisions. This relates to the called learning theory, where leaders are perceived as role models. (Hind et al, 2009) Daboub et al (1995 cited by Hind et al, 2009; 8) â€Å"developed a model which suggested a relationship between the characteristics of an organization’s top management team and corporate irresponsibility, even criminality. The model holds that, other variables being equal, the greater the proliferation of formal management qualifications (e.g. MBA’s) in a top management team, the higher the chances of corporate criminality. The implication of this is that management educators do not seem to be addressing the current and future developmental needs of managers who are required to respond to changing social norms for higher ethical, accountable, and sustainable standards in business.† 2.7 Voluntarism and Accountability of Companies There are two contradicting views in the role of voluntarism in CSR: The first view is supported by Carrol and Buchholtz, (1999 cited by Yakovleva, 2005; 14) and suggests that â€Å"CSR refers to both types of corporate operations: operations towards compliance with legislation requirements and voluntary operations towards social benefit not stipulated by law or economic requirements†. The second view, however, suggests that the firm itself should call for the stakeholder’s interest voluntarily and â€Å"considers that CSR starts when law ends† (Yakovleva, 2005; 14). All those contradictions are part of the inconsistency in defining the term CSR. Corporate Social Responsibility according to Keinert (2008) is concerned to how corporations tackle external pressures responding to them accordingly. Moreover, she adds â€Å"It does not question the ‘rightness’ of social expectations from an ethical, theoretical point of view, but seeks way of implementing them† (Keinert 2008; 45) Apart from this point of view, corporations are responsible, nowadays, alongside the government, to the interests of its employees and society as a whole being also accountable for its actions. Thus, accountability is another important feature of Corporate Social Responsibility. Zadek (2007; 10) argues: embracing accountability for their actions, corporations â€Å"contribute to addressing societal needs and challenges in ways that could also deliver economic value and success.† According to the IPEA (Instituto de Pesquisa Econà ´mica Aplicada), â€Å"Social Accountability 8000 is the first norm turned to the improvement of the conditions of work, including the principal labour rights and certifying the fulfilment through independent auditors. The Social Accountability International LEAVES-, a non-government organization created in 1997 in USA, developed it and which has its action turned to the preoccupation of the consumers for the conditions of work in the world. The norm follows the standard of the ISO 9000 and of the ISO 14000, which makes its introduction easier for enterprises that already know this system†Ã¢â‚¬  (www.ipea.gov.br). â€Å"One of the basic propositions from social accountability favourable to the contemporary point of view is based on Keith Davis’ ideas† (apud Certo Peter, 1993; 281 cited by Souza, 2004; 31). According to them, â€Å"enterprises must operate as an opened system with two hands, with information reception from society and opened advertisement about their operations with the public.† (Souza, 2004; 31) In agreement with this proposition, the enterprise must be disposed to hearing the society and working in the construction of its well-being. 2.8 Corporate Social Responsibility and Profitability Whilst some authors defend Social Responsibility as a solution for organizations and society’s sustainability issues in the long-term, others are emphatic, affirming that it is not reasonable to imagine that the

Love in a Snow Globe :: Snow Globes Personal Narratives Essays

Love in a Snow Globe Packing for college is a normal and exciting event in many newly turned legal adults’ lives. It is the first time they get to live with peers in place of nosy parents. Some items are packed are out of necessity, such as clothes, and others are to decorate the bland white walls and wooden desks to show some personality, which are all the things every teenager tells their parents they â€Å"need† to bring. When it was finally my turn to pack for college, there were many boxes that I â€Å"needed† to bring. Pictures of friends, celebrity posters, scheduling calendars, alarm clocks, school supplies, desk lamps, quick food, and tons and tons and tons of clothes were packed along with one tiny green snow globe on my first year of school. That snow globe meant and still means the world to me. The snow globe was given to me before college, even before my final year in high school. It was a random day in the summer of 2002. That was the summer before my senior year of high school. It had been one stormy week of summer. I do not mean literally in the sense that the weather was like the end of the world type weather, but mentally and physically for me the past weeks have been nothing but thunder and lightening going off in my head. A gray storm cloud had been hanging around over my head, raining on me and only me. It was because during the last three weeks of summer vacation, I had spent hours upon hours in my high school looking at the concrete walls painted as though a rainbow had thrown up inside the school. My time had been spent on trying to fix my schedule of classes, so that I could have the perfect balance of classes to slack off in and ones that would impress colleges. The lazy counselor was taking her time and needed me to return almost everyday so that she could lecture me about her personal life. This information was important to the reason why she continued to have trouble with scheduling my classes to my liking.

China Essay -- essays research papers

Shiven Patel The geography of China and Japan is quite different. They are both located in Eastern Asia, but China is apart of the mainland, while Japan is a group of islands off in the North Pacific. China, the world’s fourth largest country, is considerably larger than Japan. China has a total area of 9,596,960 square kilometers while Japan is only 377,8356 square kilometers. Of course Japan has double the coastline of China for it is an island chain. China has an eastern coastline along the East China Sea, Korea Bay, Yellow Sea, and South China Sea. China’s main geographic aspects are the Yangtze River and the Himalayan Mountains. Deserts and high plateaus characterize the west, with plains, deltas, and hills in the east. There is a varied climate from tropical to subarctic, the main weather hazard is the monsoon. Japan’s islands are peaks of underwater volcanoes such as Mount Fuji. There are no major rivers, just rocky land and an irregular coastline. There are valleys an d plateaus along the coast. It is cold and dry in the north, warm and wetter in the south. Earthquakes and typhoons plague Japan. The governments of China and Japan are completely different. The world’s largest Communist party leads China. The president is a ceremonial figure. Executive powers are given to the State Council headed by the premier. The legislature, the elected national People’s Congress, has little power. Japan is a constitutional monarchy, but similar to England, the emperor is a symbol ...

The Images and Imagery of Shakespeares Macbeth Essay -- Macbeth essay

The Imagery of Macbeth      Ã‚  Ã‚  Ã‚   Who can contest the statement that William Shakespeare in the tragedy Macbeth very skillfully uses imagery to strengthen the theme and other aspects of the play? In this paper we explore the imagery in all its dimensions.    L.C. Knights in the essay "Macbeth" explains the supporting role which imagery plays in Macbeth's descent into darkness:    To listen to the witches, it is suggested, is like eating "the insane root, That takes the reason prisoner" (I.iii.84-5); for Macbeth, in the moment of temptation, "function," or intellectual activity, is "smother'd in surmise"; and everywhere the imagery of darkness suggests not only the absence or withdrawal of light but - "light thickens" - the presence of something positively oppressive and impeding.   (101)    In Fools of Time: Studies in Shakespearean Tragedy, Northrop Frye shows how the playwright uses imagery to reinforce the theme:    This theme is at its clearest where we are most in sympathy with the nemesis. Thus at the end of Macbeth, after the proclamation "the time is free," and of promises to make reparations of Macbeth's tyranny "Which would be planted newly with the time," there will be a renewal not only of time but of the whole rhythm of nature symbolized by the word "measure," which includes both the music of the spheres and the dispensing of human justice [. . .]. (94-95)    In his book, On the Design of Shakespearean Tragedy, H. S. Wilson interprets the imagery of Macbeth:    Macbeth is a play in which the poetic atmosphere is very important; so important, indeed, that some recent commentators give the impression that this atmosphere, as created by the imagery of the play, is its determini... ...: Barnes and Noble, 1970.    Frye, Northrop. Fools of Time: Studies in Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1967.    Kermode, Frank. "Macbeth." The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin Company, 1972.    Knights, L.C. "Macbeth." Shakespeare: The Tragedies. A Collectiion of Critical Essays. Alfred Harbage, ed. Englewwod Cliffs, NJ: Prentice-Hall, Inc., 1964.    Shakespeare, William. The Tragedy of Macbeth. http://chemicool.com/Shakespeare/macbeth/full.html, no lin.    Warren, Roger. Shakespeare Survey 30.   N.p.: n.p., 1977. Pp. 177-78. Rpt. in Shakespeare in the Theatre: An Anthology of Criticism. Stanley Wells, ed. England: Oxford University Press, 2000.    Wilson, H. S. On the Design of Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1957.