Essay on Gregor as Christ in Kafkas Metamorphosis -- Metamorphosis es

Gregor as Christ in Kafka's Metamorphosis In his "Metamorphosis", Kafka utilizes an allegorical technique to compare Gregor's sacrifices to those of Jesus in the Bible. Ultimately, both Gregor and Jesus sacrifice their lives so that they can help their loved ones, despite betrayal.   Kafka uses this biblical allegory to illustrate Gregor's Christ-like actions. In the Bible, God, sacrifices his only son, a respectable, revered "heavenly" figure, allowing Jesus to live amongst sinful people. In human form, Jesus treats the common people's illnesses and performs miracles to help them; above all, he cares for them and loves them.   Jesus is selfless, endlessly devoting himself to helping and serving others, and ensuring that they will have a better life by showing them "the way" to God.   Jesus sacrifices his life in heaven to come to Earth and help his people. Just as Jesus makes personal sacrifices to help his people, Gregor similarly sacrifices his dreams and happiness to provide a good life for his family.   Gregor's life revolves around his job as a travelling salesman.   He is committed to his work, although he dislikes his job, "what a gruelling job I've picked.   If I didn't hold back for my parents' sake, I would have quit long ago" (4).   Gregor's life lacks comfort and joy; he is constantly travelling, and is unable to form quality relationships.   However, he sacrifices his dreams for future happiness so that he can provide for his family.   As the sole 'breadwinner' of his family, Gregor keeps only a few dollars from his paycheque each month, using the rest to pay family debts and sending the money home to his parents.   His family is completely dependent on him for financial security, and Gregor's generosity preven... ...trayed by his family, he is imprisoned in his room; however, he "thought back on his family with deep emotion and love".   His affection for his family results in his conviction that he must disappear, so that he can bring them happiness and peace.   Gregor sacrifices his life and dies during the night to save his family from hardship.   He loves them unconditionally, like Jesus loves his people, and does not criticise them for betraying and mistreating him. Gregor's final sacrifice of his life is the strongest comparison of his Christ-like attributes. In Kafka's "The Metamorphosis" Gregor's sacrifices are shown to be Christ-like by the horrible treatment he receives from others, his betrayal by his family, and his selfless reactions and eventual death. Works Cited: Kafka, Franz. The Metamorphosis. Trans. and ed. Stanley Corngold. New York: Bantam, 1972.

Haidt Happiness Hypothesis

Ch. 5 The Pursuit of Happiness (Haidt) pp. 81-102 1. Compare the main ideas of The Consolation of Philosophy from Ch. 2 and of Ecclesiastes on pp. 81-82. 2. How do we experience pleasure differently from the animals? Why don’t we enjoy life more than they do? What’s the problem or trick with reinforcement as a source of pleasure? 3. Explain and give examples of 2 types of positive affect according to Davidson. Which one gives us more happiness? 4. What is the progress principle? 5. Explain the adaptation principle, habituation of neurons, and the hedonic treadmill. . Describe early happiness hypotheses (Buddha, stoics). Do these theories of happiness suggest that we hide from the world in order to find peace? 7. Describe the relationship between marriage and happiness. What’s the â€Å"reverse correlation† between marriage and happiness (â€Å"reverse† does not mean â€Å"negative†)? 8. List factors which are strongly associated with happines s and the ones which are not but most of us believe that they should lead to happiness (pp. 88-89). 9. Explain the main components of happiness formula and describe the research that it is based on. 10.Name the external conditions that have strong effect on happiness according to Haidt (pp. 92-94). 11. Describe the experience sampling method. 12. What are the characteristics of flow? How is flow different from physical pleasures? 13. What’s the difference between pleasures and gratifications according to Seligman? 14. How can we increase pleasures and how can we find our gratifications? 15. Why do people pursue goals that work against their happiness? 16. What is the difference between conspicuous and inconspicuous consumption? 17. Explain the paradox of choice.

A Class Divided Personnel and Industrial Psychology

In the classic film, â€Å"A Class Divided†, schoolteacher Mrs. Jane Elliot devised and conducted a lesson plan to show her students exactly how discrimination comes about. Outraged by what she saw occurring in the nation, Mrs. Elliot conducted this lesson with a class of third graders the day following the assassination of Martin Luther King.Mrs. Elliot set the stage for differentiating between blue eyed and brown-eyed children. Her goal was to have her students experience what it felt like to be discriminated against. She had previously discussed the issue of discrimination with her students and thought the seemed to understand and was in fact upset by Dr. King’s death; they did not recognize the discrimination in her class exercise until it was over and pointed out to them.Mrs. Elliott’s lesson divided her class by eye color. She had two groups, the brown eyes students and the blue eyed students. She told the students at the start of the day, that the blue eye s group was comprised of the smarter and nice students. She gave them special privileges as a result of their favored designation.The students in the brown eyed group were treated poorly, with negative comments and unfair rules. She was surprised to see how the children accommodated these roles. The brown eyed students suddenly did poorer on tests and acted differently. The blue eyes group took on a posture of superiority and was mean to the brown eyed students.In class she purposely commented on the superiority of blue-eyed children in order to set them against the brown-eyed students. She then reversed her statement the following day. When she revered her treatment of the students, the student’s behavior reversed. The brown eyed students became superior and the blue eyed students began doing poorly. It became clear that as an authority figure, what she said was believed. Even parents did not question her statement.The thesis of this experiment was that people accept and act upon what people of authority or social stature. The film depicting her classroom experiment was mad in 1985 for the PBS show FRONTLINE. The film was entitled A Class Divided. The film included a follow-up on Mr. Elliot’s students, who were young adults at the time the film was made. Thee film was followed by similar stories of experiments in other settings.The implications of this film on psychology are broad based. It demonstrates the impact of authority and social stature. The lessons learned as a result of this film help us to understand how the influence of authority and socials stature can be used in both positive and negative ways. It helps us to understand why and under what conditions people will blindly follow others.2. Malcolm Gladwell, New York archives: Personality plus Overview of the articleThis article, written by Malcolm Gladwell, was printed in the September 2004 edition of the New Yorker critiques the use of personality tests. The tests discussed are those largely used in the employment arena. Gladwell gives the history of the development of various tests and then their common uses, his personal experience and his assessment of the test as an employment tool.The article is extremely easy to read and interesting. Gladwell provides background on some of these commonly used tests, which would be of surprise to employers using them.   The backdrop for the testing assessment is the story of a lieutenant in the US Army, Sandy Nininger.He explains that Niniger was an unlikely soldier given his calm, thoughtful demeanor. Nininger however, developed into a fierce soldier and was awarded the Medal of Honor posthumously for his WWII service.   Gladwell goes through the various personality tests and wonders how any of these tests might have noticed the trait in Nininger that made him such a warrior, when he was better known for drinking tea and listening to classical music.The history of the Myers Briggs is somewhat comical as Gladwell write s. He explains that the test was the brainchild of mother-daughter socialites, seeking to better understand the men in heir life and relationship between men and women. The Myers brigs was developed based on Jung, but according to Gladwell, these woman knew or understood very little about Jung’s theories. In fact, he makes it clear that Jung would have never agreed with the basic tenant of the Myers Briggs.Gladwell met with a psychologist and underwent the Thematic Apperception Test which required him to compose stories for pictures. The psychologist then looked and themes in Gladwell’s stories and gave him a report. While Gladwll understood the assessment and found the psychologist to be quite perceptive, he expresses concern regarding the amount of subjectivity in this test assessment. A different psychologist could have come to an entirely different conclusion.Finally, he discusses the services of a company called Developmental Dimensions International (DDI). This c ompany assesses prospective employee’s strengths and weaknesses by spending a day with the person in a simulated workday. There person is given a job for the day and then assessed on a variety of levels. Gladwell spent a day with the company and received an assessment that again, he could understand but questioned the subjective nature of the assessment.Gladwell, in summary reminds us that while personality tests are frequently used by employers, there is much subjectivity and room for interpretation. He acknowledges the fact that these tests are fun and the results are interesting, he cautions the use of them as meaningful assessments. He concludes by asking if any of the test he reviewed, would have been able to predict Sandy Nininger's personality traits.

How to Get Job Offers †Not Just Interviews †With Your LinkedIn Profile

How to Get Job Offers – Not Just Interviews – With Your LinkedIn Profile Is Your LinkedIn Profile Getting You Job OFFERS? Last week, I spoke with a technology executive about working with us on his LinkedIn profile and resume. Upon investigation, I discovered that he was getting interviews for positions that interested him- but not job offers. At first glance, it might seem like the problem was his interviewing skills. After all, isn’t the job of the LinkedIn profile and resume to get an interview, and after that it’s up to you? Well, that’s partially true, and it’s certainly possible that this client could use some interview coaching. But a freaky fact of human nature suggests that something else could be at play. It’s called â€Å"impression formation† or â€Å"priming,† and it’s not to be overlooked or taken lightly. Do you think that if you’re getting interviews with your LinkedIn profile and resume you don’t have to worry about whether you need to change them? You might be wrong. A study of students’ perceptions of their professors, and how these perceptions can be formed, is a case in point. Consider these excerpts that illustrate how much our preconceived notions affect our experience of another person: †¦[I]n one of the earliest studies on impression formation, Kelley (1950) found that when students were told a guest lecturer was â€Å"very warm†, the central trait produced more favorable evaluations of the instructor than when students were told the guest lecturer was â€Å"rather cold†. In a more recent replication and extension of Kelley’s experiment, Widmeyer and Loy (1988) had students evaluate a lecture presented by a visiting professor. Prior to the lecture, students received background information about the instructor; some received information suggesting that the visiting professor was warm while others were presented with information that suggested the professor was cold. Analyses revealed that students perceived the visiting professor as a more effective teacher and more pleasant to have for class when he was described as a warm rather than a cold person. †¦Those who read the syllabus written in an unfriendly tone rated the hypothetical adjunct candidate as being colder than those who read the syllabus written in a friendly tone. †¦Those who received the syllabus written in a friendly tone rated the target as being warmer than those who read the syllabus that was written in an unfriendly tone. †¦Those who read the syllabus written in a friendly tone rated the instructor as being more motivated to teach the course. Harnish, Richard J. and K. Robert Bridges, Effect of syllabus tone: students’ perceptions of instructor and course Did you read that?!! Wow. Extrapolating to interviews, if the interviewer has a preconceived notion of the candidate as warm or friendly, it’s more likely he or she will experience the candidate as warm, and even as more motivated, in the interview! Conversely, if the interviewer thinks ahead of time that the candidate will be cold, it’s unlikely that the interview itself will change this impression. Interviewers Make Unconscious Conclusions You might be thinking, â€Å"But these were students being studied. They are young and impressionable! Surely an interviewer, who has more maturity and experience, would not be swayed as much by past judgments.† I’m afraid that’s not the case. In 2008 study, Williams and Bargh staged job interviews with study participants and found that if interviewers drank hot coffee before the interview, they would perceive the candidate as warm. Iced coffee? You guessed it. Cold candidate. Interviewers’ perceptions were also influenced, disturbingly, by the comfort of their seats and the weight of their notetaking folders. There are many conclusions that can be drawn from these studies, from â€Å"Make sure you have a warm hand when you shake hands with your interviewer† to â€Å"Don’t hire candidates based on interviews since your unconscious mind is ruling the decision. Use psychological testing instead.† The conclusion I want to draw, however, is about your LinkedIn profile. And maybe your resume too. Conveying Warmth with Your LinkedIn Profile and Resume You have a huge opportunity in your LinkedIn profile and resume to prime the pump for your job interview. People respond to warmth. So look for ways to appear warm! Show some of your personality in addition to showcasing your accomplishments. Even if you’re not as warm in person as you are in your job marketing collateral, chances are you’ll be seen as warmer than someone who doesn’t communicate warmth in their LinkedIn profile and resume. Here are some examples from profiles written by The Essay Expert. Note that while we generally encourage first person for LinkedIn summaries, warmth can come through in the third person as well. Also note that your photo is a huge way to convey warmth! LeeAnn Dance: My journalism background gave me the ability to distill a large amount of material and hone in on what’s true and important. I can pinpoint the real message that needs to be conveyed, creating a human story that moves and inspires an audience. Ted Schoonmaker: Ted knows that people hire people, not resumes. Companies are not just looking for a set of qualifications that match a job description. To ensure a complete match, Ted extensively interviews both companies and candidates to find out who they are and what they are looking for – as companies and as people. Ted is most fulfilled when helping people to grow professionally. His vision and ability to nurture relationships lead to long-term solutions and success. How warm are you in your LinkedIn profile and resume? Are you priming readers to perceive you the way you want to be seen? If not, consider a rewrite. If you want assistance, please consider our LinkedIn Profile Writing Services and Resume Writing Services. We’ll make sure you look great- and warm- online and on paper. Want to do it yourself? Don’t miss the latest version of How to Write a KILLER LinkedIn Profile. The e-book is fully updated for 2018 and available now!

Vought F4U Corsair in World War II

Vought F4U Corsair in World War II The Chance Vought F4U Corsair was a noted American fighter that debuted during World War II. Though intended for use aboard aircraft carriers, the F4U experienced early landing issues that initially prevented its deployment to the fleet. As a result, it first entered combat in large numbers with the U.S. Marine Corps. A highly-effective fighter, the F4U posted an impressive kill ratio against Japanese aircraft and also fulfilled a ground-attack role. The Corsair was retained after the conflict and saw extensive service during the Korean War. Though retired from American service in the 1950s, the aircraft remained in use around the world until the late 1960s. Design Development In February 1938, the U.S. Navy Bureau of Aeronautics began seeking proposals for new carrier-based fighter aircraft. Issuing requests for proposals for both single-engine and twin-engine aircraft, they required the former be capable of a high top speed, but have a stall speed of 70 mph. Among those who entered the competition was Chance Vought. Led by Rex Beisel and Igor Sikorsky, the design team at Chance Vought created an aircraft centered on the Pratt Whitney R-2800 Double Wasp engine. To maximize the power of the engine, they selected the large (13 ft. 4 in.) Hamilton Standard Hydromatic propeller. While this significantly enhanced performance, it presented problems in designing other elements of the aircraft such as the landing gear. Due to the propellers size, the landing gear struts were unusually long which required the aircrafts wings to be redesigned. In seeking a solution, the designers ultimately settled on utilizing an inverted gull wing. Though this type of structure was more difficult to construct, it minimized drag and allowed for air intakes to be installed on the leading edges of the wings. Pleased with Chance Voughts progress, the U.S. Navy signed a contract for a prototype in June 1938. Chance Vought XF4U-1 Corsair prototype during tests at the National Advisory Committee for Aeronautics (NACA), Langley Research Center at Hampton, VA, in 1940-41.   NASA Langley Research Center Designated the XF4U-1 Corsair, the new aircraft quickly moved forward with the Navy approving the mock-up in February 1939, and the first prototype took flight on May 29, 1940. On October 1, the XF4U-1 made a trial flight from Stratford, CT to Hartford, CT averaging 405 mph and becoming the first US fighter to break the 400 mph barrier. While the Navy and the design team at Chance Vought were pleased with the planes performance, control issues persisted. Many of these were dealt with by the addition of a small spoiler on the leading edge of the starboard wing. With the outbreak of World War II in Europe, the Navy altered its requirements and asked that the aircrafts armament be enhanced. Chance Vought complied by equipping the XF4U-1 with six .50 cal. machine guns mounted in the wings. This addition forced the removal of fuel tanks from the wings and an expansion of the fuselage tank. As a result, the XF4U-1s cockpit was moved 36 inches aft. The movement of the cockpit, coupled with the aircrafts long nose, made it difficult to land for inexperienced pilots. With many of the Corsairs problems eliminated, the aircraft moved into production in mid-1942. Chance Vought F4U Corsair GeneralLength: 33 ft. 4 in.Wingspan: 41 ft.Height: 16 ft. 1 in.Wing Area: 314 sq. ft.Empty Weight: 8,982 lbs.Loaded Weight: 14,669 lbs.Crew: 1PerformancePower Plant: 1 Ãâ€" Pratt Whitney R-2800-8W radial engine, 2,250 hpRange: 1,015 milesMax Speed: 425 mphCeiling: 36,900 ft.ArmamentGuns: 6 Ãâ€" 0.50 in (12.7 mm) M2 Browning machine gunsRockets: 4Ãâ€" 5 in High Velocity Aircraft Rockets orBombs: 2,000 lbs. Operational History In September 1942, new issues arose with the Corsair when it underwent carrier qualification trials. Already a difficult aircraft to land, numerous problems were found with its main landing gear, tail wheel, and tailhook. As the Navy also had the F6F Hellcat coming into service, the decision was made to release the Corsair to the U.S. Marine Corps until the deck landing problems could be resolved. First arriving in the Southwest Pacific in late 1942, the Corsair appeared in larger numbers over the Solomons in early 1943. Marine pilots quickly took to the new aircraft as its speed and power gave it a decisive advantage over the Japanese A6M Zero. Made famous by pilots such as Major Gregory Pappy Boyington (VMF-214), the F4U soon began to rack up impressive kill numbers against the Japanese. The fighter was largely restricted to the Marines until September 1943, when the Navy began flying it in larger numbers. It was not until April 1944, that the F4U was fully certified for carrier operations. As Allied forces pushed through the Pacific the Corsair joined the Hellcat in protecting US ships from kamikaze attacks. F4U Corsair attacks Japanese ground targets on Okinawa, 1945. National Archives and Records Administration In addition to service as a fighter, the F4U saw extensive use as a fighter-bomber providing vital ground support to Allied troops. Capable of carrying bombs, rockets, and glide bombs, the Corsair earned the name Whistling Death from the Japanese due to sound it made when diving to attack ground targets. By the end of the war, Corsairs were credited with 2,140 Japanese aircraft against losses of 189 F4Us for an impressive kill ratio of 11:1. During the conflict F4Us flew 64,051 sorties of which only 15% were from carriers. The aircraft also saw service with other Allied air arms. Later Use Retained after the war, the Corsair returned to combat in 1950, with the outbreak of fighting in Korea. During the early days of the conflict, the Corsair engaged North Korean Yak-9 fighters, however with the introduction of the jet-powered MiG-15, the F4U was shifted to a purely ground support role. Flown throughout the war, special purpose-built AU-1 Corsairs were constructed for use by the Marines. Retired after the Korean War, the Corsair remained in service with other countries for several years. The last known combat missions flown by the aircraft were during the 1969 El Salvador-Honduras Football War.

Globalization and Poverty Essay Example | Topics and Well Written Essays - 2500 words

Globalization and Poverty - Essay Example The political and military repercussions of this schism can significantly change the complexion and direction of inter-capitalist competition. The end of the Cold War and the powerful wave of Globalization vastly reconfigured the world order. We have seen the end of the old colonial world and the rise of Islamic militancy in the mid-90s. Post-Cold War globalization served to unleash many pent-up social contradictions previously held hostage by the Cold War, like racial and ethnic clashes both within the North and South alike. The most profound changes, however, are in the economic realm. Globalization-the accelerated expansion and heightened contradictions of international capitalism-is bound to intensify even more within the decade. (Hirst & Thompson, 2000) Vicious international competition among highly industrialized capitalist nation-states animates the world order. Economic globalization was mainly corporate-led. Incessant retooling of knowledge-based or high-tech corporations, including the mighty armaments industry and the rest of the multinational corporations in industrialized countries, keeps on accelerating the pace of globalization even more. Big corporate interests are more and more taking over the foreign policy directions of their respective governments. Alongside globalization is the concept of "neoliberalism". Neoliberalism has the same essence as the classic liberal economics. The latter was in vogue between the Industrial Revolution around the early 1900s and Keynesian economics around the 1930s Great Depression. Laissez faire ("free competition", to some) is at the core of both classical liberalism and neoliberalism. Laissez faire oppose Keynesian solutions that require vigorous state economic intervention. (Fischer 2003). Neoliberalism, ironically, is forced to adopt Keynesian solutions through the active manipulation of interest rates to keep inflation at bay. Furthermore, the US government as well as the Western European states actively subsidize their agricultural sectors, and even intervene politically in rearranging trade and financial mechanisms in their favor. These totally negate whatever "liberalism" or "free competition" there is in neoliberalism. Revolution in Productive Forces, Trade Wars, Uncertainties in the World Financial System The Second Word War and the military requirements of the Cold War ironically kicked off the revolution in science and technology, specifically in the fields of electronic computing, communications, air and space transport, biological warfare, and nuclear technology. Capitalist production techniques immensely benefited from these developments. The technological race seethes with greater intensity. A war over the control and monopoly of knowledge-intensive capital-especially information-communications-technology (ICT) and biotechnology-still rages among capitalist firms and nation-states. New, better, and increasingly cheaper commodities now flood the world market. The fight to open up more markets is the order of the day, not only to realize greater profits, but to stave off the increasing pressures of capitalist overproduction. (Robertson, 2003) Quite predictably, protectionist trade wars erupted between the large markets in northern America, Europe, and Asia. In an effort to secure commodity markets, tariff-cutting regional free trade associations sprouted along the continents, such as the North American Free Trade Agreement (NAFTA), the European

Critically analyse the evidence for changing patterns in sustainable Literature review

Critically analyse the evidence for changing patterns in sustainable consumption and production of clothing. Looking at the evid - Literature review Example In addition, the report not only examines individuals but also businesses. It assesses the way in which businesses are changing their production strategies in order to take care of the environment too. It investigates on how clothing industries are changing their production ways to keep a pure environment while also producing long term clothes (Ha, 2012, 62). The report also seeks to give evidence of the conservation strategies that have already been put into use; such as the greener business models. The other purpose of the report is to give the approaches that can be used to encourage consumers to adopt better lifestyles that conserve the environment (Henderson & Sethi, 2006, 13). The data used in the report was obtained from the society and reports given by different consumers and cloth industries. Online sources have also been used in order to analyze the reports of individuals who could not be easily reached. Other data sources include journals by scholars about people’s lifestyles in relation to environmental conservation. Different research approaches have also been used in order to obtain the information used. For instance; questionnaires were issued to consumers in order to find out how they had changed their lifestyles in order to conserve the environment. ... The research seeks to give the pattern of the changing lifestyles of people. Outline of the content The report begins with a literature review of past studies made about environmental conservation. This section gives the process that businesses have used in the past in order to achieve their goals about environment. The section also gives the strategies that were used in the past by both producers and consumers. The next section gives the findings of the report. It mainly outlines the evidence for change of consumption patterns of consumers and production patterns for producers. Finally, the section outlines the strategies that can be used to encourage consumers to adopt sustainable lifestyles. The last section of the report gives a conclusion with the key strategies that can be used and the principal findings of the current situation in the economy. This section also gives the recommendations that are to be followed in order to achieve the set objectives. Literature Review Many scho lars have done a lot of research concerning the issue of green clothing and change of individuals’ lifestyles to conserve the environment. Some scholars provide that in order to ensure a green economy, human consumption would have to change (Milani, 2000, 20). Consumption would have to be planned in order to be in accordance with the production so as to keep the markets in operation. This will ensure that while consumers strive to conserve the environment, they will be able to obtain products that help them to accomplish their goals. For instance; consumers can change into renewable energy sources (Gunkel, 2006, 24). This is mainly argued from the point of view that; consumers can decide to change their lifestyles into more