Unbearable Ecstasy, Reverence and Awe, and the Perpetuation of an Aesthetic Conflict Essays

Unbearable Ecstasy, Reverence and Awe, and the Perpetuation of an Aesthetic Conflict Essays Unbearable Ecstasy, Reverence and Awe, and the Perpetuation of an Aesthetic Conflict Essay Unbearable Ecstasy, Reverence and Awe, and the Perpetuation of an Aesthetic Conflict Essay In this paper, I will attempt to explicate and discuss some aspects of Frances Tustins concept of the unbearable ecstasy of at-one-ment emphasizing her attentiveness to the importance of the containing function of the mother with regard to this elemental experience; Meltzers notion of the aesthetic conflict; and Bions important and original distinction between reverence and awe and defensive idealization as each of these specific themes separately and in combination have some essential bearing upon the provocation or mitigation of envy, the process of introjection, the development of both healthy and pathological internal object relations, and the resultant nature of the super-ego and individual self-esteem. I hope to be able to demonstrate how these concepts overlap, intersect, and modify one another perhaps reflecting the personal and professional intersection between these three clinicians and their profound impact on my thinking. Toward this end, I will offer clinical case material, both as a background for and an illustration of the phenomena described, as well as certain conclusions, which may have some impact upon our attitude and technique in psychoanalysis. To begin with, I would like to present a clinical vignette from the analysis of a patient, whom I will call Jessica, as an introduction to and background for the theoretical discussion which follows. Jessica (Clinical Material Omitted Here) The Aesthetic Conflict I was re-minded of Jessicas experience while reading Donald Meltzers paper (Meltzer Williams, 1988) on what he terms the aesthetic conflict. In that paper, Meltzer states: It has probably escaped no-ones attention that the percentage of beautiful mothers recorded in the course of psycho-analysis far exceeds the national average and that this appellation clearly refers back to childhood impressions often completely out of keeping with later more objective judgments by the patients of their middle-aged parent (p.8-9). Here Meltzer prompts our consideration of the possibility that the view of the beautiful mother, often presented by patients in analysis, harkens back to some early proto-aesthetic experience; one that is however not without conflict. Rocked in the cradle of the deep of his mothers graceful walk; lulled by the music of her voice set against the syncopation of his own heart-beat and hers; responding in dance like a little seal, playful as a puppy. But moments of anxiety, short of fetal distress, may also transmit itself through heart-beat, rigidity, trembling, jarring movements; perhaps a coital activity may be disturbing rather than enjoyable, perhaps again dependent on the quality of maternal emotion; maternal fatigue may transmit itself by loss of postural tone and graceless movement (p.17). In this passage Meltzer indicates that the baby knows its mother inside and out as both the bad and the beautiful and is impacted on a sensual level by each of her physical, mental, and emotional qualities even before its birth. This notion reverberates with findings from current fetal observation (Mancia 1981; Piontelli 1985, 1987, 1988, 1992a, 1992b), psychoanalytic/clinical inference (Bion 1976/1987,1977a; Freud 1926; Hansen 1994; Maiello 1995; Mitrani 1996; Osterweil 1990; Paul 1981, 1989, 1990; Share 1994), and imaginative conjecture (Bion 1979). Indeed Meltzer purports that . . . every baby knows from experience that his mother has an inside world, a world where he has dwelled and from whence he has been expelled or escaped, depending on his point of view (p.21), and he goes on to posit that, after birth: The ordinary devoted mother presents to her ordinary beautiful baby a complex object of overwhelming interest, both sensual and infra-sensual. Her outward beauty . . . bombards him with an emotional experience of a passionate quality, the result of his being able to see [her] as beautiful. But the meaning of his mothers behavior, of the appearance and disappearance of the breast and of the light in her eyes, of a face over which emotions pass like the shadows of clouds over the landscape, are unknown to him (p.22). Meltzer seems to suggest here that mother is an enigma to her baby. The baby may have known her, and yet perhaps shaken by the impressive caesura of the act of birth (Freud 1926) it has suddenly become uncertain of what it knows. Is she a beauty or the beast? When Meltzer proposes that This is the aesthetic conflict, which can be most precisely stated in terms of the aesthetic impact of the outside of the beautiful mother available to the senses, and the enigmatic inside which must be construed by creative imagination (p.22, italic mine). it seems that he is implying that the babys sensory experience of the beautiful (good) mother must be confirmed by what the baby finds inside the mother, and that the babys experience of the mothers inner world her mood, her emotional and mental life, her attitudes about herself and her baby is colored by creative imagination, i.e., by its own phantasies via the process of projective identification. However further along, Meltzer appends the above conclusion, submitting that the baby must wait like Kafkas K for decisions from the castle of his mothers inner world (p.22). With this addition, it would seem he is suggesting and, I believe, is correct in doing so that it is not just the babys creative imagination that imbues the inside of the mother and the babys pre- and postnatal experience of her with meaning, since, as he so astutely observes, the baby must derive its cues from the mothers conscious and unconscious communications; that is, the baby must wait for its mother to confirm its greatest hopes or its gravest fears. To put it another way, the baby asks: how does mother view/experience herself? and it must anxiously await the answer from its mother. I believe that the babys question and the mothers answer together constitute one aspect of the type of reality testing that Melanie Klein (1975) referred to as the means by which the baby finds validation for the enduring existence of the good breast, the good internal object, and the good experience it represents. An example of this type of reality testing, and the consequences of a distorted message being received from the castle of the mothers inner world, may be seen in the following material from the four times per week analysis of another patient whom I will refer to as Carla. Carla (Clinical Material Omitted Here) Lara (Clinical Material Omitted Here) Reverence and Awe versus Idealization In a paper read at a scientific meeting of the Los Angeles Psychoanalytic Society in 1967, Bion (1992) described an encounter with one patient who came to him after a previous analysis from which he had benefited, but with which he was nonetheless dissatisfied. At first Bion expected to find greed at the bottom of this patients distress, but it soon became clear to him that there was something else going on. Bion described his patients outpourings, which were so fragmented that they would have required an omniscient analyst to sort out and make sense of (p.289). Bions interpretations were either labeled brilliant or they were met with extreme disappointment and hostility to the point of depression. He finally concluded that: There is a great difference between idealization of a parent because the child is in despair, and idealization because the child is in search of an outlet for feelings of reverence and awe. In the latter instance the problem centers on frustration and the inability to tolerate frustration of a fundamental part of a particular patients make-up. This is likely to happen if the patient is capable of love and admiration to an outstanding degree; in the former instance the patient may have no particular capacity for affection but a great greed to be its recipient. The answer to the question which is it ? will not be found in any textbook but only in the process of psycho-analysis itself (p.292). In his customary style, Bion avoids saturating his concepts, leaving them somewhat ambiguous, and thus allowing us the freedom to use our own capacity for imaginative conjecture to fill in the blanks, so to speak. I will yield to the temptation to do so with the understanding that the reader may draw his or her own conclusions, which may very well differ from my own. I think Bion seems to be saying that, in this instance, he had met with a patient for whom Kleins theory of envy did not apply. Indeed he seems to be making it clear that he did not see his patients disappointment and hostility as constituting an attack on the good breast or the analysts good interpretations. Neither did he seem to see the patients fragmented presentation as the result of an envious attack on thinking or on the links that might have rendered his communications meaningful and relevant (Bion 1959). Instead, Bion appears to conclude that his patient was attempting to have an experience of an object who might be able to understand and transform the inchoate experiences of the as-yet-unintegrated-baby-he and was therefore seeking the realization of his preconception of an object who can contain these experiences as well as his innate capacity for love, reverence, and awe. I would put forward here that the containing capacity, initially found and felt to be located in this type of external object when introjected leads to the development of an internal object capable of sustaining and bearing feelings of ecstasy and love; an object that might form the basis of the patients own self-esteem. This aim certainly calls for an analyst who truly thinks well enough of himself and his own goodness that he is not dependent upon the goodness and cooperativeness of the patient in order for such a positive self-perception to be confirmed, and in order for him to continue to function analytically. Discussion with Frances Tustin During one of my final conversations with Frances Tustin (1994), with whom I enjoyed a close personal and professional relationship for over a decade, we had the opportunity to discuss this distinction, which Bion makes between the manic defense of idealization and the healthy striving to be in contact with an object deserving of reverence and awe. Prior to this time, Tustin had never read nor had she been aware of the existence of this paper of Bions, which I chanced to bring to her attention in the following way. When we were together in England, just one month before her death, I knew that Frances had little time to live and I wanted to express to her in most explicit terms how much her work had affected me. I wished to do this partly out of my own need to show my gratitude toward her this one last time. However, I also felt the need to reassure her, since she seemed to be plagued by a fear that she had not contributed enough, that what she had contributed would soon be lost or forgotten, or that it would have no effect on anyone after her death. When I told Frances how profoundly she had helped and inspired me in my thinking and practice as an analyst, she demurred, as if she felt I was in danger of idealizing her. She said that I gave her much too much credit for [my] good work and hard-won success, and she heaped upon me many other compliments that, although sincere, left me feeling somewhat rejected. Suddenly I felt a headache coming on, and my good spirits faded. When Frances noticed my mood had changed, she asked what the trouble was. I was quite candid with her about what I had felt and about what had followed, and said that I hoped she would be more mindful of the way she handled peoples gratitude for and admiration of her. After recounting my experience and those of the patients discussed in this paper, we talked over how she herself had stressed the idea that the ecstasy of at-one-ment (Tustin 1981) could only be borne if it were adequately contained by the mother herself (p.224-6). In the most primitive states of mind, beauty is associated with moments of bodily completeness in which there is an experience of ecstatic fusion with the earth-mother (Tustin, 1981/1992). If left uncontained, such ecstasy might be experienced as a dangerous overflow of bodily excitement equated with a devastating sense of two-ness (p.106), too much to be borne in mind, perhaps disintegrating into a painful if not unbearable somatic agony. When the beautiful experience of at-one-ment is unable to be kept in mind, not only does it leak out and dissolve in its antithesis the ugly tantrum of two-ness but the baby is now doomed to an eternal despairing search for that ever-present auto-sensual bit needed to flesh out its exp erience of being. We went on to talk at length about the relationship of the experience of ecstasy to that of the beautiful mother refered to both by Meltzer (1988) and by Winnicott (1945), as well as about Bions ideas regarding reverence and awe. We both knew that I was having difficulty facing the impending loss of her friendship and support, and that I was chafing at the prospect of her death. However it seemed to us in that moment that even more salient was my need to secure in our last contact her aid in containing all of my love and gratitude for her. Some Conclusions In part, as a result of that last conversation with Tustin, I have arrived at the conclusion that the resolution of what Meltzer called the aesthetic conflict might be predicated, at least in part, upon the capacity of the mother to contain the babys reverence and awe of her, along with her own capacity for tolerating her babys hatred, envy, and terror of loss. This may prove clinically crucial when we consider the process of internalization or introjection by the patient of the analyst and his/her functioning which is essential to insure a successful treatment. It might be said that the apprehension of beauty (Meltzer 1988) is linked to the existence at the core of the inner sphere of the personality of a container, not just for our painful experiences, but for those joyful ones as well; a containing object with the capacity to endure not just our feelings of hatred toward the object (and therefore toward the self), but one that is enduring of and resonating with those loving feelings felt toward the perceived external object, one in which the capacity for realistic self-love and esteem are rooted. As Kahlil Gibran wisely wrote in The Prophet : And a poet said, Speak to us of Beauty. And he answered: Where shall you seek beauty, and how shall you find her unless she herself be your way and your guide? And how shall you speak of her except she be the weaver of your speech? (1923/1976, p. 74) It must not escape our awareness that our capacity to love and therefore to forgive ourselves depends largely upon the way in which our loving feelings have been dealt with, accepted, and validated by an other. It seems when all is said and done that we are limited in part in our capacity for self-esteem by the limitations of our parents capacity (and later our analysts) to contain and therefore confirm our feelings of reverence and awe. I believe that herein lie several technical implications of enormous import. For example, we must consider that if we interpret the patients genuine reverence and awe of us (when we are felt as truly good objects) as a defensive idealization (as if we were instead being experienced as bad objects) perhaps out of some rigidly inappropriate adherence to our theories we will fail in our function as a container (Bion, 1977b) for experiences of true goodness, and consequently this essential internal function will fail to develop in the patient. Instead, the Super ego (Bion 1962, p.97) will be augmented and its devastating effects intensified, where forgiveness and the striving for life might otherwise healthfully prevail. Additionally, the development of an enduring faith in the existence of goodness and beauty, with increasing hope for their apprehension, will be stultified. When hopefulness perishes, nagging doubts about the goodness of the object and therefore about the worthiness of the self perpetuate in spite of repeated proofs of such goodness and worthiness. Moreover, increased envy and defensive idealization will proliferate hyperbolically (Mitrani 1993). As analysts we need to realize that the degree of our awareness of our strengths and limitations, and the extent of our willingness and ability to consider, to accurately evaluate, and to acknowledge to ourselves the impact of the messages we send to the baby-in-the-analysand from the castle of our inner world are crucial factors in providing an emotional experience for the patient that serves to mend old wounds and facilitate new growth.

The Compton Effect or Compton Scattering in Physics

The Compton Effect or Compton Scattering in Physics The Compton effect (also called Compton scattering) is the result of a high-energy photon  colliding with a target, which releases loosely bound electrons from the outer shell of the atom or molecule. The scattered radiation experiences a wavelength shift that cannot be explained in terms of classical wave theory, thus lending support to Einsteins  photon theory. Probably the most important implication of the effect is that it showed light could not be fully explained according to wave phenomena.  Compton scattering is one example of a type of inelastic scattering of light by a charged particle. Nuclear scattering also occurs, although the Compton effect typically refers  to the interaction with electrons. The effect was first demonstrated in 1923 by Arthur Holly Compton (for which he received a 1927 Nobel Prize  in Physics). Comptons graduate student, Y.H. Woo, later verified the effect. How Compton Scattering Works The scattering is demonstrated is pictured in the diagram. A high-energy photon (generally X-ray or gamma-ray) collides with a target, which has loosely-bound electrons in its outer shell. The incident photon has the following energy E and linear momentum p: E hc / lambdap E / c The photon gives part of its energy to one of the almost-free electrons, in the form of kinetic energy, as expected in a particle collision. We know that total energy and linear momentum must be conserved. Analyzing these energy and momentum relationships for the photon and electron, you end up with three equations: energyx-component momentumy-component momentum ... in four variables: phi, the scattering angle of the electrontheta, the scattering angle of the photonEe, the final energy of the electronE, the final energy of the photon If we care only about the energy and direction of the photon, then the electron variables can be treated as constants, meaning that its possible to solve the system of equations. By combining these equations and using some algebraic tricks to eliminate variables, Compton arrived at the following equations (which are obviously related, since energy and wavelength are related to photons): 1 / E - 1 / E 1/( me c 2) * (1 - cos theta)lambda - lambda h/(me c) * (1 - cos theta) The value h/(me c) is called the Compton wavelength of the electron and has a value of 0.002426 nm (or 2.426 x 10-12 m). This isnt, of course, an actual wavelength, but really a proportionality constant for the wavelength shift. Why Does This Support Photons? This analysis and derivation are based on a particle perspective and the results are easy to test. Looking at the equation, it becomes clear that the entire shift can be measured purely in terms of the angle at which the photon gets scattered. Everything else on the right side of the equation is a constant. Experiments show that this is the case, giving great support to the photon interpretation of light. Edited by Anne Marie Helmenstine, Ph.D.

Leadership Essay Example | Topics and Well Written Essays - 1250 words - 15

Leadership - Essay Example Just as with any other business, the school’s primary objective is to improve the quality of education since the business centers on the provision of education services. This way, the capacity of the school improves. As indicated, a principle is both a leader and a manager. This requires the new principle to adopt management and leadership theories that change the performance of the school within the shortest time possible. Among the vital aspects of management in the facility is human resource management. The members of staff are the primary resources at the facility and therefore require effective management in order to improve the performance of the school. However, the analysis of the forty-one member staff portrays a grim picture of the schools future. Among the first management operations, that the new principle must carry out is employee evaluation. The evaluation will help the manager make appropriate decisions on the management of the school. As the study portrays, some of the teachers are unmotivated while others have no expertise. The staff assessment will help the principle determine the appropriate number of teachers to retain. The new principle must inherit a lean and equally efficient staff. Efficiency of the staff relies on their level of motivation and enthusiasm. Those who the analysis proved to lack expertise must quit the facility while the rest must promise to work efficiently. Management theory of leadership is the most appropriate in the circumstance. The theory centers on the roles of employee supervision, group performance and employee motivation among many other vital features of an organization. The theory dictates that the leader must have absolute understanding of employee psychology in order to formulate and implement policies that will steer growth and prosperity in the organization. Among the vital employee, motivational theories that

How would have Robert Moses reacted to the economic development Essay

How would have Robert Moses reacted to the economic development imperative - Essay Example â€Å"Governance of the city political system involves a complex set of functions around three broad themes: democratic accountability, the delivery of public goods and services and the maintenance of civil harmony.† (Berg 1) The book by Berg talks about the New York City’s economic development in great depth. According to Berg the city’s political environment depends on the elected leaders and their policies. The policies should result in the formation of a sound system that provides goods and services to its residents. Lastly, there should be conflict management in the economy to maintain law and order; all these form the pillars for a political system of a city. Reading this book and comparing the thoughts of the writer with the greatest builder of the New York City gives us an interesting analysis. Robert Moses was responsible for most of the public activities in the New York City in his era. Moses built bridges, expressways, parkways, and housing schemes and expanded the major universities. In his opinion infrastructure was very important for the development of the city and he worked a great deal for the economic development of the New York City by development its infrastructure. He would have reacted to the manufacturing decline by building more cost effective plants rather than take this as a changing economic scenario.

Learning a Foreign Language Essay Example for Free

Learning a Foreign Language Essay Whats the best age to learn a new language? researchers say that you shouldnt wait too long before introducing a baby to foreign languages. According to the critical period hypothesis, theres a certain window in which second language acquisition skills are at their peak. Researchers disagree over just how long that window is some say that it ends by age 6 or 7, while others say that it extends all the way through puberty but after that period is over, it becomes much harder for a person to learn a new language. Its not impossible, but children in that critical period have an almost universal success rate at achieving near fluency and perfect accents, while adults results are more hit-and-miss. Because children are so much more skilled at picking up a second language than adults, immersion preschools and elementary schools are a popular choice for parents. Students at these schools have math, story time and social studies the way other students do, but their classes are taught in a foreign language. Not only does this give the students ample time to practice the foreign language, but some research indicates that such a program might have other academic benefits, such as higher math scores and sharper critical thinking skills. And learning a second language at such a young age doesnt hinder any abilities in the childs native language it seems a childs brain is wired so that all linguistic rules, be they native or foreign, are picked up quickly. However, just because a child becomes fluent in Italian, Russian and Portuguese doesnt mean that he or she will be speaking those languages 50 years later. Without extended exposure to a language, the childs abilities diminish, so its important to provide continued opportunities to practice these skills. anguage is too complex for children to understand. All the people know that if one wants to learn a foreign language, one must understand its grammars and vocabularies. These things can not be easily understood by a child who does not have enough experience. Children are simply reciting the rules of grammars and vocabularies. The mountain like amount of rules and vocabularies are difficult for every people, especially children. As children are reciting the rules of grammars and vocabularies, they are forgetting them gradually to none. As a result, there is no good result for both children themselves and parents. Not everyone is a genius, and so almost of the children can not hold as many languages as their parents hopes. So, from my view children should not begin learning a foreign language as soon as they start school.

Camera Techniques in Film Making :: Cinematography Movies Essays Papers Producing

Camera Techniques in Film Making What do you think about when watching a film? Do you focus on the characters' good looks or the dialogue? Or do you go behind the scenes and think about what made the film? Maybe, it's even a combination of all three. No matter what comes to mind first, an important part of any good movie will be what you see. A camera and good director or cinematographer is needed to make that possible. Different directors and cinematographers will use different camera techniques to make you focus on what you see. Camera techniques show emphasis in films, because they make you focus more on situations and people. They are especially important in Darren Aronofsky’s Requiem for a Dream. One popular camera technique used in films is panning. Camera panning can emphasize emotion in films. According to a writer on camera techniques, "Following the subject's gaze down to the floor may symbolize rejection or desperation and loss. The moves work because they are related to your story" (Stevenson). In the movie Requiemfor a Dream, panning came into play in a particularly important scene. Marion, a main character, was walking down a hallway. She just had sex with someone she didn't like to get some money for drugs. The camera was right in front of her face, and portrayed the emptiness in her eyes. She was glancing towards the floor and looked like she was going to throw up. The camera also followed her face so closely, that you could tell how fast she was walking. The panning portrayed her feelings and actions so well, that it made the scene more interesting. It was a lot better than just seeing a view of someone head-on. Another good camera technique used in Requiem for a Dream were split screens. The split screens used by Aronofsky were perfectly split in the middle. The screens used maintained a good balance of your attention on both sides. The split screens allowed you to see two characters at once, making it easy to see what each one was doing at the same time. For example, there was a scene where Harry and Marion were talking to each other. Both of their faces and bodies were shown at the same time. Each character's response to each other was shown while they were talking or touching. It emphasized each character’s love for the other, making it feel like you were in the room watching what was taking place.

Genie the Wild Child Essay

1) A case study is when researchers conduct in-depth investigations of individuals or of small groups. The EX POST FACTO method is an experimental research process, where the researcher manipulates the independent variable, while the dependable variable is controlled with the aim of establishing the effect of the independent variable on the dependable variable. There are many advantages and disadvantages to case studies. An advantage is that it can provide insight to specific cases. A disadvantage is that it may focus on isolated circumstances or events that cannot be replicated. Also a disadvantage is that people interviewed in case studies may distort their past experiences. 2) The scientists were trying to find out if people learn language from their environment or are they born with an innate ability to speak? They were also trying to find out if people can learn a language at any time in their lives or must they learn to speak when they are young? The hypothesis of their study was that she would not be able to come back to be a normal living human that is her actual age. 3) Genie spent nearly all of the first thirteen years of her life locked inside a bedroom strapped to a potty chair. She was a victim of one of the most severe cases of social isolation ever documented. Genie was discovered by Los Angeles authorities on November 4, 1970. Psychologists exhibited great interest in the case because of its perceived ability to reveal insights into the development of language and linguistic critical periods. Initially cared for in the Children’s Hospital Los Angeles, Genie later became the subject of bitter debate over where and with whom she should eventually live, moving between the houses of the researchers who studied her, to foster homes, to her mother’s house, and finally to a sheltered home for adults with disabilities in California. Funding and research interest in her abilities eventually ceased and she quickly regressed to her previous state. 4) I do agree with Genie’s treatment by all involved because in the end her treatment made it possible for many new inventions for children that might have possibilities like Genie’s. Her case study made many people think about how children are to be brought up correctly. If I was her teacher, I would try to help her while she is in class. I would also let someone know that I think that she could have some serious problems both mentally and at home. If I was her doctor, I would put her on medication. I would also tell authorities about what is wrong with her and how her home life could possibly be causing these problems. If I was her psychiatrist, I would let authorities know about what I think is going on at her home. If I was a social worker and I saw her, I would be really concerned and want to investigate to why she is acting the way that she was. If I was someone that wanted to adopt her, I would be ready for an experience of a life time and I would also be ready to have someone that needs lots of attention living with me. 5) Her behaviors and mental processes were unlike anyone around her age group. She was very much undeveloped. Researchers believe that this was caused from the lack of human contact. Also, because Genie was brought up in an environment that was not good, her verbal skills were very poor. At the age of 13 she only could understand about 20 words. The words that she did know were harsh and unusual for a little girl to understand. 6) The last time that Genie was found by someone was in 2000. At this time she was living in a privately owned facility for six to eight mentally undeveloped adults. I feel that today she should been someone that could show people what happens to children who are brought up in poor childhoods. 7) My connection to this specific case study is that people, who are brought up in â€Å"unhealthy† early lives, are going to have problems later on in their lives. There is not a specific case study that is similar to this one for many reasons.

Amazon Case Analysis

The case Analysis Outline Introduction- Brief summary of the firm, officers, industry and location Problem identification: major problems to be resolved-use the 4ps model Swot Analysis: strengths: weakness: opportunities: threats Alternatives: strategic choices-solutions to the problems identified Analysis of alternatives: cost/benefit analysis of the solutions. Recommendation: best/optimal solution based on the cost/benefit analysis 1. Introduction Amazon began in 1994 created by Jeffrey Bezos a computer science and electrical engineering graduate from Princeton University.Amazon was created to be an online bookstore that would be customer friendly, be easy to navigate, provide buying advice, and offer the broadcast possible selection of books at low prices and submit product reviews. Bezo operated from his garage in Seattle. Bezo launched his online venture in 1995 with 7 million in borrowed capital. Because Amazon was one of the first major Internet or dot com retailers, it receiv ed a huge amount of free national publicity, and the new venture quickly attracted more and more book buyers. Amazon has a 200,000-square-foot warehouse and distribution center.Amazon employed a relatively small number of workers about 2500 worldwide. Amzon employees own over 10% of their company, a factor behind Amazon. com’s rapid growth. Amazon has pizza teams that are given considerable autonomy to develop their ideas and experiment without interference from managers. Those pizza teams come up with most of the innovation. 2. Problem identification Product- Amazon has a customer review section on its website so that a customer may display any problems that he or she has sustain with the Amazon product purchased. However maintaining the physical infrastructure to to obtain supplies of books from book publishers and then to stock, package and ship the books to customers were much higher than anticipated. Price- Amazon was at a competitive advantage with their low prices * Ma intaining the physical side of amazon’s value chain was the source of the greatest proportion of its operating cost, which were draining profitability even though Amazon was at a competitive advantage with their low prices. *Price competition was also heating up due to the other companies such as Barnes and Noble and Borders who were also selling books online. Place- Amazon place in the book selling market changed the industry forever since it was the first online book selling company. * People can purchase books from anywhere as long as they can use the internet. Promotion-Since Amazon was the first online book seller it received a lot of free publicity. * Amazon was able to capture customer’s attention and establish a first mover advantage. 3. SWOT Analysis Strengths- -First online Book selling website. -low pricing -purchase from anywhere -offers 1. 5 million books -product reviews * Weaknesses -operating costs * Oppurtunities -Global expansion -retailer -aquiring s mall companies -New software -Branching in new market segments * Threats -opposing companies -price wars Pressure on profit margins 4. Alternatives * Forging allies with other companies so that when customers wanted a purchase immediately they could pick it up from one of the alliance retailers such as office depot or circuit city. Continue being innovative with prices such as having buy one get one half off sales or reducing prices by certain percentages on particular days. 5. Analysis of Alternatives * Buy sharing profit with allies the high product stocking and distribution costs were avoided. * Profit sharing also turned the company from book seller to â€Å"leading internet product provider. 6. Recommendation Allow any small business that operate a website to become affiliated to amazon by putting a official Amazon hyperlink to Amazon’s website on its own website.

The Electoral College essays

The Electoral College essays The Electoral College is the statutory system in the United States for the election of the In 1787 at the Constitutional Convention in Philadelphia, Pennsylvania, the Constitution of the United States was created. Before the Constitutional Convention, the United States had been governed under the Articles of Confederation. The Articles of Confederation was a weak central government. At the Constitutional Convention, the Founding Fathers were trying to create a rule of law governing the election of a President in a nation that was made up of thirteen large and small states who were jealous of the rights and powers each possessed. They were suspicious of any central government. The framers of the Constitution regarded the Electoral College as part of a method for electing the President indirectly by the people. The Electoral College system was established in Article II, Section I of the United States Constitution. The Electoral College was created for several different reasons. Before the Electoral College was assembled, there was a weak two-party system which could have allowed for a divide in the vote. A candidate that most of the popular vote didnt prefer could become the President if there were many regional candidates. There was a lack of information about candidates at that time because the nation contained only four million people cast up and down the Atlantic coast and they had a difficult time traveling and communicating. There was a need to have a strong leadership for the head of our government. The Electoral College settled the problem of the distrust between common men in making a good selection for President. The Electoral College works in a straightforward way. It requires a distribution of popular support to be elected president. The American people do not actually vote for the President on election day but, rather, we vote for a slate of Electors who are p...

Vocabulary Words for Vegetables in Spanish

Vocabulary Words for Vegetables in Spanish If you were a botanist, you might call vegetables vegetales in Spanish. If you were a culinary expert, youd probably say verduras or, less commonly, hortalizas. But whatever you call them, knowing the names of vegetables can come in handy if youre poring over a restaurant menu or  want to eat a balanced diet where Spanish is spoken. Talk About Vegetables in Spanish Here are the names of the most common vegetables (and some foods that are often thought of as such, even if they technically dont fit the definition), along with a few of the uncommon ones: A-B artichoke: la alcachofa arugula: la rà ºcula, la rà ºgula asparagus: los esprragos (The singular form esparrago is used to refer to asparagus as a plant, while the plural is used for asparagus as a food.) avocado: el aguacate, la palta (The English word comes from the Spanish avocado, which is no longer widely used.) bamboo shoots: los tallos de bambà º (In other contexts, a tallo is a stem or stalk.) bean: la judà ­a, la haba, la habichuela, el frijol beet: la remolacha bell pepper: el pimiento, el ajà ­ bok choy: la col china broccoli: el brà ©col, el brà ³culi Brussels sprouts: la col de Bruselas C-G cabbage: la col, el repollo (Many of the Spanish names for cabbage-related vegetables include col, which comes from the Latin caulis and is a cognate of the cole in coleslaw.) carrot: la zanahoria (The Spanish word can also refer to the plant itself, not just the root.) cassava: la yuca, la mandioca, la casava, la casabe cauliflower: la coliflor celery: el apio chard: la acelga chickpea, garbanzo: el garbanzo, el chà ­charo chicory: la achicoria chives: cebollino, cebolleta, cebollà ­n corn (American English): el maà ­z cucumber: el pepino (Pepino can also refer to various types of small melons.) dandelion: el diente de leà ³n (The word literally means lions tooth.) eggplant: la berenjena endive: la endivia, la endibia (Because the Spanish b and v have the same pronunciation, the two variations are pronounced alike.) escarole: la escarola garlic: el ajo ginger: el jengibre green pepper: el pimiento verde, el ajà ­ verde J-P Jerusalem artichoke: el tupinambo, la pataca, la papa de Jerusalà ©n jicama: la jà ­cama kale: la col crespa, la col rizada, el kale leek: el puerro lentil: la lenteja lettuce: la lechuga mushroom: el champià ±Ãƒ ³n, el hongo mustard: la mostaza okra: el quingombà ³ onion: la cebolla parsley: el perejil parsnip: la chirivà ­a, la pastinaca pea: el guisante, la arveja, el chà ­charo potato: la patata, la papa pumpkin: la calabaza R-Z radish: el rbano red pepper: el pimiento rojo, el ajà ­ rojo rhubarb: el ruibarbo, el rapà ³ntico rutabaga, swede: el nabo sueco (literally, Swedish turnip) shallot: el chalote, el ajo chalote sorrel: la acedera soybean: la semilla de soja (Semilla is the word for seed.) spinach: las espinacas (The singular form espinaca is used to refer to spinach as a plant, while the plural is used for spinach as a food.) squash: la cucurbitcea string beans: las habas verdes sweet potato: la batata tapioca: la tapioca tomatillo: el tomatillo tomato: el tomate turnip: el nabo water chestnut: la castaà ±a de agua, el abrojo acutico watercress: el berro yam: el à ±ame, el boniato, la batata, el yam zucchini: el calabacà ­n Vocabulary Notes Not all vegetables are classified identically in the two languages. For example, not all the coles are thought of by most English speakers as cabbages, and not all beans would be thought of by Spanish speakers as habas. Also, as in English, names of some vegetables can vary with region or because of how theyre prepared. A vegetarian diet can be referred to as a rà ©gimen vegetariano or dieta vegetariana, and a vegetarian is a vegetariano or vegetariana. A vegan is a vegetariano estricto, although the term may not be  understood in all places without an explanation. Preparing Vegetables Following is a selection of verbs used in discussing methods of preparing vegetables. Also, the verbs cocer and cocinar can be used generically to refer to many methods of cooking. boil: hervirbraise, stew: hervir a fuego lento, estofarfry: freà ­rgrill: asar/hacer a la parrillapickle: encurtirroast, bake: asarsautà ©, stir-fry: saltearsteam: cocer/cocinar al vapor

The World of Prison Staff Research Paper Example | Topics and Well Written Essays - 1250 words

The World of Prison Staff - Research Paper Example It is a general observation that in people oriented occupations fatigue and passivity results into burnouts. Positions in criminal justice system, like that of a correctional officer in prison, is stressful than other people oriented jobs, from many angles. It is a job of adversarial nature where, interaction is mostly negative. Correctional officers are required to supervise inmates who are not willing to be there and they are also required to make them co operate. Stress is more pronounced in female officers than males, due to working in male dominated environment and work-home conflict. Officers with more experience (12 years or more) or prolonged duration of duty (one year at a stretch) feel more stress than others. Similar is the case with older age officers. Two variables increase stress consistently; these are dangerousness of the job and role problems. Correctional officers have to perform two conflicting roles of ensuring custody of prisoners and taking care of their needs a s well. Conflicting roles at times create stress. Nature of job is definitely dangerous as prisoners are often criminal and dangerous. Educated and minority race officers face more stress due to maladjustment. If correctional officers remain satisfied within their organization’s strength, job satisfaction comes naturally. ... The general stress is the result of experiences in the workplace and occupational stress is due to nature of the job. The contributing variables towards stress of correctional officers can be divided into individual (gender, educational and correctional experience, role problems and perception of dangers), organizational (supervisory & peer support, administrative strength and job satisfaction) and jail factors (training, direct supervision and jail unit). Stress related to age and race is not significant. There is interesting evidence in studies, which suggest that results of stress related to correctional officers are, similar and these are independent of jail, prison or setting. By nature, the job of correctional officers is dangerous requiring him to maintain order and ensure custody and well-being of inmates. In addition to normal functions, they have to perform court related duties, which results into conflict in duties, and added stress. Officers experience lowest level of str ess in strict custody capacity. Improved communication with supervisors and focused performance of job can significantly reduce stress. If the jail is made organizationally sound, workforce feel more relaxed. If the correctional officer believes that he has more control over the work environment his stress is significantly reduced. When an officer has some say in policymaking, his supervisors hear him attentively, and sincerely, he enjoys his work more and feels relaxed. It is important that officers must have authority in their jobs and they should be rewarded on good performance in the form of salary increase and promotions. Job satisfaction is directly proportional to stress in jail environment, if it is not there, the situation leads to burnout. Job satisfaction not