Night By Elie Weisel

To suffer, as defined in the dictionary, means to undergo or feel pain or great distress. Another way to say it is to sustain injury, disadvantage, or loss. And yet another way to definesuffering is to say to endure or be afflicted with something temporary or chronically. If they wereto ask Elie Wiesel what his definition of suffering was, he would have a lot to say and what hetold them would be more horrible than their wildest dreams. It is hard to relate to something ofthe magnitude of Elie’s suffering, without actually being there, but after reading his book I have awhole new understanding and sympathy for the Holocaust victims. Elie’s story took place while he was a very young boy, approximately 14. His friend(town beggar) Moshe, had been somewhat helping with his studies until all the foreigners wereforced to leave the town. Sneaking back in several weeks later Moshe told of the stories that hehad witnessed. They were gruesome accounts of what the Nazi’s were doing to innocentchildren. His stories were payed little attention, but soon the townspeople were being forced toleave and migrate towards ghettos. From there it was just waiting till they were moved by train tothe concentration camps. Once off the train, Elie and his father were separated from Elie’smother and sister, little did he know that he would never see them again. Through bribery andfriendships along the way he managed to stay close to his aging father. Little respect and evenless food was given to the captives while they performed labor intensive tasks in the quarries. During the day work was performed and if anyone was caught doing anything illegal the weremurdered in front of anybody to set an example of what would happen if an escape was tried. Throughout Elie’s horrific ordeal, he would always comment on the night. This wasfitting being the name of the book, but also because that is the time most of us do our reflection. It is time spent alone and it giving a chance to sort out your thoughts and be one with yourself. Nighttime was probably when reality set in. Elie would often compare himself and the othervictims to the trials that Job went through. If you remember, the book of Job did not explain the mystery of suffering but explored the idea of faith in the midst of suffering. It started out as adiscussion between Satan and God on the loyalty of his servants. Satan proposed that if he wereto take away all of Job’s values in life that he would indeed curse the name of God. God agreedto let Job be tested but his live could not be taken from him. So, Satan did take away every thingincluding his family, his house, and all of his livestock. Then to top it he afflicted Job with boilsand sores all over his body. Job had no idea all of this was being done to him but his friendsseemed to think that it was because he had done something wrong and God was punishing him forit. Elie felt the same way but at the end of Job’s story God tries to rectify Job’s life to the statefrom which it came. Elie was not as lucky. Elie’s health was deteriorating but his old father felt it worse. They were bothmalnourished but at Elie’s young age he could hold out a little longer. On January 29 were Elieawoke his father was gone. His father lack of health and old age was his downfall. The death ofhis father made Elie and stronger person with only his own well-being on his mind. He no longerhad to worry if his father was keeping up with the work or that he had enough food. He wasliving for himself. This new focused energy is what kept Elie from dying himself. Not too longafter his father’s death the Allies moved in and Elie and the few remaining prisoners wereliberated. This was a time of joy for some but also a time of sadness in remembrance of all whohad gone before them. Before reading this book I had a somewhat skeptic view of what exactly had taken placeduring the war. While reading this book I believed this man’s testimony 100%. It was beyond mycomprehension how something like this could have and did take place. The only thought that Ihad at the completion of this book was, what about the other victims (non-jews). I guess becausethis was only one man’s story and Jews were the only people he saw so that is what he wroteabout. This book really makes you think about all the freedoms that I (WE) take for grantedeveryday. I have learned to view the Holocaust in an all new perspective.

Radio Shack Report

Executive Summary RadioShack Corporation is a popular electronic store within the United States of America. Within this report an assessment of RadioShack Corporation performance in the years 2004 to 2006 will be provided. This assessment looks on: * Changes in Chief Executive Officer (CEO) * The results of the changes in the CEO * The financial performance of RadioShack in the specified period * Managerial problems facing RadioShack in the specified period. From this report we hope to give a concise representation of what happened in RadioShack in the years2004-2006.As a group of consultants we aim to identify problems facing the company. Along with this we will provide solutions and recommendations to these problems based on our assessment. Introduction: Radio Shack is a consumer electronics goods and services retailer that operates about 4400 stores across the United States, Puerto Rico and the U. S. Virgin Islands. Additionally, the company also operates about 800 non-branded kio sks (small booths) from which wireless handsets and accessories are sold. The firm’s headquarters is located in Fort Worth, Texas and as of 2006, there were approximately 40000 workers employed to the company.The case presented to the group highlights the problems faced by Radio Shack which started in the year 2004. The instability in the position of CEO and executive management of the firm, financial troubles, disgruntled employees and poor communication skills have been identified as the main problems which sought to wreak havoc throughout the firm. As consultants hired by the Radio Shack Company, our main objective would be to state, with clear reasoning, the core problems affecting the company, as well their appropriate solutions.In addition we would aim to devise suitable plans which would aid the company in moving forward. Along with this we will present recommendations which would foster better development and growth within the firm for the future. Background: Within t he years 2004-2006, RadioShack had undergone instability in upper management and poor financial performance. One reason for such instability is caused by the frequent changes in CEO’s. Over the period, three persons had the role as CEO. The first, Leonard Roberts left the position to join the board of members at RadioShack.The second, David Edmondson left due to his fake qualifications. The third was, Julian Day, who was employed by the Board of Members and the Executives to turn the company around (University of Nortedame, 2007). It is not beneficial to a company to have a critical position such as the CEO changed so frequently. Each person set different goals and have different ways of achieving them. Therefore, whenever there is a change in CEO the goals of the business change too. Hence, the company is affected as it has to stop and change its path whenever a new CEO takes over.This ultimately affects the immediate performance of the business. With the frequent change in CEO’s employees may become lazy in completing the task they were given. They may also become confused in regards to what to do. Others may even stop doing the task once they are informed that the CEO will be changed. Thus, this reduces the overall productivity of workers. Consumers too will be affected as their needs and wants are not being satisfied efficiently due to changes in the company. As a result, the company is now seen as inefficient as they fail to satisfy customer needs.The company is further affected as employees will have to be paid although the company is not earning. Poor communication skill is another issue which is a result from instability in upper management. Workers were unaware of the decisions to cut staff until after a press release. It was the managers at RadioShack that informed their team of the reduction and the medium that will be used (Joyce, 2006). As a result, employees questioned the company policies and began losing confidence in them.Also ma ny felt disrespected based on the medium used inform them of job cuts (Joyce, 2006). Discussion: Between the years 2004 – 2006, Radio Shack had a fully grown problem tree. This conclusion was made after carefully analyzing, deliberating and discussing the case at hand within the group. A number of issues were defined and can be characterized in the following groups: Leaves Inability to Motivate Employees Financial Instability Branches Poor Internal Control Poor Internal communication Bad Business Ethics Root Dysfunctional / Incompetent Top ManagementThese issues will be discussed in this section in the order in which they are defined. Leaves i. Financial Instability * RadioShack Corporation in comparison to its competitors is underperforming (University of Nortedame, 2007). Their net income is significantly low and lags behind competitors. * RadioShack saw stock prices closing at relatively low trading prices. ii. Inability to Motivate Employees Radio Shack lost the confidenc e of its workforce following a sudden press release made by Day. He announced the company’s action plan in moving forward to recovery.This action plan included firing hundreds of employees as a means to decrease expenses and improve its long-term competitive position in the market place (Poole, 2007). Branches iii. Poor Internal Control Radio Shack had undergone numerous executive changes. The most significant being the changes of CEO’s in a two year period. The one which stands out was that of David Edmonson who left the position after admitting he lied on his resume about two academic degrees which he did not have (University of Nortedame, 2007).This is a major issue as measures should have been in place to check all persons qualifications before hiring. 4. Poor Internal Communication Management had failed to inform employees that jobs were to be cut. Employees were informed internally after a sudden press release given by Julian Day in 2006. To not inform your emplo yees first of such job cut may lead to many feeling separate from the company (Poole, 2007). Also, this further affects the company performance as employees are caught up wondering if they will be fired rather than focusing on getting the job done. 5.Bad Business Ethics Most would agree that no matter the means of firing, the notion remains the same. It is best to fire someone face to face. Communication is a two way process and several instances RadioShack engaged in a one way communication process based on the approach to fire employees (Gaertner-Johnston, 2006) . Clearly Radio Shack ignored this and as a result they had disgruntled employees. The way in which the letter was written also shows poor business ethics. In Business School it is taught that when delivering bad news, the bad news should not be delivered first.RadioShack ignored this and gave the employees a concise email informing them that they were no longer needed. Root 6. Dysfunctional / Incompetent Top Management Th e core cause of all of Radio Shack’s problems was the inability of their top management team to effectively do their job. Had they been overseeing more efficiently by the Board of Members and executives these branches and leaves could have been avoided. Radio Shack had left the corporation solely in the hands of Julian Day. As a newly appointed executive, he was left totally in charge of the company’s turnaround plan.The board of directors and executives confidence may have been justified based on Julian day previous work. Nonetheless, they had failed to exercise their authority in incorporating the company values, claims and policies with Julian Day’s creative genius and business operating skills. Conclusion: In evaluating this case and highlighting the many issues, it is fair to say that RadioShack Corporation is not in a very secure financial position. This statement is made on the basis that they suffered from problems which include: †¢Inability to moti vate employees Financial instability †¢Poor internal control †¢Poor internal communication †¢Bad business ethics †¢Dysfunctional/ incompetent top management Improvements are therefore needed in these areas of the company if it is to survive and grow. In order to do this, RadioShack Corporation must first find solutions to their core problems. The core problems were identified to be poor internal communication, bad business ethics and dysfunctional/ incompetent top management. These problems are the root causes which all the other problems stemmed from.This case analysis basically provided justified issues that were evaluated and discussed as it relates to RadioShack Corporation. Recommendations: In order to alleviate some of these problems faced by RadioShack Corporation, the group of consultants generated some recommendations. Based on the findings in this case, it is recommended that: †¢In trying to rebuild a company that is in great financial depression, the manager should review all aspects of the business and work along with the current staff, rather than deciding to cut staff as the first objective.The management team at RadioShack Corporation should focus on their internal performance first in order to increase profitability and revive the finances of the business. †¢Another recommendation is that the board members should exercise their authority by ensuring that Julian Day ideas were ethical and stuck to the policies of the company when making major decisions. Bibliography: University of Nortedame. (2007). RadioShack Corporation: You’ve Got Mail. Mondoza College of Business. Joyce, A. (2007).Fired Via E-Mail And Other Tales Of Poor Exits. Retrieved November 8, 2012, from http://www. washingtonpost. com/wp-dyn/content/article/2006/09/09/AR2006090900103. html Poole, L. (2007). RadioShack lays off employees via e-mail. Retrieved November 8, 2012, from http://usatoday30. usatoday. com/tech/news/2006-08-30-radioshack-ema il-layoffs_x. htm Gaertner-Johnston, L. (2006). Fired by Email. Retrieved November 9th, from http://www. businesswritingblog. com/business_writing/2006/09/fired_by_email. ht

Active Listening

* We listen to understand. * We listen for enjoyment. * We listen to learn. Given all this listening we do, you would think we’d be good at it! In fact most of us are not, and research suggests that we remember between 25 percent and 50 percent of what we hear. That means that when you talk to your boss, colleagues, customers or spouse for 10 minutes, they pay attention to less than half of the conversation. This is dismal! Turn it around and it reveals that when you are receiving directions or being presented with information, you aren’t hearing the whole message either. You hope the important parts are captured in your 25-50 percent, but what if they’re not? Clearly, listening is a skill that we can all benefit from improving. By becoming a better listener, you will improve your productivity, as well as your ability to influence, persuade and negotiate. What’s more, you’ll avoid conflict and misunderstandings. All of these are necessary for workplace success! Good communication skills require a high level of self-awareness. By understanding your personal style of communicating, you will go a long way towards creating good and lasting impressions with others. About Active Listening The way to become a better listener is to practice â€Å"active listening. † This is where you make a conscious effort to hear not only the words that another person is saying but, more importantly, try to understand the complete message being sent. In order to do this you must pay attention to the other person very carefully. You cannot allow yourself to become distracted by whatever else may be going on around you, or by forming counter arguments that you’ll make when the other person stops speaking. Nor can you allow yourself to get bored, and lose focus on what the other person is saying. All of these contribute to a lack of listening and understanding. If you’re finding it particularly difficult to concentrate on what someone is saying, try repeating their words mentally as they say them – this will reinforce their message and help you stay focused. To enhance your listening skills, you need to let the other person know that you are listening to what he or she is saying. To understand the importance of this, ask yourself if you’ve ever been engaged in a conversation when you wondered if the other person was listening to what you were saying. You wonder if your message is getting across, or if it’s even worthwhile continuing to speak. It feels like talking to a brick wall and it’s something you want to avoid. Acknowledgement can be something as simple as a nod of the head or a simple â€Å"uh huh. You aren’t necessarily agreeing with the person, you are simply indicating that you are listening. Using body language and other signs to acknowledge you are listening also reminds you to pay attention and not let your mind wander. You should also try to respond to the speaker in a way that will both encourage him or her to continue speaking, so that you can get the information if you need. While nodding and â€Å"uh huhing† says you’re interested, an occasional question or comment to recap what has been said communicates that you understand the message as well. Becoming an Active Listener There are five key elements of active listening. They all help you ensure that you hear the other person, and that the other person knows you are hearing what they say. 1. Pay Attention Give the speaker your undivided attention, and acknowledge the message. Recognize that non-verbal communication also â€Å"speaks† loudly. * Look at the speaker directly. * Put aside distracting thoughts. * Don’t mentally prepare a rebuttal! * Avoid being distracted by environmental factors. For example, side conversations. â€Å"Listen† to the speaker’s body language. 2. Show That You’re Listening Use your own body language and gestures to convey your attention. * Nod occasionally. * Smile and use other facial expressions. * Note your posture and make sure it is open and inviting. * Encourage the speaker to continue with small verbal comments like yes, and uh huh. 3. Provide Feedback Our personal filters, assumptions, judgments, and belie fs can distort what we hear. As a listener, your role is to understand what is being said. This may require you to reflect what is being said and ask questions. * Reflect what has been said by paraphrasing. â€Å"What I’m hearing is,† and â€Å"Sounds like you are saying,† are great ways to reflect back. * Ask questions to clarify certain points. â€Å"What do you mean when you say. † â€Å"Is this what you mean? † * Summarize the speaker’s comments periodically. If you find yourself responding emotionally to what someone said, say so, and ask for more information: â€Å"I may not be understanding you correctly, and I find myself taking what you said personally. What I thought you just said is XXX; is that what you meant? † 4. Defer Judgment Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message. * Allow the speaker to finish each point before asking questions. * Don’t interrupt with counter arguments. 5. Respond Appropriately Active listening is a model for respect and understanding. You are gaining information and perspective. You add nothing by attacking the speaker or otherwise putting him or her down. * Be candid, open, and honest in your response. Assert your opinions respectfully. Treat the other person in a way that you think he or she would want to be treated. Listening is the ability to accurately receive messages in the communication process. Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood – communication breaks down and the sender of the message can easily become frustrated or irritated . Listening is so important that many top employers give regular listening skills training for their employees. This is not surprising when you consider that  good listening skills can lead to: better customer satisfaction, greater productivity with fewer mistakes, increased sharing of information that in turn can lead to more creative and innovative work. Good listening skills also have benefits in our personal lives, including: a greater number of friends and social networks, improved self-esteem and confidence, higher grades in academic work and increased health and wellbeing. Studies have shown that, whereas speaking raises blood pressure, listening brings it down. Listening is not the same as hearing. Hearing refers to the sounds that you hear, whereas listening requires more than that: it requires focus. Listening means paying attention not only to the story, but how it is told, the use of language and voice, and how the other person uses his or her body. In other words, it means being aware of both verbal and non-verbal messages. Your ability to listen effectively depends on the degree to which you perceive and understand these messages. â€Å"The most basic and powerful way to connect to another person is to listen. Just listen. Perhaps the most important thing we ever give each other is our attention. † Rachel Naomi Remen We spend a lot of our time listening Adults spend an average of 70% of their time engaged in some sort of communication, of this an average of 45% is spent listening compared to 30% speaking, 16% reading and 9% writing. (Adler, R. et al. 2001). 10 Principles of Listening A good listener will listen not only to what is being said, but also to what is left unsaid or only partially said. Listening involves observing body language and noticing inconsistencies between verbal and non-verbal messages. For example, if someone tells you that they are happy with their life but through gritted teeth or with tears filling their eyes, you should consider that the verbal and non-verbal messages are in conflict, they maybe don’t mean what they say. Listening requires you to concentrate and use your other senses in addition to simply hearing the words spoken. Listening is not the same as hearing and in order to listen effectively you need to use more than just your ears. 1. Stop Talking â€Å"If we were supposed to talk more than we listen, we would have two tongues and one ear. † Mark Twain. Don’t talk, listen. When somebody else is talking listen to what they are saying, do not interrupt, talk over them or finish their sentences for them. Stop, just listen. When the other person has finished talking you may need to clarify to ensure you have received their message accurately. 2. Prepare Yourself to Listen Relax. Focus on the speaker. Put other things out of mind. The human mind is easily distracted by other thoughts – what’s for lunch, what time do I need to leave to catch my train, is it going to rain – try to put other thoughts out of mind and concentrate on the messages that are being communicated. 3. Put the Speaker at Ease Help the speaker to feel free to speak. Remember their needs and concerns. Nod or use other gestures or words to encourage them to continue. Maintain eye contact but don’t stare – show you are listening and understanding what is being said. 4. Remove Distractions Focus on what is being said: don’t doodle, shuffle papers, look out the window, pick your fingernails or similar. Avoid unnecessary interruptions. These behaviours disrupt the listening process and send messages to the speaker that you are bored or distracted. 5. Empathize Try to understand the other person’s point of view. Look at issues from their perspective. Let go of preconceived ideas. By having an open mind we can more fully empathise with the speaker. If the speaker says something that you disagree with then wait and construct an argument to counter what is said but keep an open mind to the views and opinions of others. (See our page:  What is Empathy? ) 6. Be Patient A pause, even a long pause, does not necessarily mean that the speaker has finished. Be patient and let the speaker continue in their own time, sometimes it takes time to formulate what to say and how to say it. Never interrupt or finish a sentence for someone. 7. Avoid Personal Prejudice Try to be impartial. Don’t become irritated and don’t let the person’s habits or mannerisms distract you from what they are really saying. Everybody has a different way of speaking – some people are for example more nervous or shy than others, some have regional accents or make excessive arm movements, some people like to pace whilst talking – others like to sit still. Focus on what is being said and try to ignore styles of delivery. 8. Listen to the Tone Volume and tone both add to what someone is saying. A good speaker will use both volume and tone to their advantage to keep an audience attentive; everybody will use pitch, tone and volume of voice in certain situations – let these help you to understand the emphasis of what is being said. 9. Listen for Ideas – Not Just Words You need to get the whole picture, not just isolated bits and pieces. Maybe one of the most difficult aspects of listening is the ability to link together pieces of information to reveal the ideas of others. With proper concentration, letting go of distractions, and focus this becomes easier. 10. Wait and Watch for Non-Verbal Communication Gestures, facial expressions, and eye-movements can all be important. We don’t just listen with our ears but also with our eyes – watch and pick up the additional information being transmitted via non-verbal communication. Do not jump to conclusions about what you see and hear. You should always seek clarification to ensure that your understanding is correct. Active Listening * We listen to understand. * We listen for enjoyment. * We listen to learn. Given all this listening we do, you would think we’d be good at it! In fact most of us are not, and research suggests that we remember between 25 percent and 50 percent of what we hear. That means that when you talk to your boss, colleagues, customers or spouse for 10 minutes, they pay attention to less than half of the conversation. This is dismal! Turn it around and it reveals that when you are receiving directions or being presented with information, you aren’t hearing the whole message either. You hope the important parts are captured in your 25-50 percent, but what if they’re not? Clearly, listening is a skill that we can all benefit from improving. By becoming a better listener, you will improve your productivity, as well as your ability to influence, persuade and negotiate. What’s more, you’ll avoid conflict and misunderstandings. All of these are necessary for workplace success! Good communication skills require a high level of self-awareness. By understanding your personal style of communicating, you will go a long way towards creating good and lasting impressions with others. About Active Listening The way to become a better listener is to practice â€Å"active listening. † This is where you make a conscious effort to hear not only the words that another person is saying but, more importantly, try to understand the complete message being sent. In order to do this you must pay attention to the other person very carefully. You cannot allow yourself to become distracted by whatever else may be going on around you, or by forming counter arguments that you’ll make when the other person stops speaking. Nor can you allow yourself to get bored, and lose focus on what the other person is saying. All of these contribute to a lack of listening and understanding. If you’re finding it particularly difficult to concentrate on what someone is saying, try repeating their words mentally as they say them – this will reinforce their message and help you stay focused. To enhance your listening skills, you need to let the other person know that you are listening to what he or she is saying. To understand the importance of this, ask yourself if you’ve ever been engaged in a conversation when you wondered if the other person was listening to what you were saying. You wonder if your message is getting across, or if it’s even worthwhile continuing to speak. It feels like talking to a brick wall and it’s something you want to avoid. Acknowledgement can be something as simple as a nod of the head or a simple â€Å"uh huh. You aren’t necessarily agreeing with the person, you are simply indicating that you are listening. Using body language and other signs to acknowledge you are listening also reminds you to pay attention and not let your mind wander. You should also try to respond to the speaker in a way that will both encourage him or her to continue speaking, so that you can get the information if you need. While nodding and â€Å"uh huhing† says you’re interested, an occasional question or comment to recap what has been said communicates that you understand the message as well. Becoming an Active Listener There are five key elements of active listening. They all help you ensure that you hear the other person, and that the other person knows you are hearing what they say. 1. Pay Attention Give the speaker your undivided attention, and acknowledge the message. Recognize that non-verbal communication also â€Å"speaks† loudly. * Look at the speaker directly. * Put aside distracting thoughts. * Don’t mentally prepare a rebuttal! * Avoid being distracted by environmental factors. For example, side conversations. â€Å"Listen† to the speaker’s body language. 2. Show That You’re Listening Use your own body language and gestures to convey your attention. * Nod occasionally. * Smile and use other facial expressions. * Note your posture and make sure it is open and inviting. * Encourage the speaker to continue with small verbal comments like yes, and uh huh. 3. Provide Feedback Our personal filters, assumptions, judgments, and belie fs can distort what we hear. As a listener, your role is to understand what is being said. This may require you to reflect what is being said and ask questions. * Reflect what has been said by paraphrasing. â€Å"What I’m hearing is,† and â€Å"Sounds like you are saying,† are great ways to reflect back. * Ask questions to clarify certain points. â€Å"What do you mean when you say. † â€Å"Is this what you mean? † * Summarize the speaker’s comments periodically. If you find yourself responding emotionally to what someone said, say so, and ask for more information: â€Å"I may not be understanding you correctly, and I find myself taking what you said personally. What I thought you just said is XXX; is that what you meant? † 4. Defer Judgment Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message. * Allow the speaker to finish each point before asking questions. * Don’t interrupt with counter arguments. 5. Respond Appropriately Active listening is a model for respect and understanding. You are gaining information and perspective. You add nothing by attacking the speaker or otherwise putting him or her down. * Be candid, open, and honest in your response. Assert your opinions respectfully. Treat the other person in a way that you think he or she would want to be treated. Listening is the ability to accurately receive messages in the communication process. Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood – communication breaks down and the sender of the message can easily become frustrated or irritated . Listening is so important that many top employers give regular listening skills training for their employees. This is not surprising when you consider that  good listening skills can lead to: better customer satisfaction, greater productivity with fewer mistakes, increased sharing of information that in turn can lead to more creative and innovative work. Good listening skills also have benefits in our personal lives, including: a greater number of friends and social networks, improved self-esteem and confidence, higher grades in academic work and increased health and wellbeing. Studies have shown that, whereas speaking raises blood pressure, listening brings it down. Listening is not the same as hearing. Hearing refers to the sounds that you hear, whereas listening requires more than that: it requires focus. Listening means paying attention not only to the story, but how it is told, the use of language and voice, and how the other person uses his or her body. In other words, it means being aware of both verbal and non-verbal messages. Your ability to listen effectively depends on the degree to which you perceive and understand these messages. â€Å"The most basic and powerful way to connect to another person is to listen. Just listen. Perhaps the most important thing we ever give each other is our attention. † Rachel Naomi Remen We spend a lot of our time listening Adults spend an average of 70% of their time engaged in some sort of communication, of this an average of 45% is spent listening compared to 30% speaking, 16% reading and 9% writing. (Adler, R. et al. 2001). 10 Principles of Listening A good listener will listen not only to what is being said, but also to what is left unsaid or only partially said. Listening involves observing body language and noticing inconsistencies between verbal and non-verbal messages. For example, if someone tells you that they are happy with their life but through gritted teeth or with tears filling their eyes, you should consider that the verbal and non-verbal messages are in conflict, they maybe don’t mean what they say. Listening requires you to concentrate and use your other senses in addition to simply hearing the words spoken. Listening is not the same as hearing and in order to listen effectively you need to use more than just your ears. 1. Stop Talking â€Å"If we were supposed to talk more than we listen, we would have two tongues and one ear. † Mark Twain. Don’t talk, listen. When somebody else is talking listen to what they are saying, do not interrupt, talk over them or finish their sentences for them. Stop, just listen. When the other person has finished talking you may need to clarify to ensure you have received their message accurately. 2. Prepare Yourself to Listen Relax. Focus on the speaker. Put other things out of mind. The human mind is easily distracted by other thoughts – what’s for lunch, what time do I need to leave to catch my train, is it going to rain – try to put other thoughts out of mind and concentrate on the messages that are being communicated. 3. Put the Speaker at Ease Help the speaker to feel free to speak. Remember their needs and concerns. Nod or use other gestures or words to encourage them to continue. Maintain eye contact but don’t stare – show you are listening and understanding what is being said. 4. Remove Distractions Focus on what is being said: don’t doodle, shuffle papers, look out the window, pick your fingernails or similar. Avoid unnecessary interruptions. These behaviours disrupt the listening process and send messages to the speaker that you are bored or distracted. 5. Empathize Try to understand the other person’s point of view. Look at issues from their perspective. Let go of preconceived ideas. By having an open mind we can more fully empathise with the speaker. If the speaker says something that you disagree with then wait and construct an argument to counter what is said but keep an open mind to the views and opinions of others. (See our page:  What is Empathy? ) 6. Be Patient A pause, even a long pause, does not necessarily mean that the speaker has finished. Be patient and let the speaker continue in their own time, sometimes it takes time to formulate what to say and how to say it. Never interrupt or finish a sentence for someone. 7. Avoid Personal Prejudice Try to be impartial. Don’t become irritated and don’t let the person’s habits or mannerisms distract you from what they are really saying. Everybody has a different way of speaking – some people are for example more nervous or shy than others, some have regional accents or make excessive arm movements, some people like to pace whilst talking – others like to sit still. Focus on what is being said and try to ignore styles of delivery. 8. Listen to the Tone Volume and tone both add to what someone is saying. A good speaker will use both volume and tone to their advantage to keep an audience attentive; everybody will use pitch, tone and volume of voice in certain situations – let these help you to understand the emphasis of what is being said. 9. Listen for Ideas – Not Just Words You need to get the whole picture, not just isolated bits and pieces. Maybe one of the most difficult aspects of listening is the ability to link together pieces of information to reveal the ideas of others. With proper concentration, letting go of distractions, and focus this becomes easier. 10. Wait and Watch for Non-Verbal Communication Gestures, facial expressions, and eye-movements can all be important. We don’t just listen with our ears but also with our eyes – watch and pick up the additional information being transmitted via non-verbal communication. Do not jump to conclusions about what you see and hear. You should always seek clarification to ensure that your understanding is correct.

Strategic management Essay Example | Topics and Well Written Essays - 4000 words - 1

Strategic management - Essay Example Disturbance in North Africa and the Middle East had significant affect (Jones, 2012) while Uganda seized disputed license of TOC and held its 33% stake sale to heritage and CNOC (Mason, 2011c) ECONOMIC Significant source of revenue for country. Increase in tax from UK government of about ?10 billion resulted in increased concerns from oil and gas exploration companies claiming negative impact on job losses and household bills (Mason, 2011b) TECHNOLOGICAL Extensive technological expertise is required for oil and gas exploration. TOC has signed five year contract with FMC technologies for operations in Subsea services (PennEnergy Editorial Staff, 2013). SOCIAL Development of exploration plants results in social development of the country. Civil society stresses the accountability need of payment from oil and gas companies to counties and their respective utilization (Stewart, 2011). ENVIRONMENTAL Business has significant impact in the environment. Exploration in Savanna and Wetlands wa s warned for affecting natural land to elephants and lions by UNESCO (Manson, 2011a) LEGAL Governments are increasing pressures with increased tax system in lieu of depleting world oil reserves (Holmes, 2011). INDUSTRY ASSESSMENT Oil and Gas exploration industry is increasing competitive across the board. BHP Billiton, Centrica, Shell, E.ON, Bayerngas UK, Bridge Energy, ConocoPhillips, DONG Energy, Endeavour, GDF SUEZ, iGas, Perenco, Total and Tullow Oil forms around 60% of the UK oil production. Increased competitiveness is present in the industry despite of heavy capitalization which becomes a barrier to the industry. For instance, recent offer from Uruguay for the exploration received 15 bids from nine participants while four were granted rights. The offer made for 15 blocks yet accepted bids for nine only while every block had competition among more than three bidders (Webber, 2012). Owing to world’s increased need of energy the bargaining power of buyer is continuously r educing while the power of supplier is consistently rising. Renewable energy offering substitute are still not able to affect the demand of the energy. Intense competition has turned competitors to move towards strategic collaborative ventures. INTERNAL ASSESSMENT: Market Line (2012) has conducted in-depth assessment of Tullow and has identified following SWOT factors: STRENGTHS WEAKNESS Competitive advantage of leading oil and gas exploration business in Africa. Tullow has significant assets across Europe, Asia and South America in addition to Africa. The company has significant debt of around $2,854 million in 2011, which is a significant increase from $1,943 million in 2010. Hence, owing to growing competitive pressures huge debt can negatively impact Tullow’s capacity to compete. OPPORTUNITIES THREATS The acquisition that has been Tullow’s strategy to enhance its portfolio still offers great opportunities in future. Current developments in Uganda and Ghana such as development of Jubilee oil Field have potential for future development. Tullow has major capital projects underway while projects for FY2012 amounted around $ 2 billion. Capital expenditures incurred and planned offer greater opportunities for future. Big players of industry than Tullow has significantly greater strength from all perspectives such as technology, financial resources hence pose serious threats. Oil

ANNOTATED BIBLIOGRAPHY Example | Topics and Well Written Essays - 1000 words

Annotated Bibliography Example llows analyzing the behavior of a patient from several aspects and suggests pilot randomizes control trail as the method to control the severity of the disease. The source provides an understanding about individual and collective behavior of people facing through Alzheimer’s disease and dementia. The condition of the patient mentioned in the paper relates to the cases analyzed in the paper therefore, this source can be useful to assess the behavioral of the patient. As the source studies the behavior of the patient and allows understanding distress and anxiety situations it can be used to determine the actual fact and severity of the disease; As the patient facing through dementia exhibits behavioral deficit that can cause families and spouse to face social distress, therefore the source is important to analyze the behavior, causes, symptoms and methods to cure the disease. The source is a research paper analyzing the signs and symptom of dementia and its behavioral and neuropsychological aspects. It further relates the disease with the frontal lobe feature and its effects on the behavior of the patient. The data included in the study of behavior and psychological signs and symptoms of disease. The source can be useful to determine the behavioral and psychological aspects of the patient. There are several phases mentioned in the paper with the variance to the behavior and psychological aspects that can be used to analyze the severity of the disease in the case. The source further aims to relate different behaviors subjected to severity and intensity of dementia. In addition, the source aims to emphasis the frontal lobe symptoms to relate with the cognitive deficits with the increasing severity and frequency of aggressive, depressive and psychosis symptom. The patient mentioned in the case has the problems of hypertension, aggression, anxiety and depres sion. This source can analyze the severity of the disease further it provides an understanding about the

Spring awakening Essay Example | Topics and Well Written Essays - 500 words

Spring awakening - Essay Example This writing compares modern America and the issues faced by the teenagers in Spring Awakening. In Spring awakening the parents and the society at large are not ready to inform their children about the sexual exploration. Parents consider it unethical to discuss issues of sexual relationship with their children. This is really unfortunate since most of the children in the play are starting to experience changes in their bodies. No one is out there to explain to them about these changes. Even the very parents with the responsibility of caring are not giving their children any explanation to the biological changes they experience. The big issue of the play was the challenges the teenagers had due to the societal suppression and fear of discussing sexuality and reproduction. For instance, Wendla who is a teenage school girl is in a big trouble because her mother Bergmann is not comfortable with her daughter’s quick growth. Wendla’s mother is not ready to discuss with Wendla the facts about reproduction and sexuality despite her daughter’s growing curiosity. Martha is also emotionally disturbed by her parents’ continual physical abuse. It is surprising to note that 17-year old Lammermeier does not even have sexual thoughts and even the expulsion of Melchior from school simply because he has knowledge about sex and he is able to express himself in writing. Failure by the society and the parents to discuss sexuality and reproduction in the play makes Wendla conceive Melchior’s child unknowingly and finally dies after unsafe abortion. It is quite sarcastic to find that the same parents who do not want to talk about sex decide to send Melchior to a reformatory because they discover that he got Wendla pregnant. I feel that modern America has actually changed especially the perception of the topic of sexuality and reproduction. By the time I was an adolescent, I had known a lot about this topic. I got the knowledge from the school, media and very many

Origin of Sin Thesis Example | Topics and Well Written Essays - 1500 words

Origin of Sin - Thesis Example It is not always that people come up with one agreed upon explanation on the origin of whatever they were trying to address. For again, it is human nature to disagree, and this explains why there are very many views that try to explain the origin of a single phenomenon. There are those who believe that the world was created, while others believe that it evolved. Every side of the debate is backed by what they believe to be irrefutable evidence to back their claims. The same applies to the debate that surrounds the origin of evil. It is a fact that evil exists in our society. To understand it, it is important to first discern its origins. Many views exist on the origin of evil. The most notable ones are the Christianity and scientific views. Christian or what is commonly referred to as Augustinian view contends that when God created the world, it was good and perfect, devoid of evil. But something happened down the line that polluted the serenity of the universe. This school of thought credits the devil as been the source of all evil in the world. The second school of thought believes that there is a gene that causes men to behave wickedly. It is what they refer to as the evil gene. This paper is going to compare and contrast these two views. Augustine, and in extension all those who subscribe to this view, base their explanation on the writings to be found in the bible. ... "To know the truth about origins, we have to consult the bible".1 This is to be found in the book of genesis, where the story of the creation is told. According to MacArthur, the first and second chapters of the book of genesis explain on the origin of the universe2. This means that these two chapters explain the story of the creation. But the chapter that is of interest when it comes to origin of evil is the third one. In genesis Chapter 1, we read "everything God has made was very good. He rested on the seventh day of creation"3 (verse 31). This goes to show that God had created an evil free universe. But that is not the case today. We live in a world where evil reigns. So what happened If God, the creator of all things, did not create evil, where did it come from The answer to this question is to be found in chapter three of the same book. We read here that Satan took the form of a serpent and convinced Eve to eat the forbidden fruit. This was where the evil began, since the tree was banned for the duo's consumption by God. By eating the forbidden fruit, Adam and Eve went against the will of God. This was the original sin, the cradle of all evil. From this reading, we can see that evil originated from Satan. The problem with the story of creation when it comes to explaining the origin of evil is that God is the creator of all things. This is well captured in the bible. The reasoning progresses through three premises. The first is that "God created all things"4. The second premise is that "evil is a thing"5. The third premise connects the previous two by stating that "God created evil"6. If the previous two premises hold, then it is only logical that the third premise is also true.

CONCORD BOOKSHOP PAPER Essay Example | Topics and Well Written Essays - 500 words

CONCORD BOOKSHOP PAPER - Essay Example pelling change in the organization, followed by a focus on the behavioral aspect of organizational change and finally analyzing the dynamics of motivating employees to alter their behaviors (Spector, 2010). The three phases in the organizational change process are organizational diagnosis through strategic renewal, redesigning the organization, and altering employees’ behavioral aspects. These phases bring about new competencies, skills, and behavior patterns. Organizational diagnosis is critical because it encourages broad based participation, which helps to overcome resistance and defensiveness to the change. During this phase, a mutual agreement is encouraged among the workers regarding the need for change. An organization can enhance strategic renewal by carrying out organizational diagnosis to come up with a road map for identifying its status and desired future. Organizational diagnosis offers future prospects of the effectiveness of an organization (Spector, 2010). The second step in implementing change redesigning the organization by identifying its purpose. If organizational diagnosis creates dissatisfaction with the status quo, the employees should take part in redesigning behavioral patterns to support strategic renewal as well as outstanding performance. It also entails changing the design of the organization in response to the changing dynamics in the organization environment. The third step entails altering the behavioral aspects. Spector defines behavioral change as the alteration of employee behavior to enable the organization to meet its strategy demands while simultaneously attaining and sustaining exceptional performance. Effective strategic renewal thus necessitates behavioral change and this directly targets employees’ actions as well as interactions patterns to meet the company strategy and to achieve and sustain good performance. An organization can enhance behavioral change by adoption of an organizational culture and c hange that is in

Information system security Research Paper Example | Topics and Well Written Essays - 3000 words

Information system security - Research Paper Example The later sections of the discussion highlighted the security types focusing on the encryption and decryption aspects. The findings from the study revealed that effective information security system is crucial in terms of safeguarding the interests of an organization and ensuring its competitiveness and sustainability in the present competitive market scenario. It was ascertained that while creating ISS, it is crucial to consider the threat aspects so as to ensure the reliable and secure information system. ‘Information Security System (InfoSec)’, in technological terms can be describe as an interconnected security based system which specifically aims towards safeguarding the crucial digitized form of information from being unauthorized accessed by type of unreliable source or individual1. Such type of unreliable access might significantly hamper the stored digitized data in term of ‘disclosure’, ‘modification’, ‘crashing’ or even ‘disrupting’ it2. This concept of ‘Information Security System’ have gained significant amount of preference within the past few years3. This is mostly because of the changing pattern of marketing trend and the competition level; industries are becoming more and more concerned regarding confinement of their organizational information to prevent the competitors from imitating it. Adding to that, due to the digitization and ecommerce related concepts, majority of the organizational based information are transformed into digitized form for effective storage and evaluation, which further increases the chances of online security issue occurrences4. As a result, almost all organizations in the present scenario are establishing own security domains. The prime intention is to preserve the integrity as well as the information privacy factor. All these have gradually contributed in terms of bringing about

Example of a Research Plan Essay Example for Free

Example of a Research Plan Essay Statement of the Problem The aim of the study is to identify the effect of different pH level of the Agar plate to the antibacterial activity of Santol (Sandoricum koet jape). Specifically, the study will seek for the answer of the question: 1.) Is there any difference on the No.of colonies after applying Santol (Sandoricum koet jape) extract on the Agar plate with pH level greater than seven (base)? 2.) Is there any difference on the No.of colonies after applying Santol (Sandoricum koet jape) extract on the Agar plate with pH level less than seven (acid)? Hypothesis 1.) There is no difference on the No.of colonies after applying Santol (Sandoricum koet jape) extract on the Agar plate with pH level greater than seven (base). 2.) There is difference on the No.of colonies after applying Santol (Sandoricum koet jape) extract on the Agar plate with pH level less than seven (acid). Research Methodology Materials and Equipment The study will make use of: Agar Plates, specifically Nutrient Agar, for different tests and as a controlled variable for the problem, Nutrient Broth, same purpose as the nutrient agar, Santol (Sandoricum koet jape) extract, Escherichia coli, for the gram positive, Bacillus , for gram negative, and Candida________ a test subject for the study. Also, the study will make use of litmus paper for measuring and maintining the pH level of the Agar plates. The study will also make use of spectrophotometry. Research Design The study will use Complete Randomized Design as a Research Design. Â  Control Group Design is two parallel experiments are set up, identical in all respects except that only one includes the treatment being explored by the experiment. The control group may have no treatment, with nothing happening to them, or they may have a neutral treatment. Statistical Tool The study will make use of ANOVA as its statistical tool. T-test can be use to compare two dependent samples/matched-pairs design experiments. The study will make use of two types of pH: Acidic and Basic. Each Agar Plate will be assign to one specific pH level. Inoculate the microbes in the Agar and in the broth. This can be done by streaking the loop containing the gram positive, gram negative, and the fungi . Data Gathering Procedure Prepare the Agar plate and the broth for the experimentation. The pH of the Agar and the broth must also be set. Place the agar filled petri dishes and the broth that have been inoculated in a dark, warm (86 F) place for a week for incubation. Apply the extract of Santol (Sandoricum koet jape) to each Agar plate and Nutrient Broth. Using the Colony Formation Unit (CFU), determine the number of colony inhibited. Record the data from the Agar plates and the Nutrient broth. Figure 3.1 Experimental Procedures Figure 3.1 Experimental Procedures shows the step by step procedure of the experiment. Starting from the preparation of the Agar plate with their assign pH level. The Agar plate will solidify at 32Â ºC- 40Â ºC but will melt at approximately 85Â ºC. Next is to inoculate the bacteria by streaking the loop containing the bacteria. After inoculating the bacteria, the agar plate must be incubated for one week. After the incubation of the agar plates, apply the Santol (Sandoricum koet jape) extract to the each agar plate. Each plate must receive equal amount of the extract. Using the Colony Formation Unit (CFU), determine the number of inhibited colony/ies and record the data. Data Classification pH Level of the Agar Plate| Number of Colonies| | Trial 1Mean of Three Repetitions| Trial 2Mean of Three Repetitions| Trial 3Mean of Three Repetitions| pH 5| | | | pH 6| | | | pH 7| | | | pH 8| | | | pH 9| | | | Figure 3.2 Interactions in Acidic, Basic, and Neutral Agar Plate Figure 3.2 shows the effect of pH levels less than seven (Acid) on the no. of colonies. pH Level of the Nutrient Broth| Number of Colonies| | Trial 1Mean of Three Repetitions| Trial 2Mean of Three Repetitions| Trial 3Mean of Three Repetitions| pH 1| | | | pH 2| | | | pH 3| | | | pH 4| | | | Figure 3.3 Interactions in Acidic Nutrient Broth Shows the effect of pH levels lower than seven (Acid) on the no. of colonies. pH Level of the Nutrient Broth| Number of Colonies| | Trial 1Mean of Three Repetitions| Trial 2Mean of Three Repetitions| Trial 3Mean of Three Repetitions| pH10| | | | pH11| | | | pH12| | | | pH13| | | | pH14| | | | Figure 3.4. Interactions in Basic Nutrient Broth Shows the effects of pH levels greater than seven (Basic) on the no. of colonies Bibliography * Anke, T. Weber, D. (2009). Physiology and Genetics: Selected Basic and Applied Aspects, Volume 15. Springer-Verlag: Heidelberg, Germany * Chapelle, F. (2001). Ground-water Microbiology and Geochemistry (2nd ed.). John Wiley Sons, Inc.: Canada. * Kubitzki, K. (2011). Flowering Plants. Eudicots: Sapindales, Cucurbitals, Myrtaceae. Springer-Verlag: Heidelberg, Germany. * Shahidi, F. Ho, C. T. (2000). Phytochemicals and Phytopharmaceuticals. AOCS Press: USA. * Storz, G. Aronis, R.H. (2000). Bacteria Stress Responses. ASM Press: USA. * Agars. Difco BBL Manual. http://www.bd.com/ds/technicalCenter/inserts/Agars.pdf, accessed January 17, 2008. * Agar Bottles Preparation Equipment Use. Science Stuff, Inc. http://www.sciencestuff.com/playground/agar_bottle.shtml, accessed January 14, 2005. Mott, et al. * Agar Bottles Preparation Equipment Use. Science Stuff, Inc. http://www.sciencestuff.com/playground/agar_bottle.shtml, accessed January 14, 2005. * Artificial Environments for Growi ng Bacteria. WW Bio Institute. http://www.woodrow.org, (www.woodrow.org/teachers/esi/2002/Biology/Projects/lab_skills/ls5/), accessed January 14, 2005. * Microbiology. MadSci Network. http://www.madsci.org/posts/archives/mar98/888937612.Mi.r.html, accessed January 25, 2005.

Stress And Burnout In Criminal Justice Criminology Essay

Stress And Burnout In Criminal Justice Criminology Essay Comparison between Law Enforcement and Correctional. Stress and burnout occur in all different types of jobs and careers. However, some vocations are more prone to job stress and burnout than others are. Both police officers and correctional officers are exposed to work environments that are characterized by high levels of stress. Stress and burnout for both police officers and correction workers can greatly affect the field of criminal justice. According to Karen Hess (2009), stress can be both positive and negative, and this stress or excitement is why many police officers enter the law enforcement field (p. 464). Any given day, a police officer may have to shoot someone, be shot at, chase down a robber, deal with child abuse, and see death. Additionally, a correctional officer may also have to encounter a violent prison conflict or riot, encounter dangerous offenders and numerous other potentially dangerous situations. With the increasing prison population and never end sprees of crime, the stress for correctional officers and police officers is also increasing. Both law enforcement and the correctional field are widely considered some of the most stressful occupations, and both are associated with high divorce rates, alcoholism, suicide and other emotion and health problems. According to O. Ramos (2010), stress in the law enforcement field is unique because it is a constant factor with only changes in the degree and duration of the stress. Over the years, numerous research studies and projects have been performed to investigate how stress affects police officers and correctional workers physical and mental health by agencies such as the National Institute of Occupational Safety and Health and the National Institute of Justice. Through this research and studies, researchers have been able to indentify stress factors that are unique and more pronounced in these career fields, as well as their effects on the lives, jobs and the field of criminal justice. Stress can have numerous causes and can differ from individual to individual. According to Lambert, Hogan, Hiang, and Jenkins (2009, July), stressors are conditions that place excessive demands on an individual and can lead to discomfort, strain and conflict for the individual. While both the police officers and correctional officers are frequently faced with high levels of stress, the causes of the stress differ between the two groups with the job differences they face. Causes of Stress for Police Officers Issues in the officers personal life, the pressures of law enforcement work, the attitude of the general public toward police work and officers, the operation of the criminal justice system, and the law enforcement organization itself can all be stress factors for numerous police officers. According to Burke and Mikkelsen (2005), police stressors fall into two major categories. The first category stems from the nature of the job, and the second category involves the organizational aspect of law enforcement. The stress of the job involves the physical aspects of the job and includes threats, use of force, exposure to violence and danger, dealing with uncertainty, shift rotations, inadequate or broken supplies, low pay, excessive overtime, and constant fear of injury or death. On the other hand, the organizational aspect of law enforcement that contributes to job stress invovle the poor management, inflexible hierarchical structures, roles, inadequate communication, and organizational structure (Burke et al. 2005). In fact, Burke et al. (2005) discusses how the bureaucratic nature of the law enforcement organization obstructs police officers from feeling as if they have input in changing the policies sand procedures. There is also conflicting policies, poor supervision, and endless rules that create a tense and stressful work environment. McCarty, Zhao and Garland (2007) also discuss how job stress can differ between male and female police officers. For instance, female officers may be subject to gender discrimination from male officers and supervisors, which could increase their job related stress. Female officers also feel additional pressure that they have to prove themselves more on the job, as well as feel their male partners provide inadequate backup and question their abilities more frequently (McCarty et al., 2007) Additionally, individual stress factors can play a factor in a police officers stress levels due to their personal life. Some individual stress factors include family problems, financial problems, health problems, and taking on a second job for extra income. In fact, many officers are willing to put their health at risk for overtime or another job for the additional income (National Institute of Justice). Causes of Stress for Correctional Officers Correctional officers face some of the same and similar job stressors as police officers as well. Correctional officers have to deal with the never-ending demands of inmates. Correctional officers are also responsible for large array of responsibilities and duties to ensure the correctional facility is properly maintained in an organized manner. Aside from police officers, the workplace nonfatal violent incidents are higher per 1,000 employees for correctional officers than any other profession (Finn, 2000, p. 2). Additionally, according to Childress, Tallucci, and Wood (1999), while a correctional officer operates in a high stress work environment much like a police officer, there have been minimal examinations of the correctional environment in comparison to the voluminous research conducted on the causes and consequences of stress for law enforcement officers. However, it has been determined that some of the job related stresses include inmate demands, low pay, excessive overtime, poor public image, shift rotations, threat of violence, understaffing, amount of contact with inmates, role ambiguity, role conflict, and role overload. The major forms of stress in the work environment can be categorized into organizational structure and job characteristics (Lambert, Hogan Allen, 2006). According to Lambert et al (2006), organizational structure deals with how an organization or agency is arranged, managed and operated, and it normally throughout the entire work environment and therefore influences all employees that work there. Lambert et al (2006) cite a study by Stohr, Lovrich and Wilson that the lack of participation in decision-making caused increased stress for correctional officers. Additionally, the lack of control over the work environment due to the centralization of decision-making can increase the levels of stress. In fact, Lambert et al (2006) performed a study at a Midwestern correctional facility that showed workers who perceived a lack of input into decision- making or a lack of job autonomy had increased levels of stress. Furthermore, lack of information or being kept in the dark is another stress factor for correctional staff caused by the organization structure. Inadequate communication about their jobs is major stress factor. Correctional staffs need clear communication about their tasks, jobs, and issues in order to complete their job and be an effective member of the organization (Lambert et al, 2006). Additional organization-related conditions that can cause increased stress for correctional officers are understaffing, mandatory overtime, understanding, and unreasonable demands. Finn (2000) describes how understaffing can create different types of stress such as lack of time to complete tasks, overload of work, apprehension, and inability to get time off (p. 12). Understaffing also causes the need for extensive overtime from the correctional staff. On the other hand, there are job characteristics that cause stress. Job characteristics are specific to certain jobs; therefore, they are not always found throughout the entire field. Job related stressors included the threat of inmate violence, inmate demands, and problems with coworkers. Lambert et al. (2006) identify some job characteristics as job variety, skill variety, role conflict, role ambiguity, task significance, task identity, and supervision. The roles that correctional officers have to assume can create considerable stress for the officer. According to Lambert et al (2006), role strain is liked to increased stress and role conflict occurs when behaviors for a given job or position are inconsistent with another. Correctional officers also face stress from outside sources other than the prison or jail that they work at. One cause of outside stress is their public image. A lot of the time correctional officers or prisons and jails in general are portrayed in a negative light. This negatively comes from the fact that many people do not know or understand the role and jobs of correctional officers. Sometimes this negatively even forces correctional officers to discuss or talk less about their jobs with others. Another outside source of stress is their pay. Correctional officers do tough work for little pay. Effects of Stress Burnout Possible Solutions to Job Stress and Burnout Law Enforcement Officers Correctional Officers According to an article written in Corrections Today, correctional agencies are losing money, losing good employees, and jeopardizing officer and public safety due to work-related stress. (Anonymous, 2007) Conclusion

Symbols of Military Identity Essay -- Symbols Symbolism Military Essay

At the United States Air Force Academy, the first experience of a new cadet is the loss of personal "stuff" and hence individual identity. All material possessions — those that signify individual identity, safety or relationship -- are taken from the cadet and replaced by "stuff" which indicate membership in the cadet wing. Clothing, jewelry, wallet, even hair, disappear as indexes of membership in an economic group. Pictures and address books vanish as symbols of connection with social groups in the broader world. Watches and calendars and money, reminders of being and safety, have no relevance as cadets move into the "other world" of the academy grounds. Replacement "stuff" is utilitarian. Clothing is functional and suits its intended purpose to shelter and protect with a well-researched efficiency indicative of the military frame of mind. The clothing is easily cleaned and sanitized. It is even named in a military way — shirt, nonflying, blue; gloves, dress, white — indicating its function as well as obvious characteristics. It is most importantly uniform. The not so subtle message is that all people are identical, in purpose and value, except for a name. The clothing is at first bare, like the personality-stripped human who wears it, but gradually it acquires ornamentation and indicates a new identity for the wearer. USAF Academy emblems appear first as cadets begin to see themselves as a real part of the academy system. Individual units identified by color, red, blue, yellow, etc, begin to work together. They build their bodies and their skills in these groups and as groups. They struggle, survive and triumph as a unit. Those who choose or are chosen to leave do so quietly without contact with the group as they depart... ... This symbol of individual recognition, honor, and respect will continue with them throughout their careers. It is probably not incidental that cadets, even in basic training, retain names rather than, say, numbers. As long as he has his name, the cadet remains an individual. This is essential to the military structure for "good name", honor, integrity can exist only when the individual exists. The military officer, despite this temporary subjugation to the group, is always personally responsible for his actions, and responsible to each individual under his command. The symbolic structure of the uniform which unites, the insignia which are indexes of achievements and relationships, the name tag and salute which signify recognition of the individual are in combination symbolic of the tension between group and individual identity which is vital to the military. Symbols of Military Identity Essay -- Symbols Symbolism Military Essay At the United States Air Force Academy, the first experience of a new cadet is the loss of personal "stuff" and hence individual identity. All material possessions — those that signify individual identity, safety or relationship -- are taken from the cadet and replaced by "stuff" which indicate membership in the cadet wing. Clothing, jewelry, wallet, even hair, disappear as indexes of membership in an economic group. Pictures and address books vanish as symbols of connection with social groups in the broader world. Watches and calendars and money, reminders of being and safety, have no relevance as cadets move into the "other world" of the academy grounds. Replacement "stuff" is utilitarian. Clothing is functional and suits its intended purpose to shelter and protect with a well-researched efficiency indicative of the military frame of mind. The clothing is easily cleaned and sanitized. It is even named in a military way — shirt, nonflying, blue; gloves, dress, white — indicating its function as well as obvious characteristics. It is most importantly uniform. The not so subtle message is that all people are identical, in purpose and value, except for a name. The clothing is at first bare, like the personality-stripped human who wears it, but gradually it acquires ornamentation and indicates a new identity for the wearer. USAF Academy emblems appear first as cadets begin to see themselves as a real part of the academy system. Individual units identified by color, red, blue, yellow, etc, begin to work together. They build their bodies and their skills in these groups and as groups. They struggle, survive and triumph as a unit. Those who choose or are chosen to leave do so quietly without contact with the group as they depart... ... This symbol of individual recognition, honor, and respect will continue with them throughout their careers. It is probably not incidental that cadets, even in basic training, retain names rather than, say, numbers. As long as he has his name, the cadet remains an individual. This is essential to the military structure for "good name", honor, integrity can exist only when the individual exists. The military officer, despite this temporary subjugation to the group, is always personally responsible for his actions, and responsible to each individual under his command. The symbolic structure of the uniform which unites, the insignia which are indexes of achievements and relationships, the name tag and salute which signify recognition of the individual are in combination symbolic of the tension between group and individual identity which is vital to the military.

The Progressive Era: Conflicting Viewpoints Essay -- Sociology History

The Progressive Era: Conflicting Viewpoints Works Cited Missing Two people witnessing the same event can have very different views on it depending on their information and perspective. The presentation of history also changes depending on the resources and prior prejudices and personal views of the historian. Four historian’s interpretations on the Progressive Era and Progressivism were reviewed to determine whether their arguments and use of evidence were sound. Also, the particular known views of the historian were occasionally taken into account. Each of these works has its own particular view on the Progressive Era and its importance in history. In The Age of Reform, Richard Hofstadter reviews both the Populist and Progressive movements from a psychological standpoint. He maintains that both were groups, Populist farmers and Progressive long- established wealthy professionals, known as mugwumps, both of which formerly had had much power and influence in the United States and were being overshadowed by the growing importance of cities and the nouveau riche, respectively. Hofstadter’s main arguments are taken from the novels, magazines, poetry, other literature, fiction and popular myths that abounded in the two groups. Hofstadter maintains that these two groups were created because the industrialization of the United States and the rise of cities and big business had resulted in a status revolution, and the Populist and Progressive movements were just attempts to retain and regain position by the farmers and mugwumps. Populism, however, was a rural movement, while Progressivism took Populism and turned it into a la rge, national movement. According to Hofstadter, the Populist movement was created mainly because... ... least believable. Although he does make some interesting psychological hypotheses, his contentions are not backed up by few solid facts, and rest almost entirely on a selective few pieces of literature, almost all of which show an extreme slant. Filene, who presents perhaps the more radical view of the progressive movement, the idea that the movement never in fact existed, uses sound evidence and statistics to support his arguments. Although he took perhaps the most radical stand on Progressivism, his arguments were the most persuasive, due to logical presentation and ample foundations on facts. Both McCormick and Baker focused on one aspect of Progressivism, McCormick on the corruption of government by private businesses, and Baker on the women’s movement. Both historians based their arguments on fact, and used rational reasoning to come to their conclusions.

The Not So Great Gatsby Essay -- essays research papers

The Superficial Gatsby   Ã‚  Ã‚  Ã‚  Ã‚  In the novel entitled The Great Gatsby by F Scott Fitzgerald, Jay Gatsby is at times made out to be better than us. At first glance he is sophisticated, using big words and claiming that he is an 'Oxford man.'; But when we look closer we can easily see that this man is a farce. Much of this man has been shrouded in mystery. We know very little about his past until later in the book. We don't know where he was born, who his parents are, or where all of his money came from. He frequently disappears form Nick's view seemingly without a trace. All of these things make him out to be somebody of real importance but by looking closely we can gather an abundance of evidence to the contrary. We see that he is just a man looking for the lost love of his life, Daisy. He is a man looking for the American dream and when he does not find it, we see at last that he is just like the rest of us.   Ã‚  Ã‚  Ã‚  Ã‚  The word great is somewhat vague in meaning. Whether someone is great or not often times depends on the person judging them. My personal beliefs as far as greatness are concerned are not very complicated. When I think of someone who is or was great, I think of Jackie Robinson, Louis Armstrong, and Albert Einstein. These are all people who affected the way we live and have changed our society as a whole for the better. My parents are great; my teachers are great, and my coaches are great. All of those people have a lot of influence directly over me and they are always changing me for the better. A truly great person has to make sacrifices and be very brave. Jackie Robinson was the first black person to enter the major leagues. To face the kind of racism that he faced and still perform the way he did is a feat hat I don't think I could do. His bravery and grace under pressure has earned him a place among the greats. He is a wonderful example of greatness, and there are many more like him. Not everyone has the same kind of standard for greatness as I do. Another part of being great is growing up from an impoverished background. Some people, like the two kids who murdered thirteen kids at Littleton High, think that Hitler was a great man. Some people think that Stalin and Milosevic are great. These dictators did not rise to power without support from other people. People fought and died for these tyran... ...s life by loving her and doing the best he could to get her back. Daisy's problem is that she is pushed around a little too easy and just like that she seemingly forgets everything between Gatsby and herself. But being a great person is more than just those few things. Being a great person means being great and living up to that standard for most of your life. Most really great people continue to meet the standard of being great for a long time. That is part of what makes them so great. Jay Gatsby has turned his past life in to a fraud. Jay Gatsby who, for his own purposes, would break up a marriage. These are not traits of a truly great man.Then we come to the question: Why? Why would Fitzgerald name the book 'The Great Gatsby?'; I believe it is because Nick is the narrator and does see him as great. When I was finished reading this novel I did not come off thinking not thinking 'wow that man was really great.'; I came off thinking (among other things) 'wow that title is not acc urate'; because there is an abundance of evidence to the contrary even when it is presented by a narrator that thinks he is great. I believe that is what Fitzgerald wanted us to think (among other things).

Ajanta Caves Essay

Ajanta Caves in Maharashtra, India are a Buddhist monastery complex of twenty-nine rock-cut cave monuments containing paintings and sculpture considered to be masterpieces of both â€Å"Buddhist religious art†[1] and â€Å"universal pictorial art†[2] The caves are located just outside the village of Ajiná ¹ ­hÄ  in Aurangabad District in the Indian state of Maharashtra (N. lat. 20 deg. 30†² by E. long. 75 deg. 40†²). Since 1983, the Ajanta Caves have been a UNESCO World Heritage Site. Excavation of the caves began in the third-second century B.C.E., during the period when Dakshinapath was ruled by Satavahana dynasty, and activity at the complex continued until the fifth to sixth century C.E., when the region was ruled by Vakatakas. Both the Satavahanas and Vakatakas were followers of Brahmanism, but also patronized the Buddhist shrines. The walls, ceilings and columns of the caves were covered with complex compositions of the Jataka stories (the stories of the Buddha’s former existences as Boddhisattva), and ornate floral and animal decorations. The exuberance and richness of the painting suggests that the artists were accustomed to painting secular as well as religious works. The paintings have a natural fluidity, depth and volume not found in later, more stylized Indian art. Jataka tales from the Ajanta caves Ajanta Caves – view from ticket officeAjanta Caves in Maharashtra, India are a Buddhist monastery complex of twenty-nine rock-cut cave monuments containing paintings and sculpture considered to be masterpieces of both â€Å"Buddhist religious art†[1] and â€Å"universal pictorial art†[2] The caves are located just outside the village of Ajiná ¹ ­hÄ  in Aurangabad District in the Indian state of Maharashtra (N. lat. 20 deg. 30†² by E. long. 75 deg. 40†²). Since 1983, the Ajanta Caves have been a UNESCO World Heritage Site. Excavation of the caves began in the third-second century B.C.E., during the period when Dakshinapath was ruled by Satavahana dynasty, and activity at the complex continued until the fifth to sixth century C.E., when the region was ruled by Vakatakas. Both the Satavahanas and Vakatakas were followers of Brahmanism, but also patronized the Buddhist shrines. The walls, ceilings and columns of the caves were covered with complex compositions of the Jataka stories (the stories of the Buddha’s former existences as  Boddhisattva), and ornate floral and animal decorations. The exuberance and richness of the painting suggests that the artists were accustomed to painting secular as well as religious works. The paintings have a natural fluidity, depth and volume not found in later, more stylized Indian art. Jataka tales from the Ajanta caves Ajanta Caves – view from ticket office Horse shoe shaped Ajanta caves view from Caves Viewpoint some eight kms away Contents [hide] †¢1 Description and History †¢2 Dating of the Caves †¢3 Structure of the Caves o3.1 Cave One o3.2 Cave Two †¢4 Paintings †¢5 See also †¢6 Notes †¢7 References †¢8 External links †¢9 Credits Description and History The Ajanta Caves are a Buddhist monastery complex consisting of 29 caves (as officially numbered by the Archaeological Survey of India), located in a wooded and rugged horseshoe-shaped ravine about 3.5 km from the village of Ajintha, which is situated in the AurangÄ bÄ d district of Maharashtra State in India (106 kilometers away from the city of Aurangabad). Along the bottom of the ravine runs the Waghur River, a mountain stream. The caves, carved into the south side of the precipitous scarp made by the cutting of the ravine, vary from 35 to 110 feet in elevation above the bed of the stream. The monastic complex of Ajanta consists of several viharas (monastic halls of residence) and chaitya-grihas (stupa monument halls), adorned with  architectural details, sculptures and paintings that, even in their partially damaged state, are considered one of the glories of world art.[3] Excavation of the caves began in the third-second century B.C.E., during the period when Dakshinapath was ruled by Satavahana dynasty, and activity at the complex continued until the fifth to the sixth century C.E., when the region was ruled by Vakatakas. Both the Satavahanas and Vakatakas were followers of Brahmanism; nevertheless, they not only generated a liberal climate in which all religions could flourish, but also patronized the Buddhist shrines. The mention of a rock-cut monastery as the abode of the Buddhist monk Achala celebrated Buddhist philosopher and author of well-known books on logic, and the mountain range where it was located, the monastery being for certain Cave No. 26 and the mountain range, Ajanta ridge, appeared in the travel account of the Chinese pilgrim Hiuen Tsang, who visited India in the seventh century C.E. and stayed there for 15 years[4]. Nothing more was known of Ajanta before 1819, when some British officers of the Madras Army made a chance discovery of this magnificent site. They named it Ajanta after the name of the nearest village. In 1843, after a gap of 25 years, James Fergusson presented a paper to the Royal Asiatic Society of Great Britain and Ireland and drew global attention to the site. The M adras Army deputed its officer R. Gill to prepare copies of the Ajanta murals. Gill worked from 1849 to 1855 and prepared 30 paintings, but unfortunately they were destroyed in a fire in 1866. The efforts to discover Ajanta progressed in two directions, the preparation of copies of the murals, and research on Ajanta’s other aspects. Mr. Griffiths, the Superintendent and Principal of Sir Jamshedji Jijibhai School of Art, Bombay, was at Ajanta from 1872 to 1885 with a team of his students, to copy its murals, but unfortunately most of these were also destroyed in a fire. Finally, Lady Haringham and a team of artists comprising Syed Ahmad and Mohammad Fazlud-din of Hyderabad and Nandalal Bose, Asit Kumar Haldar and Samarendranath Gupta of the Calcutta School, camped at Ajanta from 1910 to 1912 copying its murals. In 1956-1957 the Archeological Survey of India took up the project and authentic copies of the murals were prepared. In 1983, the Ajanta Caves were declared a UNESCO World Heritage Site. Dating of the Caves The period during which Ajanta Caves were excavated stretches over eight- or nine hundred years from the third- to second century B.C.E. to the fifth- sixth century C.E. The caves reveal two distinct phases of excavation. Six of them, namely, caves 9, 10, 8, 12, 13, and 15-A (the last one was re-discovered in 1956, and is still not officially numbered), belong to the early period. Caves 9 and 10 appear to have been excavated during the second half of the third or the first half of the second century B.C.E.. The other four date from the first century B.C.E. However, Cave 10 is the earliest; it precedes even Cave 9 by at least 50 years. Caves 12, 13, and 15A of this phase are vihÄ ras (monastic halls of residence). During this period, Buddhism pursued the HÄ «nayÄ na doctrine, which initially prohibited the worship of anthropomorphic images of Buddha. Caves 9 and 10, the Chaitya-grahas (homes of the Sacred, monument halls) do not have anthropomorphic images of Buddha, though on th e faà §ade of Cave No. 9 such images were subsequently added. Around the first century B.C.E.Hinayana allowed the making of Buddha’s personal images. The shift from non-image to image characterizes other caves of this early phase, known as the Hinayana-Satavahana phase. Caves 1, 2, 4, 7, 11, 14, 15, 16, 17, 18, 19, 20 to 24, 25, 26, 27, 28 and 29 belong to the later phase, which began three centuries later, from the fifth to the sixth century C.E.. Buddhism had largely shifted to Mahayana doctrine and the region was ruled by Vakatakas of the Vatsagulma branch, who were also the patrons of these caves; this phase is usually known as Mahayana-Vakataka phase. As suggested by epigraphic records, Caves No. 16 and 17 were commissioned by Vakataka ruler Harishena (475-500 C.E.) through one of his ministers Varahadeva, who was posted at the site for supervising the progress, and a subordinate vassal of the area respectively. Ajanta had been a center of monastic and religious activities since the second- to first century B.C.E.; the embellishment of facades and wall spaces with paintings and sculptures continued all through. However, the excavation of the caves seems to have been suspended until the excavation of Caves 16 and 17. Cave 8 was long thought to be a HinayÄ na cave; however current research shows that it is in fact a Mahayana cave. Three chaitya-grihas, caves 19, 26, and 29, were excavated during the Vakataka or Mahayana phase. The last cave was abandoned soon after it was begun. The rest of the excavations are viharas: caves 1-3, 5-8, 11, 14-18,  20-25, and 27-28. None of the caves in the Vakataka phase were ever fully completed. Based on the archaeological evidence visible on site, the suggestion of Walter M. Spink that a crisis occurred when the ruling Vakataka dynasty suddenly fell out of power and forced all activities to a sudden halt, is increasingly gaining acceptance. Structure of the Caves The viharas are of various sizes, the maximum being about 52 feet. They are often square-shaped. Their designs are varied; some have simple and some have ornate facades, some have a porch and others do not. The hall was an essential element of a vihara. The early viharas of the Vakataka phase were not intended to have shrines because they were meant to be used solely as halls of residence and congregation. Later, a shrine set in the back wall of the vihara became a norm. The shrines were fashion to house a central object of reverence, often the image of the Buddha seated in the dharmachakrapravartana mudra (the gesture of teaching position). In the more recent caves, subsidiary shrines are added on the side walls, porch or the front-court. The facades of many vihÄ ras are decorated with carvings, and walls and ceilings were often covered with paintings. Most of the subjects of the paintings have been identified by the German Ajantologist, Dieter Schlingloff. Cave One Painting from Cave No. 1 Cave 1 The first cave on the eastern end of the horse-shoe shaped scarp, it is, according to Spink, one of the latest caves to have begun on site and brought to near-completion in the VÄ kÄ Ã… £aka phase. Although there is no epigraphic evidence, it has been proposed that the VÄ kÄ Ã… £aka king Harisena may have been the benefactor of this better-preserved cave. This cave has an elaborate carving on its facade with relief sculptures on entablature and fridges, depicting scenes from the life of the Buddha as well as a number of decorative motifs. A two-pillared portico, visible in nineteenth-century photographs, has since perished. The cave has a front-court with cells fronted by pillared vestibules on either side, and a porch with simple cells on both ends. The absence of pillared vestibules on the ends suggest that  the porch was not excavated in the latest phase of Ajanta, when pillared vestibules had became the norm. Most areas of the porch were once covered with murals, of whi ch many fragments remain. There are three doorways: a central doorway and two side doorways, and two square windows carved between the doorways to brighten the interiors. Each wall of the hall inside is nearly 40 feet long and 20 feet high. A square colonnade of 12 pillars inside supports the ceiling and creates spacious aisles along the walls. A shrine carved on the rear wall houses an impressive seated image of the Buddha, his hands in the dharmachakrapravartana mudra (position). There are four cells on each of the left, rear, and the right walls. The walls are covered with paintings in a fair state of preservation, depicting mostly didactic, devotional, and ornamental scenes from the Jataka stories (the stories of the Buddha’s former existences as Boddhisattva), the life of the Gautam Buddha, and those of his veneration. Cave Two Painting, Cave No. 2 (?) Painting from the Ajanta caves Ajanta Caves Ajanta Caves Cave 2, adjacent to Cave 1, is known for the paintings that have been preserved on its walls, ceilings, and pillars. It resembles Cave 1 and is in a better state of preservation. The porch and the facade carvings are different, and the cave is supported by robust ornamented pillars, but the size and ground plan have many aspects in common with the first cave. The front porch has of cells supported by pillared vestibules on both ends; porch-end cells, which provided more room, symmetry, and beauty, became a trend in all later Vakataka excavations. The paintings on the ceilings and walls of this porch have been widely published. They depict the Jataka tales that are stories of the Buddha’s life in former existences as Bodhisattva. The porch’s rear wall has a doorway in the center, which allows entrance to the hall. On either side of the door is a square-shaped window to brighten the interiors. Four colonnades arranged in a square support the ceiling; the  capitals are carved and painted with various decorative themes that include ornamental, human, animal, vegetative and semi-divine forms. The paintings covering the walls and ceilings are eroded and fragmentary at various places. Painted narratives of the Jataka tales are depicted on the walls in such a way that a devotee walking through the aisles between the colonnades and the wall would be able to â€Å"read† about the Buddha’s teachings and life through successive births. Paintings The Ajanta Cave paintings are the earliest and most important wall paintings in India and are particularly significant because all other forms of painting, such as palace murals and painting on wood, cloth or palm-leaf from before about 1000 C.E. have not survived. [5] The technique and process used to create the Ajanta cave paintings are unlike any other artwork found in the art history of other civilizations, and are unique within the history of South Asian art. The walls, ceilings and columns of the caves were covered with complex compositions of the Jataka stories and ornate floral and animal decorations. The paintings depict a universe in which aristocratic men and women dwell in harmony with an abundant nature. The exuberance and richness of the painting suggests that the artists were accustomed to painting secular as well as religious works. The process of painting involved several stages. First, the rock surface was chiseled to make it rough enough to hold a plaster made of c lay, hay, dung and lime over a clay under-layer. Differences are found in the ingredients and their proportions from cave to cave. While the plaster was still wet, the drawings were outlined and the colors applied. The wet plaster had the capacity to soak up the color so that the color became a part of the surface and would not peel off or decay easily. The colors were referred to as ‘earth colors’ or ‘vegetable colors.’ Various kinds of stones, minerals, and plants were used in combinations to prepare different colors. The paint brushes used to create the artwork were made from animal hair and twigs. The outline drawing has a fluency and vigor not found in later Indian painting. Modeling and highlights, as well as spatial recession are used to accentuate the volume of the figures. The latest paintings show some of the highly-stylized, flatter qualities of paintings from the succeeding centuries. Sculptures were often covered with stucco to give them a fine finish and lustrous  polish. The stucco had the ingredients of lime and powdered sea-shell or conch. The latter afforded exceptio nal shine and smoothness. In cave upper 6, where some of it is extant, the smoothness resembles the surface of glass. See also The Ajanta Caves (Ajiá ¹â€¡Ã¡ ¹ ­hÄ  leni; Marathi: à ¤â€¦Ã  ¤Å"à ¤ ¿Ã  ¤â€šÃ  ¤  Ã  ¤ ¾ à ¤ ²Ã  ¥â€¡Ã  ¤ £Ã  ¥â‚¬) in Aurangabad district of Maharashtra, India are 30 rock-cut cave monuments which date from the 2nd century BCE to the 600 CE. The caves include paintings and sculptures considered to be masterpieces of Buddhist religious art (which depict the Jataka tales)[1] as well as frescos which are reminiscent of the Sigiriya paintings in Sri Lanka.[2] The caves were built in two phases starting around 2nd century BCE, with the second group of caves built around 600 CE.[3] It is a protected monument under the Archaeological Survey of India.[4] Since 1983, the Ajanta Caves have been a UNESCO World Heritage Site. The caves are located in the Indian state of Maharashtra, near Jalgaon, just outside the village of Ajiná ¹ ­hÄ  (20 °31†²56†³N 75 °44†²44†³E). Caves are only about 59 kilometers from Jalgaon Railway station (on Delhi – Mumbai, Rail line of the Central railways, India); and 104 kilometers from Aurangabad (from Ellora Caves 100 Kilometers). Contents [hide] †¢1 First period †¢2 Second period †¢3 Rediscovery by Europeans †¢4 Cave One †¢5 Cave Two o5.1 The facade o5.2 The porch o5.3 The hall o5.4 The paintings †¢6 Cave Four †¢7 See also †¢8 References †¢9 Literature †¢10 External links [edit]First period According to Spink (2006), the first phase was the construction of sanctuaries (known as chaytia-grihas) built during the period 100 BCE to 100 CE, probably under the patronage of the Satavahana dynasty (230 BCE – c. 220 CE) in the canyons of the Waghora River. The caves 9, 10, 12 and 15A were constructed during this period.[5] Murals preserved from this time belong to the oldest monuments of painted art in India. Bird’s eye view of Ajanta Caves. [edit]Second period Ajanta Caves, map Scholars disagree about the date of the Ajanta Caves’ second period. For a time it was thought that the work was done over a long period from the fourth to the 7th century AD, but recently long-time researcher Walter M. Spink declared that most of the work took place over short time period, from 460 to 480 CE, during the reign of Emperor Harishena of the Vakataka dynasty. Some 20 cave temples were simultaneously created, for the most part viharas: monasteries with a sanctuary in the structure’s rear centre. Each of cave temples seem to be patronised by influential authority, numerous best available artists have been involved in the work with fruitful rivalry between the neighbouring construction sites.[6] According to Spink, the Ajanta Caves appear to have been abandoned shortly after the fall of Harishena c. 480 CE. Since then, these temples have been abandoned and gradually forgotten. During the intervening centuries, the jungle grew back and the caves were hidden, un visited and undisturbed.[7] [edit]Rediscovery by Europeans On 28 April 1819, a British officer for the Madras Presidency, John Smith, of the 28th Cavalry, while hunting tiger, accidentally discovered the entrance to one of the cave temples (Cave No. 10) deep within the tangled undergrowth. Exploring that first cave, long since a home to nothing more than birds and bats and a lair for other, larger, animals, Captain Smith scratched his name in on one of the pillars. Still faintly visible, it records his name and the date, April 1819. Since he stood on a five foot high pile of rubble collected over the years, the inscription is well above the eye-level gaze of an adult.[8] Shortly after this discovery, the Ajanta Caves became renowned for their exotic setting, impressive architecture, historic artwork, and long-forgotten history. [edit]Cave One Painting of Padmapani and Vajrapani from Cave No. 1 Porch of cave no. 1. Ajanta Caves The first cave was built on the eastern end of the horse-shoe shaped scarp. According to Spink, it is one of the latest caves to have begun on site and brought to near-completion in theVÄ kÄ Ã… £aka phase.[clarification needed] Although there is no epigraphic evidence, it has been proposed that the VÄ kÄ Ã… £aka Emperor Harishena may have been the benefactor of this better-preserved cave. A dominant reason for this is that Harisena was not involved initially in patronizing Ajanta. This cave has one of the most elaborate carvings on its facade with relief sculptures on entablature and ridges. There are scenes carved from the life of the Buddha as well as a number of decorative motifs. A two pillared portico, visible in the 19th-century photographs, has since perished. The cave has a front-court with cells fronted by pillared vestibules on either side. These have a high plinth level. The cave has a porch with simple cells on both ends. The absence of pillared vestibules on the ends suggest that the porch was not excavated in the latest phase of Ajanta when pillared vestibules had become a necessity and norm. Most areas of the porch were once covered with murals, of which many fragments remain. There are three doorways: a central doorway and two side doorways. Two square windows were carved between the doorways to brighten the interiors. Each wall of the hall inside is nearly 40 feet (12 m) long and 20 feet (6.1 m) high. Twelve pillars make a square colonnade inside supporting the ceiling, and creating spacious aisles along the walls. There is a shrine carved on the rear wall to house an impressive seated image of the Buddha, his hands being in the ‘dharmachakrapravartana mudra. There are four cells on each of the left, rear, and the right walls. The  walls are covered with paintings in a fair state of preservation. The scenes depicted are mostly didactic, devotional, and ornamental. The themes are from the Jataka stories (the stories of the Buddha’s former existences as Bodhisattva), the life of the Gautama Buddha, and those of his veneration. [edit] Cave Two Ajanta Caves ï‚ § Painting, cave no. 2. ï‚ § Painting from the Ajanta Caves. ï‚ § A section of the mural at Ajanta in Cave No 17, depicts the ‘coming of Sinhala’. The prince (Prince Vijaya) is seen in both of groups of elephants and riders. ï‚ §The consecration of KingSinhala (Prince Vijaya) (Detail from the Ajanta Mural of Cave No 17). ï‚ § Entrance of cave no. 9. ï‚ § Lord Buddha in preaching pose flanked by Bodhisattvas, Cave 4, Ajanta. Cave 2, adjacent to Cave 1, is known for the paintings that have been preserved on its walls, ceilings, and pillars. It looks similar to Cave 1 and is in a better state of preservation. The facade Cave 2 has a porch quite different from Cave one. Even the facade carvings seem to be different. The cave is supported by robust pillars, ornamented with designs. The size and ground plan have many things in common with the first cave. The porch The front porch consists of cells supported by pillared vestibules on both  ends. The cells on the previously â€Å"wasted areas† were needed to meet the greater housing requirements in later years. Porch-end cells became a trend in all later Vakataka excavations. The simple single cells on porch-ends were converted into CPVs or were planned to provide more room, symmetry, and beauty. The paintings on the ceilings and walls of this porch have been widely published. They depict the Jataka tales that are stories of the Buddha’s life in former existences as Bodhisattva. The porch’s rear wall has a doorway in the center, which allows entrance to the hall. On either side of the door is a square-shaped window to brighten the interior. The hall The hall has four colonnades which are supporting the ceiling and surrounding a square in the center of the hall. Each arm or colonnade of the square is parallel to the respective walls of the hall, making an aisle in between. The colonnades have rock-beams above and below them. The capitals are carved and painted with various decorative themes that include ornamental, human, animal, vegetative, and semi-divine forms. The paintings Paintings appear on almost every surface of the cave except for the floor. At various places the art work has become eroded due to decay and human interference. Therefore, many areas of the painted walls, ceilings, and pillars are fragmentary. The painted narratives of the Jataka tales are depicted only on the walls, which demanded the special attention of the devotee. They are didactic in nature, meant to inform the community about the Buddha’s teachings and life through successive rebirths. Their placement on the walls required the devotee to walk through the aisles and ‘read’ the narratives depicted in various episodes. The narrative episodes are depicted one after another although not in a linear order. Their identification has been a core area of research since the site’s rediscovery in 1819. Dieter Schlingloff’s identifications have updated our knowledge on the subject. Some believe that the art work has erroneously been alluded to as â€Å"fresco†, rather than mural, and assert that the technique and process used to produce this kind of artwork is unlike any other artwork found in the art history of other civilizations, including within the history of South Asian art. Cave Four The Archeological Survey of India board outside the caves gives the following detail about cave 4 : â€Å"This is the largest monastery planned on a grandiose scale but was never finished.An inscription on the pedestal of the buddha’s image mentions that it was a gift from a person named Mathura and paleographically belongs to 6 th century A.D. It consists of a verandah , a hypostylar hall, sanctum with an antechamber and a series of unfinished cells.The sanctum houses a colossal image of Lord buddha in preaching pose flanked