Most People Think Thoreau To Be In The Shadow Of Wordsworth. Thoreau S

Most people think Thoreau to be in the shadow of Wordsworth. Thoreau strongly seeks to evade Emerson wherever he cannot revise him directly. Only Walden was exempt from censure. Thoreau was a kind of American Mahatma Ghandhi, a Tolstoyan hermit practicing native arts and crafts out in the woods. He was not really an oppositional or dialectical thinker, like Emerson, though certainly an oppositional personality, as the sacred Emerson was not. Being also something of an elitist, again and unlike Emerson, Thoreau could not always manage Emerson's building up a kind of Longinian discourse by quoting without citation. Walden, for its incessant power, is frequently uneasy because of an unspoken presence, or a perpetual absence that might as well be a presence, and that stated in Thoreau's journal: Emerson does not consider things in respect to their essential utility, but an important partial and relative one, as works of art perhaps. His probes pass one side of their center of gravity. His exaggeration is of a part, not of the whole. This is only a weak misreading of Emerson. However, it attributes to Emerson what is actually Thoreau's revision of Emerson. Thoreau was also a kind of Gnostic, but the rebel Thoreau remained a Wordsworthian, reading nature for evidences of a continuity in the ontological self that nature simply could not provide. Walden is considered as both a simple and a difficult text, simple in that readers feel a sense of unity. It is difficult in that they have been persistently perplexed and occasionally exhorted in form. The primary question is to seek what Walden means. There is also the concern with Walden's style. Walden's meaning can be explained in two different ways. The first is by introducing a distinction between form and content which simultaneously focuses attention on the question of form and reduces content to little more than banning. From the first move follows the more interesting and more pervasive second meaning. The preoccupation with Walden's formal qualities turns Walden's meaning in a simple sense. The assertion is to examine the form of any literary artifact, which is to identify its essential unity, thus the concern with Walden's structural wholeness is integrated well in the book. In other words, one can say that the common moral of Walden is the virtue of simplicity. Thoreau substituted words like poverty, a word which set him apart from his materialistic neighbors. By poverty, he said, simplicity of life and fewness of incidents, I am solidified and crystallized, as a vapor or liquid by cold. It is a singular concentration of strength and energy and flavor. Chastity is perpetual acquaintance with the All. My diffuse and vaporous life becomes as frost leaves and spiculae radiant as gems on the weeds and stubble an a winter morning. Such poverty or purity was a necessity of Thoreau's economy. By simplicity, which Thoreau called poverty, his life becomes concentrated and organized. Walden filled Thoreau's immediate need of self-therapy. In this perspective, Walden is the resolution Thoreau was able to fulfill through art. He had effected his own resolution through cautious endeavor and mature serenity. However, this serenity of Thoreau, is a victory of discipline. He says it is the highest aim in life, which requires the highest and finest discipline. To become one with Nature is to become a soul reflecting the fullness of a being. His desire to perceive things truly and simply resulted in his belief that fatal coarseness is the result of mixing trivial affairs of men. In order to justify his devotion to purity he wrote Walden. He believed that when men is able to find his natural center, a promise of the higher society man is possible. Like other works of his time, it has the unique effort of American romanticism. It has impressive individualism and the desire for experience. In the end, Thoreau stated that if a man's writings are interpreted more than one version, it is considered a ground for complaint. He wanted Walden to be a fact truly and absolutely stated, otherwise he would have considered it a failure if is served only to communicate an eccentric's refusal to go along with society, if taken literally. Walden is an experience of the cosmic travels of

Freelance Editors for Indie Authors

Freelance Editors for Indie Authors Do you want to make your book the best it can be? Of course you do. But how do you do that? If you are an indie author, as so many of us are these days, it is essential that you work with both a professional editor and an experienced cover designer. The process for finding these pros is pretty similar but today we are going to take a look at how to find the perfect-fit editor for you and your book. Editors come in two general categories: a.) developmental editors who work with you right out of the gate to help you understand your market, conceptualize your book, organize the material, avoid repetition, keep it moving, engaging, fresh and original, and b.) copyeditors and proofreaders who make sure your completed manuscript is error-free and professionally designed. How Do You Find A Good Developmental Editor? Good is the key word here. A good editor is likely to be a professional editor who has had lots of experience in the traditional book publishing world. Once you have located an editor you feel may be right for your book, find out where she has worked and what published books she has worked on. Make sure she has had experience editing the kind of book you are writing. This is very important. And where do you find this person? = Get a referral. Check around, ask other writers, your friends, agents at writers conferences. = Look online. Go to Google and type in Freelance Editors.   Of course, you can type in Freelance Copyeditors and Proofreaders or Freelance Book Designers, too, if thats what you happen to be looking for. Also, you can check out our recently published guide The Self-Publishers Ultimate Resource Guide www.bookdocs.com The Independent Editors Group (full disclosure, Im a member of this group. www.bookworks.com The Self-Publishers Association www.bibliocrunch.com Bibliocrunch www.consulting-editors.com Consulting Editors Alliance www.digitalbookworld.com Digital Book World www.elance.com Elance www.the-efa.org Editorial Freelancers Association www.mediabistro.com Media Bistro www.publishersmarketplace.com Publishers Market Place = Chat with the editor. Define your goals. Feel free to ask him for his credentials and for the titles of a few of the published books he has worked on. If he has not worked on any books that have been published = Be clear about the fee structure. Does she charge = Ask about the time line. How long does she expect the editing process to take? This depends on how quickly you get the revisions back to her, but make sure you both agree on what is a reasonable amount of time for this project to take. = Ask if he has had experience with self-publishing. This is not essential, but sometimes an editor who knows his way around self-publishing, or who can at least refer you to others who do, can be a big help for first time indie authors. Always remember, this is your book. You are the creator, the artist, and your name is on the cover. When you disagree with your editors suggestions, trust your instincts and go with what you feel is right. You are the boss and thats as it should be.

Free sample - Cannabis. translation missing

Cannabis. CannabisAccording to Brown (1998), Cannabis can be defined as a genus among the flowering plants comprising of three recognized species namely, Cannabis indica, Cannabis ruderalis, and Cannabis sativa. The three classifications are autochthonous to South Asia, and Central Asia. Cannabis is a very unique plant that is used for a number of reasons, both positive and negative and its uses can affect the entire global society. Cannabis is known by a number of names, for instance, Marijuana, Grass, Attention Getter-weed, Dope, and Pot. For a number of years, there has been a stigma accompanying the Cannabis plant and it has been seen as an inherently evil plant by most of the people in any given society. Apparently, it is the use or misuse of the plant that is bad or good, and not the plant itself. Cannabis can be eaten, smoked, or drunk just like tea. If Cannabis is taken in low doses it can bring about a relaxed state of mood while higher doses of Cannabis may bring about euphoria. It has been clear that, not every individual sees positive consequences from cannabis, for instance, most of the novice users and the high dose steady users have experienced increased paranoia or anxiety. It has been found that the main active ingredient of cannabis called delta-9-tetrahydrocannabinol, affects processing of information as well as speed of response such that the activities that involve skilled responses like driving can be affected negatively (Nahas Latour, 1993).  Ã‚   Cannabis is a long-lasting hemp plant. Over many years, the cannabis plant has been used to manufacture a variety of products namely, pulp, seeds, and medicine. The Cannabis plant pulp has been used as fuel and as a raw material for making paper. The seed has been used in foods but the oil that is extracted from the seed can be utilized as a base for varnishes and paints. The leaves and blossoms of the hemp plant excrete a sticky resin which is usually used in a number of medicinal functions and in most cases for entertaining people as they abuse its use (Potter Joy 1998). Most consciousness-altering drugs comprise of both constructive and destructive effects. Apparently, people use drugs following their constructive effects but most of them are not aware of the possible destructive effects. Therefore, it is the ratio of the constructive to destructive effects that propels much of the debates regarding drugs. Some individuals perceive the use of Cannabis as a better option, while for other people the use of Cannabis is more casual. Just like all the other substances, there is a possible price that can be paid regarding the risks to one’s health (Brown, 1998). References Brown, D., (1998). Cannabis: the Genus Cannabis. Boca Raton: CRC Press. Potter, B., Joy, D. (1998). The Healing Magic of Cannabis. USA: Ronin Publishing. Nahas, G., Latour, C. (1993). Cannabis. Boca Raton: CRC Press.

Non_Traditional Approach Essay Example | Topics and Well Written Essays - 3000 words

Non_Traditional Approach - Essay Example Also, the method could be used to identify common characteristics, or find strategic patterns across venues or people. Interpretive approach seeks to understand general concepts in specific contexts, uncover explanations about beliefs or underlying behaviour, reproduce and or capture time, place or culture for making intelligent conclusions about actions that people take. Lin (1998) described how interpretive and positivist qualitative work are different. There are differences in motivations, preferences, and actions which cannot be represented numerically. In the positivist approach, specifics within propositions are identified or tested. In the interpretive approach, the details are integrated into systems. The manifestations of beliefs are specific to cases. Positivist work comments about general principles of relationships by recognizing patterns that are general. Interpretive work does the same by identifying the general pattern in practice. It has been considered that interpretive approach can give confidence in conclusions. Researchers in social science have been critical of the aim of social science for provision of an objective and absolute view of the world. There has been a call for a reflexive stance for recognition of all social activity. This includes the research process that forms an ongoing accomplishment that is endogenous. This has resulted in the emergence of themes including a representation crisis; emphasis on constructive language nature; and reflexive research. This consequence is a debate about the methodology of reflexive research. The business practices at McDonald’s provide an interesting platform for reflexive analysis. Cunliffe (2003) has suggested the enactment of reflexivity through layers of narrative circularity. The narrative approach has been adopted for the McDonald`s study and customers and managers have been asked to describe their

Seminar questions Essay Example | Topics and Well Written Essays - 250 words - 1

Seminar questions - Essay Example Further, the inability to continue with the new project of same franchise leads to deviation from the core, as a result a challenge in form of inability in practices. The level of understanding is another area that poses challenge in this regard. 4. The BCM policy is considered to be a vital part of the process, however much of the literature tends to discuss this in the context of larger organisations, how important do you think this would be for smaller organisations? BCM is equally important for the smaller organizations. In new trends the literature reviews need to be focused along the working of S.M.E as well. Also, BCM is an established key to success which is not limited to scale of organization, thereby it is needed to be in practise regardless of the size. The initiation and planning phases of a project are always important towards setting the foundations of organizational working. Effective BCM will translate into good results and good output by the end of the project and overall planning

Information systems Essay Example for Free

Information systems Essay None -Course objectives Information is perhaps the most important of all business resources, and the ability to manage it effectively on a global level is a essential organizational capability. Information systems are the tools that firms use to manage information, and it is critical for managers to understand how to use them. This course introduces you to key information systems concepts, issues and questions that will help you to accomplish this. The focus of the course is managerial little prior knowledge of  information systems is required, and you certainly won’t be doing any programming! It is assumed that you already possess the basic computer skills needed to use various office suite products (word processing, spreadsheet, e-mail, etc. ), or will acquire these skills independently of this course. The objective of the course is to provide a basic knowledge set that will allow you to understand the most common information systems issues that exist in today’s organizations, to ask critical questions, and participate in IT decision making. P a g e | 2 Organization of the Course Pedagogy  This course relies on a diversity of teaching media, including lectures, readings, and case discussions. Inclass discussions are important and quality class participation is expected from each student. It is your responsibility to read the appropriate material before class. Unless prior arrangements have been made with the instructor, no late assignments will be accepted. Assigned Reading There is a readings package for this course that contains required articles and cases. As well we have an open source text: John Gallaugher, â€Å"Information Systems: A Manager’s Guide to Harnessing Technology†, Flat World,Version1. 1, 2011. Go to this website to access the text: http://www. flatworldstudents. com/course? cid=453963bid=38086. You can read it online for free. If you pay $29 or thereabouts you can download an e-reader version or a pdf. A printed text is $40 and a color text is $60. We cover a large volume of material in this course. When preparing for class, you should review the overheads, carefully read the assigned articles and cases and try to identify what you believe are key points or issues. Always ask yourself the following question â€Å"As a manager, what issues does this raise for me? † Evaluation of Student Performance. The course grading scheme for Master’s level courses at Schulich uses a 9-value grade-point system. The possible course letter grades for a course (and the corresponding grade points awarded for each grade are: A+ 9 grade points A 8 A7 B+ 6 B 5 B4 C+ 3 C 2 C1 F 0 (Students are reminded that they must maintain a cumulative GPA of at least 4. 2 to remain in good standing and continue in the program, and a minimum of 4. 4 to qualify for their degree. Schulich grading guidelines mandate a section grade point average [‘GPA’] of between 4. 7 and 6. 1 for core courses and a section GPA of between 5. 2 and 6. 2 for electives. ) Where instructors use numerical or percentage grades, Schulich grading policy does not require a preset translation of percentages into specific letter grades P a g e | 3 Participation 20 % Individual Assignment 30 % Group Assignment 50% In class Five pages maximum, handed in at the beginning of session 4 Presentation 20%, session 6 Peer evaluation 5%, session 6 Final report 25%, No later than 1 day after final session Participation (20%) Good class participation by all class members is necessary in order to get the most out of the cases and readings. You are encouraged to take advantage of this gathering of your peers to improve your communication skills and obtain feedback on your views in a relatively low-risk environment. Attendance is not participation. Your attendance is expected for the full duration of the class. If you miss more than two classes, you have failed the course. If you feel that you have to miss a class or any part of a class please inform the instructor before the class so that you will not be called upon in class and so that the instructor can advise you on how to keep up with the rest of the class. I expect that you will: a) Be prepared for class. b) Be on time for class. c) Keep me informed. Do not suffer in silence. Let the instructor know if you are having problems. Let it be known if you cannot attend class. With only six sessions, you do not want to miss anything. d) Come to class with a readable name card. This is important for monitoring your participation. Identify all your work completely with student number and name. Both of these actions will help the instructor to get to know you as an individual. In-class participation will be graded on quality not quantity. Timely and regular attendance, comments and questions that demonstrate knowledge of the topic and intellectual acuity can enhance your participation grade. Be respectful of other’s desire to participate, so be brief and relevant. Individual assignment (30%) The course includes an individual assignment, worth 30%. The total length of the individual assignment is 5 pages maximum, including all materials, except an optional cover page, and a reference list (if required). I will provide details on this assignment in the first class. Group Assignment (50%) You will be placed into groups. Each group will be required to perform an analysis of a business problem that deals with IT issues. Details of the group assignment will be provided in session 1. The group assignment includes three deliverables: 1. Final Report Final report (25%) – each group will submit a final report due no later than 1 day following the final class session. The report will be no longer than 20 pages, including all components, except for a title page and references. The following sections are required: Executive Summary (1page only), Introduction, Summary, and Conclusions. Other sections are up to you P a g e | 4 2. Management presentation Management presentation (20%) – each group will deliver a 10 minute presentation during the final class session. No extra time will be allowed. Maximum 10 slides. Please provide me with a copy of the presentation slides the evening before the final class session by 6 p. m. at the latest. 3. Peer evaluation Peer evaluation (5%) – you will be asked to evaluate the performance of your fellow group members. I will hand out a form for this in week 6. Academic Honesty Academic honesty is fundamental to the integrity of university education and degree programs. The Schulich School will investigate and will act to enforce academic honesty policies where apparent violations occur. Students should familiarize themselves with York University’s policy on academic honesty. It is printed in full in your student handbook and can also viewed on-line on the Schulich website, clicking through as indicated: MBA/IMBA. Schulich website ‘Programs’ ‘Master’s Degree’ ‘Learn More’ ‘Academic Policy’ While academic dishonesty can take many forms, there are several forms of which students should be highly aware because they are the ones that are most likely to occur in the context of a specific course. [1] Plagiarism. Plagiarism is the presentation of information, ideas, or analysis generated by other people as being your own. It includes direct quotations as well a substantive paraphrases where the course of that information or idea is not clearly identified to the reader. Students should be careful to present their written work in a way that makes it completely clear in each and every cases where a quotation, a paraphrase, or an analysis is based on the work of other people. (This includes information from all sources, including websites. ) [2] Cheating. Cheating is an attempt to gain an unfair advantage in an evaluation. Examples of such violations include (but are not limited to) consulting prohibited materials during an examination or copying from another student. [3] Failure to follow limitations on collaborative work with other students in preparing academic assignments. Each class differs in the mix of assignments and group-versus-individual preparation that is allowed. The instructor will make clear the extent of collaboration among students that is acceptable among students on various pieces of assigned work. Students should abide by those limitations and, if they are unsure about whether a certain level or form of collaboration would be acceptable, to clarify that question with the instructor in advance. [4] Aiding and abetting. A student is guilty of violating academic honesty expectations if he/she acts in a way that enables another student to engage in academic dishonesty. If a student knows (or should reasonably expect) that an action would enable another student to cheat or plagiarize, that student’s action constitutes an academic honesty violation. Illustrative examples include making your exam paper easily visible to others in the same exam or providing your own working or finished documents for an ‘individual assignment’ to another student (even if that other student said that he/she just wanted to ‘get an idea of how to approach the assignment’ or ‘to check whether they had done theirs correctly’). [5] Use of academic work in more than one course. Generally, academic work done for every course is ‘new’ work, done for that course only. If a student wishes to use some or all of the academic work done for an assigned task in one course in another course, the student must get explicit, prior permission from both instructors so that they agree that the scope and nature of the overlapping use of that work is such that it can fairly be counted toward both courses. P a g e | 5 Schedule of Topics and Readings The following list of lecture topics and readings indicate the material to be read, reviewed and/or prepared for the various class sessions. If any changes in this schedule become necessary, notifications will be posted in the course CMD, and where such changes need to be announced between class sessions, an email will be sent to students’ Lotus Notes email accounts, notifying them of the change. Date Topic(s) Session 1 Key question: What is an information system and why is it Feb 27 important? IS Ch 1, Lecture: Introduction to management information systems and enterprise Ch 5 Ch technology management 10 Lecture: Technology fundamentals Reading: A conversation about information technology 1. In your experience, does this conversation ring true? 2. Why are many business managers frustrated with organizational IT? 3. Why are many IT managers frustrated with ‘the business side’? 4. What can be done to improve relations between the two sides? Activity: A group discussion of Open versus Closed systems models. Session 2 Key question: How can you use information systems to get the Mar 5 most out of organizations? IS Ch 11 Lecture: Organizational information systems Enterprise systems Case: Business Intelligence Software at SYSCO Activity: Information structures organizational effectiveness Session 3 How can you manage the balance between security and privacy, Mar 12 openness and access? IS Ch 6, Ch 12, Ch 13 Lecture: IS ethics, privacy, computer crime, and security Case: ChoicePoint (A) 1. What is your appraisal of ChoicePoint’s business model? 2. How legitimate are the concerns voiced by the industry critics? 3. In Derek Smith’s position, what internal changes, if any, would you make to address the issues discussed in the case? 4. In Derek Smith’s position, what would you recommend to the U. S. Congress regarding regulation of the personal data industry? Discussion: Information security vs privacy P a g e | 6 Session 4 Key question: How can you use information systems for a Mar 19 sustainable competitive advantage? IS Ch 2, Lecture: IS for competitive advantage IS Planning and project Ch 7 Ch management 8 Reading: Investing in the IT That Makes a Competitive Difference Case: MDCM Inc. 1. Could MDCM fulfill Horizon 2000 without a strong focus on transforming IT? Why or why not? 2. Define MDCM’s overall corporate strategy and business goals, and match these with the company’s high-level IT objectives. Present your findings in a report to the senior management team. *Individual assignment due Session 5 Mar 26 IS Ch 9 Ch 14 Key question: How to effectively manage information systems in a changing global environment? Lecture: IS development and Global IT outsourcing Reading: Outsourcing: From Cost Management to Innovation and Business Value Case: Future Vision Digital Services 1. As Blake Randolph, what would you do to deal with the immediate problem? 2. Does the blame reside with Gregoire for being difficult to manage, or with Randolph, for not being able to manage Gregoire? 3. Would you use Gregoire on another project? Why or why not? 4. If you answered yes to Q3, would you change the way you manage Gregoire? How? Session 6 Apr 2 Apr 3 Group presentations Final reports due.

HUMANITY AND NATURE: THE PERIOD OF THE INDUSTRIAL REVOLUTION Essay

HUMANITY AND NATURE: THE PERIOD OF THE INDUSTRIAL REVOLUTION Human beings and their reaction and response to world events has changed and evolved throughout history. The time period of the Industrial Revolution was no exception. Humans ´ responses to the consequences of the Industrial Revolution accurately depicted humanity and the stage of its evolution at that particular point in history. Humanity spoke out against the injustices they encountered as a result of the Industrial Revolution. Eventually, social theories emerged, that clearly depicted the power of the people to lead the world in the direction they desired. The Industrial Revolution was also a time of evolution in regards to the relationship of humanity with nature. Humanity proved that it no longer needed to depend on nature for its survival. Before the first Industrial Revolution, Englands economy was based on its cottage industry. The cottage industry consisted of workers purchasing raw materials from merchants and using these materials to produce goods at their own home. The problem with this system was that productivity was extremely low, which made costs higher. This caused an increase in the productsà ­ prices, so goods became exclusive to wealthy citizens. By the 1750à ­s the Industrial Revolution had begun. The Industrial Revolution was directly related to the rise of the factory system.(1) The incentive to invest in factories came from the fact that they were extremely efficient, so there was a great potential for increased profit. Men, women, and children were employed to keep the machines running and the factory system was established to provide the greatest efficiency of material and labor, at the lest expensive cost.(2) Factories provided the oppo... ...ch Engels, "The Communist Manifesto" in Perry M. Rogers Third Edition, Aspects of Western Civilization: Problesm and Sources in History (Upper Saddle River, NJ: Prentice Hall, 1997), 149. 16. Pope Leo XIII, "Rerum Novarum (1891)" in Perry M. Rogers Third Edition, Aspects of Western Civilization: Probles and Sources in History (Upper Saddle River, NJ: Prentice Hall, 1997), 158. Additional Source - Reeve, Robin. The Industrial Revolution 1750 - 1850. London: University of London Press LTD, 1971. This book is a great source for the study of humans and nature during the period of the Industrial Revolution. In this book the social impact of the Industrial Revolution is approached through an analysis of the labour force in 1851 and then leads into an assessment of family life and living standards during this controversial period. HUMANITY AND NATURE: THE PERIOD OF THE INDUSTRIAL REVOLUTION Essay HUMANITY AND NATURE: THE PERIOD OF THE INDUSTRIAL REVOLUTION Human beings and their reaction and response to world events has changed and evolved throughout history. The time period of the Industrial Revolution was no exception. Humans ´ responses to the consequences of the Industrial Revolution accurately depicted humanity and the stage of its evolution at that particular point in history. Humanity spoke out against the injustices they encountered as a result of the Industrial Revolution. Eventually, social theories emerged, that clearly depicted the power of the people to lead the world in the direction they desired. The Industrial Revolution was also a time of evolution in regards to the relationship of humanity with nature. Humanity proved that it no longer needed to depend on nature for its survival. Before the first Industrial Revolution, Englands economy was based on its cottage industry. The cottage industry consisted of workers purchasing raw materials from merchants and using these materials to produce goods at their own home. The problem with this system was that productivity was extremely low, which made costs higher. This caused an increase in the productsà ­ prices, so goods became exclusive to wealthy citizens. By the 1750à ­s the Industrial Revolution had begun. The Industrial Revolution was directly related to the rise of the factory system.(1) The incentive to invest in factories came from the fact that they were extremely efficient, so there was a great potential for increased profit. Men, women, and children were employed to keep the machines running and the factory system was established to provide the greatest efficiency of material and labor, at the lest expensive cost.(2) Factories provided the oppo... ...ch Engels, "The Communist Manifesto" in Perry M. Rogers Third Edition, Aspects of Western Civilization: Problesm and Sources in History (Upper Saddle River, NJ: Prentice Hall, 1997), 149. 16. Pope Leo XIII, "Rerum Novarum (1891)" in Perry M. Rogers Third Edition, Aspects of Western Civilization: Probles and Sources in History (Upper Saddle River, NJ: Prentice Hall, 1997), 158. Additional Source - Reeve, Robin. The Industrial Revolution 1750 - 1850. London: University of London Press LTD, 1971. This book is a great source for the study of humans and nature during the period of the Industrial Revolution. In this book the social impact of the Industrial Revolution is approached through an analysis of the labour force in 1851 and then leads into an assessment of family life and living standards during this controversial period.