Prime Minister: British System of Government

Prime Minister: British System of Government INTRODUCTION This essay mirrors the roles of the Prime Ministers and their Cabinet members, and discusses how dominant the role of Prime Minister is in the British system of Government, and to what extent can the power be exercised. The essay begins with a vivid explanation of what the core executive arm of the British government is made up of, what position the Prime Minister stands for in the business of coordinating the affairs of the well-meaning British citizens. Moreover, on the other hand, this essay seeks to address the roles Prime Ministers have played in the Civil Service and the changes they have effected in the past decades. The next point will describe, compare and contrast the leadership styles of some dignitaries who have served in the capacity of a Prime Minister to the British government in the twentieth century to the present Leader Gordon Brown. The next important area this essay will address includes historical decisions former Prime Ministers have made in shaping the British polity and policy formulation. We will resume our discussion with a brief consideration of the structure of the British system of government and gladly guide our discussion into the roles and powers of the Prime Minister in the affairs of the government. THE BRITISH SYSTEM OF GOVERNMENT The British system of government is known to be Europes oldest parliamentary democracy. The British parliament was established in the eleventh century and, after King John signed the Magna Charta in the year 1215, it came into power and became the main figure in the British system of government. By this singular act, England piloted the idea of democracy in the whole of Europe. The British constitution, unlike that of most of other countries in Europe and the world at large, is not written as a single document. It is partly formed by statute, and partly by common law and conventions respectively. The constitution can be altered by an Act of Parliament, and/or by general agreement to change convention(s) (Coxall et al, 2003:179-181; 2006: 182-189; Kavanagh 2006: 247-250). Britain is a constitutional monarchy and currently has her Royal Highness Queen Elizabeth II as the head of state. Practically, she reigns but does not rule. The country is administered, in the queens name, by the Government comprising of a body of ministers, which is referred to as the Cabinet and consists of 22 leading ministers, who are responsible to carrying out Parliamentary functions. The origin, traditions, customs and beliefs of the Great Britain are derived from its four countries (England, Scotland, Wales, and Northern Ireland). Each of these countries is well represented in the British Parliament, which sits at Westminster (at the heart of London) this is the ultimate legislative authority in the kingdom. The Parliament is composed of three arms: the Sovereign, the House of Lords, and the House of Commons (Coxall et al, 2003:182-186; 2006: 185-190; Kavanagh 2006: 247-250). In practice, the Sovereign arm officially summons and dissolves the Parliament and generally begins every new yearly assembly with a speech from the throne. The House of Lords consists of traditionally inherited peers and peeresses, which also includes the law Lords. They are so appointed to undertake the judicial duties of the House, and the Lords Spiritual (made up of the Archbishops of Canterbury and York and other 24 bishops). On the other hand, the House of Commons is elected by universal adult suffrage and made up of Members of Parliament (MPs) there are approximately 650 seats for the MPs. The chief responsible officer of the House is the Speaker, who is elected by the MPs to take charge of the affairs of the house and presides over the house meetings. The ultimate authority for lawmaking resides in the House of Commons (Coxall et al. 2006: 185-188; Kavanagh 2006: 250-251). Every five years, a general election must be conducted only citizens who are eighteen (18) years of age and above are allowed to participate in the voting exercise; and candidates for various elective positions must be over 21. There are four major political parties, namely: Social Democratic, Labour, Liberal, and Conservative parties The winning party forms the Government. Ministers are chosen by the Prime Minister (leader of winning party). The second party becomes official Opposition to the ruling party and forms the Shadow-Cabinet. MPs who are members of the Opposition blocs are called back-benchers. THE PRIME MINISTER In modern era, the United Kingdoms Prime Ministers lead a major political party, and command a majority in the House of Commons (the Legislative arm), who is also the leader of the Cabinet (the Executive arm). However, it should be noted that under the British system of government, there is a unity of powers rather than separation. The Premiership was not deliberately created as an official position, but has however, evolved into a much structured official power. The office gradually evolved over three hundred years, and defined by customs in the form of conventions that later became generally accepted by everyone. The Prime Ministers relationship with the Sovereign, Parliament and Cabinet was completely defined by these conventions until the twentieth century. Despite its growing supremacy in the constitutional chain of command, the Premiership was accorded with little formal recognition the legal imaginary tale upheld was that the Sovereign still governed directly. For example, many of the Prime Ministers legislative and powers are largely derived from Royal sanctions and are still formally vested in the Head of State the Sovereign (Coxall et al, 2003:180-182; 2006: 185-190; Kavanagh 2006: 247-250). Under this arrangement, UK appears to possess two independent executives: the Prime Minister and the Sovereign. However, the notion of the crown settles this paradox. The Royal Crown stands as a symbol of the states authority to govern making laws and executing them, imposing taxes and collecting them, declaring war and making peace. Until the Glorious Revolution of 1688, the Sovereign had worn the Crown and exercised the powers it stands for. Thereafter, Parliament gradually took Sovereigns out of the corridor of political powers to a more neutral position. Parliament placed the Crown in commission, thereby entrusting its authority to responsible Ministers including the Prime Minister and the Cabinet crew, who are made accountable for their policies and actions to the Parliament and the people Great Britain. Nevertheless, the Sovereign still wears the Crown and her sanction powers are still legally intact in practice, Parliament has taken everyday governance from her, leaving her with three constitutional rights: to be kept informed, to advise, and to warn (Coxall et al. 2006: 185-188; Kavanagh 2006: 247-250). The Prime Minister is responsible for recommendations of dignitaries for honour in the various annual special honours lists. The Prime Minister has a distinctive role in the area of national security; being the national leader, the PM represents the country at global events, such as, playing host to heads of government of other countries and international conferences, (Coxall et al, 2003:187-189; 2006: 182-202). The PM also appoints top civil servants. Dating back to the late seventies, it is gathered that quite a lot of key reforms of the civil service has evolved. Margaret Thatcher (the then Prime Minister) highly scrutinised the civil service commission; her civil servant reforms meant making the civil servants more efficient. This effectively reduced the numbers of civil servants in office. The Blair government also continued with this reform. This reform was, however, formally initiated by the previous Conservative government, (Martin 2003:69-70). Notwithstanding, the leadership styles of Prime Ministers have varied historically. Thatcher is famous with having a dominant leadership style in which she had a direct approach, however, the political writer Martin J Smith has described her leadership style as being autocratic. Generally, the Prime Minister seeks advice from the Chancellor of the Exchequer and treasury before economic, foreign policy proposal are made, nevertheless, the final decisions are made by the PM who is central in shaping policies. Over the past forty-five years in the UK government, Prime Ministers had to take an important role in various schemes bothering the different quarters of the economy such as challenges facing the industrial trade unions and issues in Northern Ireland. On the other hand, PMs might delve into areas they fervently believe in, which might sometimes risk being displeasing to other ministers. For example while Margaret Thatcher bought in the poll tax, James Callaghan the PM during the late seventies intervened in educational and health matters, however, Tony Blair, on his opinion, put into operation the millennium dome, had an enthusiastic interest in law and order and supported President Bush in the Iraq war. Gordon Brown has made several decisions (such as cl osing the gaps that exits in the tax haven) that he believes will lead his people out of the current financial crisis. The PM has the power to advise the monarch the arrangement of disbandment of parliament within a five-year period. This strengthens the PMs authority against the oppositional parties; however this political weapon can sometimes flop, for instances James Callaghan in failing to call for a general election in 1978, while his predecessor Edward Heath called an election in 1974, can mean defeat. Final decisions on election dates are generally made after proper consultations with chief whips and cabinet have been initiated. Historically, British Prime Ministers possess distinctive responsibilities to discharge healthy governance to the people of Great Britain, notably in world wars and recent crisis like foot and mouth and fuel crisis. Prime Ministers importantly must govern in a democratic way, by getting a consensus if they are to do well in office. The support of the party gives the prime minister the right and influence to carry out their duties, relationships within the party are paramount and are two way. The relationships the PM has between cabinet ministers and close associates do not necessary have to do with personally as generally they are part of a structural relationship which is linked by the rules of the Whitehall circle, which are made up of institutions of governments, past policy decisions and by outside political and economic matters. Cabinet ministers and the prime minister have resources available to them; however, to achieve this they have to go through a process of exchange. This clearly has to do with the particular framework, which the prime minister would have achieved on the election result, if the PM were unpopular in the polls, and then they become more reliant on others for advice (Coxall et al 2003: 187-193; 2006: 182-202). A prime minister has the most authority after an election victory. CONCLUSION The PM achieves little or nothing in office if they do not have the support of their cabinet ministers. Furthermore, the Prime Minister being in office is based on legitimacy; hence, the PM is reliant on the cabinet. Tony Blair, being aware of how support is vital, owed his position, in many ways, to Browns loyalty. In return, Blair has given Gordon Brown the authority and autonomy to administer the governments socio-economic policies/affairs. Although, Blairs leadership style making of executive decisions which he (Blair) feels is best for the country irrespective of what the bulk of the cabinet members think is more superior to Browns. In conclusion, British Prime Ministers are clearly in a powerful position of authority in the British system of government, which has evolved over time. REFERENCES Coxall B., Robins L., and Leach R. (2006): British Politics. Palgrave Macmillan. Coxall B., Robins L., and Leach R. (2003): Contemporary British Politics. Palgrave Macmillan, 4th ed. Kavanagh D. (1996): British Politics: Continuities and Change. Oxford University Press, 3rd ed. Kavanagh D. (2006): British Politics: Continuities and Change. Oxford University Press, 6th ed. Martin J. S. (2003): Governing as New Labour. Palgrave Macmillan

robots &machines for the Empire :: essays research papers

ROBOTS & MACHINES FOR THE EMPIRE THE GEORGE LUCAS NIGHTMARE! Coming very soon to a theater of war near you, your family and your home, will be the machines and robots which will greatly magnify and make more mobile the State’s deadly force for deployment against its eternal enemy: the people. Government Executive Magazine, traditionally pro-federal government, includes an article in its April 15th issue entitled "Future Combat Zone." Staff correspondent George Cahlink begins his article, "Six years ago, the Army decided to stake its future on an untested approach to acquiring futuristic weapons in support of a grand theory about the nature of 21st century warfare. The resulting program, known as Future Combat Systems, has turned out to be the most expensive and complex program procurement effort in Army history. According to current estimates, the service will spend well in excess of $100 billion by 2014 to develop the ‘system of systems,’ which includes manned and unmanned air and ground vehicles and sensors tied together by a wireless network." [Emphasis mine.] "Untested approach?" "Futuristic?" "Grand theory?" It doesn’t sound very supportive of our nation state’s latest high-tech investments consistently touted as absolutely necessary for our defense in an increasingly technologically hostile world. The Army’s Future Combat Systems program was recently examined against the backdrop of totally uncontrolled federal spending, which long ago has left the State’s fiscal launching pad roaring skywards both in defiance of gravity and any modicum of budgetary restraints. Tim Weiner in his NY Times article of March 28th offers, "The Army’s plan to transform itself into a futuristic high-technology force has become so expensive that some of the military’s strongest supporters in Congress are questioning the program’s costs and complexity." The article, "An Army Program to Build a High-Tech Force Hits Cost Snags," goes on, "Army officials said†¦that the first phase of the program†¦could run to $145 billion. Paul Boyce, an Army spokesman, said the ‘technological bridge to the future’ would equip 15 brigades of roughly 3,000 soldiers, or about one-third of the force the Army plans to field, over a 20-year span." The "grand theory" Cahlink explains, is "[t]he Army’s bid for unprecedented speed and killing power require[ing] double the amount of computer code than is contained in the Joint Strike Fighter’s systems, rely[ing] on 53 new technologies and require[ing] more than 100 network interfaces." The "wireless network" Cahlink mentions is described by Weiner as the "Joint Tactical Radio Systems," known as JTRS [pronounced ‘jitters’].

Perspectives of Psychology :: Humanistic Psychology Human Behavior Essays

Psychology as we all know is the scientific study of the behavior of humans and animals. The following paragraphs will compare and contrast Psychodynamic, Behavioral, and Humanistic perspectives of psychology. Each one of these perspectives searches for answers about behavior through different techniques and through looking for answers to different kinds of questions. Due to the different approaches, each perspective form their own assumptions and explanations. Some perspectives are widely accepted while others struggle for acceptance Carl Rogers and Abraham Maslow were the key people in developing the Humanistic Perspective, Sigmund Freud and Erik Erikson were the key people in developing the Psychodynamic Perspectives and American psychologist John B. Watson was the key person in developing the Behavioral perspective. The Psychodynamic Perspective focuses on unconscious mental activity. This perspective suggests that both normal and abnormal behaviors are determined primarily by unconscious forces (Davis And Palladino). The Behavioral Perspective focus on observable behaviors; but does not speculate about mental processes such as thinking (Davis And Palladino). It also focuses on learning in understanding how various behaviors occur. The Humanistic Perspective focuses on how people can come to achieve their fullest potential as individuals who make choices and who take control of responsibility for their mental, social, and personal experiences. It also emphasizes free will and individuals’ control of their own behavior (Davis And Palladino). The cognitive process which is defined as some composite cognitive activity; an operation that affects mental contents; the process of thinking; and the cognitive operation of remembering. The view of the cognitive process of The Behavioral Perspectives is due to private events not subject to scientific examination, best explained by examining the environment. The view of the cognitive process of The Psychodynamic Perspective is due to unconscious processes determine about 6/7 of our behavior. The cognitive process of The Humanistic Perspective is due cognition and emotions; and that behaviors are mostly determined by emotions. The Humanistic Psychology is influence by individual growth, personal responsibilities, and free will. The Psychodynamic Psychology is influence by unconscious mental process (needs and conflicts), and the Behavior Psychology is influence by interaction with other behavior and the environment.

The Life and Times of William Shakespeare

Shakespeare is widely regarded as the world’s greatest playwright, and there’s no real reason to dispute that. People are still seeing his plays 400 years after he wrote them, not because it’s â€Å"trendy† or â€Å"hip,† but because they’re so good. His insight into the human spirit has never been equaled. This paper is a brief biography of Shakespeare and a discussion of the times in which he lived. Discussion His life: It’s somewhat difficult to find factual information about Shakespeare, because the â€Å"first attempts at biographical research were not begun until over half a century after Shakespeare’s death† (Best, 2005).In addition, there were few biographies written of important persons at this time, especially dramatists, since plays were not considered â€Å"serious literature† (Best, 2005). In addition, the Puritans closed the theaters in 1642, and many manuscripts and other records were lost (Best, 200 5). It also doesn’t help that there are numerous spellings of his name. Nevertheless, scholars have pieced together a fairly complete picture of his life, and where facts are not known, they have drawn reasonable inferences (Best, 2005).However, the fact remains that much of what we know is based on indirect information. William Shakespeare was born in Stratford-upon-Avon some time in April, 1564, the son of John Shakespeare and Mary Arden (Hanna – Life). Although there is no record of the exact date of his birth, there is a baptismal record at the church, so most scholars put his birthday as the 23rd of April, 1564 (Hanna – Life). John Shakespeare was a â€Å"prominent and prosperous alderman† in Stratford, and was â€Å"granted a coat of arms by the College of Heralds† (Hanna – Life).Little is known of Shakespeare’s boyhood but it is believed that he probably attended the â€Å"Stratford Grammar School† (Hanna – Life). There is no record of him having gone on to either Oxford or Cambridge, both of which were well established by his time (Hanna – Life). Shakespeare’s name turns up next in 1582 when he marries Anne Hathaway, some eight years his senior (Hanna – Life). Their daughter Susanna was born in 1583 and twins, Judith and Hamnet, were born in 1585 (Hanna – Life).Once again Shakespeare disappears from the records and doesn’t turn up again for seven years, by which time he is â€Å"recognized as an actor, poet and playwright† (Hanna – Life). His recognition comes in the form of an insult from a rival, Robert Greene, who calls Shakespeare â€Å"an upstart crow† in his (Greene’s) play, A Groatsworth of Wit (Hanna – Life). It’s thought that at about this time (1592) Shakespeare joined an acting troupe known as The Lord Chamberlain’s Men, one of the best in London (Hanna – Life).The troupe leased the theater (named, unoriginally, â€Å"The Theatre†) where they performed; they lost the lease in 1599 (Hanna – Life). By this time, though, the troupe had enough money to build their own theater, across the Thames on the less fashionable South Bank; this new theater was, of course, The Globe (Hanna – Life). The Globe opened in July, 1599, with some of the old timbers salvaged from The Theatre used in its construction (Hanna – Life). The Globe featured â€Å"Totus mundus agit histrionem† (A whole world of players)† as its motto (Hanna – Life).When James I ascended the throne in 1603, the company changed its name to the â€Å"King’s Men† or â€Å"King’s Company† (Hanna – Life). The company’s instructions, conveyed to them in Letters Patent, told Shakespeare and eight other company members specifically to â€Å"use and exercise the art and faculty of playing Comedies, Tragedies, Histories, Interludes, Mor als, Pastorals, stage plays †¦ as well for recreation of our loving subjects as for our solace and pleasure† (Hanna – Life). Things went well for the newly-christened King’s Men for another ten years, until 1613 (Hanna – Life).Then, on June 19, a cannon fired from the theater’s roof during a â€Å"gala performance of Henry VIII† set the Globe’s thatched roof on fire and the theater burned to the ground (Hanna – Life). The audience was so absorbed in the play that at first they ignored the fire, but when the walls and curtains went up, they surely must have run (Hanna – Life). By some miracle â€Å"there were no casualties, and the next spring the company had the theatre ‘new builded in a far fairer manner than before’† (Hanna – Life).Shakespeare â€Å"invested in the rebuilding† effort, but by that time he had retired to Stratford, to the â€Å"Great House of New Place† that h e’d bought in 1597 (Hanna – Life). There were considerable land holdings associated with the house, and Shakespeare remained there, where he continued to write, until his death in 1616 (Hanna – Life). Ironically, he died on his alleged birthday, April 23 (Hanna). He was 52. Although he died at what we would consider a young age, he left behind a body of work that has made him immortal, and continues to light up theaters around the world.His Times: The world 400 years ago is often seen as romantic and noble, but it was brutal, unsanitary and often terrifying. We’re familiar with a lot of the history of the time through films and TV shows; a movie about Elizabeth I was released recently. Shakespeare lived at a time of political upheaval and court intrigue, as well as a time of exploration. For example, a man named John Hawkins sailed to the New World a second time in 1561 (Hanna – Times). Trips like this were dangerous and daring, but also yielded tr easure and more importantly, lands for the Crown. From 1577-1580 â€Å"Francis Proke sailed around the world† (Hanna – Times).In 1586 when he was 22, Mary Queen of Scots was tried for treason and executed the following year (Hanna – Times). And in 1588 one of the greatest events in English history took place: the English under the command of Queen Elizabeth I defeated the Spanish invasion fleet known as the Armada (Hanna – Times). Unfortunately, this was also the time of the great plagues; plague swept through London in 1592-93, necessitating the closure of the theaters; plague struck again in 1603 (Hanna). This was also the year that Elizabeth I died and James IV, King of Scotland became James I of England (Hanna – Times).It was at this point that the â€Å"Lord Chamberlain’s Men† became the â€Å"King’s Men†; James I liked the theater and was a writer himself, publishing works on such subjects and witchcraft and  "the divine right of kings† (Best-James I, 2005). In 1605, the â€Å"Gunpowder Plot† was hatched and Guy Fawkes lead a group of Catholics in an attempt to assassinate James and blow up Parliament (Hanna – Times). The English still celebrate â€Å"Guy Fawkes Day. † As we saw, the Globe burned down in 1613 by which time Shakespeare had returned to Stratford. He lived only another three years.

James Cameron’s Science Fiction film “Terminator II” Essay

James Cameron’s Science Fiction film â€Å"Terminator II† uses various conventions of Sci-Fi to not only engage viewers, but entertainment them. Science fiction uses various futuristic elements to convey powerful comments about society. This is most effectively done through his powerful and relatable social comments. His central social comments force audiences to question their own world and like all Sci-Fi texts explore how possible this actually is. The dominant social comment explored by James Cameron is that Technology will be our downfall. Other social comments that are also relevant are that humans have an intrinsic need to adhere towards morals and ethics that can’t be taught and that it is in the human race’s nature to destroy themselves. James Cameron clearly explains the social comments through various film techniques. Similarly, Henry Slesar’s short story ‘Examination Day’ relies heavily on its powerful social comment to effe ctively engage readers. While both texts make significant social comments, various other sci-fi conventions are also used to keep responders entertained. The dominant social comment that entertains the audience in an effective way explored by James Cameron is that technology will ironically be our demise. Cameron cleverly juxtaposes the opening scene of the hustle and bustle of lively Los Angeles to the close up traffic in 2029. However, in this shot the cars are destroyed and an empty playground further indicates the dystopian world of our society. The diegetic laughter of the girl on the swing and the non-diegetic music in the background creates suspense. The extreme white fade out to a dramatic close up of the empty swing swinging back and forth which then brings us to the close up camera shot of a human skull being crushed by the terminator clearly reveals that technology will lead to our demise. With the war of the robots being shown in the opening scene, audiences can immediately conclude that the genre of thriller is brought to the film as suspense is immediately introduced in the opening scene. This war indicates from the outset that technology will be our demise. While the irony of machines destroying humanity is immediately established as a significant social comment in this sci-fi text, Cameron begins to explore the characteristics of humanity in his second social comment. Throughout the film, Cameron relies on the humorous juxtaposition between the T100 and John Connor to highlight the emotional and idiocentric characteristic that are inherently human. It is through this and several other film techniques that Cameron’s second social comment is explored; that being human, is not something that can be taught. The moral and ethical justifications that are intrinsic to being human is clearly explored in the scene where John attempts to explain why, â€Å"You can’t just go around killing people†. John’s dialogue is contrasted with the T100’s question; â€Å"why not?† close up camera shots of their contrasting facial expressions highl ights this significant idea, that despite our natural inclination â€Å"destroy ourselves†, reason and morality is only inherent to us Johns invalid explanation, â€Å"because you just can’t †¦ this stuff is important†, highlights the barrier between machine and human. Through this social comment audiences can easily link the text to the science fictional genre. This barrier is further explored when John humorously attempts to ‘humanise’ the Terminator. Through various satirical scenes Cameron reveals humanity’s saving grace is intact their emotions which are ironically aligned to weakness. When the T100 asks, â€Å"why do you cry?† The T100’s crying motif mixed with several film techniques symbolises the disparity between machines and humanity. In an age where technology is seen to advance the human mind, the T100’s inability to understand why people cry highlights the superiority of humans, â€Å"we just cry.† Again further explaining the social comment we can still relate the film to the sci-fi genre. The third idea explored by Cameron is the ironic self- destructive behaviour of humanity. Using real life examples Cameron attempts to create a logical link between the creation of the destructive, ab ominable Terminators and the weapons that are already leading us into destruction â€Å"it is in your nature to destroy yourselves†. While the terminator metaphorically highlights the paradox of our constant creation of destruction, it is the female protagonist Sarah Connor, who provides a fresh face and new insight into sci-fi revealing the contrast between the destructive creation of men and the beautiful, creation that only women are privileged to endure, â€Å"Fucking men like you built the hydrogen bomb. Men like you thought it up†¦ You don’t know what it’s like to†¦ create a life†¦ All you know how to create is death†¦ † . Her use of repetition and expletives highlights Cameron’s feministic approach to this social comment, symbolising men’s obsession with creating destruction. This not only makes this sci-fi film unique and original in its exploration of this common theme, it also allows audiences to question why humans are so obsessed with playing â€Å"God†. Similarly to ‘Terminator II’ the short story ‘Examination Day’ also explores Sci-fi convections in similar ways. Like ‘Terminator II’, ‘Examination Day’ is driven by its powerful and dramatic social comment. While subtly revealed to be set in the future, unlike ‘Terminator II’ this is not the dominant focus in the text. While the commentary is different to that of ‘Terminator II’, both texts entertain audiences primarily by focusing them to question their own lives like all sci-fi text, thus posing the ‘what if’ question. The short story ‘Examination Day’ hyperbolically explores a world where governments obtain ultimate control. This is brought to the readers in the opening paragraphs when Dickies parents are discussing a â€Å"Government intelligence test they give children at the age of twelve†. It is â€Å"the moisture in his mother’s eyes† when readers are aware that the story they have been told has contrasted what really is happening. Even though the links to sci-fi aren’t as clear as the ones in ‘Terminator II’ we still see the connection through the thriller genre. As both Mr and Mrs Jordan try to avoid the conversation about the test suspense begins to develop as we understand that the test will possibly resemble a big part in the Jordan family’s life. As Mr Jordan explains the details of the test further we learn that the government will provide Dickie with truth serum. In this event readers are immediately informed that the government play a big role in everything which is making civilization less utopian and more dystopian. Is through little key things during the story we can see a resemblance to a futuristic world such as ‘Terminator II’, â€Å"Your classification number is 600-115†. Unlike ‘Terminator II’ this short story utilises various literary techniques to explore this powerful social comment, relying on descriptive language and body gestures to capture the mystery and anxiety relating to this exam. Furthermore the repetitive image of the â€Å"moistness of his mother’s eyes† heightens suspense, hinting towards the significance of this â€Å"Government intelligence test†. Like ‘Terminator II’ this text uses various sci-fi conventions such as the embedded t hriller genre to effectively engaging audiences, keeping them entertained. As the denouement reveals the unpredictable twist, â€Å"we regret to inform you†¦ his intelligence quotient is above government regulation†, the disturbing social comment become clearer â€Å"†¦whether you wish his body interred by the government, or would you prefer a private burial place?† Slesar’s clever use of inversion as Dickie fails the intelligence test because he is too smart, seems to be warning readers about the dangers of power and control, and the need for people to be more engaged and aware of governments and other organisations that may abuse their power. Like most sci-fi texts, ‘Examination Day’ challenges our own world, and contemplates what may happen if we do not take more responsibility and interest in the powerful bodies that govern the people. Again, it is this dramatic yet relatable social comment that most effectively engages readers by shocking them much like ‘Terminator II’. While ‘Terminator II’ looks at humanity’s ironic destructive nature and dangerous over reliance on technology, ‘Examination Day’ focuses on humanity’s often gullible and negligent over reliance on powerful forces such as the government. While both texts are strongly driven by the relevant and powerful social comments, both texts follow the conventions of sci-fi through their mutual futuristic settings, advanced technology as well as the utilisation of other genres within; specifically the thriller genre. Along with powerful film and literary techniques, both texts entertain audiences.

Analysis of “Nuances of a Theme by Williams”

Analysis of â€Å"Nuances of a Theme by Williams† The title of Wallace Stevens’ poem â€Å"Nuances of a Theme by Williams† implies that he intends to comment on, possibly celebrate, and almost certainly explore the potential distinctions and variations available in the poem by William Carlos Williams titled â€Å"El Hombre.† Stevens includes â€Å"El Hombre,† in its entirety minus the title, in the opening four lines of his poem with the implication (again based on the, at worst, neutral title of Stevens’ poem as well as the seemingly tributary inclusion of â€Å"El Hombre†) that his re-workings and explorations of his colleague’s piece will maintain its essence and, presumably, not bear it much, if any, antipathy. The title, however, proves to be misleading and Stevens’ subsequent lines appear to be less of a nuanced exploration of Williams’ poem than a criticism of what he sees as its faults: namely the sentimentality, anthropomorphizing, and romantic detachedness of t he narrator that is present especially in the first two lines. It is particularly the first stanza of Williams’ poem that Stevens takes issue with and he does so, at least in part, by way of its second stanza. Stevens attaches himself to two phrases, â€Å"shine alone† (3) and â€Å"lend no part† (4), that bookend the second stanza of Williams’ poem and uses them as his access points to the poem. He quotes the two phrases directly, elevating them to the opening words of both of his subsequent stanzas, though in doing so he also very purposefully changes their meaning. The first line of Stevens’ composition, â€Å"Shine alone, shine nakedly, shine like bronze† (5) seems, appropriately, to satisfy the expectations of the title while also being characteristic of Stevens’ playful perspectivist aesthetic tendencies (reminiscent, perhaps, of â€Å"Thirteen Ways of Looking at a Blackbird†); beginning with the two-word phrase taken directly from Williams’ piece, Stevens’ proceeds to stretch it into a richer, more textured imperative description of the same â€Å"ancient star† (2) addressed in Williams’ poem. Nonetheless, the succeeding two lines that make up the rest of Stevens’ first stanza diverge from mere variation into what seems to be an invective response to the opening lines of Williams’ poem: â€Å"It’s a strange courage/you give me, ancient star† (1-2). Stevens appears to be concerned with the fact that Williams sort of anthropomorphizes the star, which seems to be the rising sun, and instills it with the ability to give courage. He says of the sun that it must shine like something that â€Å"reflects neither [his] face nor any inner part/of [his] being† (6-7) and, ultimately, â€Å"like fire, that mirrors nothing† (7). Stevens’ deliberate dissociation with the sun (as a stand-in for nature) reflects his belief that one should apprehend nature without embellishing it; that the things of nature should not be used as means to access the triumphs or despairs of humanity. Where in Stevens’ â€Å"The Snowman† it is only with â€Å"a mind of winter† (1) that one can hear â€Å"the sound of the land† (10) without being distracted by â€Å"any misery in the sound of the wind† (8), so must Williams’ sun, in Stevens’ conception, mirror â€Å"nothing that is not there† (The Snowman, 15) if it is to be truly apprehended. With the entirety of Stevens’ first stanza in mind, the variations in his first line (that continues and concludes in the third with â€Å"shine like fire†) read less playfully and more like a slow, deliberate distancing from the humanness of the word â€Å"alone.† For â€Å"alone† is rarely used to describe the state of an inanimate object by itself, which wouldn’t require the recognition of being outside of a society of similar objects since society is limited to animate creatures. So Stevens re-forms the description as â€Å"nakedly.† That first step, though, is only a small step away from animation since it evokes the idea of being without clothes. But the adverb â€Å"nakedly† is, in fact, more commonly used to describe the nature of concepts or ideas, as in â€Å"plainly† or â€Å"blatantly,† and less the physical state of one’s dress. With the second transformation, â€Å"like bronze,† however, the le ss subtle split with animation begins. With â€Å"like bronze† Stevens has reformulated an idea of the sun as merely resembling something. Though it is a man-made something, which, therefore, maintains an inevitable if convoluted connection to the human realm. So, Stevens’ necessarily searches for one more angle, â€Å"like fire,† and the split with humanity is complete; the sun is reduced to something natural, independent of human existence, but, more importantly, it is reduced to precisely what it is. The sun is precisely something that in Stevens’ view should â€Å"lend no part to any humanity that suffuses/[the sun] in its own light† (8-9) as Williams does. For like Stevens declares in his later poem â€Å"Things of August†: â€Å"The rich earth, of its own self made rich,/Fertile of its own leaves† (51-52), so must the shining sun, of its own self shine. It appears that Stevens’ wishes to forget all human history of sun worship and mythology and relish the sun as it is perceived in the moment, in the present, by an individual person. Yet, in communicating his point, Stevens’ says that the sun should â€Å"be not chimera of the morning† (10). â€Å"Chimera† carries the meaning of â€Å"illusion† or â€Å"daydream† as if warning against being tricked into seeing the sun as more than it is, or as something that it is not. But â€Å"chimera† also carries the connotation of the mythical creature that was made of various animal parts and had an intelligence. So in this moment, while Stevens’ argument is ostensibly sustained, he undermines it slightly by constructing it around such a contradictory notion, even if only as a means to negate it. The final three lines of the poem continue in this vein of ridding the sun of any ancient residual meaning. He ironically says the star should â€Å"Be not an intelligence/Like a widow’s bird/Or and old horse† (12-15). These comparisons are ironic simply because Stevens would not grant intelligence to a bird or horse, but he knows that they are often thought of that way. A lonely widow gives more meaning and power to her avian companion and a farmer may attribute wisdom to a horse that has weathered much. Stevens slyly insults the romantic sentimentality of Williams’ poem by putting it on the same level as the foolish and uneducated figures suggested in his closing lines. It seems that Stevens sees Williams’ poem as weak and sentimental. Stevens’ poem is an exercise of his mind on Williams’ theme, enacted to deliberately and systematically gain control over the emotional preoccupations of the poem. I would suppose that, ultimately, Williams would not only have appreciated the criticisms of Stevens, but also would have agreed with them. I feel as though â€Å"El Hombre† is, at least on a basic level, an immature poem of Williams that would not have fit into his later, more distinctly formulated views.

Competitive Operational Strategy Case Study Example | Topics and Well Written Essays - 3000 words

Competitive Operational Strategy - Case Study Example The company has regional offices in Malaysia, South Africa and Poland to meet the demands in Asia, Africa and Europe. The company was privatized in the year 1986. The major reasons for the decision to change the product line are the uncertainty in military contracts due to political changes and inefficiency in the government system. The civilian aircraft industry was also facing crisis as many firms in the line wound up their operations due to high competition and fluctuation in demand due to the entry of second hand aircrafts in the field. Thus there existed an uncertainty in the civilian and military aircraft sector. So the company decided to lay higher emphasis on industrial products. 2. As the demand for industrial products will be more in developing countries of India and China with a huge consumer base the necessity of shifting the head office from Europe to Asia have to be seriously considered. One of the major problems faced by the company is the high finished goods and work in progress. In spite of it overtime is given to execute orders at short notice. This is a paradox. The reason given by the production department is that they can manufacture only in batches and cannot cater to the variation in demand. The execution of orders at short notice involve over time and sometimes high rejection. ... In spite of it overtime is given to execute orders at short notice. This is a paradox. The reason given by the production department is that they can manufacture only in batches and cannot cater to the variation in demand. The execution of orders at short notice involve over time and sometimes high rejection. The purchase department is of the opinion that a raw material inventory has to be built up to meet the fluctuating demand. Although a minimum of raw material, work in progress and finished goods inventory has to be maintained, to maintain uninterrupted production and to meet unexpected demand. To overcome this, an ABC analysis is required to stock minimum quantity of high value items. Though the company has these problems it has an efficient management team that is skilled in decision making at the appropriate time. They have a customer focus and discuss freely the day to day problems among themselves and arrive at a consensus. The top management team portrays higher leadership qualities in its operation. Effective communication is one of the tools used by the company to enhance its leadership. The vision and mission of the company is shared by all the employees in the organization. "Effective leadership is one key element in the success of a group and virtually anyone can learn to be an effective leader." (Effective leadership. 2001). Both suppliers and customers are regarded as partners of the company. At present the company has its product lines in three segments namely military operations, civil operations and commercial operations. Though the company has commercial operations in its product lines it is less established compared to the other two. Programmable Logic Controllers systems and the associated software are the main products