Operations Management Essay Example | Topics and Well Written Essays - 3000 words - 1

Operations Management - Essay Example Even Government depÐ °rtments cÐ °n drÐ °w heÐ °vily upon operÐ °tionÐ °l initiÐ °tives Ð °nd strÐ °tegies when they tÐ °lk Ð °bout supply chÐ °in mÐ °nÐ °gement, leÐ °n supply, just in time Ð °nd totÐ °l quÐ °lity mÐ °nÐ °gement. This pÐ °per Ð °ims to offer the reÐ °der Ð °n insight into the importÐ °nce of operÐ °tions mÐ °nÐ °gement Ð °nd gives Ð ° firm plÐ °tform for the study of operÐ °tions strÐ °tegy. The contribution of Ð °n operÐ °tions strÐ °tegy is Ð °lso outlined Ð °s pÐ °rt of Ð ° hierÐ °rchy of strÐ °tegies thÐ °t we might find in eÐ °ch firm. It gives Ð °n insight into whÐ °t is exÐ °ctly Ð °n operÐ °tions strÐ °tegy Ð °nd whÐ °t Ð °re its components, how eÐ °sy is it to implement such Ð ° strÐ °tegy Ð °nd whÐ °t cÐ °n Ð °n orgÐ °nisÐ °tion expect from it. BÐ °sicÐ °lly, the pÐ °per discusses the question of diversity of tÐ °sks thÐ °t operÐ °tions mÐ °nÐ °gement incorporÐ °tes Ð °nd thÐ °t these tÐ °sks should be combined to reÐ °ch the potentiÐ °l of operÐ °tions executed. OperÐ °tions mÐ °nÐ °gement hÐ °s its origins in the study of ‘production’ or ‘mÐ °nufÐ °cturing mÐ °nÐ °gement’. (Pine, Boynton, 2003) These terms still very much Ð °pply to mÐ °nufÐ °cturing orgÐ °nisÐ °tions thÐ °t will hÐ °ve distinct operÐ °tionÐ °l Ð °ctivities thÐ °t convert sÐ °y, beÐ °ns Ð °nd rich tomÐ °to sÐ °uce into cÐ °ns of bÐ °ked beÐ °ns to be sold by Ð ° retÐ °iler. Thus, we cÐ °n initiÐ °lly think of operÐ °tions mÐ °nÐ °gement Ð °s being pÐ °rt of Ð ° distinct function producing Ð ° product Ð °nd service combinÐ °tion, just Ð °s we hÐ °ve mÐ °rketing Ð °nd Ð °ccounting functions in mÐ °ny orgÐ °nisÐ °tions. The first definition of operÐ °tions mÐ °nÐ °gement is therefore: Every orgÐ °nisÐ °tion thÐ °t offers goods or services hÐ °s Ð °n operÐ °tions Ð °ctivity. Ð s fÐ °r Ð °s the orgÐ °nisÐ °tion structure is concerned, some firms will hÐ °ve Ð ° discrete operÐ °tions function. This might be cÐ °lled Ð ° mÐ °nufÐ °cturing depÐ °rtment, Ð °n operÐ °tions system, or hÐ °ve no identifiÐ °ble nÐ °me Ð °t Ð °ll. However,

Maggie Bibliography Essay Example for Free

Maggie Bibliography Essay Baum, Rosalie Murphy. Alcoholism and Family Abuse in Maggie and the Bluest Eye. Mosaic: A Journal for the Interdisciplinary Study of Literature 19. 3 (1986): 91-105. Begiebing, Robert J. Stephen Cranes Maggie: The Death of the Self. American Imago: A Psychoanalytic Journal for Culture, Science, and the Arts 34 (1977): 50-71. Bergon, Frank. Stephen Cranes Artistry. New York: Columbia University Press, 1975. Bowers, Fredson ed, and James B. introd Colvert. The University of Virginia Edition of the Works of Stephen Crane: Vol. I: Bowery Tales: Maggie, Georges Mother. Charlottesville : UP of Virginia, 1969. Bradbury, Malcolm. Romance and Reality in Maggie. Journal of American Studies 3 (1969): 111-21. Brennan, Joseph X. Ironic and Symbolic Structure in Cranes Maggie. Nineteenth-Century Fiction 16. 4 (1962): 303-15. Bruccoli, Matthew J. Maggies Last Night. Stephen Crane Newsletter 2. 1 (1967): 10. Cady, Edwin H. Stephen Crane: Maggie, a Girl of the Streets. Landmarks of American Writing. Ed. Hennig Cohen. New York: Basic Books, 1969. 172-81. Cady, Edwin H. Stephen Crane: Maggie, a Girl of the Streets. Landmarks of American Writing. Ed. Hennig Cohen: Basic Books, New York Pagination: 172-181, 1969. Church, Joseph. Excellent People: Naturalism, Egotism, and the Teaching of Cranes Maggie. ALN: The American Literary Naturalism Newsletter 1. 2 (2006): 10-15. Clerkin, Mary Jane. A Feminist Interpretation of Three Nineteenth Century Literary Heroines: Hardys Tess, Cranes Maggie and Ibsens Nora. Dissertation Abstracts International 53. 6 (1992): 1900A. Crane, Stephen, and J. C. Levenson. Prose and Poetry. The Library of America ; 18. New York, N. Y. : Literary Classics of the U. S. and Viking Press, 1984. Cunliffe, Marcus. Stephen Crane and the American Background of Maggie. American Quarterly 7 (1955): 31-44. Dingledine, Don. It Could Have Been Any Street: Ann Petry, Stephen Crane, and the Fate of Naturalism. Studies in American Fiction 34. 1 (2006): 87-. Dooley, Patrick K. Stephen Cranes Distilled Style (and the Art of Fine Swearing). Stephen Crane Studies 15. 1 (2006): 28-31. Dooley, Patrick Kiaran. Stephen Crane : An Annotated Bibliography of Secondary Scholarship. New York: G. K. Hall, 1992. Dooley, Patrick Kiaran. The Pluralistic Philosophy of Stephen Crane. Urbana: University of Illinois Press, 1993. Dow, William. Performative Passages: Daviss Life in the Iron Mills, Cranes Maggie, and Norriss Mcteague. Twisted from the Ordinary: Essays on American Literary Naturalism. Ed. Mary E. Papke. Tennessee Studies in Literature (Tstl) Number: 40: U of Tennessee P, Knoxville, TN Pagination: 23-44, 2003. xv, 416. Dowling, Robert M. Stephen Crane and the Transformation of the Bowery. Twisted from the Ordinary: Essays on American Literary Naturalism. Ed. Mary E. Papke. Tennessee Studies in Literature (Tstl) Number: 40: U of Tennessee P, Knoxville, TN Pagination: 45-62, 2003. xv, 416. Edelstein, Arthur. Three Great Novels by Stephen Crane: Maggie, Georges Mother, the Red Badge of Courage. New York : Fawcett, 1970. Fine, David M. Abraham Cahan, Stephen Crane and the Romantic Tenement Tale of the NinetiesAmerican Studies (University of Kansas). American Studies (University of Kansas) 14 (1973): 95-107. Fitelson, David. Maggie: A Girl of the Streets Portrays a Survival of the Fittest World. Readings on Stephen Crane. Ed. Bonnie Szumski. Greenhaven Press Literary Companion to American Authors: Greenhaven, San Diego, CA Pagination: 168-79, 1998. 208. . Stephen Cranes Maggie and Darwinism. American Quarterly 16 (1964): 182-94. Flanigan, Elaine. Maternal Deprivation and the Disruption of the Cult of Domesticity: Three Case Studies in Hawthorne, Crane, and Chopin. Dissertation Abstracts International, Section A: The Humanities and Social Sciences 61. 5 (2000): 1839-40. Ford, Philip H. Illusion and Reality in Cranes Maggie. Arizona Quarterly: A Journal of American Literature, Culture, and Theory 25 (1969): 293-303. Fox, Austen McC. Crane Is Preoccupied with the Theme of Isolation. Readings on Stephen Crane. Ed. Bonnie Szumski. Greenhaven Press Literary Companion to American Authors: Greenhaven, San Diego, CA Pagination: 56-62, 1998. 208. Fox, Austin McC. Maggie and Other Stories. New York, NY : Washington Square, 1960. Fried, Michael. Realism, Writing, Disfiguration : On Thomas Eakins and Stephen Crane. Chicago: University of Chicago Press, 1987. Fudge, Keith. Sisterhood Born from Seduction: Susanna Rowsons Charlotte Temple, and Stephen Cranes Maggie Johnson. Journal of American Culture 19. 1 (1996): 43-. Furst, Lilian R. Stephen Cranes Maggie and Papa Hamlet by Arno Holz and Johannes Schlaf. Actes Du Viie Congres De Lassociation Internationale De Litterature Comparee/Proceedings of the 7th Congress of the International Comparative Literature Association, I: Litteratures Americaines: Dependance, Independance, Interdependance/Literatures of America: Dependence, Independence, Interdependence. Eds. Milan V. Dimic, et al. Library of Crcl Number: 2: Bieber, Stuttgart Pagination: 165-68, 1979. 562. Gandal, Keith. Stephen Cranes Maggie and the Modern Soul. Elh 60. 3 (1993): 759-85. Gandal, Keith. The Virtues of the Vicious: Jacob Riis, Stephen Crane, and the Spectacle of the Slum. Oxford, England : Oxford UP, 1997. Geismar, Maxwell David. Rebels and Ancestors: The American Novel, 1890-1915: Frank Norris, Stephen Crane, Jack London, Ellen Glasgow [and] Theodore Dreiser. His The novel in America. Boston,: Houghton Mifflin, 1953. Gibson, Donald. The Fiction of Stephen Crane. Carbondale and Edwardsville: Southern Illinois U P, 1968. Gibson, William M. The Red Badge of Courage and Selected Poetry and Prose. New York, NY : Rinehart, 1956. Giorcelli, Cristina. La Citta Di Maggie. Rivista di Studi Anglo-Americani 6. 8 (1990): 57-70. Golemba, Henry. Distant Dinners in Cranes Maggie: Representing the Other Half. Essays in Literature 21. 2 (1994): 235-50. Graff, Aida Farrag. Metaphor and Metonymy: The Two Worlds of Cranes Maggie. English Studies in Canada 8. 4 (1982): 422-36. Graham, Don B. Dreisers Maggie. American Literary Realism, 1870-1910 7 (1974): 169-70. Grmela, Josef. Some Problems of the Critical Reception of Stephen Cranes Maggie, a Girl of the Streets. Brno Studies in English: Sbornik Praci Filozoficke Fakulty Brnenske Univerzity, S: Rada Anglisticka/Series Anglica 19 (1991): 149-55. Gullason, Thomas A. The First Known Review of Stephen Cranes 1893 Maggie. English Language Notes 5 (1968): 300-02. Gullason, Thomas Arthur. New Light on the Crane-Howells Relationship. New England Quarterly: A Historical Review of New England Life and Letters 30. 3 (1957): 389-92. Gullason, Thomas A. The Prophetic City in Stephen Cranes 1893 Maggie. Modern Fiction Studies 24 (1978): 129-37. Gullason, Thomas Arthur. The Sources of Stephen Cranes Maggie. Philological Quarterly 38 (1959): 497-502. Hakutani, Yoshinobu. Jennie, Maggie, and the City. Dreisers Jennie Gerhardt: New Essays on the Restored Text. Ed. James L. W. West, III: U of Pennsylvania P, Philadelphia Pagination: 147-56, 1995. ix, 226. Halliburton, David. The Color of the Sky : A Study of Stephen Crane. Cambridge studies in American literature and culture. Cambridge [Cambridgeshire] ; New York: Cambridge University Press, 1989. Hapke, Laura. The Alternate Fallen Woman in Maggie: A Girl of the Streets. Markham Review 12 (1983): 41-43. Harriman, Karl. A Romantic IdealistMr. Stephen Crane. Literary Review 4 (1900): 85-87. Hayes, Kevin J. ed. and introd.. Maggie: A Girl of the Streets (a Story of New York). Bedford Cultural Editions. Boston, MA: Bedford, 1999. Hillsman, David Frank. Cranes Maggie and Huysmans Marthe: Two Naturalist Prostitute Novels. Dissertation Abstracts International 48. 3 (1987): 644A. Holton, Milne. The Sparrows Fall and the Sparrows Eye: Cranes Maggie. Studia Neophilologica 41 (1969): 115-29. Holton, Milne. Cylinder of Vision: The Fiction and Journalistic Writing of StephenCrane. Baton Rouge: Louisiana State University Press, 1972. Horwitz, Howard. Maggie and the Sociological Paradigm. American Literary History 10. 4 (1998): 606-38. Hunter, Adrian. Maggie: A Girl of the Streets. Peterborough, ON : Broadview, 2006. Hussman, Lawrence E. , Jr. The Fate of the Fallen Woman in Maggie and Sister Carrie. The Image of the Prostitute in Modern Literature. Eds. Pierre L. Horn and Mary Beth Pringle: Ungar, New York Pagination: 91-100, 1984. 147. Ives, C. B. Symmetrical Design in Four of Stephen Cranes Stories. Ball State University Forum 10. 1 (1969): 17-26. Jordan, Philip D. Maggie: A Girl of the Streets (a Story of New York). Lexington : U. P. of Ky, 1970. Kahn, Sholom J. Stephen Crane and Whitman: A Possible Source for Maggie. Walt Whitman Review 7 (1961): 71-77. Karlen, Arno. Stylistic Weakness in Maggie. Readings on Stephen Crane. Ed. Bonnie Szumski. Greenhaven Press Literary Companion to American Authors: Greenhaven, San Diego, CA Pagination: 180-84, 1998. 208. Katz, Joseph. The Maggie Nobody Knows. Modern Fiction Studies 12 (1966): 200-12. . Maggie: A Girl of the Streets (1893): A Census (Part Iii). Stephen Crane Newsletter 3. 3 (1969): 10-11. . Maggie: A Girl of the Streets (1893): A Census, Ii. Stephen Crane Newsletter 3. 1 (1968): 6. Katz, Joseph, and Matthew J. Bruccoli. A Third Printing of Maggie (1896). Stephen Crane Newsletter 1 (1966): 2-3. Katz, Joseph introd. Maggie, a Girl of the Streets: A Story of New York. Gainesville, FL : SFR, 1966. Knapp, Daniel. Son of Thunder: Stephen Crane and the Fourth Evangelist. Nineteenth-Century Fiction 24 (1969): 259-66. Kovacs, David. Acting Out: Comparative Analyses of Romantic Realism in Stephen Crane and Knut Hamsun. Nordlit: Arbeidstidsskrift i litteratur 9 (2001): 63-78. Kramer, Maurice. Cranes Maggie: A Girl of the Streets. Explicator 22 (1964): Item 49. Krause, Sydney J. The Surrealism of Cranes Naturalism in Maggie. American Literary Realism 16. 2 (1983): 253-261. La France, Marston. A Reading of Stephen Crane. Oxford: Clarendon Press, 1971 LaFrance, Marston. Georges Mother and the Other Half of Maggie. Stephen Crane in Transition:Centenary Essays. Eds. Joseph Katz and James Dickey: No. Ill. U. P, DeKalb Pagination: 35-53, 1972. 247. Lainoff, Seymour. Jimmie in Cranes Maggie. Iowa English Bulletin 10 (1965): 53-54. Lawson, Andrew. Class Mimicry in Stephen Cranes City. American Literary History 16. 4 (2004): 596-. Levenson, J. C. Prose and Poetry: Maggie: A Girl of the Streets; the Red Badge of Courage; Stories, Sketches, and Journalism; Poetry. 18: New York, NY : Library of America, 1984. Lainoff, Seymour. Jimmie in Cranes Maggie. Iowa English Yearbook 10 (1965): 53-54. Linson, Corwin Knapp, and Edwin Harrison Cady. My Stephen Crane. [Syracuse: Syracuse University Press, 1958. Manthorne, Katherine E. War in the City: Stephen Crane and the Visual Culture of New York. Red Badges of Courage: Wars and Conflicts in American Culture. Eds. Biancamarie Pisapia, Ugo Rubeo and Anna Scacchi. Rsa: Rivista Di Studi Anglo-Americani Number: 9 (11): Bulzoni, Rome, Italy Pagination: 769-76, 1998. xvii, 789. Marin Madrazo, Pilar. Notas Sobre El Naturalismo. Letras En El Espejo: Ensayos De Literatura Americana Comparada. Eds. Maria Jose Alvarez Maurin, Manuel Broncano and Jose Luis Chamosa: Universidad de Leon, Leon, Spain Pagination: 145-54, 1997. 213. Martin, Jay. Harvests of Change: American Literature, 1865-1914. Englewood Cliffs, N. J. ,: Prentice-Hall, 1967. Masuzaki, Kou. Stephen Crane No Suramu Hyosho to Kangoku: Imin Kyofu to 19 Seikimatsu Hanzaisharon. Studies in American Literature (Osaka, Japan) 41 (2004): 19-35. Mavrocordato, Alexandre. Maggie, Allegorie Du Coeur. Etudes Anglaises: Grande-Bretagne, Etats-Unis 31 (1978): 38-51 McIlvaine, Robert. Cranes Maggie: A Source for the Hairy Ape? The Eugene ONeill Newsletter 2. 3 (1979): 8-10. Minks, Tamara S. Maggie Johnson: An American in a Fallen Eden. Recovering Literature: A Journal of Contextualist Criticism 16 (1988): 23-35. Miyazaki, Naoko. Jinsei No Bokanskatachi: Maggie Ni Okeru Ningenzo. Bungaku to America: Ohashi Kenzaburo Kyoju Kanreki Kinen Ronbunshu. Ed. pp: Nanundo, Tokyo Pagination: I: 115-127, 1980. Monteiro, George. Amy Leslie on Stephen Cranes Maggie. Journal of Modern Literature 9. 1 (1981): 147-. . Paul Lemperlys Maggie (1893) and a New Stephen Crane Letter. Stephen Crane Newsletter 3. 3 (1969): 7-9. Nagel, James. Stephen Crane and Literary Impressionism. University Park: Pennsylvania State University Press, 1980. Nagel, James. Donald Pizer, American Naturalism, and Stephen Crane. Studies in American Naturalism 1. 1-2 (2006): 30-35. . Limitations of Perspective in the Fiction of Stephen Crane. Stephen Crane Studies 15. 1 (2006): 9-12. Novotny, George T. Cranes Maggie, a Girl of the Streets. Explicator 50. 4 (1992): 225-28. Oelschlaeger, Fritz. Stephen Crane, Ripley Hitchcock, and Maggie: A Reconsideration. Journal of English and Germanic Philology 97. 1 (1998): 34-50. Oliver, Lawrence J. Brander Matthews Re-Visioning of Cranes Maggie. American Literature: A Journal of Literary History, Criticism, and Bibliography 60. 4 (1988): 654-58. Oliviero, Toni H. People as They Seem to Me: Determinism and Morality as Literary Devices in Three Novels of Stephen Crane. Seminaires 1976. Eds. Jean Beranger, Jean Cazemajou and Jean-Claude Barat. Annales Du Centre De Recherches Sur Lamer. Anglophone Number: 2: Centre de Recherches sur lAmer. Anglophone, Univ. de Bordeaux III, Talence Pagination: 167-181, 1977. 201. Orgeron, Marsha. The Road to Nowhere: Stephen Cranes Maggie: A Girl of the Streets (a Story of New York) (1893). Women in Literature: Reading through the Lens of Gender. Eds. Jerilyn Fisher, Ellen S. Silber and David Sadker: Greenwood, Westport, CT Pagination: 185-87, 2003. xxxix, 358. Overmyer, Janet. The Structure of Cranes Maggie. University of Kansas City Review 29 (1962): 71-72. Parker, Hershel, and Brian Higgins. Maggies Last Night: Authorial Design and Editorial Patching. Studies in the Novel 10. 1 (1978): 64-75. Petry, Alice Hall. Gin Lane in the Bowery: Cranes Maggie and William Hogarth. American Literature: A Journal of Literary History, Criticism, and Bibliography 56. 3 (1984): 417-26. Petry, Alice Hall. Stephen Cranes Elephant Man. Journal of Modern Literature 10. 2 (1983): 346-352. Pisarz-Ramirez, Gabriele. Avancierte Erzahlformen Im Licht Von Ubersetzungsstrategien: Zwei Romane Stephen Cranes Und Funf Deutsche Ubersetzungen. Erlebte Rede Und Impressionistischer Stil: Europaische Erzahlprosa Im Vergleich Mit Ihren Deutschen Ubersetzungen. Ed. Dorothea Kullmann: Wallstein, Gottingen Pagination: 437-90, 1995. 528. Pizer, Donald. Stephen Crane. Fifteen American Authors Before 1900, Revised Edition. Eds. Earl N. Harbert and Robert A. Rees. Madison: U of Wisconsin P, 1984. 128-184. Pizer, Donald. Maggie and the Naturalistic Aesthetic of Length. American Literary Realism 28. 1 (1995): 58-65. . Stephen Cranes Maggie and American Naturalism. Criticism: A Quarterly for Literature and the Arts 7 (1965): 168-75. Poncet, Andre. Functional Jeffersonianism in the Naturalistic Novel. All Men Are Created Equal: Ideologies, Reves Et Realites. Ed. Jean-Pierre Martin: Pubs. Univ. de Provence, Aix-en-Provence Pagination: 137-146, 1983. 189. Robertson, Michael. Stephen Crane, Journalism, and the Making of Modern American Literature. New York: Columbia University Press, 1997. Salemi, Joseph S. Down a Steep Place into the Sea: Suicide in Stephen Cranes Maggie. ANQ: A Quarterly Journal of Short Articles, Notes, and Reviews 1. 2 (1988): 58-61. Saunders, Judith P. Whartons Borrowing from Cranes Maggie in the Age of Innocence. Edith Wharton Review 19. 1 (2003): 1. Schaefer, Michael W. A Readers Guide to the Short Stories of Stephen Crane. A reference publication in literature. New York: G. K. Hall ; Prentice Hall International, 1996. Schilders, Ed. Maggie, Carrie en Vandover. Maatstaf 28. 4 (1980): 104-112. Seltzer, Mark. Statistical Persons. Diacritics: A Review of Contemporary Criticism 17. 3 (1987): 82-98. Simoneaux, Katherine G. Color Imagery in Cranes Maggie: A Girl of the Streets. College Language Association Journal 18 (1974): 91-100. Slotkin, Alan R. Bungstarter, Mightish Well, and Cultural Confusion. American Speech: A Quarterly of Linguistic Usage 54. 1 (1979): 69-71. . You as a Multileveled Dictional Device in Stephen Cranes Representation of Bowery Dialect in Maggie: A Girl of the Streets. South Central Review 7. 2 (1990): 40-53. Slotkin, Alan Robert. The Language of Stephen Cranes Bowery tales : Developing Mastery of Character Diction. New York: Garland Pub. , 1993. Solomon, Eric. Stephen Crane, from Parody to Realism. Cambridge: Harvard University Press, 1966. Stallman, R. W. Cranes Maggie: A Reassessment. Modern Fiction Studies 5 (1959): 251-59. Stallman, Robert W. Stephen Cranes Primrose Path. New Republic 133 (1955): 17-18. Stallman, R. W. Stephen Cranes Revision of Maggie: A Girl of the Streets. American Literature 26 (1955): 528-36. Stallman, R. W. Stephen Crane; A Critical Bibliography. [1st ] ed. Ames: Iowa State University Press, 1972. Stein, William Bysshe. Cranes Use of Biblical Parables in Maggie. Readings on Stephen Crane. Ed. Bonnie Szumski. Greenhaven Press Literary Companion to American Authors: Greenhaven, San Diego, CA Pagination: 185-90, 1998. 208. . New Testament Inversions in Cranes Maggie. Modern Language Notes 73. 4 (1958): 268-72. Sweeney, Gerard M. The Syphilitic World of Stephen Cranes Maggie. American Literary Realism 24. 1 (1991): 79-85. Thal, Herbert van ed, and William introd Sansom. Maggie, a Girl of the Streets. London : Cassell, 1966. Walcutt, Charles Child. American Literary Naturalism, A Divided Stream. Minneapolis: University of Minnesota Press, 1956. Waldron, Karen E. No Separations in the City: The Public-Private Novel and Private-Public Authorship. Separate Spheres No More: Gender Convergence in American Literature, 1830-1930. Ed. Monika M. Elbert. Tuscaloosa: U of Alabama P, 2000. 92-113.. Weatherford, Richard M. Stephen Crane : The Critical Heritage. The Critical heritage series. London ; New York: Routledge, 1977. Wert, Justin R. At-Risk Student Responses to Cranes Maggie. Stephen Crane Studies 11. 1 (2002): 7-12. Wertheim, Stanley. The Merrill Studies in Maggie and Georges Mother. Columbus, Ohio : Charles E. Merrill, 1970. Wertheim, Stanley, and Paul Sorrentino. The Crane Log : A Documentary Life of Stephen Crane, 1871-1900. American authors log series. New York: G. K. Hall, 1994. Wertheim, Stanley, and Joseph Katz. (Stephen Crane. ). Stephen Crane Newsletter 2. 2 (1967). Westbrook, Max. Stephen Cranes Social Ethic. American Quarterly 14 (1962): 587-96. Yamamoto, Kazuo. Machi No Onna Magi Ni Okeru Aironi No Kozo. Kumamoto Daigaku Eigo Eibungaku/Kumamoto Studies in English Language and Literature 46 (2003): 47-62. About this site. Last Modified Thu, 17 Jan 2008 01:01:10 GMT

Who was the most helpful during the Great Depression Essay -- essays r

The Great Depression had battered the nation and the economic situation was desperate. During Herbert Hoover’s presidency, more than half of all Americans were living below the poverty line. Herbert Hoover was an idealist that believed Americans could reach their potential and so he felt that intervention by the federal government would repress the American potential. Roosevelt understood the suffering of his countrymen and introduced economic reforms to alleviate the effects of the depression. First, Roosevelt tackled the most pressing crisis: the bankruptcy of the banks. Since the start of the Depression, 11,000 of the nation's 25,000 banks had failed, and millions of Americans had lost their life's savings. Roosevelt realized that if he kept the banks open, panicked depositors would withdraw their money and more banks would fail. On March 5, FDR declared a three day "bank holiday." While programs like the CCC helped ease the immediate pain of the Depression, Roosevelt worked to effect more permanent changes on the economy. In May, Congress passed FDR's Agricultural Adjustment Act. The AAA provided aid to farmers who decreased the production of goods, which, the president hoped, would cause farm prices to rise. Roosevelt sent Congress his National Industrial Recovery Act, which set fair-practice codes for business and industry, established minimum wages and maximum hours, and gave labor the guaranteed right to bargain collectively. The bill quickly became law. I n... Who was the most helpful during the Great Depression Essay -- essays r The Great Depression had battered the nation and the economic situation was desperate. During Herbert Hoover’s presidency, more than half of all Americans were living below the poverty line. Herbert Hoover was an idealist that believed Americans could reach their potential and so he felt that intervention by the federal government would repress the American potential. Roosevelt understood the suffering of his countrymen and introduced economic reforms to alleviate the effects of the depression. First, Roosevelt tackled the most pressing crisis: the bankruptcy of the banks. Since the start of the Depression, 11,000 of the nation's 25,000 banks had failed, and millions of Americans had lost their life's savings. Roosevelt realized that if he kept the banks open, panicked depositors would withdraw their money and more banks would fail. On March 5, FDR declared a three day "bank holiday." While programs like the CCC helped ease the immediate pain of the Depression, Roosevelt worked to effect more permanent changes on the economy. In May, Congress passed FDR's Agricultural Adjustment Act. The AAA provided aid to farmers who decreased the production of goods, which, the president hoped, would cause farm prices to rise. Roosevelt sent Congress his National Industrial Recovery Act, which set fair-practice codes for business and industry, established minimum wages and maximum hours, and gave labor the guaranteed right to bargain collectively. The bill quickly became law. I n...

Foucault – Power/Knowledge

Foucault’s theorisation of the power/knowledge relationship Foucault in theorizing the relationship between power and knowledge basically focused on how power operated in the institutions and in its techniques. The point is how power was supported by knowledge in the functioning of institutions of punishment. â€Å"He places the body at the centre of the struggles between different formations of power/knowledge. The techniques of regulation are applied to the body† (Wheterell et al. , 2001: 78) Power is the ability to control others or one’s entity. Accordingly it can be defined as a kind of strength or as an authority. There are various theorisations about the meaning of this term in sociology thus it would be hard to give a comprehensive definition. Is power a relationship? What kind of outcome does it produce? Can it modify behaviour and can it reduce the power of others? (Waters, 1994: 217) All of these questions can be answered in a different way. The point might be over whom and upon what can this power be exercised. Foucault frequently uses power and knowledge together in the phrase power/knowledge. He claims these two are inseparable. A general expression exists which conjoins the two into â€Å"knowledge is power. † Foucault reverses the logic of this expression in arguing that possession of knowledge does not give one power but gaining power means having knowledge at the same time as â€Å"knowledge is already deeply invested with power† thus it is better to agree on â€Å"power is knowledge†. (Appelrouth and Edles, 2008: 643) Knowledge can be expounded as the awareness of some fact or as a skill that the individual achieved or inherited. In Foucault’s interpretation both idea turned up in the analysis of the â€Å"Panopticon† and the â€Å"plague stricken town†. Being aware of the events happened somewhere is knowledge and this knowledge gives power to those whom got to know about that events although this knowledge could not have been acquired in the lack of power as there would not have been any opportunity to get into a position which allows the observation to get to know something. That is the basis of Foucault’s idea about knowledge and power as oneness and the reason for why is important to think other about the â€Å"power is knowledge† and â€Å"knowledge is power† correspondence. Discipline and Punish (1975) is Foucault’s best genealogical investigation. Appelrouth and Edles, 2008: 643) At the beginning he describes a public torture which was a totally accepted from of punishment in the 18th century. Dramatically introduces the whole process without attitudinizing as those days public execution was a common event, the illustrated torture was as real as he presents it. As norms and attitudes changed in lat ter centuries public tortures has become not popular anymore, people were sentenced to go to prison where a completely different penalty system has been running. Foucault describes typical activities and every day life of the inmates. The point of these two presentations is to show that the changes of methods of punishment correlate with cultural and social changes in the all-time society. (Appelrouth and Edles, 2008: 648) In the second part he â€Å"draws a parallel between the aggressive mechanism used by plague-stricken cities in the late seventeenth century and Bentham’s Panopticon which was intended to be the model for the perfectly rational and efficient prison. † (Appelrouth and Edles, 2008: 648) The point of these comparisons is to reveal how knowledge developed and how this development influenced the society. As knowledge grows and becomes deeper the new understanding of the social and physical world â€Å"generates new locations for the application of power†. (Appelrouth and Edles, 2008: 646) Foucault describes two old mechanisms which was widely used, the public execution as an old form of punishment and the actions against plague that emerged in a town. A new type of punishment became popular which aims to punish the soul not the body as it was common before. There is no more physical torture but torture of the soul. These two old mechanisms alien to the latter methods: the usage of new strict rules that determines the prisoner’s life and the new method of control, the idea of the Panopticon which put surveillance from only one place forward. When plague turned up the old system followed the then methods of observation and surveillance, plague was everywhere thus the supporting power must have been mobilized. In this case â€Å"power is mobilized; it makes itself everywhere present and visible; it invents new mechanism; it separates; it immobilizes† etc. o make people act as it was expected in these conditions (because of the plague almost every interactions must have been stopped in the interest of getting rid of the disease). (Foucault, 1975) The Panopticon instead of exercising power from several sides emphasises the importance and perfection of the surveillance focus from one place. The Panopticon is a building which has an annual part in the periphery and a tower in the centre. Next to omitting little details its most important feature is the ability to see into every cells without being visible. The panoptic mechanism arranges spatial unities that make it possible to see constantly and to recognize immediately. † (Calhoun et al. , 2007: 209) The consciousness of being watched make people put on their best behaviour, their best way of acting thus the inmates do not commit any further crimes as it usually occurs that could happen without being watched. The operation of this building gives the opportunity to work with less employees because only a few overseers necessary being in the tower to check all the cells continuously. This way only a few supervisors needed to control these employees thus it is more economical. The supervision of the plague-stricken town would have cost a lot as a complex system ran which needed a big amount of labour force. As techniques develop and new forms of penalty system emerge costs become lesser. Knowledge grows and makes institutions more efficient as knowledge itself is efficient. â€Å"As knowledge grows the techniques of discipline and surveillance multiply such that power takes on an ever-increasing number of forms. † (Appelrouth and Edles, 2008: 646) The question is if knowledge produces more power or comes from power. The major effect of the Panopticon is to induce in the inmate a state of conscious and permanent visibility that assures the automatic functioning of power. â€Å" (Calhoun et al. , 2007: 210) Accordingly power is what is functioning all the time and knowledge could not be without presence of power. Although as Faucault (1975) claims: â€Å"power and knowledge directly imply one another; there is no power relation without the correlati ve constitution of a field of knowledge, nor any knowledge that does not presuppose and constitute at the same time power relations†. Thus knowledge and power can not exist independently from each other. Benthams laid down two principles about power relating to the Panopticon: it must be visible and unverifiable. The inmates will constantly have before their eyes the tall outline of the central tower from which they are spied upon and must never know whether they are being looked, but they must be sure that they may always be so. (Calhoun et al. , 2007: 210) These two principles give the opportunity to exercise power over the prisoners. The other very important thing is that this system is not only successful in prison but in every kind of institutions. Could be practiced in school or even in an office, people became successfully regulated by the power if vision. The idea of the Panopticon is a metaphor for the general presence of a new penalty system which is called the disciplinary society by Foucault. (Appelrouth and Edles, 2008: 644) This society is disciplined by being constantly watched and punished by excluded them from normal society. Criminals and those whom do not follow the laid down rules are not punished in front of public anymore. There is no need to express power visibly to gain belief in it. Waters, 1994: 231-232) â€Å"Panopticonseque surveillance has become so effective that individuals now sanction and normalize their own behaviour without any prompting, surveilling and disciplining themselves as if they were simultaneously the inmate and guard of their own self-produced Panopticon. † (Appelrouth and Edles, 2008: 646) What if that surveillance is not that effective and something breaks the discipline? The w hole system can lose its power when turns out that this observation is not accurate. Surveillance must be continuous all the time otherwise people lose their belief in the power of it. Once someone realises that can commit an offence or just do something against the rules without being caught the whole system can be questioned. The best example for this is public cameras all over the streets nowadays, although people know that they are visible whatever they do still commit crimes and do unacceptable things. The offender can not be completely sure about being watched or not. The same situation prevails in a school or office where the employees and students know that they can be lucky and might be not watched. If once punishment does not take place the individual can take under consideration the fact of being always watched thus disciplined behaviour is not guaranteed anymore. Foucault’s genealogical investigation is about to look on how power/knowledge and forms of punishment changed during the past few centuries. â€Å"Until turn of the nineteenth century criminal deviance was controlled by public attacks on the offender’s body. † (Waters, 1994: 231) Public execution was quite common in the 18th Century (although it is still ongoing even today in some countries), â€Å"Foucault identifies such punishments as political rituals†. Waters, 1994: 231) Torture was the expression of power, presented how the offender is punished if commits an offence against the only sovereign power. This sovereign power was one â€Å"centralized authority, like a king†. (Appelrouth and Edles, 2008: 643) According to Foucault punishment went through another two stages since pub lic tortures (which is the first stage). This form of punishment is considered unacceptable nowadays, but not because it goes too far, â€Å"rather it is because punishment and the power that guides it have taken new, more acceptable forms. (Appelrouth and Edles, 2008: 643) Punishment became invisible and kinder to the body, to be disciplined was the point rather than to be punished. The second stage of penal practices was based on surveillance and discipline what was aimed to harm the mind. (Appelrouth and Edles, 2008: 644) Public execution can be considered as a terrible kind of punishment, but torture of the mind is the worst. Physical pain could have been unbearable during these public tortures but psychical pain over years and years is tougher as it has no end. With the birth of prison power started to practice the new, less crucial form of penalty which may be more sinister than it seems. Foucault’s three stages can be distinguished by the time period when that form of punishment were popular, by the basis of authority/power was in power, and by the methods how these punishments were practiced. In the 18th Century, as it was mentioned before, the penalty system was leaded by a central authority which could have been a king or one single corporation of the government. The method was a kind of â€Å"public corporal punishment† that is in Foucault’s Discipline and Punish the public execution, the public torture. (Appelrouth and Edles, 2008: 646 Table 15. 2) In addition this torture took place in public. Later on among so many changes torture as a public spectacle disappeared. (Foucault, 1975) The second phase of punishment emerged in the 19th-20th Century when the basis of power was a decentralized institution. Methods were based on surveillance and discipline like in Bentham’s Panopticon or in the plague-stricken town. Appelrouth and Edles, 2008: 646 Table 15. 2) Today, in the 21th Century we are in the third stage of punishment where there are multiple principles about the authority of the penalty system, multiple self-regulations exist and power is diffusive. The trend of the second phase is intensified in the third. â€Å"Power has become destructed and individualized†, â€Å"disciplinary individuals† turned up . â€Å"No longer are social structures and specific institutions necessary for the exercise of power and the meting out of punishment. (Appelrouth and Edles, 2008: 646) In Discipline and punish Foucault analyses the ways how the offender is disciplined in different punishment regimes. In early times punishments were crude, â€Å"prisons were places into which the public could wander†. (Wheterell et al. , 2001: 78) The latter form of regulation and power became private. Inmates were closed into prisons with an invisible system. Public could not see into these institutions anymore. Punishment became individualized and â€Å"the body has become a site of a new kind of disciplinary regime. Of course this body is not simply the natural body which all human beings possess at all times. † (Wheterell et al. , 2001: 78) Knowledge determines this body, the knowledge about the offence and offender. â€Å"This body is produced within discourse †¦ the state of knowledge about crime and criminal, what counts as true about how to change or deter criminal behaviour†¦ This is a radically historicized conception of the body. † (Wheterell et al. , 2001: 78) Foucault carried out a genealogical analysis of punishment and discipline. This analysis, among others, was based on the power/knowledge relationship which was at least as altering as the forms of the penalty systems were showed in the historical review. Various techniques were used to punish and these techniques were influenced by the exercised power in one place one time. The perfect institution to practice power and discipline/punish offenders is the building of the Panopticon. According to Foucault this building is the answer for all questions turned up with other methods of punishment. Bibliography Appelrouth, Scott and Laura Desfor Edles. 2007. Classical and contemporary sociological theory: text and readings. Pine Forge Press: 641-665. Calhoun, Craig J. , Joseph Gerteis and James Moody. 2007. Contemporary sociological theory. Wiley-Blackwell: 209-216. Foucault, Michel. 1995. Discipline & punish. Knopf Doubleday Publishing Group. Waters, Malcolm. 1994. Modern sociological theory. SAGE: 217-233. Wetherell, Margaret, Stephanie Taylor, Simeon Yates. 2001. Discourse theory and practice: a reader. SAGE.

Hewlett-Packard Swot Analysis Essay

Hewlett-Packard Company or HP is an American multinational hardware and software corporation headquartered in Palo Alto, California, United States. (from Wikipedia) And HP product lines include personal computing devices, enterprise servers, related storage devices, printers and imaging products. At the same time, HP markets products to household, small- and medium-sized businesses and large enterprises. HP’s mission statement is that to provide product, services and solution of highest quality and deliver more value to our customers that earn their respect and loyalty. We can see that HP really concern about consumers’ satisfactions from their mission. On Fortune 500, HP ranks 10 in 2012 and ranked 11 in 2011. SWOT analysis tool provides a structure for analyzing the internal strengths and weaknesses of an organization, any external opportunities and threats it faces. Band name can be a strength for HP which will make people think good quality. Also , HP provides wide range of innovative products which attract many people to use their products. And HP don’t use other companies’ technologies, they develop their own hardware and software. It can benefit HP because HP will be not limited by other companies. At the same time, HP’s sales are very high. They use different kinds of ways to promote products, like web technology, advertisement and so on. In financial part, HP has robust financials which contains low debt. In addition, HP also has weaknesses. The first one is that no aggressive investment in research and development. No innovative technology and products will be developed. As a hardware and software corporation, HP must increase the investment in R&D to keep pace with the development of technology. No good people retention policies and weak controls are taken by HP. Only with good managers, technicists and workers can a company succeed. The external environment consists of opportunities and threats. Firstly, we discuss the opportunities. With the development of the economy, HP has expended their retailed stores for customer convenience. Customers have easier access to the HP product. Also, the software and hardware of computer and cell phone are very popular and are developed quickly. The threats are very huge because many competitors are appearing, such as Dell, Lenovo and Acer. The competitor’s technology and pricing force HP to innovate their technologies and to take many measures to low price. HP also has less coverage than competitor and low compatibility with non-HP product..

Where In The World Is CoSchedule Its Kind Of A BIG Deal... #OverheardAtCoSchedule - CoSchedule Blog

Where In The World Is Its Kind Of A BIG Deal... Blog When Kathryn and Nathan  host webinars, they usually kick things off by asking you gals and guys: Where are you from? Whats the weather like there? That probably has a lot to do with the kinds of conversations they have at the office, with their friends, and when they chat with family. Because  talking about the weather is pretty typical around here. And when  Kathryn and Nathan share  where the two offices are located, a lot of you are really surprised. So we want  to share the story with you about where we are why we LOVE it here and how its been a massive strategic advantage for (and therefore, a big win for our customers, too). Where in the world IS ? Its probably not  where  youd expectIn this video, Im chatting with Shannon Wiedman, s UI/UX Design Lead. Shannon grew up + loves it here, and she has some BIG things to share with you about  s home state. Youll also learn to start where you are with your business dreams (and how that can help YOU succeed, too). Subscribe to receive videos in your inbox: //

A Personal Experience Defining Who I Am Essays

A Personal Experience Defining Who I Am Essays A Personal Experience Defining Who I Am Essay A Personal Experience Defining Who I Am Essay ?At an early age, I had the audacity to stand up to a bully, though this bully is generally, to many, a safety and guardian. Ever since I could remember my mother and biological father had violent fights that would be put on display to my older sister and I. The fights would induce blood and heavy bruising. My mother has only cried a few times in front of me, and at the age of six that was the first. It was a spring afternoon, just coming back home from my morning kindergarten. There I turned on Blue’s Clues and got a juice-box. Relaxing because it was quite throughout my house, my grandmother having worked her late night nursing job went to sleep in her room since I was able to handle myself. After a short little while, I was greeted by my biological father days after being fired from yet another job reeking of alcohol. He started rough housing with me and getting annoyed that I didn’t acknowledge his very existence. Then there was a knock on the door, and I went to answer since my biological father was too inebriated to function like a decent human being. To my sheer amazement, it was a fellow classmate from school, Dequan, who had to walk down a mile-long hill to reach my house. He asked if he could play, and to my enjoyment, I said sure and ran to get my shoes. As I turned to sprint, the protruding gut of my biological father blocked my path. He shouted in a slur, â€Å"We don’t play with your kind, n*****!† then followed by slamming the door on the little kid’s face. I crumbled to the ground as it wasn’t the first time he had damaged friendships of mine because it wasn’t to his standards. That was the last time he’d ever do that. I grabbed my shoes and hurled them at him, shouting out his name, â€Å"David! David! David!† This enraged him and he hurled a fist at my face. As I laid on the ground, he proceeded to tell me that I was a mistake. All I did was stand up and told him and at that moment he’ll regret ever sa