Essay on Steinbecks The Grapes of Wrath vs. Sinclair’s...

Steinbecks The Grapes of Wrath vs. Sinclair’s The Jungle The global appeal of the so-called American dream of happiness and success has drawn many people to the â€Å"promised land† for hundreds of years. Although the American government preached equality for all on paper, it was driven primarily by money. Both Upton Sinclair and John Steinbeck recognized this and used literature to convey the flaws of capitalism. Sinclair’s The Jungle satirized America’s wage slavery at the turn of the century and forty years later, Steinbeck’s novel The Grapes of Wrath criticized the commercialism of American farming. These two books, often viewed as propagandistic, employ similar persuasive strategies: strong imagery, heavy symbolism, biting†¦show more content†¦Steinbeck also uses intense imagery to depict the lives of Dust Bowl migrants. His descriptions usually occur in the intercalary chapters interspersed with the story of the Joads. A poetic quality pervades these short chapters, like when he describes th e wind racing across the land and digging â€Å"cunningly among the rootlets of the corn.† Often these vignettes personify the land, describing how â€Å"the earth whispered under the beat of the rain.† The intercalary segments portray the relationship of the migrants and the land. By showing the depth of connection between a farmer and his land in lyrical prose, Steinbeck appeals to the emotions of the reader. By approximating this situation to his own life, the reader identifies with the story and its cause. In this same way, symbolism also attempts to render concepts more tangible for the reader. Symbolism is prevalent throughout The Jungle. From the beginning, Sinclair elaborates on two extended metaphors, the jungle and the machine. He also infuses animal analogies throughout the work. Jurgis possesses the â€Å"appetite of a wolf,† and he fights through a blizzard â€Å"plunging like a wounded buffalo.† The similes likening people to animals contribute to the jungle metaphor. Sinclair equates the city under capitalism to a forest, where â€Å"the branches of the trees do battle for

The Leadership Style of Walt Disney - 3476 Words

The leadership style of Walt Disney 1. Introduction Walter Elias Disney (1901-1966) was the man who brought entertainment for the entire family into the homes of the people across the globe. He was both an entertainer and an entrepreneur, ensuring the long term success of his business and his entertainment efforts. Through today, Walt Disney remains a symbol of film making, creation and entertainment innovation. 2. Leadership situation At the age of 31, Walt Disney and his brother, Roy Disney, founded the Disney Brothers Cartoon Studio (currently known as the Walt Disney Company), which became the industry leaders in the creation of cartoons. Gradually, the company expanded to also produce motion pictures and provide entrainment services through cable services or its theme parks. As co-founder of this company, Walt Disney received numerous awards and recognitions for his work. He is mostly remembered as the creator of the lovable Mickey Mouse figure, but also as the creator of the Disneyland, considered the most popular theme park in the world (Leadership with You). 3. Decision making As a business leader and a decision maker, Walter Disney developed a comprehensive approach, which considered a multitude of variables to making final calls. He as such welcomed feedback, and even strengthened the corporate culture at the company so that the employees were encouraged to provide their feedback to the managers, and as such support the decision makingShow MoreRelatedLeadership Skills And Organization Of Walt Disney969 Words   |  4 Pages WALT DISNEY LEADERSHIP AND STRATEGY SUBJECT NAME : MGMT20131 Organizational and Governance Leadership GROUP MEMBERS : SHAIK AZHARUDDIN(s0273889) GAYAM SESHI REDDY(s0280903) SAI KIRAN PALLIKONDA(s0278967) SIVAPRAVEEN SIVASANKAR(s0277212) LECTURER NAME :Read MoreWalt Disney-Leader Essay example1494 Words   |  6 PagesLeader-Walt Disney Walt Disney is the prolific creator and leader of The Walt Disney Company. Disney is most recognized for his gallant efforts which created the Disney empire, yet his leadership style is one that has melded into a company culture and a prescribed way of organizational leadership. Disney is a man of many words and accomplishments which has led the Disney organization to extensive success. Throughout his 43 year career in film and television, Disney was the personification ofRead MoreOrganizational Commitment and Communications Paper1151 Words   |  5 Pagesorganization is Walt Disney Company. In this paper the subject to discuss is how different leadership styles affect group communication, analyze different sources of power and the affects on group and organizational communication, identify the motivational theories effective within the culture of the company and the role of communication as an element of these theories, and the commitment of the workforce to the organization and their relationship to the organization’s communication. Walt Disney himselfRead MoreWalt Disney Company1069 Words   |  5 Pagesï » ¿ Effects of Leadership Style In The Walt Disney Company if there was an authoritarian leader it would affect group communication immensely because the employees need to be creative and because authoritarian leaders â€Å"make decisions, give the orders, and generally control all activities† (Beebe Masterson, 2009, P. 290) this does not allow creative communication. When a leader dictates techniques to a group it does not allow constructive communication, and ideal sharing, and this would not beRead MoreThe Euro Disneyland Case Essay999 Words   |  4 PagesAfter the massive success that the Walt Disney Company has achieved in Tokyo, the company suffered a big failure in the next overseas expansion venture which was named Euro Disneyland. The failure’s main reason was the lack of the emotional intelligence that should be present in effective leaders. In particular, the emotional intelligence components are: self-awareness, self-regulation, motivation, empathy, and social skill. The most importa nt element that was missing in this case is empathy whichRead MoreAnalysis Of Walt Disney s Transformational Leadership1726 Words   |  7 Pageson how Walt Disney utilized his transformational leadership and brought to the world one of the most famous entertainment companies in the 20th century. Transformational leaders provide extraordinary motivation by appealing to people’s ideals and values and inspiring them to think about issues in new ways. It begins with a vision and the leader embeds that vision into others through encouragement, enthusiasm and motivation (Winchester, 2013). Walter Disney’s portrayed a transformational style of leadershipRead MoreWalt Disney s Leadership Qualities1412 Words   |  6 Pagescome. As a man sat in front of an easel, bursting with excitement, the pencil hitting the paper began to emulate the imagination of the exquisite Walt Disney. Although, the journey to success was changing and overwhelming, at times. Walt Disney’s legacy has sustained to be held in high regard by many people today in leadership positions. Thus, Mr. Disney had animating jobs before developing his company, which revolved around the infamous Mickey Mouse, he was even forced back into animation afterRead MoreFamous Leadership of Walt Disney and Bill Gates1244 Words   |  5 Pagestwo most leaders who fit all these descriptions would be Walt Disney and Bill gates, even thought they have a lot in common, their leadership style was completely different. Walter Elias Disney also known as Walt Disney is known for his imagination that changed the world. He is an inspiring person who is known for never giving up and always dreaming. He created the well-known character Mickey Mouse and he was the founder of Walt Disney Corporation. Although of al the challenged in his life, heRead MoreWhat Type Of Leadership Style Fits Us Best?1450 Words   |  6 PagesDiscovering My Leadership Style Finding a leadership style is like finding the dress or suit that fits just right. It may take several attempts, but once you find the one that fits, it is usually the one you will keep. For this class, we were asked to take a 50 question survey from Kent University to help us figure out what type of leadership style fits us best. From the results provided from the test, my leadership style was typed as participative. When reading more about participative leadership, I sawRead MoreWalter Elias Disney Had A Great Impact On American Television And Entertainment All Over The World Essay1138 Words   |  5 Pages Walter Elias Disney had a great impact on American television and entertainment all over the world. Walt Disney was born on December 5, 1901 just outside of Chicago, Illinois (â€Å"Walt Disney Biography†). Walt Disney moved to Missouri when he was five years old, where he began to develop a love for drawing (â€Å"Walt Disney’s Life†). When Disney was s ixteen, he dropped out of school and was sent to France with the American Red Cross (Nix, Elizabeth). In 1919, Disney moved to Kansas City to become a newspaper

Describe What Montessori Meant free essay sample

Describe what Montessori meant by’ New Education’ Dr. Maria Montessori is the creator for the Montessori Education Method for a new world who devoted her life to improve children’s education excellence. Her educational method is widely used in schools or at home for children 3 t0 6 years old. Maria Montessori lived through one of the traumatic time eras of the world history, which changed everybody’s lives including children. It was the time of anxiety, cruelty, death, family separation and children facing starvation. Maria Montessori felt the best solution to overcome endless, war, violence and poverty is education. Therefore, Maria Montessori believed educating the next generation will improve children’s live and future of the entire community. Maria Montessori felt through education every child could reach his or her potential and become a logical thinker and learn things like, tolerance, cooperation and communication. Thus, she reformed the education system by creating this whole new method of education for a brilliant next new generation. †Truly there is an urgent need today of reforming the methods of instruction and education and he who aims at such a renewal is struggling for the next generation of mankind† (The discovery of the child, Topic 1, p. 0) Montessori believed that education should be taught to children naturally and spontaneously. She felt the current education system is very teacher- centered approach rather than child-centered approach. If the education is to be reformed, it has to be child-centered approach meaning the education is focused on the child which gives importance to the child. She wanted children to have the freedom to explore their surroundings and to learn, make choices, connections and communicate. Therefore, she felt it’s time to introduce a new education system that will be focusing on the child. In order to reform the education system, there are changes that need to be done. The first step would be to make society not to underestimate children and change their perception towards them. The society have to trust children and give them freedom to learn because the society feels if children are given the freedom to do what they want they afraid children might go off the rails. She felt this was the major failure on the education system back in her era where adults failed to understand the child. † The adult has not understood the child or the adolescent and therefore is in continual strife with him. The remedy is not that the adult should learn something intellectually, or complete a deficient culture. He must find a different starting point. The adult must find himself the hitherto unknown error that prevents him from seeing the child as he is† (The discovery of the child, Topic 1, p. 11) Montessori felt parents and teachers should approach child should be passive and communicate in a passive manner in order for a child to thrive, grow and develop. They must know their role as a secondary one and approaching them with humility into knowing how and when to meet childrens needs and offering appropriate support at different times. Montessori said the new education will give the children as an active learner a chance to feel independent, happy, secure and organized within themselves. Therefore she wanted nurture the young’s to be peace loving and to create a non-violence and fearlessness next new generation. She felt that ‘child is not an empty vessel to which the adults can feed their knowledge and experiences to mold and shape them to be the next new generation. She said it is vital for the children gain knowledge naturally on their own experiences, make choices and give them the freedom to be an independent thinker. Montessori felt adults should realize that children develop and learn through their own pace. Every child has a natural process which he/she develops spontaneously. A child is so inquisitive, he or she explores the environment learning new things and having new experiences. They will work constantly to aim to improve themselves. Through work a child will achieve good work habit, concentration skills, fine motor skill, being self sufficient and boosting their self esteem. Furthermore a child will grow and develop in the same order that are extraordinary and the progress in their own natural rhythm. The education system back in her era focused on teaching the children to memorise word to word from books and posters and Children sat in rows at desks at the classroom learning from a blackboard and slates. This method of education wasn’t stimulating and exciting for children. Nevertheless through her experience Montessori discovered children want to learn, and they will do it in their own time frame and they shouldn’t be forced. The â€Å"new education† that she invented will make learning fun, spontaneous and challenging. She diminished the traditional method of teaching by starting her children with writing. She felt the traditional method of teaching was very teacher-oriented and it lacks the role of children in education. The teacher dominates the class and gives instructions to the whole class. The children’s role is to sit, listen and absorb the information from teacher’s traditional academic instruction. Teachers sets the Curriculum materials themselves at a rapid pace plus the materials are not catered for individual needs. They are treated in a same manner; therefore teachers are not being able to address each child’s individual academic strengths and needs. Maria Montessori believed because of children’s inquisitiveness and their individual creativity, they can teach both themselves and others. She said a child has the natural urge to learn through their own experiences and discoveries about their world and people in it. They will learn spontaneously by exploring their environment using their senses the just same way they taught themselves naturally to walk and talk. â€Å"Education is a natural process spontaneously carried out by the human individual and is acquired not by listening to words, but by experiences in the environment. , (Education for New World, Chapter 1, Pg. 2) Montessori discovered that the child has a creative intelligence that exists in his unconscious mental stage. There are different developmental changes children go through. They develop in the same order that are extraordinary and the progress in their own rhythm. These periods are from birth to six years of age. Through Maria Montessori’s observat ion she noticed that despite of the different period of a child’s development, the type of the mind is the same. She noticed that, at this stage, the child is naturally endowed with a different unique power. A child will be able to learn from birth, they can hear smell, taste, see and feel. By using their senses, the child explores and experiments the things going on around him that will guide his learning processes and shapes himself for the future. Maria Montessori felt parents and teachers should understand how a child’s mind works before educating him. There is no point forcing a child to study in the way that’s suitable to an adult mind because it won’t make any sense to the child. From Montessori’s observation she said he child’s understanding and the experience he gets from his environment, not only stimulates a childs mind, but they become incarnated since the child has the eagerness and the ability to learn naturally as well as spontaneously by absorbing knowledge from his/her/ environment. Maria Montessori called this type of mind â€Å"The Absorbent Mind†. Therefore through her curriculum method of ‘new education’ Maria Montessori aimed upon using children’s true constructive energy to create the new world of generation that will build a better world. Dr. Maria Montessori found every child is born with their different personality traits. By allowing children to make choices without restricting or controlling them they will learn themselves and develop a sense of independency with their own personality as well as interests. Maria Montessori observed every child has a â€Å"sensitive period† which is vital for a child’s development. For example, children will be really obsessed with routine. They will be delighted in telling us what’s going to happen next, and to tell us what we are supposed to do next. They will be interested to undress himself/herself, and wants no instruction from the adults. These significant sensitive periods are connected with the need for order in the environment, sense of language, social skills, cultural awareness, movement and coordination. Dr Montessori developed her famous teaching method and materials based on each childs stage of growth and development by understanding the unique aspects of each child. The Montessori method of education also focused children’s sensitive period at different phases of their development years. She focused each child as a whole by ensuring that each childs development is being closely monitored and tracked, helping them reach their highest potential. Montessoris new education method based on her scientific observation and experimentation of children’s behavior. She personally observed children with special needs each in the asylums and formed these principles on the very best way for a child to learn and help them to reach their true potential. â€Å"My method is scientific, both in its substance and in its aim†, (Dr. Montessori’s Own Handbook, Pg. 36). She believed that education should be child-centered, where children should be provided with plenty of space and time to explore and discover new things about the world around them and allow to gain knowledge through experience. She felt the children should be exploring an activity freely without any interruption. They should be engage with a wide range of free play activities indoor and outdoor according to their age and needs and have the freedom to choose, set their own pace, explore and play. These needs being based on each childs stage of growth and development. Therefore, it is crucial to understand the unique aspects of each child and allowing young children to learn, enjoy themselves and make progress rather than forcing a child to learn and make him feel as if learning is a punishment. This is what Dr Montessori meant by ‘new education’ and through her education method she made the world a better place for young children to gain knowledge, confidence plus success and to become the next great generation.

Heart Of Darkness By Conrad Essay Research free essay sample

Heart Of Darkness By Conrad Essay, Research Paper Heart of Darkness, written by Joseph Conrad, holds thematically a broad scope of mentions to jobs of political relations, morality and societal order. It was written in a period when European development of Africa was at a ghastly tallness. Conrad utilizations dual oblique narrative. A flame storyteller reports the narrative as told by Marlow, assigned to the bid of a river steamboat scheduled to transport an researching expedition. Kurtz is a first-agent at an of import trading station of tusk, located in the inside of the Congo. Both Marlow and Kertz found the world through their work in Africa. Marlow felt great outrage with people in the sepulchral metropolis after his journey to the Congo part because he discovered, through his work, the world of the existence, such as the great virtuousness of efficiency, the darkness in society and persons and the surface world. When Kurtz found himself on his deathbed and he said # 1027 ; gThe horror, The horror mentioning to his life in inner Africa, which caused him decomposition. Marlow emphasized the virtuousness of # 1027 ; gefficiency # 1027 ; H throughout the narrative because he thought of it as the lone manner to last in the wilderness. After seeing the deceasing indigens in the wood of the outer station, Marlow described them as # 1027 ; ginefficient. # 1027 ; h Under # 1027 ; gthe devotedness to efficiency, # 1027 ; h unqualified people were excluded from society. Merely efficient people can last. For illustration, since Kurtz was the most efficient agent, with respects to bring forthing tusk, his employers respected his accomplishment and regarded him as an indispensable individual. However, one time he fell into decomposition, he was considered no more the than deceasing indigens and therefore was treated as if he were dead. He was so buried in the darkness. The symbol of inefficiency was the colour viridity. Marlow illustrated a image of deceasing indigens, when he said, # 1027 ; g [ They were ] black shadows of disease and famishment prevarication confusedly in the light-green somberness # 1027 ; H ( 20 ) . Another illustration of inefficiency is shown in the description of the organic structure of Marlow # 1027 ; degree Fahrenheit predecessor as # 1027 ; gThe grass turning through his ribs was tall plenty to conceal his castanetss # 1027 ; H ( 13 ) . Marlow realized the existent darkness did non existed in Africa but in Europe, and non in Africans but in Europeans who engaged in colonial development, including Kurtz. Due to the indigens # 1027 ; f physical characteristics and imposts like cannibalism, Marlow defined Africans as the darkness. On the other manus, he considered Europeans as the visible radiation because of his semblances of civilisation. After witnessing the evil patterns of the colonisers in the Congo, Marlow discovered the moral darkness in Whites. European encroachers in Africa dehumanized indigens under the name of enlightenment for the interest of net income. They practiced no moral Torahs and inflicted indurate and barbarian inhuman treatment on autochthonal people. Marlow # 1027 ; fs description of the Company # 1027 ; fs offices in Paris revealed his find: A narrow and abandoned street in deep shadow, high houses, countless Windowss with Venetian blinds, a dead silence, grass germination between the rocks, enforcing passenger car archways right and left, huge two-base hit doors standing ponderously ajar # 1027 ; H ( 13 ) . Furthermore, the older adult female at the offices was like a gatekeeper of # 1027 ; gDarkness. # 1027 ; h These descriptions indicated that the existent darkness was in greedy Whites, who were without moral lt ; /p > sense, therefore colored indigens were victims of darkness of Whites. Through his work in the Congo, Marlow found merely # 1027 ; gsurface truths, # 1027 ; H which had been adulterated and concealed by European civilization, non core truths. The ground why # 1027 ; gthe significance of episode [ for him is ] non inside like a meat but outside # 1027 ; H ( 9 ) was that Marlow # 1027 ; fs point of view was trapped in these surface truths. He could non touch the interior of the meat because he did non travel deep plenty. Furthermore, he merely watched and judged things from the exterior. Marlow expressed, # 1027 ; htruth stripped of its cloak of clip # 1027 ; c -the adult male knows and can look on without a blink of an eye. But he must run into at least be every bit much as of a adult male as these on the shore. He must run into that truth with his ain true stuff-with his ain congenital strength # 1027 ; H ( 38 ) . Not merely did he hold a fright of indigens, but besides he refused to be like them. Since indigens were, for Marlow, barbarian and mean-spirited chaps, he would non corrupt himself. Marlow used work as a stalking-horse. Mowever, he acquired # 1027 ; gsurface truths # 1027 ; h in the Congo part by managing the steamboat in the # 1027 ; gfiendish row. # 1027 ; h On the other manus, Kurts went to indigens and found the bosom of darkness in him, which was the cardinal world of a deeper part of his head. Kurtz brought moral thoughts to the wilderness. He said early in his work, # 1027 ; gEach station should be like a beacon on the route towards better things, a centre for trade of class but besides for humanising, bettering, teaching # 1027 ; H ( 34 ) . However, he found immorality of Europeans in Africa. Moral thoughts, which formed Kurtz # 1027 ; degree Fahrenheit individuality, were destroyed. He lost his personality and rejected his humanity and the philistinism of the West. Shoes symbolized Western civilisation: Kurtz used a shoe lace to bind letters together. It showed that Kurtz renounced things related to the West. As a consequence, he became egocentric and ivory-obsessed. In add-on, his life became nonmeaningful and empty. Bing hollow at his nucleus, Kurtz was fascinated by # 1027 ; gthe heavy deaf-and-dumb person enchantment of the wilderness that seemed to pull him to its pitiless chest by the waking up of forgotten and barbarous inherent aptitudes by the memory of gratified and monstrous passion ( 65 ) . The wilderness has power to bend Kurtz # 1027 ; fs bosom black. Kertz made a treaty with devilish forces, which lurk within the jungle and so became perverse and deranged. Although he could non be wholly evil, he massacred autochthonal people and stole tusk from them without restraint. He alternated between being evil and fighting his former idealism. On his deathbed, Kurtz realized what he did to indigens and himself and found himself as an incarnate of greed that lacked temperateness. Hence, Kurtz cried # 1027 ; gThe horror, The horror. # 1027 ; h The # 1027 ; gdarkness # 1027 ; H of this novel # 1027 ; fs rubric refers to many sort of darkness: moral corruptness, ignorance, savageness. In the bosom of darkness in Africa, Marlow found the sordid development of haughtiness Europeans. They were non merely mere covetous but inefficient people in the jungle. Marlow did non happen truths, the darkness in him, whereas Kurtz discovered it. Although the find of such world was # 1027 ; gpaid for by countless lickings, by detestable panics, by detestable satisfactions ( 70 ) , as Marlow said. Kurts personified the evil latent in adult male. Under immorality and the diabolic force fortunes, the darkness of one # 1027 ; degree Fahrenheit head can be unleashed.