Analysing The Giver by Lois lowry and Anthem by Ayn Rand Essay

Abstract This investigation outlines the fine line between utopias and dystopias. It assesses the topic of when and how the shift from a utopia to a dystopia can occur, analyzing the characteristics that make up a utopia and a dystopia. This investigation will examine two utopian/dystopian narratives. In both books, we will see characteristics of a dystopia, and be further exposed to two different lives under a â€Å"utopian† community. We will examine The Giver by Lois Lowry and Anthem by Ayn Rand. The books will be evaluated for their setting, protagonist, governing group, and how they expose the themes of erasing identity and individuality, therefore, answering the question of â€Å"to what extent do the actions of utopian societies in their attempt to create a perfect world rather create a dystopia?† Many characters in the narrative may not see the imperfections of the society. The protagonist is outlined by his/her ability to recognize the imperfection of the utopia, highli ghting the faults in his/her community. This is where we see the shift from a utopia to a dystopia. When we see the faults of this â€Å"perfect’ world, we realize that the world presented to us in the novel is an imperfect and vile world, also known as a dystopia. Introduction The world utopia is based on two contrasting latin roots â€Å"ou-topos† meaning no place, or â€Å"eu-topos† meaning good place (Ferns 2). Either definition of utopia can apply to the works that are considered utopian literature. Looking at the first definition of utopia, meaning â€Å"no place†, we can analyze that in utopian literature, there is no obvious setting or timeline of when the story is taking place (Spencer). Utopias seem to exist in past time when the world was seen as perfect by many optimists. Utopian communities are often isolated from the rest of the world, and everyone in the community is committed to the lifestyle and is controlled by a governing group (Spencer). Furthermore, utopias are fictional locations that only exist in the minds of their creators. On the other hand, the other definition of utopia challenges that idea. The other definition, defines utopias as â€Å"a good place†. That can be seen in many works, where the community is perfect because it is under a controlled environment. In such books, as stated before, the community is controlled by a hierarchy of people, a government to maintain the peace and equality. They control every aspect of the community, from the living conditions to the lifestyle of its citizens (Ferns 2). The council instills fear into the heart of their citizens, to make them obey what is said by the council. They grow dependent on the council, and never think to disobey the laws because they think they can not survive without the aid of the council. In addition to controlling the aspects of life in the community, the council tries to control the feelings and reactions of the citizens. By erasing the idea of uniqueness and identity from the citizens, they continue to make them dependent upon the system. In such utopian communities, the members are not allowed to choose their spouses, professions, or children, therefore, eliminatin g the prominent characteristics of individuality (Matteo). In some works of utopian literature, the word â€Å"I† is not included in the text; instead, it is replaced by the word â€Å"we†, when someone is referring to themselves. Eliminating the choice of identifying yourself as a unique person decreases the sense of power given to the people. Under the controlled environment, the utopia suits the definition quite thoroughly. However, once the protagonist realizes and demands his/her rights, is when we see a major transition in the theme occurring in utopian literature, producing a shift from a utopia to a dystopia. A dystopia is defined as an imperfect and troublesome imaginary place. Similarly found in most utopian literature, at  the beginning of the novel, we perceive the world as both perfect and good. We continue to think this way until we realize the faults of the community and understand the idea that often all utopias are dystopias, granted that the reader and the protagonist are ignorant to the fact. We soon compre hend the characteristics that outline a dystopian society. These include controlling every aspect of life, eliminating Individuality and identity, and being secluded from the outside world, all of which are major characteristics of a dystopian society. Protagonist in Dystopias Dystopias can be identified by the protagonist through his/her actions in the story. In a dystopia, usually we view the environment from an aspect of only one of the members of the community. At the beginning of the book, the author fools the readers into thinking that the community is normal, as that of an ordinary person’s life. However, as the reader continues on, they are interrupted by the sudden implication of abnormal aspects of the protagonist characters. These examples can exert from their family, job, feeling, and events in their everyday life. Dystopias often mention the restriction that are forced upon the protagonist, and how he/she rejects them (Spencer). The author finds a way to hint how strong the control of the governing council is forced upon the members of the community. The protagonists of the story are always characteristized as different from the rest, and therefore they view their community differently (Spencer). Frequently seen in utopian literature, the protagonist is given a unique ability that distinguishes him/her from the rest of the members. That ability can vary from the ability to see, hear, taste, or feel differently, causing them to appear intellectually superior to the citizens of the community (Ferns 30). Anything that gives the protagonist something special in personality is considered bad in the community, and is discouraged. In most works, the protagonists are given those ability to increase their sense of individuality, causing them to revolt against their community. We find that the protagonist is unsure of his/her feeling toward the governing system, which is affected by the people around him/her. Commonly in utopian literature, the protagonist comes in contact with characters who are completely under the control of the governing system, and also those who go  against the council for their personal needs. That causes the protagonist to begin to question his/her society, which is a major theme between all dystopian works (Spencers). In addition, in most works of dystopian literature, usually the protagonist decides that the community is restricting him/her of something he/she wants to accomplish. The protagonist might perceive the community’s control as normal, yet when he/she finds something so meaningful to them that is discouraged by the community, they respond by revolting and leaving the community. Standing up and revolting against the system is something that needs much strength and bravery, which is what is showcased by the protagonist. The Giver by Lois Lowry One well known example of a dystopian novel is The Giver by Lois lowry. In the book we are introduced to the main character Jonas and his behavior with his family. At first he seems to live a normal life. However, when he describes how his family came together was when he noticed that abnormalities began to appear. Lowry writes, â€Å"Two children–one male, one female–to each family unit. It was written very clearly in the rules† (Lowry 14). Jonas describes how his parents were picked to marry by the House of Elder (governing party), and how his sister and he were given to them. In other words, in his community people have no choice in who they marry or who their children will be. From choosing a spouse, to having children, and other factors such as career choice, all were decided by the House of Elders. We perceive Jonas as the protagonist because it is apparent that he differs from his community. Lowry highlights his difference using his eyes as a symbol of significance and disorder. We are told that Jonas’ eyes are different in how they perceive things, and how he is the only one that can see different colors. Lowry refers to the subject in a reflection by Jonas: â€Å"Almost every citizen in the community had dark eyes. His parents did, and Lily did, and so did all of his group members and friends. But there were a few exceptions: Jonas himself, and a female Five who he had noticed had the different, lighter eyes† (Lowry 25). This reflection was Jonas’s explanation of his eyes, after his sister pointed out how his eyes differed from the  rest of the family. We see that Jonas has special characteristic of a dystopian protagonist. He stands different from the rest and, therefore, conflict is created because he realizes his individuality. We then go through Jonas’s twelfth ceremony, in which he is given the job of the receiver of memory. He must go to an old man known as the â€Å"Giver† and receive the memories of the community. These memories range from snowstorms, to wars fought, to simple happy moments. Some were very comforting, while others haunted Jonas. The story then drifts to a scene where a little baby that his father is taking care of named Gabriel. He was an ill child, but Jonas’s father could not bare to euthanize him. He took care of him, and Jonas helped by giving him sweet memories to make him fall asleep. Lowry writes, â€Å"After Gabe had slept soundly in Jonas’s room for four nights, his parents had pronounced the experiment a success and Jonas a hero† (Lowry 131). Seeing his effect of being able to comfort Gabriel, Jonas starts to think that the people of his community should see these memories. However, the House of Elders discouraged the idea it due to the fact that it might frighten some people. In order to release the memories, Jonas would have to pass away or leave the community. In an attempt to revolt against the House of Elders, Jonas and the â€Å"Giver† planned a scheme for Jonas to runaways and leave the community, therefore releasing all the memories to the public. Unfortunately, their plans get interpreted as Jonas fled the community early, trying to help save Gabriel. Gabriel was sent to be euthanized the next day, in attempt to please the â€Å"Giver† and save Gabriel, Jonas fled. They leave the community and begin to experience the memories transferred to Jonas, hoping to live a normal life with a different community. Anthem by Ayn Rand A well known canonical dystopian novel is Ayn Rand’s famous book Anthem. In the book we are first introduced to Equality 7-2521 as he writes about his life in his community. It appears to be a perfect utopia. Each person is not given a name, but instead a faction that accommodates a word representing peace and equality, and a number.The citizens are not encouraged to be individuals but instead one whole community. We are introduced to the vows of the World Council said by the people everyday, â€Å" We are one in all and all in one. There are no men but only the great WE, one, indivisible and  forever† (Rand 19). The book begins by Equality 7-2521 referencing to himself as â€Å" We equality 7-2521†, he talks about being scared, because he is in the tunnel alone; in his community, citizens are not allowed to be alone. They are encouraged to always be in a group of people. By the small hints, we see that individuality and having your own identity is something th at is not encouraged. As we get to know Equality 7-2521 more, we realize that he is curious and very intelligent- two things that are not encouraged as well. At the beginning of the book the teacher, shames him for being too smart and too tall. Ayn Rand writes, â€Å"It is not good to be different from our brothers, but it is evil to be superior to them. The teacher told us so, and they frowned when they looked upon us† (Rand 21). He is taught that being different is bad. He sees his intelligences as a curse, until he realizes the value of his individuality. After working alone for so long, he discovers electricity and circuits his own light bulb. All this is done in secret because he was assigned the job of street sweeper. It would be a crime to think and do something that was not his job; it is also a crime to be alone. He keeps the bulb quiet for many days but finally decides that the House of Scholars would love the invention so much they would not punish him for breaking the law. He waits unti l the right day and shows his invention to them. They become angry, threaten to kill him and demolish his invention. Rand describes their outrage, â€Å"‘A Street Sweeper! A Street Sweeper walking in upon the World Council of Scholars! It is not to be believed! It is against all the rules and all the laws!’† (Rand 69). The World Council is outraged that someone who was given a job so low in status, can create something that scholar could not think of yet. That special ability of intelligence that Equality 7-2521 has, breaks the set up of the system (i.e. that everyone is only capable of the job given to them by the council). Excelling past a person’s determined status encourages others to do the same, creating rebellions. Equality 7-2521 decides that its not worth it to confront the council, but rather easier to flee the community with his invention into the uncharted forest. After many days alone he is happy to see the face of a girl that he loved. Another rule he broke was talking to a peasant girl named Liberty 5-3000, yet he renames her The Golden One. Even though this is considered a sin, Equality 7-2521 gave her a name because he loved her. Rand writes â€Å" We have given them a name in our thoughts. We call  them The Golden One. But it is a sin to give men names which distinguish them from other men† (Rand 41). The two of them fall in love, and after Equality 7-2521 leaves, Liberty 5-3000 chooses to follow him into the uncharted forest. After leaving the community, they once thought was perfect, they start to experience new adventures they did not know existed. For the first time, they see their own reflection, live together, read books, and most importantly they start use of the word â€Å"I†. Settings in Dystopias In both novels, we can see characteristics of setting in dystopian literature. Firstly, in both novels the setting is not identified. In The Giver, Jonas speaks about the different house that are in his community, but he never reveals exactly where they are. He does not mention what is beyond his community and only let us know that there are other communities based on a conversation. In the beginning of the book, we are introduced to his sister Lily who speaks of how she is angry because another kid from a different community was not following the rule at her school. Lily reflects, â€Å"I guess I wasn’t paying attention. It was from another community. They had to leave very early, and they had their midday meal on the bus.† (Lowry 11). In a way, Lowry is setting the scene of his home. She reveals that there are other communities around, yet we never get to know if the community is a country, state or even a village. Similarly, in the book Anthem, the setting is not identified. Equality 7-2521 talks about having his community and an uncharted forest, yet he never identifies the exact location. He reflects on what is beyond the pale of his community, â€Å" Beyond the ravine there is a plain, and beyond the plain there lies the Uncharted Forest, about which men must not think† (Rand 30). Equality 7-2521 knows that there is something beyond his home, yet he is not permitted to question or explore it. Therefore, we perceive that the story occurred a long time ago, in an unknown place, and the world has developed since then. However, in both novels the exact setting is not fully known, a clear characteristic of dystopian narratives. Revolting Protagonists In addition to the unknown settings, both books have a revolting  protagonists. We see it when the protagonist is influenced by someone who secretly goes against the council, or to protect someone that they love dearly, or because they are different than the rest of the community in some way. In The Giver, Jonas demonstrates all of these influences to leave the community. After becoming close to the â€Å"Giver†, he learns about the last receiver in the community and her story. He is influenced by the ideas of The Giver, of how the community should know its secrets. This causes him to believe that leaving the community would be the best, for therefore he can release the memories to the public. The Giver explains, â€Å"Rosemary had only those five weeks worth, and most of them were good ones [Memories]. But there were those few terrible memories, the ones that had overwhelmed her. For a while they overwhelmed the community. All those feelings! They’d never experienced that before.† (lowry 147). The Giver explains how if Jonas left or died, all the memories were to be given back to the people of the community. Something that they might not be able to handle, but nevertheless, believed is crucial to expose to them. With the Giver’s influence, Jonas revolts against the House of Elders, and leaves the community, releasing all the memories. Secondly, another reason that Jonas revolts is to protect someone he loves. Jonas abandons his set plan with the â€Å"Giver†, and leaves the community earlier than planned to save Gabriel from being euthanized. Thirdly, Jonas demonstrates the third characteristic of a dystopian character, as we get the hint that Jonas is special in some way. Lowry describes his eyes as something special, that he can perceive things that other can not see. In a way, he has a different view of society and people than th e rest and is more knowledgeable. He is given the job of the receiver for that reason, that with those memories he can see beyond and connect ideas together. Jonas was suppose to be good for the community, instead, he revealed the truth of the troubled nature of their existence. In Anthem by Ayn Rand, Equality 7-2521 also demonstrates the reasons for a revolting protagonist. First, he demonstrates the reason of leaving his community to protect something he loved. Equality 7-2521 was criticized and ordered punished for his actions and his invention. The council ordered him dead, and his invention destroyed in the name of good for the community. Rand writes, â€Å" ‘You shall be burned at the stake’ said Democracy 4-6998† (Rand 72). This illustrates the seriousness of Equality 7-2521’s action to  the World Council, that it is considered evil and he should be punished harshly. Therefore, Equality 7-2521 revolts and runs to the Uncharted Forest to protect his precious invention. Secondly, Equality 7-2521 also explores the third aspect of a dystopian protagonist, which is that he is different from the rest of his community. As stated above, he is yelled at for being smarter than the rest of the boys. A dystopian protagonist often has a special ability that others in his community do not. In this case Equality 7-2521 has the power of Intelligence. He is intellectually superior to the rest of his community, illustrated by his ability to discover electricity and circuit a light bulb, something that the House of Scholars could not accomplish themselves. Clearly, both protagonist fit the perspective of the characteristics of a dystopia protagonist. Interestingly, the books were written about a decade apart, yet share such great similarities in characterization. The Governing Party In both books, we see a controlling governing party that controls the whole community. In The Giver, Jonas describes how the governing party control the aspects of family. He explains about how the House of Elders, selected his parents and sibling. In his community it was normal for the House of Elders to put families together, eliminating the element of choice from the rights of their citizens. Each person is chosen a mate, and never sees their biological children. They make the children, and afterwards other children are given to them by the House of Children. Then we are introduced to yearly ceremonies, in which we are told that this year Jonas will be receiving his job. His father discussed of how the committee selected a person’s job. â€Å"The committee always makes the list in advance, and it’s right there in the office at the Nurturing Center† (Lowry 17). Jonas’ father describes the draconian method in which a person’s profession is determin ed. Similarly, in Anthem we see the same effect of the governing party or a council. Equality 7-2521 talks about liking the Golden One, yet he cannot approach her because the council even controls the person to whom you procreate with. He explores the matter, when discussing how mating occurs in his community: â€Å"Each of the men have one of the women assigned to them by the Council of Eugenics† (Rand 41). He explains how each person is chosen a mate and forced to marry and  procreate with that person. Secondly, it is illustrated when discussing career and employment in his community. In Equality 7-2521’s community a job is selected by the World Council. He is given the job of street sweeper, which he hates. He thought that his intellectual powers would be useful in the House of Scholars. In both books, the government controls every aspect of the community citizen’s life. Erasing of Individualization and identity In observing the overall themes of the books The Giver and Anthem, the theme of erasing individualization and identity is present. In The Giver, we see the loss of identity by the impersonalization in Jonas’ family. The idea of how his parents and sibling are not biologically related to him gives him less of an identity. He does not know who his biological parents are, or if he’s related to anyone. He is forced into this family, who were picked by a group of people that do not exactly know him. Not knowing his background, Jonas can never know his true identity. Erasing of individuality and identity is also a major theme in Anthem. From the beginning of the book, we notice that Equality 7-2521 never uses the word â€Å"I† when referring to himself. He uses the word â€Å"we†, elaborating on the matter that â€Å"I† and being alone was forbidden in the community and seen as an evil sin. Not being able to identify oneself from the rest is a major sign of erasing of individuality and identity. He speaks of the matter when writing about the sin of being alone, â€Å" The laws say that none among men may be alone† (Rand 17). Not being able to say the word â€Å"I† or having personal time alone, a person can not personalize anything about themselves. Similar to The Giver, Equality 7-2521 does not get the choice of what job he is given, what mate he selects, or any major aspect of his life. Not having control of your life choices, and not being able to use the word â€Å"I† is how dystopian councils erase individuality and identity in the community. Conclusion: In conclusion, in order to outline the fine line between utopias and dystopias, we must understand the factors that cause a utopia to ultimately appear as a dystopia. This is shown through the conduct of the protagonists and also the great extent in which governing characters of a utopian society  attempt to perfect the world by controlling every aspect of a community. Moreover, to be able to understand and compare The Giver and Anthem, we must first understand what a utopia is and also, be able to understand utopian literature and dystopian qualities and the similarities between them. To understand utopias, we have to see which definition of utopia did the author use to explain their utopia. Either the definition of â€Å"no place’, or the definition of â€Å"good place†. We see in The Giver, that Lowry explains the utopia as a good place. Jonas’s characteris shown to have a good life, until he discovers the truth about his community. This reveals how his community turns into a dystopia for him, and he decides to leave his so perfect home. However, we see that in Anthem the definition of â€Å"no place†, was used in context. Equality 7-2521, never seems to be happy with his world. Rand creates a sad, and dark atmosphere to the setting as well as the plot in which we see his community in an unknown place, with no good forces at all. While Equality’ 7-2521’s perfect utopia is equal and all, it turns into a dystopia when he discovers that he is no longer accepted home. Both stories are great example of utopias turning bad, and becoming a dystopia. They start as perfect worlds, but when readers look closer, we see the flaws, allowing us to see the alteration of the utopias becoming dystopias. Overall, in examining at the characteristics that are similar in utopias, it is reasonable to conclude that to a great extent, The Giver and Anthem are similar utopian novels. Works Cited Ferns, C. S. Narrating Utopia: Ideology, Gender, Form in Utopian Literature. Liverpool: Liverpool UP, 1999. Print. Gordin, Michael D., Helen Tilley, and Gyan Prakash. Utopia/dystopia: Conditions of Historical Possibility. Princeton, NJ: Princeton UP, 2010. Print. Lowry, Lois. The Giver. Boston: Houghton Mifflin, 1993. Print. Matteo, Qian Shuo, and Yu Lan. Utopia and Dystopia. Asia-Europe Classroom, n.d. Web. 5 Dec. 2013. . Rand, Ayn. Anthem. New York: Dutton, 1995. Print. Spencer, Brooks. â€Å"Utopian Writing: Its Nature and Historical Context.† Oregonstate.edu. Oregon State, n.d. Web. 05 Dec. 2013. .

Headache

{draw:frame} Severe Headaches Associated With Higher Temperatures, Lower Barometric Pressures Although large numbers of headache sufferers, particularly individuals who struggle with migraines, attribute their pain to the weather, there has been little scientific evidence to back up their assertions. Now, a study of more than 7,000 patients, led by researchers at Beth Israel Deaconess Medical Center (BIDMC), provides some of the first large-scale data on how environmental conditions — weather, as well as air pollution — influence headache pain. Reported in the March 10 issue of the journal Neurology, the findings demonstrate that higher temperatures, and to a lesser degree, lower barometric pressure, contribute to severe headaches. â€Å"Migraine headaches affect a large proportion of the population,† notes Kenneth Mukamal, MD, MPH, the study’s first author and a physician in the Division of General Medicine and Primary Care at BIDMC. â€Å"Approximately 18 percent of women and 6 percent of men in the U. S. report having migraine headaches, particularly young and middle-aged adults. Knowing that migraines can be set off by â€Å"triggers,† including certain foods, alcohol, stress and hormones, Mukamal and his coauthors decided to study whether environmental factors were also acting as headache triggers.. â€Å"Air temperature, humidity and barometric pressure are among the most frequent reasons that people give for their headache pain,† explains Mukamal, who is also an Associate Professor of Med icine at Harvard Medical School. â€Å"But none of these reasons have been consistently verified. We wanted to find out if we could verify this ‘clinical folklore. We also wanted to determine whether air pollutants trigger headaches, much as they have been found to trigger strokes. † â€Å"In other words,† says Mukamal, â€Å"our study design was able to directly compare weather and air pollution conditions right before an emergency visit with those same factors measured earlier and later the same month. † â€Å"Certainly our results are consistent with the idea that severe headaches can be triggered by external factors,† says Mukamal. â€Å"These findings help tell us that the environment around us does affect our health and, in terms of headaches, may be impacting many, many people on a daily basis. Mukamal recommends that headache patients sit down with their doctors to identify the triggers that lead to their headache symptoms, adding that even though the weather can’t be altered, doctors might be able to prescribe medication that can be administered prophylactically to help avert the onset of weather-related headaches. Furthermore, he adds, â€Å"On a population basis, we need to be concerned about incremental temperature rises anyhow, and should advocate for responsible environmental management. The annual cost attributed to migraines is estimated at $17 billion, millions of people are adversely affected and the public health implications may be enormous. † This research was supported by grants from the National Institute of Environmental Health Sciences and the U. S. Environmental Protection Agency. Study coauthors include BIDMC investigators Gregory A. Wellenius, ScD, and Murray A. Mittleman, MD, DrPH; and Helen H. Suh, ScD, of the Harvard School of Public Health.

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Safe Work Environment - Essay Example The main question is whether or not the untidy state of the office in connection with the moving of desks and filing cabinets was such that it was a breach of the employer’s statutory duty to provide a safe and healthy workplace. Assuming therefore that a work system was devised in which employees were supervised and competent regarding working around the boxes, and there was a reasonable explanation for the untidy state of the office, the employer is not in breach of the statutory and common law duty to provide a safe and healthy workplace. The main question is whether or not it was reasonably practical to move the boxes from the work area and whether or not it was reasonable to expect for workers to assume some responsibility for their own safety given the state of the office at the time (Smith v Scott Bowyers 1986). The employer can also expect employees to exercise some degree of common sense in situations where an obvious danger exists (O’Reilly v National Rail 196 6). ... n that James would play a practical joke on Juliana and it would appear that the injury suffered by Juliana was a result of the practical joke and not as a result of the untidy state of the office. It is not known whether or not James was predisposed to playing practical jokes on the job. For example it was held in Smith v Crossley Brothers (1951) that where employers were unaware of the fact that an employee was a practical joker they cannot be vicariously liable for the harm caused by a practical joker on the job. In such circumstances the practical joke cannot be predicted nor can it be prevented. Moreover, in such a case, the employee is said to be off on a frolic of his own and not acting in the course of his or her employment (Smith v Crossley Brothers, 1951). Had James played a practical joke in the course of performing a duty, the employer would be vicariously liable for James’ behaviour and the resulting injury to Juliana (Harrison v Michelin Tyre Co. 1985). If he is known to be a practical joker on the job and the employer did nothing to stop or prevent James playing practical jokes, they may be vicariously liable for the injuries to Juliana (Hudson v Ridge Manufacturing Co. Ltd. 1957). It was held in Hudson that when an employer is aware that an employee by his or her behaviour poses a source of danger to other employees, the common law duty of care to provide a healthy and safe workplace requires the employer to remove that source of danger (Hudson v Ridge Manufacturing Co. Ltd. 1957). It therefore follows that now that the employer is aware of James’ behaviour and there is a reasonable belief that James may repeat this behaviour, the employer may dismiss James (Albernethy v Mott, Hay and Anderson 1974). The onus is on the employer to prove that the

Health risk and benfits of energy drinks Essay Example | Topics and Well Written Essays - 1000 words

Health risk and benfits of energy drinks - Essay Example As such, it could be suggested that consumption of energy drinks has increased. The statistics are threatening given the fact that energy drinks have numerous risks that outweigh the benefits of the products as the discussion below portrays. Energy drinks have a number of advantages that manufacturers and marketers continue to sell in order to grow their markets. The main advantage arises from the product’s name and primary purpose. Energy drinks enhance the performance of the body. The drinks have high levels of caffeine and sugar. The sugar exists in the form of fructose and glucose that dissolves rapidly into the blood stream thereby providing a spontaneous boost in the performance of the body. Such impulsive boost in the performance of the body is always desirable especially in cases where the body shows signs of strain that affect the performance. Athletes for example may suffer from acute exhaustion and would require the rejuvenation of their energy levels. An increasing number of young people also continue to use energy drinks given their desire to have full functionality during most hours of the day (Burrows, Pursey & Neve, 2005). The use of energy drinks to revamp the performance of the body requires adequate education in order to possess the basic knowledge on the ingestion of fructose and glucose in the energy drinks. People must consume an adequate quantity of solid foods as well in order to complement the caffeine and sugar in the energy drinks. This way, the body benefits from numerous other nutrients from the solid foods that make it easy for the body sustain the demands of the energy drinks. Most people use energy drinks without eating adequate quantities of other solid foods, such imbalances have varied effects since the body lacks the mass and protein to enhance the increased performance of the body (Reissig, Strain & Griffiths, 2009). Among the

Max Weber Research Paper Example | Topics and Well Written Essays - 1250 words

Max Weber - Research Paper Example Weber was highly inspired by German idealism and specifically by neo-Kantianism. The most significant influence of neo-Kantianism thought on Weber was the idea that reality is basically disorganized and perplexing, with all the balanced order coming from the way in which the individual mind focuses its attention on particular areas of reality and arranges the perceptions that come as an output. Social Action Max Weber viewed sociology as a science of social action. His early focus in sociology revolved around subjective meanings that individuals attach to the actions that they take and their interpretations of concepts within a particular social context (Elwell, n.d.). According to this, Weber categorizes action in four different ways. The following kinds of action can be taken. Zweckrational (the means used to achieve the required goal are rationally chosen). Wertrational (the goal one is trying to achieve might not be rational, but rational ways are used to attain it). Affective ac tion is rooted in the emotional state of an individual instead of rational thinking. Traditional action is the action that is guided or regulated by customs, habits, or traditions. According to Weber, there are many factors in action behind human behavior, and he believed that most of the behavior exercised by individuals is a mix of the above mentioned actions. He advocated that a distinctive shift in the motivation of individual behavior is a distinguishing feature of a modern society (Elwell, n.d.). Major part of his work investigates the factors that gave birth to the idea of rationalization in the western society. Weber believes that social action is an illustration of the use of an ideal type. An ideal type provides the fundamental method for comparative and historical study (Elwell, n.d.). It also helps the researcher when he or she is studying a specific area of the society. This ideal type cannot be a real phenomenon; it is a classic hypothetical example against which the r eality could be compared (Barnard, Burgess, & Kirby, 2004). Theory of Rationalization According to Weber, rationalization refers to the increasing human control over the social environment. As per this theory, there are three basic points that are individual cost-benefit analysis, the bureaucratic arrangement of organization, and understanding of reality without searching for explanations in mystery, magic, or supernatural beliefs (Allan, 2005). The process of rational thought is the sensible application of knowledge to arrive at a preferred outcome. It leads to competence, cooperation, efficiency, and power over both the natural and the social surroundings (Elwell, n.d.). It also makes individuals come out as free, as he or she breaks the net of traditional thoughts and illogical belief systems. In his later works on bureaucracy, Weber discusses rationalization in detail. Weber advocates that bureaucracies are goal-defined organizations devised according to rational factors in orde r to effectively achieve their goals (Elwell, n.d.). The bureaucratic cooperation of the actions of numerous people has become the main structural characteristic of modern societies. As regards the concept of rationalization, Weber stayed doubtful. He saw it as a two-sided phenomenon. On the

Victims of Organizational Crime Essay Example | Topics and Well Written Essays - 750 words

Victims of Organizational Crime - Essay Example Organizational crime is examined and prosecuted by the federal and state administrations. For most individuals, organizational crime is not observed as a crime at all, for the reason of its non-violent nature. Violent crime has an instant and apparent effect on its victims that raises the consideration of the public, whereas organizational crime repeatedly goes unnoticed or is observed as a bending of the rules. Organizational crime; on the other hand, can have more of an impact than violent crimes. The victim of a violent crime can recuperate, where as the victim of organizational crime can have immeasurable impact that can destroy one's home, family, and even life. The genuine problem behind organizational crime is not defining organizational crime, but developing the suitable means to correct this type of crime. Organizational crimes offenders are much more likely to be employed steadily than conventional criminals and are slightly less likely to be unemployed than the general public. Organizational crimes offenders are better educated than either conventional criminals or the general public. Organizational crimes offenders are more likely to be male and white than conventional offenders. Organizational crimes offenders are generally older than either conventional criminals or the general public. Organizational crimes offenders are much better off financially than conventional criminals, but not as well off as the general public. Organizational crimes offenders are more likely to have a prior arrest than the general public, but less likely than conventional criminals. A victim of organizational crime should gather and save all documentation that directly relates to the losses. If an arrest is made and a conviction is attained, the judge will think requiring the offender to pay victim for restitution. Victims of organizational crimes experience varying level of emotional trauma. A victim of organizational crime may feel some or all of the following: 1) Annoyance, antipathy, and a sense of infidelity toward the criminal for taking advantage of one. 2) Aggravation with criminal justice experts. 3) Disgrace, humiliation, and guilt if one feels one contributed to one's victimization. (Weisburd, et. al. 2001) Some victims find it helpful to seek the services of a counseling professional, clergy member, or advocacy organization. Contact your victim/witness coordinator if you need help in locating such services. A number of states, including Washington, Wisconsin, Nebraska, Rhode Island, Florida, and Oklahoma, have enacted Victims' Bills of Rights. These states have provided victims of crimes the right to be informed of state victim compensation programs, to be treated with dignity and compassion, to be provided with counseling and other forms of assistance by agencies established specifically to serve crime victims and to have certain procedural rights in the prosecution of the crime in which they were victimized, including the right to be notified of important developments in the case and to be heard on such questions as sentencing and parole. Although judges have long had the power to order organizational crime offenders to pay restitution to their victims, for a variety of

Social Media as a Business Strategy Term Paper Example | Topics and Well Written Essays - 750 words

Social Media as a Business Strategy - Term Paper Example Social media also lets retailers create an awareness of their great products and followers might share their business with friends and family growing exposure to the business. Through social media, retailers can advertise specials to increase the reach for their special promotions. Social media also lets retailers get involved with the customers. Retailers may get feedback through comments by the customers and be able to meet the clients needs. Also with social media, retailers can target specific demographics to get their name to the group of people they want to see their products (Brown, 2012, pp 1) In the video, the instructor starts by letting people know that the facebook is where individuals go to spend time with friends. The video assures retailers that using facebook will help them reach a greater market. Facebook is where people build relationships with others that may eventually become customers. Find people with a similar mindset and connect them. You should send them a short message informing them why you want to connect. Add as many you could since some may or may not accept your friendship request. It encourages the client to use facebook since there is no investment required. It also guides retailers on how they can create a link to their website on their facebook profile. Retailers can also put a small note about who they are. The video starts by explaining the meaning of social media and how it has exploded to have great numbers of users. It assures the retailer that there is a huge audience on social media that they can take advantage to promote and even sell their products and services. The video explains that the social media platforms are different in how you connect with people. He points out that facebook is the leader for online marketing and plays a vital role in the success of retailers businesses. It informs the retailer that creating facebook page is a work in progress, which does not have to

Evolution of Gillette Razor Blades Essay Example for Free

Evolution of Gillette Razor Blades Essay Marketing, design and innovation is the study of how an organisation’s competitive advantage forte is indomitable and shaped by its marketing, design and innovation prowess. In addition, it is as a critical factor to the growth and success of the organisation and to the global community. This study seeks to reconnoitre the Gillette’s Power Razor through the lens of organisational marketing, design and innovation. It will look at the way in which Gillette Power Razor and its brand prospers in those areas and how it impacted on the competiveness in the marketplace. The objectives of the study are, firstly to display how the characteristics of the Gillette Power Razor have evolved over time to meet customer’s needs. To show the benefits and value derived by the users. To show the uniqueness of its design elements. Finally, to show the Gillette’s brand appeal in contemporary markets. In this research the investigator will be taking the view of epistemology. The investigator selected the Gillette power razor as the product to critique within the context of marketing, design and innovation. The razor took a very long time to evolve into its present multidimensional use. Therefore, true innovation always begins by investigating the historic footprint. Analysis will be used shows how the characteristics of the item has altered over time what drove the changes in the market and which it exists from the benefits and value derived by the clients, customers or recipients. Furthermore, the uniqueness of its design elements – shape, colour, design, imagination, relevance and usefulness. Finally, its appeal as brand in contemporary markets. In industry, methods and tools are developed on how to organize and manage innovation processes with the objective to better control added – value, cost and risk. † Additionally, Marketing is the process of determining customer needs and wants and then providing customers with goods and services that meet or exceed their expectations (Nickels et al, 2002). Nevertheless, the Danish Government describes design as â€Å"the power to make products and services more attractive to customers and users, so they are able to sell at a higher price by being differentiated from the competition by virtue of new properties, values and characteristics. Marketing, design and innovation is the study of how an organisation’s competitive advantage forte is indomitable and shaped by its marketing, design and innovation prowess. In addition, it is as a critical factor to the growth and success of the organisation and to the global community.