Flowers for Algernon and The Garden of Eden Essay

Daniel Keyes’s anecdotal story, â€Å"Flowers for Algernon†, drew on topics, examples of occasions, and character types from the Biblical story of the Garden of Eden. The two stories had a common subject: Ignorance is happiness. The two stories additionally shared a comparable example of occasions. Charlie Gordon, the hero in â€Å"Flowers for Algernon†, and Adam and Eve, the primary characters in the Garden of Eden, all began in a condition of guiltlessness, uninformed of malevolence, until they were urged to get more intelligent. After they had picked up insight, their eyes were opened to the entirety of the disagreeableness on the planet, and they endured the results. There were additionally similitudes in the characters in the two stories, for example, between the Serpent and Miss Kinnian and among Eve and Algernon. Daniel Keyes rendered the material new by changing the setting, the characters, and the occasions of the story to something substantially more pr esent day. In â€Å"Flowers for Algernon†, Charlie needed to get brilliant, however once he did, he understood that individuals used to ridicule him, and the vast majority quit conversing with him as regularly as they used to, either on the grounds that they were terrified of him or couldn’t get him. Algernon kicked the bucket, and Charlie lost the entirety of his knowledge. In the Garden of Eden, God cautioned Adam and Eve not to eat from the tree of the information on great and insidiousness, however they didn’t tune in. The snake persuaded Eve to eat the taboo natural product, and afterward Eve persuaded Adam to eat it also. At the point when they ate the natural product, they picked up information and insight, got mindful of evilness, and acknowledged they were stripped. God sentenced them to an existence of misery and in the long run demise. The normal subject of these two stories is obliviousness is happiness. Now and again it’s preferable to know nothing over something. The example of occasions in â€Å"Flowers for Algernon† reflect those of the Garden of Eden. In the Garden of Eden, God made Adam and Eve. They were totally honest and unadulterated, however not great. God cautioned them not to eat from the tree of the information on great and shrewdness. The underhanded snake persuaded Eve to eat the taboo natural product at any rate. At the point when Adam and Eve ate from the tree of information, their eyes were opened, and they picked up information and insight, yet they were additionally presented to malice, and they felt stripped. Their condition of blamelessness was lost. At the point when God got some answers concerning this, He rebuffed Adam and Eve. In â€Å"Flowers for Algernon†, Charlie Gordon had an inability and needed insight. Miss Kinnian convinced Charlie to proceed with the activity. He consented to experience the medical procedure that the specialists thought would significantly increase his knowledge, despite the fact that he knew about the dangers in question. The activity made Charlie unimaginably keen, however it likewise made him mindful that individuals ridiculed him. At a certain point, Charlie expressed that he felt as though he was stripped. His insight in the long run break down, and Algernon passes on. In the two stories, the primary characters start off in a condition of obliviousness, are convinced to build their insight, choose to pick up information, in spite of realizing the dangers in question, and afterward they need to pay dearly. A portion of the characters in â€Å"Flowers for Algernon† and the Garden of Eden are fundamentally the same as. For instance, Charlie, Adam, and Eve are comparative since they are the primary characters, they began in a condition of obliviousness, and they all got information. Also, the snake and Miss Kinnian are similar in light of the fact that the two of them convinced the fundamental characters to get more astute. In conclusion, Eve and Algernon were both the main characters to secure information. Daniel Keyes rendered the material new by changing the setting, the characters, and the occasions. The Garden of Eden occurred at the outset, while â€Å"Flowers for Algernon† occurred in the twentieth century. Rather than a talking snake urging someone to eat enchanted natural product, Daniel Keyes utilized Miss Kinnian to convince Charlie to do the activity. Thirdly, in the Garden of Eden, the taboo natural product offered information to Adam and Eve, yet in Flowers for Algernon, an activity caused Charlie to turn out to be increasingly canny. Topics, examples of occasions, and character types found in Flowers for Algernon reflect those found in the Biblical story of the Garden of Eden. The tales both offer a similar subject: Ignorance is happiness. The two of them have comparative examples of occasions: The principle characters begin in a condition of guiltlessness and obliviousness, at that point they are convinced to expand their insight. The primary characters concurred, notwithstanding the dangers in question. The primary characters needed to confront the outcomes of accepting information. Adam, Eve, and Charlie, the snake and Miss Kinnian, and Eve and Algernon all mirror one another. Daniel Keyes modernized the Biblical story of the Garden of Eden by evolving theâ setting, the characters, and the occasions, in spite of the fact that the general topic, examples of occasions, and kinds of characters are comparable in the two stories.

Organizational Behavior Leadership

Each association has a various leveled request that directs its initiative structure. This thus influences the conduct of the two workers and directors. Such is the situation experienced in Corporation A. This work portrays every one of the five bases of intensity and their relationship with reliance, in regard to Corporation A.Advertising We will compose a custom paper test on Organizational Behavior Leadership explicitly for you for just $16.05 $11/page Learn More The five bases of intensity Power can be characterized as the conceivable capacity of an individual or gathering to apply authority over another individual or gathering (Griffin and Moorhead, 2009, p. 375). In an association, there can be five bases of intensity including â€Å"legitimate, reward, coercive, master and referent power† (Griffin and Moorhead, 2009, p. 375). Authentic force, essentially, like power, is practiced dependent on the position that one holds in an association. It rests in the conviction amon g staff individuals that their director saves the carefulness to provide headings and requests because of the position the person in question holds in the association. In this way, workers will concur with the manager’s orders that rely upon the situation inside the association that the individual holds. Be that as it may, in spite of the fact that laborers may agree as to real power, they may do as such without a sentiment of commitment and full participation. For instance, in Corporation A, both the advertising and the bookkeeping directors give different headings to their workers dependent on their individual situations inside the association. Though the showcasing chief urges the staff individuals to work for more than the forty hours in seven days for guarantee of remunerations, the bookkeeping director then again, holds the command to give the bookkeeper the opportunity to work inside a compacted time calendar of four-week days. Prize force alludes to the employerâ€⠄¢s capacity to accord a few awards to representatives. The prizes might be as far as either money related structure or balanced work programs. As opposed to giving out substantial advantages, for example, cash, directors should allow a greater amount of immaterial advantages. For instance, in partnership A, business 1 is foreseeing a prize in type of reward to make sure about a good get-away. This is a direct result of his all-inclusive working period. The promoting chief urges representatives to work past the ordinary timetable for guarantee of reward. The bookkeeping supervisor chooses to abbreviate the quantity of days required to work in seven days for representative 2. The bookkeeping supervisor has the ability to concede this advantage to this worker just in the bookkeeping division. It ought to be noticed that, in spite of the fact that prizes may on occasion inspire representatives to buckle down, the main issue is that they occupy the workers’ center from their acti vity assignments to the prizes set before them.Advertising Looking for paper on business financial aspects? We should check whether we can support you! Get your first paper with 15% OFF Learn More Referent force is drawn from an individual’s magnetic effect on others. Due to the individual’s characteristics, mentality, and conduct, individuals are probably going to connect more with that person (Wagner and Hollenbeck, 2009, p. 217). For instance, in Corporation A, representative 3 is charming and positive. This has made him to be loved by different representatives inside the business office. Regardless of his short working residency at the association, he develops as a group chief in actualizing an attempt to close the deal that is probably going to improve the Corporation’s deals. Master power then again is vested in employees’ conviction that one has a particular an elevated level information or ability. Administrators may in this way be â€Å"accorded authority dependent on the impression of their more prominent information on the jobs needing to be done than their employees† (Wagner and Hollenbeck, 2009, p. 217). For instance, both the advertising and bookkeeping administrators can give bearings in Corporation An in light of their particular specific ability as to showcasing, bookkeeping, and the executives. Also, worker 2 is the main affirmed open bookkeeper in the association. Thusly, he is the main representative who can plan budget summaries just as have his work routine balanced. Coercive force infers a circumstance where a business can provide requests to representatives, which makes them go along because of a paranoid fear of discipline. Conditions under which compulsion may apply incorporate times of monetary emergency, when associations target smoothing out their tasks for most extreme effectiveness, and by and large dangers to the organization’s endurance. For instance, the showcasing manager’s req uest to the representatives to work additional time may pressure them to buckle down because of a paranoid fear of not being superiorly appraised and consequently losing their prizes. Connection Between the Bases of Power exhibited In Corporation An and reliance Managers in associations can improve reliance upon different bases of intensity by guaranteeing between departmental unwavering quality and shortage of assets (Kondalkar, 2009, p. 420). To start with, master power exhibited by representative 2 who is the main guaranteed open bookkeeper makes a more noteworthy reliance by the association on his administrations. This is on the grounds that, other than him, there is nobody else to set up the company’s budget reports. Other than this, master power communicated through the nearness of the two administrators: advertising and bookkeeping chiefs requires shortage of HR (administrative). This upgrades the employees’ reliance on the two as far as dynamic and some other r elated obligation. This is because of the genuine force held by the two. Also, referent force exhibited by representative 3 because of his magnetic character separates him in the organization’s deals office. He is relied on in the creation and usage of a thought that supports the company’s sales.Advertising We will compose a custom article test on Organizational Behavior Leadership explicitly for you for just $16.05 $11/page Learn More Moreover, the prize force showed by the promoting supervisor in conceding rewards to representatives who stay at work past 40 hours makes the vast majority of representatives rely upon the rewards to achieve a portion of their own activities in life separated from improving their picture as workers. For instance, worker 1 is depending on the reward to bear the cost of a better than average excursion that would have been outlandish without it. End The five bases of intensity are significant in an association. Prize force includes one havi ng impact over profiting results. Coercive force empowers chief to have power because of rebuffing results. Authentic force empowers administrators to have control because of their individual places of power. Master power is gotten from one’s capacity to have ability, uncommon expertise, and information over the rest in an association. Referent force is drawn from one’s allure, and character that makes them to be loved by others. Every one of these bases of intensity have a method of making reliance inside an association. References Griffin, R.W., and Moorhead, G. (2009). Hierarchical Behavior: Managing People and Organizations. South Western, Mason: Cengage Learning. Kondalkar, V. G. (2009). Association Effectiveness and Change Management. New Delhi: PHI Learning Private Limited. Wagner, J.A. what's more, Hollenbeck, J.R. (2009). Authoritative Behavior: Securing Competitive Advantage. New York: Routledge. This article on Organizational Behavior Leadership was composed and put together by client Alessandro Carrillo to help you with your own examinations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; be that as it may, you should refer to it as needs be. You can give your paper here.

A HASS[le-free] Semester

A HASS[le-free] Semester I took four HASS classes this semester. What, stop looking at me like that. .______. I realized that Im very capable of taking four HASS classes, but not capable of taking four science classes (friend: why are you at MIT?). But, I do feel that the HASS department is MITs hidden jewel that no one ever talks about. For reference, my four HASS classes were: Introduction to Art History, Rhetoric (a different version from the one that lulu took), Japanese III, and Macroeconomics (14.02 falls under the Social Science category of HASS). Ironically, at the end of this semester I would have completed my HASS requirements for graduation (3 HASS Distribution courses, 5 HASS electives) as well, but Ive only taken one course other than the GIRs in my major (7.03). Is there an Eclectic Humanities Courses major? =p Anyways. I wont bore you by speaking at length about each class, although I do want to write about a few things about MIT HASS (by the way, it stands for Humanities, Arts, and Social Sciences). Pet Peeve: HASS classes do not guarantee automatic As. How many classes are you taking? 5 but 4 of them are HASS classes. Wow, you must be getting a 5.0 this term! FALSE. HASS classes, despite the common perception that theyre automatic A courses, are not breeze-through classes here either. True, classes like 14.02 are curved a lot better than the science courses, and if you stay some distance above the average you should be getting an A, but HASS classes arent all fun and games either. In writing classes, there are essays to write, speeches to give, and presentations to make. In Japanese classes, there are texts to memorize, drills to practice, and grammar to study. In Art History, there are dates to recall, names to remember, and paintings to scrutinize.I can go on and on. The most enjoyable thing about HASS then, in my opinion, is that its so wonderfully different from the science classes. Gone are the formulaic problem sets and exams (with the exception of Economics which functions like a science class, but with a better grade distribution). In its stead, we have essays, presentations, and discussions. Ive always enjoyed writing essays more here than doing problem sets, as I love the freedom of expression and the absence of a right answer. In some regards, I was considering a LAC when I applied to colleges, but I also love the rigors of science, which I grew up with, and thats why I ultimately decided to come to MIT. The HASS requirement is not hard to understand. Before you graduate, you will need to take 8 HASS classes. At MIT, HASS classes are broken down into two categories HASS-D (stands for HASS Distribution, and are classes that are supposed to be representative of their respective HASS categories (there are 5 categories, not including Language) and HASS Elective (HASS classes that are not HASS-Ds)). Within these HASS classes, you will also need to take two CI-H (Communication Intensive) classes which basically are classes where you will need to be writing more essays and giving oral presentations in. Finally, the last piece of the puzzle is that you need a HASS Concentration within your HASS classes. The Concentration is a series of 3 (or 4) classes in the same HASS field of study. Its designed to be a counterpoint to HASS-Ds, in providing more depth instead of breadth. You can concentrate in a variety of things Language, Economics, Anthropology, History, Music(see here). Honestly, this sounds like a lot, but it really isnt. This is a list of the HASS classes I have taken up to this term and hopefully itll give you an idea of how the HASS requirement works: 4.601Introduction to Art HistoryHASS-D, Category 3 Visual and Performing Arts 14.01MicroeconomicsHASS Elective counts for Economics Concen.MacroeconomicsHASS Elective counts for Economics Concen.American Foreign PolicyHASS-D, Category 4 Cultural and Social Studies, CI-HJapanese IIIHASS Elective (or HASS-D: Language)Spanish II in Madrid!HASS Elective, counts for Spanish Concen.Spanish IIIHASS Elective (or HASS-D: Language), counts for Spanish Concen.RhetoricHASS-D, Category 2 Language, Thought, and Value, CI-H 14.02 17.40 21F.503 21F.782 21F.703 21W.747 And aside from the HASS Concentration, thats a valid combination of HASS classes for graduation! Note that I can either concentrate in Economics (have to take another class in Econ), Spanish (have to take Spanish IV), or even Japanese (have to take Japanese IV and another Japanese class). Its also not difficult to find a set of classes to concentrate in. :) Foreign Language classes at MIT are awesome. This brings me to another point. Foreign Language classes are MIT are SO COOL!! :) Although MIT only teaches 5 languages (Spanish, French, German, Chinese, and Japanese Italian during IAP), Ive realized (after having taken 3 classes in 21F) that MIT actually has a really high quality of foreign language instruction. For one thing, one of the primary focuses is placed on teaching you to SPEAK, rather than just read/write (which is the default in most language classes). This is especially true in Japanese, which I started taking this semester. For example, Japanese classes here utilize huge scenarios each class in which students are consistently asked to play the parts of different people, to ask for information, to make telephone calls with often the entire class consisting of one extended storyline. The benefits of such language instruction is that it tries to mimic real life as much as possible, and youre not asked to provide standard responses to standard drill questions in the textbook (which is present in my language classes before MIT). Whats even more intriguing is that the sly teachers incorporate the grammar, vocabulary, and drills that youre supposed to be learning into the scenario itself, so you still practice the essentials of the lesson in a very natural manner. Although Spanish classes here are also focused on interaction, I found the Japanese model of teaching here to be the most unique approach to language courses that Ive experienced. It should be of no surprise to you that course 21F (foreign languages and literature) consistently receives the highest student ratings across all departments :) Try it if you come! Dont just always cross-reg at Harvard because they have all the cool languages theres already a wealth of amazing classes to be found here :) Summarize your four HASS classes, in a non-boring way? Sure! (please note videos, aside from the nominal subject matter, does not have to do with actual course content and are provided for your entertainment the course description, however, is accurate) =p 14.02 Macroeconomics Introduction to Macroeconomics, including macroeconomic data, Solow model of growth, money supply, aggregate demand (IS-LM), aggregate supply, labor markets, growth accounting, investment, consumption, and of course, discussions about the current financial crisis. Six problem sets and three exams assigned. No final. 4.601 Intro to Art History Comprehensive survey of the history of visual art, beginning from the Renaissance and continuing into the Modern Art of the 1960s. Leading artists, representative works, and motifs from each representative period are discussed. Includes two field trips to the Boston Museum of Fine Arts one mandatory to write the first paper, the second as a recitation trip. Three papers, one midterm, and one final assigned. Memorization of the dates, names, and artists of key works and an understanding of the artistic trends over history required to do well in the course. If youre ambitious, youtube Andy Warhol Hamburger or Andy Warhol Empire. 21F.503 Japanese III Intermediate Japanese I, meets four days a week for one hour. Utilizes creative scenarios that places a heavy emphasis on the verbal usage of Japanese. Memorization of core conversations (or short dialogues) and vocabulary required. Periodic writing assignments and exams (includes interview exams or oral exams) assigned. Props to people who know what the salt at the end of the video is actually for! :) 21W.747.1 Rhetoric (more specifically, Modern Political Rhetoric) Emphasizes modern political rhetoric through the discussion of the 2008 United States Presidential, Senatorial, and State Elections. Key speeches given by both the Obama and McCain campaigns analyzed. Television political advertisements, web content, and other forms of political persuasion (e.g. Saturday Night Live satire) discussed. Three major papers with an oral presentation assigned.