George and others feel torn between their inner selves and pressures from work and society to conform. While theories of intrinsic value provide a framework for living ethically, it is difficult to act on one's inner values in everyday situations due to fears of negative consequences. True freedom and fulfillment come from developing one's inner spiritual self and acting with integrity, compassion, and concern for others, even when it is challenging to do so. Prioritizing intrinsic human values over extrinsic goals and pressures can benefit both individuals and organizations.
PPA 568 FREEDOM TO LIVE -- Chapter 3 (1)NAME1. Who is .docxharrisonhoward80223
PPA 568: FREEDOM TO LIVE -- Chapter 3
(
1
)
NAME:
1. Who is George?
ANSWER:
2. What does Hartman mean when he says, “It’s one thing to agree with Kierkegaard that most of us live only in the basements of our houses; it’s quite another thing to bestir ourselves sufficiently to move upstairs.”
ANSWER:
3. The need for what kind of growth does Hartman say is greatest need?
ANSWER:
4. What Hartman mean when he says “It could be tragic if …one’s freedom to develop himself intrinsically is stifled.”
ANSWER:
5. What does Hartman mean when he says, “George and Jim are likely to become loyal Organization servants first, human beings second; executives first, lovers, husbands, fathers, or real persons second.”
ANSWER:
6. Hartman says, “If George is working with a company that is run almost entirely on the lower or systemic level, he won’t get much encouragement in developing his true Self-potential; indeed, he’ll be blocked and frustrated at every turn.” What three options does Hartman say George have?.
ANSWER:
7. Why would it be important for someone in public administration to develop an inner self”
ANSWER:
8. What are the 4 rules for developing the inner self?
ANSWER:
9. What are 3 differences between the person of faith and the person of fear?
ANSWER:
10. What 6 ways does Hartman recommend for developing the Self?
ANSWER:
Chapter Three
GEORGE'S - AND EVERYONE'S - PROBLEM
Ituvo defined goodness - anything is good when it has all the properties
rupposed to have - and we've built a scientific axiology around that
l.
With this science we have found that we can know and measure value in
nic, extrinsic (social), and intrinsic (Self or spiritual) dimensions,
wc've found that a human life in its infinity is the most valuable thing
I ri,
Wc have, I believe, laid the foundations for the organization of good-
nttd peace in the world.
it's all, of course, much easier said than done. It's still up to individ-
hutttun beings to help themselves and the world recover from this sick-
uttto death. It's one thing to agree with Kierkegaard that most ofus live
In thc basements of our houses; it's quite another thing to bestir our-
nulliciently to move upstairs.
Kierkegaard goes on to say:
Mcrr...have for the most part a very lowly conception of themselves,
lltnt is to say, they have no conception of being spirit, the absolute of
nll that a man can be...Not only does a man prefer to dwell in the cellar'
ho krves that to such a degree ihat he becomes furious if anyone wouli
propose to him to occupy lhe bel 6tage which stands empty at his
dlrposition - for in fact he is dwelling in his own house...'
lllun does yearn to be better than he is, to be truly himself. The divine
porsist within; but we are torn this way and that. Social and business
rer push us, and we go along, but the spark within is hard to extin-
nnd cven as we hurry to conform we may pause to wonder if this is
is to life, and we glance uneasily over our shoulders (once a week
), wondering v.
Question no 1 Please read the article attached here write 1- Summary o.docxHarryXQjCampbellz
Question no 1
Please read the article attached here write 1. Summary of the article; 2. How the article changed your view; 3. How you would apply the information in your article as an entrepreneur.
Confronted with life's hardships, some people snap, and others snap back. Resine? Diane L. Coutu A HEN I BEGAN MY CAREER in illnesses, and a third was killed in a traf- eral months, howewer, I have looked on joumalism-I was a reporter fic accident. Despite all this-or maybe it with a new urgency, for it seems tome at a national magazine in because of it -he milled around the that the terrorism, war, and recession of hose days - there was a man I'll call newsroom day after day, mentoring recent months have made understandlaus Schmidt. He was in his mid-fifties, the cub reporters, talking about the now - ing resilience more important than ever. nd to my impressionable eyes, he was els he was writing-always looking for- 1 have considered both the nature of he quintessential newsman: cynical at ward to what the future held for him. individual resilience and what makes imes, but unrelentingly curious and full Why do some people suffer real hard- some organizations as a whole more ref life, and often hilariously funny in a ships and not falter? Claus Schmidt silient than others. Why do some people andpaper-dry kind of way. He churned could have reacted very differently. and some companies buckle under presut hard-hitting cover stories and fea- We've all seen that happen: One per- sure? And what makes others bend and ures with a speed and elegance I could son cannot seem to get the confidence ultimately bounce back? nly dream of. It always astounded me back after a layoff, another, persistently My exploration has taught me much hat he was never promoted to manas- depressed, takes a few years off from about resilience, although it's a subject ag editor. life after her divorce. The question we none of us will ever understand fully. But people who knew Claus better would all like answered is, Why? What Indeed, resilience is one of the great han I did thought of him not just as a exactly is that quality of resilience that puzzles of human nature, like creativity reat newsman but as a quintessential carries people through life? or the religious instinct. But in sifting urvivor, someone who had endured in It's a question that has fascinated me through psychological research and in n environment often hostile to talent. ever since I first leamed of the Holo- reflecting on the many stories of rete had lived through at least three caust survivors in elementary school. silience I've heard, I have seen a little najor changes in the magazine's lead- In college, and later in my studies as more deeply into the hearts and minds rship, losing most of his best friends an affiliate scholar at the Boston Psy of people like Claus Schmidt and, in nd colleagues on the way. At home, two choanalytic Society and Institute, I re- doing so, looked more deeply into the f his childre.
Descriptive Essays About A Person. 003 Descriptive Essay About Person On Exam...Beth Retzlaff
FREE 6+ Descriptive Essay Samples in PDF. School Essay: Descriptive essays on a person. Sample Of Descriptive Essay Of A Person. Writing a descriptive essay person. 020 Essay Example Of Descriptive Person Writing First Sample About Pdf .... Good Descriptive Essay Examples for All Students. 003 Descriptive Essay About Person On Example Profile How To Write .... 001 Sample Descriptive Essay ~ Thatsnotus. Descriptive Essay Structure Pdf | Sitedoct.org. ️ A descriptive essay. Descriptive Essay On A Person. My Perfect Essay .... Descriptive essay of a man - reportthenews631.web.fc2.com. 014 Essay Example Descriptive Person Writing First Sample About Pdf Sca .... FREE 9+ Descriptive Essay Examples in PDF | Examples. Excellent Descriptive Essay About A Person ~ Thatsnotus. 025 Faf9yl26hl Descriptive Essay About Person ~ Thatsnotus. Remarkable Descriptive Narrative Essay Examples ~ Thatsnotus. My personal descriptive essays. Sample Personal Descriptive Essay | Templates at allbusinesstemplates.com. How to write a descriptive essay on a person - How to Write a .... How to Write a Descriptive Essay: 14 Steps (with Pictures). Stirring Sample Descriptive Essay ~ Thatsnotus. 006 Descriptive Essay Sample Example About ~ Thatsnotus. Descriptive essay writing examples for college students. College Essay: How do you start a descriptive essay. Descriptive Essay About A Person You Admire - CA-HCS 11: Training and .... ️ Descriptive writing template. Writing Descriptive Essays About A .... Sample Of Descriptive Essay About A Person – Telegraph.
Of Mice and Men Essay - GCSE English - Marked by Teachers.com. A* Of Mice and Men exemplar essay | Teaching Resources. Of Mice and Men essay questions.doc. Of Mice and Men: Literary Essay. Of Mice and Men Notes for Essay Topics by Deana's House of English Arts. Of Mice and Men Essay Questions | Of mice and men, Essay questions, Essay. Of Mice and Men Essay Question - Document in GCSE English Literature. Student essays: Of mice and men george and lennie relationship essay. Of Mice and Men: Question and answers - GCSE English - Marked by .... Of mice and men essay. - GCSE English - Marked by Teachers.com. Of Mice and Men Essay Writing by SimonDarcy - Teaching Resources - Tes. Of Mice and Men: past questions WJEC Unit 1. Of Mice and Men Revision.
The document discusses writing an essay on John Proctor as a tragic hero in Arthur Miller's play "The Crucible". It notes that such an essay requires a nuanced approach that combines literary analysis of Proctor's character, exploration of his virtues and flaws, and an understanding of the concept of a tragic hero. The essay also must consider the complex social and historical context of the Salem witch trials and how they contribute to Proctor's downfall. While challenging, a well-crafted essay on this topic can provide valuable insights into literature and the human condition.
Essay About The Great Depression. What was the Great Depression and why did i...Amanda Harris
Great Depression Essay (24/25) | Year 12 HSC - Modern History | Thinkswap. The Great Depression, causes and effects. - A-Level History - Marked by .... Great Depression Photo Essay - Great Depression Essay Sample | Freddie .... Essay On The Great Depression In The United States. Great Depression Essay Sample. The Great Depression Essay. - Homeworksmontana.com.
PPA 568 FREEDOM TO LIVE -- Chapter 3 (1)NAME1. Who is .docxharrisonhoward80223
PPA 568: FREEDOM TO LIVE -- Chapter 3
(
1
)
NAME:
1. Who is George?
ANSWER:
2. What does Hartman mean when he says, “It’s one thing to agree with Kierkegaard that most of us live only in the basements of our houses; it’s quite another thing to bestir ourselves sufficiently to move upstairs.”
ANSWER:
3. The need for what kind of growth does Hartman say is greatest need?
ANSWER:
4. What Hartman mean when he says “It could be tragic if …one’s freedom to develop himself intrinsically is stifled.”
ANSWER:
5. What does Hartman mean when he says, “George and Jim are likely to become loyal Organization servants first, human beings second; executives first, lovers, husbands, fathers, or real persons second.”
ANSWER:
6. Hartman says, “If George is working with a company that is run almost entirely on the lower or systemic level, he won’t get much encouragement in developing his true Self-potential; indeed, he’ll be blocked and frustrated at every turn.” What three options does Hartman say George have?.
ANSWER:
7. Why would it be important for someone in public administration to develop an inner self”
ANSWER:
8. What are the 4 rules for developing the inner self?
ANSWER:
9. What are 3 differences between the person of faith and the person of fear?
ANSWER:
10. What 6 ways does Hartman recommend for developing the Self?
ANSWER:
Chapter Three
GEORGE'S - AND EVERYONE'S - PROBLEM
Ituvo defined goodness - anything is good when it has all the properties
rupposed to have - and we've built a scientific axiology around that
l.
With this science we have found that we can know and measure value in
nic, extrinsic (social), and intrinsic (Self or spiritual) dimensions,
wc've found that a human life in its infinity is the most valuable thing
I ri,
Wc have, I believe, laid the foundations for the organization of good-
nttd peace in the world.
it's all, of course, much easier said than done. It's still up to individ-
hutttun beings to help themselves and the world recover from this sick-
uttto death. It's one thing to agree with Kierkegaard that most ofus live
In thc basements of our houses; it's quite another thing to bestir our-
nulliciently to move upstairs.
Kierkegaard goes on to say:
Mcrr...have for the most part a very lowly conception of themselves,
lltnt is to say, they have no conception of being spirit, the absolute of
nll that a man can be...Not only does a man prefer to dwell in the cellar'
ho krves that to such a degree ihat he becomes furious if anyone wouli
propose to him to occupy lhe bel 6tage which stands empty at his
dlrposition - for in fact he is dwelling in his own house...'
lllun does yearn to be better than he is, to be truly himself. The divine
porsist within; but we are torn this way and that. Social and business
rer push us, and we go along, but the spark within is hard to extin-
nnd cven as we hurry to conform we may pause to wonder if this is
is to life, and we glance uneasily over our shoulders (once a week
), wondering v.
Question no 1 Please read the article attached here write 1- Summary o.docxHarryXQjCampbellz
Question no 1
Please read the article attached here write 1. Summary of the article; 2. How the article changed your view; 3. How you would apply the information in your article as an entrepreneur.
Confronted with life's hardships, some people snap, and others snap back. Resine? Diane L. Coutu A HEN I BEGAN MY CAREER in illnesses, and a third was killed in a traf- eral months, howewer, I have looked on joumalism-I was a reporter fic accident. Despite all this-or maybe it with a new urgency, for it seems tome at a national magazine in because of it -he milled around the that the terrorism, war, and recession of hose days - there was a man I'll call newsroom day after day, mentoring recent months have made understandlaus Schmidt. He was in his mid-fifties, the cub reporters, talking about the now - ing resilience more important than ever. nd to my impressionable eyes, he was els he was writing-always looking for- 1 have considered both the nature of he quintessential newsman: cynical at ward to what the future held for him. individual resilience and what makes imes, but unrelentingly curious and full Why do some people suffer real hard- some organizations as a whole more ref life, and often hilariously funny in a ships and not falter? Claus Schmidt silient than others. Why do some people andpaper-dry kind of way. He churned could have reacted very differently. and some companies buckle under presut hard-hitting cover stories and fea- We've all seen that happen: One per- sure? And what makes others bend and ures with a speed and elegance I could son cannot seem to get the confidence ultimately bounce back? nly dream of. It always astounded me back after a layoff, another, persistently My exploration has taught me much hat he was never promoted to manas- depressed, takes a few years off from about resilience, although it's a subject ag editor. life after her divorce. The question we none of us will ever understand fully. But people who knew Claus better would all like answered is, Why? What Indeed, resilience is one of the great han I did thought of him not just as a exactly is that quality of resilience that puzzles of human nature, like creativity reat newsman but as a quintessential carries people through life? or the religious instinct. But in sifting urvivor, someone who had endured in It's a question that has fascinated me through psychological research and in n environment often hostile to talent. ever since I first leamed of the Holo- reflecting on the many stories of rete had lived through at least three caust survivors in elementary school. silience I've heard, I have seen a little najor changes in the magazine's lead- In college, and later in my studies as more deeply into the hearts and minds rship, losing most of his best friends an affiliate scholar at the Boston Psy of people like Claus Schmidt and, in nd colleagues on the way. At home, two choanalytic Society and Institute, I re- doing so, looked more deeply into the f his childre.
Descriptive Essays About A Person. 003 Descriptive Essay About Person On Exam...Beth Retzlaff
FREE 6+ Descriptive Essay Samples in PDF. School Essay: Descriptive essays on a person. Sample Of Descriptive Essay Of A Person. Writing a descriptive essay person. 020 Essay Example Of Descriptive Person Writing First Sample About Pdf .... Good Descriptive Essay Examples for All Students. 003 Descriptive Essay About Person On Example Profile How To Write .... 001 Sample Descriptive Essay ~ Thatsnotus. Descriptive Essay Structure Pdf | Sitedoct.org. ️ A descriptive essay. Descriptive Essay On A Person. My Perfect Essay .... Descriptive essay of a man - reportthenews631.web.fc2.com. 014 Essay Example Descriptive Person Writing First Sample About Pdf Sca .... FREE 9+ Descriptive Essay Examples in PDF | Examples. Excellent Descriptive Essay About A Person ~ Thatsnotus. 025 Faf9yl26hl Descriptive Essay About Person ~ Thatsnotus. Remarkable Descriptive Narrative Essay Examples ~ Thatsnotus. My personal descriptive essays. Sample Personal Descriptive Essay | Templates at allbusinesstemplates.com. How to write a descriptive essay on a person - How to Write a .... How to Write a Descriptive Essay: 14 Steps (with Pictures). Stirring Sample Descriptive Essay ~ Thatsnotus. 006 Descriptive Essay Sample Example About ~ Thatsnotus. Descriptive essay writing examples for college students. College Essay: How do you start a descriptive essay. Descriptive Essay About A Person You Admire - CA-HCS 11: Training and .... ️ Descriptive writing template. Writing Descriptive Essays About A .... Sample Of Descriptive Essay About A Person – Telegraph.
Of Mice and Men Essay - GCSE English - Marked by Teachers.com. A* Of Mice and Men exemplar essay | Teaching Resources. Of Mice and Men essay questions.doc. Of Mice and Men: Literary Essay. Of Mice and Men Notes for Essay Topics by Deana's House of English Arts. Of Mice and Men Essay Questions | Of mice and men, Essay questions, Essay. Of Mice and Men Essay Question - Document in GCSE English Literature. Student essays: Of mice and men george and lennie relationship essay. Of Mice and Men: Question and answers - GCSE English - Marked by .... Of mice and men essay. - GCSE English - Marked by Teachers.com. Of Mice and Men Essay Writing by SimonDarcy - Teaching Resources - Tes. Of Mice and Men: past questions WJEC Unit 1. Of Mice and Men Revision.
The document discusses writing an essay on John Proctor as a tragic hero in Arthur Miller's play "The Crucible". It notes that such an essay requires a nuanced approach that combines literary analysis of Proctor's character, exploration of his virtues and flaws, and an understanding of the concept of a tragic hero. The essay also must consider the complex social and historical context of the Salem witch trials and how they contribute to Proctor's downfall. While challenging, a well-crafted essay on this topic can provide valuable insights into literature and the human condition.
Essay About The Great Depression. What was the Great Depression and why did i...Amanda Harris
Great Depression Essay (24/25) | Year 12 HSC - Modern History | Thinkswap. The Great Depression, causes and effects. - A-Level History - Marked by .... Great Depression Photo Essay - Great Depression Essay Sample | Freddie .... Essay On The Great Depression In The United States. Great Depression Essay Sample. The Great Depression Essay. - Homeworksmontana.com.
Cheerleading is a Sport Essay (600 Words) - PHDessay.com. cheerleading essay on why i want to be a cheerleader customs ... | High .... Is Cheerleading A Sport? Essay Example - PHDessay.com. History of Cheerleading Essay Example | StudyHippo.com. A Fresh Take on Cheerleading Essay Example | Topics and Well Written .... Is Cheerleading A Sport Argumentative Essay - Is Cheerleading A Sport .... Cheerleading Is a Sport Free Essay Example. ᐅ Essays On Cheerleading is a Sport
Chapter 4 Theories Responding to the Challenge of Cultural Re.docxrobertad6
Chapter 4: Theories Responding to the Challenge of Cultural Relativism from The Business
Ethics Workshop was adapted by Saylor Academy and is available under a Creative Commons
Attribution-NonCommercial-ShareAlike 3.0 Unported license without attribution as requested by
the work's original creator or licensor. UMGC has modified this work and it is available under
the original license.
http://www.saylor.org/site/textbooks/The%20Business%20Ethics%20Workshop.pdf
https://creativecommons.org/licenses/by-nc-sa/3.0/
https://creativecommons.org/licenses/by-nc-sa/3.0/
Saylor URL: http://www.saylor.org/books Saylor.org
137
Chapter 4
Theories Responding to the Challenge of Cultural
Relativism
Chapter Overview
Chapter 4 "Theories Responding to the Challenge of Cultural Relativism" examines some theories guiding
ethical decisions in business. It considers reactions to the possibility that there are no universal
definitions of right and wrong, only different customs that change from one society to another.
4.1 What Is Cultural Relativism?
L E A R N I N G O B J E C T I V E S
Saylor URL: http://www.saylor.org/books Saylor.org
138
1. Define cultural relativism.
2. Show how cultural relativism defies traditional ethics.
Nietzsche and the End of Traditional Ethics
“God is dead,” the declaration attributed to Friedrich Nietzsche, stands along with “I think, therefore I
am” (René Descartes, 1641) as philosophy’s most popularized—and parodied—phrases. The t-shirt
proclaiming “Nietzsche is dead, signed, God” is funny, but it doesn’t quite answer what Nietzsche was
saying in the late 1800s. What Nietzsche meant to launch was not only an assault on a certain religion but
also a suspicion of the idea that there’s one source of final justice for all reality. Nietzsche proposed that
different cultures and people each produce their own moral recommendations and prohibitions, and
there’s no way to indisputably prove that one set is simply and universally preferable to another. The
suspicion that there’s no final appeal—and therefore the values and morality practiced by a community
can’t be dismissed as wrong or inferior to those practiced elsewhere—is called cultural relativism.
Example: For most of us, the killing of a newborn would be among the most heinous of immoral acts; a
perpetrator would need to be purely evil or completely mad. The Inuit Eskimos, however, regularly
practiced female infanticide during their prehistory, and it was neither evil nor insane. Their brutal living
conditions required a population imbalance tipped toward hunters (males). Without that gender
selecting, the plain fact was the entire group faced starvation. At another place and time, Bernal
Diaz’s The Conquest of New Spain recounts the Spanish invasion of the Americas and includes multiple
reports of newborns sacrificed in bloody ceremonies that made perfect sense to the locals, but left
Spaniards astonished and appalle.
Chapter 4 Theories Responding to the Challenge of Cultural Re.docxketurahhazelhurst
Chapter 4: Theories Responding to the Challenge of Cultural Relativism from The Business
Ethics Workshop was adapted by Saylor Academy and is available under a Creative Commons
Attribution-NonCommercial-ShareAlike 3.0 Unported license without attribution as requested by
the work's original creator or licensor. UMGC has modified this work and it is available under
the original license.
http://www.saylor.org/site/textbooks/The%20Business%20Ethics%20Workshop.pdf
https://creativecommons.org/licenses/by-nc-sa/3.0/
https://creativecommons.org/licenses/by-nc-sa/3.0/
Saylor URL: http://www.saylor.org/books Saylor.org
137
Chapter 4
Theories Responding to the Challenge of Cultural
Relativism
Chapter Overview
Chapter 4 "Theories Responding to the Challenge of Cultural Relativism" examines some theories guiding
ethical decisions in business. It considers reactions to the possibility that there are no universal
definitions of right and wrong, only different customs that change from one society to another.
4.1 What Is Cultural Relativism?
L E A R N I N G O B J E C T I V E S
Saylor URL: http://www.saylor.org/books Saylor.org
138
1. Define cultural relativism.
2. Show how cultural relativism defies traditional ethics.
Nietzsche and the End of Traditional Ethics
“God is dead,” the declaration attributed to Friedrich Nietzsche, stands along with “I think, therefore I
am” (René Descartes, 1641) as philosophy’s most popularized—and parodied—phrases. The t-shirt
proclaiming “Nietzsche is dead, signed, God” is funny, but it doesn’t quite answer what Nietzsche was
saying in the late 1800s. What Nietzsche meant to launch was not only an assault on a certain religion but
also a suspicion of the idea that there’s one source of final justice for all reality. Nietzsche proposed that
different cultures and people each produce their own moral recommendations and prohibitions, and
there’s no way to indisputably prove that one set is simply and universally preferable to another. The
suspicion that there’s no final appeal—and therefore the values and morality practiced by a community
can’t be dismissed as wrong or inferior to those practiced elsewhere—is called cultural relativism.
Example: For most of us, the killing of a newborn would be among the most heinous of immoral acts; a
perpetrator would need to be purely evil or completely mad. The Inuit Eskimos, however, regularly
practiced female infanticide during their prehistory, and it was neither evil nor insane. Their brutal living
conditions required a population imbalance tipped toward hunters (males). Without that gender
selecting, the plain fact was the entire group faced starvation. At another place and time, Bernal
Diaz’s The Conquest of New Spain recounts the Spanish invasion of the Americas and includes multiple
reports of newborns sacrificed in bloody ceremonies that made perfect sense to the locals, but left
Spaniards astonished and appalle ...
The document provides an overview of the steps to get writing assistance from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample work.
3. Review bids from writers and choose one based on qualifications. Place a deposit to start.
4. Review the paper and authorize full payment if satisfied, or request free revisions. Multiple revisions are allowed. HelpWriting.net guarantees original, high-quality work or a full refund.
The short story "Greasy Lake" by T.C. Boyle follows three friends who go out looking for trouble one night. They end up at Greasy Lake, where they mistakenly interrupt another couple. This leads to a fight with the man, a "greasy character" named Bobby. The narrator hits Bobby with a tire iron, believing he has killed him. Panicked, the three friends flee the scene in their parents' station wagon.
20L Essay Writing My Ho. Online assignment writing service.Karrie Garcia
The document discusses the themes presented in Homer's epic poem The Iliad. It portrays the Age of Heroes in ancient Greece, depicting giant-like men and true heroism. The major themes are the principles of justice, vengeance, and honor in Greek society. A key theme was the Greek culture of public praise and shame ("shame culture") to honor or disgrace someone before others. The assemblies called by Achaean commanders allowed leaders to gain or lose honor through public discussions of battle strategy and other matters, representing the political structure of the Achaean forces.
The corporate world has changed a lot in the few.pdfsdfghj21
Ursula Burns, former CEO of Xerox, discusses the changing role of corporate leadership and her experience navigating challenges as a Black woman executive. She believes leadership now requires balancing profits with social impact. However, income inequality remains an issue, and maximum CEO salaries may be needed. While prejudice impacted her career, she overcame obstacles through perseverance and sees progress for diversity though improving representation through affirmative actions.
Richard Iii Essay Topics. King Richard III Essay Year 12 English EAL/D - Yea...Dana Burks
King Richard III and Looking For Richard Essay | English (Advanced .... Richard III how is he repulsive and impressive - GCSE English - Marked .... Mod A: King Richard III Essay | English (Advanced) - Year 12 HSC .... Shakespeare's presentation of the character of Richard III - GCSE .... King Richard III and Looking for Richard Essay - Module A: Textual .... Richard III coursework - GCSE English - Marked by Teachers.com. Richard III and Looking for Richard essay | English (Advanced) - Year .... King Richard III Essay | English (Advanced) - Year 12 HSC | Thinkswap. Richard III Practice Essay | English (Advanced) - Year 12 HSC | Thinkswap. King Richard III essay - Lecture notes 1-13 - Universal themes and .... Why did Richard III make himself king in 1483? - A-Level History .... Textual Conversations Essay Response for Richard III/Looking for .... Richard III and Looking for Richard | English (Advanced) - Year 12 HSC .... Essay Writing - Mod A: Richard III & Looking for Richard. Mod A - Looking For Richard, King Richard III Comparative essay .... Richard III: Coursework Essay - GCSE English - Marked by Teachers.com. Richard III and Looking For Richard Essay | English (Advanced) - Year .... Essay Richard III | English (Advanced) - Year 12 HSC | Thinkswap. Richard III Essay | Literature - Year 11 WACE | Thinkswap. Richard III and Looking for Richard Comparative Essay | English .... Reflection Essay: Richard iii essay topics. Richard Iii Essay Topics. King Richard III Essay Year 12 | English EAL/D - Year 12 HSC | Thinkswap. Richard & Richard III essay | Year 12 HSC - English (Advanced) | Thinkswap. Richard III Essay (#2) | English - Year 12 VCE | Thinkswap. Module A - Richard III and Looking For Richard Essay | English .... ᐅ Essays On Richard Iii
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
This document provides instructions for Assignment 2.1: Stance Essay Draft in an ENG 115 course. Students are asked to write a 3-4 page stance essay arguing a position on a topic and supporting it with evidence from the required WebText sources. The document outlines the requirements for the essay, including using third person point of view and a formal tone, writing an introduction with a clear thesis statement, including supporting paragraphs for each thesis point, using effective transitions and logical organization, and concluding in a way that leaves a lasting impression. Students are evaluated based on meeting criteria in these areas as well as applying proper grammar, mechanics, punctuation, and formatting according to SWS guidelines.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
This document provides guidelines and a rubric for Milestone Three of the ENG 510 Final Project. In this milestone, students are asked to analyze both a classic and contemporary text in terms of narrative structure, character development, literary conventions, and themes. Specifically, students must analyze each text's use of conflict, crisis, resolution, and character development, relate the author's choices to literary conventions of the time period, and evaluate how each text uses these elements to create its intended theme. The submission should be 3-4 pages following specific formatting guidelines and address all critical elements outlined in the rubric.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
Plato and Aristotle were two of the most influential philosophers of Classical Greece. Plato was a student of Socrates and founded the Academy in Athens, considered the first institution of higher learning. He is known for his dialogues that explored philosophical problems through questioning. Aristotle was a student of Plato and later taught Alexander the Great. He wrote on many topics including poetry, theater, and politics. Both made major contributions to Western philosophy and how we understand concepts like knowledge, justice, and the ideal state.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
More Related Content
Similar to Chapter ThreeGEORGES - AND EVERYONES - PROBLEMItuvo .docx
Cheerleading is a Sport Essay (600 Words) - PHDessay.com. cheerleading essay on why i want to be a cheerleader customs ... | High .... Is Cheerleading A Sport? Essay Example - PHDessay.com. History of Cheerleading Essay Example | StudyHippo.com. A Fresh Take on Cheerleading Essay Example | Topics and Well Written .... Is Cheerleading A Sport Argumentative Essay - Is Cheerleading A Sport .... Cheerleading Is a Sport Free Essay Example. ᐅ Essays On Cheerleading is a Sport
Chapter 4 Theories Responding to the Challenge of Cultural Re.docxrobertad6
Chapter 4: Theories Responding to the Challenge of Cultural Relativism from The Business
Ethics Workshop was adapted by Saylor Academy and is available under a Creative Commons
Attribution-NonCommercial-ShareAlike 3.0 Unported license without attribution as requested by
the work's original creator or licensor. UMGC has modified this work and it is available under
the original license.
http://www.saylor.org/site/textbooks/The%20Business%20Ethics%20Workshop.pdf
https://creativecommons.org/licenses/by-nc-sa/3.0/
https://creativecommons.org/licenses/by-nc-sa/3.0/
Saylor URL: http://www.saylor.org/books Saylor.org
137
Chapter 4
Theories Responding to the Challenge of Cultural
Relativism
Chapter Overview
Chapter 4 "Theories Responding to the Challenge of Cultural Relativism" examines some theories guiding
ethical decisions in business. It considers reactions to the possibility that there are no universal
definitions of right and wrong, only different customs that change from one society to another.
4.1 What Is Cultural Relativism?
L E A R N I N G O B J E C T I V E S
Saylor URL: http://www.saylor.org/books Saylor.org
138
1. Define cultural relativism.
2. Show how cultural relativism defies traditional ethics.
Nietzsche and the End of Traditional Ethics
“God is dead,” the declaration attributed to Friedrich Nietzsche, stands along with “I think, therefore I
am” (René Descartes, 1641) as philosophy’s most popularized—and parodied—phrases. The t-shirt
proclaiming “Nietzsche is dead, signed, God” is funny, but it doesn’t quite answer what Nietzsche was
saying in the late 1800s. What Nietzsche meant to launch was not only an assault on a certain religion but
also a suspicion of the idea that there’s one source of final justice for all reality. Nietzsche proposed that
different cultures and people each produce their own moral recommendations and prohibitions, and
there’s no way to indisputably prove that one set is simply and universally preferable to another. The
suspicion that there’s no final appeal—and therefore the values and morality practiced by a community
can’t be dismissed as wrong or inferior to those practiced elsewhere—is called cultural relativism.
Example: For most of us, the killing of a newborn would be among the most heinous of immoral acts; a
perpetrator would need to be purely evil or completely mad. The Inuit Eskimos, however, regularly
practiced female infanticide during their prehistory, and it was neither evil nor insane. Their brutal living
conditions required a population imbalance tipped toward hunters (males). Without that gender
selecting, the plain fact was the entire group faced starvation. At another place and time, Bernal
Diaz’s The Conquest of New Spain recounts the Spanish invasion of the Americas and includes multiple
reports of newborns sacrificed in bloody ceremonies that made perfect sense to the locals, but left
Spaniards astonished and appalle.
Chapter 4 Theories Responding to the Challenge of Cultural Re.docxketurahhazelhurst
Chapter 4: Theories Responding to the Challenge of Cultural Relativism from The Business
Ethics Workshop was adapted by Saylor Academy and is available under a Creative Commons
Attribution-NonCommercial-ShareAlike 3.0 Unported license without attribution as requested by
the work's original creator or licensor. UMGC has modified this work and it is available under
the original license.
http://www.saylor.org/site/textbooks/The%20Business%20Ethics%20Workshop.pdf
https://creativecommons.org/licenses/by-nc-sa/3.0/
https://creativecommons.org/licenses/by-nc-sa/3.0/
Saylor URL: http://www.saylor.org/books Saylor.org
137
Chapter 4
Theories Responding to the Challenge of Cultural
Relativism
Chapter Overview
Chapter 4 "Theories Responding to the Challenge of Cultural Relativism" examines some theories guiding
ethical decisions in business. It considers reactions to the possibility that there are no universal
definitions of right and wrong, only different customs that change from one society to another.
4.1 What Is Cultural Relativism?
L E A R N I N G O B J E C T I V E S
Saylor URL: http://www.saylor.org/books Saylor.org
138
1. Define cultural relativism.
2. Show how cultural relativism defies traditional ethics.
Nietzsche and the End of Traditional Ethics
“God is dead,” the declaration attributed to Friedrich Nietzsche, stands along with “I think, therefore I
am” (René Descartes, 1641) as philosophy’s most popularized—and parodied—phrases. The t-shirt
proclaiming “Nietzsche is dead, signed, God” is funny, but it doesn’t quite answer what Nietzsche was
saying in the late 1800s. What Nietzsche meant to launch was not only an assault on a certain religion but
also a suspicion of the idea that there’s one source of final justice for all reality. Nietzsche proposed that
different cultures and people each produce their own moral recommendations and prohibitions, and
there’s no way to indisputably prove that one set is simply and universally preferable to another. The
suspicion that there’s no final appeal—and therefore the values and morality practiced by a community
can’t be dismissed as wrong or inferior to those practiced elsewhere—is called cultural relativism.
Example: For most of us, the killing of a newborn would be among the most heinous of immoral acts; a
perpetrator would need to be purely evil or completely mad. The Inuit Eskimos, however, regularly
practiced female infanticide during their prehistory, and it was neither evil nor insane. Their brutal living
conditions required a population imbalance tipped toward hunters (males). Without that gender
selecting, the plain fact was the entire group faced starvation. At another place and time, Bernal
Diaz’s The Conquest of New Spain recounts the Spanish invasion of the Americas and includes multiple
reports of newborns sacrificed in bloody ceremonies that made perfect sense to the locals, but left
Spaniards astonished and appalle ...
The document provides an overview of the steps to get writing assistance from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample work.
3. Review bids from writers and choose one based on qualifications. Place a deposit to start.
4. Review the paper and authorize full payment if satisfied, or request free revisions. Multiple revisions are allowed. HelpWriting.net guarantees original, high-quality work or a full refund.
The short story "Greasy Lake" by T.C. Boyle follows three friends who go out looking for trouble one night. They end up at Greasy Lake, where they mistakenly interrupt another couple. This leads to a fight with the man, a "greasy character" named Bobby. The narrator hits Bobby with a tire iron, believing he has killed him. Panicked, the three friends flee the scene in their parents' station wagon.
20L Essay Writing My Ho. Online assignment writing service.Karrie Garcia
The document discusses the themes presented in Homer's epic poem The Iliad. It portrays the Age of Heroes in ancient Greece, depicting giant-like men and true heroism. The major themes are the principles of justice, vengeance, and honor in Greek society. A key theme was the Greek culture of public praise and shame ("shame culture") to honor or disgrace someone before others. The assemblies called by Achaean commanders allowed leaders to gain or lose honor through public discussions of battle strategy and other matters, representing the political structure of the Achaean forces.
The corporate world has changed a lot in the few.pdfsdfghj21
Ursula Burns, former CEO of Xerox, discusses the changing role of corporate leadership and her experience navigating challenges as a Black woman executive. She believes leadership now requires balancing profits with social impact. However, income inequality remains an issue, and maximum CEO salaries may be needed. While prejudice impacted her career, she overcame obstacles through perseverance and sees progress for diversity though improving representation through affirmative actions.
Richard Iii Essay Topics. King Richard III Essay Year 12 English EAL/D - Yea...Dana Burks
King Richard III and Looking For Richard Essay | English (Advanced .... Richard III how is he repulsive and impressive - GCSE English - Marked .... Mod A: King Richard III Essay | English (Advanced) - Year 12 HSC .... Shakespeare's presentation of the character of Richard III - GCSE .... King Richard III and Looking for Richard Essay - Module A: Textual .... Richard III coursework - GCSE English - Marked by Teachers.com. Richard III and Looking for Richard essay | English (Advanced) - Year .... King Richard III Essay | English (Advanced) - Year 12 HSC | Thinkswap. Richard III Practice Essay | English (Advanced) - Year 12 HSC | Thinkswap. King Richard III essay - Lecture notes 1-13 - Universal themes and .... Why did Richard III make himself king in 1483? - A-Level History .... Textual Conversations Essay Response for Richard III/Looking for .... Richard III and Looking for Richard | English (Advanced) - Year 12 HSC .... Essay Writing - Mod A: Richard III & Looking for Richard. Mod A - Looking For Richard, King Richard III Comparative essay .... Richard III: Coursework Essay - GCSE English - Marked by Teachers.com. Richard III and Looking For Richard Essay | English (Advanced) - Year .... Essay Richard III | English (Advanced) - Year 12 HSC | Thinkswap. Richard III Essay | Literature - Year 11 WACE | Thinkswap. Richard III and Looking for Richard Comparative Essay | English .... Reflection Essay: Richard iii essay topics. Richard Iii Essay Topics. King Richard III Essay Year 12 | English EAL/D - Year 12 HSC | Thinkswap. Richard & Richard III essay | Year 12 HSC - English (Advanced) | Thinkswap. Richard III Essay (#2) | English - Year 12 VCE | Thinkswap. Module A - Richard III and Looking For Richard Essay | English .... ᐅ Essays On Richard Iii
Similar to Chapter ThreeGEORGES - AND EVERYONES - PROBLEMItuvo .docx (8)
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
This document provides instructions for Assignment 2.1: Stance Essay Draft in an ENG 115 course. Students are asked to write a 3-4 page stance essay arguing a position on a topic and supporting it with evidence from the required WebText sources. The document outlines the requirements for the essay, including using third person point of view and a formal tone, writing an introduction with a clear thesis statement, including supporting paragraphs for each thesis point, using effective transitions and logical organization, and concluding in a way that leaves a lasting impression. Students are evaluated based on meeting criteria in these areas as well as applying proper grammar, mechanics, punctuation, and formatting according to SWS guidelines.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
This document provides guidelines and a rubric for Milestone Three of the ENG 510 Final Project. In this milestone, students are asked to analyze both a classic and contemporary text in terms of narrative structure, character development, literary conventions, and themes. Specifically, students must analyze each text's use of conflict, crisis, resolution, and character development, relate the author's choices to literary conventions of the time period, and evaluate how each text uses these elements to create its intended theme. The submission should be 3-4 pages following specific formatting guidelines and address all critical elements outlined in the rubric.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
Plato and Aristotle were two of the most influential philosophers of Classical Greece. Plato was a student of Socrates and founded the Academy in Athens, considered the first institution of higher learning. He is known for his dialogues that explored philosophical problems through questioning. Aristotle was a student of Plato and later taught Alexander the Great. He wrote on many topics including poetry, theater, and politics. Both made major contributions to Western philosophy and how we understand concepts like knowledge, justice, and the ideal state.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
ENG 220/250 Lab Report Requirements
Version 0.8 -- 08/13/2018
I. General Requirements
The length of a lab report must not exceed 10 typewritten pages. This
includes any and all attachments included in the report.
The font size used in the body of the report must not exceed 12 pts.
The lab report must be submitted as a single document file with all of
the required attachments included.
[Refer to Exhibit #1]
Reports submitted electronically must be in the Adobe PDF format.
For any videos submitted (online students only):
They must have a minimum video resolution of 480p.
The maximum length for any video submitted must not exceed 5
minutes.
Due to their large file size, the video files must not be sent as
email attachments.
They can be uploaded to cloud storage (Dropbox, Google Drive, One
Drive, etc.). The link to the video file can then be submitted
via email.
II. Required Attachments
MultiSim simulation screenshots
The only simulation software that can be used for any lab
assignments in this course is MultiSim.
[Refer to Exhibit #2]
The simulation(s) shown on the lab report must show the same
types of measuring instruments that were used to perform the lab.
[Refer to Exhibit #3]
The illustration(s) included in the lab report must be actual
screenshots of the circuit simulation.
[Refer to Exhibit #4]
All screenshots of circuit simulations included in the report
must show the values being measured.
[Refer to Exhibit #5]
The screenshot(s) must be included in the body of the report.
They must be properly labelled and referenced in the lab report.
Printouts from MultiSim are not acceptable.
[Refer to Exhibit #6]
Raw Data
A copy of the original hand-written data sheet that you used to
record the data must be included in the lab report.
[Refer to Exhibit #7]
If the data is recorded on the lab assignment sheet, include only
the portion of the assignment sheet that you wrote your data on.
[Refer to Exhibit #8]
III. Lab Report Requirements
Equipment Documentation
The lab reports must include the make, model, and serial number
of lab equipment used in performing the lab. The equipment
includes
● Multimeters
● Capacitance and inductance testers
● Oscilloscopes
● Function generators
● Power Supplies
[Refer to Exhibit #9]
Lab Procedure
The lab procedure that you used must be documented in the report
as a step-by-step process. Bullet points or numbers must be used
to identify each step.
[Refer to Exhibit #10]
Data
Data must be shown in tabular format and all headings must be
clearly labelled along with the proper units of measurement.
[Refer to Exhibit #11]
No more than 2 to 4 decimal places are required for the showing
of data values. The use of engineering notation and/or metric
units of measurement is strongly recommended.
[Refer to Exhibit #12]
Showing ca.
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
ENG 203: Short Article Response 2
Sample Answer
(Worth 13 marks)
ENGL 203 -Response Assignment 2: Sample Answer
1
Writing a Short Article Response (3 paragraph format + concluding sentence)
Paragraph 1:
Introduction
Introduction (summary) paragraph
· include APA citation of title, author, date + main idea of the whole article
· Brief summary of article (2 to 3 sentences)
· Last sentence is the thesis statement –
o must include your opinion/position + any two focus points from the article you have chosen to respond to
Paragraph 2:
Response Paragraph 1
Response to your first focus point from article #1
Paragraph 3:
Response Paragraph 2
Response to 2nd focus point from the article # 2
Paragraph 4: (optional)
Conclusion
Restate your thesis in slightly different words with concluding thoughts/summary of your responses
Length
300 to 400 words
*No Quotations, please paraphrase all sentences
A Response to “Access to Higher Education”
First sentence: APA Citation + reporting verb + main idea of whole article
In the article “Access to Higher Education,” Moola (2015) discussed the possible factors affecting one’s choice in attending higher education. Many people believe that the dramatic rise in college tuition is the main cause of inaccessibility to college. However, parental education backgrounds and their influence on children, admission selectivity categories in universities, unawareness of student aid opportunities, and coping with personal and social challenges are all having effects on a person’s option regarding their enrollment in colleges. Several negative consequences may occur if tertiary education is considered as a right such as negligence of studies and decrement in pass rate. While it is true that higher educational institutes admit students based on certain criteria, one could argue that it is unfair that universities prefer the wealthy, and those who are academically excellent.
Summary sentences (2 to 3)
Student Thesis: 2 focus points + opinion/position phrases (one positive, one negative)
Firstly, this article overlooked the fact that financial aid is not available for everyone and student loans have to be paid back. The author suggested that if university fees are not affordable, students can apply for academic grants and loans. However, scholarships and academic awards are distributed on a highly competitive basis, and therefore, only students who meet the eligibility requirements can benefit from them. Student financial aid does not cover all fees as well, and students awarded grants have to find other sources of financial aid to cover university fees and living costs. Many universities have a limited number or do not offer merit-scholarships at all, making it difficult for low-income students to be enrolled in their institution. Moreover, student loans usually carry interests that will keep increasing until repaid, resulting in large numbers of fresh graduates getting into debts.
Topic sentence: 1st focu.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
This document provides guidance for an argumentative research essay assignment on August Wilson's play Fences. Students must choose one of four conflicts - Troy vs Society, Troy vs Himself, Troy vs Family, or Troy vs Death - and argue that it is the main driver of the other elements in the story. The document outlines the requirements, including a 3-4 page essay in APA format with an introduction, thesis, evidence from the play and outside sources, and integration of course concepts. It also provides a rubric for grading and notes on developing an argument, incorporating research, and using proper in-text citations.
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
ENG 132
What’s Wrong With Holden?/Here’s What You Should Do, Holden…
Spring 2019
Your next project will involve gathering, recording, and analyzing information about
The Catcher in the Rye
.
The goal is to provide the reader with a better understanding of the novel’s main character, Holden Caulfield.
Think about his behavior in terms of cause and effect.
Your essay should focus either on reasons for his behavior (What’s Wrong With Holden?), or the results of Holden’s choices (Here’s What You Should Do, Holden…).
If you choose the latter, include a section that presents advice/guidance (kind of like Old Spencer).
Make sure to use research to support your ideas!
Here are the requirements:
1. 3-4 sources (books, articles, interviews, media, etc.)
2. A 2-page summary of the novel
3. A short essay (2-3 pages) that incorporates the information you gathered and supports some type of causal argument.
4. An MLA “Works Cited” in the essay (it doesn’t count as a page).
.
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
Sources: All of the short stories and plays you have read so far in this course.
Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and choose one of the
following options:
a. In 3 pages or more, write an additional part of the story from a different character’s
perspective (example: write from Fortunatos’ perspective as he is being walled up
in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery).
OR
b. In 3 pages or more, write an additional part of the story from a different point of
view than that in which the story is written (example: write from the 1st person point
of view of the man in “To Build a Fire” as he realizes he is going to freeze to death,
or perhaps from the first person point of view of Cory in Fences as his father
blocks his dreams of going to college. Let the reader know what is going on in
their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
Choose any of the short stories or plays you have read in this course.
Write a 3 or more page response in which you write an additional part of the story
from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories.
Requirements:
Your response should be a minimum of 3 pages.
Your response should have a properly APA formatted title page.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
You should have a reference page that includes the piece of literature you chose.
Please be cautious about plagiarism.
Be sure to read before you write, and again after you write.
Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.
Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Chapter ThreeGEORGES - AND EVERYONES - PROBLEMItuvo .docx
1. Chapter Three
GEORGE'S - AND EVERYONE'S - PROBLEM
Ituvo defined goodness - anything is good when it has all the
properties
rupposed to have - and we've built a scientific axiology around
that
l.
With this science we have found that we can know and measure
value in
nic, extrinsic (social), and intrinsic (Self or spiritual)
dimensions,
wc've found that a human life in its infinity is the most valuable
thing
I ri,
Wc have, I believe, laid the foundations for the organization of
good-
nttd peace in the world.
it's all, of course, much easier said than done. It's still up to
individ-
hutttun beings to help themselves and the world recover from
this sick-
uttto death. It's one thing to agree with Kierkegaard that most
ofus live
In thc basements of our houses; it's quite another thing to bestir
2. our-
nulliciently to move upstairs.
Kierkegaard goes on to say:
Mcrr...have for the most part a very lowly conception of
themselves,
lltnt is to say, they have no conception of being spirit, the
absolute of
nll that a man can be...Not only does a man prefer to dwell in
the cellar'
ho krves that to such a degree ihat he becomes furious if anyone
wouli
propose to him to occupy lhe bel 6tage which stands empty at
his
dlrposition - for in fact he is dwelling in his own house...'
lllun does yearn to be better than he is, to be truly himself. The
divine
porsist within; but we are torn this way and that. Social and
business
rer push us, and we go along, but the spark within is hard to
extin-
nnd cven as we hurry to conform we may pause to wonder if
this is
is to life, and we glance uneasily over our shoulders (once a
week
), wondering vaguely if we haven't forgotten something, a
cheerful
perhaps, a quiet moment, a liule love - could it possibly be
ourselves
Itrrgotten?
3. g like this, I think, must have been bothering Bill Russell, the
tlontcr of the champion professional Boston Celtics basketball
tearn,
ho told a sports writer, "Maybe you'll think I'm a funny guy, but
I
ftol what I'm doing is really important. I don't feel fulfilled.
What I'd
llke to do is discover something or invent something I'd be
proud to
ohildren."
tu feeling that because of the threat of nuclear catastophe which
hnngs over us all, there is more secret longing for inner,
spiritual
loday than ever before in man's history. The needfor spiritual
72 FREEDOM TO LIVE: THE ROBERT HARTMAN STORY
growth is the greatest human need there rs. Satisfaction of that
need is
to mankind, I think, for it points the way out of our spiritual
chaos
toward that realm of infinite human love which can be man's
destiny,
little lower than the angels."
It is this spiritual yeaming, I'm sure, that causes so many
executi
management men, and students to ask me, in effect, "How can I
get hold
this thing, this inner power, and put it to work for me?" A
member of
of my management development seminars put it like this:
4. Talking with some of the others about what you've been telling
ut,
gather that what worries them the most is whether they can act
the
they know they should act. George would like very much to be
to be himself at work as well as at home, in whatever he does,
to ltl
his definition of himself, as you've said. George has so long
been
tomed to acting like someone else - his boss's conception of
George,
example - that it's really cluite something for him even to
consider
like himself. Still, he fears that if he does become really
George, his
won't like it, and he'il lose his chance for a raise, orpromotion -
hc
even lose his job. Now what's George to do?
This man is saying, "What good does it do a person to know
about a I I
potential inner strength he has if in practical, everyday
situations hc cnn
use it even if he knows how?"
This reaily is serious, I think, not only for George but for his co
for society, and for America. Among the personnel of every
organizat
business, social, poiitical - lie great untapped inner resources
for i
tion, creativity, long- and wide-range planning, and human
leadership
a word, for good. Also in every organization arise the situations
of stress
5. strain which can be handled properly only by individuals able to
tap t
inner resources.
The higher you go in management the more essential becomes
thc uso
your inner Self, your spiritual power, because your decisions
becoms
creasingly loaded with moral and spiritual implications. Far too
often
make decisions which you, if you are sensitive, can hardly
stomach tln
would never make if it were not that you know you are expected
to rn
them - it's your role - and you must make them if you are, say,
to bcat I
year, beat that other sales region. win that trip to Bermuda, or
win tlt
promotion over Jones. It's estimated that management and social
prc$$u
and tensions which affect all workers account for a loss to
industry cv
year ofat least three billions ofdollars because ofjob changes,
abscntccism,
alcoholism, interpersonal frictions, executive breakdowns, ancl
othcr ct
tional difficulties. The Horvarcl Business Review roports thnt
cighty pueenG
George's And Everyone's Problem
*l tlrt' t:xccutives who would talk about it admitted that
unethical practices
rrn ;r lcncfolly accepted practice in their respective industries.
Every one of
tiq. I lurvc no doubt, knows personally of men who, under
6. severe pressure
{nrl rroral strain, have deserled their Selves and "cracked up"
physically or
n*'rrlirlly.
iirrt'lr value crises do not occur only in business, of course;
they happen
llr tlrr' lrorne, in the church, inpolitics, in everypart of our
lives. What I have
fur 'rilv. [hcn, applies not only to George at work but also, in
much the same
rtrrlv, (o George at home, George in church, and George as a
citizen in his
I rrlllllltlllity.
li .rulcl be tragic if in America, of all places, one's freedom to
develop
Irlrrr',r'll'intrinsically is stifled, if the individual, in the name of
the systemic
lrlrri,, ;1y1.1 extrinsic goals of a coilective organization, is
walled off from
Ilirrlrnity. the pursuit ofhappiness, and God. The business man,
the adminis-
Irirt.r. thc politician, the worker, who, acting as a speciaiist,
perhaps a
''triln:;poftation speciaiist," violates humal intrinsic value, fouls
himself,
l,rrrl'; rrurnkind, and fouls God. In a corporate civilization like
ours, this is
I'r,'r rscly the kind of thing that can mire us in economic
determinism,
I i,rll.ss rnaterialism not unlike that in Soviet Russia, and
"sickness unto
rl.lrlr."' lu the past decade American life has produced plenty of
evidence
lllrl tlris can happen here. I need tick off only a few scandals to
7. make my
|'nl: (hc TV quiz show frauds, the call girls used as business
bait by
lrrrrrrrurcnt corporations, the Billie Sol Estes case, Bernard
Goldfine and
trlrt rrrxrLl Adams, the college basketball briberies, the
electrical equipment
Ir,lrrilry price conspiracy, the attempt to market the baby-
deforming drug
I lrirlrr[rrnide, the rise in crimes of violence (and the growing
popularity of
t l,L'rrr.:u as a way of life), the increasing domination of life by
the military,
[lr' rrrt Ir:ase in high school dropouts and juvenile delinquency,
the prevalent
flilllrtrlt: oldisrespect for the law, the callousness toward
unemployment,
lr{ r'r'l ly, sickness, and racial injustice.
I lrtr rlanger arises, I think, from the growth of organizational
bigness. The
lili .l thc organization is apt to become more important than the
life of the
lrrrl^rirlrral. George and Jim are likelyto become loyal
organizationservants
f ir',1, lrrrrnan beings second; executives first, lovers,
husbands, fathers, or real
lrr r';r )ns sccond. Even friendships are likely to depend entirely
upon their
+rlrrnsic value to the organization. In all this, human intrinsic
vaiues natu-
rrrily rvould takc a beating. The inner Self would be practically
lost.
Wlurt can you do about it? Frankly, it,s rough. There is no easy
answer,
8. Itrrt l('l nrc clo my bcst to give axiological directions and
guidelines.
I rl rnc rnake it clcar that George will have his problem
primarily when
hr'.,'orrrpany or his homc -- isrun systetnically, at the expense
of the
lirrrrr;rrr e lcrnonl" -wlrcn rulcs. prococlurcs, rcgulations, and
system prevail
73
74 FREEDOM TO LIVE: THE ROBERT HARTMAN STORY
decisions are made and results obtained based on those
decisions, wi
interference from capricious consumers.
over people, when there is- pressure, pressure, pressure to meet
the q
and when the quotas are always being raised.
. .A compqy operated in this fashion is primarily a
money_making
chine, and, in my opinion, because it ignorei people, it,s a poor
way to r
money. Many businessmen would like to ignore people because
theyare
unreasonable and unpredictable, and this makes planning
difficult. inder
it's been suggested that this may be one explanation for thi
current corpon
popularity ofthe various management "games" where price and
producti
9. Nevertheless, men who know how to work with people are
increasir
in demand in business. Surveys, indeed, indicate ttrii quality is
prized m
more highly than technical skill in holders of upper ect eton
positionc
Inability to cooperare with others and inability tolrag. people
irave beor
found to be two of the most frequent reasons ror eiecitire
ralture.
In business, as elsewhere, then, the human factor of intrinsic
value is Eu
work, and. until computers and other machines take over
completely, it
cannot be ignored. we've seen this human factor at work in trre
i.eriously
mentioned Hawthome experiments where special attention *u,
giu", ono
group of gir_ls, in properly conducted profirsharing
arrangements,
"and
in thO
strange mathematics ofthe twenty-minute rest bre;ks. It r;flects,
in businesS,
what is true in_society as a whole. A nation that aspires onry to
material
progress, says Historian Arnold J. Toynbee, is doomed to
economic stagna.
tion, boredom, and moral decay. No iociety, he insists, has ever
flouris=hed
without a spiritual meaning. The same thing could be said about
a man -
10. after all, most mental cases result frorn dull, hopeless,
meaningless lives -
andthesame thing could be said about a busineis, for a
businessman neecla
spiritual meaning in what he does as much as anyone.
Iwas delighted to read this corroborating statement i
nanAtlantic Monthly
article by Edward T. Chase6 titled ,.Money Isn,t Eveqrthing,,:
The degree to which a.sociew turns away from the immediacy of
money.
making to the cultivation of the resources of the mind and spirit
substan.
tially determines its ultimate economic growth. This is a ne,,w
concept in
economics that has been proved statistically only in the past
several years,
President Murray D. Lincoln of Nationwide lnsurance has long
been
saying^the same thing: "we've never gone into anything
primarily with the
idea of making.money out of it, but somehow we nlarty-aiways
selrn to encl
up pretty well in that department, too.,'
Another prominent businessman told me that the more he
concentratccl
on making money the less he made. This is quitc
unclerstanclable. [,or in
George's - And Everyone's - Problem
r'nrrr'r'rrtratiflg on making money you do not concentrate on the
element
11. trlrrt'lr ulone makes moneymaking possible - the needs of
human beings.
I lrr'rc irre , as I have mentioned, numerous instances of
salesmen who break
ell tlrc rules but run away with the sales trophies because they
are genuinely
Iwrrrc oltheir customers, they love to do things for people, and
their sincer-
lly t:i rr:cognized as authentic, not artificial. I was told about an
insurance
ngnrl with quaiities like these. He's the rookie in a district force
of a dozen
rturnls, and he flunked some of his early assignments, but now
he leads the
rltrllrct in sales production by a wide margin. Why? Here's what
one of his
urllr'rrgues says:
I lris man has something within him. I can't pin it down, but I
know what
otlrcrs have said. A minister: "This man walks with God."A
friend: "He's
1u:rt naturally loved by everyone." His wife: "As long as he's
doing for
ltlrcrs, he's happy." Everyone understands this agent like ABC.
,, rr cxe cutive told rne about his father, who ran a small tavem
near New
r,r li ( 'ity. He was very unbusinesslike. When his son came
horre from out
ul tolvrr for a visit one night, he hustled the customers out and
closed up,
qt'r,r'r'irl hours early. When family friends arrived at home one
noon, he
rrllrt'tl out, leaving the customers to fend for themselves until
he returned.
12. "l)orr't worry," he said. "They'11 put the money for their drinks
in the
rlrrnvcr'." His place was a hangout for Brooklyn Dodger fans.
During a
lrrr,rchatl world series, a stranger came in, ordered a beer.
"Who you for?"
Irr ivls asked. "I'm for the Yankees," the man said. "Friend," the
tavern
rnvrrr.rr told him, "you have this one on the house and then you
better leave.
lVt' rkrn't want no Yankees around here. There might be
trouble." Ill health
lorr'r:tl him to sell out his lively and prosperous little business.
Within six
!rrorr(hs the new owner had gone broke for lack of customers.
l'lrcrc is, believe me, an intrinsic value side to business.
An cconomic act, a mere "fact" in the world ofbusiness,
transcends itself
rrrrrl is crnbedded in a wider context. Gilbert K. Chesterton, the
English
tvr ilcr, uscd to say that when he looked for a room he didn't
look for the hot
rrrrrl colcl water, the plumbing or furniture, but for the
landlady's views of
llrt' rrrrivcrse. Even in the economic realm, intrinsic value
precedes the
r'r l lirr s ic, and thc moral or human context is more important
than the eco-
trorrric.
liut supposing you are a businessman who, to make a lot of
money,
, h'libcratcly sets ont to operate on thattop level - the moral or
spiritual level.
13. Yorrr goll is to make profits, so you are nice to your employees
and your
r'ul()nlors, aud you hclp thc church. But that won't work
because you have
rlvcrsucl thc arrow. You huvc rrraclc thc spiritual, thc intrinsic,
into a means
75
76 FREEDOM TO LIVE: THE ROBERT HARTMAN STOII?
to the economic. When you live truly spiritually, you cannot bc
material rewards at all. Every Aolarihat comes to you, you will
head.in surprise and say, ,oI sure don,t understand htw
iifrupp.nuJ'il
one."
^_-j:,bu.k
to George. If he,s working with a company that is
entrely on the lower or systemic level, he *o.r,t g"i much enc
in developing his true Self-potential; indeed, he,ll be blocked
and
at every turn. He has three choices: (l) he can forfeit his indiviJ
become a cog in a machine that wil irom then on stamp out his
lirbi
:il-r]ry and try to help change things so that his company
ir;;r";human concern paramornt;-or (3) If he relards the
situation as
miserable and hopeless, he will Lave to .or".id". f.*irg f". ,.f ili
ment or for another company or organization that Ao", pio"iae
an
ment favorable to Self-fu lfillment.-
.Like everyone else, George is a unique individual of infinitc it
14. ::tr:: T3.l:l,lfl he should let no. organi zation,*"tr,., r,i, iiriqand
so disvalue him. For George, and foi every perr"", ,rr. n,*l'i,rio,
thing in the world is to tulfi tl hii inner yea*ing i;;;hil h;;;;il.,|,
awareness and move up from the cellar.
Let's assume, then, that George,s situation is not hopeless but
,,.:l_1T.If"
thath.ilggmpanyis run or could be run;;;;;;il;
3:.I"--,-"1ltr
potentialities. What shoutd he do to d;;.,dil i;;;;
live more on the intrinsic level, so thathe can also ii;"ffi;;;i;;
and extrinsic levels? For it is true, and it can be demonstrated
axi
llt ll: T:."_ tu1ly we ar9 grlselvg, tt " U.tt.. *;;;;;;ffi ;:;:i;
ill1l:t-:., and in our rhinking. piom *. t"rr". Gf *";Iirl/#;it
:"-::::**g T,Iili1o 9". rn"1, Self_develop-",, ir-n?i'u l;;,;y,
l:::".:[y^?: o.u1,beins truly ourselves on ail three levels. S; il;;;t
f::r-* whatever he does, and he -"George hilr"tf _;;r;; ffi,'i;,else
can live there for him.
But how? Again, in greater or lesser degree, at work or at home,
tltlt
everyone's problem.
1. Rules for Developing the Inner Self
IITj:,| l,r, lryoyta say, you have to achieve clariry about
yourselt, phil,rapners nave trled to show.you how to do it, from
Socratei to Kicrkcgnurdr
what they have said ca1 be synthesized inio what I call the rbur
.Scrt'ruror,
15. The first is Socrates': know thyself, you (and George) t.,auc to-
ri*ct our
what kind.of person you are, wrrat tina of pioperties fo, havc,
wrrat kindof material has been given to you to live wiih.
George's - And Everyone's - Problem
lltp ,,,',',,rrcl is Kierkegaard's'. choose thyself. This means that
once you
llrrrul out what kind ofperson you are, you have to accept
yourselfand
tlrr, lrcst of itbecause this is all you have, You have to choose
yourself;
11r vour own material. This is the material you have to develop
to
1,, rrrrtl there is absolutely no limit, from the bottom at which
you start
Irr.rght to which you can go. Jesus said to the thief who
repented:
v ,,lurlt thou be with me in Paradise." Mary Magdalene was a
prostitute
Irllrrrrrc a saint; Matthew was a tax collector, which at that
time meant
,r irrrtl collaborator with the Romans, and he became a writer of
the
I I hcre is no limit to the lowness at which you may start. But
no
Irow despicable you may be to yourself, you must choose
yourself,
rt vorrlsclf as the one you are. "I am the one I am."
lir,, tlrrlrl rule is Pico della Mirandola's and also Kierkegaard's
create
16. IVlrrkc yourself into the very best person you can. You are your
own
lrrrr, lt's never too late, but stad as early as you can, and never
stop.
rl I ,i n lorc j oy in heaven tbr one sinner who repents than for
ninety-nine
i lr{'l,iolls who need no repentance.
llrt, lorrlth rule is Jesus': give thytself. This means forget all
limitations,
l,r,rr,r()r.ls with your own Self. Give your Self to your fellow
man and to
r r rr I t l. l..ove your neighbor as you love yourself. Throw
your bread upon
rrrrte r'. Lack of love is the cause of our trouble. If everyone
would love
Ir,rlll irrrcl his neighbor, fear of war and violence would fade
away. This
I l[r'' t i, rspcI truth, expressed both by Jesus and the Prophets,
both in the Old
ler{rrrrrt'nt (Leviticus 19:18) and the New (Matthew 22:37-
40).The Bible
I nlt,'
l ' lovc yourself and, within yourself, your fellow man is, thus,
the end
fflurlr ol rr chain of Self-discoveries, from Self-knowledge to
Self-choosing
kt 5t,ll crr:ating to Self-giving. You can give yourself only
when you have
llrirrlr'rl yourself, when your own Self is no longer in your own
way and you
fltr! irtr irrsicaily free. The more you grow transparently within
yourself the
tlrrr(' lx)wcr you will find within - as if you had found the key
17. to a treasure
hlu,,,'. 'ou will not only be able to love yourself, your wife,
your family,
lllr. rt,-e ll' you will find that yourpower to love is
inexhaustible. Your love
!vlll lrt.t'tln'rc deeperanddeeper, richerandricher,
getevernewfacets, sothat
h.llrt y()r,r call love today will appear like playing marbles
tomorrow.
I o irchicvc still more clarity about yourself, take the test which
follows
ll lrrrtl orrt where you stand in the development of your inner
Self. The test
ll'1lrr tlro rrroral properties of the Man of Faith and the Man of
Fear.
I I yo Lr I ivc in the depth of yourself you are a world for
yourself and you
lr',,r1 rrotlring clse. You are anchored with the totality of your
own being in
tlrr tol;rlity ol'thc world. You feel at home in the world; you
feel at ease. The
qrrrurltc tlring is, everything comes to you without any special
effort -
11
78 FREEDOM TO LTVE: THE ROBERT HARTMAN STORY
everything is addedunto you, as it says in the Bibte.you are, as
we say, well
born. You feel wonderful to be alive. Faith is exactry this - to
feel good in
the world and to feel that the world is good. you are not only
18. made in thc
image of God and bear intrinsically His name - ("I am I") - but
you also seo
the world with the eyes of God: "And God saw everything that
Fie had rnado
and, behold, it was very good" (Genesis 1 :3 1). you are not
letting God down
by feeling the world is rotten. You have nothing spirituany to
fear, for you
have the deep trust that God is good and the worrd is His
ireation; and you
have the humility, as did Job, to trust in the goodness of God
and the world
even though at times you are unable to understand either the one
or the other.
2. Intrinsic Faith and Intrinsic Fear
Intrinsic Foith is the fundamental property of the morally good
man.
on the other hand there is the unfortunate ferlow who is not well
bom,
who has not found himself, who has not anchored himself
deeply within tho
world as a whole. That poor guy is ill-at-ease. He feels that his
birth was nn
accident, that he is an error of the universe. He reaily should
not have been
born, he thinks. He does not like himself; he wishes he were not
himself. Ho
lives in spite of himself, and in spite of everything. He is
defiant, intrinsi.
cally at odds with himself, with the whole world, and with God.
God to him
is not a beloved and trusted Father. He is a fearful and
19. mistrusted master -
as believed the unfaithful servant in the parable of the Talents.
This man
lacks faith. His whole life is one of great doubt or fear. He
knows not who
he is or what he is up to. He is intrinsically bewildered and
hence afraid.
Intrinsic Fear is the fundamental property of the morally
insecure person,
These two great fundamental properlies characteize two very
different
kinds of people: the morally secure and the moralry insecure,
the itrong and
the wobbly, the wideawake and the sleepy. St. paul called them
the awaro
ones and the wary ones. The man of Faith is a cosmic optimist.
There are
many lad things in the world, but they are flaws of the design or
the execu.
tion of the world, not of its essence. They belong to the reaim
of contin-
gency, a small part, a statistically calculable small part, of the
grand design,
The man of Fear is a cosmic pessimist. He sees arl the bad
things in iife, all
the suffering, and he says, "How is God possible with arl this
misery arou nd,l
It would be blasphemy to believe in a God who created this
world.;' He clocs
not see the whole for the parts.
Now look at the properlies that flow from the two fundamental
rnoral
types, the Man ofFear and the Man ofFaith. I doubt whether
20. you,ll fincl thtrt
you are all one or the other, but you can learn which you most
rescmblc,
THE MAN OF FA{fH rS _
- humble. He benords to the sDir.._
lolto man, so haq5 flo ,."d fJ,.
detiance or superiqgliry. He do")tn t have ro preteneclanythins
bJ-
cause he rrusrs G64 anO tioo]
everyrhing will be aall righr.
vs
- serene. He feels,; s deep joy Etbeing alive and ma
u.ou.,d hi- r"; i i,; 15fi #:1l"rl Ers spiritually happy.
- coopercrtive. He S6esS others as
p^otentral helpers in nnr"eting proUl
tems. Everyone can I be a eiend.
-
,- humane. He ioveg5 people. He
helps them. He ncve31 g;ays a bad
word about anyone.
- generous. He knosrs he can
atrord_to give becausSs he knows
that when he throws l-grig; bread onrne water ir will rertyfn ro
him
manifoid.
.-^unpre
le n.t ioas. He d0 oelsn,t try toc.all attention to his alppearance.
21. rte doesn't have to tryy io pretend
ne ts any.thing bur what.t trels. This
ts nrs world and he bellorgs.
,,
..t a I / - 1l t t,t.t cs.. (, ( l. n ( ) t o, 17,,c; i l.v h t r t. t.llc
llcvct'r'xl)cc'l illlw .t, iirrg r,ytr.,,
George's - An6l fryeryone,s _ problerxln
79
I IIIi MAN OF FEARIS.
lcfiont. He defies the rvhole
rvorld. He assumes he is sutrerlor
lo cys1r.r.. Because helacks
lirith in the world, in anyone,he
lurs to be the guy who does jialt.
I lL, trusts oniy himself. IIe can,t
r I r. I cgate. Everything depends
rr pon him, for he thinks he is in_
,lispcnsable.
r r tgres sive and combative,He
lr;rs to be because everythingde.
1,,'rrrls upon him.
t,ontpetitive. To him everyone
r,r lr potential rival or enenyltto
lrrrst be beaten or overcome,He
lrrrs to be the top dog all the time
r't,nical. He has to teardown
r v(.r'yone and everl,thing.
22. ,v.r'ccdy. Unless he grabs his,
,,,urrobody else will get it. Heiras
lrr liucp piling it up, Iest henay
'rlirrvc one day.
t'(tin. He feels the need ofalot
ll lrrops for himself. Themore
t'rrlrnur.rs he has in LI/ho,sWha.
tlrt' hctter he feels. He buildshis
,rrtcl solL He looks in the minor
lrrrl lris I'i ncry makcs hin ficl
1,,roll.
r'rrl; i l)t htyl, tttttt'h.t,. I lt:,sso
urli(rr:ul'e, tntl ho hirs gt.clrrlsllli
fl!f :ililtrt THE ROBERT HARTMAN STORY
flllV llr ls11q lrr rlltty.lglc so hard,
lHrl r,r r,r llltnli ts trguiltst him.
llu'r t,uttr'rtttr'cl tluly about his
rHltUrlrrp., ttot tltat olothers.
t't,tt'ttr(ll),. He is scared in his
rlrlnl. lhin-skinned. He is born, so
to spctk, without a spiritual skin
rtgrrittst the world, but he is sensi-
tivc r:nly about himself. He is a
spiritual mybaby; few things ap-
pcar possible to him. He tries to
hoard what he has - like the
unfaithful servant in the Parable
of the Talents.
23. - burdened with the heavy touch.
Everything is very difficult for
him. He has to work so hard,
harder than anyone else, and noth-
ing comes of it.
- prone to see the irrelevant. He
lacks a sense ofproportion, makes
mountains out of mole hills, or
vice versa. F1e thus confuses the
important with the unimportant,
and his thinking is irrelevant.
- inconstant, hesitant. He lacks
enough faith and inner strength to
move toward his objective consis-
tently, so he has a certain deep
hesitation about his actions. He
goes to a certain point, then stops,
looking for another direction.
- systemic, rigid. He uses sys-
tems as a crutch and is lost with-
out them - as was Adolf Eich-
man. The system is sovereign
over him.
from the world, but he tak
whatever he receives as a gift
from the bounty of God's
ness, for which he is grateful.
- bold, courageous. Nothing
appears impossible, every proh.
lem seems solvable. every difft.
culty superable. He knows he ia
24. on the right track so he isn't
afraid to move ahead.
- blessed with the light touch. He
bounces through life, buoyed by
the powers of infinity. Everything
comes easy to him.
- prone to see the relevant. He
has a sense of proportion, sees
things in their true relation to each
other. He is able to differentiate.
He takes the important seriously
and values it accordingly.
- persevering, patient. He knows
he's on the right road and if he
persists, he will reach his goal, he
feels within himself the strength
of the universe. He is still water
that runs deep.
- spontaneous, /lexible. He plays
upon and with systems as a virtu-
oso with a piano. He is sovereign
above the system.
Irttltllt'r't'nt, callous' He is indif-
Slt,rrt t.rrvard what really counts'
;ip,',,,'lly toward the infinite
liilrrrcss of the human being'
lir,, ,' 1,. is weak inside and hates
it, 1,,'touched bY anYthing
25. llttpl,',rsrtnt. he is indifferent to
llll'lttittu.
George's - And Everyone's - Problem 8l
- compassionate. ComPasslon rs
his deepest trait. He suffers with
the suffirer. Every suffering is his
own. He manifests within himself
the intrinsic oneness of all Cre-
ation. ComPassion, as we said, is
the touchstone of moralitY.
rs I said, none of us' of course' has
all the properties of either the }vlu,.,
ttl I rrr(lr or the Man "iF;'
Wt are all mixtures' I have trouble Y1:l E
i-,tt',j'","J,rr. r."tn'r *utl'' properties' For.
example' superiority' I use{ 1n
tlrtrrl. I was the most lln;;il;;", in creation' Now
I'm not so sure' Evgi
ru, nrv wiFe has to keepilminOilg me"'Be
humble'" I krow a fellow w6o
;.'i,l;'.,,;i;;;r, one of tt'e most lovable
persons I know' He has manv ot thN
grrupr'ttics of faith, Uot i-'t ufto has a deep-seated'
26. intrinsic fear' He laql((
rr,r.'nity. is often on the defensive'
is not expansive but narrow' and is ea5ilt-
Iru t Acrually, he is "^ttl-"fY''uccessful
in a material way' with
"
Oq*:$
i;:,;;,,:;;,J;;^*g" t rioTcuiittut'' Bu1$ is alwavs feartulhe will
lo-se n1i
il::'i;;'-'i,;;;il;*l n" r*rt r'e's no good; he.shouldn't
have been bom; 1i1o
lrrrr't lcally worth the tt""U1"' If th;Bomb
does away with us all' that s.ali
ii,,r,, *iirr'rri,,,. He's'J*otti"a' Yet he's very
much afraid of losing his
nr, )ncv. You cannot t';;i-t; bad man' b-ut he is morally
insecure; he 6l
rr,t tlcvclopea tn" totutlty' 'iljeiil';l';l't'r*ity
within himself' .Vall:-t:gii
r r'( rt r ilcs all people, g;i ot 6ua' io judge goodness and
badness in their o1ryi
,,,,i,g". and to use the?ilJ*"tAt t"t g*dness and
badness' 65 3 result ''
rtilrF,y pcrson will findanother stingy p""o' lood
27. and a generous pers;l
l,'tl. rt prodigrr. rn gt*"iui"t;;;";;d" livesin the systemic and
extriqsli
It,vels (on the left -id";f th" i;i")*il.r*d up:-'Y:i'1"^:1'"1Y'.1-
Yuj
i,t" ii . tigfr, side) not as he is - authentic' unpretentrous'
generous' erQ'
l;i
i *ijtt;;ln** l*r"m;:ffi lhllffiTi:fr"'f;t]
tlillurcncc who says *i"i' f *ut hired once because a fellow said
I was n""
pr rrrtl. Pcrson A asked Person B about this
man Hartman' And Person B s;i:
Irc's t.to good. But Person A had a
poor opinion of Person B' So he fisu"o)
tlrrrt il'Pcrson B said Hartman is nb good'
fiui*urr must really b" uiq[
tlingcr. And l-re hired me'
fi:i-.'^'ffi;"#;i;,';;i have said' unless voY 1'" 3,!f
iEXl.v""LY,'lt^:tu
t I r. t y o u do n' t measur" il ;;' ;;",p i"l :i: : :l llt} i::: X :lil^
Ir* mirrrilt you LrIr L ruwors^"r;itl; *ht"tt yo' do not fulfrll
your Self-definrtiodrrotc uncasily the resp -.^--^c.r +^^
^rmi^^.,l()tc Lttluusrry L'v rvr' ,ve, too vengeful, too cyniqai
Yorr arc pcrhaps too littlc twarc' too uqq"^t:1..^,- ^rr+l.a
roo*firr hr^nelr:^
28. ,i,l]"il1"',|"", i.#il;;;;. whrit clo you cJo to shuck ofrthe feartul
propeqlo
82 FREEDOM TO LTVE: THE ROBERT HARTMAN STORY
and develop the faithful ones? In other words, we're back to the
question, "How do we become Self-aware?"
I've already given a partial answer. You have to know there is
within you which is intrinsically unique and extremely valuable
to you,
the universe, and to God. You have to know that you make use
of only
fraction of that spiritual power. You have to lcnow thyself,
choose th
create thyself, give thyself. You have to know that full
development
yourself intrinsically takes a lifetime.
This Self-development is what makes you Yourself. Only you
can gi
your Self firmness, certainty, and moral security. You are at rest
only when
you have the world in your Self and do not need to hunt for it in
all
of hustle and bustle. Physically you're only a little person on a
huge
but within you, you can, if you fulfillyour Self, contain the
whole world,l'
all humanity, indeed the vastness of the universe and God.
Let's analyze this Self-development, this growth process of the
'I.' Tho
29. 'I' that I am within myself is not static; it is dynamic. The
concept that 'I aht.
I' is the core of my being. At birth I am given body, mind, and
emotion -
the capacity for feeling good, bad, pleasant, angry, etc. As a
baby I'm a littlE
animal. I have not such mind. I don't think. I am a little body,
and my first
actions are to get acquainted with my body. i look at myself,
stick my toer
into my mouth, smell myself, and so on. It's nearly two years
before I speak
of myself, saying 'I.' That's a wonderful moment. Parents do not
celebrato
it as they ought. It is the combination of the process of the
growth of
self-reflection from the animal to the human. (Psychoanalysts
tell us that this
process begins in the second month of the child's life with the
first smile.)
This process is one of qualitative growth. Quantitative growth is
no
problem; I just grow. But qualitative growth is different; it is
the growth of
meaning. Let me illustrate. A sculptor has before him a big
block of marble,
As such, it has little meaning; it' s just a block of marble. The
sculptor chisels
around this block and sometimes chisels offmore than he leaves,
but at the
end there is a beautiful statue. Moses, by Michelangelo, Iet's
say. The
meaningless block of marble with a minimum of material has
acquired
maximum meaning.
30. That's an example of qualitative growth. It's throwing away
what isn't
meaningful and differentiating, while liberating and refining
what's left over.
Michelangelo sometimes walked around a block of marble for
years before
he began chiseling away at it. In his mind, or rather his person,
he then had
the final product, and he had to get it out of that marble. So the
'I' is thc
sculptor. The material - the marble - is body, mind, and feeling,
and I have
to make out of the material given to me a work of art, a work of
meaning.
In other words, I have to peel away the animality of my body,
the irrelevant
of the mind, the disturbing of the emotion and make myself, as
Kierkegaarcl
George's - And Everyone's - Problem 83
'rrrvs, lnore and more transparent (like glass), less and less
obstructive to the
'1,' thc inner Self. For example, if, when I try to talk to you, I
stutter, my
plrysical mouth is an obstruction to my inner meaning and I
have to over-
lorrrc it. Suppose mythoughts areunclear. Ihaveto clearthemup.
Suppose
['rrr vcry emotional, or not emotional enough. Everything has to
serve and
lrt'e orne my meaning; that is clualitative growth.
I can grow qualitatively in many ways. I can become an artist, a
sculp-
31. lot , ln insurance man. I can be anything as long as I make
myself into
.rorrrcthing more than I am materially given. In other words I
have to tran-
'i('rnd my material being, and I have to give myself
transcendent meaning.
I rrtrst become a symbol for something higher. If I am a good
salesman, I
rvrll live and breathe my job; I will transcend my physical body
and live in
tlrc pcrson of my customer. If you were to ask me how I do it, I
wouldn't be
rrlrlc to tell you. Salesmen are given courses in economics and
psychology
rv lr ich they learn forward and backward, but there's always
that one, like the
rool<ic agent somebody said "walks with God," who breaks all
the rules and
rrrirl<cs the most sales. Qualitative growth. The deepening of
meaning.
3. Six Ways to Self-development
Again, how? Assuming that neither you nor George has reached
the point
rvlrclc you might require psychotherapy, I'm going to suggest
six ways that
, rrrr load to Self-development.
I . One way is to take seriously the teachings of your religion.
Become,
rrr othcr words, a truly religious person intrinsically, not just an
extrinsic
rrrt:rrtrcr of a church. "Love God. Love thy neighbor as thyself.
Overcome
r,vrl by good." I'll elaborate in the next chapter.
32. l. Another way is through crlirs. In crisis a deep sickness, the
loss of a
lrclovcd, or some other traumatic experience- we are forced to
delve deeply
Io llnd our strength. This is a pretty rough way to Self-
development, and it
lrrrrrrot be brought about voluntarily. When crisis strikes, we
may just as
r'rrsily go under as triumph. It may break us rather than make
us. We have
Io tlrrow away our finite life and leap into the abyss. We have
to throw our
Scll'lt the mercy of God. A great example of Self-development
through
lrisis was that of Franklin D. Roosevelt, from the day he was
stricken with
lrolio zrt Campobello on August 10,1921, to the day,
June26,1924, when
rrl Madison Square Garden he nominated A1 Smith as the
Democratic Pres-
rr[:utial candidate - standing on his own two legs, holding the
podium with
lris lolt hand, and waving with his right hand to the screaming,
cheering
clrwcl, a man triumphantly emcrged from the depth of despair
to a new life.
llcr his Campobcllo crisis, Rooscvelt said, "What I called
thinking yester-
rlrry wns mcrcly looking out uI'thc winclow."
one way to develop your conscience is to follow the exampre of
sensi
persons like a Maria, like a child, like your wife. A wife who
33. roves is usu
more mature than a man. She loves you as a husband, not as an
imp
or not-so-important man, and shemay love you when you,re
ust"ep
than at any other time. To women, uotrr tne *iar..t"ui JnJ-^lri*.
io,r,on
- the- social play srnall roles relative to love and compassion.
vren a.e ofton
lured by their intelleoual.and social power to insensitivity
""a
Jir*g*o oi
the spiritual. Having to deal directry with the creation of lif",
,roo,., uro
usually more sensitive to intrinsic ,ilue.
84 FREEDOM TO LIVE: THE ROBERT HARTMAN STORY
the opposite.
3..A-.third way is through a conscious, deliberate effort to
refine ,
sensibilities, to sensitize and develop your conscience sothat
you kn#
orgood when you see it. Make that voice so sftong you cannot
compror
In Mexico two boys were driving one rainy ev.niig to e.uprt.o.
i-h"re
suddenly a thud, and so_mething rike a body went n"virg trni" r,
ir,"
"ir.
:
34. driver kept right on. His companion ,uid, ..Stop, ,iun, .to],
you,ra
someone!" "oh," said the driver, "never mind that-. He
srrouton;t have b
in the road'" But his companion became so hysterical the driver
uacteo
They got out and therewas a w9m1l siuing there crying,
"
fir,f. U"V in
arms. He was injured, but not fatally. In such a situati6n, the
dri.rir or
ouslywas insensitive to human life; he was without compur.ion.
rri. rria
whom I later had as a student and who told me the story, turned
out to
George's - And Evervone's - Problem 85
I lrr, " A-ha" experience of finding your Self is not so minute,
however; it
tiltt,, vorr on the road to divinity.
It rs the intellectual way to Self-development that I have taken,
though
I n'l:r Irclped profoundly by the crisis experience which
expanded rny
firl'ril('ilcss at one almost shattering stroke. Yet it was my
lifelong endeavor
hr lrrrrl a rational account of this experience, and I did find it
eventually
llrrurrlilr the precision of formal axiology.
1 A llfth way to Self-development is through the conscious
pursuit of
35. luttl (periences. A peak experience, in the terminology of
Abraham
lvlrr,,low. who has studied this subject intensively, is one in
which we feel
lrl,it'lvcs at the peak of life, in the fullness of our powers and
the maximum
rlr,lrllr ol'our awareness. It can come to us in love, in the birth
of a child, the
iltrlil rirgo of a son or daughter, in deep musical and other
aesthetic experi-
lnr ('s. in creation and inspiration, or in religious insight and
rapture. Soms
lrr,r:ions can make their whole lives into a series of peak
experiences. They
ru'r
'r
li irt their Being and not primarily at their doing, at their
awareness rather
tllrrr thcir activities. Their eye for knowledge gradually
becomes sharper for
thr tlrings that matter and weaker for the things that don't. They
fulfillthe
llr.ryrl that Kierkegaard put as motto tohis The Sickness Unto
Death.
( iivc r-rs weak eyes, oh God,
lror things that matter not,
Ancl eyes of light and clarity
lror all thy truth and verity.
tr. A sixth way to Self-development is to ask yourself the
following four
rllt('s(ior1s, and, afteryou've thoughthard about them, comeup
with ansrrers
36. tlut sttisf,i you.
A, WHAT AM I HERE FOR IN THE WORLD?
Irr Mcxico City I am with a personnel selection firm which tests
candi-
rlrrtt:s lirr cxecutivepositions. In interviews I askthe candidates
this question,
rrrrrl I gct some queerreplies thatreallyaren't answers at all.
These men seem
rrorrplusscd, as if they had never heard such a foolish question
before, and
tlrt:y go through tortuous maneuvers trying to figure out just
what kind of
iuls'wor will please me. Many come out with such answers as
"To make a
lrvirrg," "To be happy," "To rnake money to support my
family," orthe
lirrnrlay schclol reply, "To complete my mission," without
having the least
rrlcl wlrat that might bc.
What, thcn, arn I hcrc lirr in thc world? To bc a good, loyal
company
rrurrr'l '['o clo what I'rn told'/ Wcll, no clog wor.rld lick mc for
that. To make
Conscience is the organ of the Self. It is, so to speak, the
barometer of trt6
soul, the measure of its spiritual pressure. In the degree maiwe-
iegister
normal sensitivity, especially compassion, our conscieice is
sensitive; in tho
degree that we do not, it is insensitive and undeveroped. ro
o*.on.cienc6
we register the properties of the Man of Faith and the Man of
37. Fear, and it'r
good to check this spiritual barometer.
- -
4' A fourth way to Self-development is by using your
inteilectuar power.
You can develop yourserf morally by reaming
inteiGcruarr/uuo"ifou, self
and growing in step with.your knowledge, ia Uy mixing t
onestjto_good-
ness efforts to define and become your sirf. But you musireafly
work at it,
24 hours a day, as hard as men like Galileo und N"*to, worked
at their
problems. You work at it until one day something wilt snap, arrJ
irri, i* it,
You've experienced something like it when you rearned to drive
a car, or
to speak a foreign language. Something clicked, and suddenly
yo, Lou. u,
spoke..Psychologically this is called th" "A-hu',
"*p"ri"n"L.'it "."
i. on
"A-ha" experience on alr revels, and the highest levelis coa. e"i
yo, oon't
have to have it on that level. Have it on youiown rever; be you,
ioin-i,.q-hn,'
experie-nce. Make your own Serf your problem; when you work
harcr at it
vou wiff suddenly find the jusrright solution. you wilr finct
your rcif and
you will feel "A-ha." Any "A-ha'iexpcricncc is a minutc
,.,.,y*ii"
38. "^p"ri"r"c,
86 FREEDOM TO LTVE: THE ROBERT HARTMAN STORY
a lot of money? Money can be a fetish' It's nice to
have but not so important
il;iil"" to regard moneymaking as mymain reason for-being' You
see'
iiri. ot.. ",
rigfit uactlo in" sttf]d"f'nition question' "who 1T I?"'
Iutv
answer is that f',,, n.r"1o define and give meaning to myself'.To
give
;;;ri;g1" myself, t u* ity-g to. enriJh the universe by articulating
as
;i;;;ir;:. po.riut. tir";;i;,;;i'alue, bvhelping to orsanize goodness'
bv
;;ftig d; possible. This is my answer, not yoT t' You must
find your
;;;;.;;t, ura it *itt Ue the more true the more fu1lyyou are
yourself' For
;h;;;;; *ii1 conclude that you repfesent divine capital andthat
you were
bom to make this ""pi;"G.o;
and produce' The higher your meaning' the
39. gr"ut.,
"rri"t
*.nt yo, *iil feel youhave to offer the unfuottl lil]le
more
;;;h;;;1; develop vo* u"a/"nd mind' The larger vour
meaning' the
larger your life. It .orir". ," mean complete dedication of
your total Self to
voi, ti.t, .rrirrg you. ioiy andmind fbr a
meanins^Uevon{11y1elf'
You
then transcend yourself. You become a symbol
for a meaning beyond
v""r..fi. Wt." i*.it.1t i. symbol - "City" - you
don t think of the curves
;;;';;;i.. of the iinls, you think of the meaning of it - streets,
houses,
.il.*,.p."pte. Vou fr"i,ify see thc letters'.Theydon't obstruct'
They
are
transparent, and they ;;; ti'unt""oA"ot' But if I write po)"rq' the
Greek
word
for city, you are
"r"f.
40. *ilf' the lines and curves of the symbol itself' It
obstructs You.
If you aren't transparent, if you can't read your own symbol'
you get in
vorrr own *ur, rou'Jon;i',nittttund your Self; you are' so to
speak'
ffi"#;;;"irl i"ir,i"rf_alienated. So you must make your body,
mind,
"rJ
-pi.i -"*ingn i; vo* namemust b"tott'"
a symbol of meaning' You
must have the feeling ili", v* "."
here for a reason. If you have that feeling,
v"" ir""" i"r.i".i. a"lptrr;-iiyou don't have it'
well' then' you have to develop
it.
onecomment:greatnessofmeaningdoesnotnecessarilymakeusbette
r
morally than, ,uy, fuf^tiu, *t'o n'Uy gi"E t'erself to 1pa11'
]imi11$,1eaninS'
Breadthofmeaningiswhatcounts,notwidth;quality,notqulntity'Mar
is
"""fJ*V
tfr"t she iihere in the world to clean houses, and that doesn't
seern
41. to have much *"urring, i"i'h" p"tt into everv action what
Kierkegaard calln
the motions of "t.*liy.
It is not what you do that counts, but the spirit in
which you do it. vou i'ave it *itrri" v*io fill a particular place in
the world,
if-y"" il";; toward that place, large or small' great "1i11:t? flYt'
then you
have the feeling of meaning, of transparen"y' tht point is.that.if
you liko
what you u." Oo*g, forffi"g* to see it - no matter how humble -
in tho
framework of eternity, and there you are on the first
(intrinsic) level'
It's true that mosipeople go through life without finding
thc answcr t0
that question. wrr"i'il .o'url;uring, rh"ough, is that many
o1'them
havc tho
answer in their 1i";;;;;y a-on;ir". tf,at thcy havc it; thcy lct it
pass by
George's - And Everyone's - Problem 87
unconsciously. Perhaps we need trained axioanalysts who would
listen to
life stories and tell persons the meanings of their lives.
42. B. WHY DO I WORK FOR THIS ORGANZATION?
If I don't have any particular meaning in life, it really doesn't
rnatter, of
course, what or whom I work for. I just settle back and, working
as well as
living on a lower level,I just learn to classify, to put things in
order, to
manipulate and operate. In other words I become a specialist
who sees only
to the tip of his nose. My answerto the question would likelybe
a short one:
to make money. In this case I make a living but I don't live; my
life has no
rneaning. If, on the other hand, my life does have meaning for
me, I will be
cluite concerned about the organization I work for, because it
would have
to dovetail with rny own meaning. If it doesn't and I keep on
working for
it, I'm either a fake or unhappy or both. i cheat myself. I waste
the divine
capital that I am. I sell myself to the world, and I will pay for
this betrayal
by neurosis, by drinking too much, or by otherwise destroying
myself, as
i{' I were saying that I arn not worth the gift of life.
C. WHAT CAN THIS ORGANIZATION DO TO HELP ME
FULFILL
MY MEANING IN THE WORLD?
This question implies, in other words, that the company I work
with exists
lirr rne. This is true. An organization never rises above the
43. individual person,
lrccause an organization cannot live on the intrinsic level. A
company can
rystcmatically state intrinsic spiritual objectives, but individual
persons have
to lulfrll those objectives. The company, therefore, has to be an
instrument
ol'nry rneaning. It has to be an extension of my Self, as are my
body and
nrirrtl. and like them must not obstruct my Self. It has to
nourish my inner
Strll. give my spirit strength and sustenance - it has to be
transparent to my
rrrclning.
Many problems can arise here, and conscience perhaps has to
work
rrvl:rtime. I was once in a situation which became so bad for me
that I could
rrot go into the same room with my superior without feeling
nauseated. I was
urrhirppy and depressed, my work suffered and I suffered, until
at length I
lrlciurrc physically ill and had to have an operation. Finally,
there was
trollrirrg for me to do but get out, for my work no longer had
meaning.
l'lrorc are tirnes when the onlything that counts is to be true to
your Self,
rrrr rrrirtlcr what the conseqllences, when you have to take your
life in your
lrrrrrrls lncl rur. This is whcn you need Faith and Boldness.
44. ,. ',, ! . , IIll I l'IIIISORGANIZATIONFULFILLMYN,II,N=
i llll i. ltlrll)'
r ,rl, rtl rri 1,r'q1 cr llnd good will, Can reciprocate the good
will ol lhf
. , ,r rrr, r t(,rr:rrtl nte. For if the organization helps me to lillrll
rttf
| , , t'! I , ( r l.unly will rvant to contribute one hundred percent
ol'lt'vrolf
,, r, r'1,,t Iroltling back forty percent- as studies have sholvn thc
irveltfi
,',,r1, r rl,t's and hurting myselfas rvell as the company. I fulfill
nlvrelF
t,; IrrIIrIIrrrqrnyduties,andmore,towardtheorganization.
Itthusht.t,trntFl
rlr( ( r'irtivc instrument of my own Self-trilfillment. There is
no lrrrpplef
rr l.rtr.rrship than such a one toward and with a company with
wlrie,lr vu11
rr ot li.
l'ltcsc, then, are the tbur questions. They can be answered
l'lipprrrrtly,
Wlrat arn I here tbr in the world? To make a livrng. Why do I
work lirr tlrll
orsanization? To make money. What can this oreanization do to
lrrll rrtg
lirltill my purpose in the world? Pay me. How can I heip this
orgirrrizrrtlrrll
hclp mc fi,rlfill my purpose in the lvorld'? Hetp it to make more
mon(./
These are answers on the cxtrinsic level: they are w.ithotrt
valuc corrrprrrFd
to those on the intrinsic level. It has been my erperience that no
45. cxr'(.lttive
can do his bcst tmless he ansrvers these questions on the
intrinsic lcv,t.l rrtrrl
lrnless he puts into managernent jobs persons who can also
answcr tltcnl rrll
that lcvel. Such an executivc integrates his life, his job, and his
intcllcr lrrll
and spiritual intercsts into one; his mrnd stretches, his horizon
witlt,rrr, lrlt
vision lcngthcns; he acquires thc tbresight to plan far ahead,
sccirrp lrlr
organization in a broadened context, in the light of long-term
ratlrr.r tlrrril
short-term goals. With thc maturing of sensitivity he also
acquires tlrt, rrlrrlltv
to plurnb the intrinsic depths ofpersons who work with him and
to irllit,rrlrrl€
ways tbr their Self-devclopment. He uses a new kind of logic to
provtrle
human incentives as weil as material incentives. He becorncs.
irrtlt.r,rl, {
hannonious human being in the ri-qht spot for genuine
leadcrship.
Thesc four questions conclude rny six suggestions - to Gcorgc
rrrrrl lrt
everyone - for the trernendous joumey into the depth of your
owrr Sr.ll, llt
spiritual growth, and for the achievemcnt of the highest
potentiirl lrrrrrrrlt
value. [n sufirnary, I have said: comprehend and take
yourreligion scri.r1,,ly,
take advantage when yolt can of crises. educate your
conscicltcc, u(' yrntl
intellectual power to think, search lbr the peak experiences, ancl
arrsu,r,r tlr€
46. fbur questions.
Work hard enough and long enough at part or all of this aclvicc.
rrrrrl l'rn
sure that one ciay a light will flash, and you'11 shor-rt, "A-ha! I
rrrr!"
PPA 568: FREEDOM TO LIVE -- Chapter 3
1
NAME:
1. Who is George?
ANSWER:
2. What does Hartman mean when he says, “It’s one thing to
agree with Kierkegaard that most of us live only in the
basements of our houses; it’s quite another thing to bestir
ourselves sufficiently to move upstairs.”
ANSWER:
3. The need for what kind of growth does Hartman say is
greatest need?
ANSWER:
4. What Hartman mean when he says “It could be tragic if
…one’s freedom to develop himself intrinsically is stifled.”
ANSWER:
5. What does Hartman mean when he says, “George and Jim are
likely to become loyal Organization servants first, human
beings second; executives first, lovers, husbands, fathers, or
real persons second.”
ANSWER:
6. Hartman says, “If George is working with a company that is
run almost entirely on the lower or systemic level, he won’t get
much encouragement in developing his true Self-potential;
indeed, he’ll be blocked and frustrated at every turn.” What
three options does Hartman say George have?.
47. ANSWER:
7. Why would it be important for someone in public
administration to develop an inner self”
ANSWER:
8. What are the 4 rules for developing the inner self?
ANSWER:
9. What are 3 differences between the person of faith and the
person of fear?
ANSWER:
10. What 6 ways does Hartman recommend for developing the
Self?
ANSWER: