Biography: Martin Luther King Jr

Biography: Martin Luther King Jr Martin Luther King, Jr., (January 15, 1929-April 4, 1968) was born Michael Luther King, Jr., but later had his name changed to Martin. His grandfather began the familys long tenure as pastors of the Ebenezer Baptist Church in Atlanta, serving from 1914 to 1931; his father has served from then until the present, and from 1960 until his death Martin Luther acted as co-pastor. Martin Luther attended segregated public schools in Georgia, graduating from high school at the age of fifteen; he received the B. A. degree in 1948 from Morehouse College, a distinguished Negro institution of Atlanta from which both his father and grandfather had graduated. After three years of theological study at Crozer Theological Seminary in Pennsylvania where he was elected president of a predominantly white senior class, he was awarded the B.D. in 1951. With a fellowship won at Crozer, he enrolled in graduate studies at Boston University, completing his residence for the doctorate in 1953 and receiving the degree in 1955. In Boston he met and married Coretta Scott, a young woman of uncommon intellectual and artistic attainments. Two sons and two daughters were born into the family. In 1954, Martin Luther King became pastor of the Dexter Avenue Baptist Church in Montgomery, Alabama. Always a strong worker for civil rights for members of his race, King was, by this time, a member of the executive committee of the National Association for the Advancement of Colored People, the leading organization of its kind in the nation. He was ready, then, early in December, 1955, to accept the leadership of the first great Negro nonviolent demonstration of contemporary times in the United States, the bus boycott described by Gunnar Jahn in his presentation speech in honor of the laureate. The boycott lasted 382 days. On December 21, 1956, after the Supreme Court of the United States had declared unconstitutional the laws requiring segregation on buses, Negroes and whites rode the buses as equals. During these days of boycott, King was arrested, his home was bombed, he was subjected to personal abuse, but at the same time he emerged as a Negro leader of the first rank. In 1957 he was elected president of the Southern Christian Leadership Conference, an organization formed to provide new leadership for the now burgeoning civil rights movement. The ideals for this organization he took from Christianity; its operational techniques from Gandhi. In the eleven-year period between 1957 and 1968, King traveled over six million miles and spoke over twenty-five hundred times, appearing wherever there was injustice, protest, and action; and meanwhile he wrote five books as well as numerous articles. In these years, he led a massive protest in Birmingham, Alabama, that caught the attention of the entire world, providing what he called a coalition of conscience. and inspiring his Letter from a Birmingham Jail, a manifesto of the Negro revolution; he planned the drives in Alabama for the registration of Negroes as voters; he directed the peaceful march on Washington, D.C., of 250,000 people to whom he delivered his address, l Have a Dream, he conferred with Pres ident John F. Kennedy and campaigned for President Lyndon B. Johnson; he was arrested upwards of twenty times and assaulted at least four times; he was awarded five honorary degrees; was named Man of the Year by Time magazine in 1963; and became not only the symbolic leader of American blacks but also a world figure. At the age of thirty-five, Martin Luther King, Jr., was the youngest man to have received the Nobel Peace Prize. When notified of his selection, he announced that he would turn over the prize money of $54,123 to the furtherance of the civil rights movement. On the evening of April 4, 1968, while standing on the balcony of his motel room in Memphis, Tennessee, where he was to lead a protest march in sympathy with striking garbage workers of that city, he was assassinated. Autobiography He was a husband, a father, a preacher-and the preeminent leader of a movement that continues to transform America and the world. Martin Luther King, Jr., was one of the twentieth centurys most influential men and lived one of its most extraordinary lives. Now, in a special volume commissioned and authorized by his family, here is the life and times of Martin Luther King, Jr., drawn from a comprehensive collection of writings, recordings, and documentary materials, many of which have never before been made public. Written in his own words, this history making autobiography is Martin Luther King: the mild-mannered, inquisitive child and student who chafed under and eventually rebelled against segregation; the dedicated young minister who continually questioned the depths of his faith and the limits of his wisdom; the loving husband and father who sought to balance his familys needs with those of a growing, nationwide movement; and the reflective, world-famous leader who was fired by a vision of equality for people everywhere. Articles King and the Southern Christian Leadership Conference In his role as SCLC president, Martin Luther King Jr. traveled across the country and around the world, giving lectures on nonviolent protest and civil rights as well as meeting with religious figures, activists and political leaders. (During a month-long trip to India in 1959, he had the opportunity to meet Gandhi, the man he described in his autobiography as the guiding light of our technique of nonviolent social change.) In 1960 King and his family moved to Atlanta, his native city, where he joined his father as co-pastor of the Ebenezer Baptist Church. This new position did not stop King and his SCLC colleagues from becoming key players in many of the most significant civil rights battles of the 1960s. Their philosophy of nonviolence was put to a particularly severe test during the Birmingham campaign of 1963, in which activists used a boycott, sit-ins and marches to protest segregation, unfair hiring practices and other injustices in one of Americas most racially divided cities. Arrested for his involvement on April 12, King penned the civil rights manifesto known as the Letter from Birmingham Jail, an eloquent defense of civil disobedience addressed to a group of white clergymen who had criticized his tactics. King Marches for Freedom Later that year, Martin Luther King Jr. worked with a number of civil rights and religious groups to organize the March on Washington for Jobs and Freedom, a peaceful political rally designed to shed light on the injustices African Americans continued to face across the country. Held on August 28 and attended by some 200,000 to 300,000 participants, the event is widely regarded as a watershed moment in the history of the American civil rights movement and a factor in the passage of the Civil Rights Act of 1964. The march culminated in Kings most famous address, known as the I Have a Dream speech, a spirited call for peace and equality that many consider a masterpiece of rhetoric. Standing on the steps of the Lincoln Memorial-a monument to the president who a century earlier had brought down the institution of slavery in the United States-he shared his vision of a future in which this nation will rise up and live out the true meaning of its creed: We hold these truths to be self-evident, that all men are created equal.' The speech and March cemented Kings reputation at home and abroad; later that year he was named Man of the Year by TIME magazine and in 1964 became the youngest person ever awarded the Nobel Peace Prize. In the spring of 1965, Kings elevated profile drew international attention to the violence that erupted between white segregationists and peaceful demonstrators in Selma, Alabama, where the SCLC and Student Nonviolent Coordinating Committee (SNCC) had organized a voter registration campaign. Captured on television, the brutal scene outraged many Americans and inspired supporters from across the country to gather in Selma and take part in a march to Montgomery led by King and supported by President Lyndon Johnson (1908-1973), who sent in federal troops to keep the peace. That August, Congress passed the Voting Rights Act, which guaranteed the right to vote-first awarded by the 15th Amendment-to all African Americans. Adapted from the New York Times. April 5, 1968. Jan. 15, 1929 to April 4, 1968 Like anybody, I would like to live a long life. Longevity has its place. But Im not concerned about that now. I just want to do Gods will. And Hes allowed me to go up to the mountain. And Ive looked over. And Ive seen the Promised Land. I may not get there with you. But I want you to know tonight, that we, as a people, will get to the Promised Land! With these words, Dr. Martin Luther King Jr. built a crescendo to his final speech on April 3, 1968. The next day, the civil rights leader was shot and killed on a balcony of the Lorraine Motel in Memphis, Tenn. At the roots Dr. Kings civil rights convictions was an even more profound faith in the basic goodness of man and the great potential of American democracy. These beliefs gave to his speeches a fervor that could not be stilled by criticism. He rose in 1955 from a newly arrived minister in Montgomery, Ala. to a figure of national prominence. It was Dr. King who dramatized the Montgomery bus boycott with his decision to make it the testing ground, before the eyes of the nation, of his belief in the civil disobedience teachings of Thoreau and Gandhi. Dr. King was involved in one of his greatest plans to dramatize the plight of the poor and stir Congress to help blacks. He called his venture the Poor Peoples Campaign. Skills and Behavior of Martin Luther King, Jr Leader must be a visionary and dare to follow that vision: At a time when African Americans had to sit on designated seats on the bus, King dream of an America that would rise above color and creed. I am sure he faced the wrath of countless naysayers who thought that was Utopian and would never ever happen and look where we are today? The ability to DREAM and follow that VISION is a powerful attribute and history shows that some of the great leaders were even greater visionaries. If King didnt dream of equal civic rights, we wouldnt be living in a society where cultural differences are celebrated; if Steve Jobs were to listen to us and only build computers, we wouldnt have revolutionary innovation like the iPhone Leader must Be an effective communicator to build a movement: To this day when I listen to Martin Luther Kings I have a dream speech, I am filled with a sense of emotion that inspires me to Stop complaining and Do something productive. Thats the power of effective communication. Kings theatrical skills surely served as an explosion to build the Civil Rights movement Leader must Be inspired and inspire to pursue new directions: One of my favorite Martin Luther King quotes is, If you cant fly then run, if you cant run then walk, if you cant walk then crawl, but whatever you do you have to keep moving forward. In order to move forward no matter what the situation, one needs a perennial source of inspiration and a good leader is who has the ability to be inspired and also inspire his/her followers. Be willing to walk the talk: Martin Luther King travelled over six millions miles and gave over 2,500 speeches to fight for civil rights. Thats called literally walking the talk. The vision, the great speech, the inspiration would all fall flat if at the end of the day, as a leader you cant walk the talk. Big dreams, big innovation, big campaigns and big ideas also rely on big execution. The willingness and ability to wear the execution hat and get your hands dirty is a great support that my leader can walk the talk. Qualities As a leadership qualities king have a following qualities Patience: It wasnt one speech that put an end to segregation in the United States. It wasnt one march, one demonstration, one sit-in. It was multiple attempts on various accounts that finally got the message out there. Martin Luther King, Jr. had to have patience throughout this time if he truly wanted to succeed. He knew that things wouldnt change overnight-and you need to know this, too. Be patient with your startup-let it grow in increments each and every day. You will achieve your dream, it just takes time to get there Bravery: Obviously, it took mass amounts of courage to stand up to thousands, even millions, of people and state his dream. But Martin Luther King, Jr. made it known that what he wanted was equality and that he would fight till the end to see it through. Leadership: Martin Luther King, Jr was the one that took the leadership position during the fight for equality. He was the one that stepped up to the plate when no one else would and found the answers to everybodys questions Determination: Even from the confines of Birmingham Jail, Martin Luther King, Jr. did not stop fighting for what he believed in. When the world was against him, he didnt take breaks. Trustworthiness: Those who followed Martin Luther King, Jr. trusted him with every bone in their bodies. They had full confidence that he would be the one to put a stop to discrimination and segregation. Context: King was a master of establishing the historical context for his message. He regularly started with stories from the Old Testament and modern history to make the point that the people in his movement were part of the broad sweep of history. That imbued them with a sense of mission Practice: Its well known that King delivered most of the I Have a Dream speech without any notes and that he improvised much of it on the spot. Whats not as well known is that he had been working with much of the content of that speech in other addresses he gave months and years before the March on Washington Repetition: King was also a master of using a simple, yet key phrase like I have a dream, again and again in his speeches. That kind of repetitive structure enabled him to clearly make his main point and at the same time make it easy for the audience to come along with him Authenticity: King clearly met that definition of leadership. When he spoke, he told that story. Everyone in the audience knew that he was living that story before and after the speech. Criticism on Martin Luther King, Jr

Classroom Management Essay

Introduction This paper will present the importance of setting standards within the classroom. Transitioning is one the most important part of planning. Without a classroom management students will not understand the role that they play within the classroom community. I believe the one of the most important details in the development of lesson planning is implementing effective transitioning to minimize behavior problems. Students need to in a positive and encouraging environment for them to succeed and setting high expectations for them. Establishment of rules The purpose of setting classroom rules is to create a safe yet challenging environment. I believe that educators should strive daily to meet the needs of students spiritually, socially and mentally. The theoretical foundation applied by an educator is like a roadmap that enables the students to arrive at their intended educational expectations. An educator’s theoretical foundation should be precise, integrated and complete. Such a model should consider each aspect of students being. When God created man, He made man in His own image. Man is a spiritual being, who possesses a soul that lives inside a body. And yes, having an established prevention class makes it all possible. Gaining students trust and respect is a very critical first step in creatinine a positive learning environment. If I can have respect for my students as well as having them respecting each other, I believe this leads to a safe environment where learning can take place. I believe that students should be a part of creating the classroom rules because they will be more likely to comply. By creating the rules they will have a personal and moral connection. In kindergarten the students learned the school rules and of course they would have to be implemented throughout their school career as a student. The first grade daily rules will be posted at the appropriate eye level so that students have easy access to the rules. The rules will be posted and consistently followed throughout the school year. I will discuss the rules, consequences, and rewards with the class daily. It is imperative that I set the expectations of the classroom immediately. This will be ongoing practice throughout the school year. I will also encourage the parents to go over the classroom expectations at home. As we begin to create the classroom rules, I will model/discuss with the students what a good classroom rule looks like. For example creating mini lesson that include possible scenario’s along with consequences as a result of the unwarranted behaviors. This way they understand what is expected of them when creating the rules. I will explain to the students that I will develop the first five of the six classroom rules. I will write all the rules of the board and in a student centered discussion ask why they think this rule is important. The first rule is to follow directions the first time that they are given. Second, listen when others are talking at all times. Third, raise your hand and wait to be called on before responding. Fourth, work quietly and do not disturb others. Fifth, you must keep our hands to yourself at all times. Each day student’s will have a chance to earn â€Å"smile sticks. † Smile sticks can easily be earned whenever a student is displaying appropriate behavior by: following directions, walking quietly in the hallway, helping others, etc. At the end of each week, smile sticks are counted and each student with 8 or more sticks will get a chance to pull from the treasure chest. Parents will be notified daily of positive and negative experiences. Daily Routine On the second day of school will go over the rules discussed on the first day and revisit the class tour. On this day, I will go over the morning routine that is displayed daily within the classroom. The students will be asked to come in and immediately select their breakfast and begin to eat. The students as well as parents will receive information on the time breakfast is served, and the amount of time provided to students. Next, I will discuss and model the appropriate items to bring into the classroom from the lockers located within the classrooms. I will next discuss the importance of attendance and being tardy to school. Then I will discuss/model and teach appropriate procedures for sharpening pencils, restroom, and turning in assignments. Parents will receive a welcome letter that tells about me. The parents’ will also receive a school handbook and classroom expectations. Setting daily routines is important for all grade level students but especially lower L students. On the third day we will get to know each other and I will provide an assignment â€Å"getting to know me† the students will take this assignment home for homework. This sheet will allow them to go home and complete with their parents and come to school ready to share. I will store the assignment within their file so that I can always use it as a reference guide. The classroom tour Each day within the first week of school it is important that students get comfortable with their new environment. We will take a classroom tour and learn where all resources and materials are within the classroom. Once we have gone through a tour and I explained as well the demographics of things, we will do a quick assessment. I will choose a student by pulling Popsicle sticks randomly. An example of this assessment is to simply ask questions. For example: â€Å"If I need to find my writing journal, where would I go to retain it? † This exercise would give students moving about within the classroom and getting comfortable and familiar with the placement of various tools and resources. Transitions Students often find it difficult to transitions between assignments and changes class periods. I have witnessed difficulties at all age levels and it is a task that must be made smooth by all teachers. According to Kellough & Jarolimek, smooth transitions can be facilitated by implementing structured activities that help students make these transitions. Transitions are less trouble when teachers plan them carefully during their preactive phase of instruction and write them into their lesson plan. (Kellough & Jarolimek, 2013) A significant stumbling block to the flow of instruction is in attention to transitions between activities, lessons, subjects, or class periods. It is here that teachers are likely to feel that they are less effective in maintaining the flow of instruction. Effective transitions are structured to move students from one activity to another, both physically and cognitively. The goal of smooth transitions is to ensure that all students have the materials and mind-sets they need for a new activity The start of the day students will begin their bell work assignment on a daily basis. Once bell-work is completed then students will begin journal writing based on a selected topic. During transition periods the student will be able to earn table points. The table with the most points at the end of the week have to opportunity to pick a prize from the treasure box. The transition procedure will be explained throughout the school year. Once we complete the lesson the students have two minutes to prepare for the table point game. Preparation includes putting away their current supplies and sitting as an effective leader and finally pause. The table that is prepared in this manner first, gets an opportunity to answer the first question in the point game. With this activity I am able to assess the students’ knowledge of the prior lesson as well engage them in a fun activity. Using transitions as a tool to help maintain the flow of instruction will ensure meaning instruction. During the transition for lunch, I will set clear and concise directions through-out our daily interactions. Twenty minutes before lunch the students will wrap up their math lesson and collect reading material from their baskets (DEAR). Students will begin to line up once their table is called and will proceed to the lunchroom. Conclusion Today most classrooms suffer do to a lack of effective planning in the area of classroom management. A classroom prevention plan is imperative to having a successful year and students reaching the goals set forth by educators. I believe that if students are a part of creating the classroom rules, they will be less likely to fall short of following the rules. On the first day of school first graders are for of energy, nervous and anxious of what’s to come ahead. Parents are standing in the door way afraid to say goodbye but excited for the journey that their first grader is about to embark on. Establishing a structured environment in the beginning and allowing the parent and students to have access to clear rules and expectation is the recipe for a successful school year! References Van Brummelen, H. (2009). Walking with God in the Classroom: Christian Approaches to Teaching and Learning. Colorado Springs, CO: Purposeful Design Publications. Kellough, R. D. , & Jarolimek J. (2005). Teaching and learning K-8: a guide to methods and resources (9th ed. ). New York: Macmillan.

100 Famous Women of the 20th Century

Francis Bacon As A Successful Politician - 891 Words

Francis Bacon is widely regarded as the â€Å"Father of Modern Science† due to his contributions in science and discovery of the Scientific Method. Sir Francis Bacon was born to Nicholas and Anne Cooke Bacon on January 22, 1561, in London, England (â€Å"Bacon, Francis (1561-1626).† The New Book of Popular 1). He had no siblings, and his father Nicholas Bacon died at a young age (â€Å"Bacon, Francis (1561-1626).† The New Book of Knowledge 2). He was looking for work to help his mother, and without a father, it was hard for him to find work (Zagorin 134). At the age of 12, He was smart enough to attend Cambridge Trinity College to pursue a career in law (Doyle 1). It was when he became a young scientist that he thought through experimenting and observing nature one could come to a conclusion (â€Å"Bacon, Francis (1561-1626).† The New Book of Knowledge 12). Thesis Statement: As a successful politician, philosopher, and scientist, Sir Francis Bacon contribu ted to the growth of science and influenced modern thinkers. Bacon’s first interest lies in politics. His father, Sir Nicholas, held the highest office. Thus, Bacon encouraged himself to surpass his father. In his mid-20s, Bacon rose to political fame when he â€Å"started his political career as the parliament in England, then appointed attorney general-and finally reaching high status as Lord Chancellor† (â€Å"Bacon, Francis (1561-1626).† The New Book of Knowledge 1). Afterwards, Bacon became a member of many prestige councils, in which heShow MoreRelatedFrancis Bacon15624 Words   |  63 Pages  Francis Bacon: A Moralist Bacon is not a true moralist. His morality is a saleable morality. He is a moralist-cum-worldly wise man. Bacon appears as a moralist in his essays, for he preaches high moral principles and lays down valuable guidelines for human conduct. Some of his essays show him as a true lover and preacher of high ethical codes and conducts. For instance, in â€Å"Of Envy†, he puts: â€Å"A man that hath no virtue in himself, ever envieth virtue in others.† Then, in his essay â€Å"Of GoodnessRead MoreGulliver ´s Travels by Jonathan Swift: Biographical Summary1982 Words   |  8 PagesDegree. Swift later completed his M. A. at Oxford in 1692. â€Å"In 1701 Swift was awarded a D. D. from Dublin University†, which is one notable award that Swift received during his career (Cody). Swift’s mother, in an effort to help Jonathan become successful, sent him to work as a secretary under Sir William Temple, an established essayist and graduate from Cambridge. Because Temple was a prominent parliamentary figure, Swift was exposed to a great deal of literature during this time period (1689-1699)Read MoreSok Notes Module 32689 Words   |  11 Pagesscience occurs as a result of manipulating science. 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The Impact Of Sexual Harassment On The Workplace - 2906 Words

The Impact of Sexual Harassment Sexual harassment affects the way we work, impacts the way we conduct ourselves in the place of business. Sexual harassment comes in many shapes and forms, and has lingering effects. While the majority has only been noticed in a business setting, sexual harassment occurs in every type of job. Many noted cases have influenced the workforce; and the way we operate together. Policies to deter this action have failed in-order to dissolve such actions. Sexual harassment occurs in every work environment, influences employees, and the work environment, and needs to have policies that are more stringent. In this paper, I will discuss and prove that the lingering effects of sexual harassment can have a negative impact for many years in the workplace. The presence of sexual harassment has become more and more prevalent due to the impact of women joining the workforce. Women are expanding into every aspect of the workforce and are no longer only in the administrative, and hospitality areas, the y are on construction sites, on the front lines alongside men in the military, and down in the coalmines. The Baby Boomer generation where the women stayed home and took care of the family are over and the Gen X has taken over. This Gen X movement has created an influx of women in the workplace in every type of job that is possible, where men are women are, if a man can do it a woman can also. This growing amount of numbers for women in the workplace has createdShow MoreRelatedSexual Harassment And The Workplace1349 Words   |  6 PagesSexual harassment affects the way we work, impacts the way we conduct ourselves in the place of business. Sexual harassment comes in many shapes and forms, and has lingering effects. While only being noticed in the workplace, sexual harassment occurs in every type of job. 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A Critical Assessment of the Eclectic Theory Free Essays

INTRODUCTION It is true of everything that the first steps ate both the most important and the most difficult. To begin with, theorization consists of a set of definitions of concepts. The basic concepts underlying the eclectic theory of the multinational enterprise (MNE)(1) are currently being criticized by the internalization theorists(2) in that the ‘ownership advantage’ is ‘double counting,’ that is, the internalization and location factors are necessary and sufficient to explain the existence and growth of the MNE. We will write a custom essay sample on A Critical Assessment of the Eclectic Theory or any similar topic only for you Order Now The controversy seems to require a thorough examination of the concept of the ‘ownership advantage’. However, the examination should extend further afield. Our objective in this paper is to assess critically the three basic concepts in the eclectic theory, i. e. , the ‘ownership advantage,’ the ‘internalization advantage,’ and the ‘location advantage’ and to suggest the beginnings of an alternative framework to deal with the MNE and FDI (i. e. , foreign direct investment). REDUNDANCY OF THE ‘OWNERSHIP ADVANTAGE’ Some Features of the Electic Theory First of all, we must set up the target of our examination. The eclectic theory, Mark I, as advocated by Dunning is as follows [Dunning 1981:79]: 1. It (i. e. , the firm) possesses net ownership advantages vis-a-vis firms of other nationalities in serving particular markets. These ownership advantages largely take the form of the possession of intangible assets, that are, at least for a period of time, exclusive or specific to the firm possessing them. . Assuming condition 1 is satisfied, it must be more beneficial to the enterprise possessing these advantages to use them itself rather than to sell or lease them to foreign firms, that is, for it to internalize its advantages through an extension of its own activities rather than externalize them through licensing and similar contracts with independent firms. 3. Assuming conditions 1 and 2 are satisfied, it must be profitable for the enterprise to utilize these advantages in conjunction with at least some factor inputs (including natural resources) outside its home country; otherwise foreign markets would be served entirely by exports and domestic markets by domestic production. Four features of the eclectic theory should be noted here, as far as they are concerned with our argument. Firstly, needless to say, the concept of the advantage is a relative concept; i. e. advantage of a firm vis-a-vis the others tautologically means their disadvantage vis-a-vis the firm. The advantage is understood from the viewpoint of economic competitiveness and profitability, and thus it takes the form of an economic asset whether tangible or intangible. Thus, the asset value is measured by capitalizing the stream of expected future earnings by means of the rate of return. Secondly, the concept of internalization is interpreted as internalization of an ‘ ownership advantage’ rather than that of an imperfect market. 3) Thirdly, the existence per se of the ‘ownership advantage’ has nothing to do with the internalization; thus, the ‘ownership advantage’ is logically independent of the ‘internalization advantage. ‘ Finally, the ‘ownership advantage’ is logically independent of the ‘location advantage;’ thus, the ‘ownership advantage’ can be measured without referring to location factors. (4) The Logic of the Internalization Theory Let us focus on the second and third features and compare them with the basic logic of the internalization theory. The distinctive feature of the internalization theory is its recognition that the firm is an economic institution, the objective of which is to maximize profit (i. e. , super-normal profit in the Marshallian sense) in the world of market imperfections. The firm attempts to maximize its revenue and minimize its cost s: the firm maximizes its organizational benefits after remunerating all the factors of production, RD, marketing, and management. Firstly, if arm’s-length markets are inefficient and incur huge transaction costs, the firm would replace them with its unified ownership and control (i. e. , the internal quasi-market)(6) and minimize its internalization costs;(7) i. e. , the internalization of markets. Secondly, if no market exists for external economies defined to be private costs minus social costs), the firm would bring them under common ownership and control and prevent them from leaking outside; i. e. , the internalization of externalities. 8) Thirdly, if internal economies defined to be private benefits and, at the same time, social benefits) are expected after totally eliminating markets, whether internal or external, the firm would not only internalize the markets but also reorganize and rationalize the activities under the common ownership and control; i. e. , integration under internalization. (9,10) Market imperfections may exist in final-product markets as well as in intermediate-product markets of physical products (i. e. components and semi-finished products) and intellectual products (i. e. , knowledge or information). final-product markets, however imperfect they are, the firms cannot internalize markets since, needless to say, consumers are independent of producers and merchants. They can only acquire super-normal profit by manipulating their market power. Note that although some academics misunderstood,(11) there is no guarantee that the internalization increases efficiency and social welfare in both intermediate- and final-product markets. On the contrary, it is quite possible that the internalization by the MNE creates imperfect competition or monopolistic (monopsonistic) situations and thus increases social costs by means of restricting the output of high-tech goods, building up an entry barrier by vertical and/or horizontal integration, effective collusion, etc. It is also quite possible that the integration takes part in restricting competition and more than offsets its positive benefits in social welfare. (12,13) In relation to social costs, we should pay some attention to a new concept, perceived transaction costs. Transaction costs can be classified into three categories; i. e. , those inherent in commodity transactions per se,(14) those inherent in oligopolistic or imperfect competition, and those originating from government regulations. (15) Oligopolistic or imperfect competition places competitors in a situation of uncertainty in respect of potential transaction costs as a result of arrn’s-length trans actions. Concerns about the dissipation of valuable information may well inflate the value of subjectively perceived transaction costs to the extent of virtually prohibiting arm’s-length transactions. Uncertainty in oligopolistic or imperfect competition creates self-inflating feature to the ‘perceived transaction costs’. Certain ’embedded social relations’ modify pure economic rationality(16) and affect the choice of internalization. Furthermore, bounded and creeping rationality of the management makes the strategy (i. e. , choosing between internalization, integration, and arm’s-length transactions) fairly rigid once it has been decided upon. 17) Internalization, in these circumstances, may be perceived as private-cost minimization, but not as social-cost minimization. 18 Another important feature of the internalization theory is that it expounds interrelations between production, RD, marketing, and management. (19) The internalization of the markets and externalities of these activities and their integration generate the advantages of the firm over the others. The firm may exercise its market power when it internalizes and integrates them, so a s †¦ How to cite A Critical Assessment of the Eclectic Theory, Papers

Analysis of oppression in Woman at Point Zero free essay sample

How is oppression generalised in Al Saadawi? s Woman at Point Zero Firdaus? story begins in a grimy Cairo prison cell, where she welcomes her death sentence after a life of pain and suffering. Born to a low-class Egyptian family in the countryside, she suffers from a childhood of cruelty and disregard. Her passion of education is ignored by her family (symbolized by the Secondary School Certificate), and when she leaves school she is forced to marry a man much older than her, as it is tradition in their culture. Following her escapes from violent relationships, she finally meets Sharifa, who tells her that â€Å"a man does not know a woman? s value†¦the higher you price yourself, the more he will realize what you are really worth†, which leads her to a life of prostitution. Unfortunately, Firdaus kills a man which was manipulating her, and is forced to death sentence, which accepts with no regression as pain and suffering have accompanied her through life: â€Å"All the men I did get to know, every single man of them, have filled me with but one desire: to lift my hand and bring it smashing down to his face. We will write a custom essay sample on Analysis of oppression in Woman at Point Zero or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But because I am a woman I have never had the courage to lift my hand. And because I am a prostitute I hid my fear under layers of make-up†. Social oppression appears when someone from a higher class uses his social power over someone of a lower class. For example, â€Å"On a cold night I told her (the servant girl) to come and sleep with me in bed, but when my uncle’s wife entered the room and saw us, she beat her. Then she beat me also. † In this case, El Saadawi uses this as an example of social oppression as the uncle’s wife believes she has a higher status than the servant girl. She does not want Firdaus to be on her level, and she is able to empower the servant girl because of her low social standing. Another major example of social oppression in the novel is when a Police man approaches Firdaus: â€Å"you’re a prostitute, and it is my duty to arrest you, and other of your kind. To clean up the country, and protect respectable families from the likes of you†. In this case, El Saadawi applies the symbol of patriarchy and working status (as women in Egypt still do not have the same rights over jobs) to show to the reader the highest level of social female oppre ssion that one can find in Egypt. Talking about working status, El Saadawi also uses social oppression in association with politicians: â€Å"(politicians) draw a feeling of supremacy of their power over other†. Along the novel El Saadawi uses social oppression to express the theme of social class and to proof that social class plays a major role in the Arab world, as well of the rest of the world. Gender oppression is when one gender abuses other gender, either physically or psychologically. Unfortunately, Firdaus experiences from both types of abuse, and the damage of oppression makes her despise men. The author uses feminism as a form of oppression to develop the theme that women are sexist to the men as the way they are being treated by men. The first time this theme of sexism appears is â€Å"the picture of a man – she spits on it†. Firdaus has been treated badly by men, and carrying so much hatred towards men, has now made a new personality of sexism against men. El Saadawi further demonstrates the sexism of men when Firdaus discovers that all male rulers have the same things in common, having â€Å"an avaricious and di sported personality†. Also, sexism is also developed towards women to create the theme that men mistreated women in all forms of society: upper, middle and lower classes; showing how a male child has more value than his sister, as when one of Firdaus’ sisters died, her father would act â€Å"just like he did every night†. Continuing more inside the novel, the bosses at her new job oppress their lower employees by taking advantage of the women: the women in the office, in order not to be â€Å"discriminated against or transferred† feel they must give their bodies to the men in charge. The last form of oppression in the novel is cultural oppression. Because in Firdaus’ culture women are less respected, El Saadawi? s last symbol of oppression appears Firdaus feels that she cannot leave due to the pressure from her culture (this is where the metaphor of the prison comes from). In every house Firdaus lives in that is not her own, she experiences oppression. For example, with her husband she doesn’t have the opportunity to stop him as he â€Å"beats her whether he had a reason for it or not†. Again, the concept of female violence reappears. She feels as though she cannot leave as she has nowhere else to go and it is her duty as an obedient wife: â€Å"locking her in the flat before going out. When Firdaus gets beated, she goes to her uncle’s wife, and explains her that that is quite normal among husbands. Because of their culture, Firdaus believes as a wife, her â€Å"duty was perfect obedience†, as it is what it is expected from her. Because of this expectation from those around her, Firdaus believes she is in no place to stand up to her husband’s oppression. She learns the expectation of her culture from her mother when Firdaus father would â€Å"beat his wife, then have his supper and lie down†. Because of the oppression the protagonist faces throughout her whole life, her anger towards men now controls her, forcing her to kill a man. This lends to the theme El Saadawi develops of the experiences a person has in life shape the person they become. She shows how oppression traumatizes Firdaus as everything in the world is â€Å"less frightening than the vision of those two eyes, which send a cold shiver† entirely through Firdaus’s body.