Celebrity Endorsement of Advertisements Boosts Sales and Product Image Research Paper

Celebrity Endorsement of Advertisements Boosts Sales and Product Image - Research Paper Example This claim has been widely accepted in the marketplace, making almost 15% of the advertisement in the US to incorporate this strategy with an estimated $50 billion being spent globally on endorsements and corporate sponsorships (Crutchfield 23). Michael Jordan Endorsement of Nike’s Advertisement Nike is said to have spent over $475 million out of its $1.7 billion annual advertisement budget for the endorsement of athletes for its products (Elberse and Verleun 23). In this paper, focus shifts to how the endorsement of Michael Jordan affected the company’s sales and the company as a whole. Michael Jordan has been in the headlines as one of the most successful athletes according to Kellner, remaining relevant in the media even after his retirement in 1999. His achievements include leading the Chicago Bulls of America to NBA championships in six out the eight seasons when he played for the team which made him be associated with winning and deification of own prowess. Simmer s, Damron-Martinez and Haytko refer a celebrity to that person known for â€Å"well-knowingness.† A celebrity endorser in addition has been defined as that person enjoying public recognition which would be used by such a person, on behalf of consumer products by appearing in advertisements with it (Gunter, Oates and Blades 19).

The Phenomenon of Harmful Algal Blooms Essay Example | Topics and Well Written Essays - 750 words

The Phenomenon of Harmful Algal Blooms - Essay Example Among these species, some comes out as a harmful breed for other aquatic animals and human who comes in contact with them because they release toxins which disables certain aquatic lives to breathe or can be dangerous because of their accumulated biomass. These harmful algal blooms are formerly known as â€Å"red tides†, because many were found composed of dinoflagellates with red pigments, which cause discoloration of water in red, but can also discolor water into brown or green. Algal blooms refer to a large concentration of marine microorganism and they get harmful when they start excreting poisonous toxins and become as a contributing factor in hundreds of mortalities of aquatic mammals, fishes, birds and other marine and coastal species which happens at the exposure of a potent neurotoxins. Excretion of toxins can result in deaths of a large number of aquatic species. Harmful Algal Blooms also put a negative impact on natural beauty and have bad odors produced by the deca ying of biomass. Theory Researchers and investigation teams are still unable to know the root cause and it is still controversial. Some theories are underlined, for explaining some of the causes that might be the reason of such dangerous Algal Blooms, threatening millions of aqua marine lives. It is believed that toxin blooms are often in result of one or more species of Cyanobacteria which are blue and green algae and grow on nutrient pollution. These spread during warm season of the year and produces both green (chlorophyll) and blue (phycocyanin) which appears as blue and green discoloration of water. It was previously referred as Red Tides, but with the passage of time, things got clear that these harmful algal blooms are not associated with the movement of tides and can vary in color from red to brown, green and blue, therefore they are now known as HABS (Harmful Algal Blooms). They are dangerous because of their toxins or the manner in which the physical structure of the cell affect co occurring species and alter food web process. It can be extremely dangerous when the water is clear with low concentration of cell in the presence of toxic HABs. Micro or Macro-algae is termed for seaweeds as well which sometimes out grows and causes serious ecological problems like habitat alteration, indigenous species and lowers oxygen level in deep water. Moreover, some HABs are not algae but small animals, who do not grow with photosynthesis but get their nutrition by grazing. A continuous research is going on since decades to get to the root cause of harmful algal blooms. Things are getting clear with the study but root issues are still inapproachable. Contributing Factors A study was carried out to find out the factors that contribute in the massive growth of harmful Algal Blooms. In some coastal regions, they appeared to be completely natural with a seasonal coastal upwelling and with the movement of ocean currents but in some areas, it is noticed that human activi ties are helping them grow massively. They are getting nutrition through human loading. Coastal pollution is the biggest factor, helping HABs to develop at large scale through systematic increase in water temperature and human waste disposal. Iron rich dust influx from large deserts can highly promote the cause of HABs. It is still unclear that what initiates this dangerous algae but research is still going on to reach the root issue. They grow quickly with an abundance of nitrates and phosphates which gets to coastal areas through agricultural run outs or storm water runs, coinciding with warmth which ultimately provide the best atmosphere to grow. Once the bloom is initiated it travels or spread hundreds or thousands of kilometers through coastal currents by wind deviation. Threats It

Communication Skills in Assessment of Service User

Communication Skills in Assessment of Service User An Evaluation of the communication skills demonstrated in the assessment of a service user This assignment will analyse the communication skills of a physical skill that has been observed by a member of staff whilst in practice. Furthermore relevant literature will be explored to interpret if the communication skills that were used were the most effective including that of both verbal and non-verbal communication skills. All names have been changed for patient confidentiality in accordance with the NMC guidelines (NMC, 2008). The name will be changed to Mr. Smith. Any form of interaction is done through communication as a skill. To human interaction it is pivotal. Communication is a process which enables people to relate with those around them and to make concerns and needs know very well indeed. Communication can be verbal and non- verbal.Peate (2005) states that non- verbal communication reinforces a verbally communicated message. Non-judgemental interactions are focused on therapeutic communication, helps settle emotional conflicts and supports heart to heart talks allowing a patient to feel safe and free to share their true feelings, fears, values, hopes and ideas. This assignment is going to be discussed about a physical observed assessment which was observed during practice at placement. Mr. Smith was a gentleman who admitted to the ward with a viral infection. This infection caused his stomach and his intestines to become inflamed. At the same time Mr. Smith suffers learning disability were he could brutally impairs both verbal communication and cognition. Due to Mr. .Smith’s condition he lives in a care home .he had lived at this care home for ten years. Mr. Smith had been eating pureed diet food and his drinks used to be thickened however he begun to vomit. The patient’s bloods were done and showed that his renal function was becoming severely damaged followed by dehydration. Therefore Mr. Smith immediately required a cannula to administer IV fluids intravenously. My mentor went to cannulate Mr. Smith. My mentor was instructed of Mr. Smith’s fragile and was also informed that his level of thoughtful was impaired and he would not be capable of verbal consent due to his condition. My mentor went to Mr. Smith’s bed side as he was in a bay not in side room. She drew the curtains first for the dignity of the patient. She explained to him as to what she was going to do, she took his left arm which was closer to her and began to look for a clear vein, she could see so that she will be able to administer the cannula. The patient became distressed and started to shout and shows that he was in pain. After the cannula was in position my mentor left the bay and informed the person who was in charge that Mr. Smith can now have IV access and IV fluids could now be started. My mentor who cannulated Mr. Smith failed to introduce herself which is important when conducting nursing skills. First impressions last, by identifying yourself as well as your role provides patients with the feeling that you are genuine and that they are being respected (Henderson, 2004). Kate Granger, a medical registrar who is terminally ill found that many staff failed to introduce themselves during her stay in hospital. This revelation brought in the â€Å"hello my name is† campaign in order to prompt staff to introduce themselves to all patients (NHS England, 2014). However (Parahoo 2006) stated that â€Å"The process of agreeing to take part in a study based on access to all relevant and easily digestible information about what participation means, in particular, in terms of harms and benefits†. Although Mr. Smith suffered with severe learning difficulties he still should have been addressed the same as any other patient on the ward. Nurses should always maintain a therapeutic nurse-client relationship by establishing and maintaining nursing knowledge and skills as well as applying caring attitudes and behaviors (Forchuk etal, 2000). Therapeutic nursing services based on trust, respect, empathy and professional intimacy contribute highly to the patients’ health and wellbeing (Hupcey etal, 2001). Mr Smith was given a verbal informative account of the cannulation process and the reason for doing this by the mentor. Verbal language is one of the principal ways in which we communicate and is a successful method in both gathering and informing patients of their condition (Berry, 2007). It is usually a two way process where a message is sent, understood and feedback is given (Apker, 2001). It also successful for a patient to describe their level of pain (Stevenson, 2004). Ensuring a patient has understood what has been said is vital (Grover, 2005). This process normally involves both open and closed questions and often have the ability to ascertain a vast amount of factual information. The nurse who cannulated Mr. Smith did verbally tell Mr. Smith what she was going to do however this method alone failed to ensure that Mr. Smith had understood what was happening to him. She was aware of his condition but failed to ensure that he understood the process. There are grouped together into two categories which is Open questions and closed questions. Open questions are used when you want to help someone to ‘open up’ about themselves, or to give you some insights into how they feeling or to explore a situation in more depth. Open questions do not allow a straightforward ‘yes’ or ‘no’ response, but it will invite the patients to talk about the topic like what Mr. Smith did to my mentor. Not everyone will feel able to open up’ easily and share their deep thoughts and feelings. Some people needs to go step by step and to be led by interviewer until they gain confidence to go deeper. This is why closed questions also have an important role to play. Closed questions invite a straightforward ‘yes’ or ‘no’ answer, they are necessary in gathering factual information in as straightforward a way as possible. Poor listening skills and conducting skills without the patient fully understanding can affect the therapeutic relationship and often form a barrier to communication (Andrews Smith, 2001). Environmental barriers such as a busy ward or a stressed nurse can often reduce the level of empathy and influence effective communication (Endacott Cooper, 2009). However nurses should always remain compassionate towards patients regardless of stress levels and workload (Von Dietze Orb, 2000). My mentor’s technique did not comply with the NMC guidelines in regards to consent as she failed to inform the patient of the process therefore Mr. Smith would not have known what he was consenting too. Consent in respect of people with learning disabilities is compound and can carry a step of risk for both patients and healthcare professionals. In this situation Mr. Smith was unable to provide consent and the cannula that he acquired was in his best interest. However, nevertheless of the patients understanding the offer of consent should still be attempted (Green, 1999). Timby, (2005) stresses that a patient’s right to autonomy should be upheld and respected regardless of gender, race, religion, culture and disability. Communication is vital in all aspects of nursing. However well practiced communication techniques are ineffectual if the central notion of the interpersonal connection goes unacknowledged (Arnold Boggs, 2007). Charlton etal (2008) argue that there are two different communication styles, biomedical and biopsychosocial. The biomedical style concentrates on specific information concerning the patient’s condition that is information focused. The biopsychosocial style is a patient centered approach which is conducted by determining patients’ needs to provide the most effective communication method. My mentor ideally should have formed an action plan to determine the most effective way of communicating with Mr. Smith in order to carry out the cannulation process. As every patient is different their needs must be assessed prior to carrying out any invasive procedures. A patient centered approach is said to have a more positive impact on patient outcomes. However there is little research that discusses interpersonal skills in contrast to a vast amount of rich research that discusses basic communication skills despite evidence suggesting that patient centered care is the most effective method (Jones, 2007). Patients with learning difficulties who have difficulties with both verbalising and thoughtful often have barriers in relation to communication. This leads to a breakdown in communication and in turn can lead to their health needs not being met (Turnbull Chapman, 2010). Kacperek, (1997) defines nonverbal communication as the term used to use to describe all forms of communication not controlled by speech. Argyle, (1988) suggests that the nonverbal component of communication is five times more influential than the verbal aspect. When Mr. Smith was cannulated my mentor lacked the use of nonverbal communication. Studies have often indicated that language has no real occurrence when communicating with patients (Foley, 2010). Nonverbal action such as body language, touch, posture, facial expressions and eye contact show many emotions without having to verbalise (Foley, 2010). Furthermore Crawford et al (2006) states that sometimes patients just need you to be there, quiet and listening and this can also be achieved using the acronym SOLER. Consequently, a good listener will always pay attention to non-verbal cues too and this encourages the patients to open up giving more information and expressing their concerns. (Albert’s et al 2012) suggest that from this it can be deducted that respect is given to a patient’s contribution best when they are listened too. The Soler acronym is also an aid to identify and remember the behaviors that should be implemented in order to achieve effective communication (Burnard, 1992). This tool comprises of position of seat, open posture, leaning towards the patient, eye contact and relaxation. If these techniques of non-verbal communication were used Mr. Smith may have felt less anxious and more reassured (Mason, 2010). Dougherty Lister, (2008) is in agreement with this theory as he argues that remaining eye contact, lowering stance to the patient’s level and gently touching the patients hand whilst verbally communicating has a great effect at reducing symptoms of anxiety. Although touch is seen to be an effective form of nonverbal communication which can help put a patient at ease if they are feeling anxious or upset. It is important to note that this technique is not appropriate for all patients as not all patients will feel comfortable with closeness can interpret this as invasion of personal space (Heidt, 1981). Cooperating with people with learning disabilities appears to contemporary difficulties for health care providers (Thornton, 1999). According to Angermeyer, (2005) a significant stigma exists in regards to learning disability patients as it tends to carry the label of â€Å"different† (Angermeyer, 2005). Schafer etal, (2011) says that this negative stigma is due to a range of factors such as ignorance and misinformation stemming from lack of knowledge. However, the NMC, (2015) competency standard instill that all nurses are to deliver high quality compassionate care encompassing ethical and cultural issues as well as disability. Jormfeldt, (2010) has shown that a high level of nursing education in both theoretical and practical settings can positively influence attitudes of nurse’s perceptions towards learning disability. In addition, reflection is seen as a vital component of coping in these environments as it offers a process where student nurses can challenge, compare and critique their value systems and embrace the process of change to a positive attitude towards patients with disabilities. Dodd Brunker, (1999) argue that by forming collaborative partnerships with both carer’s and professionals who are involved in the patients care can enable you to assess the patient’s communication skills and their preferred method of communication. Furthermore, in accordance with the NMC (2015) guidelines it is essential that all nurses must treat all patients with respect and dignity and not discriminate in any way regardless of their age, gender, race and or disability. To improve the situation the nurse who cannulated Mr. Smith could have liaised with the nursing home where Mr. Smith resided. This could have given the nurse vital information regarding Mr. Smiths likes and dislikes and could have provided her with the most effective way to carry out the procedure. Carers or family members could have been asked to accompany the nurse which could have put Mr. Smith at ease. Passports are becoming increasing popular which accompany patients who suffer with learning disabilities into the hospital environment. These documents are customised to each individual and summarise the patient and can often aid in providing the best patient centered care. Health care professionals are legally able to access essential information which carers possess in relation to communication with an individual with special needs or challenging behavior (Michael, 2008). Nurses should always put patients individual needs first and understand what is best for the patient ethically rather than that of a professional opinion alone (Mencap, 2007). In conclusion, this assignment has explored the communication skills that were observed during the cannulation process. It is evident that communication is important in nursing care and that assessments of patients are paramount in providing patient centered care. However, communication is certainly a principle commanding for the real caring. Performance and communication of caring and capability at this time have a main effect on the ability of patients and relations to adjust the update, reflect choices, and adjust to anything deceptions forward. Lack of awareness in regards to the best way of communicating with patients can pose a high risk to patients as many people working within the healthcare sector may not have a clear understanding of learning disabilities unless they are specialised. Further training may be needed to ensure that all health care workers are able to provide compassionate care to patients with learning disabilities. Individuals with learning disabilities have the right to be treated the same way as others, regardless of the severity of their disability as all patients should be entitled to a professional and effective service during their experience within the healthcare environment. REFERENCES Andrews, C., Smith, J. (2001). Medical nursing. London, United Kingdom: Harcourt publishers. Angermeyer, M.H. (2005). Labeling, Stereotyping Discrimination. Psychiatric Epidemiology, 40(5), 391-395. Apker, J. (2001). Role development in the managed care era: A case of hospital-based nursing. Journal of Applied Communication Research, 29(2), 117-136. Argyle, M. (1988). Bodily Communication. London, United Kingdom: Methuen. Arnold, E., Boggs, K. U. (2007). Interpersonal Relationships: Professional communication skills for nurses. Philadelphia, PA: WB Saunders. Berry, D. (2007). Basic forms of communication. Health communication theory and practice. England, United Kingdom: Open University Press. Burnard, P. (1992). A communication skills guide for hospital care workers. London, United Kingdom: Elsevier. Charlton, C. R., Dearing, K. S., Berry, J. A., Johnson, M. J. (2008). Nurse practitioners 10 communication styles and their impact on patient outcomes: an integrated literature review. Journal of the American Academy of Nurse Practitioners, 20, 382–8. Dougherty, L., Lister, S. (2008). The royal marsden hospital manual of clinical nursing procedures. Italy: Wiley Blackwell. Dodd, K., Brunker, J. (1999). Feeling poorly: report of a pilot study aimed to increase the ability of people with learning disabilities to understand and communicate about physical illness. British Journal of Learning Disabilities, 27, 10–15. Endacott, R., Cooper, S. (2009). Nursing skills core and advanced. Oxford, United Kingdom: Oxford University Press. Foley, G.N. (2010). Non-verbal communication in psychotherapy. Edgemont. 7(6), 38-44 Forchuk, C., Westwell, J., Martin, M., Bamber- Azzapardi, W., Kosterewa-Tolman, D., Hux, M. (2000). The developing nurse-client relationship: Nurses’ perspectives, 6(1), 3-10. Green, C. (1999). Nurses and the law of consent. Nursing Times, 95(5), 44–45. Grover, S.M. (2005). Shaping effective communication skills and therapeutic relationships at work. Aaohan Journal. 53(4), 177-182. Heidt, P. (1981). Effect of therapeutic touch on anxiety level of hospitalised patients. Nursing Research, 30(1), 32-37. Henderson, A. (2004). Emotional labour and nursing. An under appreciated aspect of nursing care. Nursing Inquiry, 8(2), 130-138. Hupcey, J.E., Penrod, J., Morse, J.M., Mitcham, C. (2001). An exploration and advancement of the concept of trust. Journal of Advanced Nursing. 36(2), 282-293. Ian Peate, (2005). Nursing Care and Activities of Living. 2nd ed. John Wiley Son:. Jones, A. (2007). Putting practice into teaching: an exploratory study of nursing undergraduates’ interpersonal skills and the effects of using empirical data as a teaching and learning resource. Journal of Clinical Nursing, 16, 2297–307. Kacperek, L. (1997). Non-verbal communication: the importance of listening. British Journal of Nursing, 6, 275–9. Mason, M.C. (2010). Effective Interaction. Nursing Standard. 24,(31), 25 Mencap. (2007). Death by indifference: following up the Treat me right report. Mencap: London, United Kingdom. Michael, J. (2008). Healthcare for All: A report of the Independent Inquiry into access to healthcare for people with learning disabilities. HMSO: London, United Kingdom. NHS England. (2014). Retrieved from: http://www.england.nhs.uk/ourwork/forward-view/sop/. Nursing Midwifery Council. (2008). The Code: Standards of conduct, performance and ethics for nurses and midwives: NMC. London, United Kingdom. Stevenson, C. (2004). Patient and person. Empowering interpersonal relationships in nursing. Elsevier Limited: London, United Kingdom. Thornton, C. (1999). Effective health care for people with learning disabilities: A formal carers’ perspective. Journal of Psychiatric and Mental Health Nursing; 6, 383–390. Timby, B.K. (2005). Fundamental nursing skills and concepts. Philadelphia, PA: Lippincott Publishing. Turnbull, J., Chapman, S. (2010). Supporting choice in health care for people with learning disabilities. Nursing Standard. 24(22), 50-55. Von Dietze, E., Orb, A. (2000). Compassionate care: a moral dimension of nursing. Nursing Inquiry, 7(3), 166-174.

Unknown :: essays research papers

With the naming of Lou Gerstner as its new CEO (and the retirement of John Akers on May 7), IBM now has a chance to change both its own organizational structure and goals and, at the same time, the future shape of the computer industry. Nearly every computer publication has polled its readers asking such questions as "Do you think IBM can succeed at changing, Do you think Lou Gerstner is the right man to lead a turnaround at IBM," and "Do you care?" Reactions to such early pulse taking are mixed. Clearly customers are concerned about IBM's seeming inability to understand their future needs and help them move to new computing platforms. On the other hand, customers are divided between a "we have to give him some time to assess the problem and formulate a solution" point of view (we concur), and the feeling that an outsider like Gerstner can't possibly fix a computer company (see below). Some are convinced that it just doesn't matter, since the day of the mainframe is over and that means IBM's days as the industry leader are over, too. IBM, of course, does not agree. Gerstner has not revealed the specifics of his plans at all, except for a few remarks at the Annual IBM Shareholders' Meeting, where he brushed off the widely held notion that IBM would spin off profitable businesses. To him, it appears, reorganization means fewer people, different skills, more distribution of power, but not necessarily the wholesale deconstruction of IBM that some predicted. On the other hand, some of the things he has already done send clear signals of the big changes to come: †¢ He is spending a lot of time in the field and with the customers. That guarantees he will hear the story first-hand, rather than filtered through tiers of IBM staffers and middle managers. It is just this kind of filtering that has led to the dangerous continuation of the status quo when IBM was teetering on the brink of disaster. Only a senior management badly out of touch with the field and the customers could have been so unaware of what was really going on. Gerstner doesn't intend to make that mistake. †¢ He is making big changes in IBM senior management and many more changes are likely to come. Tellingly, these appointments are from outside of IBM (nearly unheard of in days gone by) and each appointment appears in the business press with tales of just how tough the manager has been before and how good he is in tricky situations.

Turkish Reform Under Mustafa “Ataturk” Kemal

Turkish Reform Under Mustafa â€Å"Ataturk† Kemal: A Review on the Six Arrows of Kemalism In the aftermath of World War I, the once great Ottoman Empire was left in shambles. After having lost almost all of the empire’s territory to European mandates in 1918, what little they had left became occupied by Allied troops. In order to return the Turkish people to their former glory, the Turkish War for Independence was fought, resulting in the creation of a new government in Ankara. By 1923, this government declared the end of the Ottoman Empire and proclaimed the name of the Turkish Republic.At the forefront of this new nation’s birth was Mustafa Kemal, a man who would come to be known as Ataturk, or â€Å"Father Turk† for his contributions to the establishment and reforms of this young state. But what exactly did this Ataturk do for the Republic of Turkey? In order to understand how much an influence Kemalist ideology had on the early days of the Turkish Repu blic, one must define the six basic principles behind it, known as the Six Arrows, learn how they were implemented in the early republic, and analyze the motives behind Kemal’s specific reforms.After doing thusly, one will discover that, had it not been for the influence of Kemalism, Turkey would never have existed in its modern form. The first of the Six Arrows is Republicanism. Republicanism can be defined as a form of government in which the people rule indirectly. Unlike the former Ottoman Empire, in which the primary ruler was the sultan who inherited his position through his genealogy, the Turkish Republic was conceived as a nation through which representatives from among the people would make decisions (86-88). In order to see this idea of Republicanism come to fruition, the long standing sultanate had to be dissolved.Though Kemal intended for this to be a reality since the early days of the War for Independence, he kept this agenda a secret from the populace in order to keep morale and war support high. Had he announced the idea of Republicanism earlier, he might not have been backed by the more traditionalist sectors of the nation. Even after securing victory in the war in 1922, Kemal met with some difficulty in ending the sultanate. Firstly, since its historical foundation under Osman I, the Ottoman Empire had always been ruled by a sultan. This time-honored tradition made the bolishment even more difficult due to the fact that for the past four centuries, the Ottoman sultan occupied the position of caliph of Sunni Islam. So long as the same figure was assigned to both roles, Kemal would have difficulty ending either one. Therefore, in an assembly discussing the nature of the caliphate and sultanate, Kemal claimed that, aside from the Four Rightly Guided Caliphs, the position had become politicized and drifted from its original purpose of solely guiding the Muslim populace on a spiritual level, bereft of any temporal authority.His address to t he assembly resulted in the separation of these two powers and the end of the sultanate. While the last sultan, Mehmed VI, was expelled from the nation shortly afterward, his cousin, Abdulmecid Efendi, took the position of Sunni Caliph – something which Mustafa Kemal would deal with in the years to come (Hanioglu 135-40). In September of 1923, Kemal declared the founding of what would eventually become the Republican People’s Party, made up of representatives from all walks of life including farmers, scholars, merchants, and common workers which would be able to represent the people adequately (143).That October would see Kemal’s declaration of the nation of Turkey as a republic through a unanimous decision from the National Assembly, who would then elect him as the first President of the Republic of Turkey (Volkan 236-237). The next Kemalism’s Six Arrows is Populism. In his review on Turkish History, Sina Aksin describes populism as â€Å"an ideology wh ich safeguards the people, promoting policies for the welfare of all. While populism as a principle designed to bring about what it deems best for the populace as a whole, it is also concerned with enacting change for the better of the minority and individual, bringing all groups within the Turkish nation to a common standing, so long as such change has a positive effect on the mainstream society (Aksin 231). One of the most radical ways that Kemal brought this principle to life was through the emancipation of women’s rights. Being a heavily traditional Muslim society, the Ottoman Empire allowed women very few freedoms.Mustafa Kemal, on the other hand, borrowing from the Swiss legal system, developed new laws which gave Turkish women more rights. Previously, it had been acceptable for a man to marry several women and divorce his wife at his own discretion, where as a woman was unable to ever leave her husband on her own accord. Under the new laws, men were only allowed to hav e a single wife through a civil marriage, which could only be dissolved through a civil divorce process.Furthermore, until the new civil codes came into existence, traditional Muslim sharia law only allowed a woman to inherit up to half the value of a man’s inheritance, regardless of her familial position. Women were finally given the ability to enter a number of different lines of work, the most important of which were teaching positions (Mango 437-38). Perhaps an even greater societal change in the Turkish nation came with the end of the millet system. Though this was never an officially declared reform, it came naturally with the institution of national Populism.Under the Ottoman sultanate, members of minority groups existed in small autonomous settlements within the empire called millets, usually classified according to their professed religion. However, since Kemalist ideology effectively sought equality among all citizen groups, this naturally extended to those of diffe rent religious creeds. Under the new laws, which applied to everyone, the legal exceptions made for Christians and Jews in the millet system became obsolete, and eventually they ceased to exist altogether (Volkan 319).Though not originally in the constitution, the principle Arrow of Secularism came to be one of the most influential ideas of the Turkish Republic (Reisman 7). The modern idea of Secularism is a complete separation of Church and State, in which neither institution is involved in influencing the other. Kemalist Secularism, on the other hand, is concerned primarily with placing the State above the Church. Kemal sought not only to keep the influence of Islam and the ulema out of Turkey’s new governing body, but to give the ruling faction the power and authority to regulate and suppress Islamic ideologies.This is not to say that Kemal was anti-religion. Kemalism simply attempted to confine religious fervor to the private sector. The earliest and most drastic implemen tation of this principle was seen in the dissolution of the Sunni Caliphate. While separating the political authority of the sultan and the spiritual rule of the Caliphate caused Kemal to be heralded as a champion of Islam, such cheers of heroism would be silenced once he revealed his plan to dissolve the Caliphate as well. He would justify this by again explaining that, after the reign of the FourRightly Guided Ones, the true Caliphate had ended, becoming a tool of the nation (Hanioglu 151). Though Kemal professed to impose this reform for the sake of Islam, it is far more likely that his motivations were anticlerical. Considering the heavy influence that the ulema had on the former Ottoman Empire, Kemal’s choice to dismantle the Caliphate came from a desire to secure power in the secular government without question from a higher religious authority (Davison 138). In addition to this, Kemal closed down the madrasas in 1924, replacing them with secular schools, and in 1925 ba nned all Sufi mystic lodges.While some claim that these efforts were attempts at making religion seem obsolete, it is far more likely that Kemal did this to keep loyalties in order. Since the idea of Turkish Nationalism was still fairly new, Kemal needed to suppress religious zeal so that the populace would be committed to the state first, and their faith second (Hanioglu 155). Added alongside Secularism, the next of the Six Arrows is Revolutionism, the motives for which can best be summed up in a quote from Kemal himself: â€Å"The aim of the revolutions which we†¦ re now accomplishing is to bring the people of the Turkish Republic into a state of society entirely modern†¦ in spirit and from. This is the central pillar of our Revolution† (qtd. in Davison 87). Despite its etymological implications, Revolutionism in the Kemalist sense is intended to be completely peaceful. Some translate the term inkilapcilik, used in the Turkish constitution, as Reformism, in order to distance the concept from the violence associated with the historical idea of revolution. Revolutionism as a Kemalist ideology simply means the modernization, and, in the case of Turkey, the westernization of the country (Parla 92-93).One of the most significant reforms in this area was the state enforced usage of surnames. While this may not seem very progressive to western cultures, the Ottoman Empire existed for centuries without the usage of family names. With the introduction of this practice, the government was able to organize documents far more efficiently. Whereas before, governments had to include names of one’s father and mother as well as significant personal information to identify someone, the usage of a family surname made people far more distinguishable on paper. This reform was enforced further by the ban on usage of traditional titles such as Pasha r Efendi, which gave a description of one’s status. Instead, men were force to use Bay and women had to use Bayan, which were respective Turkish equivalents for Mister and Miss (Mango 498-99). Though seemingly less significant to western audiences, the Hat Law of 1925 brought about a change towards Revolutionism in a way that was not only profound, but visually noticeable. Under this new law, government officials were required to wear western style hats, while traditional headgear, such as the fez or turban, was banned. In the Ottoman Empire, one of the distinguishing features of class could be seen in the headgear that one donned.The turban was a hat which only the ulema, or religious scholars could wear. The fez, on the other hand, was worn by civil servants of the empire, eventually becoming a feature that westerners began to associate solely with the Oriental idea of the Ottoman Empire. Kemal used the Hat Law of 1925 to ban these two types of hats, not only because they inspired segregation between difference national classes, but because he felt a strong need to break all ties with the previous empire, intending Turkey to become a modern western nation in spirit (Aksin 202-04).Perhaps as important to Kemalist ideology as the idea of Secularism, if not more so, is the Arrow of Nationalism. Unlike the western concept of Nationalism, which is concerned with the geo-political superiority of one’s state, Kemalism sought to promote Turkish Nationalism through the country’s own merit as an individual nation. While the European Nationalist regimes of Napoleon or Hitler attempted to further their state’s through imperialistic conquest, Kemal saw no need to expand Turkey’s borders, instead focusing on bolstering pride in being a member of what he saw to be a noble race (Aksin 230).Kemal hoped to establish an identity for the Turkish people, who, until this point, had never had a true homeland of their own. After the dissolution of the Ottoman Empire into French and British mandates cut off most of the empire’s Arab citizens, the remaining population was almost entirely Turkish, with the exception of a small Kurdish percentage (Hanioglu 133). In order to set up this new identity, Kemal set about commissioning a number of scholastic reforms of Turkish society. He began this by heading the idea known as the Turkish History Thesis. After founding the Society for the Examination of Turkish History n 1931, Kemal recruited renowned archeologists and historians such as Eugene Pittard, and formed a theory proclaiming the Turks as the original civilized race. They claimed that since Trojans and Greeks were racially similar and Trojans came from Anatolia, the Trojans were descendants of the original Turks. Likewise, when ancient Turkish society, which these historians believed came from Central Asia, began to migrate, they founded the Sumerian and Hittite Empires and began to help in the development of other primitive civilizations, such as the Chinese and Indians (164-170).Yet as extensive as Kemal’s attempts at forming the Turkish History Thesis were, they did not accomplish the practical advantages that his language reform did. This began in 1928 with the state enforced switch from the Arab-Persian script to a Latin based alphabet, which Kemal believed more suitable to the Turkish language. He furthered this idea by commissioning scholars to discover what they deemed â€Å"pure Turkish vocabulary,† derived from words and phrases used in Turkish speech but not in other languages.Soon after, these scholars developed the Sun-Language Theory, which, based off of similarities between Turkish and other world languages, claimed that Turkish was the first spoken language (Mango 494-95). Though this theory lacked legitimate evidence, it justified borrowing words for the new state approved form of Turkish, as through this view all words developed from an original Turkish language. Soon after the language the development of the new standard Turkish, translations of many of the nationâ€⠄¢s important documents, such as the constitution and Kemal’s Great Speech were translated.It would take a number of years for the new form to be used fluently by the people, however these efforts were sped by state issued pocket Ottoman-Turkish dictionaries (Hanioglu 171-79). Finally, Kemalist ideology is also defined by the Arrow of Statism, or Etatism. This is the idea of modernizing in terms of economic and technological advances. A major part of Kemalist Statism is the government’s active role in guiding the economy. That is not to say that Statism is completely anti-capitalist. On the contrary, Kemalism supports the idea of personal property and free enterprise when it benefits the people.However, for the most part, the ideal Kemalist government is one that is heavily involved in the regulation of such commerce (Parla 125). The first attempt at government managed economy was the nationalization of foreign commerce. This was done for a number of reasons. First, Ke mal wanted to establish ties with foreign, mostly European nations in an attempt towards westernization and expansionism. Since Kemal based most of his models for his new nation off of preexisting European ones, he felt that relations with such nation would prove to be a useful tool.Ironically, Kemal’s other reason for nationalized foreign investment was to prevent such expansionism in the other direction. With World War I still only a short time behind them, most of the world had eyes on Turkey. Foreign powers could easily turn investment in the public sector of the Turkish people into a bridge for imperialism. Thus, to prevent such threats from coming to fruition, the Turkish government sponsored services including electricity, water distribution, docks, and gas instillations, starting in the early 1920s.This not only helped Turkey provide for the necessities of its people, but gave them a strong economic foothold in the years of the Great Depression. Among these new govern ment funded resources, there was a large emphasis on the construction of railroads. Beginning in 1923, new railway lines spanning over 3,350 kilometers were constructed. This focus on railway expansion was due to the limited resources owned by the state. Trains ran on steam engines, fueled by coal, which was an abundant natural resource in Turkey.While many other nations focused on expanding motorways during this period, this would have caused a need to import petrol from foreign nations, making Turkey economically dependent on countries able to provide such fuel (Aksin 223-24). Mustafa Kemal continued to implement his idealistic reforms until his death in 1938. Despite never being able to establish Turkey as a nation that completely embodied his ideology, he left behind a legacy by which he is revered to this day. Street corners and government establishments are still adorned with his image, in honor of his great achievements.It is safe to say that had it not been for his efforts a t reform, Turkey would never have risen to it’s current place in the modern world. It is possible that it may never have even existed without him. In conclusion, one may realize that many of Ataturk’s reforms seem to fall under more than one of his Six Arrows. The establishment of a single party, made up of representatives from all classes fulfills the Republican requirements of the new government, while assuring that the Populist â€Å"voice of the people† will be heard.Ataturk’s language reforms were not only Revolutionary, completely reorganizing the old Ottoman linguistic structure, but helped establish a Nationalist identity through the Sun Language Theory. One can only understand what Kemal did for Turkey by understanding that the Six Arrows of Kemalism were guidelines by which Ataturk devised new laws for the new Turkish Republic – guidelines which compliment and fulfill each other – guidelines devoted to the progress of the Republic of Turkey. Works Cited Aksin, Sina. Turkey: From Empire to Revolutionary Republic. Washington Square, NY: New York UP, 2007. Davison, Andrew.Secularism and Revivalism in Turkey: A Hermeneutic Reconsideration. New Haven: Yale UP, 1998. Hanioglu, M. Sukru. Ataturk: An Intellectual Biography. Princeton: Princeton UP, 2011. Mango, Andrew. Ataturk. Woodstock, NY: Overlook, 2002. Parla, Taha, and Andrew Davison. Corporatist Ideology in Kemalist Turkey: Progress or Order? Syracuse, NY: Syracuse UP, 2004. Reisman, Arnold. Turkey's Modernization: Refugees from Nazism and Ataturk's Vision. Washington, DC: New Academia Publ. , LLC, 2006. Volkan, Vamik D. , and Norman Itzkowitz. The Immortal Ataturk: A Psychobiography. Chicago: University of Chicago, 1986.

Opposites and Paradoxes in King Lear Essay

The sequence of oppositional characters and motifs in the play bring about in the audience a sense of the corruption of principles that beset the protagonists of the play. With this sense of opposition comes a strong sense of the duality within the play seemingly centred on the Epodoclean theory of a â€Å"world governed by the contrary forces of love and hate. Though this is not unusual for a stage production, McAlindon believes that when the bond of opposites that constitutes the natural order of â€Å"revolt against limit and fly to extremes. † This can be seen in the characters foremost as the sons of Gloucester as well as the daughters of Lear are directly opposed to each other. Indeed it is in the internal nature of Lear that this is focused most powerfully as his beliefs in love and kindnesses are offset by the egocentric and chloric feelings that dwell within his heart. It is mainly from the character and fate of Lear that the true extent of the breakdown of nature can be seen as within the space of two weeks he has sunk from kingship to a world of destitution and poverty as he suffers at â€Å"th’ extreme verge† in his relationship with his family. What is most tragic in relation to Lear though is his rediscovery of Cordelia before the heart wrenching death she endures as he is thrown from the heights of grief before his heart gives way under the strain of ecstatic joy. But while the emotional converses that Lear endures are tremendously powerful they are not the only matters in opposition throughout the play. There can be seen in the various settings of the play a number of thematic oppositions, with the most apparent being the contrast between the nocturnal and gloomy castle of Gloucester as opposed to the serene Dover fields where Father and daughter are reunited, where love opposes strife. Indeed there are a great number of inversions that apply a new number of possible thoughts to the understanding of the play. Lear’s sufferings are completely opposed to the more typical tragedies of the Shakespearean era where there was a distinct separation between the suffering of the social elite and â€Å"the low and the ludicrous† in the principal of the Senecan school of thought. In King Lear though it would appear to be the Saturnalism theories that prevail as the positions of the lowest are inverted with those of the highest, as Lear takes the place of his fool in declaring the unpalatable truths of the world in his madness, adopting a sense of tragedy in the manner in which this is done. There are none more demonstrative of inversions than the antonymic nominalism that occupy the play with the most pathetic being Gloucester’s praise of Goneril and Cornwall, whereby his loyalty to the king becomes â€Å"treason† whereas Edmund’s betrayal is described as a show of â€Å"loyalty. † But more than this it is a key illustration of the wickedness of protagonist such as Goneril who condemn â€Å"harmful mildness. † This sense of paradox is prevalent mostly in the evil party where it comes to signify a moral and social inversion of a rational order of things. In contrast to this a positive paradox comes to represent a renewal through destruction and a discovery though loss, most notably seen in the increase of France’s attraction for Cordelia following her rejection by Lear as she becomes an â€Å"unprized precious maid,† becoming â€Å"most choice, forsaken† as the isolation of â€Å"forsaken† seemingly highlighting the paradox. What is more is that a sense of pathos is granted through this as Lear’s misinterpretation of each one of his daughters and his reliance of the â€Å"wolfish† Regan and Goneril, as well as Gloucester’s miscomprehension of Edmund as being a â€Å"loyal and natural boy. The twin paradoxes that appear in the discovery of madness, characterised by Lear, and the discovery of vision in blindness are the most powerful in the development dignity undertaken by Lear and to an extent Gloucester in this play. McAlindon believes that of all the paradoxes it is the fact that th e tragedy develops around an inability â€Å"to contain the worst effects of a terrible eruption in nature,† and none is more terrible than the progressive failing of family links. The typical familial bond of mutual love and affection that is the ornerstone of most families is shockingly absent in King Lear though it is desperately craved by Lear himself. McAlindon believes that this style of bond involves love and justice as well as that it â€Å"predicates a glad and spontaneous performance of offices and responsibilities. † It is therefore bewildering that Edmund would break such a bond in such an anti-familial manner, undermining civilised society in the process, and comparisons can be drawn between him and Iago in his mistreatment of Claudius in Othello. Gloucester, however, can be seen to be as equally to blame for Edmund’s waywardness as his dreadful mistreatment of him, whose breeding is only acknowledged as Gloucester â€Å"often blushed,† and seems to be a victim of tragic causality as Edmund comes to believe that he owes everything to himself. The ancient Greek writers Plato and Aristotle believe that love creates emotional awareness and allows for the creation of just law. With this in mind the manner with which Lear treats the link between him and his daughters in such a material way shatters any sense of order or responsibility in his court with the dismissal of Cordelia and Kent becoming a satire of what passes for justice in society. If Plato’s theories are developed then it would seem that the main cause for injustice is a loss of human kindness and sympathy, explaining fully Edmund’s pathological hardness as his bastardy alienates him. In the same manner in which Edmund suffers a lack of acknowledgement, so too does Lear suffer the same fate, it is only through his mistreatment on the familial ties. McAlindon believes that Lear holds a heavy â€Å"dependence of personal identity on the bond† and it is his reliance on the bond as a material tie makes him a nobody after he divulges himself from his power and estate resulting in one of the most pathetic lines â€Å"I gave you all† separated from the cruelty of Regan. The greatest dignity is then conveyed onto those around him who still perceive the bond to be a union through love, and therefore still hold the same respect for Lear despite his failure to recognise them. The importance of a character understanding the treatment of time plays an integral part in the possibility of them being seen as a tragic figure. King Lear is a tragedy characteristic of its age, a tragedy of extreme and terrible violence, as there is a sense of the untimeliness of violence and destruction that rashness and impatience bring about. Most characteristic of this flaw is Lear as his kingdom implodes through his â€Å"hideous rashness† as he signals the unleashing of pitiless violence that culminates in the utterly pathetic death of Cordelia. He is ironically guilty too of being overly patient as there is an almost comic stichomythia between him and Kent portraying his unwillingness to accept facts. A parallel can be drawn with Gloucester in this as his impatience regarding the supposed traitor Edgar is both unjust and demonstrative of the nexus between time and justice as well as injustice and haste. Calculated swiftness becomes characteristic with the actions of the evil party and can be seen by Edmunds manipulation of Gloucester under the pretence of judicial behaviour as well as that of his brother as he acts â€Å"in cunning† and its placement a the beginning of the line illuminates its two meanings. In an extreme contrast the good party align themselves with time, adopting a policy of patience that is both dignified and tragic. Edgar is keen to wait for â€Å"the mature time† whilst Kent waits for the perfect moment to reveal himself to his master, however, it is his own personal tragedy that he never finds the right moment. This can be seen as a demonstration of a true heart as this is a play that appeals profoundly to the heart as much as it does to the mind. Emblematic of a noble heart is the manner in which a protagonist empathises and treats those around them and powerful contrasts can be seen between characters and their counterparts. Indeed the most powerful of these contrasts is between the â€Å"dog-hearted daughters† of Lear and Cordelia with the scenic juxtaposition of tranquil Dover and the castles and courts of Regan and Goneril a clear demonstration of this. To be truly tragic in King Lear a character possess a good heart and this is perfectly shown by the â€Å"marble hearted sisters† as opposed to Kent’s whose own heart is pierced by Lear’s rejection of Cordelia. Alongside the good characters Lear’s heart is true in its nature, though he seems to suffer the promethean anguish, with his heart replacing the traditional liver, culminating in his death which must be presumed as being from a broken heart. Compassionate love is the supreme value in the play and as discussed above beliefs and social morals come from love and therefore the heart. Conversely though a slighted heart can produce the most devastating fury and hatred through grief as not only does the heart present the duality of nature with the possibility for disunity and anarchy but in this same manner emphasizing the importance of patience. Therefore the presence of all the aforementioned undertones and subtle themes tragedy is both made distinctly more unattainable as well as becoming much more powerful in its nature, with pathos coming to play a key role in its development.