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Lessons for the Labor Movement, 2007.
An analysis of the history and development of labor and labor organizations in Canada.
1,059 words (approx. 4.2 pages), 5 sources, MLA, AU$ 54.95
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Abstract
This paper discusses the positive and negative lessons that history can provide to today's unions and trade unions in Canada. It describes the influence that the state and the nature of the economy have on labor and labor organizations and their activities. The paper also discusses trade unions and their role, as well as other developments in the history of the labor movement. Finally the paper looks at fthe ree market economy and its implications in increasing job insecurity and wage and benefit rollbacks.
From the Paper
"Free market economy increased job insecurity and wage and benefit rollbacks and continues to be the basis of today's economy in Canada. The labor movement of today is faced with these challenges as well as the relocation and closing down of many industrial plants and factories all over Canada. Also, today Canada's labor movement needs to have a broader agenda as it faces with all the challenges of the global economy as well as the effects of the decline of state intervention within the context of this new global economy. It also needs to recognize the cultural, social and ethnic diversity that makes up the Canadian workforce today. Additionally it has to become concerned with the status of part-time and temporary employees whose number is increasing steadily, as many employers are cutting out full-time jobs with full benefits."
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Labour's Labor, 2006.
A review of an article discussing the impact and damage of WWII on the British economy.
675 words (approx. 2.7 pages), 1 source, AU$ 38.95
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Abstract
This paper discusses how following World War II, the British economy, its social structures, and its infrastructure, were all considerably damaged by the years of war over the European continent. Unions, as Dorfman points out, entered the post-World War II era as one of the nation's policy focal points in what would otherwise have been a political vacuum (par.1). It further discusses how in the decades following the war, Unions provided the citizenry, in the form of workers, with adequate representation within the structures of government and ensured that many policies and programs were enacted that would ensure not only work related rights and assurance but also social programs. The Unions within Britain for three decades held considerable sway over policy decisions as well as policy formulation.
From the Paper
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Lessons, 2005.
This paper provides lessons on a range of educational topics and theories.
4,500 words (approx. 18.0 pages), 0 sources, AU$ 257.95
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Abstract
This paper offers lessons created as part of a graduate program in education. The lessons consist of a range of documents, from lesson plans to texts created using programs such as Kidspiration. The lessons also include analyses of education programs in terms of a range of learning theories and models such as social constructivism and other Western theories of education and development.
From the Paper
"The issue of teaching learners in P/J who are afraid of math problems is admittedly a challenging one. It must be acknowledged that it is unlikely that we will ever be able to reach the point where learners will "welcome problems with open arms and minds". Given an educational context in which even many candidates at our Teachers' Colleges admit to having a high degree of anxiety when facing math problems in their youth, it may be realistically concluded that nothing less than a profound overhaul of our education system's approach to the math curriculum will address this fear and anxiety."
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"No End of Lessons", 2002.
This paper is a critique of the article "No End of Lessons," found in "The Economist" in May 1995.
1,350 words (approx. 5.4 pages), 0 sources, AU$ 65.95
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Abstract
This paper critiques the article "No End of Lessons," found in "The Economist" in May 1995. "No End of Lessons" discusses the anguish of World War II for the countries involved in the struggle. The paper includes a discussion of the article's strengths, weaknesses, biases, main idea, sources, uses of evidence and the usefulness of the article in the study of modern Europe.
From the Paper
"The article I am reviewing is No End of Lessons, which was first published in The Economist on May 6, 1995. The thesis of this article is best summed up by the following statement taken from the article - "Half a century after then end of the second world war, how - and whether - to remember it still causes more anguish and ambivalence than pride among most of the peoples caught up in it." The author of this article will attempt to prove why exactly World War II is a bad memory that is best forgotten, and how the actions of World War II are now regarded by the nations involved. "
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Lessons From "Beloved", 2008.
An analysis of the universal lessons that can be learned from Toni Morrison's "Beloved".
949 words (approx. 3.8 pages), 1 source, MLA, AU$ 48.95
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Abstract
This paper discusses how in Toni Morrison's novel "Beloved", the ghost character of Beloved relays not only the horrors of slavery but also many universal lessons - specifically that it is important to let go of the past and focus on the present and future, that acceptance without thought can be dangerous, that short-term gain leads to long term consequences and, finally, that revenge can be very real. The paper also looks at how these lessons are usually imposed upon the character of Sethe, and how it is ironic that not only is she the victim of the ghost, but she is also the ghost's creator.
From the Paper
"Another lesson developed through Sethe's ignorance is the problem of acceptance based solely on emotion or greed and not on thought or reason. When the strange girl Beloved appears, Sethe accepts the girl into her house without question, despite the strange circumstances. Denver also refuses to think it through logically and acts simply out of emotion. Paul D is suspicious, having seen Beloved "pick up the rocker with one hand" (Morrison 56). But Sethe outright tells him "[you] didn't [see that]" (Morrison 56), and Denver lies about seeing it. Both Sethe and Denver side with the ghost when they know far more about the credibility of Paul D than they do Beloved. A universal parallel, one using the issues in the novel, would be the early acceptance of slavery by the African community. For money and safety the Africans on the West Coast began selling men from rival tribes into slavery, without the slightest hesitation to think about the consequences."
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?Fast Car? and ?Driving Lessons?, 2004.
An analysis of the social messages in Tracy Chapman?s song, ?Fast Car?, and Neal Bower?s poem, ?Driving Lessons?.
1,025 words (approx. 4.1 pages), 2 sources, MLA, AU$ 52.95
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Abstract
Tracy Chapman?s song, ?Fast Car?, tells the story of lovers who desperately want to escape poverty, but can?t find a way out. Neal Bower?s poem, ?Driving Lessons?, discusses a son who is in the middle of his parents? unhappy marriage. This paper explains that, while they tell very different stories on the surface, the two are similar in theme and the type of imagery used. Both use driving as a metaphor, questioning the traditional idea of driving as freedom, instead seeing driving as a symbol of being trapped. Both ?Fast Car and ?Driving Lessons? deal with the inevitability of family obligation, and loneliness is a theme throughout the song and the poem.
From the Paper
"Unlike the traditional idea of the car as a means to freedom, both ?Fast Car? and ?Driving Lessons prove that one cannot drive away from problems. In ?Fast Car,? Chapman?s protagonist initially sees the car as a means of escape from her dreary, everyday life, but she soon realizes that her problems go deeper than immediate location. At first her lover?s fast car seem like the way to freedom, but she eventually realizes that this freedom is an illusion: ?You got a fast car/And we go cruising to entertain ourselves/You still ain't got a job/And I work in a market as a checkout girl? (Chapman). Despite the fast car and the physical ability to escape, she and lover remain mired in their poverty and cannot escape. In the end, the song?s protagonist gives up on the idea of driving to freedom: ?I'd always hoped for better/Thought maybe together you and me would find it/I got no plans/I ain't going nowhere/So take your fast car and keep on driving? (Chapman)."
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"Leadership -Enhancing the Lessons of Experience", 2002.
This paper discusses the book "Leadership -Enhancing the Lessons of Experience" by Hughes, Ginnet & Curohy.
675 words (approx. 2.7 pages), 1 source, MLA, AU$ 35.95
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Abstract
This paper looks at the need for power and the motivation to manage from the book "Leadership -Enhancing the Lessons of Experience". The author looks at how the book considers these ideas as they apply to leadership style and efficacy, and assesses the extent to which the two are related. This paper examines these phenomena and offers a comprehensive summary of the book?s key arguments.
From the Paper
"The authors define power generally as the capacity to exert influence. Power is reflected in the behaviors and tactics demonstrated by one person to alter the behaviors of another person. Influence is reflected in the degree of change in a person's values, attitudes, or behaviors, resulting from another person?s influence tactic. Influence, influence tactics, and power all play a role in the cultivation of leadership, and the extent to which they enhance a leaders capacity, depends considerably on how these skills are developed and embraced. The book suggests that people can cultivate leadership skills by considering different bases of power. Specifically, there are five bases of power, which significantly illuminate the relationships between subordinates and their leaders. These five bases of power help to explain why there are often subordinates who are in fact able to exert notable influence, assert themselves, and resist leaders? attempts to influence them."
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Lessons From Contemporary Wars, 2003.
An examination of the lessons drawn from contemporary conflicts over the past 30 years, at the tactical, operational and strategic level of warfare.
2,858 words (approx. 11.4 pages), 9 sources, APA, AU$ 122.95
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Abstract
This essay provides an extensive analysis of contemporary conflicts. It examines the nature of guerrilla warfare and how it can negate the technological superiority of larger states. It studies the tactical lessons drawn from individual conflicts and the changing roles of the army, navy and air force, as well as the importance of effective combined arms. It also studies modern warfare from a political viewpoint, the role of the media and the ability of the United Nations to secure a stable international environment.
From the Paper
"The conflicts of the past twenty-five years have been notable for their range and variety. Few corners of the globe have been left untouched; the recent terrorist attacks in New York and Washington have even brought conflict to America's doorstep, and only the continent of Australasia has remained relatively unscathed. Furthermore, the types of conflict have been as varied as they have been widespread, including wars of nationalism, revenge, territorial acquisition, ideology and humanitarian intervention. These wars have manifested themselves in a variety of different ways, from old-style trench warfare seemingly copied straight out of the First World War, to high-precision bombing campaigns, where the attackers are almost completely removed from the battlefield, and experience few, if any, casualties. Therefore, it is difficult to generalise about the lessons derived from these wars. This period has been dominated by the decline and fall of the Soviet Union, and few conflicts have occurred, even a decade later, which have not been affected by the legacy of the Cold War. Formerly suppressed nationalism has been released, reviving age-old tensions in the former Yugoslavia, and sparking many civil wars across Africa, whilst the Soviet Union's demise has caused the United States and her allies to look elsewhere for enemies to fill the Soviet gap, particularly the Middle-East, and potentially China. Meanwhile, many believe that the United States is going through a 'revolution in military affairs', heralded by her victories over Iraq and the Taliban Alliance. However, neither victory proved her ability to defeat a popular, irregular army: Iraq deployed a conventional force, whilst the Taliban had little local support, and had to fight against the Northern Alliance as well. Thus, the Soviet experience in Afghanistan, and the Russian experience in Chechnya, still provide important lessons for the future."
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Cold War Lessons, 2002.
A look at lessons which should be learnt from the Cold War.
2,400 words (approx. 9.6 pages), 7 sources, AU$ 128.95
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Abstract
This paper identifies and discusses three major lessons from the Cold War which can be applied by nations in the current international arena. The author offers examples of Cold War events and decisions and examines policy recommendations from Cold War experts in order to demonstrate her points.
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No Lessons to Be Learned, 2008.
This paper discusses the essay 'There are no Lessons to be Learned from Littleton' by Gary Kleck.
1,211 words (approx. 4.8 pages), 1 source, MLA, AU$ 60.95
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Abstract
In this paper, Kleck's essay, "There are no Lessons to be Learned from Littleton", is summarized and critiqued in an effort not only to better understand Kleck's viewpoint and its validity (or lack thereof).
Overall, the writer discusses that Kleck is saying that Littleton is an atypical event of gun violence and should not be over-analyzed as the beginning of a trend or something that is likely to continue with abandon in the future. Further, the writer notes that Kleck maintains that while time is wasted in micromanaging Littleton, other more important evidence and useful activities to prevent gun violence are not taking place as they should. The writer concludes that it is important to understand that all events, perhaps, need to be viewed as interrelated, and if not, the consequences could be severe. Upon conclusion of this paper, not only is the essay more fully explained, but the underlying issues that the essay presents are as well.
Outline:
Introduction
Summary of the Work
A Critique of the Work
Conclusion
From the Paper
""There Are No Lessons to Be Learned From Littleton", upon close study of the essay itself, is part history lesson, part social commentary, and can fairly be categorized as a work of criminal justice/social work research, for lack of better terms. However, it must be understood that Kleck's essay, while discussing the events of the Littleton mass murder case, would not be accurately summarized by simply being called an essay about that case itself; rather, it would be more accurate to say that Kleck uses Littleton as a launching pad for his arguments. As a general overview and summary of Kleck's work, it was written with Littleton as its starting point, but from that starting point, the exploration of what caused Littleton, and other school shootings to occur is examined. Many people would automatically assume that the essay would blame all of the commonly cited reasons for such crimes, but that is clearly not the case when presenting direct quotes from Kleck's actual text."
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Life Lessons.
This paper is a personal essay about two important life lessons learned while an intern at a summer camp.
760 words (approx. 3.0 pages), 0 sources, AU$ 39.95
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Abstract
The author narrates that, as an intern ,she was taught to keep a notebook of her ideas and plans, general phone numbers, and other information; the author lost the notebook, but found out that the secretary had saved the contents of that notebook. The paper explains that the author learned to value people because, in the past, she had looked at a secretary as nothing more than the hub of an office that keeps things running smoothly. The paper also relates that the author learned to make copies of everything that she considers important.
From the Paper
"Last summer, I volunteered to work as an intern in the student ministry of a local church. As an intern, I was to help the student pastor, be available for students, and attend, as well plan, activities for the students. There were going to be three interns and I was the first to arrive. I grew up going to this church and I remember being in junior high and high school coming into the very office I would now be working in. Things certainly seemed different after a few years."
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Challenger Case Study: Lessons Learned, 2003.
An overview and analysis of NASA's work culture and the lessons learned from the space shuttle Challenger catastrophe.
1,307 words (approx. 5.2 pages), 4 sources, APA, AU$ 64.95
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Abstract
This paper discusses how, like most tragic or unusual events in history, the 1986 NASA Challenger explosion offers a hindsight perspective of what ?went wrong? and what ?should have been done? to prevent the loss of lives.
From the Paper
"The United States? government, NASA officials, airspace scientists, engineers, educators, public interest groups, and the media alike, immediately jumped on the band wagon to explain the events that led up to the tragedy. President Reagan initiated an independent commission to investigate all of the parties involved, while NASA, the media, and the scientific community pointed fingers, called names, and ?explained away? with great political finesse the behavior and choices that ultimately led to explosion. Very much like the Salem Witch Hunt Trials, people were questioned and re-questioned concerning their thoughts and actions. Reporters, academicians, social scientists, culturalists, authors, and even, folk song writers, seized the moment to ?glean and explain? the events and the ?lessons learned.? The author, Diane Vaughan, is one of many, who attempted to offer, for a nominal fee of $20+ tax per copy, a ?cultural-contextual? explanation of people?s thoughts and behavior before and after the explosion. Based on the reading of Dr. Vaughan?s book as well as a review of other articles and reports, below is an outline of some of the ?lessons learned? from the Challenger accident."
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The Legal Lessons of the 2000 Elections, 2003.
This paper examines the legal lessons and considers the results of the Supreme Court case of Bush vs. Gore.
1,240 words (approx. 5.0 pages), 7 sources, AU$ 61.95
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Abstract
This paper argues that the court should in fact have accepted the case for review and then considers how the court may be seen to have acquitted itself in the decision that it made. The argument here is thus not about who should have won the election, not about who was the better man for the job or even about whether the Electoral College should be scrapped . Rather, this paper looks at the more limited topic of the role of the American judiciary and how that role may have been changed by the court?s decision in this case.
From the paper:
?There are a number of sets of related issues that most be considered in assessing how the court performed. One of these, which we shall get to momentarily, is that of the legal soundness of the decision itself. This is actually in some ways not as important as it might seem that it should be because while it is certainly arguable that this was a bad decision (even if one likes the result one might still argue this). Courts, after all, make bad decisions all the time. This is why the practice of law is an iterative one: Good future decisions can compensate for bad past ones.?
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Jane Eyre?s Lessons in Inner Beauty, 2002.
A look at the main character in Charlotte Bronte?s "Jane Eyre" and the central idea of intellect over beauty.
1,230 words (approx. 4.9 pages), 0 sources, AU$ 60.95
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Abstract
This paper examines Jane Eyre's personal sacrifices of neglecting her appearance and outlook in exchange for investing time in her intellect. The writer shows that Jane lived in five houses during her life, each one reflecting a different period in her life and personal struggle. The paper takes the reader from house to house and examines the significance of these beautiful houses and how they overshadow Jane's image.
From the Paper
"The notion of beauty, what it is and whether it is an inner or outward quality, has been long debated. For centuries people, and particularly women, have struggled with the concept of their own inner beauty as something as important, if not more important than their outward, physical beauty. This is no less true in literature. The idea of female inner beauty has not always been valued. In Charlotte Bronte?s Jane Eyre, the protagonist, Jane, her intellect, her humility and those other inner qualities that she herself views as beautiful. She respects her wisdom and philosophy before any of her physical attributes, partly because of her need as a child to read, partly from the lessons she is taught. The ideas she embraces as a child regarding outer beauty are reinforced as they reappear in her adulthood. For the duration of novel, Jane lives in five homes. In each, the suggestion of inner beauty overshadowing exterior appearance becomes a lesson, built upon over time, and in her last home she gains her reward, a man who loves her solely for her mind."
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The Lessons of Enron, 2006.
This paper details the events that led up to the collapse of Enron that affected not only its employees and shareholders, but also the global economy.
2,388 words (approx. 9.6 pages), 13 sources, APA, AU$ 106.95
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The writer of this paper examines the sudden collapse of Enron. Enron's downfall forced both ordinary citizens and their political representatives to step back and take a long, hard look at precisely what had been happening behind closed doors. This paper explores the history of Enron, which quickly became one of the world's largest private generators and suppliers of power. The corporation's success was based largely on the work of Jeffrey Skilling and Ken Lay, who were experts at cultivating an upstanding public image. This paper describes how the high ranking execs at Enron frequently helped themselves to huge amounts of judiciously manipulated stocks and then sold them for a profit just before the inevitable disaster. The writer details the events that led to Enron's collapse which began in 2001, when Sharon Watkins, a company vice-president noticed something was wrong with the company's accounting system. Enron had clawed its way up the corporate ladder by engaging in what was essentially an exceedingly risky venture. By offering to guarantee future prices in the natural gas market, the corporation was taking on a potentially enormous financial burden. Enron was able to mask its losses by removing them from the company's books. This paper explores how the misconduct of Enron and other corporations such as Anderson and Worldcom, hurts more than just their employees, customers and shareholders, they also hurt the global economy.
From the Paper
"Enron did all it could to cultivate an upstanding public image. In 1997, the energy supplier was one of a small number of companies each of which donated more than one million dollars to the Nature Conservancy. In regard to the Kyoto Accords that were being negotiated at this time, Enron planned to benefit in two ways. By supporting the Accords, Enron was placing itself on the good side of the environmentalist public, while at the same time endorsing a document that severely limited the use of coal in energy production. Since Enron dealt only in natural gas, coal would have been competition. Though a praiseworthy idea at the time, the company's willingness to bend regulations to its own purposes might have given cause for alarm. Ken Lay and Jeff Skilling were not only innovative, but they were also increasingly creative when it came to figuring out ways to make money, and to expand Enron's horizons."
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Native American Lessons of Place, 2002.
How the Native Americans changed the perception of land and geography.
1,900 words (approx. 7.6 pages), 9 sources, AU$ 102.95
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Abstract
This paper examines the changing context of sacred geography amongst Native Americans. It argues that Native Americans perceived of the biosphere as being sacred. This was inconceivable to the colonizers and remains a component of efforts at post-colonial analysis.
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