Milton's Paradise Lost Essay Example | Topics and Well Written Essays - 250 words

Milton's Paradise Lost - Essay Example mon values riches of the world as Milton puts it, â€Å"Mammon, the least erected Spirit that fell From Heaven; for even in Heaven his looks and thoughts Were always downward bent, admiring more The riches of heaven’s pavement, trodden gold, Than aught divine or holy else enjoyed In vision beatific.† (Milton 25). The followers of Mammon also value riches and earthly pleasures and the reason for this is that, they took after their master, Mammon, who fell from Heaven due to his greed. The love of the followers of Mammon for the things of the world affect their relationship with God due to the fact that, Mammon, is more like the opposite of the one and only true God. Thus, while the children of God lay up treasures in heaven, the followers of Mammon lay treasures for themselves on earth. the implication of this is that, the more the followers of Mammon layup treasures for themselves on earth, they keep getting farther away from the truth. Another implication of this is that, the followers of Mammon can never have a cordial relationship with God as one cannot serve God and Mammon. The values of the devil Mammon and the values of the followers of Mammon are similar in the sense that, just like their master, the followers of Mammon also have an irrationally strong desire to acquire and keep money. Thus, the values of the followers of Mammon and their master are similar in their avariciousness. It is significant that Milton chooses to make Sin a woman as it is believed that the devil used woman to bring Sin into the world. It was through the deception of the first woman, Eve by the serpent that Satan succeeded in turning the hearts of men from God. This shows the significance of Milton’s choice to make Sin a woman. Milton used the relationship between Sin, Death, and Chaos to show how sin brought many plagues to mankind. Milton tried to show that it was sin that brought chaos and confusion into the world and the result of which is ultimately death. The Bible even

Rhetorical Analysis Essay Example for Free

Rhetorical Analysis Essay Disclaimer: Let’s avoid abortion, the death penalty, gun rights, and gay marriage for this assignment unless you can convince me you have a fresh spin or take on it. These topics have been heavily used in previous semesters, so I want to encourage you to expand to less traveled territory. 2. Then, choose three interesting rhetorical artifacts that deal with or illustrate this social issue. This could be such things as advertising, films, books, songs, albums, YouTube/online videos, speeches, websites, etc. Limit yourself to only two samples per genre—that is, don’t pick three films, or three songs, or three books, but have some variety. It is possible to pick something very simple—like a single magazine page ad—but remember that you need to be able to pull a lot out of it to discuss. So find something that will be fruitful for many pages’ worth of discussion. Your assignment 1. In your introduction (5-8 sentences), first describe the social issue and why you’ve picked it. Then, briefly describe the three rhetorical artifacts and how they pertain to the social issue. 2. Finish your introduction with a thesis statement. Remember, a thesis statement is an argument and not a declarative sentence, a question, or an announcement. Two sample thesis statements: A descriptive analysis of six parts of [artifact A], [artifact B], and [artifact C] reveal how each of these pieces work to illuminate [Social Issue]. [Social issue] can be better understood by a six-part descriptive analysis of [artifact A], [artifact B], and [artifact C]. 3. Do the six-part descriptive analysis, which will be explained in the next section. Generally speaking, you will be doing six analyses of each of your artifacts, so a total of at least 18 separate examinations. Each analysis should be roughly one or two paragraphs. 4. Be sure to include a Works Cited/Bibliography page with for three rhetorical artifacts. 5. Your paper should total 7-10 pages, not counting the Works Cited/Bibliography page. The Six-Part Descriptive Analysis: In your essay, you’ll need to do each of the following six analyses. For each analysis, you’ll need to follow the Claim+Proof+Analysis structure that the book calls the critical equation (see page 30-34, especially 32). So for each analysis, you would 1) claim that such-and-such descriptive element is present. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well your artifact puts this descriptive element to use. 1. The six rhetorical purposes (pages. 8-13) a. Creating virtual experience b. Altering perception c. Explaining d. Formulating belief e. Initiating action f. Maintaining action Examine each of your three rhetorical selections in the light of these six rhetorical purposes. Which of the six is the best fit for each of your selections? There may be more than one purpose, but discussing just one of them is fine. So for each artifact, you would 1) claim that X type of rhetorical purpose was used. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well your artifact puts this rhetorical purpose to use. 2. The seven elements (page 24). Of the seven elements, two are of interest for this assignment. a. Persona. The role the persuader takes in addressing the audience. Think of things like good cop/bad cop; teacher; friend; pastor; reporter; clown b. Tone. The persuader’s attitude towards the subject (Detached, emotional, satirical.) AND the audience. (Personal/authoritative/supplicant.) Complete a critical equation for Persona and Tone for each of your three rhetorical artifacts. So for each artifact, you would 1) claim that X type of persona or tone was used. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well your artifact puts this persona/tone to use. 3. The VASES—Visuals, Analogies, Statistics, Experts, and Stories. (See page 80 for a brief overview, but you’ll need to look at the entire chapter 4 for a full understanding.) Describe how each of your three artifacts uses evidence in light of your social issue. Use the VASES, although note that not all five of the VASES will be used in each artifact. Remember that this should be structured in the Claim + Proof + Analysis structure. So for each artifact, you would 1) claim that X type of evidence was used. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well your artifact puts this evidence to use. 4. The dimensions of rhetorical action. We aren’t always convinced by purely logical reasons—sometimes psychological, social, and personal reasons convince us as well. (See pages 117-121). Think of each as these as on a continuum—that is, it isn’t 100 percent on one extreme or the other, but more likely a blend of 70/30, 60/40, etc. Purpose Instrumental ïÆ'ŸïÆ'   Consummatory (A tool) (Purpose in action itself) Argument JustificatoryïÆ'ŸïÆ'  Ritualistic (Offers reasons/justifies) (Participatory/performative/affirms) Structure LogicalïÆ'ŸïÆ'  Associative (Necessary links)(Learned from experience) Language LiteralïÆ'ŸïÆ'  Figurative Describes worldDescribes internal state Evidence FactualïÆ'ŸïÆ'  Psychological VerifiableAppeals to needs, drives, desire (logos)(pathos) Plot where each of the three artifacts lie on the continuum. (Do so in paragraph form—I don’t necessarily need a diagram.) You don’t have to use the same rhetorical dimension(s) for each artifact. Remember that this should be structured in the Claim + Proof + Analysis structure. So for each artifact, you would 1) claim that your artifact is placed somewhere on a continuum for a certain dimension of rhetorical action. For example, â€Å"This artifact is mostly figurative, but it contains a few literal elements as well.† OR: As an entertaining film, this piece is almost purely consummatory.† Then 2) give proof of that—why can you make this claim? Then 3) tell how well you think it works in this case. 5. Organizational patterns. (pages 136-142). How is the artifact organized? Sequence A. Chronological—by time B. Narrative—story C. Spatialdirection Topical A. PartsïÆ'   subtopic (breaking into chunks—unique to the subject) B. Perspectives ïÆ'   familiar divisions (common, often-used categories) Logical A. Causal—cause ïÆ'  effect B. Problem-solution—harm ïÆ'  solution What is at least one organizational pattern used by each artifact? How does this organizational pattern help promote its perspective on your social issue? (If you do not think your artifact demonstrates any of these organizational patterns, prove it—show me by process of elimination how none of them fit) You don’t have to use the same organizational pattern(s) for each artifact. Remember that this should be structured in the Claim + Proof + Analysis structure. So for each artifact, you would 1) tell me what organizational pattern(s) you see at work. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well you think it works in this case in light of your social issue. 6. Resources of language (See 165-169) Think of these as continuums. FormalityïÆ'Ÿ-ïÆ'  Informality PrecisionïÆ'Ÿ-ïÆ'  Ambiguity LiteralïÆ'Ÿ-ïÆ'  Figurative EconomyïÆ'Ÿ-ïÆ'  Redundancy Plot your artifact on what of the continuums of style (for example, 70 percent formal, 30 percent informal). How does this style help promote its perspective on your social issue? Give me one paragraph for each artifact. (Note: If you’ve explored the literal—figurative continuum in a previous portfolio assignment, please select a new one.) (If you do not think your artifact demonstrates any of the styles, prove it—show me by process of elimination how none of them fit.). You don’t have to use the same resource of language for each artifact. Remember that this should be structured in the Claim + Proof + Analysis structure. So for each artifact, you would 1) tell me what organizational pattern(s) you see at work. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well you think it works in this case in light of your social issue.

Book Review of Hear My Testimony Essay -- essays research papers

Book Review of â€Å"Hear My Testimony†   Ã‚  Ã‚  Ã‚  Ã‚  This is probably one of the most moving books I have ever read in my life. It is basically a narrative story of the life of an El Salvadorian women named: Maria Teresa Tula. Maria is a wonderful storyteller and the fact the she is describing her own real life experiences greatly add to the impact of the book.   Ã‚  Ã‚  Ã‚  Ã‚  Most of the chapters in the book are just her telling about her life. She was born a very poor and sickly child, growing up with her mother and grandmother, after her mother had left her abusive husband. This was only the beginning of a very rough and trying life that she would face. She went on to describe her childhood, how other Salvadorian women were treated and the Salvadorian way of viewing women. Raised as a strict Catholic, she was taught by her grandmother at a young age to â€Å"act like a proper young women.†   Ã‚  Ã‚  Ã‚  Ã‚  From there on she continues to talk about her adolescence where she quickly learned about the threat of physical abuse and molestation towards young girls. She did not continue with school pat the age of 9 and in her small job of working in the local market she was confronted with true and absolute poverty on a daily basis. She got pregnant at age 15. At 16 she had her first fist fight with her abusive physically brother. And at 17 met the father of her other future children. While with this man, Rafael Canales, she learned first hand the hardships of poor domestic life. She also learned to assert herself even towards her own husband.   Ã‚  Ã‚  Ã‚  Ã‚  In 1978, the year I was born, Maria Teresa joined a human rights group called CO-MADRES. (The Mothers and Relatives of Political Prisoners, Disappeared and Assassind of El Salvador) Due to her husband being jailed and severely tortured after a sugar mill strike she found herself unsuspectingly thrown into a political arena. It is her work with this organization that begins to completely consume her life and is the core of the entire book.   Ã‚  Ã‚  Ã‚  Ã‚  Once aligned with this organization Maria’s eyes are opened to the bigger picture of political oppression in her country. She, along with many other women of El Salvador, watch as hundreds of their men are unjustly jailed, tortured and disappeared. She was also a witness to the inhuman... ...e. After saying all this, it is hard for me to find a weakness. The only minor weakness that I could see would be that of intense emotion. The way that this book is written is such that it is truly soaked with emotion. This being a first hand account also added the level of intimacy one feels when reading this, and for some this may translate into uncomfortable feelings. It is also clear that Maria does express her own personal opinions, on her government, on her views of women’s roles in society, and especially on the American government. Maria does use the words â€Å"they† and â€Å"them† to describe Americans sometimes and some may feel that her generalizations are unfair, especially seeing as how she did receive support from sympathetic Americans while in the US. Some may also feel that she is overly critical and excessively faulting the US for the events in El Salvador, however all I could say to people who feel this way is; it would be very difficult to not f ind American policies and actions accountable for many unthinkable tragedies all over Latin America. Personally however, I do not feel that these small weaknesses in any way, take away from the strength of the book or her story.

B.F. Skinner Essay -- Biographies Biography Psychologist Essays

B.F. Skinner B.F. Skinner was born on March 20, 1904 in Susquehanna, Pennsylvania. He grew up in a happy and â€Å"stable† home environment. Skinner spent a lot of time as a child building and inventing things. After Skinner attended Hamilton College, he worked as a newspaper writer. Then, he went to New York City for a few months and worked as a bookstore clerk. It was here that Skinner read books about the famous behavior theorists, Pavlov and Watson (B.F. Skinner Foundation, 2002). When Skinner turned 24, he attended graduate school at Harvard University. As a Psychology student, he teamed up with Physiology Professor, William Crozier. Together, they began to study the relationship between behavior and experimental conditions. During his time at Harvard, Skinner conducted many experiments using rats (B.F.Skinner Foundation, 2002). Skinner’s findings made him â€Å"the most influential psychologist of the 20th century† (Roblyer,2003, p.57). B. F. Skinner concluded that people could mentally have control over all of their responses. He believed that a reinforcement and/or consequence given after a behavior would influence future behavior (Roblyer,2003, p.57). In other words, reinforcements and/or punishments can shape human behavior. For example, if a child eats all of his vegetables at dinner and his parent’s reward him with positive words and a cookie, then the child will probably eat his vegetables at the next dinner. Skinner’s theory can be applied inside the classroom as well. A teacher can get her students to behave by positively reinforcing acceptable behavior and punishing or negatively reinforcing poor behavior. A teacher can also get her student to work hard in her class by doing the same thing. I am planning ... ... with Skinner when he said, â€Å"The major problems of the world today can be solved only if we improve our understanding of human behaviors† (B.F.Skinner Foundation, 2003). As a future teacher, I believe that I can reinforce students to behave desirably in the future. I can also positively reinforce the use of technology in the classroom so students are excited to learn about and use this technology. This is mainly because I feel technology is such an important tool in the classroom. In conclusion, B.F. Skinner’s theory about shaping behavior by using positive and/or negative reinforcements can be extremely useful in the classroom. Works Cited B.F.Skinner Foundation. (2002, October 18) About B.F.Skinner. Retrieved September 18,2003 from http://www.bfskinner.org/bio.asp Roblyer, M.D. (2003). Integrating Educational Technology into Teaching Merril Prentice Hall.

The End of Something Analysis of Nick

Prompt: Nick is a typical, male chauvinistic jerk in â€Å"T. E. O. S. † Ernest Hemingway established a tough guy figure with great male chauvinist in the short story The End of Something using parallels and masculine egoism. Nick as the main character in the story casually broke up with his girlfriend over some seemingly unimportant matters during their fishing trip. Nick’s attitude towards Marjorie’s responses regarding fishing skills showed that he is highly uncomfortable with her knowledge on the same level as his.Nick’s masculinity was disappointed by this changing of dominance, and caused him to break up with Marjorie eventually. As a typical Hemingway short story, T. E. O. S. also uses the Iceberg theory, which indicates that the first paragraph was more than a background; it was paralleling the village’s changes with Nick’s dominance degradation. The short story T. O. E . S. starts with an introduction of how the Hortons Bay went from a lumber town to mill ruins.Hemingway cleverly parallels the relationship between Nick and Marjorie with the original Hortons Bay with the place that the woods were shipped to (and the wood being all the fishing skills that Nick taught Marjorie). The decay of Hortons Bay was a symbol of Nick’s decline of dominance in this relationship with his girlfriend. The declination of superiority in the relationship made Nick uncomfortable and less masculine. â€Å"Its open hold covered with canvas and lashed tight, the sails of the schooner filled and it moved out into the open lake, carrying with it everything that had made the mill a mill and Hortons Bay a town. (Hemingway, page 29) The last sentence in the first paragraph of the story indicates that Nick didn’t feel the same in the relationship with Marjorie as how he did before, with all the â€Å"wood† being shipped away and the contrast between how it is know and how it was before. While at the last part of the st ory, Nick repeated the same content â€Å"you know everything† for several times. The use of repetition implies that Nick is upset with the fact that Marjorie now grasps the all the knowledge of fishing that Nick once taught her and is now on the same level as him.Hemingway portrayed this tough guy figure, Nick, with high self-egoism, so when Nick found out that he was gradually losing superiority to his girlfriend and eventually they became equals, he got frustrated and annoyed. It can be told from the scenes where Nick and Marjorie were fishing, they argued on little aspects regarding whether the fish would strike, how to bait should be dealt with and where to drop and Nick would argue to prove that he is the more experienced and fights to reassure his dominance. ‘You know everything’ said Nick †,â€Å"‘I can’t help it. ’ said Nick, ‘You do. You know everything. That’s the trouble. You know you do. ’ †, "I’ve taught you everything. You know you do. What don’t you know, anyway? †(Hemingway, page 34) The failure of establishing himself as a dominating male in this relationship caused Nick’s final breakdown as he started to accuse Marjorie for knowing everything. Hemingway depicted the scene of Nick and his girlfriend Marjorie breaking up over a fishing trip to demonstrate a masculine dominated concept in Nick.The writer portrayed Nick’s frustration over losing the superiority to his girlfriend, as she became just as good a fisher as himself, so as to demonstrate that Nick is a typical male chauvinist who does not accept being equal to a woman. Hemingway paralleled Hortons Bay with Nick and Marjorie’s relationship and used repetition in the end to demonstrate Nick’s frustration, while both strategies helped to establish Nick as the tough guy figure.

Free Essays on Russia

Comparative Politics RUSSIA: POLITICAL STRUCTURE: Summary: Why the democratic structure in Russia is proving to be unsuccessful. INTRODUCTION: The Soviet Union collapsed in 1991, disintegrating into thirteen different states. Ever since the political structure of Russia has been viable and lacks stability. Many reasons can be cited for this instability out of which the bearish economy and a shaky democratic system are the main causes. ANALYSIS: The reforms taken after Russia’s disintegration have yet to be proved fruitful. The economy is in no better shape then before and politically Russia has great set backs in the name of the ongoing war with Muslim freedom fighters in Chechnya. â€Å"The most important factor that needs to be established is economic growth. Successful economic development will ease the transition and enable violence and dissention among the races very avoidable. If resources are abundant and properly distributed then multiple markets can grow. However, when resources run scarce and competition arises for limited assets then violence and animosity become the only plausible alternatives. If two industries fiercely compete for limited resources then one is likely to be forced out of the market. A sound and developing economy is essential for the happiness and orderly conduct of the people (Barner-Barry & Hody, 1995)(1). Another problem cited in the progress is the difficulty of transition from communism to democracy when the government officials are trained in the old system. The process of privatization requires lengths of time and willingness of the people to take upon the businesses for which they require full governmental protection, easy paper work and full rights over their property. â€Å"If Russia is to make the transition, it must rediscover civil society (the informal network of family, church, service organization and the like). Strong civil society provides the polit... Free Essays on Russia Free Essays on Russia Comparative Politics RUSSIA: POLITICAL STRUCTURE: Summary: Why the democratic structure in Russia is proving to be unsuccessful. INTRODUCTION: The Soviet Union collapsed in 1991, disintegrating into thirteen different states. Ever since the political structure of Russia has been viable and lacks stability. Many reasons can be cited for this instability out of which the bearish economy and a shaky democratic system are the main causes. ANALYSIS: The reforms taken after Russia’s disintegration have yet to be proved fruitful. The economy is in no better shape then before and politically Russia has great set backs in the name of the ongoing war with Muslim freedom fighters in Chechnya. â€Å"The most important factor that needs to be established is economic growth. Successful economic development will ease the transition and enable violence and dissention among the races very avoidable. If resources are abundant and properly distributed then multiple markets can grow. However, when resources run scarce and competition arises for limited assets then violence and animosity become the only plausible alternatives. If two industries fiercely compete for limited resources then one is likely to be forced out of the market. A sound and developing economy is essential for the happiness and orderly conduct of the people (Barner-Barry & Hody, 1995)(1). Another problem cited in the progress is the difficulty of transition from communism to democracy when the government officials are trained in the old system. The process of privatization requires lengths of time and willingness of the people to take upon the businesses for which they require full governmental protection, easy paper work and full rights over their property. â€Å"If Russia is to make the transition, it must rediscover civil society (the informal network of family, church, service organization and the like). Strong civil society provides the polit... Free Essays on Russia The Rise of Russian Anti-Imperialism After the breakup of the Soviet Union, many observers have wondered how post Cold War Russia would react. Years of Soviet ineptitude in economics and gross overspending in the military have put Russia in a fiscal quagmire. While some clamor for a more dominant Russia, there are greater internal forces that think Russia needs to build economic stability and then the natural order of things should take care of itself. In the article â€Å"The Rise of Russian Anti-Imperialism,† Henry Hale describes a Russia on the brink of financial ruin in 1998. They had suffered an economic collapse that year and he argues that invariably changed Russia’s domestic and foreign policy as well. Little did he know that a strong leader was waiting in the wings to take over for Yeltsin and bring stability to the government and slow down economic reform. Russia has been beset internally with graft and corruption. The failure of the Russian government in the past to reign in these forces has hampered its integration into the world economy. Recently, however, President Putin has begun to consolidate his power and arrested Mikhail Khodorkovsky for fraud and tax evasion. He is trying to send a signal to the rest of the profiteers that the Russian government will not stand by and watch others take advantage of her baby steps towards free markets. There have been attempts to reintegrate the old Soviet Union into a cohesive economic zone. After the collapse of the Soviet Union, the former republics agreed to form a Commonwealth of Independent States, however that quickly dissolved. In early 1993, there was an attempt at regaining control of many of the former Soviet Republics that still wanted to use the Russian Ruble as their currency. This tactic was called the Ruble Zone. However, those efforts collapsed because the other republics were trying to use this Zone as a hidden subsidy and Russian economists in the governmen...

Analyze of “Crimson Tide” Essay Essay Example

Analyze of â€Å"Crimson Tide† Essay Essay Example Analyze of â€Å"Crimson Tide† Essay Essay Analyze of â€Å"Crimson Tide† Essay Essay ANALYZE OF CRIMSON TIDE In this assignment I will analyse the â€Å"Crimson Tide† based on OB subjects which are organisation. accomplishments. personality. perceptual experience. values. and attitudes. First of all I would wish to state something briefly about the film. On a US atomic missile bomber. a immature first officer stages a mutiny to forestall his trigger happy captain from establishing his missiles before corroborating his orders to make so. An organisation is fundamentally consciously coordinated societal unit. There are three necessities to be an organisation. -group of people-continuous or else undertaking-common end When we look at the Crimson Tide we can see the all three characteristics in that pigboat. First of all they are group of soldier in a atomic pigboat. Second. this group of people are non together but they came together to a undertaking that U. S. Navy atomic pigboat. USS Alabama. to be available to establish its missiles in a pre-emptive work stoppage if Radchenko attempts to fuel his missiles. It is adequate to be an organisation for a group. Third. even though they use different ways. they have a common end which is protecting their state. Most distinguishable accomplishment of Captain Ramsey his experience and trueness to the Navy. He neer inquiries to orders. He thinks he is at that place to use to the orders. sometimes impatiently. and do certain his crew’s trueness to use order. He does non believe to democracy in the pigboat. For illustration he says â€Å"we are here to continue democracy. non to pattern it. Ron Hunter is a immature. rawness. and good educated adult male. He finished Harvard University. He is extremely educated in military history and proficient tactics. Hunter is more analytic and conservative towards his mission. Hunter is against the missile launch and attempts to win over support from Ramsey to corroborate the 2nd message before continuing with the launch. because he has hope that it was perchance an retraction of the old bid. This behaviour shows his humanist and rational side. Hunter plays a figure of functions. He makes certain that Captain Ramsey makes the right picks. For illustration. he is waiting the remainder of the message to launch of the atomic missiles. Besides he motivates his crew. Ramsey is a rigorous and chesty leader who neer motivates his crew. but with the influence from Hunter. Ramsey gives a motivational address after the crew to reconstruct all operations after the Russian onslaught. I will concentrate on Ramsey’s and Hunter’s personality. perceptual experience. values and attitudes in this portion of my assignment ; The Big Five Personality Model: high extroversion: overconfident. pushylow amenity: cold. dissenterhigh conscientiousness: organized. stubbornhigh emotional stableness: self-assured. composurehigh openness to see: funny Properties:Machiavellianism: practical. manipulateSelf-esteem: likes himselfRisk-taking: risk-taking by hiting the missilesMore Type A: multitasksLess Type B: can loosen up without guilty ( after downgrading sitting in his cabin and being composures ) External venue of control: controlled by outside forces ( authorities ) Percept:Perceiver: Captain Frank RamseyTarget: Russians. HunterSituation: Submarine†¦wants to assail RussiaMistakes:Halo consequence: general feeling by a individual feature.Pigeonholing: Harvard pupils are swots and huntsman is one of them without experience Valuess:He belongs seniors coevals. This generation’s features are subject. authorization. traditional Hofstede’s Model: High power distance: Captain as a authorizationHigh Individuality: Focus on his sentimentHigh Maleness: Doesn’t care so much about people ( e. g. fire-alarm ) High Uncertainty turning away: He doesn’t like uncertainness. Privations to move rapidly. For illustration he wants to hit missiles Low long-run orientation: Doesn’t attention about atomic war†¦ . he wants to move now High Indulgence: Submarine/Job is his 2nd place comfy cabin and his Canis familiaris Attitudes: Job satisfaction: work topographic point is like his home†¦ . ( e. g. Canis familiaris ) Disregard: when huntsman took his authorization he went to his cabin and was listening to the music like nil happened before Affectional: emotional relationship to the naval forces. Traditional beliefs Battle: His address to the soldiers at the beginning of the movie. Hunter’s ; Personality:The Big Five Personality Model:high extroversion: self-asserting. gregarious. sociablehigh amenity: co-op. swearing. empathichigh conscientiousness: organized. persistenthigh emotional stableness: self-assured. composurehigh openness to see: flexible. funny Properties:Machiavellianism: practical. manipulateSelf-esteem: ambitious ends related to his callingSelf-monitoring: attending to external environment by constructing a relationship to the MarinessRisk-taking: risk-taking by downgrading RamseyProactive: identifies chances and attempts to forestall atomic war More internal venue of control: controls his fate. independent. makes his ain determinations Percept:Perceiver: Lieutenant Commander Ron HunterTarget: RamseySituation: Submarine†¦ . wants to halt Ramsey and besides atomic war Valuess:He belongs Baby Boomers Generation and Its characteristics are societal acknowledgment. duty Hofstede’s Model: Middle power distance: He sees captain as an authorization but he is non afraid of directing Ramsey in to gaol. He besides makes gags with crew members In-between Individualism: Focus on his sentiment but besides take attention about others sentiment Low Maleness: Takes attention of people and feeling ( e. g. over weight of a crew member ) Low Uncertainty turning away: Takes the hazard of non cognizing what happens following. Doesn’t want to hit missiles High long-run orientation: Afraid of atomic war. Michigans Ramsey Middle Indulgence: Separates work and household. Has his household who is waiting for him but besides he left the birthday of his girl because of his occupation Attitudes: Job satisfaction: He is proud of to be a lieutenantContinuance: Privations to do calling ascent to a captainBattle: Construct a good relationship with the crews