Eastern Flight 401 Essays -- Essays Papers

Eastern Flight 401 An Eastern Air Lines Lockheed L-1011 slammed at 2342 eastern standard time, December 29, 1972, 18.7 miles west-northwest of Miami International Airport, Miami, Florida. The airplane was demolished. Of the 163 travelers and 13 crewmembers on board, 94 travelers and 5 crewmembers got deadly wounds. Two survivors kicked the bucket later because of their wounds. Following a missed methodology due to a speculated nose gear breakdown, the airplane moved to 2, 000 feet mean ocean level and continued on a westerly heading. The three flight crewmembers and a jumpseat tenant got fascinated in the breakdown. The National Transportation Safety Board discovers that the reasonable justification of this mishap was the disappointment of the flightcrew to screen the flight instrument during the last 4 minutes of flight, and to distinguish a surprising plunge soon enough to forestall sway with the ground. Distraction with a glitch of the nose arrival gear position showing framework occupied the group's consideration from the instruments and permitted the plummet to go unnoticed. Because of the examination of this mishap, the Safety Board has made proposals to the Administrator of the Federal Aviation Administration. This appalling mishap was preventable by the flight group, however support and airport regulation work force too. On December 29, 1972, ninety-nine of the one hundred and seventy-six individuals locally available lost their lives unnecessarily. Just like the case with most mishaps, this one was positively preventable. This mishap is extraordinary due to the various individuals that could have kept it from occurring. The NTSB established that â€Å"the reasonable justification of this mishap was the disappointment of the flightcrew.† This is valid; the flight group failed, notwithstanding, others share the duty regarding this mishap. Similarly dependable where support work force, an Air Traffic Controllers, the framework, and a twenty penny light. What proceeds is a conversation on, what occurred, why it occurred, some solution for it and what was done about it. Upkeep work force ought to have supplanted a flawed marker light for the nose gear. The fiber in the bulb was isolates from one of the two mountings. That empowered the bulb to light up discontinuously. At the point when the support staff overhauled the airplane, they found the light... ...3 Pardon? CAM-4 Wheel-well lights on? CAM-3 Yeah wheel well lights consistently on if the apparatus' down CAM-1 Now attempt it 23.41:40 APP Eastern, ah 401 how are things comin' along out there? 23.41:44 RDO-1 Okay, we'd prefer to pivot and come, returned CAM-1 Clear on left? CAM-2 Okay 23.41:47 APP Eastern 401 turn left heading one eight zero 23.41:50 CAM-1 Huh? 23.41:51 RDO-1 One eighty 23.42:05 CAM-2 We planned something for the elevation CAM-1 What? 23.42:07 CAM-2 We're still at 2,000 right? 23.42:09 CAM-1 Hey, what's going on here? CAM [Sound of click] 23.42:10 CAM [Sound of six signals like radio altimeter expanding in rate] 23.42:12 .... [Sound of impact] References 1. Mr. Johnson was an aviation authority teacher at Miami International Airport. 2. National Transportation Safety Board Abstract Available [Online] http://www.rpi.edu/dept/association/raf/open/NTSB_Accident_abstracts 3. Air Disaster.com Available[Online] http://www.airdisaster.com/cvr/cvr_ea401.html Title: Eastern Air Lines, Inc., L-1011, N310EA, Miami, Florida, December 29, 1972. NTSB Report Number: AAR-73-14, received on 06/14/1973 NTIS Report Number: PB-222359/2

Church Lady free essay sample

I propose you search humorists and religion and afterward go to Youth and search Lewis Black and Eddie and George and religion. Has one on the Ten Commandments. In the event that you are touchy to irreverence, dont do this. I dont need to be blamed for culpable your delicate youthful sensibilities. Subsequent to watching Carvers Church Lady routine I can see a few likenesses between his character and the Image of Silence Do great that Franklin created.The church woman character cap Carrey copies is fundamentally the same as In demeanor to Silence Do great. She Is mocking and Judgmental and, similar to Silence Do great, she ridicules certain regular traditions and convictions. The video that I viewed was a production where the congregation woman Is doing Interviews with popular individuals. In the production, the congregation woman Is Interviewing a Playboy model who Is protecting herself against claims that she was a prostitute.Although times are altogether different presently, Issues, for example, a womans economic wellbeing are something cap have consistently been near. We will compose a custom paper test on Church Lady or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Another video I watched was Flip Willows banter with the fallen angel. In the video Bobby comes out as the fallen angel and he and Flip Wilson continue to have a discussion attempting to win the kindness of the assemblage. In the play, Wilson lectures about goodness and having faith in God yet offers remark about free ladies as an afterthought. I can relate this with Silence Dogwoods works too since she discusses the irregularities in religion as well.I feel that Beck ND Thomas really share almost no practically speaking. Beck is an effective moderator who chose to re-compose Thomas work, Common Sense. Thomas was practically ineffective in all that he did before he started composing works, for example, Common Sense that additional fire to the approaching upset. Beck attempts to relate basic day things to Thomas works yet his compositions were concerning a totally extraordinary political circumstance.

2018 Freshmen Wait List - UGA Undergraduate Admissions

2018 Freshmen Wait List - UGA Undergraduate Admissions 2018 Freshmen Wait List We plan to make the final wave of freshman decisions available today, March 16th, in the late afternoon timeframe. For some students, you will be offered a place on our wait list. Every year our office has to predict approximately how many students we can admit in order to enroll our freshman class, but we can never be sure how many students will enroll until after the May 1 commitment deposit deadline has passed. If the number of students who say they will be attending UGA is lower than we expect, we may need to go to our wait list group in order to get the size that we want for our freshman class. This year we have just over 1,200 students on the wait list. We carefully monitor the deposits coming into the University to see where we are in comparison to the predicted freshman numbers. The FAQ can answer information on Wait List numbers, past year Wait List data, and other details (such as no, the Wait List is not ranked). For those of you who have been wait-listed, here is a chance for you to ask questions. Please remember that this is not a blog where you should post statistics or throw fellow classmates under the bus. These types of comments will be deleted.Before commenting/asking questions here, please review the decision letter and the FAQ, as they give a great deal of details of the Wait List process. TheWait List FAQcan answer some questions, but the most important thing you need to do is decide if you want to remain on the wait list. Follow the instructions on the status check to let us know if you want to stay on the wait list or if you want to decline this option and move forward with admission at another college. If you decide to stay on the wait list, you should still move forward with an alternate college plan as we will not know about any wait list options until May at the earliest. If you select to stay on the wait list, we will know that you still want to attend UGA if an opportunity opens up. The key word in wait list is wait as this is not a quick process. So please be prepared to wait. There are three options for the wait list reply. You can say no, please do not consider me for the wait list. The next option is to remain on the wait list, but only if it is for the Fall term. The third option is to remain on the wait list and be considered for both Fall and Spring terms. This is so that if there is space available for the Fall term, we will look at all of the students who have asked to remain on the wait list. If the only space available is for Spring term, we will only look at students who said Fall or Spring. Once you select an option, you cannot change it so be sure to think about your decision before you make your selection. Things to Remember: UGA does not use the GPA from a HS transcript, but instead we calculate our own HS GPA based on core academic courses. In our holistic review, we also look at grade trends. UGA looks closely at academic rigor, specifically what a student will take over four years as compared to what is available. This is not based simply on the number of AP/IB/DE courses, but instead we look at the overall coursework over four years and the progression of rigor over those four years. When we are looking at activities in the holistic review (clubs, sports, pt work, artistic activities, etc.), we are looking at depth and time commitment in these areas in addition to the actual organizations. We will not know details about the wait list until after May 15, and it may be well well into June before we make wait list decisions. Please be patient with our office and read the FAQ before asking questions as it can give you a great deal of information. If you do not feel like you can wait until mid-May through mid-June for a decision, it may be that the wait list option is not for you.

The Epic Of The Odyssey By Homer, The King, Father Of Gods...

Zeus is portrayed as the all-powerful holder of the golden scales, the king, father, husband and ruler of the gods of Olympus. His role as the purveyor of fate is repeatedly demonstrated throughout The Iliad, guiding battles to ensure the desired outcome of the Moirae. There are limitations on his power as in all his many roles, however the main is fate. To maintain his dominion over the gods and by extension the mortal realm he is forced stand by and watch his mortal child die a fated death whilst he cries tears of blood. Zeus in his guise as the â€Å"father of gods and men†, (Homer, Iliad XI. 182) holds to a familiar human paternal power base. His power within his family structure ensures the ongoing aid of his children acting as his intermediaries to shape the outcome of the Trojan conflict to ensure the resultant dispute follows the dictates of fate, such as when he orders Athena to ensure the Trojans are the first to break their oath during the truce (Homer, Iliad IV. 70-2). These words are initially spoken by Hera (Homer, Iliad IV. 64-7), and the very act of Zeus choosing to obey Hera can be viewed as a limitation, a sign that the Homeric Zeus has been domesticated in comparison to the Zeus provided by tradition (Alvis 1995, 5). This is exemplified in the open expressions of fatherly love towards his â€Å"own son, shining Sarpedon† (Homer, Iliad XV. 67). In describing Sarpedon as â€Å"the dearest of men† (Homer, Iliad XVI. 433) Zeus has set the tone of a loving father, onlyShow MoreRelatedTheme of Revenge in Homers Odyssey Essay878 Words   |  4 PagesHomer’s The Odyssey is not just a tale of a man’s struggle on his journey home from the Trojan War, but of his struggle from the consequences of revenge. The Odyssey weaves in different characters’ tales of revenge from the gods and what impact revenge actually had on those characters. Revenge is an important underlying theme in The Odyssey because, in essence, it explains why Odysseus’ journey was so prolonged and treacherous. A few examples of revenge in the poem include Orestes’ revenge onRead MoreEssay about Homers The Odyssey1646 Words   |  7 PagesHomers The Odyssey The Odyssey is a companion to The Iliad, a story of the Trojan War. Both The Iliad and The Odyssey are epic poems written by Homer. In The Odyssey, Homer relates the misadventures of Odysseus, king of Ithaca, that occur during the decade following the defeat of Troy. In doing so, the fates of his fellow warriors are also made known. The Odyssey begins on Mount Olympus, in the palace of Zeus, king of the gods, where a discussion takes place regarding the woes of humans andRead MoreThe Iliad and the Odyssey1510 Words   |  7 Pagesand the Odyssey are two classic stories told by Homer. Within these two stories the roles of the gods are very important to the story line and how they affect the characters throughout. In the Iliad, more gods are involved with the characters whereas in the Odyssey there are only two major gods that affect two major characters. The roles of the gods in the Iliad are through two different stances of immortal versus immortal and mortal versus immortal. The ro les of the gods in the Odyssey are throughRead MoreAnalysis Of Homer s Odyssey, The Epic Of The Classical Era Essay1585 Words   |  7 PagesAssignment 1 Prompt 1 Homer’s Odyssey is one of the many epic of the classical era to give an detailed overlook on the relationship between humans and gods. Odyssey is not just an adventure story about a king struggling to get back home after having gone to war; nor is it one about a son searching for his father after rumors say that he has been dead for many years. The events that take place in Homer’s Odyssey are heavily influenced by the Greek Gods. One can see how the gods interaction with humans affectsRead MoreSundiata Essay971 Words   |  4 Pages Epics Sundiata was written in Africa. Gilgamesh was the oldest one written. Other works include the Iliad and the Odyssey, which were written by the blind prophet Homer. What do all these works of literature have in common with each other? The similarity that all these works of literature have is that they are all epics. What does this mean? What is an epic? The definition of an epic is that an epic is a long, narrative poem with a hero that goes on a quest. What is the hero? Well, the characteristicsRead MoreAnalysis Of The Book The Odyssey 1124 Words   |  5 PagesThe Adventure The Odyssey is one of many great stories passed down through time. The story is written in dactylic hextameter, opening up in the middle of all the action. Experts believe that it dates back to around 700 BC; placing the story about ten years after the Trojan War. The story is about Odysseus, King of Ithica, and his journey to get back to the land of Ithica. Throughout the story there are several themes including: power of the gods, hospitality, and the maturation of Telemachus fromRead MoreSimilarities and Differences in the Aeneid and the Odyssey.1418 Words   |  6 PagesBoth the Odyssey and the Aeneid describe the journeys of the two Greek heroes –Odysseus and Aeneas, as they struggle towards their goal through the crises and deadly situations caused by the wrath of the gods upon them. In the Odyssey, we see that Poseidon (god of the sea/earth shaker) has a grudge against Odysseus while Athena, god of wisdom, aids him throughout his journey. Similarly in the Aeneid, we s ee that goddess Juno dislikes Aeneas as he is destined to destroy the city of Carthage lovedRead MoreEssay An Epic Odyssey1544 Words   |  7 PagesThe stories of epic heroes remain important to many cultures, the Greeks in particular. These tales of heroic men not only entertain, but they teach people about morals and values that most epic heroes exemplify, such as intelligence and bravery. To be an epic hero, characters are usually highly born, favored by the gods, perform great deeds, and have flaws. These tales are told in heightened style and occur in grand settings. Odysseus, the King of Ithaca, meets these traits and is considered a primeRead MoreThe Odyssey : Defying Hospitality Essay1303 Words   |  6 Pages15 November 2016 The Odyssey : Defying Hospitality Throughout the development of humanity, the random group of societies have been historically all-equipped to deal with challenges the state of disorganization is not conducive to advancement of society due to the chaotic nature of existence on planet earth. Humans have to impose will on a chaotic world. One way they can do this is through culturally perceived definitions of hospitality. In the Odyssey, written by Homer, Odysseus experiencesRead MoreKleos in The Odyssey by Homer938 Words   |  4 PagesTHE ODYSSEY Heroic glory occupies a very crucial place in the Indo-European epic tradition, because the Greek society is a shame culture, in which being honoured is one of the primary purposes of people s lives. Hence, the concept of kleos formed an essential part of the bardic tradition which helped the people to maintain the heroic stature of the mythical heroes from generation to generation. This is why, it has got an important place in the Greek epics also. In The Odyssey by Homer also

Moche-Mochicas A South American Ancient Civilization Essay

The Moche civilization was a pre-Inca culture, settled on the north coast of Peru, also knowing as a Mochicas culture. (Historia Universal, 2011). Moche culture were recognized as â€Å"Los maestros artesanos meaning The master craftsmen and grandes constructores de ciudades meaning â€Å"The great builders of cities, because their great skills to create beautiful pottery describing the daily life, religious and beliefs. (Historia Universal, 2011). Todays days what we have of the Moche culture is the value anthropological work display in some of the Peruvian Museum because this ancient group disappearance around 600 to 700 years is unknown, but could have been started by a drought of 30 years in the late sixth century followed by a†¦show more content†¦Christopher B. Donnan, PhD Anthropology and Professor, mention on his book â€Å"Moche portraits from Ancient Peru†, (2004): â€Å"Only a few ancient civilizations actually developed true portraiture, showing the anatomical features of a person†¦Ã¢â‚¬  (Donnan, C. 2004. pp. 3) a differences of the Egyptian, they were using symbols to represent their portraits. He also wrote that â€Å"Moche portraits are among the most varied, objective, and confident portraits produced by any civilization of the ancient world. They were made a three-dimensional ceramics vessels that could have contained liquid. Most are in the form of human heads† because those were used for carried water from the mountains to the sea. The Moche took an important place in art and technology, because they develop the weaving system and a complex network of irrigation canals to support abundant agriculture to their lands. (Donnan, C. 2004. Pp.4). they also recognized for a large monumental pyramid-shaped architecture called Huacas. â€Å"Huacas† were places bui lding with thousands of bricks in a pyramid shape. Their bricks were decorated and sign for the Moche builders of the time. Is incredible to see this magnifies Architect of this pyramids and not compared with the Ancient Egypt pyramids for they similitudes but the differences between this two Ancient cultures The Moche used â€Å"Huacas† for apparently partly temples, palaces, administrative centers, and ritual meeting places and the Egyptians used to please theirShow MoreRelatedJewellery3808 Words   |  16 Pagesthe  Cullinan Diamond, part of the largest gem-quality rough diamond ever found (1905), at 3,106.75  carats (621.35 g). Now popular in  engagement rings, this usage dates back to the marriage of  Maximilian I  to  Mary of Burgundy  in 1477 Amber Amber, an ancient organic gemstone, is composed of tree resin that has hardened over time. The stone must be at least one million years old to be classified as amber, and some amber can be up to 120 million years old. Amethyst Amethyst has historically been the

Place Free Essays

string(43) " often had a bed made up for me in winter\." The kitchen holds a lot of memories in our lives. From the time our parents nested us a home, mother and father had cooked or dined with the family in the kitchen. The walls of the kitchen have many stories to tell and memories to keep. We will write a custom essay sample on Place or any similar topic only for you Order Now If only it could talk about the memories from the heating stove, the clay jar of water, the plates, the sink, the table, and all the meals. Truly, the kitchen is a cherished place. When I was younger, I remember my two widowed aunts tidying up the kitchen. They lived in the province with their brother, my widowed grandfather. When we visited them, we ate in their simple kitchen built with bamboo floors. They came wearing traditional Filipino dresses. They looked so beautiful for me (in their old age and single blessedness), and the kitchen smelled like fresh flowers. The other kitchen I can remember is the kitchen of my grandmother in a far remote place, along the Pacific Ocean. My grandmother’s kitchen is a big kitchen built of wood. Imagine how old houses looked. There was firewood, big cooking utensils, as if they’re always serving 100 people everyday. There were sacks of rice piled on top of the other. Chickens were roaming in the backyard, down the back kitchen door. I don’t know why I can always remember kitchens, even when I go to other homes, in different places. I love that kitchen part of the house. Many people say â€Å"The kitchen and the toilet are very important rooms in the house. They must be kept clean and orderly at all times. † Now, I have my own kitchen where I raised my kids. And as they’re grown ups, I like to work and write here. When I read Afred Kazin’s â€Å"The Kitchen,† it delighted me by what Kazin saw in the life of her mother. He focused on the kitchen room as the largest room and the center of the house. It was in the kitchen where his mother worked all day long as home dressmaker and where they ate all meals. He writes: â€Å"The kitchen gave a special character to our lives; my mother’s character. All the memories of that kitchen were the memories of my mother. † In his essay, Alfred Kazin remembers how her mother said, â€Å"How sad it is! It grips me! † though after a while, her mother has drawn him one single line of sentence, â€Å"Alfred, see how beautiful! † Article Source: http://EzineArticles. om/4722428 This sentence-combining exercise has been adapted from â€Å"The Kitchen,† an excerpt from Alfred Kazin’s memoir A Walker in the City (published in 1951 and reprinted by Harvest Books in 1969). In â€Å"The Kitchen,† Kazin recalls his childhood in Brownsville, a Brooklyn neighborhood which in the 1920s had a largely Jewish population. His focus is on the room in which his mother spent much of her time working on the sewing she took in to make extra money. To get a feel for Kazin’s descriptive style, begin by reading the opening paragraph of the selection, reprinted below. Next, reconstruct paragraph two by combining the sentences in each of the 13 sets that follow. Several of the sets–though not all–require coordination of words, phrases, and clauses. If you run into any problems, you may find it helpful to review our Introduction to Sentence Combining. As with any sentence-combining exercise, feel free to combine sets (to create a longer sentence) or to make two or more sentences out of one set (to create shorter sentences). You may rearrange the sentences in any fashion that strikes you as appropriate and effective. Note that there are two unusually long sets in this exercise, #8 and #10. In the original paragraph, both sentences are structured as lists. If you favor shorter sentences, you may choose to separate the items in either (or both) of these lists. After completing the exercise, compare your paragraph with Kazin’s original on page two. But keep in mind that many combinations are possible. The Kitchen* In Brownsville tenements the kitchen is always the largest room and the center of the household. As a child I felt that we lived in a kitchen to which four other rooms were annexed. My mother, a â€Å"home† dressmaker, had her workshop in the kitchen. She told me once that she had begun dressmaking in Poland at thirteen; as far back as I can remember, she was always making dresses for the local women. She had an innate sense of design, a quick eye for all the subtleties in the latest fashions, even when she despised them, and great boldness. For three or four dollars she would study the fashion magazines with a customer, go with the customer to the remnants store on Belmont Avenue to pick out the material, argue the owner down–all remnants stores, for some reason, were supposed to be shady, as if the owners dealt in stolen goods–and then for days would patiently fit and aste and sew and fit again. Our apartment was always full of women in their housedresses sitting around the kitchen table waiting for a fitting. My little bedroom next to the kitchen was the fitting room. The sewing machine, an old nut-brown Singer with golden scrolls painted along the black arm and engraved along the two tiers of little drawers masse d with needles and thread on each side of the treadle, stood next to the window and the great coal-black stove which up to my last year in college was our main source of heat. By December the two outer bed-rooms were closed off, and used to chill bottles of milk and cream, cold borscht, and jellied calves’ feet. Paragraph Two: 1. The kitchen held our lives together. 2. My mother worked in it. She worked all day long. We ate almost all meals in it. We did not have the Passover seder in there. I did my homework at the kitchen table. I did my first writing there. I often had a bed made up for me in winter. You read "Place" in category "Essay examples" The bed was on three kitchen chairs. The chairs were near the stove. 3. A mirror hung on the wall. The mirror hung just over the table. The mirror was long. The mirror was horizontal. The mirror sloped to a ship’s prow at each end. The mirror was lined in cherry wood. 4. It took the whole wall. It drew every object in the kitchen to itself. 5. The walls were a whitewash. The whitewash was fiercely stippled. My father often rewhitened it. He did this in slack seasons. He did this so often that the paint looked as if it had been squeezed and cracked into the walls. 6. There was an electric bulb. It was large. It hung down at the end of a chain. The chain had been hooked into the ceiling. The old gas ring and key still jutted out of the wall like antlers. 7. The sink was in the corner. The sink was next to the toilet. We washed at the sink. The tub was also in the corner. My mother did our clothes in the tub. 8. There were many things above the tub. These things were tacked to a shelf. Sugar and spice jars were ranged on the shelf. The jars were white. The jars were square. The jars had blue borders. The jars were ranged pleasantly. Calendars hung there. They were from the Public National Bank on Pitkin Avenue. They were from the Minsker Branch of the Workman’s Circle. Receipts were there. The receipts were for the payment of insurance premiums. Household bills were there. The bills were on a spindle. Two little boxes were there. The boxes were engraved with Hebrew letters. 9. One of the boxes was for the poor. The other was to buy back the Land of Israel. 10. A little man would appear. The man had a beard. He appeared every spring. He appeared in our kitchen. He would salute with a Hebrew blessing. The blessing was hurried. He would empty the boxes. Sometimes he would do this with a sideways look of disdain. He would do this if the boxes were not full. He would bless us again hurriedly. He would bless us for remembering our Jewish brothers and sisters. Our brothers and sisters were less fortunate. He would take his departure until the next spring. He would try to persuade my mother to take still another box. He tried in vain. 11. We dropped coins in the boxes. Occasionally we remembered to do this. Usually we did this on the morning of â€Å"mid-terms† and final examinations. My mother thought it would bring me luck. 12. She was extremely superstitious. She was embarrassed about it. She counseled me to leave the house on my right foot. She did this on the morning of an examination. She always laughed at herself whenever she did this. 13. â€Å"I know it’s silly, but what harm can it do? It may calm God down. † Her smile seemed to say this. v John d. hazlett Repossessing the Past: Discontinuity and History In Alfred Kazin’s A Walker in the City Critics of Alfred Kazin’s A Walker in the City (1951)1 have almost always abstracted from it the story of a young man who feels excluded from the world outside his immediate ethnic neighborhood, and who eventually attempts to find, through writing, a means of entry into that world. It would be very easy to imagine from what these critics have said that the book was written in the same form as countless other autobiographies of adolescence and rites-of-passage. One thinks imme- diately, for instance, of a tradition stretching from Edmund Gosse’s Father and Son to Frank Conroy’s Stop-Time, as well as fictional auto- biographical works such as James Joyce’s Portrait of the Artist as a Young Man. We are encouraged in this view by the publishers, Har- court, Brace World, who tell us on the cover that â€Å"A Walker in the City is a book about an American walking into the world, learning on his skin what it is like. The American is Alfred Kazin as a young man. † Even the most thorough of Kazin’s critics, John Paul Eakin, writes of A Walker that the young Kazin’s â€Å"outward journey to America †¦ is the heart of the book. â€Å"2 One of the few reviewers who noticed those elements that distin- guish this memoir from others of its kind was the well known Ameri- can historian, Oscar Handlin. Unfortunately, Mr. Handlin also found the book unintelligible: â€Å"If some system of inner logic holds these sec- tions together it is clear only to the author. It is not only that chronol- ogy is abandoned so there is never any certainty of the sequence of events; but a pervasive ambiguity of perspective leaves the reader often in doubt as to whether it was the walker who saw then, or the writer who sees now, or the writer recalling what the walker saw then. Epi- 326 biography Vol. 7, No. 4 sodic, without the appearance of form or order, there is a day-dreamy quality to the organization, as if it were a product of casual reminis- cence. 3 Handlin’s charge that the memoir lacks a â€Å"system of inner logic† is incorrect, but he does identify a number of qualities that dis- tinguish A Walker from other coming-of-age autobiographies. One option that is not apparently available to autobiographers, as it is to novelists, is the removal of the author’s presence from the narra- tive. And yet autobiographers do manage to achieve something like this removal by recreating themselves as characters. That is, we can distinguish between the author as author and the author as character (an earlier self). In some autobiographies of childhood, where the nar- ration ends before the character develops into what we might imagine to be the autobiographer’s present self, the writer may never appear (as writer) in the narrative at all. The earlier selves in such autobio- graphies remain as characters. Where the autobiographer appears as both character and writer, however, the distinction is by no means always clear. If the autobiographer actually follows the progress of his earlier self to the narrative present, then the distinction disappears somewhere en route. One can, in fact, distinguish between types of autobiographies according to the strategies they employ to achieve this obliteration of distance between earlier self (as character) and present self (as writer). Kazin has complicated this aspect of his autobiography by recreat- ing two distinct earlier selves: his child self and an adult self, the titu- lar walker. It is this aspect of his memoir that sets it apart from other coming-of-age autobiographies. In none of the conventional works in this sub-genre is the present narrative â€Å"I† so conspicuous a figure (not only as a voice, but as an active character) as it is in Kazin’s book, and in none of them is the chronological reconstruction of the past so pur- posefully avoided. His memoir, unlike most autobiographies of adoles- cence, is just as much about the efforts of the adult walker to recapture his past self as it is about his earlier attempts to go beyond that self. By granting his present self equal status with the re-creation of his child- hood, he has produced a hybrid form. The central characteristic of that form is the parallel relationship between the quest of the young Kazin to achieve selfhood by identify- ing himself with an American place and a portion of its history, and the quest of the older Kazin to resolve some present unrest about who he is by recovering his younger self and the locale of his own past. The former quest is that story hich critics say the memoir is â€Å"about,† but the latter is located in the memoir on at least two levels. Like the Hazlett repossessing the past 327 child’s quest, it is narrated, in that Kazin actually tells us of his return, as an adult, to Brownsville, but its significance is manifest only on an implicit level; we must infer why the quest was undertaken. 4 Kazin emphasizes the symmetry of these two quests by describing each of them in phrases that echo the other. In the first chapter of the memoir, the adult Kazin, walking through the streets of the Browns- ville neighborhood in which he grew up, describes what it means to him: â€Å"Brownsville is that road which every other road in my life has had to cross† (p. 8). By going back and walking once again â€Å"those familiarly choked streets at dusk† (p. 6), he is reviewing his own his- tory in an attempt to settle some old doubts about the relationship between his past and present selves. In similar language, Kazin describes at the very end of the memoir how the boy’s search for an American identity finally expressed itself in a fascination with Ameri- can history, and in particular with the â€Å"dusk at the end of the nine- teenth century† which was, he thought, â€Å"that fork in the road where all American lives cross† (p. 171). The parallels that we find in language are repeated in the means by which the young boy finds access to America and the adult finds access to his younger selfA—by walking and by immersing himself in the his- torical ambiance of an earlier period. I could never walk across Roe- bling’s bridge,† he says of himself as a boy, â€Å"or pass the hotel on Uni- versity Place named Albeit, in Ryder’s honor, or stop in front of the garbage cans at Fulton and Cranberry Streets in Brooklyn at the place where Whitman had himself printed Leaves of Grass, without thinking that I had at last opened the grea t trunk of forgotten time in New York in which I, too, I thought, would someday find the source of my unrest† (p. 72). The young Kazin initially found his way out of Brownsville and into the America of the nineteenth century by walk- ing into an historical locale. It is again by walking, by going â€Å"over the whole route† (p. 8), that the adult Kazin sets out to rediscover his child self in the streets of Brownsville. One may detect, however, an ironic tension between these two quests. The child’s search is the immigrant scion’s search for an Amer- ican identity. It is, in part, the psychological extension of the parents’ literal search for America, and, in part, the result of his parents’ ambivalence about their own place in the New World. The most sig- nificant frustration of the young Kazin’s life was over the apparently unbridgeable discontinuity between â€Å"them and us, Gentiles and us, alrightniks and us. . . . The line . . . had been drawn for all time† (p. 99). This discontinuity represented to him the impossibility of choos- 328 biography Vol. 7, No. 4 ing a way of being in the world. Eventually, it takes on larger meaning in the child’s mind to include the distance between the immigrant’s past in Russia and the late nineteenth century America of Teddy Roosevelt, between poverty and † ‘making out’ all right,† between, finally, a Brownsville identity and an American identity. In the child’s quest, these â€Å"petty distinctions I had so long made in loneliness† (p. 173) are overcome through a vision of the Brooklyn Bridge that allowed him to see how he might span the discontinuities that left him â€Å"outside all that† (p. 72); and through the discovery of a model for himself as a â€Å"solitary singer† in the tradition of â€Å"Blake, my Yeshua, my Beethoven, my Newman† and a long line of nineteenth century Americans (p. 172). The final element of his victory over â€Å"them and us,† however, was the substitution of America’s history for his own Brownsville history and his fam ily’s vague East-European his- tory. His parents’ past, he said, bewildered him as a child: â€Å"it made me long constantly to get at some past nearer my own New York life, my having to live with all those running wounds of a world I had never seen† (p. 9). To resolve this longing, he says, â€Å"I read as if books would fill my every gap, legitimize my strange quest for the American past, remedy my every flaw, let me in at last into the great world that was anything just out of Brownsville† (p. 172). The adult walker, on the other hand, is searching for the child he once was and for the world in which he grew up; his intention is to re- create his old awareness of the adolescent’s â€Å"gaps† so that he might resolve them. By the time Kazin begins his retrogression to childhood, ten years have elapsed since his final departure from Brownsville (p. ) and (assuming that the narrative present is also the writer’s present) some twenty y ears have elapsed since the final scene of the book. Dur- ing that period, the writer has undergone a peculiar transformation. The adolescent’s â€Å"strange quest† for an American identity through the substitution of America’s past for his own has culminated outside the frame of A Walker in the writing of On Native Grounds,5 a book that is obsessively and authoritatively alive with American history. The young boy has grown up to become one of America’s established literary spokesmen; he has become one of â€Å"them. † In becoming the man, the child has not, however, closed the gaps; he has simply crossed over them to the other side. As a child, Kazin thought of himself as a solitary, â€Å"standing outside of America† (p. 172); as an adult autobiographer, he stands outside of his own past. The adult’s attempt to imagine his own history, there- fore, begins with the significant perception of his alienation from his Hazlett repossessing the past 329 wn child self and from the time and place in which that self lived. Brownsville is not a part of his present sense of himself, it must be â€Å"given back† (p. 6) to him; and â€Å"going back† reveals a disturbing dis- continuity. The return to Brownsville fills him with an â€Å"an instant rage . . . mixed with dread and some unexpected tenderness† (p. 5). He senses again, he says, â₠¬Å"the old foreboding that all of my life would be like this† (p. 6) and â€Å"I feel in Brownsville that I am walking in my sleep. I keep bumping awake at harsh intervals, then fall back into my trance again† (p. 7). The extent of his alienation from his former self is attested to in the last of Kazin’s memoirs, New York Jew, where he writes that A Walker was not begun as an autobiography at all, but simply as an exploration of the city. Dissatisfied with the â€Å"barren, smart, soulless†6 quality of what he was writing, Kazin kept attempting to put more of himself into the book. Finally, he says, â€Å"I saw that a few pages on ‘The Old Neighborhood’ in the middle of the book, which I had dreamily tossed off in the midst of my struggles with the city as something alien to me, became the real book on growing up in New York that I had wanted to write without knowing I did. â€Å"7 There is, naturally, a good deal of irony in this, as well as some pathos, for although Kazin does not expressly acknowledge the rela- tionship between the two quests, it seems clear that the young boy’s search for an American identity entailed the denial of his own cultural past. Ultimately, this denial necessitated the writing of the book, for the adult’s search is for the self he lost in his effort to become an Amer- ican. The adult’s problem is not resolved within the narrative, how- ever, but by the narrative itself. It is the writer who establishes the con- nection between his earlier, lost self and his adult self. In doing this, he completes the bridge to America. The writer in this sense may be distinguished from the adult walker who is, like the young Kazin, merely a character, a former self, within the memoir. In formal terms, the two quests that comprise the narra- tive material of the memoir make up its fabula; the resolution of both quests is to be found only in the coexistence of these two selves in the narrative as narrative. The resolution, in other words, is accomplished by formal, literary means. It is enacted by the memoir’s sujet. Given these two quests as the key to the memoir’s form, the general structure of the book may be schematized as follows: Chapter I: The walker returns literally to his childhood neighbor- hood and imaginatively to childhood itself. Chapter II: The walker stops and the autobiographer (distinguished 330 biography Vol. 7, No. 4 here from the walker) contemplates the psychological/symbolic cen- ter of childhood, the kitchen. Chapter III: The walker literally returns to the scenes of his adoles- cence and imaginatively to adolescence. Chapter IV: The walker stops and the autobiographer (again, distin- guished from walker) contemplates the psychological/symbolic cen- ter of adolescence, the rites of passage. The use of this structure naturally gives rise to some difficulties of perspective. Mr. Handlin’s observation that there are at least three dif- ferent points of view: â€Å"the walker who saw then, or the writer who sees now, or the writer recalling what the walker saw then† was apt, even though he could not see that the complexity of perspectives fol- lowed a fairly careful pattern. An analysis of what those points of view are, and how they work together, must begin with the recognition that all earlier perspectives, both the walker’s and the child’s, are recreated in the writer’s voice, which mimics them in a very complex form of lit- erary ventriloquism. Given this, one may recognize that within the narrative the writer, the single informing point-of-view, speaks in three different voices: his own as writer, the voice of the adult walker, and the voice of the child. Each of these voices gives rise to variations in narrative technique. In chapters one and three, the writer uses a fictive device to create the illusion that no recollection of the adult walker’s perspective is neces- sary in the act of transferring his â€Å"walking thoughts† to the written word. The voice of the adult walker, an earlier self who made the trip, is identified with that of the writer by the frequent use of the present tense: â€Å"The smell of damp out of the rotten hallways accompanies me all the way to Blake Avenue† (p. 7). In these chapters, the walker’s memories of childhood are emphasized as memories because his physi- cal presence and voice call attention to the context and the mechanics of remembering. Thus, from the moment the walker alights from the train at Rockaway Avenue in chapter one, the text is sprinkled with reminders that this is the story of the adult walker pursuing the past through cues from the present: â€Å"Everything seems so small here now† (p. 7), â€Å"the place as I have it in my mind †¦ I never knew then† (p. 11), â€Å"they have built a housing project† (p. 12), â€Å"I miss all these ratty wooden tenements† (p. 13). Similarly, in chapter three, after Kazin steps away from the more disembodied memory of his mother’s kitchen: â€Å"the whole block is now thick with second hand furniture stores †¦ I have to fight maple love seats bulging out of the doors† (p. 78), â€Å"I see the barbershop through the steam† (p. 79). Hazlett repossessing the past 331 In both of these chapters, the writer/walker’s imagination seizes upon and transforms the landmarks of an earlier period of his life. The literal journey back to Brownsville becomes a metaphorical journey backward in time so that the locale of the past becomes by degrees the past itself: â€Å"Every time I go back to Brownsville it is as if I had never been away. †¦ It is over ten years since I left to live in ‘the city’A— everything just out of Brownsville was always ‘the city. Actually I did not go very far; it was enough that I could leave Brownsville. Yet as I walk those familiarly choked streets at dusk and see the old women sit- ting in front of the tenements, past and present become each other’s faces; I am back where I began† (pp. 5-6). This is, in fact, wha t gives the book that quality of â€Å"casual reminis- cence† that Mr. Handlin found so unsatisfactory. Kazin’s technique in chapters one and three is much like that of a person rummaging through an attic full of memorabilia. Each street, each shop serves to spark a particular memory. There is, of course, a danger in this kind of writing. It teeters constantly on the brink of random sentimentalism. The walker always presents the past in a hypermediated form, never through the coolly objective (and hidden) eyes of the â€Å"impartial† self- historian that characterize most conventional autobiographies. This is particularly true when he indulges in nostalgia, as he does when the walker inspects that part of his neighborhood which has been rebuilt as a housing project. There he subjects us to a series of iterated fondnesses, each beginning with the nostalgic â€Å"I miss† (p. 3). But in spite of this flirtation with sentimentality, the walker’s presence is not merely an occasion for self-indulgence. In the context of the whole memoir, it clearly serves instead to highlight the drama being played out between the quest of the child and the quest of the adult. As the walker nears the two significant centers of childhood and adolescence, in chapters two and four respectively, he undergoes a transformation. The mediatory presence of the walker disappears, leaving only the disembodied autobiographical voice of conventional memoirs. Unlike the first and third chapters, in which each memory was sparked by actual relics from the past, these chapters take place entirely in the autobiographer’s imagination. To mark this change, chapter two opens with the writer’s memory of a previous memory of his mother’s kitchen which he compares with his present recollection of it: â€Å"the last time I saw our kitchen this clearly was one afternoon in London at the end of the war, when I waited out the rain in the entrance to a music store. A radio was playing into the street, and standing there I heard a broadcast of the first Sabbath service from 332 biography Vol. , No. 4 Belsen Concentration Camp† (p. 51). This is the voice, not of a rum- maging memory, but of pure disembodied memory. The vision of the kitchen is not sparked by another visit there. In fact, at the opening of chapter two we lose sight of the walker for the first time. The adult Kazin’s presence is signalled in chapters two a nd four, not by reference to his present surroundings, but by verb tense alone: â€Å"It was from the El on its way to Coney Island that I caught my first full breath of the city in the open air† (p. 37); although at times, he intrudes into the narrative by referring to his present feelings: â€Å"I think now with a special joy of those long afternoons of mildew and quiet- ness in the school courtyard† (p. 136). The adult walker, however, does not appear in these chapters at all. This transformation, from walker to disembodied memorial voice, draws the reader along the path followed by the adult quester: from the streets of the walker’s Brownsville to the streets of the child’s Brownsville. As the quester nears his goal, the present Brownsville fades from view. The narrative strategy of A Walker recreates the adult’s quest by revealing the increasing clarity and intensity of his perception of the child’s world. The walker’s mediatory presence, initially so conspicu- ous, deliquesces at crucial points so that memory becomes a direct act of identification between rememberer and remembered. The present tense of the walker’s observations becomes the past tense of the walker’s recollections which becomes the past tense of the writer’s memory which, finally, becomes the present tense of the child’s world. The final identification of writer and child occurs in the two most intense moments of the memoir: at the end of â€Å"The Kitchen† (chapter two) and toward the end of â€Å"Summer: The Way to Highland Park† (chapter four). The first instance follows immediately upon the writer’s recollec- tion of the power of literature to bridge the gaps between himself and another world. He recalls the child reading an Alexander Kuprin story which takes place in the Crimea. In the story, an old man and a boy are wandering up a road. The old man says, â€Å"Hoo! hoo! my son! how it is hot! † (p. 73). Kazin recalls how completely he, as a young boy, had identified with them: when they stopped to eat by a cold spring, â€Å"I could taste that bread, that salt, those tomatoes, that icy spring† (p. 73). In the next and final paragraph of the chapter, the writer slips into the present tense: Now the light begins to die. Twilight is also the mind’s grazing time. Twilight is the bottom of that arc down which we have fallen the whole Hazlett repossessing the past 333 long day, but where I now sit at our cousin’s window in some strange silence of attention, watching the pigeons go round and round to the leafy smell of soupgreens from the stove. In the cool ofthat first evening hour, as I sit at the table waiting for supper and my father and the New York World, everything is so rich to overflowing, I hardly know where to begin, (p. 73) The place and the vision in this curious passage are the child’s, but the voice is clearly the adult’s. Just as the child once tasted the bread, salt and tomatoes of his literary heroes, so now the adult writer achieves an intense identification with his own literary creation: his child self. He sees with the child’s eyes, smells with the child’s nose, feels the child’s expectant emotions, but renders all these perceptions with the adult’s iterary sophistication. The intensity of expectation which the writer attributes to the child is amplified by the intensity of the writer’s expectation that the forthcoming â€Å"richness† is as much his as it is the child’s. The child’s expectations are, ultimately, of that â€Å"New Yor k world† which he discovers in the following chapter. The writer’s expectations are of a completion of identity which can be accom- plished only through the mediation of form. Twilight and the New York World have become formal touchstones in the literary recreation of his self. The second instance takes place toward the end of the memoir and like the first, it immediately precedes a significant â€Å"passage through† to a world beyond the kitchen. Like the first, it also is a recollection of his home, at twilight, in the summer. And to emphasize its signifi- cance as a literary act, the writer echoes the Kuprin passage here: The kitchen is quiet under the fatigue blown in from the parched streetsA—so quiet that in this strangely drawn-out light, the sun hot on our backs, we seem to be eating hand in hand. How hot it is still! How hot still! † The silence and calm press on me with a painful joy. I cannot wait to get out into the streets tonight, I cannot wait. Each unnatural moment of silence says that something is going on outside. Something is about to happen, (p. 164) The pages which follow this merging of writer and child, and which end the book, complete the child’s emerging vision of his â€Å"bridge† to America. In th ese pages; the writer employs a new method of recap- turing and re-entering the past. The walk to Highland Park is under- taken by the adolescent and is recalled by the adult in the past tense, but it is given immediacy by the frequent interjection of the adverbial pointers â€Å"now† and â€Å"here†: â€Å"Ahead of me now the black web of the 334 biography Vol. 7, No. 4 Fulton Street El† (p. 168). â€Å"Everything ahead of me now was of a dif- ferent order . . . Every image I had of peace, of quiet shaded streets in some old small-town America . . . now came back to me . . . Here were the truly American streets; here was where they lived† (p. 169). The effect is peculiar, but appropriate. By using the adverbial pointers, ‘here’ and ‘now,’ together with the adult’s past tense, Kazin is able to convey the eerie impression that he is, finally, both here, in the adult’s present, and there, in the child’s past. The bridge between them is complete. The complexity of perspective and structure in Kazin’s memoir caused Mr. Handlin to observe that â€Å"chronology is abandoned so there is never any certainty of the sequence of events. † In most autobio- graphies, the inevitable discontinuities between present and past selves are overcome by the construction of a continuous, causally developed, and therefore â€Å"meaningful,† story. By purposefully avoid- ing such a reconstruction with its solid assumptions of the reality of the selfs history and the ability of language to convey that reality with- out serious mediatory consequences, Kazin refocuses our attention on the autobiographer/historianA—not the past as it was, but history as recreated by the imagination. Self-history in A Walker is not continu- ous and linear, but spatial; the past is not a time, but a place. For the youth, it was a place from which he wanted to escape. For the adult, it is a place to which he fears to return (â€Å"the old foreboding that all my life would be like this†) and to which he feels he must return in order to complete and renew himself. The child’s world seems timeless; it is frozen in a tableau, like a wax museum, in which the adult can explore, in a curiously literal manner, his own past. That some of the figures are missing or that the present may actually have vandalized the arrangement of props, only intensifies its apparent isolation from adult, historical life. This difference between the timelessness of childhood, as we per- ceive it in the memoir, and the adult’s implied immersion in history may illuminate the nature of the quest upon which the autobiographer has embarked. We can see, for instance, that the motivation which lies behind the quest for identity is grounded upon assumptions about the nature of life in history. The discontinuity felt by both the child and the adult is not simply between a Brownsville identity and an Ameri- can identity, but between the Timelessness which childhood repre- sents and History. Burton Pike, writing from a pyschoanalytic perspective, has sug- gested that autobiographies of childhood in general reveal a fascination Hazlett repossessing the past 335 with states of timelessness: â€Å"the device of dwelling on childhood may also serve two other functions: It may be a way of blocking the ticking of the clock toward death, of which the adult is acutely aware, and it may also represent a deep fascination with death itself, the ultimately timeless state. 9 The adult’s return to Brownsville becomes, in this view, a journey motivated not simply by a desire for completion of identity, but also by a desire to escape the exigencies of historical life- death, as Pike asserts, and, perhaps more obviously, guilt. The writing of A Walker, Kazin says in New York Jew, â€Å"was a clutch at my old innocence† and â€Å"the boy I remembered . . . was a necessary fiction, he was so virtuous. â€Å"10 What is of particular interest in Kazin’s memoir, howeve r, is the manifest content of the child’s quest which offers a counterpoint to Pike’s useful analysis. The â€Å"fascination† in A Walker, works both ways: the adult longs for the child’s timeless world and the child longs for the adult’s sense of history. Moreover, as the adolescent â€Å"stands outside of America,† he longs not only to possess a history of his own, but to enter history. The child is never interested in the past for its own sake; he wishes to be one of the crowd, to be swept along in the irrevocable onward rush of political and social events. Entering history for him is the clearest and most satisfying form of belonging. Kazin’s memoir is not, therefore, reducible to a psychoanalytical model. Since he always handles the issue of life in history consciously, it is difficult to approach the relationship between the autobiographer and â€Å"time† as though the writer were himself unaware of the implica- tions of his subject matter. His â€Å"escape† from history through the recovery of childhood was, at least on one level, a very conscious rejec- tion of the autobiographical form dictated by Marxist historicism and chosen by many leftist writers during the 30s, the period of his own coming-of-age. Writers in this older generation felt that successful self re-creation, both autobiographical and actual, could be accomplished only by determining one’s position vis A vis a cosmic historical force. 11 Kazin’s choice of autobiographical form was partly a response to the effect that this philosophy had had on him as a young man. In his sec- ond memoir, Starting Out in the Thirties, Kazin recalls, with disillu- sionment, the sense of exhilaration that accompanied his own histori- cism during the Great Depression: â€Å"History was going our way, and in our need was the very life-blood of history . . . The unmistakable and surging march of history might yet pass through me. There seemed to be no division between my efforts at personal liberation and the appar- ent effort of humanity to deliver itself. â€Å"12 One might argue, of course, that as an autobiography of childhood, 336 biography Vol. 7, No. 4 A Walker does not deal with the â€Å"historical† world, and therefore can- not address the problems of historicism. But to do so would be to ignore the overwhelming importance which Kazin places upon the relationship between the individual and history in all of his writings, and in particular in his autobiographical work. By emphasizing the adult’s role in the reconstruction of the child, and by creating a paral- lel between the older man’s reconstruction of his childhood and the child’s reconstruction of the American past, Kazin locates the source of historical meaning, whether personal or collective, in the historian and undermines historicism’s claim that the past possesses meaning independent of human creation. Kazin does not, however, advocate a view of identity divorced from collective history, nor does he value the personal over the collective past. More than most autobiographers of childhood, Kazin has the sensibilities of a public man, a writer very much in and of the world. As we descend with him into the vortex of his reconstructed past, the larger world that he is â€Å"leaving† is always present or implied. More- over, Kazin’s return to his lost innocence provides more than a mere â€Å"escape† from history because the childhood he reconstructs was full of a longing for history, as we have seen. The child’s Whitmanesque dream that he could become an American by assimilating America’s past was born of a belief that the collective past might somehow deliver him from â€Å"us and them,† from the feeling that as isolated indi- viduals (outside of history) we are meaningless. By 1951, when he wrote A Walker, he had indeed been delivered by his dream out of iso- lation, but the post-War, post-Holocaust America in which he found himself was not the one which â€Å"his† history had promised. It is in this context that the return to childhood must be read. The young Kazin had dreamed that collective history would be the salvation of the self; the older Kazin, even while remaining committed to collective history, realized that history, far from providing our salvation, was the very thing from which we must be saved. The power of A Walker ulti- mately derives from the tension between this commitment to our col- lective fate and the belief that our only salvation from that fate lies in a consciousness of the past. The adult walker’s reconstruction of his childhood may have begun as an effort of the historical self to connect with an apparently ahistorical self, but the ironic achievement of that effort was the discovery that the earlier self had, in fact, been firmly grounded in history, the history of first generation immigrant Jews. The peculiar intensity with which Kazin identifies his personal past with the collective past raises questions about the relationship of both Hazlett repossessing the past 337 o the larger question of life in history and makes A Walker an interest- ing example of the options available to contemporary American auto- biographers. A Walker rejects the historicism of the 30s and the forms of the self that such historicism produced, but nevertheless maintains the belief that the self is never fully realized until it has defined its rela- tionship to the issues of the times; that is, to â€Å"historical† issues. It is precisely this belief which distingui shes Kazin’s autobiography from other coming-of-age memoirs. On the surface, it appears to appeal to a private and psychological explanation of the self, but finally it relies firmly upon the belief that only the determination of our relationship to collective experience can provide our private selves with worth. This belief provides the motivation for the two quests discussed in the first half of this essay. In a Commentary article published in 1979, Kazin wrote that the â€Å"most lasting autobiographies tend to be case histories limited to the self as its own history to begin with, then the self as the history of a particular moment and crisis in human history . . â€Å"13 In its presenta- tion of the latter, A Walker reflects not only the struggle of a first-gen- eration immigrant son to become an American, but also the struggle of the modern imagination, which has lost faith in either a divine or a cosmic ordering of history, to recreate a meaningful past. â€Å"The life of mere experience,† Kazin says in that article, â€Å"and especially of history as the supposedly total experience we ridiculously claim to know, can seem an inexplicable series of unrelated moments. In A Walker, the child and the adult are both motivated by the autobiographical belief that history still constitutes meaning and identity; both yearn for con- tinuity. But by focusing on the context in which the past is reclaimed, Kazin emphasizes the difficulties and limitations of his task and places it on the insecure basis which attends every human effort to create meaning. Such an approach to the relationship between history and the self demands finally that the walker be able to tread a tightrope between the â€Å"reality† of the past and the solipsism toward which a reliance on imagination and language tends. Burton Pike has stated that â€Å"as the twentieth century began, belief in History as a sustaining external principle collapsed,† and suggests that the term ‘autobiography’ cannot accurately be said to apply to twentieth century forms of self-writing since it â€Å"might best be regarded as a historical term, applicable only to a period roughly corre- sponding to the nineteenth century; that period when, in European thought, an integrity of personal identity corresponded to a belief in the integrity of cultural conventions. 14 By using as his examples 338 biography Vol. 7, No. 4 authors who had come to autobiography from the Modernist move- ment (he mentions Musil, Stein, Rilke, Mailer), Pike has certainly overestimated the impact of Modernism (which â€Å"relativized† and â€Å"internalized† time) on our basic conception of history. Even within the literary community (and particularly among those, like Kazin, who were raised in a leftist political tradition), there was widespread resis- tance to ideas of time that impinged upon the nineteenth century notions of history. The weakest point in Pike’s argument is, in fact, his failure to acknowledge the strength of the Marxist legacy in twentieth century thought, and in particular the effect of historicism on modern autobiographies. Even Kazin’s A Walker, in spite of its rejection of ideological historicism and its attention to the subjectivity of the self- writer, retains a belief in history as fate. Perhaps the significance of Kazin’s book lies in its revelation of one man’s response to the dilemma of his generation: their vision of the self, which was shaped and sustained by historicism, collapsed just when they were about to enter upon the stage of history. Confronted with the collapse of this â€Å"sustaining external principle† autobio- graphers committed to the idea of life in history were faced with the difficult task of defining anew how one might transcend the â€Å"inexplic- able series of unrelated moments† that constitute our daily experience. Kazin’s return to childhood in A Walker is one answer. Other autobio- graphers are still trying, with varying degrees of success, to find sub- stantial historical movements and directions with which to structure the past, give meaning to the present, and help predict the future. Even a cursory glance at contemporary autobiographical writing reveals that there are many ways to do this; most clearly it can be seen in the increasing numbers of autobiographies written by members of newly self-conscious groupsA—Blacks, women, gays, a generation. The belief held by each of these groups that â€Å"their time† has come is a form of historicism (frequently unconscious) that allows the individual autobiographer to transcend â€Å"mere experience† by identifying him/herself with the historical realization of the group’s identity. They provide ample evidence that autobiographies, even at this late post- Modernist date, remain both a literary and a historical form. 15 University of Iowa NOTES 1. A Walker in the City (New York: Harcourt Brace World, 1951). AU subsequent references to this book will be given in the body of the text. Hazlett repossessing the past 339 2. John Paul Eakin, â€Å"Kazin’s Bridge to America,† South Atlantic Quarterly, 77 (Win- ter 1978), 43. This article provides an excellent summary and discussion of the coming-of-age aspect of the memoir. Readers interested in a thorough reading of the memoir are referred to Sherman Paul, â€Å"Alfred Kazin,† Repossessing and Renewing: Essays in The Green American Tradition (Baton Rouge: Louisiana State Univ. , 1976), pp. 236-62. 3. Oscar Handlin, rev. f A Walker in the City, Saturday Review of Literature, 17 November 1951, p. 14. 4. One might add that most autobiographies are structured in this way: on the one hand, the explicit â€Å"journey† of the youthful â€Å"I† toward manhood, and, ulti- mately, toward a complete identification with the narrative â€Å"I;† on the other hand, the implicit journey of the adult, narrative  "I† backward in time to find an earlier self, Kazin’s memoir is distinguished by the way in which it makes this second journey such an important and explicit aspect of the narrative. . (New York: Harvest, 1942). 6. New York Jew, (New York: Vintage, 1979), p. 313. 7. New York Jew, p. 320. 8. Kazin’s â€Å"loss† of his childhood is reflected indirectly in On Native Grounds, the monumental literary history that culminated his search for an American past. That work conspicuously omits any discussion of the contribution of Jews to American literature. Thus, Robert Towers remarks in â€Å"Tales of Manhattan† (New York Review of Books, May 18, 1978, p. 2): â€Å"The great immigration of East European Jews passes unnoticed, as though it had never happened †¦ as though it had not deposited Alfred Kazin’s bewildered parents on the Lower East side. So powerful has been the subsequent impact of Jewish writing upon our consciousness that it seems in credible that Kazin should have found noth- ing to say about its early manifestations in a history so inclusive as On Native Grounds. † 9. Time in Autobiography,† Comparative Literature, 28 (Fall 1976), 335. 10. New York Jew, pp. 232 and 321 respectively. The return to childhood as renewal through reconnection with an earlier, innocent self is common to many auto- biographies and most eloquently expressed in William Wordsworth’s The Prel- ude: â€Å"There are in our existence spots of time,/That with distinct pre-emi- nence retain/A renovating virtue, whence . . . our How to cite Place, Essay examples

Carbon Management Naturally Refers To Contributing Free Samples

Question: How to Dynamic Capabilities Are Differentiated From Operational Capacities? Answer: Introduction Strategic management refers to the implementation and incorporation of the policies and objectives sketched by any organization through its top management thereby taking into account the resources as well as evaluating the internal and the external environmental conditions. Nonetheless, through the formulation of an effective strategic management the company strives to attain its objectives. However, the branch of strategic management is further segmented into 2 parts termed as the prescriptive approach and the descriptive approach. The prescriptive approach provides guidance in sketching and developing the strategies whereas the descriptive approach aids in its implementation and usage (Wu, 2008). There are few approaches that are considered to design strategies in regards to strategic management. Often the standard linear approach is termed as the traditional approach that abides by specific procedures in sketching strategies. The linear approach is much sequential where identifica tion of a specific set of mission is nurtured. After that a situational analysis is conducted considering the external and internal situations of the company. Framing of goals thereby keeping alignment with the mission and the outcome of the analysis made is also nurtured. On the basis of this evaluation and setting objectives an action plan is laid in order to attain every objective set. However, there are shortcomings to this well thought and pre-planned linear approach. Firstly, this sort of approach does not tend to fit in all sorts of organization. This is because at times the linear approaches due to its schematic nature may become time consuming, then the organizational culture may be different which may not allow the linear approach and others. Again on the contrary, it is noted that the linear approach which comprises certain shortcomings, there is organic approach to strategic management which is more flexible, termed as self-organizing system and more naturalistic in natu re (Greckhamer et al., 2008). Stakeholder Approach The term stakeholder approach was coined during the middle of 1980s. The force that directed the way of strategic management was to attempt and assemble a system that was receptive to the worries of administrators who got struck by phenomenal levels of ecological movement and change. Conventional strategy structures were not supporting the administrators to grow new strategic dimensions and also were not aiding the managers see how to construct new phases of opportunities amidst such turbulence. Thus Freeman during 1984 pointed that the existing theories relating to strategic management are not consistent in regards to the quantitative change as well as the types of change that have been taking place within the market thereby conceptualising an all new approach termed as the stakeholder approach. The stakeholder approach was certainly an answer to the threats and the challenges posed by the changing market in those days (Freeman Velamuri, 2008). A conspicuous play on stockholder, the approach looked to expand the idea concerning strategic management past its customary monetary roots by characterizing stakeholders as a gathering or person who is influenced by or may influence the accomplishment of an association's targets (Freeman et al., 2010). The motivation behind stakeholder approach was to frame strategies to deal with the horde gatherings and connections that brought about a key mould. Further the stakeholder approach indicates that the supervisors are expected to comprehend the worries of shareholders, company representatives and workers, clients, providers, moneylenders as well as society with a specific end goal to create objectives that the stakeholders will bolster. This support appears important for long haul achievement. In this manner, administration of any company ought to effectively investigate its associations with all partners so as to create business procedures (Welch Jackson, 2007). Nonetheless, the stakeholder approach is a theory pertaining to strategic management and organizational management and considering business ethics which circumscribes around certain moral values thereby lending support in managing companies. Freeman was seen to develop 2 papers upon the subject of stakeholders simulation. One of these papers concentrated on the requirements of the supervisors to maintain relationship with the stakeholders where the stakeholders were observed within a wider strategic sense and were known to influence or get influenced by the associations objectives (Freeman, 2010). Therefore all these concerns and issues gave birth to the concept of stakeholder approach to strategic management. Hence the other paper was such designed that it mostly contained the techniques and the strategies to be implemented in dealing with stakeholder issues. The point that Freemans stakeholder approach denotes is that the most significant insight must be rendered to the stakeholder relationship and not focusing merely on sketching, incorporating and assessing of the strategies (Freeman et al., 2010). Considering Toyotas brake pedal recall as an example which attracted heavy fine amount levied by the US transportation safety departments amounting to $ 16 million, it is noted that the company failed to realize the stakeholders significance related with the company. This is because Toyota was seen to hide its problem thereby not anticipating for its consequences. It is expected that a big company like Toyota that deals with a large segment of public must have taken precautions and dealt with the problems pertaining to brakes pedal through the incorporation of stakeholders approach and its strategies. This is because the automobile manufacturers are liable to look out for the safety measures of its cars and vehicles thereby keeping in accordance with the safety measures act, the government and the safety measures agencies (Lackzniak Murphy, 2012). However if the stakeholder approach is implemented then it must have worked through the following way: The project manager responsible for brake pedal must connect with the stakeholders thereby communicating the problem and seeking help The project manager is firstly expected to form a list of the stakeholders pertaining to the project The significance of different stakeholders vary considering their part and responsibilities in the project and that must be considered by the project manager Evaluation and assessment of the project knowledge that every stakeholder possess should be brought to use, shared and implemented The most significant aspect lies in accumulating all the stakeholders together to form and take a particular decision that is viable for the project As a result Toyota was observed to recall as many as 340 000 cars globally due to its fault in stakeholder approach theory. Therefore, it certainly gives an image regarding the importance of stakeholders approach to strategic management (Bauman, 2011). Dynamic Capabilities Dynamic capabilities is a theory that was coined by David Teece, Gary Pisano and Amy Shuen during 1997 in a research paper indicating a companys capacity to collaborate, construct and design differently considering its internal as well as external environments and the comprising competitions so that the organization might keep in accordance with the ever changing environment. The dynamic capacities system breaks down the sources and strategies pertaining to wealth formation and caught up by private firms working in conditions of quick technological change (Teece, 2009). The private enterprises competitive advantage is viewed as laying on unmistakable procedures (methods for organizing and consolidating) and moulded by the company's resource positions, for example, the association's arrangement of hard to-exchange learning resources and integral resources and the development paths it has received or acquired. The significance of path conditions is magnified where states of expanding returns exist. Regardless of whether as well as how a company's competitive advantage is dissolved relies on upon the dependability of market requirements and the simplicity of replicability which is growing inside and imitability which is replication by contenders (Teece, 2007). On the off chance that if it is right where the structure proposes that private resources formation in administrations of fast technological change relying on vast measure on sharpening inward technological, hierarchical, and administrative procedures within the firm. Precisely tracing new opportunities as well as arranging adequately and productively to grasp them are for the most part more major to private resources creation than the theory of strategizing where through strategizing one signifies taking part in business lead that makes contenders shaky, magnifies adversary's costs and expenditures thereby eliminating new entrants (Ambrosini Bowman, 2009). Dynamic capabilities are differentiated from operational capacities which relate to the present organizational operations. Dynamic abilities allude to the limit of an association to intentionally make, augment or change its asset base. The essential presumption pertaining to the dynamic capabilities system is that special attention to be rendered to core competency ought to alter short term contending situations that may be utilized in framing a more drawn out competitive advantage. However, there are 3 main ingredients of dynamic capabilities that are necessitated to combat with the threats that keep on evolving. The companies along with their work force must be fast learners and must be able to construct strategic resources. The upcoming strategic resources like capability, updated technology as well as consumer feedback should be amalgamated thereby metamorphosing the existing strategic resources (Teece, 2009). Teece through dynamic capabilities proposed that business is charged with the fast pace of corporate structure that puts emphasis on the capacity in comprehension of opportunities and threats, grabbing of opportunities and maintenance of the competition by enhancing, collaborating, safeguarding as well as reshaping the organizations intangible as well as tangible resources (Teece, 2007). The best examples of companies that have emerged globally thereby maintaining its competitive advantage in the global market are Apple and IBM. Basically these 2 companies have exhibited their dynamic capabilities while evolving continuously with the rapid change in the global environment. The company Apple happens to display totally unique characteristics in this case. This is because the association has never been ideally hailed as a technological leader but still it has proved its incompatible technique and strategy by marketing to the targeted consumers items and goods that are technology based and valued by the targeted segment. IBM, on the contrary, happens to be technologically strategized where it has exhibited its innovation within the internal and the external environment (Harreld et al., 2007). Moreover, the successful transformation of IBM from electromechanical tabulating machines to mainframe computer systems has earned the company a successful IT market where it efficiently provides services and conducts business pertaining to software as well as cloud computing. According to the researchers, both these companies happen to overcome their shortcoming mostly termed as path dependence. It is noted that the associations that exhibit greater pat dependence find it difficult to transform or reconfigure in accordance to how they have been conducting their business processes even at times while there have been rapid changes felt around the globe. However, both Apple and IBM have not created their prologue out of the shadows of their past. This helped both the associations to reconfigure their business structure and efficiently work as new entrants to different business forms (Pitelis Teece, 2010). Sustainable approach Sustainability is a corporate approach that makes long haul stakeholder worth by executing a business technique that incorporates thinking about each measurement regarding the business workings corresponding to the social, ecological, financial and cultural condition. It likewise details procedures in constructing an organization that cultivates long life-span by implementing straightforwardness and legitimate representative and work force advancement (Spedding Rose, 2007). Thus it can also be stated that sustainable approach is a corporate development upon more conventional expressions portraying moral corporate practice. Expressions, for example, corporate social responsibility (CSR), corporate citizenship keep on being utilized, however, are progressively replaced through the usage of more extensive term the sustainable approach. Not at all like expressions that emphasize on included strategies, has teh sustainable approach depicts business functionalities circumscribed around the social as well as environmental contemplations (Van Kleef Roome, 2007). Further the current market has been displaying certain trends corresponding to decision making situations that keep on changing thereby ushering in strategic management. However, this strategic management in the recent times has known to become more complex due to its confrontations with challenging situations and market threats. As an outcome, there has been inadequate information which has given rise to new strategies and policies to determine the influence of strategies concerning sustainability interests. Nonetheless, it leads to partial exhibition of the environmental scarcities pertaining to financial transactions where they are handled through certain managerial structures which are not connected with the financial success of the association. It leads to lack in data and information as well as integration corresponding to environmental management. As a result, researches have been conducted concerning areas of sustainability management and approach. The concept of sustainable development came into existence during 1987 after the release of report Our Common Future by World Commission of Environment and Development (Boons Ldeke-Freund, 2013). However, sustainability refers to the management of the triple bottom line concerning areas of financial, environmental and social of the associations. Quite often the 3 factors are referred to as people, planet and profit. Nonetheless it is the aspect of climate change that adds on to the complications of a firms searching for its sustainability. The approaches and strategies that are designed to formulate sustainability in the long haul might be considered as sustainable approach. The successful distribution pertaining to a specific business plan is highly tinted with the effective strategies of the organization that addresses the environmental issues. However, these sustainable strategies are directly related with cost reduction as well as brand value. Therefore it is recommended for the companies to strategise its business plan thereby keeping in mind the aspects of carbon management. Nonetheless sustainable approach is something that is quite closely related with eth corporate s ocial responsibility. Rather these terms like CSR as discussed above are going in vogue thereby making ways for sustainable approach that is all inclusive (Al-Majed et al., 2012). Carbon management naturally refers to contributing to eco-diversity by minimizing the green house gas emissions or actively participating in programs that deal with the maintenance of bio-diversity of the 3rd planet. Climate risk is something that poses itself as a threat corresponding to the corporate chain, resources safety as well as competitive advantage of any association. Again on the contrary, it is noticed that the sustainable approach designed by the company must maintain alignment with the stakeholder approach of the company as the stakeholders include the government, work force, suppliers and others. For example, the BP oil spill in Mexico serves as a glaring example to the aspect that businesses must design effective sustainable approach. Nonetheless, as Forbes (2010) printed that the success of a business needs to be considered in the context of human and environmental impacts; the most sustainable businesses are those that are able to positively impact all their constit uents to maximize long-term economic opportunities. BP was very late in acknowledging its mistake and thus it took a toll not only upon the company but also on the eco-diversity of earth. Therefore this instance establishes the fact that sustainable approach is significant to strategic management (Sorensen, 2010). Conclusion All the approaches discussed above are viable in nature and are correlated with each other. Certainly the stakeholders remain to be significant parts of any associations and thus must be considered whenever strategizing business policies. Similarly dynamic capabilities lead to competitive advantage and viable growth while same is the case for sustainable approach. The benefits of all these approaches are development, growth and competitive advantage of the firm. The implementation issues might be external or internal and appear challenging due to certain limitations like the competitors threats, time constraints, governmental issues, finances and others (Wang Ahmed, 2007). References Al-Majed, A. A., Adebayo, A. R., Hossain, M. E. (2012). A sustainable approach to controlling oil spills.Journal of environmental management,113, 213-227. Ambrosini, V., Bowman, C. (2009). What are dynamic capabilities and are they a useful construct in strategic management?.International journal of management reviews,11(1), 29-49. Bauman, D. C. (2011). Evaluating ethical approaches to crisis leadership: Insights from unintentional harm research.Journal of Business Ethics,98(2), 281-295. Boons, F., Ldeke-Freund, F. (2013). Business models for sustainable innovation: state-of-the-art and steps towards a research agenda.Journal of Cleaner Production,45, 9-19. Freeman, R. E. (2010).Strategic management: A stakeholder approach. Cambridge University Press. Freeman, R. E., Velamuri, S. R. (2008). A new approach to CSR: Company stakeholder responsibility. Freeman, R. E., Harrison, J. S., Wicks, A. C. (2007).Managing for stakeholders: Survival, reputation, and success. Yale University Press. Freeman, R. E., Harrison, J. S., Wicks, A. C., Parmar, B. L., De Colle, S. (2010).Stakeholder theory: The state of the art. Cambridge University Press. Greckhamer, T., Misangyi, V. F., Elms, H., Lacey, R. (2008). Using qualitative comparative analysis in strategic management research: An examination of combinations of industry, corporate, and business-unit effects.Organizational Research Methods,11(4), 695-726. Harreld, J. B., O'Reilly, C. A., Tushman, M. L. (2007). Dynamic capabilities at IBM: Driving strategy into action.California Management Review,49(4), 21-43. Laczniak, G. R., Murphy, P. E. (2012). Stakeholder theory and marketing: Moving from a firm-centric to a societal perspective.Journal of Public Policy Marketing,31(2), 284-292. Pitelis, C. N., Teece, D. J. (2010). Cross-border market co-creation, dynamic capabilities and the entrepreneurial theory of the multinational enterprise.Industrial and Corporate Change,19(4), 1247-1270. Sorensen, S. (2010). Forbes Welcome. [online] Forbes.com. Available at: https://www.forbes.com/2010/07/07/sustainability-gulf-spill-technology-bp.html [Accessed 20 May 2017]. Spedding, L. S., Rose, A. (2007).Business risk management handbook: A sustainable approach. Elsevier. Teece, D. J. (2007). Explicating dynamic capabilities: the nature and microfoundations of (sustainable) enterprise performance.Strategic management journal,28(13), 1319-1350. Teece, D. J. (2009).Dynamic capabilities and strategic management: Organizing for innovation and growth. Oxford University Press on Demand. Van Kleef, J. A. G., Roome, N. J. (2007). Developing capabilities and competence for sustainable business management as innovation: a research agenda.Journal of Cleaner Production,15(1), 38-51. Wang, C. L., Ahmed, P. K. (2007). Dynamic capabilities: A review and research agenda.International journal of management reviews,9(1), 31-51. Welch, M., Jackson, P. R. (2007). Rethinking internal communication: a stakeholder approach.Corporate Communications: An International Journal,12(2), 177-198. Wu, W. W. (2008). Choosing knowledge management strategies by using a combined ANP and DEMATEL approach.Expert Systems with Applications,35(3), 828-835.