Learning organisation as a realistic model

Learning organisation as a realistic model The learning and functioning in workplace carries a foremost responsibility to establish a constant learning for the organization. Learning organisation is one of the most significant forms of organisation used in present to shape the future for the success (Belasen 2000). In this type of organisation, learning is a base which assists in the development of most effective career plans and individual skills towards the path selected. In present, most of the organisations are trying to convert themselves in a learning organisation so that it can attain significant benefits related to learning organisation (Coffield 1998). Here, in this report the concept of learning organisation is discussed so that it can be identified that is the learning organization a useful or realistic model at the workplace. It is done in reference to a learning organisation that is IBM. Learning Organisation Learning Organization refers to an organisation in which employees at all levels, separately and conjointly, are incessantly growing their capability to bring forth results they truly care about (Nagwekar n.d.). It is not just the most appealing or existing management trend but it can also furnish organisations with work environment that open and flexible to innovative ideas. It also involves the concepts that provide solutions to continuous work-related troubles that are available among all its employees (Svensson, Randle Bennich 2009). It assists individuals with an ability to strengthen their knowledge base, which gives them with an ability to think significantly and ingeniously. Additionally, it also facilitates workplace individuals with an ability to communicate thoughts and conceptions, and the talent to collaborate with other individuals throughout the procedure of interrogation and action (Belasen 2000). A learning organisation try to create its own future by assuming that learning is a continuous and inventive procedure for its people (Rainbird, Fuller Munro 2004). The learning workplace directs individuals towards a development, adaptation and transformation of themselves in reaction to needs of organisation and as well as customers. It allows employees to work freely so that they can learn and express their ideas and problems and in turn can contribute towards the development of an improved work place (Nagwekar n.d.). This environment also assists individuals in shifting from the conventional authoritarian workplace philosophy to one in which the organisational hierarchy is broken down, and human potency is acclaimed (Coffield 1998). This type of working environment foster a culture in which individuals believe in creating results that they actually want and where they can learn that how they all can learn together for the advancement of all inclusive organisation. This type of organisation furnishes people with reaction to the competencies that is essential for every individual to attain success in its own field (Gould Baldwin 2004). The learning can be increased with the help of different learning approaches like training, rotational experiences, coaching, work-related education, electronic-system learning, and with the help of several other learning-oriented interventions (Lassey 1998). Today most of the organisations are trying to attain benefits of learning organisation as they feel that it is a realistic model but it is not the situation as it is much useful rather realistic (Nagwekar n.d.). An organisation become learning organisation with its own efforts and practices that if not undertaken accurately will not direct towards the creation of a learning organisation. In this type of organisation it is essential to make use of appropriate training programs that may vary according to the needs of specific organisation and its individuals (Belasen 2000). All aspects related to becoming a learning organisation need to be undertaken carefully as otherwise it would not be possible for a firm to use it for its own benefit. If it used effectively can assist a firm with several advantages and abilities to deal with existing challenges related to business, management of internal environment, employees commitment towards learning and working in the direction of organisational goals (Pun Balkissoon 2011). Throughout studies and evaluations, it is identified that there are some disciplines which must be mastered by an organisation if it wants to introduce a useful learning organisation that are as follows: Systems Thinking For becoming a learning organisation, it is essential that the firm develops and ability to envision the big picture and to make out patterns rather than conceptualizing change as obscure events (Belasen 2000). Additionally, there is also a need to think by interconnecting to the whole so that it can become easy to identify that how it operates and what actions can create troubles. Personal Mastery It commences by becoming devoted to lifetime learning and it is the key element of a learning organization (Nagwekar n.d.). Building Shared Visions For creating a learning organisation organisations need to develop a genuine or shared vision that evokes commitment in good and as well as in bad situations and has the potential to unite an organization. Mental Models Managing mental models is also vital as they can obstruct new and prevailing penetrations and organizational practices from being carried out. Until or unless there is no realization and a concentration to openness it is not possible to implement real change. Team Learning It is also critical as almost all modern organisations in present are operating on the basis of team work. It means that if a firms team members do not come together and learn it cannot become a learning organisation (Nagwekar n.d.). The concept of learning organisation is quite useful as it does not only allow firms senior managers to do all thinking but it also appropriates all individuals at all levels to think in regard to the entire organisation. It facilitates all employees to make use of their inner potential with a hope that they can also build something distinctive or unique for their firm. Benefits of Learning Organisation How learning organisation is useful at the work place can be understood with the help of discussion of its benefits to a firm. The benefits of learning organisation started appearing with the realization of its importance. It is helpful for dealing with different types of challenges that are as follows: Rapid Change: In present competitive environment change is occurring rapidly in all workplaces that in turn forces agencies to quickly adapt work procedures. Development of a learning organisation furnishes organisations with an opportunity to learn through adapting change and other pertinent issues (Belasen 2000). Eroding Knowledge Bases: The current attrition of Federal employees, awaited retirements decreases-in-force are inducing on-going damage to the organizational knowledge bases. This can be resolved with the help of a learning organisation that assist in furthering information exchange and tap expertise from all level employees (Murphy Willmott 2010). As well, it also makes use of technology to support and strengthen information exchange that in turn assists in resolving employees queries and issues. Shifting Focus: Focus of federal agencies is altering from a duty of ensuring compliance to serving customers effectively that also creates different challenges. The creation of a learning organisation will ensure a strategic alignment between customers needs preferences, individual learning, organisational aims, and resource distributions (Coffield 1998). Attainment of strategic alliance is very important as without this it is not possible for a firm to attain its aims and it can be done effectively with the help of development of a learning organisation. Limited Training Resources: The companies overall training budgets are decreasing day-by-day whereas employees also have less time to attend formal training sessions. This affects their growth and as well as company growth. With the help of a learning organisation at workplace, a company can make use of different alternative strategies that may easily incorporate learning into the workplace (Gould Baldwin 2004). These alternative methods are low in cost and are much more effective to furnish a company with all essential training needs of its employees. Evolving Roles of Supervisors: With the increasing diversity in organisations supervisors roles are evolving with an increasing responsibility. Now, supervisors are not only accountable for playing traditional human resource functions as they are also responsible for managing each and every aspect of business and its employees (Belasen 2000). With the development of learning organisation supervisors roles has become much more easy as in this they work as teachers and each employees is empowered to be accountable for their own learning. Management of all the above discussed challenges can be done effectively with the help of a learning organisation. The benefits of learning organisation evidenced that how it is useful in a workplace in regard to management of different aspects and as well as employees continuous learning (Wang Ahmed 2003). Learning Organisation as a Useful Model at Workplace Learning organisation is quite useful model at workplace as it allows a firm with several advantages related to attaining superior performance, improvement in quality, concentrating on customers, for attaining competitive advantage, to manage change, develop committed workforce, and for recognizing assured success and growth (Serra 2009). How a learning organisation work as a useful model at workplace can be understood with the discussion of IBM that makes significant use of learning for attaining above discussed advantages. At IBM, learning is a strategic facilitator of change. It works as an essential tool that helps it in affirming its new go-aheads, re-skills its manpower and appropriates it to handle key market changes and organizational alterations. Its use of learning helps it in developing a learning organisation that in turn works as a useful model at its workplace. IBMs commitment towards learning can be evidenced by its US$750 million annual spending for different learning initiatives (IBMs learning transformation story 2004). This annual spending of IBM is done with a belief that learning organisation enhances its productivity, endows employees and teams to innovate, empowers development of employee potential, and expands organizational knowledge to providers, co-operators and customers. In addition to developing a learning organisation, IBM has also adopted a repetitive procedure of learning transformation that helped it in attaining a leadership in learning. The continuous learning and leadership in organisational learning has enabled IBM to win and continuously grow in present competitive environment. The company success as a learning organisation can also be understood with its efforts towards enhancing learning. IBM operates with a belief of learning anywhere, anytime and on demand. Employees of IBM spend an approximate 17 million hours each year (around 55 hours per employee) in different formal training programs that may be conducted online or in a traditional classroom (IBMs learning transformation story 2004). Previously learning was given through traditional classrooms but now it is mostly conducted online (Belasen 2000). Another substantial belief that helped IBM is its link up of learning with employee retention. Its appropriate learning to its employees assist it in retaining its employees that is most significant issue in present competitive era (Furnham 2005). The continuous learning also assist the company in saving significant costs related to new employees training costs. Being a learning organisation, IBM respects the role that learning plays in attaining organisational effectiveness (IBMs learning transformation story 2004). All efforts of IBM towards becoming a learning organisation or using it as a useful model assist it with several advantages related to organisation, people, technology and knowledge that are as follows: Organization: By making use of leadership organisation as a useful model at its workplace, IBM has become able to attain organisational effectiveness. The company learning strategy facilitates it in attaining its vision. It has also helped the company in developing a leadership that is devoted to the significance of learning and believes in distinctly communicating learning that is essential for organisational success (Serra 2009). Development of appropriate leadership assists employees in identifying the needs, intends and chances for learning. Implying a learning organisation at workplace also helps IBM leaders in creating and maintaining a supportive learning culture for their team members that in turn motivates them towards working at their utmost potential. Continuous learning also helps IBM in making use of effective communication systems that alleviate the lateral information transfer and facts throughout all levels of organisation (Furnham 2005). The continuous learning arouses creativity and brings forth new penetrations and innovative practices at IBM. People: Being a learning organisation, IBM has become able to hire people who are significantly interested in their work and vigorously replicate on their experience. The intense learning had allowed its employees to make use of their understanding and take different initiatives to contribute towards knowledge management (Serra 2009). The different online and traditional learning programs have facilitated IBM with the development of employees as reflective practitioners. By working in a learning organisation all employees of IBM become able to grow their strengths and maximize their learning by getting involved into different learning programs. It also assists the company in creating an environment in which everyone work with cooperation and collaboration so that everyones learning towards working in a much more effective way can be enhanced (Chich-Jen 2011). Knowledge: Another substantial field in which it is beneficial to make use of learning is knowledge. For every learning organisation it is a critical asset as learning is the product of knowledge and its origin (Caldwell 2006). Development of a learning organisation enables an organisation to understand that how it can attain knowledge. Establishing learning organisation at workplace enables knowledge creation through individual to collective approach (Serra 2009). IBM being a learning organisation provides substantial opportunities for company knowledge to be developed and shared with others through social contact and approach to documentation. IBM employees are aware that how they can put specific knowledge in all essential systems for knowledge management (IBMs learning transformation story 2004). All these information and knowledge is not possible if a firm is not a learning organisation. Technology: Another substantial field supported by learning is a firms technology. When a firm, become learning organisation it become able to harness the significance of advanced information and communication technologies. Without having knowledge and empowerment in these technologies it is not possible for a firm to attain its objectives related to knowledge management and learning (Serra 2009). IBM as a learning organisation makes an effective use of information and communication technologies that in turn assist in strengthening its organizational identity, establishing and maintaining learning communities, keep everyone informed and aware of all essential corporate evolutions (Chich-Jen 2011). Additionally, continuous learning at workplace also helps IBM in creating unbelievable and associative linkups between people that in turn furnish access to their creative knowledge and thoughts. It also encourages innovation and originality by sharing and developing a practice of learning from others effective practices (Serra 2009). IBM being a learning organisation provides different opportunities to its employees to learn that how they can make an effective use of advanced information and communication technologies to enhance their knowledge and leaning (IBMs learning transformation story 2004). All the above discussed fields evidence that how IBM is able to use learning at its workplace by continuously investing in learning. The role of learning in IBM can be understood with its importance from last 90 years. From last 90 years, learning is playing a substantial role in driving IBM towards success (IBMs learning transformation story 2004). On the basis of its unified and lined up approach, IBM has furthered and are constantly maintaining effective learning programs for its employees, professional and administrator development. In the year 1915, after four years of IBM incorporation, it established a distinct IBM education department for training and developing all of its employees. Subsequently it was used formally on all its product lines so that employees can be instructed regularly and works effectively by increasing their learning towards their roles and company products and services (John 2002). Afterwards it offered a formal customer education following an IBM Management Development Program. For making employees more effective towards reacting customer requests and queries, the company started an IBM Customer Education Program that shows the company dedication to become a learning organisation (IBMs learning transformation story 2004). All these company management initiatives towards increasing employees learning significantly assist it in developing employees that are highly dedicated towards organisational goals and making innovations with the help of their creative thoughts and maximized sharing (OKeeffe 2002). The learning commenced in its beginning has now enabled company and its employees to operate by considering its future. IBMs focus on learning organisation was significantly useful for it as it assisted it in transforming itself from a hardware company to a recognized service-driven company. This change at company necessitated reorganization and re-skilling of its employees that became easy with the help of continuous learning (Aktharsha Anisa 2011). With learning, it became easy for IBM to align its employees in accordance to its new business models as its employees were dedicated and was ready to change their approach so that business opportunities available to company can be optimized. Throughout their past efforts, IBM has become able to develop dedicated employees and now it has been concentrating on the development of core-competencies and job-related abilities and skills. For improving its employees job-related competencies, the company learning programs target five strategic aspects that are sales, employee development, leadership and management, IT training and training to support business partnerships (IBMs learning transformation story 2004). For developing effective learning programs, the company also employed a learning governance model that helped IBM in setting its learning priorities. The company learning governance model is structured in a way that assures maximum effectiveness of IBMs learning investment. IBMs learning governance model is structured to ensure maximum effectiveness for our learning investment. For developing a learning organisation at workplace IBM governance complies with different aspects like every learning intervention should be integrated and implemented in regard to IBM strategy (Dierkes, Antal, Child Nonaka 2003). Additionally, its focus was on implementing a disciplined approach to enterprise wide learning so that more and more benefits related to organisation, people, technology and knowledge can be attained (IBMs learning transformation story 2004). All these company initiatives towards becoming a learning organisation significantly helped it in attaining all business related objectives. The company success is due to its integrated learning approach. The company management operates with a belief that individual learn in different patterns and on this belief IBM tried to use different educational approaches for increasing its employees learning. The integrated learning approach includes interactive, web-based, collaborative and face-to-face learning (Aktharsha Anisa 2011). Among these the most appropriate method suited to a group can be selected according to their own skills and requirements. Another effort in this direction done by IBM is the development of the IBM Learning Investment Council. For increasing learning at IBM, first of all the employees performance reports and other available reference materials are used that are usually web-based. This appropriates online transfer of information and also provides an access to individual to the material that is pertinent to their job and needs (IBMs learning transformation story 2004). It allows employees to learn at their own pace that in turn create interest among them and motivates them to learn according to their own suitability and abilities (John 2002). In addition to this, learning is also created from interaction, simulation or games that motivated individuals to contribute on real-life situations and endows them with an ability to practice specific competencies at their own speed (OKeeffe 2002). Another significant approach used at IBM for increasing learning is collaborative learning and class-room learning. The approach of IBM towards learning from its initiatives has significantly assisted in it transforming its history that was not possible without its timely learning initiatives (Dierkes, Antal, Child Nonaka 2003). From beginning, the company management was aware with the usefulness of organisational learning at workplace and this is the reason they tried to implement it by undertaking different efforts. The company motivated all its employees to focus on continuous learning so that their skills and abilities can be strengthened (Curado 2006). It was done with a realisation of learnings importance and its usefulness for a firm in the direction of attaining all its pre-determined business goals. With the realization of learnings importance IBM tried to integrate it with its business strategies so that all its efforts can be directed with continuous learning that in turn can provide its employees with an advantage to increase their abilities and skills from time-to-time or according to changes in market and customer needs. Conclusion With the help of above discussion of learning organisation, its benefits and use of learning by IBM it can be said that learning is a useful model for an organisation. Without learning it is not possible for a firm to develop its employees with all essential job-related competencies. Organisation learning at workplace encourages employees to strengthen their skills that in turn direct them towards performing their duties in a much more effective manner (OKeeffe 2002). The success of IBM demonstrates how important and useful organisational learning is at workplace if implemented appropriately. IBM learning initiatives evidences its importance and how it assisted it in transforming its image (Rae 2008). In present competitive environment organisational learning is highly useful as it assist organisations with an ability to develop its employees competencies and skills in accordance to their own requirements related to attaining business aims and objectives.

New York Times v. Sullivan Essay

Introduction Communication refers to the exchange of ideas or information between two or more people. Information composes of voice (e.g. telephone, handy talky etc), data (short message services/SMS, facsimile etc), and video (video streaming, video conference etc). Although the types of information are still the same, their importance always gets stronger eventually. Information is the root of actions and becomes more important in this information age. This is because its importance has even doubled, tripled, or even infinite as people in this age understand the necessities to learn about incidences in other part of the world and become more knowledgeable to use appropriate information for their advantages. As the sense of knowing give reasons and confidence to act towards issues, information, if delivered truthfully, can be the instruments of great deeds. In contrast if the information is manipulated it will lead people to disastrous wrongful acts. Televisions, newspapers, magazines, radios and the internet are now becoming main sources of public information where we can find out what happened in the world. The media, therefore, have been noteworthy sources of information although it faces great challenges since readers now seriously question about the truth of information presented in the media. Readers think that most of media tend to create public opinion that the sources want, driven by their political concerns. This is true since politic, in its nature, is capable to influence and control everyone’s life and lifestyles, and has always in the spotlight. As society gets wiser, attention on politics has never been this scrutiny. With very powerful people or party played their hands in it, politics has been one of the strongest reasons why the role of media as a trustworthy messenger is questioned. In line with the idea, Lynden Johnson says†reporters are puppet, they simply respond to the pull of the most powerful strings.† In this paper, we will discuss the role of media in setting the political agenda. We take into account the 1964’s case â€Å"New York Times vs. Sullivan† in describing the topic. Prior to the discussion, we will develop the idea of media power, and the framing, priming, and agenda setting. New York Times vs. Sullivan Fact Back to the 1964 where the feud between New York Times and Sullivan existed, we witnessed that the case has gradually changed the maneuver of U.S. newspapers. Nowadays, we witness that U.S. media are paying a great attention on Paris Hilton than on Capitol Hill. The reason is that today’s media are less concerned to expose the misdeeds and motivations of powerful people or public officials. According to Goldman (2004), the case of New York Times v. Sullivan begun when New York Times published a full-page ad that suspected the arrest of the Rev. Martin Luther King, Jr. for perjury in Alabama was part of a concerted effort to tear down King’s efforts to integrate public facilities and encourage blacks to vote. The ad soon arouses the ire of a public official named L. B. Sullivan, the Montgomery city commissioner. The commissioner then filed a libel action against the Times and brought four black ministers who supported the ad into the court for claiming that the allegations against the Montgomery police defamed him personally (Goldman). Under the auspices of the Alabama law, Sullivan finally won the case and received $500,000. This was happened since under the state’s law Sullivan did not even have to prove that he had been harmed. In contrast, Times’ defense saying the ad was invalid since the ad contained factual errors (Goldman). 2.2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Learning from the case of New York Times v. Sullivan The decision of the Court that favored Sullivan was based on the First Amendment, which â€Å"protects the publication of all statements, even false ones, about the conduct of public officials except when statements are made with actual malice with knowledge that they are false or in reckless disregard of their truth or falsity† (Goldman). Furthermore, Goldman explains the new ruling, in effect to this day, says â€Å"it is not enough for a plaintiff to show that a printed or televised account is false and defamatory. Under such circumstances, the plaintiff needs to show that the media has reported erroneous and recklessly ignoring facts. The actual malice rule at a minimum encourages newspapers to take risks defaming people they otherwise would not take. The new ruling makes media to have the best defense when dealing with sue by a public figure. He adds that such defense would make it very difficult to sue newspapers and television stations even if they got an entire story wrong. Unfortunately, the case of Times vs. Sullivan have driven the press a little more arrogant than it needs to be when covering politicians or public figures. III.  Ã‚  Ã‚  Ã‚  Ã‚   How Powerful Is Media? Mc Combs and Shaw in their book the Emergence of American Political Issue, state that today’s media have the powerful function to organize how the world looks for us. They might not successfully control our minds, but they are undeniably capable to â€Å"direct† our everyday thoughts. In similar tone, Shanto Iyengar and Donald Kinder in his book News That Matters, says that by paying attention to one issue and neglecting others, television is able to decide what American believed to be the most important issue to think about. For instance, Israel – Palestinian lifetime conflict has been America’s most important concerns in 2003, and judging from the nature of the issue (e.g. atrocities, suicide bombing, etc), it is newsworthy, but as the media turn their focus to the Iraq war, Schwarzenegger’s governor election and the California Wildfires, the Israel-Palestinian issue is somehow diminished, although the debacle is not even approaching a win-win solution (â€Å"Anti Propaganda Watch†). Framing, Priming and Agenda Setting Framing is the process of making a â€Å"meaning† out of incidents or stories. In the effort of building a line of comprehension between journalists and the readers, the frames are often drawn from. It is said to often chosen unintentionally. As an example, when a journalist is making a story about the high rising rate of poverty in a state, he or she will have to do what is called thematic framing, which means that eventually, a connection will have to be made between the increasing rate of poverty and the state government’s policies. While in periodic framing, the routine nature of the story derive journalists to put the blame on individual   actors, preventing audience from making a generalization of the stories (London). Priming is done when a journalist gives an extra weight onto an issue or an opinion, allowing people’s mind to have a change in their opinion. This is usually done by giving extra amount of coverage, making an issue salient while others not. Agenda Setting is even more conspicuous than the two terms we have mentioned before. It is a process of giving a certain theme over incidents that happens in a coverage area. By using materials that are sensitive to society, journalist can properly â€Å"put in ideas on people’s head†. For example, research shows that a single exposure on a violent crime-related news can heightened people’s fear of being victimized, which then gave the idea that violent crime is a very important issue (â€Å"Media Effects†). One of the most attractive issue on priming and agenda setting is the LA Times anti-Israel Propaganda. In the join the boycott website, there are enough reasons to make visitors of the site hate the LA Times. According to the website, the boycott is due the intolerable bias on news coverage relating Israel-Palestinian ‘endless’ debacle. Furthermore, it shows that LA times has done all of the three forbidden acts of journalism we have addressed before. This situation also applies to the case of New York Times v. Sullivan in which the Times has set up a political agenda about Black community to vote. Conclusion The role of media in our society is unbelievably important. Truthful coverage is always a worthy achievement. Politics does not come in the form of campaigns, elections, and the affairs of big government, but also the press as mind setters of the society. Furthermore, the new ruling, in effect since the case of New York Times v. Sullivan to this day, favors media to expose the misdeeds conducted by politicians or public figures in which the new ruling enables media to cover politicians aggressively without fear of lawsuits. However, the audiences still have absolute control to choose what they want or do not want to value what journalists distinguish as important. Nevertheless, the psychological implications of framing, priming and agenda setting are less significant. The existence of a picture and the atmosphere of the language can be a gentle but powerful way to alter opinions to the preferred direction. Bibliography Goldman, Jerry. â€Å"New York Times v. Sullivan.† OYEZ. 2004. Retrieved April 2, 2005   Ã¢â‚¬Å"How Public Is the NPR?† Retrieved March 19, 2005 from Iyengar, Shanto. â€Å"Media Effects.† 1998. Retrieved April 2, 2005 from â€Å"LA Times Israel anti-propaganda Watch.† 2004. Retrieved April 2, 2005 from London, Scott. â€Å"How Media Frames Political Issues.† 1993. Retrieved April 2, 2005 from Pulle, Matt. â€Å"Don’t Kill the Messenger.† Nashville Scene. 2005. Retrieved April 2, 2005 from U.S. Supreme Court. â€Å"New York Times v. Sullivan.† Retrieved April 2, 2005 from

How Does Shakespeare Present Aspects of Folly in Twelfth Night?

All or most of Shakespeare's plays contain playfulness and foolishness and within ‘Twelfth Night' there are many examples of this. All these examples of folly add to the overall humour of the play. Throughout ‘Twelfth Night' the theme of foolishness links the plot, characters and scenes in the play. In Shakespeare's day, people wanted to go to the theatre and be able to laugh. They loved all plays with an element of comedy, even Shakepeare's tragedies have elements of comedy in them. In Romeo and Juliet there are characters seen as crazy or foolish such as Mercutio. First of all there's Malvolio, one of the main characters. Proud and pompous, he is easily ridiculed as he is lead into dreadful humiliation at the hands of Fabian, Maria, Sir Toby, Feste and Sir Andrew. All the formentioned people make Malvolio look foolish when Maria writes a letter to Malvolio expressing her love for him and signing it from Olivia. Malvolio falls into the trap and begins to believe that Olivia is madly in love with him. The letter says: ‘Remember who commanded thy yellow stockings and wished to see thee ever cross gartered.' This causes Malvolio to dress in yellow stockings and cross garters to impress and try to woo his lady. On stage this is a very amusing scene to watch as Malvolio comes on wearing this ridiculous outfit — very memorable. The letter also says: ‘If thou entertain'st my love, let it appear in thy smiling thy smiles become thee well. Therefore in my presence still smile, dear my sweet I prithee.' This causes Malvolio to keep a smile on his face constantly. Not only has Malvolio a rather unattractive smile but since Olivia's brother had recently died, Olivia wants everyone to act mournful around her. She insists on wearing black with a veil over her face. When Malvolio appears with yellow clothing and a huge smile on his face he inevitably looks foolish. Olivia supposes that Malvolio is mad, subject to the heat affecting the brain – ‘Midsummer Madness.' Malvolio would not have looked so foolish if he had not had certain qualities. His over sensitive nature, pretentiousness, self-centred character and self importance make it simple for the servants and the others involved in the trick to take advantage of these faults and cut Malvolio down to size. The difference in class between Olivia and Malvolio also adds to the humour and the foolery because in Shakepeare's day there would be no possibility of any sort of romance between Malvolio and Olivia, Malvolio being a mere steward and Olivia being a wealthy countess, the status contrast is simply too immense. When Malvolio reads the letter, Malvolio begins to fall in love with the idea of being in love . Another character within Twelfth Night who adds to the theme of foolishness is obviously the fool – a professional jester. Feste has a very important role. He is constantly acting foolishly as his job is to solace and entertain his fellowmates. Although he acts like a clown through most of the play, he is probably one of the most sensible and wise characters in the play. In Act 3, Viola says: ‘This fellow is wise enough to play the fool and to do that well, craves a kind of wit.' This is an accurate depiction on Feste. He often outsmarts the other characters in the play using his quickwits most of all Malvolio and Olivia. Many other characters are the ‘real fools' such as Sir Toby Belch — an ironic surname due to his tendency to drink heavily, Sebastian for marrying Olivia when he barely knew her. Overall, Viola is quite sensible. Although dressed like a man, in those days there would be no way that she would be able to obtain service with Orsino as a woman, so her disguise was quite an ingenious idea. When talking to higher status characters, especially Olivia, Feste almost reverses the roles talking down to Olivia as shown in a conversation on page 17. Other characters cannot talk to Olivia in the same way as Feste, as everyone must look up to her and respect her. Olivia tells Malvolio to ‘Take the fool away' and Feste answers ‘Do you not hear fellows? Take away the lady.' Feste also often mocks Olivia as he is the only character who can do so. The first example of this is Feste telling Olivia she is being foolish, her brother has died and she is in mourning this is the first mention of foolishness in the play: Feste: Good Madonna, why mourn'st thou? Olivia: Good Fool, for my brother's death Feste: I think his soul is in hell, Madonna. Olivia: I know his soul is in heaven, fool Feste: The more fool, Madonna, to mourn for your brother's soul, being in heaven. There are many other times during the play when aspects of folly come into the characters' speeches. Feste in Act 1 says: ‘Better a witty fool than a foolish wit.' There are many other examples of role swapping and disguises that also add to the humour of the play. It also makes characters look foolish and humiliates them. The prime example of role swapping is Viola dressing as a man and changing her identity to become a man called Caesario. This causes much confusion leading to characters being foiled and being made to look foolish. Not only did everyone believe that Viola was in fact a man but Olivia actually falls in love with her and not surprisingly feels humiliated and foolish when she discovers that Caesario is actually a woman. Olivia does look foolish although no-one can mock her due to her high status and most people look up to her with respect. The language used in the play is not strictly foolish although many of the names are ‘fooled with' as Viola, Olivia and Malvolio, the main characters, all have names containing the same letters (v,o,l,a and i). Malvolio means ‘ill wishing' very fitting to his character. There are other character's names which are amusing such as Sir Toby Belch – ironic as he is a heavy drinker. Aguecheek is a ridiculous name†¦. And Orsino is named so because Don Virgino Orsino – an Italian Nobleman was the guest of honour at the opening night of Twelfth Night so Shakespeare named the Duke in his play after him. Twelfth Night was once a day of great merrymaking to mark the end of the Christmas festivities. It was the feast of fools and even now, the Christmas season is a time where we all seek entertainment in the form of amusement and folly. Although written all those years ago, Twelfth Night is still relevant today. A twentieth century audience still enjoy this play today as people still love to laugh and have a good time some of the jokes, although obscure are still found amusing today. Even now we love to see people make fools of themselves and the characters we don't like to be served with just retribution.

Null Hypothesis and Alternative Hypothesis

Hypothesis testing involves the careful construction of two statements: the null hypothesis and the alternative hypothesis. These hypotheses can look very similar but are actually different. How do we know which hypothesis is the null and which one is the alternative? We will see that there are a few ways to tell the difference. The Null Hypothesis The null hypothesis reflects that there will be no observed effect in our experiment. In a mathematical formulation of the null hypothesis, there will typically be an equal sign. This hypothesis is denoted by H0. The null hypothesis is what we attempt to find evidence against in our hypothesis test. We hope to obtain a small enough p-value that it is lower than our level of significance alpha and we are justified in rejecting the null hypothesis. If our p-value is greater than alpha, then we fail to reject the null hypothesis. If the null hypothesis is not rejected, then we must be careful to say what this means. The thinking on this is similar to a legal verdict. Just because a person has been declared not guilty, it does not mean that he is innocent. In the same way, just because we failed to reject a null hypothesis it does not mean that the statement is true. For example, we may want to investigate the claim that despite what convention has told us, the mean adult body temperature is not the accepted value of 98.6 degrees Fahrenheit. The null hypothesis for an experiment to investigate this is â€Å"The mean adult body temperature for healthy individuals is 98.6 degrees Fahrenheit.† If we fail to reject the null hypothesis, then our working hypothesis remains that the average adult who is healthy has a temperature of 98.6 degrees. We do not prove that this is true. If we are studying a new treatment, the null hypothesis is that our treatment will not change our subjects in any meaningful way. In other words, the treatment will not produce any effect in our subjects. The Alternative Hypothesis The alternative or experimental hypothesis reflects that there will be an observed effect for our experiment. In a mathematical formulation of the alternative hypothesis, there will typically be an inequality, or not equal to symbol. This hypothesis is denoted by either Ha or by H1. The alternative hypothesis is what we are attempting to demonstrate in an indirect way by the use of our hypothesis test. If the null hypothesis is rejected, then we accept the alternative hypothesis. If the null hypothesis is not rejected, then we do not accept the alternative hypothesis. Going back to the above example of mean human body temperature, the alternative hypothesis is â€Å"The average adult human body temperature is not 98.6 degrees Fahrenheit.† If we are studying a new treatment, then the alternative hypothesis is that our treatment does, in fact, change our subjects in a meaningful and measurable way. Negation The following set of negations may help when you are forming your null and alternative hypotheses. Most technical papers rely on just the first formulation, even though you may see some of the others in a statistics textbook. Null hypothesis: â€Å"x is equal to y.† Alternative hypothesis â€Å"x is not equal to y.†Null hypothesis: â€Å"x is at least y.† Alternative hypothesis â€Å"x is less than y.†Null hypothesis: â€Å"x is at most y.† Alternative hypothesis â€Å"x is greater than y.†