My Lesson

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As a child, I was always independent. I never wanted help from my parents tobuy anything for me or my brothers to help me in a fight. My father thouhgt that was good but he always told me dont be scared to ask for help. One day I was going to school, it seemed like a regular day. Its was very cold, and the sun was barely peaking over the horizon /the mist made it hard to see. I was not the best of friends with the people in the neighborhood because I did not go to thier school or just talk to them for that matter. No matter how long I lived there, they look at my family as an outsider.

We reallly did not cross paths, but this morning they seem interested in me as I sat on the side walk floor just outside my house waiting for the city bus to come by.

My older brothers and cousins were well-known in the neighborhood as people that nobody mess with. This was one of the main reasons that I got into confrontationswith people. Everybody in the nieghborhood wanted to test am I as tough as the rest of my brothers. I was paid a visited by one of the guys that was looking at me from across the street. By the way he was coming towards me and the looks on his friends faces I already knew something was about to happen. Not wanting to look like Im scared or intimadated by him I just look at him with disgust and said What.

I didnt even hear what he was saying to me after that, my heart was pounding and my hands was starting to swet as I was divising a plan for various scenarios. Should I hit him and run or would everbody laugh at me? Should I just try to fight them all and most likely get beat up real badly but save the respect of my brothers and the boys that I socialized with. These were all the things going threw my mind as I bald my fist as tight as I can. I look up and saw the school bus coming around the corner and it was like a breath of fresh air. I finally start listening to him but could only catch his last words as he walked away. Ima catch you after school and we will see whats up then.

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At school I couldnt think of anything but what was going to happen after school let out. All I had to do was tell my brothers what had happen and it would have been over but again me being to independent got in the way of thinking rationally. It got colder as the day progress and the weather changed to resembel the way I felt. The sky became pitch black and It started to rain as I made my way back home.

I tried hard to get my mind off it but the closer it got to 0pm the more I worried I herd a knock on the door around four Oclock. Prepared for what ever is on the other side I swung the door open as fast as I can. Letting out a Sigh of relief when I saw the familer face of my three brothers. At five oclock most of kids went out to the JFK elementry school to play basketball and to meet up with friends. I regularly attended the session over there so I knew they would be there waiting for me. As the time came I got dress putting on my shorts and shoes as slow as I can.

Leaving the house I look back at my brothers thinking this is the last chance to say something but I just start my way to the basketball court. That day I recieved the beating of my life, it didnt last long and I hurt two of them more then I got hurt but all I was thinking of was my dad was right. If I wasnt afraid to ask for help I wouldnt have got my self into this perdicament.

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The Crude Reality of Life

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Throughout history, the rejection of new ideas has been the rule and not the exception. It seems to be that the nature of mankind is to be suspicious of new things. Most often, a new idea is perceived as crazy, as unreal, as needless, and in some extreme cases, as heresy. This was the case in the XVI century, when Nicolas Copernicus, before his death, published his book The Revolution of Heavenly Orbs, in which he claimed that the solar system was a heliocentric system instead of geocentric system. This new idea was contrary to the belief of those days. His ideas were not supported by the catholic church and were viewed as heresy, therefore, banning the circulation of the book. One hundred years later, in the XVII century, Galileo Galilei published his book Dialogue Concerning the Two Chief World Systems, in which he sided with the Copernican model of the solar system. His views were seen once again as a threat to society, and soon after, he was placed under house arrest for the rest of his life. Plato, on the Allegory of the Cave, compares the world that we live in, to a dark cave, and the people of the world, to the characters inside the cave. In making a comparison between the world and the cave, and the people as the figures in the cave, I find that the world is divided into three kinds of people. The first kind of people are the illiterate or unenlightened. The second kind of people are the somewhat educated, and the third kind of people are the educated or the enlightened ones of the world.

The first kind of people, the illiterate, are those who are at the bottom of the spectrum in terms of knowledge. This people believe that what they see is reality, when in fact is the shadow of true reality. As in the characters of the cave, the shadow makers are the opinion maker, or the people that wants us to look at the world the way we want it to be seen. An opinion maker can be any one. For example, a priest telling his congregation how God wants them to live, a news broadcast network reporting their views of the world, the local newspaper exposing what the people want to see. At this level a person thinks in terms of vague impressions. A person uncritically accepts everything that enters his mind, whatever the source might be gossip, hearsay, opinions, media. At this level, a person is unable to distinguish between reality and illusion, between the genuine and the pseudo, between the legitimate and the phony. This is the unexamined life at its worst. An uncritical jumble of clich' and illusion.

The second kind of people are the somewhat educated. This group of people are the ordinary people of the world. At this level, a person has a strong conviction for what he sees, but not with absolute certainty. A person at this level has a better perception of reality, he perceives concrete facts; he relies in his senses. He can tell the difference between facts and fantasy (images and reflections). But the fact that a person can actually see the object and not just shadows does not mean he knows all there is to know about a subject. Even though this group is more advanced than the uneducated group still at this level a persons' opinion relate solely to a particular thing. He uses words that imply general meaning, but he does not bother to inquire into this general meanings. A person simply takes some meaning for granted as if nothing else existed.

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Finally, the third kind of people are the educated or enlightened, the erudites of the world. This is the group of the Copernicus, the Galileo's, the Einstein's, the Plato's , the Socrates of the world. They have been liberated from the chains of ignorance. This is perhaps the smallest of the three groups of people. Few are the ones that reach this pinnacle of life. But before they reached this level, they had to go through a great deal of pain. The path leading to the outside of the cave is steep, rocky and painful because all things that were believe to be truth and real are becoming unclear. As the person is escorted from the bottom of the cave to the outer surface a person is also experiencing the shift from the darkness of the cave to the brightness of the sunlight outside the cave. It is hard to see things in a different way from that which one had been conditioned to know. It is difficult to accept and understand new things in life. The life of an individual changes as he discovers that his old beliefs were only an illusion "He [the person] would need, then, to grow accustomed before he could see things in the upper world" (Plato). This is a period of perseverance, but once the truth is known, a person cannot go back to previous beliefs.

It is possible to live at the level of imagining or at the level of perception and be satisfied with one's lifestyle, after all, that is all a person knows or is willing to know. However, the real challenge is to step outside one's comfort zone. As in the Allegory of the cave, when the prisoner is set free and taken to the light the change was painful in the beginning, but afterwards it was rewarding. Once a person liberates himself from the chains of ignorance reaching the level of understanding, it is impossible to go back to the two lower stages. The lifestyle outside the cave is full and rewarding. A person that has reached this level has evolved from a simple and superficial uneducated individual to a fully developed and intelligent human being. The ability to learn is within everyone's reach.

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Why a degree

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"Why a Graduate Degree"

I have accomplished much in the last tens years and though each individual has their own reasoning behind their pursuit of a graduate degree. Professional and career goals, self improvement, status in society, and of course monetary reasons, are just a few motivating factors. My decision to attain a graduate degree was based on a combination of factors and one of most important reason is to better understand and self manage my home base web business by using the latest techniques of the trade.

As I move more and more in my self business I came to realize that there is no way other then doing the masters to completely understand the full scope of technology management in terms of marketing, financing and other areas of the field that can help me in escalating the growth of my business at a rapid pace.

Alternately secondary reasons are for developing necessary skills and credentials that is required for personal and corporate advancement. In this competitive world graduate degree is must to face the new challenges of work environment and this what I realize during my ten years of work experience as product manager in a large telecommunication base company.

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I strongly believe that graduate degree will help me better manage and organize my daily work, improve my oral presentation skills, improve customer relations and eventually give me an edge over the competitors that will help me in delivering and closing new products deals in a effective manner.

The other factors which has influence me to take this course is an opportunity to network with different people perhaps having diversified background and culture, opportunity to mingle with the people who are already experts in this field and indulge in the group discussion and team building exercise.

Therefore in summary by doing the graduate degree in technology management will give me self confidence ensuring success in my cooperate environment by giving advantage over my competitors and also it eventually will help me in building the roadmap to migrate to full time in managing and growing my home business.

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Reform in High School Cirriculum

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Reform In High School Curriculum

The high school curriculum in our country is a hot topic that is often debated. Over the years, the high school curriculum has changed numerous times and continues to change. The public is constantly attempting to find ways to better educate the students of our nation. The schools are still going through these continuous changes and many people are still trying to decide what type of change would be successful.

Some people believe that there is no need for a curriculum reform; however, most people would agree that it would be beneficial to make some changes. The curriculum has to be formatted to suit the students of today. Education is not taught the same way it was 100 years ago. If there were no change, our country would not have progressed as much as it has. Public schools need to make new changes to help educate and meet the needs of all students, not just some. Wilson and Rossman stated that, "The vague, ambiguous, multiple, and conflicting purposes of the American high school have led to schools that increasingly serve well only a small minority of students" (10).

Creating a standard national curriculum is one of the ideas for reform being considered. This type of curriculum is already being used in other countries around the world. Author Michael W. Apple stated in the book Transforming Schools, "The assumption in many quarters in the United States is that we must follow nations such as Britain and especially Japan or we shall be left behind" (48). Many people feel that we must raise our standards for public school students and that having a national curriculum would achieve this goal. Contributors on this debate feel that we should pick up a national curriculum similar to England. The national curriculum used by the English includes, "core and foundation subjects" and a national system of testing (Apple 48).

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Using a national curriculum also has a number of downfalls. The process of developing a new curriculum and testing it would be highly expensive. "A national curriculum would involve the invention of new examinations, a technically, conceptually, and politically difficult task" (Apple 48). Despite the extensive costs, teachers and students of public schools would have a very hard time adjusting to such dramatic changes in order to fit the curriculum.

Another consideration for reform is called the Brockhurst Model, which is used in a school in England. "This school did not assign students to 'grades,' but rather to 'forms.' Form assignments were based not on age, but rather on a student's particular level of academic achievement in each separate subject" (Hardaway 58). This type of education has made students more focused on learning rather than grades. In schools where students are evaluated by grades, many feel more pressure if they are not on the same level as other students in the class. In these "forms" a student can learn at whatever level and pace they need. A student does not proceed to a high level form until they feel comfortable with the material in which they are learning. Learning the material being taught can be hard enough without having to feel intimidated by students who are progressing at a faster pace. "Forms" eliminates this problem so students can focus on their education.

A downfall with the Brockhurst model is that students many not be in class with others their age. The forms that students are placed in to not consider age; many forms have very wide age rangers. The Brockhurst Model still allows students to socialize with their peers. During sports, physical education and other activities, students are given the opportunity to be with others their own age.

"This system of forms organized by students achievement levels also had advantages for students who would be classified as remedial under American standards" (Hardaway 5). Hardaway discusses a twelve-year-old boy who in American schools would have been in a "learning disabled" class by in this school he was placed at his level. This worked very well because he was able to be in a regular class and still learn at his own level. Hardaway explains, "While he took longer to achieve threshold proficiencies, he ultimately did so with dignity and pride" (Hardaway 5).

Both teachers and parents are worried about how well this program will work. One major point of the program is that all of the children will feel equal. No student will feel left behind by classmates and will be happy with the world they have done. Many parents are not sure if this is a good thing. One parent says, "In theory it sounds great. But out in the real world we're not all equal. Sooner or later, they're going to have to face it" (Lampert ). Another concerned parent says, "There are parts of it I like. Encouraging a child to feel successful no matter where they are is good. But I also feel that some type of competition is good, too" (Lampert ).

There are many issues that need to be addressed with this new program. Another problem is that teachers are having a difficult time keeping up with the changes. Everything is all so new to them and they sometimes are forced to make decisions as they go along. Maybe after all the technical problems of the system are worked out the program will seem more promising.

There are still a couple more options for high school reform. One of the more promising ones is called the Wednesday Enrichment Block. The George Walton Comprehensive High School in Georgia was the first to test this program out. "Evaluation of three years of the Wednesday Enrichment Block has indicated a high level of success and support" (McKinney et al). The main purpose behind the Enrichment Block is to give students more time.

Everyday students attend every class. On Wednesday the classes are shorter so they are all finished in half a day rather than a full day. For the remainder of the day, students use their time as needed. Students can do their research, complete missed assignments, do lab work, group projects or meet with teachers for some additional help or tutoring (McKinney et al). Without the extra time that the Enrichment Block offers meeting with teachers and getting all work completed may be very difficult for both teachers and students. The Enrichment Block offers relief to some of the stress that students may face by giving them the extra time necessary.

The Enrichment Block has proven to be a success. The community helped to develop this program so everybody seems happy with it. "Initially, the Enrichment Block was viewed by some as 'idle' or 'wasted' time, but teachers and community support as well as student use of the block time has shown that this is quality time" (McKinney et al ). One thing that does make this program such a success is that the school, community and students support it and are making an effort to make it work.

The last suggestion for a school reform may seem to be the most obvious but is probably the most difficult to achieve. It dose not require changing the school curriculum, the school day, or the level at which information is being taught. This requires how the student in the schools are handled, how well the teachers are prepared, and how the parents are helping. "Simply stated, until parents/guardians, politicians, community members and educators grasp a true understanding of the needs of today's students, the education system is doomed to plod along in the sub par fashion we've witnessed over the past decade and a half" (High School Reform 1). A certified English teacher in New York says that the school system needs to recognize that schools are not like they were in the past. More needs to be done than simply teach Math, English, and Science. The first thing that can be done to help is to have the parents be more involved. Parents meeting the teacher once during the whole school year is not enough. Parents need to know what is going on. They need to spend more time in schools and more time talking to the teachers. Students carry around a lot of emotional baggage to school. Parents need to communicate with their children to help receive some of the stress they face.

"Greater preparation of our teachers is needed" (High School Reform ). Many teachers are very well trained to teach academic things but are not well trained in dealing with life issues. Teachers need to know how to help students deal with emotional problems, and other social problems that may occur in the schools (High School Reform 4).

The last suggestion this teacher makes is that students are not judged only by their test scores. We need to look deeper and find out what is causing these emotional outbursts of anger and hate. Programs need to be developed to help students grow. We have to help students build their self-esteem and give them a chance to see they mean something to the world. "It is time for people to come to terms with the fact that kids cannot learn effectively when trying to handle issues that are emotionally overwhelming" (High School Reform 4). In the book Mandating Academic Excellence, Wilson and Rossman also express a similar idea. They say, "As Corbett and Blum suggest, a successful learner must also focus on the common good'that is, model the ability to discern and act in the best interest of others" (1). They agree that school is not all about academic but also about dealing with yourself and others around you. Therefore, in high school there needs to be more classes that teach social skills.

The high school curriculum is a topic that people will always discuss. It will always be an issue pending and will always be debated whether or not it needs to be changed or improved. Although, many people would agree that it is not a matter of if the curriculum needs to be changed but how it should be changed. There are many different examples of how high school curriculum might be changed. It will take a lot of time and patients to find the best program. The schools, parents, students and communities will all have to get involved to help make the best decision. Eventually a choice will be made that will be beneficial to everyone.

Works Cited

Apple, Michael W. "The Politics of a National Curriculum." Transforming Schools. Ed. Peter W. Cookson and Barbara Schneider. New York Garland Publishing, 15.

Hardaway, Robert M. America Goes To School. Westport Praeger Publishers, 15.

High School Reform. Online. Internet. http//az.essortment.com/highscoolrefo_pxj.htm.

1 June 00

Lampert, Allison. Lexis-Nexis. http//web.lexis-nexis.com/universe/printdoc. June 00

McKinney, Regina, et al. The Academic Enrichment Block. Proquest. http//proquest.umi.com/pqdweb? June 00

Wilson, Bruce L., and Gretchen B. Rossman. Mandating Academic Excellence. New York Teachers College Press, 1.

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A Doll's House

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In the play "A Doll's House", Henrik Ibsen illustrated the believable and remarkable transformation that Nora underwent. She made the extraordinary journey from one of little power, and even less influence; living within a world in which she was only a possession and a doll, to one of intellectual maturity, and decisiveness; one who was looking to find a world in which she could be an equal person, and one who could discover who she herself truly was.

Nora lived with her family, in a household where her husband, Torvald, was the one who held the true power and dominance above all. As his wife, she was simply another of his possessions, one who in his view, lived only for him, and was expected to conduct herself in such a manner that would please him, regardless of her personal sentiments.

Although Torvald treated her as one below him, perhaps as one might treat a child, Nora originally found that it was easier to fill this place of a child, and to fulfill the wishes of her husband, than to strike out, and attempt to take her place as a being on even footing. Nora lived in a time where the world considered it socially acceptable to be treated in such a way. In fact, it would be considered amiss should she act in any way contrary to this submissive silence and obedience.

When Torvald fell deathly ill, it was Nora who made the sacrifices necessary for the return of his health. She surrendered her honor and pride, committed forgery, and went against the very principals by which her husband lived, through borrowing an immense amount of money, and acquiring a monstrous debt. All this was done for the sake of love. Yet Nora's sentiments were not returned on the same level. Her husband admired her, and was happy to know that he had her to himself, as a possession. But he was in love with the idea of being in love with her, and not with Nora, as an actual human being with both feelings and opinions.

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Nora came to this realization through the observation of Torvald's unwillingness to forgive her for borrowing the money that saved his own life. He was not prepared to make the same sacrifices of honor and pride that Nora had made for him. This could never create the basis for a marriage in which both members were of equal footing.

Nora had lived her entire life in a household with such a setting. She had never truly been herself; only what others around her had wished, and commanded her to be. She had lived for the sake of others, and not for herself. Firstly for her father, and now for her husband. As a mother, she had only been another child, who played with them, and spent time with them, but who was not an actual role model. She had never been expected to be anything more than a child. She could not govern others, when she herself did not know who she actually was, or what her true values were.

Nora realized that she needed to escape this life of falsity in which she was simply one of her husband's dolls living within the doll's house. It was this believable and sensible journey of self actualisation that allowed Nora to decide her destiny lay elsewhere. The overcoming of her previous sentiments, allowed for the opening of the door to a new world for Nora, and the commencement of a new life, with a fresh opportunity to discover her inner self and acquire the experience she lacked.

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History of the Traffic Signal

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Even during the horse and buggy days, traffic in big cities was often heavy. Police officers had to be stationed full time directing traffic at busy intersections

The world's first traffic light came into being before the automobile was in use, and traffic consisted only of pedestrians, buggies, and wagons. Installed at an intersection in London in 1868, it was a revolving lantern with red and green signals. Red meant stop and green meant caution. The lantern, illuminated by gas, was turned by means of a lever at its base so that the appropriate light faced traffic. On January , 186, this crude traffic light exploded, injuring the policeman who was operating it. Police Officer William Potts of Detroit, Michigan, decided to do something about the problem. The railroads were already utilizing automatic controls. But railroad traffic traveled along parallel lines. Street traffic traveled at right angles. Potts used red, amber, and green railroad lights and about thirty-seven dollars worth of wire and electrical controls to make the world's first traffic light. Within a year, Detroit had installed a total of fifteen of the new automatic lights.

At about the same time, Garrett Morgan of the United States realized the need to control the flow of traffic. A gifted inventor and reportedly the first African American to own an automobile in Cleveland, Ohio, he invented the electric automatic traffic light.

In 1868 the first known traffic light was installed for pedestrians who had to walk across main streets or along tramways in England. This traffic signal was a gas lamp, consisting of a semaphore signal which alternately raised a red glass and a green glass.

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Electric traffic lights were installed for the first time in 114 by the American Traffic Signal Company under the direction of Safety Director Alfred A. Benesch in Cleveland, Ohio at Euclid Ave. and 105th Street. It was had two long crossarms, red and green lights, and buzzers. Two long buzzes signaled Euclid Avenue traffic to proceed, one long buzz meant it was 105th Streets turn to go.

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Biology

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Table of Organisms found at the Rock Platform …………………………………….4

Graph of the air and water temperature of a rock pool and its independent and dependant variables…………………………………………………………………….5

Profile map of line transect showing the distribution of Oysters and Coralline Alga……………………………………………………………………………………….6

Table of Abiotic features in 0 meter line transect…………………………………..7

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The Relationship between the distribution of oysters and coralline alga and the Abiotic factors in the transect…………………………………………………………..8

Evaluation of the variability in measurements made during the scientific investigation……………………………………………………………………………...

Table and histogram showing the Abundance of Oysters and Coralline Alga within the line transect of 0m by 1m………………………………………………..10

The Calculated abundance of Coralline alga and Oysters in the total visible rock platform area…………………………………………………………………………...1

Field Diagram of Coralline Alga and Oysters……………………………………….1

Adaptations of Coralline Alga and Oysters to the Abiotic factors of the environment…………………………………………………………………………….14

Food Web of both species……………………………………………………………15

Biomass pyramid for Coralline alga and oysters…………………………………..16

Factors that affect the numbers of predators and prey population on the rock platform and Trophic interactions…………………………………………………….17

Short term and long term consequences on the ecosystem of species competing for resources……………………………………………………………………………18

Impact of human activity on the ecosystem………………………………………...1

Assess the value of working independently and as a group………………………0

Table of Organisms found at the Rock Platform

ORGANISM FOUND ZONE NOTES Type of Feeder

Anemone Y Sub Carnivore

Austrocochlea Y Supra Herbivore

Bembicium Y Supra Herbivore

Blue Periwinkle Y Supra Herbivore

Chiton Y Supra/littoral Herbivore

Common Barnacle Y Littoral Filter Feeders

Coralline Alga Y Littoral Producer

Cunjevoi Y Littoral Filter Feeders

Galeolaria Y Littoral Filter Feeders

Hormosira Y Sub Producer

Kelp Y Sub Littoral Producer

Limpet Y Supra Herbivore

Melanerita Y Supra Herbivore

Morula Y Littoral Carnivore

Oyster Y Littoral Filter Feeders

Sea Star Y Littoral Carnivore

Sea Urchin Y Littoral Herbivore

Sponge Y Littoral/sub Filter Feeder

Ulva Y Sub Littoral Producer

GRAPH OF THE AIR AND WATER TEMPERATURE OF A ROCK POOL AND ITS DEPENDANT AND INDEPENDENT VARIABLES

PROFILE MAP OF LINE TRANSECT SHOWING THE DISTRIBUTION OF OYSTERS AND CORALLINE ALGA

TABLE OF THE ABIOTIC FEATURES OF 0meter LINE TRANSECT

Meter of transect No. Of Oysters No. Of Coralline alga Air temperature Water temperature Desiccation0-10 Wave action0-10

1 (from the water) 0 8 1 1 0

0 1 1 16 7

0 4 0 1 7

4 4 1 No water 10 6

5 1 0 5

6 18 0 1 6 4

7 0 0 1 15 6

8 0 1 0 6

4 0 1 0 6 0

10 1 0 1 0 6 0

11 5 0 1 0 6 0

1 0 1 0 6 0

1 0 0 1 0 6 0

14 0 0 1 0 6 0

15 1 0 1 0 6 0

16 0 1 0 6 0

17 0 1 0 6 0

18 0 0 1 0 6 0

1 0 0 1 0 6 0

0 0 0 1 0 6 0

THE RELATIONSHIP BETWEEN THE DISTRIBUTION OF OYSTERS AND CORALLINE ALGA AND THE ABIOTIC FACTORS IN THE TRANSECT

EVALUATION OF VARIABILITY IN MEASUREMENTS MADE DURING THE SCIENTIFIC INVESTIGATION

Square Meter No. Of Oysters No. Of Coralline Alga

1 0 6

0 15

0

4 8 8

5 0

6 78 0

7 104 0

8 15 0

60 0

10 10 0

11 10 0

1 5 0

1 0 0

14 0 0

15 0

16 0

17 4 0

18 1 0

1 0 0

0 0 0

Table and histogram showing the Abundance of Oysters and Coralline Alga within the line transect of 0m by 1m

CALCULATED ABUNDANCE OF OYSTER AND CORALLINE ALGA IN THE TOTAL VISIBLE ROCK PLATFORM AREA.

Field Diagrams of Coralline Alga and Oysters

Adaptations of Coralline Alga and Oysters to the Abiotic factors of the environment

FOOD WEB OF CORALLINE ALGA AND OYSTERS

Biomass pyramid for Coralline alga and oysters

Factors that affect the numbers of predators and prey population on the rock platform

Trophic Interactions on the rock platform

SHORT TERM AND LONG TERM CONSEQUENCES ON THE ECOSYSTEM OF SPECIES COMPETING FOR RESOURCES (1 page)

Impact of human activity on the ecosystem (1 page)

Assess the value of working independently and as a group (1/ a page)

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Honesty in othello

If you order your cheap essaysfrom our custom writing service you will receive a perfectly written assignment on honesty in othello. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality honesty in othello paper right on time.

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Othello and Honesty

Honesty is one of the most important factors in Othello. And although there is very little honesty actually present in the play the term is most commonly applied to Iago, who also happens to be the most dishonest character in Othello. Due partly to the other characters naivet', Iago is capable of manipulating, brainwashing, and molding the other characters to satisfy his need for revenge against Othello.

Iago would most commonly be referred to as dishonest, however beyond that he is also downright amoral and uses other's weaknesses to manipulate them into doing what he pleases. From the very beginning we see how Iago manipulates Roderigo by pretending he is looking out for his best interests in the matter of Othello's elopement with Desdemona. He makes Barbantio angry with Othello and Desdemona by telling him about their elopement then lying about the consummation of their relationship. He then leaves Roderigo to take responsibility for his (Iago's) actions. In the meantime he goes off to inform Othello that Roderigo is accountable for telling Barbantio about the relationship and saying horrible things about Othello. Iago later brings Roderigo back into his quest for revenge when he tries to get Cassio fired from the position that Iago originally wished to obtain. Although Cassio knows it is against his better judgement to drink, Iago manipulates him into getting drunk then stages a fight between Roderigo and Cassio. He even goes as far as to try to make Cassio look bad by telling Montano that he gets drunk regularly. Upon Iago's explanation of the situation Othello promptly fires Cassio from his position and Iago becomes more respected in Othello's eyes. Roderigo is a prime example of how Iago uses people to fulfil his desires. Iago convinces Roderigo that he could win Desdemona's love away from Othello and the only man that stands in the way is Cassio. In this way when he plans to humiliate Cassio it seems as if he is doing it to help out Roderigo when, in actuality, he is seeking revenge on Cassio for taking his position.

One of the main reasons Iago is so successful at manipulating others is because they are too guileless to realize that he is taking advantage of them. Cassio still comes to Iago for advice after Iago rats him out and gets him fired. He still trusts him enough to ask for advice on how to get his job back, the very job that Iago is responsible for making him lose. When Iago gives him this advice he is grateful and confident in Iago's honesty.

Cheap University Papers on honesty in othello

"You advise me well" (., line 0)

Iago is so sneaky he even manages to manipulate his wife into dishonesty. He incorporates Emily's participation into his plan to make Othello suspicious of Cassio and Desdemona's relationship. He also continuously tries to convince Emily to steal the handkerchief Othello gave to Desdemona. And when Desdemona drops the handkerchief Emily gives it to Iago without pursuing what he was going to use it for.

Iago is very clearly deceitful and sneaky. He talks about people behind their backs on more than one occasion and sometimes talks about them to their faces. When Cassio first comes to tell Othello that Barbantio and several soldiers are looking for him Othello goes into the house leaving Iago and Cassio outside together. Iago immediately seizes this opportunity and tells Cassio that Othello is sleeping with Desdemona. Although Iago gives Othello the impression that he is on his side when Barbantio, Roderigo, and the guards find Othello Iago says, "Roderigo!…I am for you" (1., line 5). Later when Roderigo looks to Iago for advice Iago comes off as a caring friend and as soon as he leaves he begins insulting him and commenting on his stupidity. However, the characters do not seem to notice Iago's dishonesty. On the contrary, they praise him for being so honest.

Iago pushes the idea of him being an honest man to the point where he brainwashes others into believing he is honest then uses it to his advantage. When plotting to break up a happy marriage or seeking revenge on others he uses phrases such as, "As honest as I am", "As I am an honest man", and "in the sincerity of love and honest kindness". None of these phrases portray the true feelings of Iago. In fact in Act I scene I he tells Roderigo of how only a fool acts honest and he suggests putting oneself before honesty, which is exactly what he does. Others begin to view Iago as an honest man, especially Othello. He is described by Othello as "a fellow of exceeding honesty", Cassio claims to never have met a Florentine so kind and honest. Desdemona tells Emily that Iago is an honest man and Othello feels that his honesty and love "doth mince" the matter of Cassio's being fired. In fact, Othello tells the governor that Iago is a man of honesty and trust and even puts his wife in Iago's hands while he is away. Iago uses this trust to his advantage.

"He holds me well, the better shall my purpose work on him" (1., lines 1-)

Iago uses Othello's trust to exact revenge upon him for not giving him the job he wanted and sleeping with his wife, which was actually an unlikely rumor that hadn't been proved.

Other characters in the play are not completely honest. Desdemona does not tell her father about her elopement with Othello, and Roderigo is always trying to steal Desdemona away from Othello. However, no one is as dishonest, amoral, and downright corrupt as Iago. Yet, oddly enough, Iago is praised for his honesty far more than any other character. Which shows the naivet' of the characters and the irony of the play.

Othello and Honesty

Honesty is one of the most important factors in Othello. And although there is very little honesty actually present in the play the term is most commonly applied to Iago, who also happens to be the most dishonest character in Othello. Due partly to the other characters naivet', Iago is capable of manipulating, brainwashing, and molding the other characters to satisfy his need for revenge against Othello.

Iago would most commonly be referred to as dishonest, however beyond that he is also downright amoral and uses other's weaknesses to manipulate them into doing what he pleases. From the very beginning we see how Iago manipulates Roderigo by pretending he is looking out for his best interests in the matter of Othello's elopement with Desdemona. He makes Barbantio angry with Othello and Desdemona by telling him about their elopement then lying about the consummation of their relationship. He then leaves Roderigo to take responsibility for his (Iago's) actions. In the meantime he goes off to inform Othello that Roderigo is accountable for telling Barbantio about the relationship and saying horrible things about Othello. Iago later brings Roderigo back into his quest for revenge when he tries to get Cassio fired from the position that Iago originally wished to obtain. Although Cassio knows it is against his better judgement to drink, Iago manipulates him into getting drunk then stages a fight between Roderigo and Cassio. He even goes as far as to try to make Cassio look bad by telling Montano that he gets drunk regularly. Upon Iago's explanation of the situation Othello promptly fires Cassio from his position and Iago becomes more respected in Othello's eyes. Roderigo is a prime example of how Iago uses people to fulfil his desires. Iago convinces Roderigo that he could win Desdemona's love away from Othello and the only man that stands in the way is Cassio. In this way when he plans to humiliate Cassio it seems as if he is doing it to help out Roderigo when, in actuality, he is seeking revenge on Cassio for taking his position.

One of the main reasons Iago is so successful at manipulating others is because they are too guileless to realize that he is taking advantage of them. Cassio still comes to Iago for advice after Iago rats him out and gets him fired. He still trusts him enough to ask for advice on how to get his job back, the very job that Iago is responsible for making him lose. When Iago gives him this advice he is grateful and confident in Iago's honesty.

"You advise me well" (., line 0)

Iago is so sneaky he even manages to manipulate his wife into dishonesty. He incorporates Emily's participation into his plan to make Othello suspicious of Cassio and Desdemona's relationship. He also continuously tries to convince Emily to steal the handkerchief Othello gave to Desdemona. And when Desdemona drops the handkerchief Emily gives it to Iago without pursuing what he was going to use it for.

Iago is very clearly deceitful and sneaky. He talks about people behind their backs on more than one occasion and sometimes talks about them to their faces. When Cassio first comes to tell Othello that Barbantio and several soldiers are looking for him Othello goes into the house leaving Iago and Cassio outside together. Iago immediately seizes this opportunity and tells Cassio that Othello is sleeping with Desdemona. Although Iago gives Othello the impression that he is on his side when Barbantio, Roderigo, and the guards find Othello Iago says, "Roderigo!…I am for you" (1., line 5). Later when Roderigo looks to Iago for advice Iago comes off as a caring friend and as soon as he leaves he begins insulting him and commenting on his stupidity. However, the characters do not seem to notice Iago's dishonesty. On the contrary, they praise him for being so honest.

Iago pushes the idea of him being an honest man to the point where he brainwashes others into believing he is honest then uses it to his advantage. When plotting to break up a happy marriage or seeking revenge on others he uses phrases such as, "As honest as I am", "As I am an honest man", and "in the sincerity of love and honest kindness". None of these phrases portray the true feelings of Iago. In fact in Act I scene I he tells Roderigo of how only a fool acts honest and he suggests putting oneself before honesty, which is exactly what he does. Others begin to view Iago as an honest man, especially Othello. He is described by Othello as "a fellow of exceeding honesty", Cassio claims to never have met a Florentine so kind and honest. Desdemona tells Emily that Iago is an honest man and Othello feels that his honesty and love "doth mince" the matter of Cassio's being fired. In fact, Othello tells the governor that Iago is a man of honesty and trust and even puts his wife in Iago's hands while he is away. Iago uses this trust to his advantage.

"He holds me well, the better shall my purpose work on him" (1., lines 1-)

Iago uses Othello's trust to exact revenge upon him for not giving him the job he wanted and sleeping with his wife, which was actually an unlikely rumor that hadn't been proved.

Other characters in the play are not completely honest. Desdemona does not tell her father about her elopement with Othello, and Roderigo is always trying to steal Desdemona away from Othello. However, no one is as dishonest, amoral, and downright corrupt as Iago. Yet, oddly enough, Iago is praised for his honesty far more than any other character. Which shows the naivet' of the characters and the irony of the play.

Please note that this sample paper on honesty in othello is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on honesty in othello, we are here to assist you. Your cheap custom research papers on honesty in othello will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment from cheap essay writing service and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Alcatraz Island

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Alcatraz Island has a very extensive history. Not only did the island serve as

a federal penitentiary, but was once the most powerful fort west of the Mississippi River.

The island rises 40 meters and 55m. long, a mile off San Francisco Bay. The island's strategic and isolated location made it an ideal defensive and disciplinary site. Alcatraz has housed convicts such as Al Capone, "Machine Gun" Kelly, and Robert "The Birdman." Since the "the Rock" has closed, over 14 million people have visited the island.

Discovered by Spanish explorer Lt. Juan de Ayala in 1775, the island was

Help with essay on Alcatraz Islanda barren sandstone rock inhabited only by seabirds. Lt. Ayala named the island "La isla de los Alcatraces," or "island of the pelicans." During 1848, California became U.S. property at the end of the Mexican-American War. Once gold was discovered in 184, the Gold Rush was on and San Francisco turned from a town of 00 occupants into a thriving city of thousands. Thus, more attention was brought upon the island.

During 185, Capt. Joseph Stewart and 86 men of Company H,

Third U.S. Artillery took command of Alcatraz. Over time, "the Rock" became a primary

fort to protect the coast from foreign invaders. By the late 1860's, Alcatraz was mounted

with 111 cannons with barracks and fortifications built. In 107, the island ceased being a fortress because of increasingly obsolete defenses and became Pacific Branch, U.S. Military Prison. The Army recognized that the island's cold 5F degree water and swift currents surrounding Alcatraz made it an ideal site for a prison. Over the next 50 years, additional cell blocks and buildings were erected to house over 600 prisoners. At various

times, "rebellious" American Indians were held on the island.

Because of the Great Depression of the 10's, the military budget was cut and Alcatraz was transferred to the Bureau of Prisons by 1. Alcatraz was meant to become a special prison for kidnappers, racketeers, and individuals guilty of predatory crimes. Segregation was sought, and the remote site kept communication with the outside world at a minimum. James A. Johnston, a retired 1 year worker with the California Department of Justice, was appointed warden of Alcatraz for the next 14 years.

What led Alcatraz to have such notoriety was the high profile it housed. "The Rock" housed Al Capone from 14 to 1. Capone managed to corrupt officers and enlisted several inmates as personal servants. Due to syphilis, he was transferred to FCI Terminal Island in January of 1. George "Machine Gun" Kelly was shipped to Alcatraz in September of 14, because he held a wealthy Oklahoma man for ransom. Guards considered him a model inmate and very gentle person. Kelly suffered a mild heart attack in 151 and was transferred to Leavenworth Penitentiary. Robert "the Birdman" Stroud was another popular prisoner of "the Rock." After shooting to death a bartender, Stroud was sent to Mcneil Island in 111. When he attacked a prison guard, he was transferred to Leavenworth. In 116, he once again attacked a prison guard by stabbing him in front of all the other inmates and thus killing him. Because of this, he was sentenced to death. Stroud wrote Mrs. Woodrow Wilson a letter and requested his sentence to be reduced. Eight days before his execution date, his sentence was commuted to life and transferred to Alcatraz. He got the nickname "the Birdman" from his keeping and studying of birds and Avian Diseases. In time, housing each inmate started to cost $100 per day. Plus, the prison was in need of repairs to keep Alcatraz up to date. On March 1, 16 the prison was closed due to cost effectiveness.

On November , 16, approximately 100 Indian people (about 80 of the Indians were UCLA students) boarded a charter boat, the Monte Cristo, to claim the island as their own. The "Indians of All Tribes" led by Richard Oakes, a Mohawk Indian, demanded that a cultural center, Indian University, and a museum to be established on the island. A council elected by the occupiers gave everyone who stayed on the island a job, ranging from security guards to cooking from day-care to laundry. The federal government insisted that the Indians leave but they prevailed. As student Indians began to return to school in 170, they were replaced by other urban Indians not involved in the original occupation. Oakes left the island after his 1 year old stepdaughter fell down a three stories down a stairwell to her death on January 5, 170. On June 10, 171 the final blow to the Indians occupation occurred. The federal government ordered FBI agents and special forces police to extract the 5 women, 4 children, and 6 unarmed men who were the only occupiers left of the island. Afterwards, 48 acres of land was returned to the Taos Indians, a Native American university was built near Davis, California, and many Native Americans were hired by federal agencies. The Alcatraz fiasco may have not been won by the Indians, but the event started a political movement that still continues today.

Alcatraz has faced a series of extensive events. The island and its buildings

have been through several uses. "The Rock" was once home to an army fortress and military prison more than a century ago. The island then became the well known federal penitentiary it is known for today. Most importantly, however, the Indians gained awareness for their people by non- violently claiming the island. This event gave way to the respect that Native Americans have now and are gaining every day.

Please note that this sample paper on Alcatraz Island is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Alcatraz Island, we are here to assist you. Your cheap research papers on Alcatraz Island will be written from scratch, so you do not have to worry about its originality.

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Character Comparison between Odyssey and O Brother Where Art Thou

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Did you know that the movie, "O Brother Where Art Thou" is based on Homer's

Odyssey? I didn't know that until I watched the movie. There are many similarities and

differences between the characters in the movie and in the book.

There was a Cyclops in both the movie and the book. The Cyclops in the movie is

Order Custom Character Comparison between Odyssey and O Brother Where Art Thou paper

a one-eyed Bible salesman named, Big Dan Teague. He lures them out to a remote

location under the pretext of talking business, then proceeds to beat them with a tree

branch. The Cyclops in the book is Polyphemus, the son of Poseidon. He eats a couple of

Odysseus's men. Odysseus taunted the monster from his ship, and Polyphemus invoked

the curse of his father, Poseidon.

There were Sirens in the movie and book as well. The Sirens in the movie are

three women who are bathing and washing their clothes in a seductive manner. They drug

Ulysses, Delmar, and Pete with some potion, while whispering to them, Go to sleep you

little baby… The Sirens in the book live on an island and their sweet singing lures

sailors to their doom. Odysseus bid the crew to cover their ears, while he himself was tied

to the mast, so that he might listen, yet not be seduced.

There was also a Poseidon in both. The Poseidon in the movie is Sheriff Cooley.

Sheriff Cooley is trying to catch up with Ulysses, Delmar, and Pete. The Sheriff will not

let them go free. In the book Polyphemus tells his father, Poseidon, to not let Odysseus

reach his home, (hence the gods enmity toward Odysseus). Poseidon does everything in

his power to reek havoc on Odysseus.

There are many similarities and differences between the characters in the movie

and in the book. I urge everyone to read the great Homeric epic, Odyssey, and watch "O

Brother Where Art Thou".

Please note that this sample paper on Character Comparison between Odyssey and O Brother Where Art Thou is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Character Comparison between Odyssey and O Brother Where Art Thou, we are here to assist you. Your research paper on Character Comparison between Odyssey and O Brother Where Art Thou will be written from scratch, so you do not have to worry about its originality.

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The Lesson by Toni Cade Bambara

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People come in and out of the life of a person each and every day leaving lasting memories and lessons learned. With these people the basis of a relationship is formed. A person's relationships, whether good or bad, affect their opinion, reveal truth, and teach life's confusing lessons. In the short story, "The Lesson," Toni Cade Bambara focuses on the relationships of a young indigent black girl, Sylvia, with her schoolteacher Ms. Moore, her best friend Sugar, and her fellow classmates to reveal the nature of economic inequality in American society while on a class trip to F.A.O. Schwarz, and expensive toy store.

As Sylvia encounters the material wealth represented by the toys, her anger becomes a cover-up for increasing feelings of envy, as she is the first to uncover the day's lesson. Initially reacting to Miss Moores teachings, Sylvia denies the importance and truth of her words "[when] she gets to the part about how we [the children] all poor and live in the slums, which I dont feature (08). Convinced Ms. Moore was only rubbing it in her face "that all of [the children] put together couldn't eat in a year what [the toy] sailboat costs," she disregarded Ms. Moore's questions refusing to give her the satisfaction that being inside was intimidating and quite bothersome. But once she compares her world with the excess she sees at the toy store, Sylvia admits she has no use

for the toys inside and that her parents' money would be better spent buying a new bed for her brothers or paying the rent. Its traumatic for a child to come to the realization that there are better things to play with yet they can't have them because they can't afford them.

For Sylvia, anything that elevates her awareness of her relative poverty is a threat. She resists consciousness of the new world by mocking and ridiculing other characters in the story that are dabbling with it. The other childrens interaction with Miss Moore makes her especially derisive. It is as though Miss Moore herself represents social consciousness, and the other kids who make observations in agreement with her are equally threatening. As a result of Ms. Moore's encouragement of class participation, Sugar, Sylvia's best friend, pushes Sylvia off of her foot with the following response for Ms. Moore "This is not much of a democracy if you ask me. Equal chance to pursue happiness means an equal crack at the dough don't it" (450)? With this refusal to obey Sylvia, Sugar has betrayed their friendship, breaking the promise to never reveal what they learned to Ms. Moore. Sugar has learned the day's lesson along with the other children and has made it publicly known she is aware of her own poverty. As a result of Sugar's internal revolution, Sylvia realizes she must relinquish her dictatorship in their relationship and that she and Sugar will now compete as equals, in their own democracy, in overcoming obstacles due to their poverty.

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For Sylvia, achieving class-consciousness is a painful enlightenment. For her to accept that she is underprivileged is shameful for her, and Sylvia would rather deny it than admit a wound to her pride ain't nobody gonna beat me at nuthin (451).

Please note that this sample paper on The Lesson by Toni Cade Bambara is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Lesson by Toni Cade Bambara, we are here to assist you. Your research paper on The Lesson by Toni Cade Bambara will be written from scratch, so you do not have to worry about its originality.

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Music

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Music. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Music paper right on time.

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Many organizations are designing and implementing new strategic management initiatives, such as reengineering (Hammer and Stanton, 14). Reengineering and other strategic management initiatives have become popular since the publication of Hammer and Champys (1) Reengineering the Corporation A Manifesto for Business Revolution. However, the cost management system has been almost completely ignored from the discussion. Activity-based management (ABM) is a modern cost accounting and management model that is consistent with the concepts of strategic management and reengineering. ABM is both an accurate cost accounting system and a performance improvement tool (Turney, 11). Like reengineering, ABM focuses on business processes, which are collections of activities or work that result in valuable output. The purpose of this paper is to describe the design and implementation of an ABM system. The design and implementation steps are applied to an actual organization.

Overview of activity-based management

Business process reengineering (BPR) is a management tool for redesigning business processes in order to obtain dramatic improvements in performance measures, such as cost and quality. The idea behind BPR is to fundamentally revise all aspects of performing activities, from a revision of strategic goals and operating objectives to an alteration of work methods. Under BPR, work should be focused on processes and not functional tasks. BPR begins with a clear mission statement and continues with a redesign of processes in line with the mission statement.

Activity-based management (ABM) is similar in nature to BPR but adds the analysis of the cost management system. ABM consists of two primary viewpoints a cost view and a process view. Under the cost view, ABM is a cost accounting system (called activity-based costing). It is a system that is used to more accurately determine the full costs of services and products. This system allows for the cost analysis of service activities (such as payroll accounting and duplicating), costs of core activities (such as production processes) and costs of products, services, and other cost objects.

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Under the process view, ABM is used to develop financial and non-financial performance indicators for the output of each activity center. The two viewpoints of ABM are summarized in Figure 1. The goal of the cost view is to determine the cost of a product or service, while the goal of the process view is to measure performance. The attractiveness of ABM is that the same information system accomplishes both goals.

The principles of ABM can be used for budgeting, performance evaluation, and resource allocation decisions. Like reengineering, ABM is more concerned with planning and controlling the various activities or processes of a company, rather than its functional tasks.

Under an ABM system, a two-stage process is utilized. Resource costs are first assigned to activities, and then activity costs are assigned to cost objects (see Figure 1). In the first stage, the ABM system is designed to trace costs to activities or processes (i.e. activity centers). All tasks or work performed that result in a valuable output are grouped together into an activity center. Using ABM, the costs of operating each activity center is determined and reported. In the second stage, the costs of activity centers are traced to cost objects (i.e. products, departments, divisions, customers, or other defined services). In both stages, cost drivers are utilized to assign costs. The cost drivers have a causal relationship between the activity and the cost object.

Designing and implementing the process of ABM

Implementation steps

The steps necessary for designing and implementing the process view of activity-based management are outlined below. The steps are based upon procedures espoused by Hammer and Champy (1) and Cooper et al. (1). The steps follow

1Develop a clear and succinct mission statement. What is the organizations raison dêtre?

Determine the core processes and the major cost objects. What are the processes that are central to the mission of the organization? What are the items to be ultimately costed?

Determine the supporting processes. What are the processes that sustain the core processes, such as certain administrative activities?

4Form the process teams. What teams should be in place to perform the core and supporting processes? As espoused by reengineering theory, the process teams essentially replace the old function-oriented departments. Each team consists of employees trained (or to be trained) to accomplish the activities within each process.

5Define the strategic objectives of each process. What are the long-term strategies and goals of each process?

6Set the major operating objectives of each process. How can the long-term strategies and goals be achieved?

7Identify the main activities in each process. What are the activities (work to be performed) that encompass each process? In ABM terminology, these are the activity centers.

8Develop key performance indicators for each process and activity. How should performance for each process and activity center be measured? The performance indicators may include both financial and non-financial measures.

Define the cost drivers for each activity. What is causing resources to be consumed by each activity and cost object?

10Take steps to ensure the acceptance of the new system. Employees must be oriented and trained to implement the new system and understand its output.

Implementing the new system a case study

To illustrate the design and implementation procedures of an ABM system, the results of an actual organization, a small college, are summarized. Prior ABM research discusses other industries besides higher education. For example, Cooper et al. (1) discuss the implementation strategies of ABM systems for eight companies five manufacturing entities, one distribution company, one financial services provider, and one energy company; however, they did not include a college or university nor did they relate the design steps to reengineering. Anotos (1) discusses ABM for not-for-profit organizations, but is not specifically related to higher education. Hammer and Champy (1) discuss the implementation of business process reengineering for several companies, but they did not include a discussion of the accounting systems. Hammer and Champys reengineering concepts were applied to higher education by the National Association of College and University Business Officers (14). However, the cost accounting system was ignored in this publication.

During the summer of 15, Hood College began to reengineer its work processes and to develop an activity-based management system. Hood College is a private institution of higher learning with undergraduate and graduate enrollments of approximately 1,100 and 00, respectively.

In July of 15, an ABM team was formed, consisting of four members from the faculty and three members from various supporting staff positions. The main charge of this team was to diagnose the existing processes and oversee the redesign and implementation. In preparation for this task, a process inventory was conducted by the team. This consisted of interviewing the head of every functional department on campus, from administrative departments, such as accounting, to academic departments, such as English and Communications. This information was utilized to determine the reporting structures and work processes that were in place.

The results of the ten-step design and implementation of the ABM system follow.

Step 1 the mission statement

Hood College prepares students to excel in meeting the personal, professional, and global challenges of the future. Hood is committed to the integration of the liberal arts and technology, to the exploration of values and community, and to the preparation of students for lives of responsibility and leadership.

Step the core processes and the cost objects

The ABM team determined which processes are central to achieving the mission of the college. This determination was made using various sources of information, such as a survey of the work processes, benchmarking, and individual interviews. Viewing students as the focal point of the college, the core processes are to attract, enroll and keep the students (the enrollment management process); to feed, shelter, and provide for the wellbeing of the students (the student life process); to educate the students (the education process), and to provide the students with a window to the outside world (the external relations process).

The team also determined the cost objects. In a manufacturing environment, the cost objects are normally products or customers. The analogy then is that the academic programs are the product and the students are the customers. Thus, there are two primary cost objects academic programs and students. There are over 0 academic programs at Hood College, including undergraduate, graduate, core, and honors programs. Each of these programs is considered a cost object. There are six classifications of students, including traditional-aged residential, full-time traditional-aged commuting, part-time traditional-aged commuting, full-time non-traditional-aged commuting, part-time non-traditional aged commuting, and graduate students. Each of these classifications is considered a cost object.

Step the supporting processes

The ABM team concluded as to which processes are absolutely necessary to support the core processes. That is, the team determined what processes must be in place to operate the core processes. With the core processes as the focal points, the key supporting processes are to gather, report, and provide information (the management information process), attract, hire, maintain, and release competent personnel (the human resources process), to finance the operations of the school (the financing process), to provide adequate facilities (i.e. the physical facilities process) and to adequately plan and control the strategies and operations of the college (the planning and control process).

Step 4 the process teams

One process team exists for each of the core and supporting processes; thus, there is an enrollment management team, a student life team, an education team, an external relations team, a human resources team, a management information systems team, a finance team, a physical facilities team, and a planning and control team. Except for the planning and control team, each team constitutes a stand alone team and includes a liaison member from each of the other teams. The planning and control team consists of a representative of each core process team, one member of a supporting process team, and the president of the college. Figure summarizes the processes and the process teams.

Step 5 the strategic objectives

Each of the process teams was charged with developing long-term goals and objectives. To illustrate the development of strategic objective, one of the process teams is selected - the physical facilities team. The strategic goal of this team is to develop a long-range, forward-thinking facilities plan to support the programs of the college. The team is to formulate plans, policies, and procedures pertaining to facilities development, allocation, and use. The team has four focal points space utilization and allocation, capital improvements, campus aesthetics, and maintenance.

Step 6 the operating objectives

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I guess

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Pearls have always held a great price to mankind, but no pearl had ever been earned at as high a cost to a person as Nathaniel Hawthorne's powerful heroine Hester Prynne. Her daughter Pearl, born into a Puritan prison in more ways than one, is an enigmatic character serving entirely as a vehicle for symbolism. From her introduction as an infant on her mother's scaffold of shame to the stormy zenith of the story, Pearl is an empathetic and intelligent child. Throughout the story she absorbs the hidden emotions of her mother and magnifies them for all to see, and asks questions nothing but a child's innocence permit her to ask, allowing Hawthorne to weave rich detail into The Scarlet Letter without making the story overly narrative. Pearl is the purest embodiment of literary symbolism. She is, at times, a vehicle for Hawthorne to express the irrational and translucent qualities of Hester and Dimmesdale's illicit bond, and at others a forceful reminder of her mother's sin. Pearl Prynne is her mother's most precious possession and her only reason to live, but also a priceless treasure purchased with her life. Pearl's strange beauty and deeply enigmatic qualities make her an extremely powerful symbol.

The product of Hester's sin and agony, Pearl was a painfully constant reminder of her mother's violation of the Seventh Commandment Thou shalt not commit adultery. Hester herself felt that Pearl was given to her not only as a blessing, but also as a punishment worse than death or ignominy. She is tormented by her daughter's childish teasing and endless questioning about the scarlet "A" and it's relation to Minister Dimmesdale. After Pearl had created a letter "A" on her own breast out of seaweed, she asks her mother, "But in good earnest, now, mother dear, what does this scarlet letter mean? and why dost thou wear it on thy bosom? and why does the minister keep his hand over his heart?" In saying this Pearl implies that she knows much, much more about the scarlet letter than she lets on. Throughout the conversation Pearl is impish and teasing, saying one thing and contradicting it soon after. She refuses to say just what she means, which makes it hard for Hester to give a straight reply. Hester is shocked that her playful daughter has led their conversation to the topic of the scarlet letter, and even more disturbed that she has assumed Hester's letter and Dimmesdale's habit of pressing his hand to his heart branch from the same issue. Pearl, in bringing this forbidden and painful subject about, unwittingly inflicts agony upon her hapless mother. Hester cannot tell her daughter what has passed between the minister and herself. Pearl symbolizes a hidden part of her mother that has not, and will never be exposed and therefore washed free of sin. Pearl was always drawn to the "A", and seemed to twist the symbolic knife in Hester's bosom every time she thought she was free of her weighty burden of sin by flippantly reminding her of the letter and the meaning it bore. Pearl is the only happiness in Hester Prynne's lonely life. Without a child to care for, teach, and love, Hester would have long ago given her soul and life over to evil. When town authorities, shocked at Pearl's apparent belief that she was plucked from a rose bush and not created by God, recommend she be taken from Hester and placed in a school, Hester responds "God gave me this child!...She is my happiness, she is my torture none the less! Pearl keeps me here in life!...Ye shall not take her! I will die first!" Hester understands that Pearl was God-given as a constant reminder of her sin, and that she is her only requited love and a friend that does not judge her by things past. Later, Hester comments that she would have "signed my name in the Black Man's book too, and that with mine own blood!" if they had taken Pearl from her. Her daughter is her only earthly salvation, as well as her only friend. Pearl is a blessing upon Hester in that her light-heartedness and seeming innocence allow her mother to forget about her troubles. To see Pearl playing on the beach and creating a fascinating world of her own is to allow Hester to momentarily throw off the shackles imposed on her by Puritan society and be truly happy. Another important symbol that makes up Pearl is her significance as Hester's only tie to Minister Dimmesdale, her partner in adultery. Pearl is imbued with an unearthly knowledge about the bond between her mother and the Minister. While this, in itself, frightens Hester, Pearl is all that she has of Dimmesdale and she treasures the girl for that. She is the one who repeatedly demands that he hold hands with Hester and herself in public and recognize them. Of course, this is the only thing that Dimmesdale can do to save himself from the misery of guilt, which only goes further to show that Pearl symbolizes the deep bond between Hester and the Minister. The Scarlet Letter overflows with masterfully wrought symbolism and representation, but Pearl Prynne is the purest and deepest symbol in the story. She was born not only out of utter sin, but out of the deepest and most absolute love imaginable. She serves as a messenger of God's salvation through pain, and as a symbol of all that is blissful and content in Hester Prynne's life. In the end, it is Pearl who kisses Arthur Dimmesdale as he lies dying on the scaffold, having admitted his sin. She breaks a spell that had lain over them in adultery and herself, the product of their sin, completing her service as a symbol of pain and hardship, but more importantly a symbol of love, salvation, and the deep bond between two lovers condemned by the strict decorum of the Puritan days.

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Gulliver's Travels The British Satire of Society Gulliver's Travels

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HE Author sets out as Captain of a Ship. His Men conspire against him, confine him a long Time to his Cabbin, set him on Shore in an unknown Land. He travels up into the Country. The Yahoos, a strange Sort of Animal, described. The Author meets two Houyhnhnms. Gulliver's Travels The British Satire of Society Gulliver's Travels

HE Author sets out as Captain of a Ship. His Men conspire against him, confine him a long Time to his Cabbin, set him on Shore in an unknown Land. He travels up into the Country. The Yahoos, a strange Sort of Animal, described. The Author meets two Houyhnhnms.

CHAP. II

HE Author conducted by a Houyhnhnm to his house. The House described. The Authors Reception. The Food of the Houyhnhnms. The Author in distress for Want of Meat, is at last relieved. His Manner of feeding in that Country.

CHAP. III

HE Author studious to learn the Language, the Houyhnhnm his Master assists in teaching him. The Language described. Several Houyhnhnms of Quality come out of Curiosity to see the Author. He gives his Master a short Account of his Voyage.

CHAP. IV

HE Houyhnhnms Notion of Truth and Falsehood. The Authors Discourse disapproved by his Master. The Author gives a more particular Account of himself, and the Accidents of his Voyage.

CHAP. V

HE Author, at his Masters Command, informs him of the State of England. The Causes of War among the princes of Europe. The Author begins to explain the English Constitution.

CHAP. VI.

Continuation of the State of England. The Character of a first Minister.

CHAP. VII.

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What are the advantages & disadvantages of senior managers formulating strategy?

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Disadvantages

„h Implementing strategy is not a straightforward process especially in public services industries. In higher education for example it has been argued that formulating strategies might require a fundamental shift in education values which would include a much greater awareness of the students as customers. It would require changes in the concepts adopted by this self regulating organisation. ¡¥The goals of higher education are concerned with process as outcome¡K..these goals are concerned with the intellectual development of individuals, manifested in person, social & economically-relevant attributes¡¦ (Robertson, 1, pg 41).

„h Another disadvantage is that by choosing the wrong strategy this can lead to a compromise in the service provided in an organisation where this attribute is essential. Richards & Rodrigues (1) argue that there are two types of strategies in public services

(1) Type A driven by central planning & control with implementation within tight specifications

Help with essay on What are the advantages & disadvantages of senior managers formulating strategy?() Type B driven by market considerations

The NHS has adopted strategy type A. More control is put in the hands of managers. This strategy is being used more and more because of the pursuit of efficiency & the need to curtail public expenditure.

„h Implementing strategy for major organisations can also be very complex, costly & time consuming

What are the advantages & disadvantages of senior managers formulating strategy?

Advantages

There are many advantages to managers formulating strategy, the benefits to organisations include

„h Creating a capacity to be proactive & respond positively to change in the environment (this is an essential factor in todays rapidly changing marketplace)

„h Optimising organisational performance & results (this means greater efficiency & potential increase in profits)

„h Identifying different strategic options (there are many different strategic options out there. By looking at stratewgic management managers may find strategies which are more relevant to their organisations needs than perhaps 1 they are using already)

„h Identifying & exploiting opportunities & threats (this can help predict problems & be more prepared for them before they happen)

„h Reducing bureaucracy & the duplication of work. (by doing this it can lead to a more happier & productive workforce. It can be achievied by implementing strategies such as job empowerment, job flexibility, increasing job scope, etc.)

„h Encourage forward thinking by the organisation as a whole (this can mean more of the organisation working as a whole & can reduce the ¡¥blame culture¡¦ which plagues many organisations today)

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