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

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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.

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