Water symbolize (the stone ang Essay Example For Students

Water symbolize (the stone ang Essay Water can symbolize many things throughout the novel. Whether it is in Manawaka, the Pacific Coast or Shadow point, what is constantly recognized in the number of times water is used. If one were to closely examine these situations, they would soon discover it’s symbolic importance. In the novel The Stone Angel, water is presented in the many fluctuations, in Hagar’s life. Hagar goes through many stages in her life, where water is represented but without it being physically present. Without the imagery of water, the story would be less effective and meaningful for the reader. When Hagar reaches Shadow Point, hungry and confused, she eats some food from her paper bag. She feels restored but is very thirsty because she forgot to bring water with her. â€Å"There’s no water-none. How has it happened? I’d give almost anything right now for a cup o tea.† (153, The Stone Angel) Hagar is mad at herself for not remembering to bring water with her. This shows how important water is for Hagar’s well being. When she wakes up the next day, she is wandering around and finds â€Å"A rusty and dinted bucket beside a shed has gathered the rain water for † (186, The Stone Angel) Hagar. This symbolizes a sign of hope and life since it is a known fact that man cannot live more than three days without water. At this point Hagar is feeling good about herself for being able to survive this long. We will write a custom essay on Water symbolize (the stone ang specifically for you for only $16.38 $13.9/page Order now When Hagar first gets to Shadow Point, she is desperate for water. Hagar â€Å"can’t drink seawater†, because â€Å"it meant to be poisonous.† (186, The Stone Angel) This shows that water is sort of a paradox. It is meant to do well but it can also do harm. When one reaches a point where they must have water but all that is available, is salt water, where it can do harm if one tries to drink it. It can also demoralize their hope. The novel states, â€Å"It was at dusk, all shapes and colors having turned grey and indefinite, that my brother Daniel, skating backward to show off for the girls, fell in.† (23, The Stone Angel) Hagar doesn’t really tell the pain she felt for losing her brother because she wasn’t really one to express her emotions. This is one of the lower points in Hagar’s life that shows how water can kill. After Hagar is found by Marvin and Doris, she is taken to the Hospital. Here she complains plenty about the condition s. When staying around Mrs. Jardine, Eva says, â€Å"Mercy, does my hair ever need a good wash.† (266, The Stone Angel) This just goes to show how little they wash at the hospital. When one in cleaned with water, they feel cleaner because they know that they smell and look fresher. Hagar goes on to say, â€Å"A person can’t give their hair a wash without permission.† (270, The Stone Angel) This is just like saying a person can’t look clean without permission in a hospital. This is depriving people of their need for cleanliness. Hagar needs to be clean in her own eyes because she is so concerned about what others think of her. In Hagar’s first night at Shadow Point, a light rain suddenly awakens her. The novel says,â€Å"Rain. I waken groggily in the darkness, and for a moment I wonder if Doris has been in yet to close my window. Then fumbling my way out of sleep, I realize where I am†¦.. A mild rain, fortunately, not like the thunderstorms we used to get on the prairies, when the lighting would rend the sky like an angry claw at the cloak of God.† (161, The Stone Angel)This represents spiritual baptism for Hagar because she has come to Shadow Point to get rid of all her troubles. It is just like she is being cleaned of all the sin she has committed. At this stage in her life, she feels stronger because the weight of her sin has been lifted off her shoulders. When Hagar is rescued by Murray Lees, it seems that she was taken off to heaven when she is taken to the

Free Essays on Hemmingway

Ernest Hemingway’s â€Å"A Clean Well-Lighted Place† takes place after 2 a.m. in a Spanish cafà © that employs two waiters, one old and one young. The only customer that is still in the cafà © is an old deaf man that is a frequent customer and is quite drunk. In the night (or early morning) in which this story takes place, the young waiter is in a hurry to get home to his wife. Although the cafà © is not closing, the young waiter lies to the old man saying that the cafà © is closed, and forces the deaf man to leave early. Following this incident, the older waiter protest the younger waiter’s actions by explaining why the old man spends so many evenings alone in the cafà ©. After the old waiter’s explanation, he relates himself to the old man and he too lives his life in much the same way because he too is lonely. The character of the older waiter and his response to the younger waiter’s treatment of the old deaf man as well as his account of hi s loneliness are major contributors to this story’s theme: ‘with age comes loneliness’. Although the characters of the deaf man and the young waiter are important parts of the story because they are personalities the older waiter uses to tell his account of his loneliness, the character of the older waiter contributes most to the overall theme. It is the older waiter whose point of view the narrator tells the story. By doing this, the old waiter’s deep feelings of loneliness become apparent. Hemingway chose this character to tell his story because this man is the transitional character of the three men. He is not yet an old man that must resort to suicide to escape his loneliness and he is no longer a young man that has a new wife and an entire life ahead of him. This in an ironic position because the old waiter can see the past, present and future of the social interactions of men. In the beginning of manhood there is love and anticipation and in the end there is only dread and sor... Free Essays on Hemmingway Free Essays on Hemmingway Ernest Hemingway’s â€Å"A Clean Well-Lighted Place† takes place after 2 a.m. in a Spanish cafà © that employs two waiters, one old and one young. The only customer that is still in the cafà © is an old deaf man that is a frequent customer and is quite drunk. In the night (or early morning) in which this story takes place, the young waiter is in a hurry to get home to his wife. Although the cafà © is not closing, the young waiter lies to the old man saying that the cafà © is closed, and forces the deaf man to leave early. Following this incident, the older waiter protest the younger waiter’s actions by explaining why the old man spends so many evenings alone in the cafà ©. After the old waiter’s explanation, he relates himself to the old man and he too lives his life in much the same way because he too is lonely. The character of the older waiter and his response to the younger waiter’s treatment of the old deaf man as well as his account of hi s loneliness are major contributors to this story’s theme: ‘with age comes loneliness’. Although the characters of the deaf man and the young waiter are important parts of the story because they are personalities the older waiter uses to tell his account of his loneliness, the character of the older waiter contributes most to the overall theme. It is the older waiter whose point of view the narrator tells the story. By doing this, the old waiter’s deep feelings of loneliness become apparent. Hemingway chose this character to tell his story because this man is the transitional character of the three men. He is not yet an old man that must resort to suicide to escape his loneliness and he is no longer a young man that has a new wife and an entire life ahead of him. This in an ironic position because the old waiter can see the past, present and future of the social interactions of men. In the beginning of manhood there is love and anticipation and in the end there is only dread and sor...

Corporate strategy Essay Example | Topics and Well Written Essays - 2500 words - 1

Corporate strategy - Essay Example rter’s Five Forces, PESTLE Analysis, SWOT Analysis and Stakeholder Analysis to obtain an in-depth idea regarding the opportunities of the company to prosper in its industry (Johnson & et. al., 2011). Cookson Group PLC is one of the world’s largest ‘materials science group’ which attempts to deliver advanced materials by facilitating innovative technologies to its customers all over the globe. Cookson operates through various branches located all over the world along with 15,500 employees covering more than 40 nations as its production zones and more than 100 countries as its marketing zones. Cookson can be observed to possess highly effective core competencies, which have certainly added to its efficient market position within the current market scenario (Cookson Group Plc, 2012; Wit & Meyer, 2010). Cookson offers its products in six categories; i.e., Joining technologies, surface Chemistries, steel flow control, foundry technologies, advanced factories and fused silica. Cookson is further recognized as one of the largest worldwide suppliers of materials used for PCBs assemblers and the packaging industry semi-conductors. This particular product line is also known as Alpha which is used basically to fasten electronic equipments such as semi-conductors and capacitors with bare boards in order to form essential electrical as well as physical connection among the boards and its devices (Cookson Group Plc, 2012). The product line of surface chemistries is one of the largest suppliers of ‘electro-plating chemicals’ to the international electronics, jewelries and automotive industries. This division is known as ‘Ethone’. This division is also quite popular in terms of technical innovation, where ‘Ethone’ has a track record regarding the delivery of ‘leading-edge’, facility of advanced technology within fabrication of semi-conductor which is demonstrated as ‘Via-Form multi-generation copper damascene portfolio’ (Cookson Group Plc,

Education for Indigenous Australians Essay Example | Topics and Well Written Essays - 2000 words

Education for Indigenous Australians - Essay Example AESOC (2008) reckons that the representation of students in other areas in vocational education and training is also something to write about even though with pinch of salt. Regardless of some remarkable milestones, educational stakeholders both in government agencies and the private sector have expressed concerns about the sluggish pace at which reforms have unfolded. Often, many indigenous students drop out of school while at quite an early age. This has been marked by the existing gaps in indigenous and non-indigenous Australians (AESOC, 2008). The government has however increasingly crafted policy interventions in favor of indigenous-specific intervention programs (Carol 2004). A number of leaders in Australia and elsewhere in the world are of the opinion that it is important to review school curriculum with a view to prepare students for further education and successful careers. Even more importantly is the notion that many schools should expand aims of learning in a manner that takes care of a more career oriented approach to education. This means the adoption of new strategies and expansion of career oriented approach to learning rather than just preparing students for University Education in Australia (Hudis 2001). Some high schools are re-organizing their curriculum around careers with the explicit view of aiding students for further education and putting more emphasis on careers with market angling to employment needs (Hudis 2004). Pundits have argued that some of the major bottlenecks of globalization that brought about the current economic crisis are found in the failure of governance in educational role at both the national and international levels in relation to educational policies and building up of sound economies based on realistic and sustainable education-based skills. Consequently, a grave focus has been put on relevant education coupled with factors such as effective educational policies that appreciate the dynamics of the global economy (Carol, 2004). Fazal et al. (2005) notes that educational policies have been affected a great deal. He states that various governments and their agencies, under the conditions of globalization, have been changing a number of things. These include not only the rationale for education but also getting actively involved in reconstructing the syllabi and approaches of teaching by being cognizant of factors such as technology e.g. the use of internet and other technological advancements in the world today. Largely, all these take into account the ever-changing aspects of international relations and globalization. Opportunities and Reasons for More Career Oriented Approach in Enhancing Academic Achievements of Students in the Market Place, both Globally and for Australians Interestingly, majority of school leaders have in recent past shown concern that in the communities, many educators, those in business leadership and parents are becoming worried that many high school graduates are increasingly falling below standards as far as responding to the needs of employers in the job market are concerned (ASI, 2003). Further, with no exception to Australia, the curre nt economic challenges have brought about the issue of employers looking workers with high-end skills rather than just education (Carol 2004). Through globalization, educational policies that appreciate the understanding of the global economy are being empathized. Education meets two basic levels: equality and social issues and skills demanded by employers. Accordingly, the concept of democratic level-headedness suggests the call for a system of education that facilitates socio-economic progress and appreciation of a culture of economic relevance, which can be used meaningfully to take part in communities’

Rise and fall of World Empires Term Paper Example | Topics and Well Written Essays - 1500 words

Rise and fall of World Empires - Term Paper Example Just like numerous other empires of its time, the Roman Empire relied heavily on agriculture to boost its economy. The empire owned large tracts of agricultural land that not only provided food for the urban population but which also offered employment to a large section of individuals in the empire. The surplus food gotten from the agricultural sector was used for trade with other nations in the region. In order to facilitate trade, an extensive road network was built in the region and this made the region to have one of the best transport infrastructures in the region. This infrastructure enabled commerce in the region to flourish something that led into the region’s economic stability (Maddison 12).  Ã‚   The Roman Empire trade and economic prosperity enhanced during the Pax Romana era, the empires well laid road and sea network made it ideal for merchants to go to every region belonging to the Roman Empire. However, this network was not stable since after the Pax Romana ended, merchants were no longer assured of their safety of their goods while in transit. The collapse of the Pax Romana and the expansion that they had engineered also brought to an end the loss of the loot that came out of the numerous conquests engineered by the emperor, and this in many ways accelerated the collapse of the emperor (Maddison 13).  Ã‚   In order to fund their operations, the different emperors would occasionally alter laws and come up with varied currencies something that brought chaos in the empire.  Ã‚  

Crisis and Emergency Intervention Treatment Options

Crisis and Emergency Intervention Treatment Options John C. Hemby Crisis and Emergency Intervention Tragedy in this day and age is commonplace. The same can be said of school violence and shootings in those schools. As a crisis worker, I need to become familiar with this issue and learn on how to help those who survive this ordeal. First, I will need to look at an incident and study it. I chose the incident at Virginia Tech on April 16, 2007. This is the deadliest shooting in U.S. History. There were 32 students and teachers to die by the hands of this killer. They were gunned down on the campus Virginia’s Polytechnic Institute and State University. The killer was a student that happened to go to that school. His name was Seung Hui Cho. He would be victim number 33, as he ended his life as police were closing in on him. (Worst U.S. Shooting Ever, n.d.). It started on the morning of April 16, 2007. Mr. Cho was 23 and majoring in English while at the school. He started his killing spree by murdering a female freshman and a male RA (resident assistant) in a dormitory before lea ving the building (Worst U.S. Shooting Ever, n.d.). The police soon came on the scene, however, were unaware of the shooter’s identity. Then at around 10 o’clock, Cho struck again; he was armed with a 9- millimeter and a 22- caliber pistol with an overwhelming amount of ammunition. He entered the classroom building and locked several of the doors behind him, preventing escape. Afterwards, he went into each classroom and began firing (Worst U.S. Shooting Ever, n.d.). After 10 minutes of continuous carnage, he took his own life. The incident’s death toll was 32 and 17 wounded. But that wasn’t the end of it; around two days later, NBC News received a package that Cho had sent. The package contained photos of him posing with his weapons and a video dialogue on which he ranted about killing those â€Å"wealthy brats† (Worst U.S. Shooting Ever, n.d.). The police were baffled by this incident. They could find no evidence that he targeted specifically anyone of his victims. Cho was born in South Korean and had moved to the United States with his family back in the 1990’s. The public also found out that his classmates described him as a loner, and had a long dated history with mental health issues. It was also later revealed that Cho had written a plethora of assignments that exhibited his aggressive and violent nature; to the point that his professors had some concern for his well-being, but nothing was done (Worst U.S. Shooting Ever, n.d.). Now that I have studied the material and summarized the incident, I can now give my assessment and courses of action. My assessment would have to be that the most people that would be traumatized by this are the wounded. They not only suffered physical trauma but mental anguish as well; those individuals should be treated mentally as soon as possible (Littleton, H. 2011). The secondary victims are the friends and family of those victims along with people that were on campus that day. They should be given an opportunity for counseling and or group therapy as well. The tertiary victims or third concern would be the personnel who were on the ground during that incident, whether they were police, ems or faculty (Littleton, H. 2011). These people already have access to mental health providers and I would touch base with their respective provider to see if there was any additional counseling assistance that they may need in order for their personnel to be back to normal. My courses of action are fairly simple. For the first concern, I would outline one on one counseling sessions with the 17 wounded. After my initial assessment of them, I would then see if they needed additional crisis counseling or if they didn’t, I would still give them my contact information just in case. For those that wanted additional assistance or that I felt that needed more counseling, I would go ahead and outline a treatment plan with them. The second group I would try and utilize group therapy. All of them have a connection to the first group, so that commonality would be a great place to start. Then, I would listen to their concerns or issues they might have. While listening to all of them, I would write down those that seem to have an issue coping with what they just experienced (Littleton, H. 2011). Those individuals would be then given my contact information so I may give them a proper assessment to see if they need one on one crisis counseling. The third group I wouldn’t be too concerned about as I had stated earlier, they have their own professional mental health providers. However, I would avail myself to them to see if they needed additional assistance and we would go from there if that were the case. I would like to do a one on one crisis intervention session with a survivor of the incident. These individuals seem like they would need the most help. According to the text, during any single-session intervention, the crisis worker must accomplish three pivotal or essential goals (Collins Collins, 2005). Those three goals are the victim or survivor’s personal safety, manage short-term master of the incident in order to keep moving on in life and lastly, the crisis worker must be able to show the individual there is help out there; whether its physical, mental or spiritual assets. However, this is difficult because a survivor usually has the hardest time to cope with what happened at the incident. The crisis intervention mod el seems appropriate to use in this situation. The first step is to empathize with the client’s ordeal, how they are feeling and support their decision in getting assistance or help. This could be done by letting them tell their story and listening intently (Collins Collins, 2005). Then, I would also ask how they felt during the incident and right at that moment. The second step involves safety in all aspects of the crisis. This is done by showing them that the crisis is over and that steps have been taken to ensure that the crisis wouldn’t happen again i.e. increased law enforcement on campus and training that involves resident assistants and college professors. I could also show the survivor that if they wanted to feel safer, they should take a self-defense class or carry a weapon of some kind. This produces a kind of empowerment and usefulness to the survivor, thus promoting their safety. The third step would be the most difficult, due to the fact that the survivor would have to recall certain situations. They would have to relive the moments leading up to the event and afterwards. This would take a while and it would be pivotal for me as a crisis worker to listen and be empathetic the whole time. When the survivor finally starts to open up, I would try my best to point out any feelings of paranoia or fears while trying to still listen (Collins Collins, 2005). If the survivor had divulged that they felt these issues, I would then ask them to take a step back and look at the event, if they could Then, I would ask if they could see if what they’re feeling is because of the shooter or if it’s just from the trauma and show them that they can deal with it. Afterwards, I would ask if there was anything else that happened if they felt comfortable enough to continuing on reliving the event. If the survivor chose to continue, they may learn something new that th ey hadn’t seen or realized before when retelling their story. The fourth step is to for this survivor is to start a discussion on making new plans. It would be at this point that I would ask the survivor on how they felt about going to another school in order to finish their degree, or just getting away from that university in general in order to get a new start. If the survivor liked that idea, I would ask how you would go about doing that and what resources do you have to make that a reality. I would also ask the survivor if they had any relatives or support systems that could help them move away and to start asking them for assistance. Afterwards, I would ask them to write down a pros and cons list of what would be better, to stay or leave (Collins Collins, 2005). Then, I’d have them tally it up and tell me what they really feel when that possibility could be made into a reality, that would it really help them move on from the crisis. The fifth step is for the survivor to implement any plans they have for the future in order for them to move on. This would also include any additional counseling sessions they may need or if they just wanted to check-in from time to time, that would be great as well. Throughout this last step, I would be empathetic and continue to tell the survivor whatever decision that they had made was a good choice in the right direction. Then, I would give the survivor my contact information so that the survivor could contact me when everything is settled. Lastly, if the survivor did want a follow-up meeting, I would then ask how they felt, how they were doing and if they were obtaining any of their goals that we had set out. Now that the one on one crisis intervention had passed, I would then focus on possible long term treatment goals for this survivor. A long term goal for this survivor is to ensure that they completed their education. This would be important to the survivor due to the fact that it would mean that the shooter did not deter them from their future plans in life. A second long term goal is to make sure that the survivor felt safe going anywhere at any time. This would prove that even though the world is a scary and eventful place, the survivor would be able to function in an open environment and not have any anxiety. A third goal is be able to forgive the shooter. The survivor must be able to forgive the shooter for his actions due to his mental instability. Unfortunately, the survivor cannot face the shooter but they can let them go and move on with their life. The plan’s outline would be something akin to the ongoing treatment plan in a crisis intervention model. The purpose of t he ongoing plan is to provide a guideline or process of rebuilding one’s life (Collins Collins, 2005). The first time I would meet with the survivor again after the crisis counseling is that I would try to get them to open up about what happened and observe to see if they were less apprehensive or emotionally distraught. They must be able to express themselves about what happened without too much emotional instability (Collins Collins, 2005). Then, it would be a confirmation that they had indeed moved on to the next chapter of their life. If the survivor was able to recall the event without too much emotional imbalance, I would move to the next part of the plan. The next step would be to see if the survivor had control of their life again. They must be able to enjoy life and do things that they want to do rather than be possessed by fear or anxiety. The following step is for the survivor to be able to recall what happened to them and they did in that event. The survivor must be able to see that it wasn’t their fault for being there at the wrong place at the wrong time; that it just happened (Collins Collins, 2005). They must be able to realize that the incident was tragic but random, not planned. The fourth step in the ongoing treatment plan is developmental. The survivor was unexpectedly dealt a serious blow when the event occurred. At the time that the shooting occurred, the survivor may have been idle and not moved forward with their life. The survivor must be able to show that they are moving forward with their life goals, i.e. completing their degree (Collins Collins, 2005). Lastly, this step is to see how the survivor’s support systems are doing. I would ask them how their family is and if they were seeing anyone in particular if they weren’t married. I would then ask about any external support syste m groups such as church or a specific group. According to the text, being able to fully reintegrate with your new surroundings is a great indicator of moving on after the crisis (Collins Collins, 2005). The expected outcome for the survivor looks good. I think they will be able to move on from this tragedy and be a stronger person because of it. Sometime after I had assisted the survivor, I would then debrief my coworkers and develop a self-plan and self-treatment plan so that I could mitigate the trauma exposure. According to the text, after a crisis or event subsides, a team member may need assistance in processing the experience and not be completely affected by it (Collins Collins, 2005). Essentially, the debriefing I would say would include all of the events prior to the intervention and during the intervention with the survivor. I would then divulge any emotional issues I was having and ask my coworkers for feedback on how I handled the situation and what could I do better the next time. The self-care plan entails having six steps or guidelines. As mental health specialists, we sometime think we know what’s best for us when it comes to certain issues. This would be what experts call â€Å"burden of knowledge†. We should look to our fellow crisis workers in order to assist us rather than trying to treat ourselves. After a crisis or traumatic event, sleep is the best ally. Studies show that people are more resilient to their trauma with a good night’s rest (Collins Collins, 2005). The third item is that nobody is perfect. There will be some issues that can cause stress and may also trigger that traumatic event’s memories to come flooding back. However, if you remember to use your own coping strategies, i.e. go for a run, you should be able to mitigate that issue. The next item in the plan entails being able to â€Å"ritualize† the work that you accomplished for that event. A suggestion for myself would be to start a journal, detailin g what happened prior to the crisis, during and afterwards, in order to keep perspective. The fifth detail in the plan is to being able to distance yourself from the work (Collins Collins, 2005). I find it refreshing if not spiritual, to go mountain climbing and look upon the horizon once you reach the summit. It helps put things in a certain order and allows me to be away from work, which was the cause of my distress. Lastly, I have to realize I’m not alone in this endeavor. There were other crisis workers present during that event. I’m sure if we got together and did a group therapy session, many of us would be relieved that we aren’t the only ones that experienced a side effect to those that we assisted during that time frame. In conclusion, I hope that my time with the survivor assisted them in moving on from the traumatic event; I’ll be fine due to my extensive training and the ability to distance myself from the person I’m trying to assist while maintaining professionalism and the ability to empathize. Unfortunately, these tragedies are now being more and more commonplace. Therefore, it is up to us as the mental health providers to step up to the challenge and assist those that need it most. References Collins, B. G., Collins T. M. (2005). Crisis and Trauma; Developmental-Ecological Intervention. Houghton Mifflin Publishing. Craig-Henderson, K. (2013). Youths who kill others in schools: What we know from the emerging field of research on school shootings. PsycCRITIQUES, 58(24) Retrieved from http://search.proquest.com/docview/1366574193?accountid=8289 Infoplease. (2008). Time line of recent worldwide school shootings. Retrieved May 17, 2008 from, http://www.infoplease.com/ipa/A0777958.html Littleton, H., PhD., Kumpula, M., M.A., Orcutt, H., PhD. (2011). Posttraumatic symptoms following a campus shooting: The role of psychosocial resource loss. Violence and Victims, 26(4), 461-76. Retrieved from http://search.proquest.com/docview/878895988?accountid=8289 Worst U.S. Shooting Ever- kills 33 on Va. campus. (n.d.). Retrieved September 9, 2014, from http://www.nbcnews.com/id/18134671/ns/us_news-crime_and_courts/t/worst-us shooting-ever-kills-va-campus/#.VBXHkhbDXmE

Apple’s Competitive Advantage Clearly Lies

Apple’s competitive advantage clearly lies in its organizational culture. However the leadership for maintaining the specific cultural orientation comes from Steve Job’s vision of the future direction of product development. Without his leadership, the company might not be in a position to develop products that will transform the market.This has been the core competency of the company. By transforming the market dynamics, the company has managed to create a market leadership position. Therefore new product development has been the critical success factor at Apple and the guiding force behind the success of this strategy has been Steve Job’s vision.Once he relinquishes his position, it is not clear whether Apple would be able to maintain its competitive advantage. In this respect, the issues of succession planning become relevant. If Apple is to make its competitive advantage sustainable, then it would have to develop the necessary human capital that would maintai n the company’s momentum in new product development.According to Michael Porter’s framework for strategy formulation, a business organization has three strategies at its disposal for developing a competitive advantage: differentiation, cost minimization and quick response.The problem with these strategies is that they cannot lead to the development of a sustainable competitive advantage because they can be easily copied by competitor organizations.However when it comes to the competitive advantage rooted in the organizational culture, then it becomes sustainable because the organizational culture in each company is unique, therefore the best practices in this regard may not be immediately transferable.This unique organizational culture at Apple has been created by Steve Jobs’ vision for the continuous improvement process. Essentially he is implementing the strategy of differentiation through a continuous process of new product development.However it is his leade rship which facilitates the continuous process of managing change which new product development entails. Therefore whether the company would survive Steve Jobs’ departure is a valid question.The general public is clearly of the opinion that Apple will lose its competitive advantage once Jobs no longer provides the creative force. The share prices of the company fluctuate depending on the health condition of the CEO. In order to boost public confidence, the management of the company should clearly develop its internal resources so that dependence on Steve Jobs’ leadership may be slowly diminished.However no matter how much of strategic human resource management the company practices, its glory days may be gone with the departure of Steve Jobs. His vision guided the product development strategies of the company and they were the core competencies of the company.Once this mental connect with the market is no longer there, the company may no longer be in a position to deve lop products that will draw an enthusiastic response from the market. Apple’s competitive advantage is based on reshaping markets and rethinking products to the core. The implementation of both these strategies has been driven by Steve Jobs’ vision.The critical need for Apple at the moment is to conduct a rigorous process of succession planning. The company needs to recruit manpower from external sources in order to maintain the innovative spirit of the company. The most important strategy for the company is to maintain the strategy of differentiation. However the innovative cultural orientation must be maintained.The management should therefore develop human capital accordingly. Employees must be made to see how their work links to the strategic focus of the company, so that they can be involved in the new product development process. In this respect, the importance of creative thinking must be stressed at all times.In this respect, the management has to invest in tra ining and development programs. Once the employees are involved in the decision making process, it will be enriched and as a result, the company will be able to maintain its momentum in continuing to develop revolutionary products.Dess, Gregory G., et al. (2007). Strategic Management: Creating Competitive Advantage. McGraw Hill/Irwin.

People Are Born with Disabilities Essay

Society has indicated that it is not concerned about people with disabilities. Mark Haddon’s novel The Curious Incident of the Dog in the Night Time, follows the theme of â€Å"sometimes people are born with disabilities but it’s communities that handicap them†. In the novel, the protagonist, Christopher, is put into challenging situations where people do not consider the fact that someone may be disabled. This causes misinterpretations of language and emotions that causes society to blindly handicap others without realizing the outcome. People do not consider the fact that someone may be disabled. Christopher does not like being touched; this is why he hit the police officer when the officer grabbed his arm. The â€Å"policeman looked at me for a little while without speaking. Then he said, â€Å"I’m arresting you for assaulting a police officer.† The officer did not know that Chris was disabled or that he did not like being touched. This is why he was in shock when Chris hit him and this left the officer no choice but to treat this as any criminal offence and arrest Christopher. Another incident occurred when Christopher went to the train station to go to London and live with his mother. He went onto the train tracks to catch his pet rat, Toby and a train was speeding towards Christopher so a man grabbed him and saved his life. Christopher says â€Å"And the man with the diamond pattern on his socks grabbed me by the shoulders, so I screamed.† Again, it is obvious that the man with the pattern ed socks was oblivious to the fact that Christopher was disabled. The man was right on his place as he was trying to save a boy that potentially could have been run over by a speeding train but he only made the situation worse by not understanding Christopher’s case. Through Christopher’s struggles of retaliating when being touched and the two people’s effort of trying to set things right with Christopher, it is obvious that society does not consider the fact that someone may be disabled. Some people have difficulty in understanding what people are saying and interpreting their emotions. Christopher has Asperger’s Syndrome, which causes problems with understanding speech and interpreting emotions. Christopher says, â€Å"I like dogs. You always know what a dog is thinking. It only has four moods. Happy, sad, cross and concentrating.† Christopher likes dogs as they only have basic moods that Christopher can understand. He prefers dogs rather than humans as humans are much more complex when it comes to emotions and their speech is also not specific and to-the-point like Christopher’s therefore it is not easily understandable. Christopher does not like it when people said things like â€Å"I’m going to hit the hay† because he does not know what it means. When the lady said to Chris that she was â€Å"going to hit the hay.† Christopher was confused as she was not clear about what she was saying and it was like an alien language to him. Christopher does not like similes or metaphors, as he believes that they are lies and the lady was talking using a metaphor. As Christopher helps himself by using graphics and emoticons and he takes everything literally, he experiences difficulty in understanding what people are saying and interpreting their emotions. The community and its’ people handicap others without understanding the outcome. An officer is interrogating Christopher and he says, â€Å"You seem very upset about this.† Christopher thinks to himself, he was asking too many questions and he was asking them too quickly. They were stacking up on my head like loaves at the factory where Uncle Terry works. It is obvious that Christopher has not been given enough time to process the given information. The officer only wants answers, he is not concerned about the stress that he is putting Christopher though and this causes Chris to not cope as well as he potentially could have. Christopher went onto a train and he did not know that there were toilets on trains and he said, â€Å"And then I wanted to go for a wee but I leaked a bit and wet my trousers. And the policeman looked at me and said, â€Å"oh, Christ, you’ve†¦Ã¢â‚¬  It is obvious that the officer is only looking at Christopher’s age and not pa ying attention to his predicament. Both of the officers did not attempt to understand Christopher’s feelings and his problems, rather, they thought deductively and blamed Christopher for not behaving as any ‘normal’ person would have and this is how the community and its’ people handicap others without understanding the outcome. It is obvious from the evidence above that the theme of â€Å"sometimes people are born with disabilities, but its communities that handicap them† is true as Christopher faces many challenging situations yet the community was not there to help him, rather, they handicapped him even more than he already was.

Marcus Cocceius Nerva, First of Romes Good Emperors

Marcus Cocceius Nerva, First of Rome's Good Emperors Marcus Cocceius Nerva (November 8, 30 CE–January 27, 98 CE) ruled Rome as emperor from 96–98 CE following the assassination of the much-hated Emperor Domitian. Nerva was the first of the five good emperors and was the first to adopt an heir who wasnt part of his biological family. Nerva had been a friend of the Flavians without children of his own. He built aqueducts, worked on the transport system, and built granaries to improve the food supply. Fast Facts: Marcus Cocceius Nerva Known For: Well-regarded and respected Roman emperorAlso Known As: Nerva, Nerva Caesar AugustusBorn: November 8, 30 CE in Narnia, Umbria part of the Roman EmpireParents: Marcus Cocceius Nerva and Sergia PlautillaDied: January 27, 98 CE at the Gardens of Sallust, RomePublished Works: Lyric poetryAwards and Honors:  Ornamenta Triumphalia for military serviceSpouse: NoneChildren: Marcus Ulpius Traianus, Trajan, the governor of Upper Germany (adopted)Notable Quote: â€Å"I have done nothing that would prevent me laying down the imperial office and returning to private life in safety.† Early Life Nerva was born November 8, 30 CE, in Narnia, Umbria, north of Rome. He came from a long line of Roman aristocrats: his great-grandfather M. Cocceius Nerva was consul in 36 CE, his grandfather was a well-known consul and friend of Emperor Tiberius, his mothers aunt was the great-granddaughter of Tiberius, and his great uncle was a negotiator for the emperor Octavian. While little is known of Nervas education or childhood, he did not become a military professional. He was, however, well known for his poetic writings. Early Career Nerva, following in his familys footsteps, pursued a political career. He became praetor-elect in 65 CE and became an advisor to Emperor Nero. He discovered and exposed a plot against Nero (the Pisonian conspiracy); his work on this issue was so significant that he received military triumphal honors (though not a member of the military). In addition, statues of his likeness were placed in the palace. Neros suicide in 68 led to a year of chaos sometimes called the Year of Four Emperors. In 69, as a result of unknown services rendered, Nerva became a consul under Emperor Vespasian. Though there are no records to support the assumption, it seems likely that Nerva continued as consul under Vespasians sons Titus and Domitian until the year 89 CE. Nerva as Emperor Domitian, as a result of conspiracies against him, had become a harsh and vengeful leader. On September 18, 96, he was assassinated in a palace conspiracy. Some historians speculate that Nerva may have been involved in the conspiracy. At the very least, it seems likely that he was aware of it. On the same day, the Senate proclaimed Nerva emperor. When appointed, Nerva was already well into his sixties and had health issues, so it was unlikely he would rule for long. In addition, he had no children, which raised questions about his successor; it may be that he was selected specifically because he would be able to handpick the next Roman emperor. The initial months of Nervas leadership focused on redressing Domitians wrongs. Statues of the former emperor were destroyed, and Nerva granted amnesty to many whom Domitian had exiled. Following tradition, he executed no senators but did, according to Cassius Dio, â€Å"put to death all the slaves and freedmen who conspired against their masters.† While many were satisfied with Nervas approach, the military remained loyal to Domitian, in part because of his generous pay. Members of the Praetorian Guard rebelled against Nerva, imprisoning him in the palace and demanding the release of Petronius and Parthenius, two of Domitians assassins. Nerva actually offered his own neck in exchange for those of the prisoners, but the military refused. Finally, the assassins were captured and executed, while Nerva was released. While Nerva retained power, his confidence was shaken. He spent much of the remainder of his 16-month reign attempting to stabilize the empire and ensure his own succession. Among his achievements were the dedication of a new forum, repairing roads, aqueducts, and the Colosseum, allotting land to the poor, reducing taxes imposed on Jews, instituting new laws limiting public games, and exercising greater oversight over the budget. Succession There is no record that Nerva married, and he had no biological children. His solution was to adopt a son, and he selected Marcus Ulpius Traianus, Trajan, the governor of Upper Germany. The adoption, which took place in October of 97, allowed Nerva to placate the army by selecting a military commander as his heir; at the same time, it allowed him to consolidate his leadership and take control of the provinces in the north. Trajan was the first of many adopted heirs, many of whom served Rome extremely well. In fact, Trajans own leadership is sometimes described as a golden age. Death Nerva had a stroke in January 98, and three weeks later he died. Trajan, his successor, had Nervas ashes put in the mausoleum of Augustus and asked the Senate to deify him. Legacy Nerva was the first of five emperors who oversaw the best days of the Roman Empire, as his leadership set the stage for this period of Roman glory. The other four good emperors were Trajan (98–117), Hadrian (117–138), Antoninus Pius (138–161), and Marcus Aurelius (161–180). Each of these emperors hand-selected his successor through adoption. During this period, the Roman Empire expanded to include the north of Britain as well as portions of Arabia and Mesopotamia. Roman civilization was at its height and a consistent form of government and culture expanded across the entire empire. At the same time, however, the government became increasingly centralized; while there were benefits to this approach, it also made Rome more vulnerable in the long run. Sources Dio, Cassius. Roman History by Cassius Dio published in Vol.  VIII of the Loeb Classical Library edition, 1925.The Editors of Encyclopaedia Britannica. â€Å"Nerva.† Encyclopà ¦dia Britannica.ï » ¿Wend, David. Nerva. An Online Encyclopedia of Roman Emperors.

Leprechauns Dont Play Basketball Essays - Irish Folklore, Fairies

Leprechauns Don't Play Basketball Essays - Irish Folklore, Fairies Leprechauns Don't Play Basketball January 6, 2000 Leprechauns Don't Play Basketball Debbie Dadey & Marcia Thornton Jones Letter #4 Dear Mrs. Schafer: The book Leprechauns Don't Play Basketball, is very good. It is about four kids that are trying to find out if their teacher is really a vampier and if their P.E. sub is really a leprechaun. Howies grandma is from Ireland, so he thought she would know a little about leprechauns. They find out that leprechauns can only be away for three days. Also, that the leprechauns stole a brooch from the vampier and then the vampier got it back, so now the leprechauns are trying to get the green brooch. Their teacher Mrs. Jeepers is the vampier who stole the green brooch and is wearing it around her neck, and Mr. O'Grady the P.E. sub is trying to get it. Finally, at the end he doesn't get it and leaves and he says that the school is not big enough for a leprechaun and a vampier. My reaction to this book was, I really thought it was good. I loved this book because it was easy to read and understand. I would recommend this book to people who like short books. My favorite part was when Howie and them were talking to his grandma. The author did not use any writting styles. My favorite character was Eddie. I liked the way he played all of his practical jokes. I think I would of reacted to the conflict the same, because I would of helped my homeroom teacher before my P.E. teacher.

A Scene in a Film Essay Example | Topics and Well Written Essays - 1000 words - 5

A Scene in a Film - Essay Example The anatomy of a scene is what comes in to separate the great film into becoming one that is amended in the collective consciousness of a person. Right from the outside looking in, a film comprises of a collection of many scenes that are subject to tie together. Several things help in elevating a film into becoming memorable. These may include having a great concept, a great cast, and a great screenplay. As a film writer, one requires to look at the collective scenes with objectivity and be able to know how he or she would tie it all together, thus be able to turn what may seem to be a loose connection of scenes into becoming a story. A great scene, from an individual view, is one that has the potential of highlighting itself to become the film’s greatest moment, together with having the ability to implement all the movie-making skills. This may entail employing the use of music, camera movements, acting, scripting, among many other defining roles. The key ingredient that defines a great film scene is having a striking and a cinematically beautiful image. In order to look at a movie from a critical perspective, there is a need for learning a little bit of the tools that filmmakers use in creating their products. Compared to the state of studying literature, one would require learning more about the methods of identifying similes, metaphors, and symbols. However, when it comes to studying literature, there is a need for identifying the cinematic techniques and theatrical elements and be able to learn how they may affect the audiences. These cinematic elements may include aspects of framing, angle, and camera movements while taking a shot, together with the sound and editing entailed in a film. The theatrical elements may entail aspects like costumes, props, sets, and the acting choice.  

Compare and contrast Pearl harbor Intelligence failure with Battle of Essay

Compare and contrast Pearl harbor Intelligence failure with Battle of midway intelligence success - Essay Example riority conflict between the battleship service and the carrier service departments in the US navy with each trying to reserve its independent identity. The carrier service, which had always been a subordinate to the battleship administration, was considered not very vital in naval strategy and there was a perception that an attack on Pearl Harbor was impossible. Unlike the Pearl Harbor attack, the Battle of Midway between Japanese and U.S found the United States prepared. However, the battle remained unpredictable until towards the end. In the attack that started on June 4 1942, the Japanese sought to capture the central pacific island of Midway, which was being used by the US as an airfield. The Japanese aimed to destroy the American fleet and use the island as their base. However due to Communications intelligence success, the United states Pacific fleet made a surprise attack on the Japanese sinking four of their carriers and losing one. This paper compares and contrasts the caus es of failure and success in the two battles. Prior to these attacks, there were clear signs of mistrust and suspicions by both Americans and Japanese. In addition, both Tokyo and Washington had been engaged in negotiations aimed preventing any event of war, but these later turned out as the strategies merely used to buy time as the military of the two nations put strategies in place. A clear sign of the inevitable war with Japan became evident when the American intelligence intercepted some sections of the Japanese diplomatic communications. Six messages wired from Tokyo to the Japanese embassy in Washington which communicated the deadline for the bilateral negotiations, and the consequences in case of the failure of the talks, should the US refuse to accept the terms so offered by Japan. For instance, â€Å"†¦and the messages illustrated the Tokyo’s fear or threat of rupture of the negotiations† (Lundstrom & John 2004). The other aspect of similarity is that during both the