My Favorite Movies

Today, I am going to talk about my favorite movies. I like to watch movies very much; especially I like foreign films lots than Japanese films, because I like to study foreign languages. I watch movies with English subtitle, and it is good how to learn English. Do you know the film titled â€Å"BIG FISH†? That is my best favorite movie. The story is human drama, and I can see the love between father and the son. And the story is not only human drama, but also fantasy. It is most beautiful story that I have ever seen. Every time I was questioned â€Å"what is your favorite movie? † I tell the story of this one. When I watch this movie, I feel my heart warming. Not only foreign films, I like the films made by Hayao Miyazaki. He is one of the most famous Japanese animator in the world. Every films that he made have some messages to the world. For example, he said â€Å"stop deforestation† in the film titled â€Å"the princess of mononoke. † And men characters that appear every film are all cool and good-looking. Also I can feel love in all films made by Hayao Miyazaki. He got an Academy Award in 2003 for the great film titled â€Å"Spirited Away. † That was the greatest achievements for him. But he always says that he never want to be a veteran. I am very impressed his words. And what the biggest point for his movie is everyone can enjoy the story even child, even adult. To watch movies is very good habit for us. Movies give us many impressions and knowledge. I want to watch a lot of movies through my life.

Chris Mccandless Essay

People travel into the wild prepared to face the worst; they do not want to encounter a deadly situation. The man in Jack London’s â€Å"To Build a Fire† went into the cold prepared for nothing, he felt that he was above nature and it could not affect him. Chris McCandless in Jon Krakauer’s â€Å"Into The Wild† went into the wild unprepared for the conditions he was about to face. As a person who read the writings of Jack London, his death seems somewhat ironic. â€Å"To Build a Fire† by Jack London brings out the irony even more, we see how London wrote and how it relates to how Chris died. Chris McCandless is a person who did not believe in rules of society. He believed that he was above rules. He even felt he could defeat nature; he went into the wild expecting to come out alive while he lived on what nature gave him. â€Å"Alaska has long been a magnet for dreamers and misfits, people who think the unsullied enormity of the Last Frontier will patch all the holes in their lives† (Krakauer, 6). This is exactly what Chris was trying to do when he went into the Alaskan wilderness. He wanted to escape the rules and suffering he faced in society. Jim Gallien recalled, â€Å"He wasn’t carrying anywhere near as much food and gear as you’d expect a guy to be carrying for that kind of trip† (Krakauer, 5). The man in â€Å"To Build a Fire† went to go meet his friends in the cold with nothing to protect him or keep him warm except the clothes on his back, and a dog that accompanied him. Chris and the man both went into the wilderness underprepared for the challenges they would face. Chris read Jack London throughout his life, he knew about his stories and this is how he learned about the beauty of the Alaskan wilderness, but as he read he should have also learned of the dangers. Even though he read these stories by Jack London he still went into the wild unprepared. Chris McCandless spent most of his life in a warm climate. He was born in California, grew up in Virginia, and went to college in Georgia. Chris has never experienced anything relatively close to the Alaskan climate. Through reading stories about people experiencing the Alaskan wilderness Chris should have learned about the dangers that people faced in the cold temperature. The man was not scared of the cold at all, he felt as if he was above it and ended up dying. This shows the dangers of undermining the climate of the north and Chris did the same. He tried to live off of the land that was barren. The man was not concerned with â€Å"the absence of sun from the sky, the tremendous cold, and the strangeness and weirdness of it all—made no impression on the man† (London). The man in â€Å"To Build a Fire† was a representation of rational thinking, and how people in society believe mankind is more powerful than the world. This thinking was evident in Chris’s life. He felt that he was above the laws of the government. He did what he wanted, â€Å"On December 2, he reached the Morelos Dam and the Mexican border. Worried that he would be denied entry because he was carrying no identification, he sneaked into Mexico by paddling through the dam’s open floodgates and shooting the spillway below† (Krakauer, 25). There are resemblances between the qualities of the man and Chris McCandless. Chris’s death was not ironic but the reason he died was ironic. To Build a Fire† is a story about a man who is a very rational thinker who died because he felt he was better than nature and it could not kill him, the dog he traveled with lived because it relied on instincts. Chris went into the wild with a mindset similar to this man’s mindset. This is what brought out the irony of Chris’s death, he was an avid reader of Jack London and by reading his stories he should have been able to conclude that in order to survive in this climate he needed to be more prepared for difficult situations than he was.

Eternal Sunshine of the Spotless Mind Essay Example | Topics and Well Written Essays - 500 words

Eternal Sunshine of the Spotless Mind - Essay Example This topic is important for analysis, because there are dramatic differences among viewers regarding the type of gender differences, the levels of gender inequality, and the amount of violence that is necessary to maintain both systems of difference and domination. The essay consists of introductory part with thesis statement, two body paragraphs and conclusion. Thesis A treatment of body images and gender relations unveils the social dynamics of modern culture based on sexual relations and a role of women as â€Å"sex objects†. The film under analysis has a unique complex structure that helps to impress viewers and create a personalized story message. The film employs reverse chronology structure that depicts relationships between Joel and Clementine in reverse order, from the most painful moments to happier times. This structure focuses on the sexual memories and emotions of the heroes and understand the essence of their relations. Unusual chronology affects viewers greatly making them active participants of the scenes and story telling. Clementine is depicted as a "sex-object" for Joel. This interpretation of society reflects low cultural norms based on longing and sexually oriented behavior of men. Through a complex interaction of identification processes, gender systems, and social institutions, gender differences of both characters are produced--typically in the form of a dichotomy that not only opposes masculinity to femininity but also translates these oppositional differences into gender hierarchy, the privileging of traits and activities defined as masculine over those defined as feminine.

Economics Research Paper Example | Topics and Well Written Essays - 1250 words

Economics - Research Paper Example Not just did it prompt the New Deal in America, however all the more fundamentally, it was an immediate reason for the ascent of fanaticism in Germany expediting World War II. 1. Stock Market Crash of 1929 Numerous accept mistakenly that stocks slam that happened on 29th, which is also known as the Black Tuesday, is the same thing as the Great Depression of 1929. In fact, this is one essential reason that further expedited the Great Depression. Two months after the definitive collision that took place in the month of October, stockholders had to let go of around $40 billion dollars (Walton and Rockoff). In spite of the fact that money markets started to recover some of its misfortunes, toward the conclusion of 1930, it simply was insufficient and America without a doubt entered what is known as the Great Depression. 2. American Economic Policy with Europe As organizations started coming up short, the legislature made the Smoot-Hawley Tariff in 1930 to help secure American organizatio ns. This charged a high assess for imports along these lines accelerating less exchange between America and remote nations on top of some budgetary striking back. 3. Bank Failures All around the 1930s over 9,000 banks fizzled. Bank stores were uninsured and accordingly as banks failed individuals essentially lost their investment funds. Surviving banks, unsure of the budgetary circumstance and concerned for their survival, quit being as eager to make new advances. This aggravated the circumstances expediting less and less uses (Cravens). 4. Reduction in Purchasing Across the Board With the stock exchange slam and the reasons for alarm of further monetary hardships, people from all classes quit acquiring things. This then prompted a lessening in the amount of things processed and in this way a decrease in the workforce. As individuals lost their employments, they were unable to stay aware of paying for things they had purchased through portion arranges and their things were repossess ed. More stock started to amass. The unemployment rate climbed above 25% which implied, obviously, even less using to help mitigate the budgetary circumstance (Walton and Rockoff). 5. Drought Conditions Whilst not an immediate reason for the Great Depression, the dry spell that took place in the Valley of Mississippi Valley in 1930 occurred at such an extent that numerous couldn't even pay their assessments or different obligations and needed to offer their ranches for no benefit to themselves. The zone was nicknamed "The Dust Bowl." 2) Why did the Great Depression last so long? In the wake of being a shut book for quite some time, economists have returned to the Great Depression utilizing later advancements as a part of monetary hypothesis and quantitative strategies. This new examination is amazing, as it uncovers that some parts of the Depression differentiate pointedly with long-standing descriptions (Walton and Rockoff). The routine perspective is that the Depression started as an arrangement mixture subsidence, which then turned into the Depression through saving money emergencies and the disappointment of the Federal Reserve to grow the cash supply. This view additionally contends that the recuperation from the Depression was on track until 1937, when the Fed raised bank hold necessities and President Roosevelt diminished financial boost. In any case the quick profundity and the constant span of the Depression are conflicting with conventional

Strategic Managment Assignment Example | Topics and Well Written Essays - 750 words

Strategic Managment - Assignment Example It involves the mission, vision and objectives of the company and also the policies and plans that are made to achieve these objectives. Strategic management helps the company to decide about allocating resources and plans in different programs and projects (Sadler, 2003). Our question asks us to discuss and analyse the strategic capabilities of HSBC and Oman International Bank during their merger in Oman. While applying a suitable theory from the strategic management context, we have selected the SWOT analysis framework for the given case study and in the following sections we will be discussing about the various strength, weakness, opportunity and threats aspect of these organizations. HSBC has operated in Oman since 1948 and has decided to merge its Oman branch with Oman international bank. Strategic capability and strength of HSBC in the merger can be stated as the opportunity the bank will get to invest $97.4 million additional capital in a key economy like Oman in gulf. As HSBC is present over there for 60 years in Oman thus they have recognized that this merger as a opportunity which will provide them with lots of opportunities in Oman. On the other side, OIB is the fifth largest bank is Oman who had gross assets of $3.2 billion at the end of December. The strength of the merger with HSBC Oman will provide the company with huge additional capital and the 60 years of operating experience of HSBC and the merger will not effect on the listing of OIB on Muscat Securities Market. The weakness of HSBC Oman before the merger is that HSBC has lack of opportunity and the weakness of OIB is that it is in the fifth position in the country and has lack of potential staffs. This merger will create the largest bank in Oman. Question 2 Identification and Critical evaluation of the change management style that I think is appropriate for the new organization Change management can be defined as an approach which is used in transitioning any team, company or any individual to change it in a desired state. It is a systematic approach which deals with the change from both side of a company and individual. Change management has different aspects which includes adapting the change, controlling change and effecting change (Anderson, 2010). From the aspect of this case, I will like to relate it with the view point of Kurt Lewin’s change management style. The theory is also known as the Unfreeze, Change, Freeze or refreezes (Liu, 2011). Unfreezing stage is the most important stage in change management. It indicates that the company should be ready to change. It involves the understanding regarding changes. The first step involves moving a department or individual or entire business organization towards the motivation that change is necessary to survive in this ever changing competitive environment. The second stage refers to the step towards transition. Because change is not event, it is a everyday process. Transition is the internal movement towards the change. It means the company is unfrozen and moving towards a new form. Strong skills and support is necessary in this stage in the form of training and guiding. Same in case of HSBC bank Oman SOAG, new company needs this change strategy to unfreeze itself to proceed

Hong Kongs Economy Research Paper Example | Topics and Well Written Essays - 1250 words

Hong Kongs Economy - Research Paper Example In 2006 alone, Hong Kong with its population of 6.857 million enjoyed the recognition of being the world's freest (1st of 155) economy (Heritage 2007: 205) for the thirteenth straight year, the 11th (of 125 countries) most competitive nation on earth (World Economic Forum 2006: xvii), the 6th richest economy in the world in terms of per capita GDP at current market prices (HKSAR 2007: 14), and the world's 2nd most competitive economy after the U.S. (IMD 2006: 7). Before going into a discussion of Hong Kong's economic statistics in the last ten years, it would be appropriate to summarize the main events that took place during the period which had noticeable effects on its economic performance. Shortly after the handover in July 1997, Hong Kong was caught in the middle of the Asian financial crisis that lasted until late 1998. As its economy rebounded, it was then hit by the global economic downturn in 2000-2001. By 2002, Hong Kong's economy was recovering with the rest of the world when it was hit by a health scare: fatal cases of Severe Acute Respiratory Syndrome (SARS) turned away tourists and led many skilled workers to leave. From 2004-2005, political problems related to pro-democracy strikes by locals created instability that led to the resignation of its Chief Executive, Tung Chee Hwa, who was into his second term of office. These events explain some of the movements in Hong Kong's economic indicators during the ten-year period. Nature of Hong Kong's Economy Hong Kong's economic performance in the last ten years can be better understood by reviewing briefly how its economy functions. Hong Kong was "developed" by its former British colonizers in the mid-19th century as a free port and evolved into the world's freest economy by the time of its handover in 1997. Its economy enjoys a liberal investment regime without trade barriers, no discrimination against overseas investors, free capital movement, an established rule of law, transparent regulations, low tax rates, a government that does not interfere with the private sector, allowing businessmen to do anything to make money within the law. Supported by world-class infrastructure (airport, seaports, road transport, energy, communications, housing, etc.) and highly-skilled labor from all over the world, Hong Kong is home to the regional offices of thousands of multinational corporations. Its main natural resources are its people, government policies, an ideal seaport, and location close to China. Hong Kong transformed its economy from one that was manufacturing-based and export-led after the communist takeover of China in 1949 into one that is now dominated by services - trading, legal and financial services, tourism, property ownership and development, and re-export of goods manufactured in China. Latest figures (in 2006) show that services accounted for over 90% of Hong Kong's Gross Domestic Product (GDP) of HK$ 1.47 trillion, and that this is even exceeded by the value of its goods (mostly re-exports from China) amounting to HK$ 5.07 trillion (HKSAR 2007: 20-24; Heritage 2007: 205-206). With the exchange rate at a rel atively stable level of HK$ 7.768 per U.S. Dollar (US$) in 2006, these figures translate into US$ 189.2 billion of GDP, a per capita income of US$ 27,598 and total annual trade of US$ 652.7 billion. Economic Indicators The following key economic indicato

Why Abortion is Wrong Assignment Example | Topics and Well Written Essays - 1250 words

Why Abortion is Wrong - Assignment Example As the paper outlines, abortion is justified on the basis of the opinion that a fetus is not a human being. There is no point thinking that a baby that is in the developing stage of becoming a complete human being is not a human. An embryo is just as human as its parents are. Won’t a proponent of abortion call a baby tomato a tomato because it is not full in size? He/she certainly will call that a tomato. It is nature’s decision that it has caused certain species to develop inside their mothers’ wombs e.g. animals and has allowed other species to develop on their own e.g. fruits and birds. A baby is not a baby only as long as the sperm has not mated with the ovum. It can be so said because individual sperms or eggs cannot develop on their own or multiply in the number of cells and grow unless the two fuse together and the commencement of the development process happens. The embryo should be considered a human because it has its own DNA right from the conception. It does not require any interference or help in order to grow into a human. It lives along with the mother. The mother does not have to exert at all in order to make the embryo grow into a human. Proponents of abortion claim that it is right to kill a fetus because it is not a human. Let’s assume for a moment that the fetus is not a human being only because it is not that developed.  According to such an inconsiderate and disrespectful definition of humanity, a boy with a crouch limping across the road is not a human being. Nothing can be a bigger blow to the sanctity of humanity than a belief in such a definition of humanity! Let’s look at the matter from the perspective of the well acknowledged and widely accepted theory of consequentialism. Consequentialism is a term used for all moral theories that judge the appropriateness of a decision from its consequences. According to the theory of consequentialism, if the consequences of a decision are good, the decision is right and vice versa. An act that is morally good will necessarily produce a favorable outcome. To abort a child gives pain to the fetus because a fetus has intelligence and it is alive. It can feel pain. Abortion gives pain to the fetus, which is the first bad outcome of the decision of abortion. Abortion may endanger the life of mother along with the child. Even if the mother’s life is not at stake, there are cases in which a woman loses her ability to bear children in the future after an abortion, which is the second bad outcome. Let’s suppose the child had to be aborted because if it was allowed to survive, it would have been a cause of embarrassment not only for the mother but for the whole family because the people would have come to know of the sinful act of the mother who had performed fornication outside marriage or before marriage. There is no reason to justify abortion in this case either because there are millions of married couples who could not have chil dren and would love to adopt. If an unwanted child gets adopted by voluntary parents, this consequence would be far better than the child getting aborted.

Syrian Civil War Essay Example | Topics and Well Written Essays - 250 words

Syrian Civil War - Essay Example The economy of the country is severely impacted as it is facing international isolation. Despite the strong ramifications of the war, both sides are adamant in their position and argue that their position is the right one. The FSA argues that it has a right to a democratic government. The government has not been elected by the people. Moreover, the government has been unable to provide the people with the promised economic and political improvement. The root cause of the uprising is unemployment, dictatorship, and corruption. The FSA point out that the government has been violent in the way that it has tried to curb the uprising. The millions of people who had died are mainly the innocent public. The Assad regime, on the other hand, argues that civil war is not the solution. The FSA has taken up a violent stance in the entire situation. The regime argues that the entire situation could have been approached in a more politically correct manner. The regime has no other option but to strike back. The government has not treated innocent people harshly. It is only the insurgents who had been punished and the government has to take a strong stance against civil war. In the personal-social context, the actions of the FSA can be looked from two perspectives. The actions of the FSA are wrong when considered to be taken for individual advantage but FSA is aiming for the improvement of the society. Even the government argues that it is not attacking FSA for personal reasons but to bring about peace in the region. The government here has a privilege over the people because it has power but then again it is also at a disadvantage because it has been criticized for misusing its power. The privilege of power comes with a disadvantage of becoming

Best Practices for Human Services Delivery Essay Example for Free

Best Practices for Human Services Delivery Essay The delivery of human services is one venture that organizations can not embark on blindly. It requires key competencies especially on the part of the staff charged with the responsibility of delivering these essential services. It is a task that also requires active participation of key stakeholders, which are basically the population and the agency. When delivering the services, the agencies concerned need to put in to consideration the views of the population. In fact, the population should be involved in the entire process of service delivery, from conception of the idea to implementation. By involving the population, it shows that the agency appreciates their contribution and value of population participatory in the process of service delivery. As a consequence, the population becomes trustworthy partners proud to be identified and associated with the agency and its services. It should be appreciated that the success of the agency in this service delivery solely depends on the response of the population. Indeed, the role of the population can not be overstated. Before the organization embarks on any service delivery, Katherine and Ellen (2009) argue that knowledge about the background of the population is vital. In the modern society, most populations are diverse. It is important that any agency understands all aspect of the population to avoid making mistakes unknowingly. One very important aspect is the competence of the agency. The staff of the agency needs to have basic skills that are vital in service delivery. Lack of skills puts the quality of the agency’s performance at stake. This is then reflected in the results of the delivery. Poor results not only have a negative impact on the image of the agency, but also threaten the future of the organization. It is unlikely that an organization whose performance is poor would get any future reference or even contracts. Besides, the agency delivering such services needs to be well endowed with adequate resources. These include money, time and knowhow (Katherine Ellen, 2009). These resources are mandatory for any success to be accomplished. They enable the agencies to finish their tasks in timely manner. In addition, they also affect the quality of service delivery. Quality and timely service delivery boosts the confidence of the population in the performance of the agency. This then ensures future growth and population confidence with the agency as contracts can be renewed and secured. Katherine and Ellen (2009) affirm that for any service delivery to be successful, trust is of essence. This should be mutual. They also argue that building trust of a diverse population can be a tricky affair. They suggest that agencies should draw part of their staff from the population. They argue that the agency may not be aware of part of the cultural expectations of the population. Besides, they may not understand the local language, a tool that is very basic in as far as communication is concerned. Poor communication system impacts directly on service delivery as misunderstandings are bound to occur. The agency should also respect the culture of the population in order to successfully deliver its services. Cultures tend to vary considerably and it is important that the agency understands every bit of the population’s culture. For instance, some populations prescribe different dress code for different persons. Although this may not be an issue in an urban population, it is highly significant in a rural setting. Contravening such may negatively impact on service delivery. In extreme cases, the service delivery may even be halted Conclusion The delivery of human services can be a very sensitive process. Utmost care need to be taken to ensure that the population approves of the agency’s performance. This will enable the agency to carry out its activities with ease, all for the benefit of the population. Above all, the agency should market its brand to the population to gain aspect of positive association.

Consider how and why Shakespeare Essay Example for Free

Consider how and why Shakespeare Essay Consider how and why Shakespeare uses natural images in Sonnet XVIII, Shall I compare thee and act two, scene two, of Romeo and Juliet. In my coursework I am going to analyse two works of Shakespeare, these will be Sonnet XVIII and Romeo and Juliet. Both of these poems show share similarities, the main one being the theme love. In Sonnet XVIII, a man is talking about a woman, and is trying to find a comparison to her, that will do her beauty justice, whilst Romeo and Juliet follows a love story, between these two characters, it is a romantic play, which ends in tragedy. Another shared feature of both plays is Shakespeares use of Natural Imagery. This is a technique that is often used by writers, and is a favoured method of writing used by Shakespeare. Natural imagery is used in writing for description and/or comparison. In these two instances, it compares characters and feelings to that of nature. In Shakespeares era, nature was enjoyed by most people, as it was all around them it was something that everybody understood, Shakespeare used natural imagery as something that people could relate to they knew that the Sun was warm, that the night was mystical, and that fire was passionate, therefore if something or someone was compared to one of these, they knew exactly what was meant. Act two, scene two in Romeo and Juliet is set in Capulets orchard. This setting is full of natural beauty plants, flowers, insects this reflects Romeo and Juliets natural love for each other. When he enters into the orchard, he talks about Juliet; he says that Juliet is the Sun. This is the first of many natural images within this scene. His comparison of her to the Sun shows very strong feelings the Sun is essential to life, it gives light and warmth to the world Romeo is saying that without Juliet, he could not live and that she is the light of his life. Stars are an amazing part of nature; they light up the night skies, they are bright and beautiful. Romeo compares Juliets eyes to Two of the fairest stars in all the heaven. This describes the beauty of her eyes, how they are bright and vivid. The way that stars give light also describes his illuminate feelings for her. Stars also were thought to speak to people (Astrology). Romeo feels that Juliets eyes are so beautiful and complex that they tell him a story of love and passion. O speak again, bright angel. Romeo refers to Juliet. This statement is very ironic. Romeo states this as a positive comparison angels are beautiful, they are angelic. They show immortality, just like his love for her. However, the bright angel that he speaks of, is Gods bright angel, named Lucipher, this bright angel fell from heaven to hell, just as Juliet will fall from life, or love, to death. Whilst on the balcony, Juliet is talking about her love for Romeo, but how he is a Montague. She says how a name is only a name, and not a person. That which we call a rose by any other word would smell as sweet. A rose is a beautiful flower; it both looks beautiful and smells sweet. This natural image shows Juliets feelings for Romeo he is beautiful, calm and kind. With this comparison the audience can relate more towards how Juliet feels, and her way of thinking, that Romeo is the same, loving person, whatever his name may be. However this comparison is also an example of dramatic irony. A rose is born; it flourishes with beauty, but then withers and dies; just like their love, at this point there love is just being born, but by the end of the play they die. The audience are aware of a tragedy in the end of this play, as the prologue suggests this, however at this point the characters are completely oblivious to this. At the opening of this scene, the envious moon is portrayed as a negative thing (the Sun is much more beautiful than the Moon, and only the Sun can conquer the Moon, by spreading light onto the night). At this point in the scene, the moon is again described negatively. Romeo tries to swear by the moon of his love for her. However Juliet then speaks, O swear not by the moon, th inconstant moon. The moon is forever changing; Juliet wants their love for each other to stay the same; they are already feeling true love for each other, why would they want that to change? Juliet now speaks of how quick their meeting has been, too like the lightening, she describes it as. Lightening is quick but beautiful, just like their meeting. It is also bright and powerful, like their love for each other. However lightning also symbolises danger, it is destructive, just like their relationship. The meeting that they have just had is the beginning of all of this: they declare their love for each other and so the destruction of their lives begins, their love is quick but beautiful. Juliets comparison to the meeting is more accurate than she thinks, again showing dramatic irony. On their parting, Juliet compares Romeo and their love like a wantons bird, this is a caged bird, reflecting how their love should be freed, and how it is forbidden. She goes on to say that were Romeo a bird she would kill thee with much cherishing. This statement is incredibly ironic and foreshadows events, as their love for each other does end up in killing them both. Romeo then says to Juliet, Sleep dwell upon thine eyes,. This again foreshadows events that are to come. Romeo is wishing Juliet to go to sleep. This is ironic as Juliets sleep later on in the play ends in the suicide of Romeo. In Sonnet XVIII, the narrator of the poem is trying to compare a beautiful woman to something that will do her justice. He begins to compare her to a summers day, but then realises that she is much better than that. The initial comparison to a summers day is the first and most obvious example of natural imagery summer is beautiful and warm, much like the woman he speaks of. He goes on to say how Rough windes do shake the darling buds of Maie. This shows how summer is vulnerable, the woman is not. The word buds also represents new life, or new love. Shakespeare then goes on to describe the negative aspects of summer, lease hath all to short a date. This states how summer is short it begins and ends. The womans beauty is ongoing, it does not begin, nor end, it is eternal. The sun is now personified, to make it easier for the audience to compare it to the woman; it is described as the eye of heaven, with often is his gold complexion dimd. This presents another difference of the woman to the sun the sun brightens and dims but, once again, the womans beauty is constant, it is forever the same. The word gold in this phrase also symbolises wealth and beauty, much like the woman. Nor shall death brag though wandrst in his shade, The writer has previously stated how her beauty is immortal, it will defeat death. In this line the write personifies death wandrst in his shade. This makes the task of defeating death seem much easier if death is actually mortal. The final two lines, which are also a rhyming couplet, are like a conclusion to the poem and the writers thoughts. He explains how her beauty is immortalised through the poem. So long lives this, and gives life to thee. The word this within the line is once again, personification, this time of the poem itself. It is stating that the womans beauty has been trapped and kept alive within the poem. The personification of the poem makes it much easier for the audience to understand how her beauty is immortalised through it if the poem lives, so does the womans beauty. To conclude, I have found a lot of natural imagery in both of the works that I have read. In Romeo and Juliet, the natural imagery is used mainly to compare the feelings they have for each other to nature. However, the way it is used is very ironic almost every use of natural imagery has a double meaning, e. g. Rose, Juliet means this to be beautiful, however it also shows how, just like a rose, their love will begin, flourish, and eventually die. At the time of the meeting that Romeo and Juliet have, they are not aware of the tragedy that is about to occur. In Sonnet XVIII, the natural imagery is used to compare beauty. It is used to show how beautiful the woman is, as she is portrayed better than nature, or a summers day. This poem seems to be negative throughout, but is, in fact, just reflecting upon how beautiful the woman in the poem actually is. I can see from both of these texts that natural imagery is an effective way to describe thoughts, feelings, and things. The audience of the time would have easily been able to relate to each of the natural images that Shakespeare presented to them.

Background Of Language Learning Strategies English Language Essay

Background Of Language Learning Strategies English Language Essay This chapter covers the background of language learning strategies (LLS), the literature review including the definitions of key terms, classifications of LLS, the characteristics of LLS, the factors influencing the choice of LLS, evidences from previous research studies, the teachers role in LLS training, and theoretical concepts. 2.1 Background of Language Learning Strategies Research on language learning strategies has been conducted since the 1960s. Williams and Burden (1997, p. 149) stated that developments in cognitive psychology influenced much of research done on language learning strategies. In most of the research on language learning strategies, the principal concern has been on identifying what good language learners report they do to learn a second or foreign language, or, in some cases, are observed doing while learning a second or foreign language (Rubin Wenden 1987, p. 19). In 1966, Carton published The Method of Inference in Foreign Language Study, which was the initial effort to describe second language learners strategies. Then in 1971, Rubin began to conduct research regarding the strategies of successful learners and affirmed that, once acknowledged, such strategies could be made available to less successful learners. Rubin (1975) categorized strategies in terms of processes contributing directly or indirectly to language learning. Won g-Fillmore (1976), Tarone (1977), Naiman et al. (1978), Bialystok (1979), Cohen and Aphek (1981), Wenden (1982), Chamot and OMalley (1987), Politzer and McGroarty (1985), Conti and Kolsody (1997), and many others have also researched strategies employed by language learners during foreign language learning. 2.2 Literature Review 2.2.1 Defining concepts There have been many researchers trying to give a definition of the term language learning strategies. In the ancient Greek language, Strategy = strategia means generalship or the knack of fighting (Yi et al., 2007). In a more precise intelligence, strategy entails the most favourable supervision of troops, ships or aircraft in a designed operation while tactic is diverse, but is associated with sub-strategies which are the apparatus to accomplish the achievement of strategies. In non-military settings, the concept of strategy has been applied to the non-adversarial situations, where it has come to imply an arrangement, movement or an act is used for attaining a detailed purpose (Oxford, 1990). Oxford (1990) stated that strategies are particularly important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence (p. 1). Because they are very noteworthy, learning strategies have been broadly employe d in the learning field. Many researchers have tried to give definitions to language learning strategy using different terms and different concepts of their own which will be discussed in the following paragraphs. Many researchers have conceptualised variously the term language learning strategies. Strategy originates from ancient Greek language strategia, which implies fighting capability (Yi et al., 2007). Regarding military field, strategy is fundamental to troop surveillance, while tactic is a tool to achieve the strategic goal. Apart from militarism, strategy has been defined as preparedness to accomplish a target (Oxford, 1990). To develop communicative competence, strategies are indispensable to language learning (Oxford, 1990, p.1). For this reason, most researchers have viewed language learning strategy diversely as follows. Schemeck (1988) defined strategy as the performance of a set of actions (tactics) for accomplishing some goal and learning strategy as a chain of actions for accomplishing learning (p. 5). Weinstein and Mayer (1986) explained that learning strategies are behaviours and thoughts that a learner engages in during learning and that are projected to persuade the learners encoding process (p. 315). More specifically, Rigney (1978) gave a definition of a learning strategy as cognitive strategy which is used to indicate operations and procedures that the student may use to acquire, retain, and retrieve different kinds of knowledge and performance (p. 165). Rubin (1975) defined strategies as the techniques or devices, which a learner may use to acquire knowledge (p. 43). Later, Rubin (1981) did a study to discover cognitive strategies in second language learning and got to know the distinction between direct and indirect language learning strategies. In 1987, Rubin proposed language learning strategies as strategies which lead to the improvement of the language structure which the learner builds and which shapes learning from then on (p. 23). She also recommended that language learning strategies consist of any set of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval and use of information (p. 19). Bialystock (1978) defined learning strategies as optional means for exploiting available information to improve competence in a second language (p. 71). He then identified four kinds of language learning strategies: (a) formal practising; (b) functional practising; (c) monitoring; and (d) inferencing. According to OMalley et al. (1985), language learning strategies have been broadly defined as any set of operations or steps used by a learner that will facilitate the acquisition, storage, retrieval or use of information (p. 23). In this study, they classified twenty-six strategies into three subgroups: metacognitive, cognitive, and social-affective. In the same way, Chamot (1987) said learning strategies are techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information (p. 71). She proposed that some language learning strategies are observable, but some may not be. In a cognitive perspect ive, OMalley and Chamot thought of language learning strategies as the special thoughts or behaviours that individuals used to help them comprehend, learn, or retain new information (p. 1). Nisbet (1986) gave another explanation of language learning strategies as always determined and goal-oriented, but perhaps not always accepted at a conscious or deliberate level. They can be long-lasting or so speedy in implementation that it is unfeasible for the learner to bring back, recall or even be responsive that one has utilized a strategy (p. 25). Oxford and Crookall (1989) defined language learning strategies as steps taken by the learner to aid the acquisition, storage, and retrieval of information (p. 404). They noted that strategies may be used consciously but they can also become habitual and automatic with practice. Similarly, Oxford (1990) claimed that learning strategies are steps taken by students to enhance their own learning (p. 1), and she said they were specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations (p. 8). Scrella Oxford (1992) found that learnin g strategies were specific actions, behaviours, steps, or techniques-such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task-used by students to enhance their own learning (p. 63). MacIntyre (1994) argued that the term strategy implied active planning in pursuit of some goal, which was not something that would automatically occur. He emphasised the learners deliberate action of language learning strategies. He provided a different perspective of defining language learning strategies as the actions chosen by language students that are intended to facilitate language acquisition and communication (p. 190). The definition focuses more on learners intention and choice in using language learning strategies. In 1999, Nunan gave the definition of learning strategies as mental and communicative procedures learners use in order to learn and use language (p. 171). Four researchers, Chamot, Barnhadt, El-Dinary Rubbins (1999), defined learning strategies as the thoughts and actions engaged in, consciously or not, to learn new information (p. 1). Lastly, Hall (2001) referred learning strategies to goal-directed actions that were used by learners to mediate their own learni ng (p. 92). Researchers have recognized and illustrated language learning strategies which language learners use when they process new information and perform responsibilities (Hismanoglu, 2000). In the subsequent section, how different researchers have classified language learning strategies will be shortly summarized. Language learners should know exactly the strategies to be used in order to improve their achievement. Cohen, Weaver, Li (1996) argued that: Strategies for language learning and language use have been receiving ever-growing attention in the areas of foreign language teaching and learning (Oxford 1990, Cohen 1990, OMalley Chamot 1990, Wenden 1991, Brown 1991, Rubin Thompson 1994, Mendelsohn 1994, Mc Donough 1995). It is fair to say that language educators in many different contexts have been seeking ways to help students become more successful in their efforts to learn and communicate in foreign languages. The application of foreign language learning and use strategies is viewed as one vehicle for promoting greater success. A strategy is considered to be effective if it provides positive support to the students in their attempts to learn or use the foreign language. (p. 3) The Qualifications and Curriculum Development Agency (2009) defines successful learners as: people who own essential literate learning skills, numeracy and information and technology of communication. people who have good sense of creativity, are resourceful in identifying and problem solving. people who process information, reason, question and carry out evaluation by themselves. people who communicate in many means. people who understand how they learn and learn from their mistakes. people who are able to learn individually and work in groups. people who have world knowledge. people who enjoy learning and are motivated to achieve the best they can now and in the future. 2.2.2 Taxonomy of Language Learning Strategies Since the 1960s, the research of language learning strategies has been conducted by many language researchers (Wenden Rubin, 1987; OMalley et al., 1985; Oxford, 1990; Stern, 1992; Ellis, 1994). Most of these attempts to categorize language learning strategies are a sign of more or less the same classifications of language learning strategies without any fundamental changes. As below, OMalleys (1985), Rubins (1987), Sterns (1992), and Oxfords (1990) taxonomies of language learning strategies will be described: 2.2.2.1 OMalleys (1985) Classification of Language Learning Strategies OMalley et al. (1985, pp. 582-584) divide language learning strategies into three main subcategories: Metacognitive Strategies Cognitive Strategies Socioaffective Strategies A. Metacognitive Strategies It can be stated that metacognitive is a term to express executive function, strategies which require planning for learning, thinking about the learning process as it is taking place, monitoring of ones production or comprehension, and evaluating learning after an activity is complete. Among the main metacognitive strategies, it is possible to include advance organizers, directed attention, selective attention, self-management, functional planning, self-monitoring, delayed production, self-evaluation. B. Cognitive Strategies Cognitive strategies are more limited to specific learning tasks and they involve more direct manipulation of the learning material itself. Repetition, resourcing, translation, grouping, note-taking, deduction, recombination, imaginary, auditory representation, key word, contextualization, elaboration, transfer, influencing are among the most important cognitive strategies. C. Socioaffective Strategies As to the socioaffective strategies, it can be stated that they are related with social-mediating activity and transacting with others. Cooperation and questioning for clarification are the main socioaffective strategies (Brown, 1987, pp. 93-94). 2.2.2.2 Rubins (1987) Classification of Language Learning Strategies Rubin, who pioneered much of the work in the field of strategies, makes the distinction between strategies contributing directly to learning and those contributing indirectly to learning. According to Rubin (1987), there are three types of strategies used by learners that contribute directly or indirectly to language learning. These are: Learning Strategies Communication Strategies Social Strategies A. Learning Strategies They are of two main types, being the strategies contributing directly to the development of the language system constructed by the learner: Cognitive Learning Strategies Metacognitive Learning Strategies A.1 Cognitive Learning Strategies They refer to the steps or operations used in learning or problem-solving that requires direct analysis, transformation, or synthesis of learning materials. Rubin identified six main cognitive learning strategies contributing directly to language learning: Clarification/Verification Guessing/Inductive Inferencing Deductive Reasoning Practice Memorization Monitoring A.2 Metacognitive Learning Strategies These strategies are used to oversee, regulate or self-direct language learning. They involve various processes as planning, prioritizing, setting goals, and self-management. B. Communication Strategies They are less directly related to language learning since their focus is on the process of participating in a conversation and getting meaning or clarifying what the speaker intended. Communication strategies are used by speakers when faced with some difficulty due to the fact that their communication ends outrun their communication means or when confronted with misunderstanding by a co-speaker. C. Social Strategies Social strategies are those activities learners engage in which afford them opportunities to be exposed to and practice their knowledge. Although these strategies provide exposure to the target language, they contribute indirectly to learning since they do not lead directly to the obtaining, storing, retrieving, and using of language (Rubin Wenden, 1987, pp. 23-27). 2.2.2.3 Sterns (1992) Classification of Language Learning Strategies According to Stern (1992, pp. 262-266), there are five main language learning strategies as follows: Management and Planning Strategies Cognitive Strategies Communicative-Experiential Strategies Interpersonal Strategies Affective Strategies A. Management and Planning Strategies These strategies are related to the learners intention to direct his own learning. A learner can take charge of the development of his own programme when he is helped by a teacher whose role is that of an adviser and resource person. This is to say that the learner must decide what commitment to make to language learning set himself reasonable goals decide on an appropriate methodology, select appropriate resources, and monitor progress, evaluate his achievement in the light of previously determined goals and expectations (Stern, 1992, p. 263). B. Cognitive Strategies They are steps or operations used in learning or problem solving that require direct analysis, transformation, or synthesis of learning materials. In the following, some of the cognitive strategies are exhibited: Clarification/Verification Guessing/Inductive Inferencing Deductive Reasoning Practice Memorization Monitoring C. Communicative-Experiential Strategies Communication strategies, such as circumlocution, gesturing, paraphrase, or asking for repetition and explanation are techniques used by learners so as to keep a conversation going. The purpose of using these techniques is to avoid interrupting the flow of communication (Stern, 1992, p. 265). D. Interpersonal Strategies They should monitor their own development and evaluate their own performance. Learners should contact with native speakers and cooperate with them. Learners must become acquainted with the target culture (Stern, 1992, pp. 265-266). E. Affective Strategies It is evident that good language learners employ distinct affective strategies. Language learning can be frustrating in some cases. In some cases, the feeling of strangeness can be evoked by the foreign language. In some cases, L2 learners may have negative feelings about native speakers of L2. Good language learners are more or less conscious of these emotional problems. Good language learners try to create associations of positive affect towards the foreign language and its speakers as well as towards the learning activities involved. Learning training can help students to face up the emotional difficulties and to overcome them by drawing attention to the potential frustrations or pointing them out as they arise (Stern, 1992, p. 266). 2.2.2.4 Oxfords (1990) Classification of Language Learning Strategies Oxford (1990, p. 9) sees the aim of language learning strategies as being oriented towards the development of communicative competence. Oxford divides language learning strategies into two main classes, direct and indirect, which are further subdivided into six groups (cognitive, memory, and compensation under the direct; metacognitive, affective, and social under the indirect class) (see Figure 1). Each of six groups shown above has some more concrete strategies, as shown in Table 1 and Table 2. Some language learning strategies which relate with learning directly are called direct strategies. All direct strategies require mental processing of the target language, but the three groups of direct strategies (cognitive, memory and compensation) do this processing differently and for different process (Oxford, 1990). Cognitive strategies, such as practising or analysing, enable learners to understand and produce new language by many different means. Memory strategies, such as grouping or using imaginary, have highly specific functions. They help students store and retrieve new information. Compensation strategies, like guessing or using synonyms, allow learners to use the language despite their often large gaps in knowledge. Other language learning strategies are called indirect strategies because they support and manage language learning without, in many instances, directly involving the target language (Oxford, 1990). Indirect strategies are divided into metacognitive, affective and social. Metacognitive strategies allow learners to control their own cognition; that is, learners can coordinate their own learning processes by using study habits such as centering, arranging, planning and evaluating. Affective strategies help regulate emotions, motivations and attitudes. Social strategies help students to learn through interaction with others. Indirect strategies are useful in virtually all language learning situations and are applicable to all four language skills: listening, reading, speaking and writing. 2.2.3 Characteristics of Language Learning Strategies Clouston (1997) maintains that the terminology is given differently by researchers, some use the terms learner strategies (Wendin Rubin, 1987), others learning strategies (OMalley Chamot, 1990; Chamot OMalley, 1994), and others still use language learning strategies (Oxford, 1990a, 1996), but there are a number of fundamental characteristics in the commonly acknowledged analysis of LLS. First, learners generate LLS which are steps taken by learners of the language. Second, LLS improve language learning and facilitate enlarge language competency, as feedback in the learners skills in listening, speaking, reading or writing the L2 or FL. Third, LLS might be able to be seen (behaviours, steps, techniques, etc.) or unseen (thoughts, mental processes). Four, LLS engage information and memory (vocabulary knowledge, grammar rules, etc.). Reading the LLS literature, additional aspects of LLS are less consistently acknowledged. Oxford (1990a) and others such as Wenden and Rubin (1987) distinguish an aspiration for control and independence of learning on the part of the learner all the way through LLS. Cohen (1990) persists that only mindful strategies are LLS, and that there must be a selection about the part of the learner. Strategy transferring from one language or language skill to another is an associated purpose of LLS, as Pearson (1988) and Skehan (1989) have argued. In her teacher-oriented text, Oxford sums up her opinion of LLS by citing twelve vital qualities. Additionally, she states that LLS: let learners become more self-directed enlarge the responsibilities of language teachers are problem-oriented include many points of view, not just the cognitive can be educated are changeable are manipulated by a wide range of factors (Oxford, 1990a, p. 9) 2.2.4 Factors Influencing Strategy Choice There are several factors which affect the second language learner with regard to types of strategies she or he chooses to use. Oxford (1994) concluded available research on how the

In The Essay -- English Literature

In The â€Å"In The Knight, the knight is an epitome of human society, yet his appearance doe not portray his true self. Do you agree?† In Adrienne Rich’s poem The Knight, the reader is given a brief yet profound insight into the deceiving nature of humans; how we give a calm, collected front full of light and purity, yet beneath the surface we are in truth dark and inevitably mortal. The Knight portrays what every man, woman and child must inevitably decide on: to expose their true face or to hide behind a false mask to please others. The initial line â€Å"A knight rides into the noon† evokes a sense that the knight, a chivalrous and pure being, is riding gallantly into the noon, where the sun’s brightness is at its apex. When the knight’s â€Å"helmet points to the sun†, it further reinforces the first line by exemplifying the light that exists on the knight’s outer coat of armour. His bright shining armour has the brightness of â€Å"a thousand splintered suns†, dazzling any who would cross him in glorious battle. â€Å"The soles of his feet glitter†, evoking a feeling that every little detail of his armour blazes, even the soles of his feet, which would not normally see much light at all because they face down towards the earth. The knight’s outward appearance illustrates the mask that all of us put on in front of other people, whether to please or manipulate others. However, towards the end of the first paragraph, we start to see that things are not all they seem, that not all that glitters is gold. Because â€Å"under his crackling banner he rides like a ship in sail† gives the sense that although his task is underway, his â€Å"crackling banner† symbolises that the knight’s image is starting to give way to what he is truly b... ...the same peers. Rich evokes the feeling that not everyone is willing to give up their false image and that they hide behind their mask to be praised by society. Only a select few go against the false mask and live a true life free from lies and being a crowd-pleaser, but at the same time being shunned by their peers. In the end, the knight may go either way, living a false life and a dying a false death; or he could live a false life but atone himself by revealing his true self in death. Without his armour to conceal him, his true form would be exposed to the world and he could stop living a lie. Inevitably however it is out of his hands, he cannot choose whether or not to shatter his own armour in an intense battlefield. However, the knight’s true form might be known, and he might find that one measure of peace that all people seek, in death, at last. In The Essay -- English Literature In The â€Å"In The Knight, the knight is an epitome of human society, yet his appearance doe not portray his true self. Do you agree?† In Adrienne Rich’s poem The Knight, the reader is given a brief yet profound insight into the deceiving nature of humans; how we give a calm, collected front full of light and purity, yet beneath the surface we are in truth dark and inevitably mortal. The Knight portrays what every man, woman and child must inevitably decide on: to expose their true face or to hide behind a false mask to please others. The initial line â€Å"A knight rides into the noon† evokes a sense that the knight, a chivalrous and pure being, is riding gallantly into the noon, where the sun’s brightness is at its apex. When the knight’s â€Å"helmet points to the sun†, it further reinforces the first line by exemplifying the light that exists on the knight’s outer coat of armour. His bright shining armour has the brightness of â€Å"a thousand splintered suns†, dazzling any who would cross him in glorious battle. â€Å"The soles of his feet glitter†, evoking a feeling that every little detail of his armour blazes, even the soles of his feet, which would not normally see much light at all because they face down towards the earth. The knight’s outward appearance illustrates the mask that all of us put on in front of other people, whether to please or manipulate others. However, towards the end of the first paragraph, we start to see that things are not all they seem, that not all that glitters is gold. Because â€Å"under his crackling banner he rides like a ship in sail† gives the sense that although his task is underway, his â€Å"crackling banner† symbolises that the knight’s image is starting to give way to what he is truly b... ...the same peers. Rich evokes the feeling that not everyone is willing to give up their false image and that they hide behind their mask to be praised by society. Only a select few go against the false mask and live a true life free from lies and being a crowd-pleaser, but at the same time being shunned by their peers. In the end, the knight may go either way, living a false life and a dying a false death; or he could live a false life but atone himself by revealing his true self in death. Without his armour to conceal him, his true form would be exposed to the world and he could stop living a lie. Inevitably however it is out of his hands, he cannot choose whether or not to shatter his own armour in an intense battlefield. However, the knight’s true form might be known, and he might find that one measure of peace that all people seek, in death, at last.

Proper use of Pesticides :: Chemistry Chemical Pesticide Essays

Proper use of Pesticides Storage of chemicals Store pesticides in a locked and posted facility where children or other untrained people cannot get to them. Read the labels on pesticide containers for correct storage procedures. Select a storage site high enough that damage from flooding will be unlikely and downwind and downhill from sensitive areas such as houses, play areas and ponds. Pesticide storage facilities should also be located away from homes and livestock facilities to avoid or minimize contamination in case of fire.Pesticide and expended pesticide containers are best stored in a separate building, room, or enclosure, depending on the size of the pesticide inventory. The storage area should be on the first floor to minimize contamination from a possible leaky container, and the storage area must keep the pesticides dry, cool and out of direct sunlight. The latter requirements are necessary because some pesticides are rendered useless if they become too hot or damp, if they freeze, or if they are exposed to ultrav iolet radiation from the sun.Sacks, cartons and fiberboard boxes containing pesticides should be stored on wooden pallets or on shelves off the floor. Securely lock all possible entrances to the storage area. Hang or mount weatherproof signs stating "Danger — Pesticides, Keep Out!!" or similar warnings over every entrance to the facility. An exhaust fan for ventilation should be used in storage rooms to reduce the temperature and high concentration of toxic fumes.An adequate supply of water and detergent or soap is essential in the storage area. We recommend routine use of these cleaning agents by people who work with pesticides or pesticide-related materials or equipment. Also, water is a quick first aid in a poisoning emergency. Materials such as activated charcoal, vermiculite, absorbent clay, pet litter, ground corncobs or sawdust need to be readily available at the storage site to soak up spills and leaks. Hydrated lime and sodium hypochlorite (chlorinated household blea ch) can be used to neutralize pesticides in an emergency. A shovel, dust pan, broom, and proper type of fire extinguisher are other essential items.Do not store pesticides near food for human consumption, animal feed, fertilizer, seed, veterinary supplies, or other stored products. To prevent contamination or to avoid accidentally using the wrong pesticide, store different pesticides in separate locations within the storage area.Store pesticides only in the original container, with the label plainly visible. Never store pesticides in anything used as a food or drink container, even for a short time.

Life Without Televisions Essay

When my family’s only television set went to the repair shop the other day, my parents, my sister, and I thought we would have a terrible week. How could we get through the long evenings in such a quiet house? What would it be like without all the shows to keep us company? We soon realized, though, that living without television for a while was a stroke of good fortune. It became easy for each of us to enjoy some activities alone, to complete some postponed chores, and to spend rewarding time with each other and friends. First of all, with no television to compete for our time, we found plenty of hours for personal interests. We all read more that week than we had read during the six months before. For instance, I was able to finish â€Å"The Scarlet Letter†, a novel assigned in my English class. Also my younger sister read 300 pages of the last book of the â€Å"Twilight† series. We each also enjoyed some hobbies we had ignored for ages. My dad’s old enthusiasm for gardening returned, and he started planting vegetables in his garden. My mom had time to open her bakery book and bake Italian desserts such as Profiterole and tiramisu. My sister and I played volleyball in the back yard, a sport that we loved since we were younger. In addition, my sister and I both stopped procrastinating with our homework. We both found out that it was really helpful to work on homework ahead of time; therefore I worked on chapter three and four of my Algebra homework for next week. I also finished my study guide for my English test. My sister as well worked on her French and Government assignments. Second we did chores that had been hanging over our heads for too long. There were many jobs around the house that had needed attention for some time. Cleaning our rooms was the first chore we did; my sister and I cleaned our entire room and vacuumed the carpet. Then my mom cleaned the counter tops and all the shelves of the kitchen. Finally my dad managed to clean his garage and put all of his tools back on the shelves. We also had a chance to do some long- postponed shopping. My father went to SEARS to buy a sofa that was needed in his room. My mom went to LOWES to buy accessories for her bathroom. My sister and I went to the mall to buy her prom dress and I was able to buy two pairs of jeans and two shirts that I wanted. And each of us also caught up with e-mails and did paperwork that was long overdue. My mom had some office work done, such as sales reports for the committee of her company. My dad finally wrote an e-mail to my grandma that is living in Spain with my aunt Susan. My sister also replied to e-mails from her friends that live in Italy. And I was able to complete my FASFA application for the fall semester. Finally, and probably most important, we spent time with each other. Instead of just being in the same room together while we stared at a screen, we actually talked for many pleasant hours. My parents and I never had long conversations before, and during that week, we got to know each other more than we did for the past five years. My sister and I talked more about each other and we found out that we have a lot of interests in common. Moreover, for the first time in years, my family played some games together. My sister enjoys playing Monopoly; therefore, we played almost every night. We also played chest, one of my dad’s favorite games. My mom’s favorite game is dominos; although my sister ended up winning every game. And because we didn’t have to worry about missing this or that show, we had some family friends over on a couple of evenings and spent enjoyable time with them. We would play volleyball in the back yard. After several games we would have dinner in the back patio enjoying the lovely weather while listening to classical music. And finally after dinner we would make a bonfire and sit around it and remember memories with our friends. Once our television returned, we were not prepared to put it in the attic. But we had a sense of how it can take over our lives if we are not careful. We are now more selective. We turn on the set for our favorite shows, certain sports events, and the news, but we don’t leave it running all evening. As a result, we find we can enjoy television and still have time left over for other activities and interests.

‘Disraeli did infinitely more for the working classes than Gladstone.’ Do you agree?

Both men, who served as Prime Ministers, reformed many institutions with many of them effecting the working class like education (bringing up the working class), trade union (helping the working class fight for work wrights), public health (living conditions affecting the working class) and licensing (the way many working class people passed the time), along with the electoral institution (workers being able to vote on the matters which the work upon, such as factory conditions and education).Many historians, such as William Kuhn, argue that William Gladstone, the Liberal Prime Minister, passed many other reforms as well to help the working class, including the Ballot Act of 1872. However, some historians, such as Monypenny and Buckle, say that Benjamin Disraeli, the Conservative Prime Minister, did more to help the working class, including passing the Second Great Reform Act of 1867. The issue of trade union reforms was heavily involved in both Prime Minister's term of offices, to w hich Disraeli seemed to do more for, even though Gladstone provided the building blocks for the reforms.Gladstone was the first PM to recognise the rights of trade unions to exist. His legislation of 1871, the Trade Union Act, gave the unions legal protection and the freedom to exist and collect subs. On first reading, then, it would seem that Gladstone truly understood the concerns of working men and collective security against unscrupulous employers. However, the Act did not allow Unions to go on strike, due to a clause which ‘failed to define intimidation clearly', which even a bad look could send someone to jail, which irritated the Radicals.It was a half-hearted measure that alarmed the Whig-conservative elements and frustrated the hopes of working men, as the interpretation was lost in courts. Many saw it as a pointless decision, and it took Disraeli in 1875 to allow unions the right to strike. Disraeli’s legislation differed from Gladstone’s in that he was much more practical in his social reforms. Gladstone’s reforms required cooperation from the working classes; it places demands on them to respond.Disraeli’s approach was to provide non-controversial legislation that was beneficial to all in society, including letting the Employers and Workmen Act have a clause that accepted that breaches of conduct such as pay and working hours by employers and workmen to be treated as offences under civil law, with even Alexander MacDonald, a trade unionist and a Liberal MP, saying that â€Å"the Conservatives have done more for the working classes in six years than the Liberals had in sixty.†This shows that in trade union reform, Disraeli did more for the working class due to effectively allowing peaceful picketing. Another issue that Disraeli and Gladstone both put reforms into was public health to which it seemed Gladstone did more to help the working class. Gladstone, in 1872, passed the Public Health Act, which establish ed the Urban & Rural Sanitary Authorities for public health in the local areas. This all came from a Commission in 1871 saying that the sanitary laws should be made uniform.Even though these were abolished in a Local Government Act in 1894, the 1872 Act led the way for Urban and Rural District Councils that still run to do run to this day. On Disraeli's attempt, he passed the Public Health Act of 1875, due to the actions of George Sclater-Booth, a Conservative MP for Health. The Act brought together all the previous legislation under a newly established system of power and checks for issues such as sewage/draining and public toilets.This was seen as a massive success due to the fact that there was no public health measures for the next 60 years after the passage of the act. However, with the fact that it he paved the way for local government control that still exists today to help the working class, Gladstone did more to help the working class than Disraeli did in the public health reform. The issue of licensing snuck into both Prime Ministers' time. In both cases, it didn't do any good for the ruling party.For Gladstone's, the 1872 Licensing Act gave JPs the right to grant licenses to publicans, to fix operating hours and check for the adulteration of the alcohol. Gladstone introduced the act due to the commonness of widespread drunkenness in 19th Century Britain. However, it didn't do any good for the Liberals, due to that moderateness of the act which disappointed two Liberal pressure groups of the party (mostly single issue MPs), who thought the act was ‘too lenient'. There is also historical view from Lowe that the Act affected â€Å"a positive permanent shift of the publicans and brewers of the Tory Party.†Lowe then observes that the Licensing Act was major cause of the Liberal defeat in 1874. The same reform ideas went into Disraeli's second term with the Intoxicating Liquoring Act, which again, curtailed opening hours and in the end, pleas ed nobody. Even though both attempts failed to sort out the problem of licensing, Gladstone lost a lot of working class support due to the licensing Act, as there were a number of near riots to enforce closing hours, and as Lowe writes, many brewers went to theTories after the 1872 Act, so Disraeli seemed not to harm the working class as much as Gladstone did to his own party and the working class. An issue the two honourable Prime Ministers shared in working on education, to which Disraeli seemed to do more for the working class. Gladstone's work on the Forster’s Education Act established the principle of universal elementary education. The state was taking on board the responsibility and the costs of educating all children up to a certain age.This had a link with meritocracy because Gladstone wanted the working classes to be aspiring: education would encourage workers to be more reflective and focus on moral and ethical progress, furthering one of Gladstone's aims. This was not necessarily appreciated by the working man and woman. Gladstone’s high-minded ideals were very far removed from the daily experiences of the ordinary family who were trying to scrape together a living. Ensuring that children had to receive schooling meant that there was less money coming into the family household.Disraeli’s Education Act 1876, clarified Forster’s Act, by placing a duty on parents to ensure that their children received elementary instruction in reading, writing and arithmetic; created school attendance committees, which could compel attendance, for districts where there were no school boards; and the poor law guardians were given permission to help with the payment of school fees, giving a way of working class families a chance to get a child in education and made employment of children under 10 illegal, incentivising parents to send their kids off to school.This shows that in education neither Gladstone or Disraeli had any significant under standing of the plight of working class lives especially in a pre-welfare age. However, since Disraeli was able to further the work done by Gladstone, I believe that Disraeli managed to help the working class more, due to that managed to help the working class children get into school. One final comparison between the two figureheads of Gladstone and Disraeli that we can make is the reforms electorally.Gladstone passed the Ballot Act of 1872, which made voting in elections happen by secret ballot and that candidates shouldn't be nominated at the hustings. The Act enhanced the right of the voters to cast their votes without intimidation, which pleased many working class people, as they didn't have to vote to their landlord's wishes. Disraeli however, did pass the Second Great Reform Act, which extended the right to vote still further down the class ladder, adding  just short of a million voters, including many working men, and doubling the electorate to almost two million voters in England and Wales alone.Even though both prime ministers were successful in helping the working class secure their say in government, I believe that Gladstone did more to help the working class, with the upper class getting less voting power with their single ballot and that landlords couldn't compel their tenants to vote the way that they wanted to. There was a reason for the differences in why Gladstone and Disraeli did different things.Gladstone, from his strict religious beliefs, thought that by helping the working class, they would become more moral. In this case, Gladstone's reforms in Licensing were due to the immorality of the large problematic situation he found in drinking houses. As a committed Anglican Christian, he believed that the church, which was the official state religion of the UK at the time, had a important role of defending ‘God's' plan to help people and deter them from sin, and by helping the people, he would be seen as helping ‘God's' creation. Disraeli, on the other hand, perused reforms, which many were compromises on behalf of the elite. One of the main aims of Disraeli was to maintain the traditional aristocratic constitution of the country, and this was seen in many of his reforms, such as the education reforms, which was designed to uphold the ascendancy of squire and parson in rural England. The reforms weren't really meant to help the poor, they were there to help settle a possible class conflict of ideas and interests. There are many historical opinions about who did more to help the working class.There are some, such as Lee, who claim that there was no real worked out legislation programme, more of a typical 19th Century politician â€Å"paying off electoral debt†. For Gladstone, Matthew describes his pattern of reforming as the ‘reforms on the inefficient administrations of the UK,' showing that he reformed to keep government expenditure low and wanted to liberate people from outdated restrictions, like he did with trade union reforms, which were giving trade unions legal protection.In conclusion, I believe that with these categories, I agree that Disraeli did do more, but the word â€Å"infinitely† is too far for my understanding. Even though the reforms were to protect the interest of the aristocrats and gave more the working class, Gladstone gave the building blocks for many of the reforms, such as giving trade unions the legal protection that they wanted and setting the way for local councils with the public health reforms.

Foreign Policy 1776-1807 Dbq

During the Washington, Adams, and the Jefferson administrations, the United States was thrust into the decision of joining either Britain or France, the two most powerful European nations. In determining the effects of foreign policy on the developing nation, one must establish the overall direction of the United States took. As a budding nation, George Washington proposed the idea of neutrality in order for the country to have no involvement in European affairs. However, Federalists and Democratic Republicans were outraged by this decision since the Federalists supported the British while the Democratic Republicans supported the French. Neutrality also allowed the United States to temporarily smooth its relations with Europe because of commercial interest. Therefore, neutrality, instead of siding with either Britain or France or through their commercial interests, was the obvious direction taken by foreign policy. After witnessing and being involved in uncontrollable European affairs, the growing nation of the United States concluded that an international policy of neutrality would be the best option in the area of foreign affairs. During his presidency, Washington decided that it was best for America to stay neutral. As stated in his Proclamation of Neutrality that any American providing assistance to any country at war would be punished with legal proceedings (D). He was aware of the possible dangers that would occur when allying with a certain country. The country was too new to enter any wars or deal with wars of foreign countries. â€Å"Europe has a set of primary interests†¦Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns† (J). Even in his farewell address, Washington advised the fledgling nation to not get involved in European affairs or make permanent alliances, to avoid sectionalism, and to not form political parties. After Washington resigned from office, John Adams tried to maintain the position of neutrality as the second president of the United States. He did as much as he could in avoiding war with France. Even before his presidency, in response to a proposed alliance with France, he argued that â€Å"†¦we ought not to enter into any Alliance with her [France], which should entangle Us in any future wars in Europe, that We ought to lay it down as a first principle and a Maxim never to be forgotten, to maintain an entire Neutrality in all future European Wars† (A). However, after the XYZ Affair, in which French agents demanded a large bribe for the restoration of diplomatic relations with the United States, a Quasi War erupted between France and America. The Convention of 1800, also known as the Treaty of Mortefontaine, was a treaty between the United States and France to settle the hostilities that erupted during that war (I). When Thomas Jefferson became president, it was a peaceful transition from Federalist to Democratic Republican. Despite the differences between these political parties, Jefferson also tried to maintain Washington’s idea of neutrality. In his Inaugural Address in 1801, he states â€Å"We are all Republicans, we are all Federalists† and that there would be â€Å"Equal and exact justice to all men, friendship with all nations, entangling alliances with none†¦Ã¢â‚¬  (K). Even as a last resort to the Louisiana Purchase, he told Monroe to make an alliance with Great Britain if the Louisiana Purchase did not work out. In all three of their presidencies, Washington, Adams, and Jefferson decided that it was best for the new nation to enter a state of neutrality. Despite its neutrality and unwillingness to enter war with the European nations, the United States were being forced to side with either Great Britain or France, Europe’s most powerful nations. During Washington’s presidency, the revolutionary government of France sent diplomat Edmond-Charles Genet, also known as Citizen Genet, to America to propagandize the case for France in the French war against Great Britain, which created the network of Democratic Republicans. Washington demanded the French government recall Genet, and denounced the societies. The United States were in a conflict with Britain, as the British were seizing American ships and impressing sailors. Hamilton and Washington designed the Jay’s Treaty to normalize trade relations with Britain, remove them from western forts, and resolve financial debts left over from the Revolution (F). John Jay negotiated and signed the treaty in 1794. However, many disputes rose from this decision. James Madison criticized that the treaty stated to open West India ports to the United States, yet Britain refused to follow these regulations (G). During Adam’s presidency, the XYZ Affair, which was supposed to have been the negotiation between America and France on the seizure of American ships, threw the United States into a Quasi War with the French. In the aftermath of the undeclared naval war with France, the Alien and Sedition Acts were passed, which allowed the president to deport hostile aliens, increased residency requirements for citizenship, and banned criticism of government policies or officials. After the United States’ conflict with France, Jefferson, a Democratic Republican, considered the possibility of an alliance with Britain. While Britain and France were both seizing American ships, Britain had the strongest navy and was thus able to force the American sailors into its navy (M). Jefferson believed that this conflict would cease if the United States agreed to establish an alliance with Britain. Torn between the conflict of siding with either France or Britain, the United States agreed to remain neutral. Although neutrality in the new nation was favored, there was a possibility of joining either Britain or France depending on which one was more financially beneficial. After Jay’s Treaty, which was signed with Great Britain during Washington’s presidency, Spain did not want the United States to side with the British and wanted to smooth its relations with the fledgling country. Pinckney’s Treaty, signed on October 27, 1795, established the intentions of friendship between the United States and Spain. The treaty also granted the States use of the Mississippi and right of deposit at New Orleans (H). In the Treaty of Paris in 1783, â€Å"It is agreed that the people of the United States shall continue to enjoy unmolested the right to take fish of every kind on the Grand Bank†¦Ã¢â‚¬  and that â€Å"The navigation of the river Mississippi, from its source to the ocean, shall forever remain free and open to the subjects of Great Britain and the citizens of the United States† (E). Thomas Paine stated that commerce would secure the friendship with Europe because Europe wants America to have a free port (B). Jefferson, fearing the power of the neighboring French in the Louisiana Territory, sent Monroe to Paris to negotiate the purchase in 1802. Their interest was only in the port and its environs. They did not anticipate the much larger transfer of territory that would follow. The purchase greatly benefited the United States because it granted them access to the entire Mississippi River. Also, as a result of impressments of American sailors, Jefferson established the Embargo Act of 1807, also known as the Nonintercourse Acts, restricting American ships from engaging in foreign trade between the years 1807 to 1812. Jefferson believed that without trade with the United States, Britain and France would fall into an economic crisis. However, the Europeans nations did not bother with America and traded with other countries, causing the new nation’s economy to fall. This outraged the general public, and when Jefferson left office, these acts were repealed. Commercial interest helped the United States to choose between siding with either of the European nations or remaining neutral. Throughout the Washington, Adams, and Jefferson administrations, Britain and France tried to force the United States into allying with either of the two nations. Although it was tough to maintain, neutrality was established in the country by Washington. The decision brought various problems for the budding nation, but it still stayed strong.

Failure Analysis Change Strategy Essay

Team â€Å"A† reveals the circumstances regarding the failure analysis of an hotelier and how a CEO leads an organizational change processes to prevent an impending failure of the company. To counterbalance the hotelier business failure analysis, the team discusses the success analysis of Apple Inc. The team identifies each organization’s mission and vision statements with a behavioral theory explanation discussing the success and failure indicators. Research focuses on which specific organizational behavior theories could possibly explain the company’s failure or success, bureaucrat’s roles, and organizational structure and culture. Leading organizational change identifies the most vital areas for change, potential barriers in the changing process, addressing political and power issues, and steps implementing the organizational using the John Kotter’s 8-step plan. Business Failure Analysis Apple’s Mission statement Apple does not clearly define a mission statement. According to Farfan (2014), â€Å"Apple ends their press releases with a statement that resembles what a traditional mission states is expected to be†¦Apple commits to bringing the best personal computing experience to students, educators, creative professionals and consumers around the world through innovative hardware, software and Internet offerings† (The Mission Statement, Global Vision, and Values of Apple, Inc.). Vision. Tim Cook, current CEO of Apple, does not have a simple vision for the company. During a 2009 interview, Cook mentions several values behind the company leading the vision Cook expects; â€Å"We believe that we are on the face of the earth to make great products and that’s not changing, we are constantly focusing on innovating and we believe in the simple, not the complex† (Hull 2012, para. 5). Apple’s Success. Apple’s approach to success bases itself on a  redesign by t he former CEO in 1997, Steve Jobs. Jobs partners with several organizations such as Microsoft and CompUSA forming a strategic alliance with Apple products. According to Finkle and Mallin (2010), Steve Jobs states â€Å"the reason why his companies have become so successful is because they hire the very best people in the world to work for them; his business savvy, negotiation skills, and propensity to take risks enable him to transform technology into companies that flourish† (p. 38). Apple’s leadership style is a major contribution in the company’s success. Charismatic, inspiring, flexible, receptive and free spirit describe former CEO Steve Job’s; constantly challenging employees and influencing a team environment where individuals can voice ideas (Toma and Marinescu, 2013). Apple’s Successful Behavioral Theories. Two behavioral theories contributing to Apple’s success during Steve Jobs tenure are the top-down creative process and situational â€Å"Zen like† transformational leadership style Job’s runs the organization with. Eliminating layers of bureaucracy enables Apple to conf orm in a transitioning global market possessing pioneering the technology into new markets. Top-Down Management. During Steve Jobs tenure at Apple, the company incorporates a strong top-down creative process eliminating bureaucracy. This enables information to go directly to Jobs and then filters to sub-teams as specific assignments for completion (Robbins & Judge, 2013, p. 506). This process eliminates a top-heavy culture of management increasing product to market response time. â€Å"Organizational behavior theories mirror the subject matter with which they deal, and people are complex and complicated† (Yukl, 2013, p. 15). Situational Leadership. Jobs address the market with a leadership style conforming to market demands. Eliminating a traditional culture of managers within Apple enables Jobs to manage Apple directly and effectively on a global scale. The situational leadership style works for Job’s as the passion toward the company, consumers, and operations are thought of on a global scale. on a cross functional global scale enables the company to adapt to needs and demands o n a global scale. Apple’s Organizational Leadership. Apple’s role of leadership during the Steve Jobs era concentrates on simplification; taking responsibilities end to end; when behind, leapfrog; put products before profit; don’t be a slave to focus  groups; bend reality; impute; push before perfection; know both the big picture and the details; tolerate only â€Å"A† players; engage face to face; combine the humanities with the sciences; and stay hungry and foolish† (Isaccson, 2012). Management. Apple’s managers posses extensive knowledge about the services and products competitors are providing for the market. This ability enables the organization to formulate new ideas raising the bar for their competitors; Apple takes innovation to a new level. Managers and leadership both seek new ideas taking technology into completely new areas. This in conjunction with a completely lean management approach contributes to extraordinary productivity at Apple (Sullivan, 2011). Organizational Structure. Apple’s organizational structure is simple. â€Å"There are no committees at Apple, general management is frowned upon, and only one person, the chief financial officer, has a responsibility for costs and expenses that lead to profits and losses† (Lashinsky, 2011). Culture. The culture at Apple is very informal and demanding from employees. Rather than a work/life balance many organizations proudly emphasize, Apple makes it clear throughout the organization that it seeks committing, extremely hard-working individuals. An example here on the company website proudly states: â€Å"This isn’t your cushy corporate nine to fiver† (Apple, 2014). This reinforcement repeats itself throughout the website instilling a demand for a culture to share an obsession getting every last detail right. â€Å"Leave your neckties, bring your ideas† (Apple, 2014). Innkeepers USA Trust Objectives and Mission Since its bankruptcy and other acquisitions, Innkeepers USA Trust objectives and mission possess no clear definition. Innkeepers USA Trust was widely known as one of leading owners of extended-stay and upscale hotel properties across the United States. In reference to O a real estate investment trust (REIT), Innkeepers USA Trust owns interest in several hotels in many states. The organization’s focal point at one time is to acquire, develop, rebrand, and reposition hotel properties. This organization’s general purpose, prior to failing, is to acquire and develop real estate investments increasing shareholder profit. Behavior theory predicting Innkeepers, USA Failure The company’s failures are a result of cutbacks on both business and consumer levels. With decreasing travel, increasing fuel costs, rising energy expense, an abundance of new hotels entering the market, and over $1 billion in debt, Innkeepers USA was forced to file bankruptcy (McCarty & Kary, 2010). Preventing the failure of Innkeepers USA Let’s look at some of the vital areas needing change at Innkeepers USA. â€Å"As property values fall and business dry up during the recession, Innkeeper USA cannot meet financial obligations paying down loans (Aquino, 2011). The organization must restructure and work its way out of bankruptcy. Evolving technology, world cultures, and property employee support need attention in order for the company to be successful. Through the use of evolving technology, the company creates the Hilton performance Advantage system. This system includes a global online service for customers and property owners. Specific customer service sites address every company location throughout the world and staff with employees who are fluent in their native languages. A global e-commerce team and revenue management consolidation center allows property managers to seek guidance from staff specializing in specified sales management and revenue topics. These teams assist with research, strategies, and ma nagement needs for individual property owners. Barriers to Change Technology education is one of the largest challenges. The organization organizational strategies to grow the company back to a profitability and sustainability state. As a result of the recession, most organizations decrease and terminate employee travel to minimize expenses. As a result, opportunities for online growth increase reaching customers on a global scale. Cultural issues need attention. Employees fluent in many languages are made available to assist customers in these cultures improving customer care. Each individual property needs evaluations to assess the needs of the demographics; properties cannot be cookie cutter designs. Employee support services create a cultural balance in the company. Educational support is on line; anytime, anywhere a company employee can receive the guidance they seek without waiting. This results from the installation of newer technologies. Power and Political Issues As Innkeepers USA Trust struggles with decreasing room revenue, debt burdens, and liquidity constraints, the real estate investment trust finds itself with power and political issues. Two perspectives of power issues in this organization are the finite and infinite perspective of power. The finite perspective of power is the competitive spirit of an organization that spurs productivity and focuses on winning. Through its competition and power perspective, the organization will ultimately diminish returns; in which Innkeepers USA Trust finds itself in this power struggle by oversupplying new hotels while room revenues are stagnate. Understanding Innkeepers USA Trust power and political struggles, issues require the infinite perspective of power and expert power. An infinite perspective of power seeks to understand that winning or losing is not the main issue. The purpose of an infinite power is to sustain. To sustain Innkeepers USA Trust, Learning Team A suggests acorporate strategy a pproach basing this on skill and knowledge. An example is Apple’s previous CEO, Steve Jobs. Job’s possess expert power. Job’s first hand involvement with many of Apple’s innovations creates a dependency the company relies on propelling innovation. According to Robbins & Judge (2013), expert power is one of the most effective bases of power to influence a company and is positively related to employee’s satisfaction (p. 416). Implementing Change To successfully implement change within Innkeepers USA Trust, Learning Team A suggests following Dr. John Kotter’s eight-step process. According to Kotter’s process, a majority of organizations fail because they do not take a holistic approach that is required to see the change (Robbins & Judge, 2013, p.586). The team will establish a sense of urgency creating a compelling reason as to the change, form a powerful coalition leading change, create a new vision to direct change, plan for, create, and reward short term wins that move the organization toward the new vision, reinforce the change by demonstrating the relationships between new behaviors and organizational success (Robbins & Judge, 2013, p.586). Conclusion In conclusion, there are many factors in consideration when developing and maintaining a successful organization. It’s important to develop a strategy to meet organizational goals. Looking at the success and failures of existing organizations is an invaluable strategy in developing and maintaining organizational victory. Team â€Å"A† reveals the circumstances regarding the failure analysis of an hotelier and how a CEO leads an organizational change processes to prevent an impending failure of the company, which specific organizational behavior theories could possibly explain the company’s failure or success, and the organizational change identifying the most vital areas for change with recommendations from John Kotter’s 8-step plan. References Aquino, J. (2011).15 Companies that died in the past year: Business Insider, Retrieved June 24, 2014, from http://www.businessinsider.com/15-companies-that-tanked-2011-3?op=1#ixzz35z4L2CQt Farfan, B. (2014). Apple Inc. mission statement is not very innovative and barely a mission at all. Retrieved from http://retailindustry.about.com/od/retailbestpractices/ig/Company-Mission-Statements/Apple-Inc–Mission-Statement.htm Finkle, T. A., & Mallin, M. L. (2010). Steve Jobss and Apple Inc. Journal of the International Academy of Case Studies, 16(7), 31-40. Hull, P. (2012). Be visionary. Think big. Retrieved from http://www.forbes.com/sites/patrickhull/2012/12/19/be-visionary-think-big/ Issacson. W. (2012). The Real Leadership Lessons of Steve Jobss. Retrieved from: hrb.org/2012/04/the-real-leadership-lessons-of-steve-Jobss/-The Real Leadership Lessons of Steve Jobss – Harvard Business Review Lashinsky. A. (2011). How Apple Works: Inside the world’s biggest startup. Retrieved from: fortune.com/201/08/25/how-apple-works-inside-the-worlds-biggest-startup-2/-How Apple works: Inside the world’s biggest startup McCarty. D. & Kary. T. (2010). Apollo Investment’s Inkeepers USA Trust Files for Bankruptcy in New York. Retrieved June 29, 2014 from: www.bloomberg.com/news/2010-07-19/inkeepers-usa-apollo-investment-unit-files-for-bankruptcy-in-new-york.html Robbins, S. R. & Judge, T. A. (2013). Organizational behavior (15th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. Sullivan. J. (2011). Talent Management Lessons from Apple: A Case Study of the world’s most valuable firm. Retrieved from: www.ere.net/2011/09/12/talent-management-lessons-from-apple-a-case-study-of-the-worlds-most-valuable-firm-part-1-of-3/ Toma, S., Ph D., & Marinescu, P., Ph D. (2013). Steve Jobss and modern leadership. Manager, (17), 260-269. Retrieved from http://search.proquest.com/docview/1518528902?accountid=35812 Worlds most admired companies. (2011). Retrieved from http://fortune.com/worlds-most-admired-companies/apple-1/ Yukl, G. (2013). Leadership in organizations (8th ed.). Upper Saddle River, NJ: Pearson /Prentice Hall. Retrieved from: https://newclassroom3.phoenix.edu/Classroom/#/om3.phoenix.edu/Classroom/#/contextid/ (LDR/531)/ context / cdg/ view/activityDetails/activity/270c6ef7-2f01-4c47-8c71-5ba7a9d19509/ expanded/False