Blake is the enemy of all authority(TM) Essay

Blake’s poetry often serves to propagate his anti-authoritarian views and loathing of institutional power. Furthermore, his views often impress upon the reader his belief in the human right for both spiritual and social freedom, unconstrained by established convention. Blake’s treatment of the institution of the church and religion is often contemptuous and shows his attitude to what he sees as the hypocrisy of an uncompromising establishment which in his eyes causes misery, rather than nurturing the human sole. In ‘The Garden of Love’ Blake conveys his anti-clerical message in the stanza â€Å"the gates of this chapel were shut† and reflects his view of the church as exclusionary. Moreover, the â€Å"shut† gates imply that the path to heaven and God does not start at the foot of the alter, but in individual belief and spirituality. The idea is further reinforced in the poem by the image of priests â€Å"binding with briars my joys and desires† and thereby placing the priests in the position of Christ’s oppressors, making them seem malevolent in robbing people of their natural joyful impulse. The alliteration and assonance within the â€Å"binding with briars† further reinforces the idea of a cruel path to supposed salvation. ‘The Marriage of Heaven and Hell’ challenges traditional Christian theology and makes the statement that â€Å"Prisons are built with stones of Law, Brothels with bricks of Religion†, this conveys his belief that whilst society may restrain immorality, religion can create it. The â€Å"prisons†¦ built with stones of law† also symbolise how traditional doctrinal teaching has imprisoned personal individuality. Furthermore â€Å"Good is the passive which obeys reason. Evil is the active springing from energy† epitomises the teaching of the Church of Blake’s time and is contrary to the sentiments of most contemporary readers in an age prizing individuality and condemnatory of passive indolence. â€Å"The Marriage of Heaven and Hell† was composed after the 1789 French Revolution and in a period of radical ideological and political conflict, therefore Blake’s condemnation of apathy is aimed to promulgate his vision of anarchic energy free from the restrain of authority. â€Å"Reason is the bound or outward circumference of energy† suggests that living purely through one’s intellect is what constrains boundless energy, which to him is â€Å"eternal delight†. So in this respect it is evident that the traditional authority given to rationality is seen as preventative to living life to its full as â€Å"the restrainer or reason†¦ governs the unwilling†. This indicates Blake’s view that the natural human instinct is to oppose reason and that to act according to reason is tantamount to acting under duress, in the mistaken belief that to oppose reason is to go against the â€Å"Good [which] is the passive that obeys reason†. In the poem â€Å"The school Boy† Blake condemns school- an institution which tries to teach reason as restricting the childs’ vivacity in his natural environment. â€Å"How can the bird that is born for joy sit in a cage and sing? † is a metaphor for human imprisonment to show that the environment of the classroom cannot cultivate the unrestrained and joyful energy which Blake reveres. This is in contrast to â€Å"the sky-lark [which] sings† with the boy when he â€Å"rise[s] in a summer morn When the birds sing on every tree†. This illustrates the bucolic setting, filled with aural imagery and how joy prevails in the boundless confines of nature. The repression of man-created institutions such as school can be contrasted to the freedom provided by nature, where arguably God is the only authority. The nurses song centres on the liberating environment of nature where â€Å"the voices of children are heard on the green and laughing is heard on the hill†. This evokes the abundance of delight created by God’s creation of the natural world and how in Blake’s time the idyllic countryside of England was yet largely unspoiled by large, polluting manufacturers seeking profit maximisation. The laughing of the children in â€Å"The Nurse’s Song† almost becomes as natural as the song of â€Å"the little birds† and shows that in such pastoral surroundings the children’s freedom is boundless just as that of the birds. However, this freedom is circumscribed by the watchful nurse in â€Å"The Nurses Song† in ‘Song’s of Experience’ who reprimands the children saying â€Å"your spring and your day are wasted in play† and in contrast to the well intentioned protection of the children in the first â€Å"Nurse’s Song†, this poem presages the eventual loss of the children’s natural freedom. However, Blake does not oppose parental authority arising from love, that is in the best interests of the child. Whilst he may rightfully condemn the parents in â€Å"The Chimney Sweeper† (experience) who â€Å"clothed†¦ [their child] in the clothes of death And taught†¦ [him] to sing the notes of woe†, this is because they are uncaring and hostile to their child’s happiness that is anathema to them. Consequently, their authority is destructive and oppressive. But, Blake does not condemn the guiding role of the mother in â€Å"The Little Black Boy†, who â€Å"taught†¦ [him] underneath a tree†, as her teaching is not institutionalised and rigidly doctrinal, but done outdoors in the natural environment that Blake so venerates. Moreover, at a time when slavery was still legal in England and the general perception of other races was of a racist sort, Blake’s portrayal of the boy and his mother in an affectionate manner, devoid of savagery would have challenged the notions of his day. In another radical step away from the customs of his time the introduction to Songs of Innocence gives authority to the child, to which the piper assents. † ‘Pipe a song about a lamb. ‘/ So I piped with merry cheer† paints the child was the origin of creativity and beautiful, with the piper as his instrument. The reference to the lamb suggests that the child has a moral and spiritual purpose and that his youthful innocence makes him more adept than the piper to whom he shoes how to convey the message through song. However the transience of the child’s authority is conveyed in the words â€Å"so he vanished from my sight† which re-establishes the reality of Blake’s time when children were powerless to resist the demands of their elders and could not dictate their own wishes or destinies. Blake’s focus on authority is intended to make a social and political statement about the customs of his day. Arguably, he does not oppose all authority but merely the kind arising from self-interest and requiring the sacrifice of fellow human beings. His poetry advocates individuality and unrestrained vivacity for life rare for his time and fundamentally preaches unbridled equality.

An Analysis of Kurtz in the Heart of Darkness

Heart of Darkness tells the tale of a man named Marlow and his quest to find the almost mythical figure of Kurtz. Kurtz is a station chief working for a Dutch trading company at the very end of the Congo river. Kurtz, along with the other station chiefs who are working at various stations along the Congo river, are charged to harvest the plentiful natural resources of the large African continent, primarily ivory. Marlow, who is an experienced sailor and river boat pilot, is charged by the company that employs Kurtz to lead an expedition into the heart of the African Congo to find Kurtz and figure out why he has stopped shipping ivory. Marlow eventually finds his man, only to discover that Kurtz has slipped into madness. Kurtz dies on the trip back out of Africa, only to utter his last words, â€Å"The horror! The horror! †. Kurtz has also scribbled all over his report which he was to turn in to his superiors on the situation and people of the African continent. The scribbling read â€Å"EXTERMINATE ALL THE BRUTES†. These two phrases hold important meaning in Heart of Darkness, as it describes how Kurtz really felt at the end of his journey. Kurtz was described several times to Marlow before and during the trip as a different type of man. This colonial period was famous for the hypocrisy of the European Empires, who in their double edged mission of spreading the culture of the white man while harvesting resources of the foreign lands of the world, horribly failed on the former and were astonishingly successful at the latter. Kurtz was supposed to be a different kind of man. He was described to Marlow as being a true humanitarian, a man who would not only turn a profit for the company but at the same time uplift and civilize the natives of Africa. Marlow was immensely impressed with Kurtz and was eager to finally see the man for himself. What Marlow found couldn’t have been further from the truth. When Marlow finally see’s Kurtz and his compound for the first time, he’s shocked to find that the man is almost held in reverence by the villagers. He has also taken an apparent mate from the villagers. Marlow soon discovers that Kurtz used his arrival on the boat and his possession of firearms as a means to awe the villagers into accepting him as their demi god. Marlow eventually finds Kurtz, who is by now extremely sick both physically and mentally, crawling along a jungle path at night towards a village celebration. Marlow cuts him off and decides that if Kurtz won’t go with him of his own free will, he will kill him right then and there. Kurtz relents and allows Marlow to take him back to civilization. The next morning Marlow loads Kurtz onto the boat and they begin their journey back to Europe. It is during this trip on the river out of Africa that Kurtz, who is slowly dying, has a moment of clarity. His last words are â€Å" The horror! The horror! †. These words are symbolic of what Kurtz felt at realizing that he had become even more â€Å"savage† than the so called savages. Kurtz entrusts his papers that he was writing to Marlow. The papers were intended originally to be a humanitarian paper on the good Kurtz had done for the villagers. Scribbled across the papers now, were the words â€Å"EXTERMINATE ALL BRUTES! †. These words are an irony for the mission that Kurtz intended to fulfill. His humanitarian mission had degenerated into a mission of violence and exploitation. He no longer intended to help the people of Africa, he intended to kill them and take as much from them as they could. Kurtz in the end revealed in his final words what becomes of a man who willingly walked into a new land thinking he could be a savior to a people he thought beneath him. In reality, he ended up turning into the true definition of a â€Å"savage†. He became a person who killed with no mercy in order to take what he wanted. In his moment of clarity, he realized the horror of the what he had become. His mission of exterminating the brutes had been successful until his sad, lonely death.

Critical Evaluation of a poem “Out, Out” by Robert Frost

A poem which I have read recently is â€Å"Out, Out† by Robert Frost. This poem is memorable as it affected me in several ways. It shocked me because the little boy cut off his hand and then died, but also because after the boy died people turned back to their work and didn't seem to care about the boy. When I had read the poem for the first time the title did not seem important because I could not tell what the poem was about, from it. After I had studied the poem in more detail, I considered the poem to be particularly effective. The title â€Å"Out, Out† is a famous quotation from Macbeth which was written by Shakespeare. It intrigues the reader by keeping them in suspense which makes them read on. The poet intrigued me the first time I read the title as I thought it was a very peculiar title for this poem. This made me study the poem in more detail; it was the title of this poem which made me keep the poem vividly in my head. The title of this poem was effective because the poet was comparing our life to the life of candle flame and how it can be put out. He is trying to stress to us how short life is. Robert Frost appeals to my sense of smell, sight and hearing by the writing: â€Å"Sweet scented stuff† The techniques he used were alliteration and onomatopoeia. He uses alliteration by starting all the words in the quotation above with an â€Å"S† sound. Also onomatopoeia by using the quotation: â€Å"The buzz saw snarled and rattled† This line in the poem is showing us what the saw is doing. He also used repetition by using: â€Å"the saw snarled and rattled, snarled and rattled† This quotation is effective because it is stressing to us how boring but repetitive this job was. I think Frost appeals to our senses because he is trying to make us imagine we were at the scene of this horrific incident. As he appeals to my senses I can imagine I was at the scene of the accident, which is what Robert Frost wanted to achieve. This leaves a deep impression on me because I was able to picture the scene of the incident clearly in my head. Another technique Robert Frost used in this poem was personification. An example of it being in this poem is: â€Å"As if to prove saws knew what supper meant, Leapt out at the boy's hand† This quotation is giving the personality of a living thing to the saw. In using this quotation Frost explains to us that it wasn't only the boy who was hungry but also the saw. Another phrase which contains the personification of the saw is: â€Å"the saw snarled† This shows us how aggressive the saw was while cutting the wood. It also told us that in general saws are angry and aggressive and the boy shouldn't of being using the saw. I think this as I think â€Å"snarled† is some form of movement a wild animal does. I think the poet uses personification to show us how aggressive the saw was. The poet's use of personification helps me to remember the poem vaguely. One of the lessons I learnt from the poem was from the last two lines of the poem: â€Å"And they, since they were not the ones dead, turned to their other affairs† I think that after reading that Robert Frost wrote this poem to criticise our society today as we are hard hearted. Also because people who might have known the boy didn't care they just turned to their other work. The other lesson I learnt from the poem was from the poem and how life is short and could end easily. I think these two points that Frost is making are valid points because today in our society today people only care about themselves and don't consider the fact about how short life is. This affected me in two ways, firstly I have started to think about others whose loved one has died and I have found out that life's too short. The poem â€Å"Out, Out† by Robert Frost will remain vividly in my head because of all the effective techniques he used to get us to think about how hard hearted society is and also, how short life is. He was very successful in getting me to think about the two lessons I learnt. Although the best technique I thought was the way he managed to get me to think towards our society as hard hearted and how short life is. After reading the poem I was affected emotionally as I could relate the point which Frost brought up about us being hard hearted to the people who I have turned my back to in my life. Also I was emotionally upset as I had never given life a thought but after reading the poem I realise how precious life is to me.

Transamerica V. Lynes Case Study Example | Topics and Well Written Essays - 750 words

Transamerica V. Lynes - Case Study Example The defendant in the case uses the sales and service invoice as evidence. The invoice  signed  invoice stated  that â€Å"I certify that the above materials or services have been received†. These words clarify that the document is a delivery receipt or a billing statement and not an integrated contract. Before the agent’s signature, there is a statement which says that the materials and services have been received in a good state and according to the terms and conditions (United States court of Appeals for the Tenth Circuit, 4). Therefore, the agent should have read and understood the terms and conditions before signing the document. The back side of the invoice contains facts renouncing express and implied warranties, determining prices, charges, and terms subject to change without notice. The information behind the invoice also, designates other charges that will be directed to the purchaser, and demanding payment within thirty days after delivery. The court only presented with the express warranty issue, and hence, it excluded the warranty disclaimer language written behind the invoice. The court had to undertake research and determine whether the advertisement by Spencer included express warranties giving assurances that the packers would work well in open well for long periods of time. The court later awarded the Transamerica company damages worth $196,577.62 based on their claim of a breached express warranty (United States court of Appeals for the Tenth Circuit, 4). The case presented before the jury involves sale of goods under the sale definitions and terms of the UCC, which are written in Kan Stat Ann (84-2-102, 84-2-105 and 84-2-106 (United States court of Appeals for the Tenth Circuit, 6). In this case, the four-year statute is applicable and hence the claim is appropriate. According to the Kansas law, any promises or affirmations in the advertisements by the seller that prompt the buyer to buy a commodity or service is considered as an express warranty.  

Philosophy Essay Example | Topics and Well Written Essays - 500 words - 51

Philosophy - Essay Example Therefore, this paper attempts to look at Winfrey’s happiness using Aristotle’s theories including factors such as good fortune, virtue, lifetime and family. Obviously, as mentioned earlier, Winfrey has been blessed with good fortune. She is considered to be the wealthiest black woman, has several jobs and now owns a TV network named after her. She publishes a number of magazines which are widely read and are quite profitable. She is even offered roles in movies from time to time, making her stay in the limelight and benefit herself through more exposures and more income. She has friends whom she considers faithful to her for many years now, no matter her circumstances may be. According to Aristotle’s first requirement, Winfrey is a happy person. Secondly, Aristotle requires virtue to be a part of happiness. Having been molested as a child, Winfrey empathizes with innocent victims who have nothing else to do but take their share of the world’s cruelty. She supports and empowers them; funding their education through her â€Å"Angels†, an organization she put up to fund scholarships and, brings them justice by running after their abusers. She also gives huge amounts to charities, feeding thousands of less fortunate children and supporting organizations having the same objectives as hers. Moreover, Winfrey is known to give away surprises to her viewers such as scholarships in well-known universities, luxurious get-away trips and other simple treats to make her viewers enjoy a part of her successes. Accordingly, Winfrey could be said to be a virtuous person and therefore, a happy one. Aristotle considers that, â€Å"Happiness requires completeness in virtue as well as a complete lifetime† (23). Priam, in Greek mythology is, by Aristotle’s standard, not a happy man. Although he was successful in his endeavors as a king, his life ended in misery (26). In connection to Winfrey, one could not yet judge her happiness

ATR vocabulary Essay Example | Topics and Well Written Essays - 250 words

ATR vocabulary - Essay Example In other words, casting is a preparation of figures by use of mold to produce castings from an original cast made from clay. Carving is the skillful cutting of a material such as, wood or into a form or a design by use of mechanical tools. Assembling is the incorporation of objects such a piece of mold to form to a cast. Low relief also known as bas relief is a form of art in which figures are designed from a slight height above the ground with barely cut outlines. High relief comprises of round sculpture whose parts are completely detached from the ground. Contrapposto is a form of sculpture with a scheme that involves the figure is poised with all its weight resting on one leg. Earthwork is nature relate art that involves making of large-scale figures by moving a lot of soil to form the shape. Public art is any piece of art created for the purpose of placing it in public areas. Installation is the construction of an art for exhibition on a gallery. Site specific is the ground on wh ich a piece of art is stood. Minimalism is a form art that is characterized by use of simple unornamented architecture. It origin is traced back in New York City. Ceramics are inorganic materials mounding and baking clay. Clay is rigid, sticky, grained earth. Slab is a wide, thick piece of concrete used for construction. A pattern of spiral turn formed by winding material together to each other to form s diagonal effect. Potter wheel is a revolving wheel that is operated by use lever to shape clay. Porcelain is a rigid ceramic prepared by drying clay on fire and glazing it with fusible materials of different colors Glass is an inorganic, impervious material used in ornamental objects. Stained glass is simply colored glass used in the production of decorative windows. Glass blowing is the shaping of softened glass by forcefully passing air into t through a tube. Metal, this is a ductile, lustrous substance usually a good

Business Case Analysis for Virgin Group Essay Example | Topics and Well Written Essays - 2500 words

Business Case Analysis for Virgin Group - Essay Example The history and milestones of Virgin Group (Virgin) is a portrait of how companies make strategic decisions in response to change. In a lot of situation, we can see the company's management altering the course of the business operations. However, it is notable that all the changes in Virgin is in direct response to new opportunities and threats. This report will look at the major strategic changes at Virgin Group as well as their respective motives and impact. The first section will give a brief description of Virgin. In order to fully evaluate the scenarios where strategic changes are made, this paper will draw insights from the different theories and principles in strategic management. The use to these tools and techniques is expected to give an accurate account of how the company comes up with its various decisions. The paper will conclude with its findings. The origins of Virgin Group can be directly traced to the Richard Branson's foremost business endeavor in 1968, the Student Magazine. In its pursuit of saving the magazine from financial crisis, Branson ventured into selling music records which were then significantly overpriced. From this humble beginning, the company has risen to integrate 24 businesses (as of 2000) where the major lines are Virgin Travel, Virgin Atlanta, Virgin Entertainment, Virgin Holidays, Virgin Retail, Virgin Express Holdings, Virgin Direct, Virgin Direct Personal Finance, Virgin Rail, V2 Music, and Virgin Net. How the company which started as a mail order operation venture into these diverse business operations is a direct result of the strategic changes that Virgin has decided to embark in. The firm had really explored uncharted waters as it recognizes various business opportunities in other markets. The first decision which signaled the company's willingness to go into other business lines was its move to establish Virgin Retail from its mail order operation. 3.0 From Mail to Retail In 1971, the company was pressured to seek a new way of distributing its products. This dilemma was triggered by the national postal strike which plagued the whole nation. It can be seen that this event significantly threatened the firm into bankruptcy. Recognizing that Virgin needs a distribution system apart from mail ordering, Branson opted to establish a physical distribution system. Virgin rented space where clients can visit and buy records. In this decision, the company exposed itself into new challenges. It should be noted that in terms of marketing, mail order operation only requires tailoring significant strategies for the three Ps-product, promotion, and price. The creation of distribution outlet necessitates a strategic decision on the other P which is place. Basic marketing tells us that in order to efficiently market a product, companies should strike a balance among the different factors in the marketing mix. Thus, the place where Virgin's customers pick up their favorite records should compliment the products sold, the promotion launched, and the price charged for the products. The case stated how Virgin designed the distribution outlet in order for it to be appealing to its target market: "True to the

The relationship between the Strategic Position and Strategic Choices Essay

The relationship between the Strategic Position and Strategic Choices of Marks & Spencer plc - Essay Example The company that is the subject of this research is Marks and Spencer Plc. (M&S), one of the foremost British transnational retailer. It was established in the year 1884. Over the years, it has operated its business in the global retail industry and provided a wide range of products and services to its customers such as clothing, food along with financial instrument among others. Marks and Spencer has franchises in several countries such as China, Indonesia and South Korea among others. In early 1990s, it had started to establish its brand image and subsequently emerged as a household name on the global market. However, the organization has lost its acclaim in the global platform to a certain extent during the last decade. Unfortunately, since last few years, Marks and Spencer has been losing its competitive power on the global retail industry. Competitors such as Arcadia Group Limited, Benetton Group, Oasis and The Gap and Burberry Group among others are eventually coming up with ex citing and innovative trends to attract the global customers. This factor has been resulting in a steep decline for Marks and Spencer. With the consideration of these facts, the study intends to define and comprehend the notions of strategic position and strategic choices and subsequently desires to integrate the notions with the presented scenarios in the case study related to the operations of Marks and Spencer.

For admission Essay Example | Topics and Well Written Essays - 250 words

For admission - Essay Example It was both a difficult and interesting transition in my life; on one hand was the shock of environmental and cultural change whereas on the other my quest for academic excellence. I went through a period of depression being away from home and in an environment where English is the sole language of communication but stood strong. I was not going to give up on my academic goals. I therefore developed friendships with fellow students and teachers who offered tremendous assistance with my English skills and now drastically improved. The challenges have taught me to be strong and now I am applying for my postgraduate studies. I am more confident than ever before to enjoy the postgraduate academic experience considering that I am now used to international cultures, my English language skills are impressive and have learnt a lot from interacting with people of different cultures. I will be using any opportunity both in and out of class to learn and interact so as to grow not only academically but also

By closely reading and analyzing the twoworks by the same author, Essay

By closely reading and analyzing the twoworks by the same author, discuss what lterary devises. e.g metaphor, imagery, symbolism - Essay Example Marriage brought with it the name ‘Kate Chopin,’ which is how she is popularly known among people all over the world. It is true that she used her stories as a medium to communicate her feelings and thoughts like other writers, however, her writings were also a way for her to vent out her depression, which she suffered as a result of loss of her family members, especially the death of her mother and husband. Thus, the nineteenth century feminist author, Kate Chopin, uses various literary devices such as imagery, irony, metaphor, simile, symbolism etc in her works ‘The Storm’ and ‘The Story of an Hour,’ in order to achieve a perfection in the art of her storytelling as well as to guide her readers into the world of her fictional characters, and on a deeper level, to convey to the mass audience the internal strife and struggles in the minds of the women kept suppressed by themselves in the patriarchal society they lived in. The Storm and The Story of an Hour are two of Kate Chopin’s best short stories, where the former portrays the central female character Calixta taking on a ‘supposedly’ immoral role of nurturing an extra marital affair with an old friend, and the latter depicts the protagonist Mrs. Mallard’s â€Å"dramatic hour of awakening into selfhood† (Jamil 215). ... In the beginning of the story, Chopin starts with throwing a clue to the readers about her protagonist, Mrs. Mallard, suffering from â€Å"heart trouble,† which depicts the technique of foreshadowing (Evans). Had not Chopin mentioned the heart problem of Mrs. Mallard before, the story would crumble apart without any real connection and the protagonist’s death at the end cannot be justified at all. Thus, with the help of foreshadowing, the author hints her readers of an even that may happen further on in the story, as with people who suffer from heart problems, it is really difficult to say when they would get a stroke. Although Mrs. Mallard feels upset and cries at the news of her husband’s death, she soon goes to her room and locks herself up. While her sister, Josephine, thinks she is trying to make herself ill, the protagonist is actually under the trance of her new found freedom, one where she is no longer under the control of her husband. Thus, with the use of irony by way of Josephine’s concern for Louise Mallard, Chopin emphasizes more on profound joy and sense of relief that Louise now feels at the terrible news. It is this sense of freedom which enables Louise to drink a â€Å"very elixir of life† at the time, whereas both her sister and her husband’s friend, Richard, think she is in total despair and is drowned in misery due to her husband’s death (Deneau 210). So the readers first see that contrary to women’s usual reaction to their husband’s deaths, Louise does not go into denial or, as the author states, a â€Å"paralyzed inability to accept its signi?cance,† rather, she accepts it and starts

CHESAPEAKE BAY STORM SURGE, SEICHES, AND FLOODING Research Paper

CHESAPEAKE BAY STORM SURGE, SEICHES, AND FLOODING - Research Paper Example s and light wind shear, the resilient southeasterly winds in the right-front quadrant of the storm forced water in Chesapeake Bay to move northward as a single layer, which eventually formed flooding and high sea levels in the northern region of the bay including Annapolis and Baltimore (Ming et al., 2006). Apparently, the hurricane traveled from northwest on an almost conventional line that had mysteriously emerged 3 days prior to the landfall and persisted to the eventual dissipation of the hurricane over the Great Lakes (Ming et al., 2006). After hurricane Isabel passed the west land side of Chesapeake Bay, the prevailing wind direction changed from northeasterly to southeasterly, and the land along the coast was inundated causing severe erosion in the bay (Gao & College of William and Mary, 2011). In the bay, the utmost sustained wind reached 30.8 miles/second in Virginia with squalls that were as high as 43.7 miles/second, water levels reaching 5 feet over the average tidal echelons in Annapolis Maryland, a substantial increase in turbidity and salinity levels in the bay to approximately 10-4 psu/m (Ming et al., 2006). If Hurricane Isabel had approached the bay from the east side, the direction of the wind would have changed from northeasterly to northwesterly, thus causing melodr amatic differences in the bay’s barotropic response. In Washington, D.C., the largest surge reaching 2.7m over the ordinary high tides was created as a result of the arrangement of the long fetch of the lower Potomac River and southeasterly winds. The figure below portrays the storm surges and sea level distribution in Potomac River on 19th September, 2006 around 0400 hrs. At the same time, sea echelons in the arctic bay were rising speedily. From the figure, it is ostensible that the water was blown into the bay by Isabel’s strong southeast-to-southerly winds. Moreover, moving at a speed of 1.5 ms-1, this water was dripped against the head of the bay. However, the high sea

Associate Professor Essay Example for Free

Associate Professor Essay Teaching Note: Case 1 – Robin Hood Case Objectives 1. To provide an introduction to the conceptual framework of strategic management using a non-business situation. 2. To introduce students to the process of problem identification and potential solution analysis that will be used in case discussions throughout the semester. See the table below to determine where to use this case: |Chapter Use |Key Concepts | |1: Strategy Concept |Leadership for strategic management; sustainable competitive advantage; vision, mission, strategic objectives;| | |external environment; internal environment; efficiency vs. effectiveness; stakeholder management | Case Synopsis Robin Hood and his merry men are now in trouble because wealthy travelers (their source of revenue) are avoiding the forest. As is often common in an entrepreneurial organization, the Merry Men were highly motivated by Robin Hood’s leadership. Therefore, Robin had previously relied on informal communication to organize and implement operations. Robin is pleased with the growing size and influence of his organization. However, growth has meant that specialized duties have begun taking up most of the men’s time, leaving a command vacuum between Robin and the first line recruits. In addition, they are now all located in a large encampment that can be seen for miles. This creates the probability of a surprise attack on their position. Growth has also put great pressures on resources, so now they must harvest the forest more thoroughly. Where will additional revenue come from? Rich travelers are avoiding the forest, so in desperation Robin is considering robbing the poorer travelers, which means his lieutenants must now tell their men to rob their brothers and fathers. What started as a  rebellion is in danger of being routinized into banditry. Robin must therefore begin to evaluate the Merry Men’s mission in view of the changing environment. Should it still be an extension of his private grudges and aspirations? Has the organization acquired a new mission, if so what is it? Who are the key stakeholders here? On whose behalf should the organization formulate its mission! Teaching Plan Most students are familiar with the Robin Hood story, so it’s possible to ask them to read this short case in class during the 1st or 2nd class meeting. Either use the PowerPoint slides or ask the discussion questions directly. As students respond, either write answers on the board or refer to the PowerPoint slide answers. It’s up to the instructor whether or not to assign Chapter 1 prior to discussing the case. If the case is read before the chapter is read, then the instructor has the option to ask students, when they do read the chapter, to identify the concepts in the chapter that they recognize from the case discussion, and come to the next class prepared to share what they recognized. If the case is discussed after students have read Chapter 1, the instructor can ask students to identify what concepts apply from the chapter. Summary of Discussion Questions Here is a list of the suggested discussion questions. You can decide which questions to assign, and also which additional readings or exercises to include to augment each discussion. Refer back to the Case Objectives Table to identify any additional readings and/or exercises so they can be assigned in advance. 1. What is strategy? 2. What strategic problems does Robin Hood have? 3. What is the role of the organizational leader as strategist and articulator of global goals? 4. What are some issues in this organization’s external environment? 5. What is the relationship of the organization’s internal structure to its environment? 6. How do group values or culture influence strategy making? 7. What strategy can Robin Hood implement? Discussion Questions and Responses Chapter 1: Introduction and Analyzing Goals and Objectives 1. What is the purpose of strategy? See Chapter 1, Exhibit 01: Strategic management consists of the analyses, decisions, and actions an organization undertakes in order to create and sustain competitive advantages: †¢ strategy directs the organization toward overall goals and objectives; †¢ includes multiple stakeholders in decision making; †¢ incorporates both short-term and long-term perspectives; †¢ recognizes trade-offs between efficiency and effectiveness. An interesting question that the instructor can ask at this point is: what business is Robin Hood’s organization in? Some students might say philanthropy, some might say robbery. The answers to this question will help students understand the importance of vision and mission: the leader must have a clear idea of the purpose of the business, and who it competes with, in order to craft strategy. If the business is robbery, there are different competitors, like highwaymen. 2. What strategic problems does Robin Hood have? Robin Hood’s organization is in a profit squeeze: revenue is down and costs are rising. In addition, there are cracks in the culture of the organization. Issues that need to be addressed include: †¢ How to avoid detection of the growing organization? †¢ Has Sherwood Forest become too small to sustain operations? †¢ What to do about the growing strength of the Sheriff’s forces? †¢ How to address organizational communications and leadership confusion? Decisions that need to be made include: †¢ Should Robin Hood kill the Sheriff? †¢ Should Robin Hood accept the Baron’s offer to join in freeing King Richard? †¢ Should Robin Hood impose a fixed transit tax in order to increase revenue? Consequences to be considered include: †¢ Does the change in the external environment mean that the original mission is no longer valid? †¢ If Robin Hood decides to kill the Sheriff, accept the Baron’s offer or impose a tax on travelers, how do each of those actions link to the mission? †¢ If the mission changes, to what degree does Robin Hood have to worry about the loyalty of stakeholders? One other issue concerns the rapid growth of the organization. In the space of two years the organization grew from fragmentation and obscurity to a strong regional presence. Competitive strategy is about sustaining a position in the industry. Growth implies that strategy has to be flexible enough to adapt. Does Robin have a sustainable strategy? 3. What is the role of the organizational leader as strategist and articulator of global goals? See Chapter 1, Exhibit 06: The primary role of the organizational leader is to articulate vision, mission and strategic objectives. Leaders must also be  proactive, anticipate change and continually refine changes to their strategies. This requires a certain level of â€Å"ambidextrous behavior†, where leaders are alert to opportunities beyond the confines of their own jobs, and are also cooperative and seek out opportunities to combine their efforts with others. Robin Hood needs to evaluate his initial vision of the organization’s purpose: what was the original goal that was â€Å"massively inspiring, overarching, and long-term†, that represented a destination that is driven by and evokes passion? Is the original vision irreconcilable with the present circumstances? Robin Hood’s organizational mission may have to change: a mission encompasses both the purpose of the company as well as the basis for competition and competitive advantages. Organizations must respond to multiple constituencies if they are to survive and prosper, and the mission provides a means of communicating to diverse organizational stakeholders. If the vision and mission have to change, Robin Hood must establish strategic objectives to operationalize the mission statement. That is, objectives help to provide guidance on how the organization can fulfill or move toward the â€Å"higher goals† in the goal hierarchy—the mission and vision. Therefore, Robin Hood needs to redefine the organizational vision and mission since it may have changed rebellion may have become routinized into banditry. He must also identify the key stakeholders, broadening his focus beyond his own private grudge to include the needs of the district, the region, or the nation. And he must establish new goals. Depending on the stakeholders, these new goals may include replacing the Sheriff or changing the political order. 4. What are some issues in this organization’s external environment? There are obvious resource constraints. Sherwood Forest has finite resources: the inputs into the organization (travelers to rob) have dwindled, especially since the rich travelers have started avoiding it. Robin Hood’s band are spending past gains on present problems in the assumption that  future revenues will continue to grow at the same pace as in the past. This assumption, one that is often pervasive in successful organizations, may be unwarranted. The Merry Men are reduced to robbing poorer travelers. The poor travelers are their main stay of political support. Here is a common pitfall of success, the tendency of organizations to take their best and most important customers for granted, to extract from them the highest return for least effort in the belief that they have no practical alternative. In addition, trained manpower is scarce. Regarding the physical environment, the current growth of the organization has created a large encampment that can be seen for miles, and is therefore now a target for attack. The nature of the Merry Mens environment and operations requires stealth and flexibility. The current physical facility does not provide for this. 5. What is the relationship of the organization’s internal structure to its environment? See the Chapter discussion of the trade-offs between effectiveness and efficiency. Given the growth of the operation, Robin Hood’s previous structure may no longer be effective. He may no longer be able to achieve the goals of the organization. He might need to make trade-offs. His current structure is functional, with each lieutenant a specialist. Communication has been informal, and Robin currently has no direct link to his first line recruits. This structure performed well in the early days of the band. However, with the growth of the organization, this has become problematic, resulting in lack of coordination. His lieutenants could do double time as staff and line personnel: fulfilling their staff duties in off-peak periods, but available for line duty during field operations. Robin might want to consider creating a decentralized regional operation, with sub-bands who can operate out of smaller regional headquarters and better coordinate movements. This will increase flexibility of the total organization by moving the organizing of operations closer to those who undertake them. This will also reduce the chance of attack because then only  part of the band might be detected and surprised. Decentralization also pushes food-gathering down the line, thereby eliminating food distribution problems. Small scale operations can be carried out with greater economy. 6. How do group values or culture influence strategy making? During strategic analysis, the leader does â€Å"advance work† to anticipate unforeseen environmental developments, identify unanticipated resource constraints, assess changes in his or her preferences for how to manage. During strategy formation, depending on the type of organization structure, the leader might include key individuals in a discussion around selecting which strategies might be best to implement at which level within the organization. In strategy implementation, the leader must ensure proper strategic controls and organizational design, and establish effective means to coordinate and integrate activities within the firm as well as with suppliers, customers and alliance partners. Therefore, leaders must pay attention to all stakeholder needs, including the group’s values and the organizational culture. See Chapter 1, Exhibit 05 for the diverse stakeholder groups and the claims they make on the organization. Regarding the organizational culture, it was based on founding values that embraced a missionary outreach to the community. The original purpose created unity and a spirit of daring among the Merry Men. Robin is considering abandoning the higher (more affluent) segment of his market for a deeper exploitation of a very large segment with limited resources. Here he runs up against organizational traditions and values. If Robin pursues profit maximization now (robbing all travelers, including the poor), the group will become thieves. Group members will resist stealing from their brothers and fathers. Robin needs to restore the group members’ need for order and purpose. The Merry Men need to feel that their participation is quasi-voluntary. 7. What strategy can Robin Hood implement? The basic question strategic management tries to answer is: How can we create competitive advantages in the marketplace that are not only unique and valuable but also difficult for competitors to copy or substitute? Robin Hood must assess how functional areas and activities â€Å"fit together† to achieve goals and objectives. If the organization is still Robins extension of a personal grudge, then displacing the Sheriff should be the primary mission of the Merry Men. If the organization is acting on behalf of the district then replacing the Sheriff with a more benign administration should be the priority. If however the Merry Mens existence is an expression of widespread dissatisfaction with the present political order, then Robin should consider his potential contributions on a national scale. An analysis of the options confronting Robin ought to lead the students to question the criteria by which strategy is judged. Who is the actor in strategy? The chief executive officer? Top management? A coalition of stakeholders? There is clearly no theoretical answer to these questions. A discussion ought to set the ground for an appreciation of the political and structural forces under which strategy emerges. Robin should have a meeting with the Merry Men to explain the strategic dilemma and long-term issues. He needs to increase organizational discipline, which could be done by creating a clearer organizational structure with strategic controls that enforce the mission. To do this, he needs to recruit qualified leaders for the new decentralized structure, and involve lieutenants in the solution. It is always an issue – which functions should be decentralized and which retained at the corporate level. In this case intelligence gathering and finance should probably be kept centralized. It is crucial for the students to appreciate the contradictory pressures that implementation generates. The new decentralized structure will call for more intricate communication and command systems. It increases flexibility, but also increases the probability of breakdown and mismanagement. In this case runners must keep the various sub-bands in communication. This is a primitive technology that may be insufficient to ensure coordination. An  opportunity exists here for the students to appreciate to what extent sophisticated organizational forms are made possible by modern technologies which are ordinarily taken for granted. While restructuring is going on Robin must begin to consider other aspects of his strategy. He should examine the possibility of diversifying beyond the confines of his traditional forest territory. This is viable if he is decentralized. Operations can be carried on in the countryside by the autonomous sub-bands. He must also resolve the issue of the proposed transit tax. What should be his relationship to the local population? Should he increase their burden of taxation, or not? Robin must also prepare for the possibility of ceasing operations by providing outplacement training. He should pursue alliances beyond the current band of Merry Men, negotiating a possible change in the political order, negotiating amnesty, returning the band to legality. He should probably avoid contact with the Sheriff! Finally, Robin should recognize that mistakes will occur. Therefore he should anticipate the costs of implementation, especially the problems of extended communication. Robin must familiarize his lieutenants with his intentions and the projected problems. They must actively become involved in the evolving implementation. Ultimately, however, Robin Hood must consider the long-term course of action. If the Merry Men were a profit-maximizing organization in the classic sense they would be satisfied with keeping the Sheriff off balance; or perhaps work towards his replacement with a more inexperienced man. They are however a missionary organization. To pursue profit maximizing would sooner or later lead them to thievery, pure and simple. It would also undermine their unity and spirit of daring. Robin Hood has little choice but to increase his involvement in issues that lie beyond his immediate task environment.

Learning Story Example in Child Care

Learning Story Example in Child Care Di Zheng Introduction Children have their own learning story as they explore their social and natural environment. They have their own ways of solving problems and dealing with the issues they face. This makes them unique from one person to another. Furthermore, it helps adult understand the importance of seeing things lightly-no matter how difficult life may seem. Sometimes, it is better to learn from children because their innocence enlightens the adults-through the way they see ideas and things from their perspectives. In early childhood education, teachers are considering even the most basic aspect of childs learning. They identify and strengthen the flourishing skills and abilities of children based on each childs behaviour, actions, and words. Teachers are taking the opportunity to expand the ideas, thoughts, feelings, and abilities of each child when they see interesting events or behaviour. To further understand these ideas, several authors on childhood education provide learning stories. These le arning stories illustrate the journey of toddlers in solving problems and accomplishing tasks. The purpose of this report is to discuss Rubys shopping. This paper aims to explore Rubys demonstrated skills and abilities in her imaginary world. Understanding Rubys capabilities, skills, and personality enable teachers to use different strategies to nurture Rubys experience and understanding. Learning Story Ruby is playing the sandpit making puddings, but she wants to have other ingredients to finish her tasks. She wants apples, bananas, chocolate, and ice cream, but she cannot have it all in the centre so she needs to go shopping. Her teacher assist her in finding the toy fruits and other things, which she enjoys doing. After getting all the things she needed, Ruby talks to her teacher about the experience and she says that she loves buying things. The next day, another teacher joins her to go to a real supermarket to buy things they need. To add more to their shopping list, Ruby asks other teachers what they want her to buy. It gives her more responsibilities than her typical needs. When they reach the supermarket, the teacher, Ruby, and another child, Miller, start to buy everything. They return to the centre after completing their errands and talk about what they learn. The teacher asks Ruby about what she learns and feels while shopping. Ruby says that she loves shopping. During th e first and second activity, the teacher identifies the skills and abilities of Ruby when it comes to money and shopping sequencing. She also knows what to consider and she is firm with her shopping list. Though she tends to forget some things in her list, she shows determination in completing everything. She is also patient in exploring her social environment. Furthermore, she is open to assistance and help when needed. She accepts suggestion and works with it to complete her tasks successfully. The teachers working with her perceive these opportunities and skills in nurturing the mind and wellbeing of the child. Learning Assessment Ruby shows significant interest in her social environment-and she does not simply create things according to rules. She demonstrates her creativity by looking for more resources within her reach. It is true that Rubys make-believe play provides an information exchange within a responsive social context. Rubys use of language in her play as she responds, imagines, questions, describes, creates, and decides shows her independence, confidence, and sense of responsibility for her own learning (p.8). This statement justifies Rubys desire to learn and to explore the resources available for her. As she explores, she learns new things. This can be a form of scientific inquiry wherein she conducts observation, classification, experimentation, prediction, drawing conclusions, and communication of ideas (Neil, 2009). With her teachers help, Ruby is able to accomplish her tasks the scientific way. In this manner, Ruby demonstrates different feelings and emotions that justify her disposition. It is correct to say that her discussion with her teacher going on a trip to the supermarket enabled Ruby to take responsibility for her learning and to express her ideas and feelings, two very significant learning dispositions (p.9). This statement is true because Ruby does not stress herself in finding solution to her problems. She takes one step at a time and completes them successfully. Another important to consider is Rubys mathematical abilities. In the first activity, Ruby knows how to pay for the things she buys to the supermarket. She is aware that everything taken from the supermarket should be paid immediately. This practice is also shown in her journey to the real supermarket. This mathematic ability may not be unique, but interesting to see from a young child. Ruby can have a significant advantage in mathematical concepts and learning because she is aware of numbers and mathematical ideas. It is true that to be good or proficient at mathematics, children must know more than the content. They must be able to communicate the knowledge, connect that knowledge to other mathematical ideas and to other subject areas, represent their understanding, use that knowledge as they solve problems and reason (Copley, 2010, p.29). From this sense, it can be said that mathematics should not only be practiced inside the classroom, but also in everyday life (Peters Rameka, 2 010). In Rubys case, these ideas are perceived because she uses her mathematical knowledge in the real world. She uses math to buy things in the supermarket-not only in money, but also sequencing. It is also important to note that children need to demonstrate a disposition that think flexibility and with persistence about mathematic to solve problems (Copley, 2010, p.29). This thought occurs in Ruby in the first activity. She demonstrates the ability to solve problems by finding more resources. She does not simply complete the pudding; instead, she finds other things to make the pudding better in taste, smell, and appearance. These thoughts show how Ruby is able to apply mathematics in everyday life. Linking to Te Whaariki The Te Whariki is the Ministry of Education in New Zealand providing early childhood curriculum policy statement. This ministry plays an important role in shaping and nurturing early childhood curriculum to help early learners and educators in expanding knowledge, abilities, skills, personality, and identity. The goals of the early childhood curriculum under the Te Whariki include empowerment, holistic development, family and community, and relationships (Ministry of Education, 1996). Empowerment aims to see how children empower their skills and abilities to grow and learn. Holistic development aims to show childrens holistic growth and learning. Family and community aims to expand the knowledge and emotional stability of children with their family and community. Relationships encourage children to establish and learn the different kinds of relationships that they can use in their social connection and interaction. The Te Whariki curriculum aims to establish connection with people an d understand childrens personality, identity, and skills at an early age. Using different teaching strategies and methods, teachers are able to unleash the innate skills of children. After unleashing these skills, the teachers are able to nurturing and mould them according to the desires and personalities of children. In Rubys case, it shows that the teachers are responding to the goals and principles of Te Whariki in empowering, holistically developing, establishing community, and encouraging relationships. Rubys simple journey to the supermarket with Miller and her teacher creates a significant impact to her being because it demonstrates her skills and help her identify the different things available around her. These understandings correspond to Te Whariki. Linking to New Zealand Curriculum In the case of the New Zealand curriculum, Rubys learning story demonstrates her abilities and skills at a young age. In early childhood curriculum, this is an important development because not all children are able to progress as fast as Ruby. This is the reason why numerous childhood education programs and services are available throughout New Zealand-to help and encourage young children to unleash their skills, talents, and knowledge innate to them. It is important to note that early childhood care and education in New Zealand cover the years from birth to school entry age. Although participation is voluntary, attendance levels within early childhood education services continue to increase for all ages (Ministry of Education, 1996, p.17). This statement justifies that early childhood education programs and services reveal that early childhood learners are increasing in population over the years. The probable reason behind this is due to the increasing desire of parents to expose t heir children to the real world (Ministry of Education, 2007). Aside from the fact that some parents do not have sufficient time for their children, encouraging toddlers to communicate and explore their social environment will shape their personality, identity, and way of life (Ministry of Education, 2007). This is the reason why the New Zealand curriculum is imposing strict policies in nurturing and educating young learners. According to the Ministry of Education (1996), Early childhood education services are committed to ensuring that learning opportunities are not restricted by gender, locality, or economic constraints (p.17). This statement argues that the New Zealand curriculum is devoted to provide learning opportunities to any toddle from all walks of life. They do not disregard children according to gender, locality, or economic constraints because they want to provide education for all. This principle of the curriculum is shown in the second activity of Rubys journey to the supermarket wherein the teacher includes Miller into the activity. Two children, a boy and a girl, enjoy the activity as they both want to learn about things. Evaluation Considering Rubys learning story, it can be said that early childhood education is both fun and complicated. Children nowadays need real situations, occurrences, and events to clearly shape their knowledge and abilities (Dunn Stinson, 2012). Due to this, numerous early childhood programs and services are moving beyond the four corners of the classroom and explore the real world with these young learners. However, the prgrams and services provided to these children are related, connected, and in accordance to the standard academic curriculum of early childhood education. The Ministry of Education (1996) emphasizes that many early childhood education services exist as part of a national organisation which provides their philosophical rationale and direction. The particular approach of each organisation to curriculum is an essential part of its identity, and some organisations run specialised training programmes to assist in developing a curriculum appropriate for their particular phil osophy (p.17). From this sense, it can be said that early childhood education should not only be fun, enjoyable, and light. It should also provide extensive learning and exploration according to the goals of early childhood curriculum. The Te Whariki is doing its best to shape the curriculum based on the needs and demands of the children for their innocence is wide and great (Alvestad, Duncan, Berge, 2009). Therefore, they want to explore the world differently-using real experiences, things, and environment. This judgment supports the Ministry of Educations (1996) claim saying that the early childhood curriculum recognises that there can be wide variations in the rate and timing of childrens growth and development and in their capacity to learn new things in new places (p.20). The early childhood curriculum is more complicated than any curriculums because it does not only consider the age and condition of the students, but also their learning abilities, mood, and desires for them t o successfully grow and develop (Blaiklock, 2011). In Rubys case, it is shown that the teachers in the centre are doing their best to provide children the best environment. They show children the real world with great guidance and assistance. Through these things, children would be able to explore their social environment without being vulnerable or hesitant because they know that someone is there to support them. Conclusion Rubys learning story is interesting because she demonstrates strong abilities and skills at an early age. However, not only her abilities and personalities should be considered, but the role and competency of the educators as well. The learning story reveals that the teachers are aware of the importance of the real world-and they go extra mile to provide children their needs in holistic development. As they physically, mentally, and emotionally develop through experiences, children are also able to establish communication and relationships with their community. All these things are shown in Rubys learning story-and they all correspond to the principles and goals of Te Whariki and New Zealand early childhood education curriculum. Reference List [Example] Alvestad, M., Duncan, J., Berge, A. (2009). New Zealand teachers talk about Te WhÄ riki.New Zealand Journal of Teachers Work, 6(1), 3 19. Blaiklock, K. (2011). Te WhÄ riki, the New Zealand early childhood curriculum: Is it effective? International Journal of Early Years Education, 18 (3), 201à ¢Ã¢â€š ¬Ã‚ 212. Copley, J. (2010). The young child and mathematics (2nd ed., pp. 29à ¢Ã¢â€š ¬Ã‚ 44). Washington, DC: National Association for the Education of Young Children. Dietze, B., Kashin, D. (2012). Playing and learning in early childhood education (pp. 320à ¢Ã¢â€š ¬Ã‚ 329). Ontario, Canada: Pearson Canada. Dunn, J. Stinson, M. (2012). Dramatic play and drama in the early years: Re-imagining the approach. In Wright, S. (Ed.), Children, Meaning Making and the Arts (2nd ed, pp. 115-134). Frenchs Forest, Australia: Pearson. Ministry of Education. (1996). Te Whariki. Wellington, New Zealand: Learning Media Limited. Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media Limited. Peters, S. Rameka, L. (2010). Te kakano (the seed): Growing rich mathematics in ECE settings. Early Childhood Folio, 16(2), 8-14.

An Essay on the American Civil War

An Essay on the American Civil War Civil War Essay The Killer Angels, By Micheal Shaara tells the story of one of the bloodiest battles during the Civil War: The Battle of Gettysburg. The Battle of Gettysburg was fought for three days July 1–3, 1863, in and around the town of Gettysburg, Pennsylvania. This battle is considered to be the turning point of the war, whichever side was to win this battle would overall win the whole war. The Battle of Gettysburg was not only the most significant of the civil was it was the battle with most casualties in the American Civil War. One of the biggest questions about the Civil War is why the men of both sides fought. The answer is not as simple as many might think. Most people, before reading this book probably thought the South fought the war only because they wanted to keep their slaves. This was only the case for a few Southerners, contrary to popular belief only a small percentage of people in the south owned slaves. Each side, the North and the South had their own reasons, but both a lso had one similar cause in common for fighting in the Civil War. In the beginning cause for the South was more about for the right to secede, and the North was about preserving the Union. But as the war went on, the causes to fight changed. The North then added that they were fighting to free the slaves, and the South fought to keep their constitutional rights to owning a slave. The South fought for their constitutional rights as a separate nation. These ideals definitely molded the way the war was fought by the South. The Confederate states seceded from the union over the issue of states’ rights and the power of state governments to totally rule over its land and decide its own issues. The South felt as if they were being controlled by the Northern government, which to felt like a foreign government. â€Å"Youve gotta tell them that what were fighting for here is the is the freedom from what we consider to be the rule of a foreign power! I mean, thats all we want. Thats what this war is all about.† This quote that was said by Armistead, expresses how the South felt about the North. The South was clearly angry because the North, where the Federal Government was located did not know what was necessary to help the South prosper. This also shows that the war was not only about slavery. The Confederates were mostly protecting their families and property from destruction, shown mainly in the later stages of war. To go along with that, many Confederate soldiers expressed the fear of being controlled by the North. This reaction, along with wanting self-government, seemed to be the main reason that kept the Confederate’s spirits high throughout most of the war, even in spite of the Union’s military advantages. Many Southerners believing that they would have their own nation also lead to their high spirits. They were attempting to establish a new nation and were put down by Lincoln. Lincoln claimed that secession was illegal, and did not want to allow the southern states to secede. â€Å"Now you suppose that we all join a club, a gentlemens club. And then, well, after a time, several of the members began to, uh began to *intrude* themselves into our private lives, our home lives. Began tellin us what we could do, what we couldnt do. Well, then, wouldnt any one of us have the right to resign?† This quote from the book expresses how the South felt about not being allowed to secede. The Northerner’s reason to fight in the Civil War was to preserve and restore the union. The Union believed that the Southern States did not have the right to leave the Union because they were a part of America. When interpreting of theConstitution, there were two different iadeals on the role of the federal government. Federalists believed that the federal government and the executive branch needed to maintain their power for the Union to survive. The anti-federalists believed that states should keep much of their authority and power within the new nation. Preserving the union was not a very popular cause in The Killer Angels and in the actual Civil War. This was mostly because majority of men didn’t want to fight for a cause that didn’t have a lot of emotional connection behind it. That is why preserving the Union was not mentioned much though out the book as much as freeing the slaves. â€Å"I dont really understand it. Never have. The more I think on it the more it horrifies me. How can they look in the eyes of a man and make a slave of him and then quote the Bible? But then right after that, after I left the room, the other one came to see me, the professor. I could see he was concerned, and I respected him, and he apologized for having offended me in my own home.(177). Through this quote one can see just how important the cause for abolishing slavery was to the Northern army. They felt it was their duty to stop the oppression of blacks, in order to restore the country as a whole. As the Civil War went on, it soon became obvious to most that the Union could not be restored unless slavery, the cause of the conflict was abolished. With that, the objective for the war had been changed. The issue of slavery now mattered to Union Soldiers, especially after Abraham Lincoln issued his Emancipation Proclamation. This officially freed slaves that were being held in Confederate-controlled areas. Many people in the North opposed the emancipation, but during the second half of the war, many people began to change their minds when they realized that emancipation could affect Union morale in a positive way by supporting it, Instead of just fighting for the idea of â€Å"saving the Union†, the soldiers were now fighting for the cause of liberty as well. â€Å"This was the first place on earth where the man mattered more than the state. True freedom had begun here and it would spread eventually over all the earth. But it had begun here. The fact of slavery upon this incredibly beautiful new clean earth was appalling, but more even than that was the horror of old Europe, the curse of nobility, which the South was transplanting to new soil. They were forming a new aristocracy, a new breed of glittering men, and Chamberlain had come to crush it. But he was fighting for the dignity of man and I that way he was fighting for himself. If men were equal in America, all the former Poles and English and Czechs and blacks, then they were equal everywhere, and there was really no such thing as foreigner; there were only free men and slaves. And so it was not even patriotism but a new faith. The Frenchman may fight for France, but the American fights for mankind, for freedom; for the people, not the land. (27) The cause of liberty, as defined by both sides, figured highly in the reasoning of many soldiers. Those of the North felt they were fighting to not only preserve the Union but to keep alive the spirit of the Declaration of Independence and of the Constitution. Lastly, and perhaps more pronounced as the War dragged on, the soldiers of both sides fought for each other. Many of us volunteered to fight for the Union. Some came mainly because we were bored at home and this looked like it might be fun. Some came because we were ashamed not to. Many came because it was the right thing to do. This is a different kind of army. If you look at history you’ll see men fight for pay, or women, or some other kind of loot. They fight for land, power, or because a king makes them, or just because they like killing. But we’re here for something new. This has not happened much, in the history of the world: We are an army out to set other men free. America should be free ground, all of it, from here to the Pacific Ocean. No man has to bow, no man born to royalty. Here we judge you by what you do, not by who your father was. Here you can be something. Here is the place to build a home. But it’s not the land. There’s always more land. It’s the idea that we all have value, you and me. What we’re fighting for, in the end†¦ we’re fighting for each other. (32) The Civil War gave back Americas title as a country that fights for freedom, a title that America previously claimed to be in its constitution. The Civil War proved that the USA was a country of freedom-fighters. The major similarity between the two sides that appears in the book is how that both sides believed that they were fighting to preserve the rights of others. Soldiers on both sides believed that they were fighting for the same basic idea of liberty, but they interpreted it in completely different ways. People in the Union believed that the preservation of the U. S. government was most important, with natural rights of humans coming second. The Confederates, believed that the government was more a part of the problem than the solution, and that the solution (for the confederates) was to rebel. In their eyes they saw the North as tyrannical and controlling. Both sides also turned to nationalistic and patriotic ideas. The nationalism of the Union soldiers was more evident, beca use Lincoln from the very beginning of the war had been fighting to preserve the Union. With the help of reading The Killer Angels, one will certainly grasp the essence of the Civil War and why it was fought. Both sides knew what they were fighting for and believed their causes were worthy of losing men. While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves and the restoration of the union, while Southerners focused on defending their right to self-govern. In the end, the one significant similarity the North and the South had was that they were Americans fighting for their liberties and what they believed in.

H.R.Gigers Alien Essay -- Fim Movies

H.R.Giger's Alien "Hollywood's conception of extraterrestrial life was pretty much limited to either whimsical little green men or clumsy bug-eyed monsters. In a gritty future, Scott brought to life Swiss surrealist H.R.Giger's terrifying biomechanical beastie: an acid-bleeding, razor-toothed, overgrown cockroach with an ugly practice of gestating its offspring in human hosts†¦Ã¢â‚¬ ¦. Suddenly, space was a pretty scary place to be." (Schwarzbaum, 27) In 1979 an alien was born. Before 1979 the movie "Star Wars" showed the vastness of space where men and women fought among themselves for control of the universe. The aliens that were present in such movies were nothing more than secondary actors. These types of aliens were never truly frightening and the concept of extraterrestrial life as a threat to us was never believable. The movie "Aliens" presented a conception and perception of design of extraterrestrial life that was different from anything else. This movie introduced many revolutionary concepts; the two most prominent of these are the female heroine and the new design for a terrifying alien life form and its surroundings that gave a less perfect view of space. What makes the movie "Alien" so terrifying is the concept that life in outer space is pure evil. Before 1979, most movies portrayed aliens as friendly creature that came in peace and wanted to help humanity. This new Alien was so different and had revolutionary special effects; that the creation of an alien creature won an Oscar for "Best Achievement for Visual Effects" April14th, 1980. The creator and designer of the alien creature was H. R Giger, born in Born in Chur, Germany, 1940. H. R Giger’s revolutionary designs and the publishing of the book Giger’s "Necr... ...ective that is still being used in Science fiction movies today. Bibliography Internet Site www.hrgiger.com  © Copyright 1996, H.R.Giger Movies Alien: Directed by Ridley Scott. 20th century Fox, 1979 Planet of the Apes: Directed by Franklin J. Schanffner. 20th Century Fox, 1968 Star Wars: Directed by George Lucas. Lucas films Ltd, 1977 This Island Earth: Directed by Joseph M. Newman. Universal International Pictures, 1954 War of the Worlds: Directed by Byron Haskin and George Pal. Paramount Pictures, 1953 Magazines Entertainment Weekly, Lisa Schwarzbaum. Volume 3 Issue #454, October 1998 Books Bonnie J. Dow. Prime-Time Feminism Philadelphia, University of Pennsylvania Press, 1996 Clute, John. Science fiction : the illustrated encyclopedia. London; New York: Dorling Kindersley; Boston: Distributed by Houghton Mifflin, 1995.

The moral cost of video games Essay -- Analysis, Matthew Devereux

With a huge projected screen replacing my perspective of the world around me, I jumped right into the immersive experience of playing one of the most realistic war games on the market: â€Å"Call of Duty: Modern Warfare 2†. Inside a fiery world of smoke, smog, and tall abandoned houses, adrenaline rushed through my brain and tensed my body with excitement as I followed a team of nine through a maze of doorways and alleys. I quickly lost track of them and I hid at the end of a small dead alley while I waited for something to move or make a sound. The sounds of action were in the distant; but this bunker, which seemed like an ideal hiding place, caught my attention. When I was going to run towards the bunker, movement to my right made me jump; and with a terribly aimed shot, I fired the majority of a round from my machine gun at my target until I eventually shot and killed it. â€Å"Headshot† huge words flashed for a second in the middle of the screen making me hungry fo r my next kill. A child having this same immersive experience would get used to destructing all these monsters, and will ruthlessly learn to put everyone else aside and focus on themselves winning (MC 10). Children would become selfish as they venture into a virtual world where accumulating grenades and throwing them into mobs of people actually builds up a higher score. â€Å"There is no ‘right’ or ‘wrong’–only success or failure† (MC 13). Because of the obscene immorality of video games, there should be a fresh genre of video games with unquestionable moral aspects. In Matthew Devereux’s essay â€Å"The moral cost of video games†, he describes this horrible game called â€Å"Manhunt 2† as a game where the player has to sneak up on innocent victims and use a garden spade to kill and deca... ...eract positively with other characters to accomplish a common goal can teach people values such as teamwork and positive interaction with others. Having a concept in a game where players selflessly work together to achieve a common goal is a much better construction of a game than the point hoarding of kills. Throughout the gaming community, a genre should be created that casts out immorality and replaces it with an integrity that fulfills the player’s immersive experience. With the terrible immorality of video games as a blame for the Littleton Shootings, children are being restricted from their media and entertainment. Instead of having mostly immoral games, game developers should create new and immersive games with ethical values. A new generation of games with undeniable ethics, including but not glamorizing violence, should overshadow the gaming industry.

The great mortality

While there is much that is not known about the great pestilence which struck Europe most savagely in 1348 to 1350, this much can be said: in all of human history, there has never been a most devastating event. The modern analysis of surviving records indicates that the mortality rate throughout Europe averaged at least 50 percent. In the course of three years, one of every two human beings died, victims of a plague for which there was no effective remedy.In most communities, the pestilence struck and killed within a few months while sweeping on to other communities, making the impact of the staggering death toll all the more devastating. . A good deal has been written about this pestilence, and John Aberth makes an admirable contribution with his small book, The Black Death: The Great Mortality of 1348-1350: A Brief History with Documents. Most of this book is documents from the period of the great pestilence, and these give insight into the suffering that swept across Europe during this period.When Aberth does interject comments, his observations are brief but thoroughly prescient. One of Aberth’s finest pieces is his comment on one of the great mysteries of the disease which destroyed so much of Europe. (Aberth 23-27) We do not know what it was. As Aberth notes, the term now commonly used for this disease, the Black Death, was not used by contemporaries. It was first coined in the sixteenth century. (Aberth 1) The modern reason for describing this disease as an outbreak of the Bubonic Plague is the outbreak of a similar, if much less devastating pestilence in Asia in the late nineteenth and early twentieth century.(Aberth 1, 23; Herlihy 20-21) During that plague, microbiologists isolated a bacterium as the cause of the outbreak, and given the similarity of symptoms, historians posit that the pestilence that devastated Europe in 1348 to 1350 was a variety of the same plague. (Aberth 23-25) Aberth does a fine job of reviewing the strengths and the weakn esses of the modern discussion, including issues about the temperature at which plague-bearing fleas flourish (Aberth 25-26), and also the strengths and weaknesses of his medieval sources (Aberth 24-27) .After all, knowing nothing of bacteriology and painfully little about the behavior of fleas and rats, medieval chroniclers were could hardly predict what modern scientists would like to know about the details of the disease their forebears encountered. As Aberth concludes, there are several problems with the conclusion that the pestilence of 1348 was the bubonic plague, but there are even greater difficulties with any alternative explanation that has been offered. (Aberth 26-27)Part of the difficulty with the notion that the pestilence was the bubonic plague lies with the fact that the flea which commonly carries the plague bacillus prefers to inhabit rats rather than humans, and will abandon the rat only when it dies of the plague and its body begins to cool. (ABerth 25-26; Herlihy 21-23) Reflecting this fact, modern outbreaks of the bubonic plague have been marked by the widespread death of rats. Albert Camus mentions this occurrence as the first sign of the arrival of the pestilence in his novel, The Plague.While some medieval sources do mention the widespread death of rats, it is not widely mentioned. However, the failure of these sources to mention a particular occurrence is questionable evidence from which to argue that something did not occur. For a wide variety of reasons, medieval chroniclers may not have connected the death of rats with the outbreak of the plague. Aberth also mentions that fleas can hide for long periods of time in grain, one of the items frequently carried along the routes which the plague followed.(Aberth 25-27; Ziegler 16, Horrax 7-8), Another difficulty which modern scholars have encountered is that the symptoms of the plague as described in the medieval documents do not match closely the symptoms noted in early twentieth century victims of the plague. Here Aberth shows his understanding of the complex scientific literature in the field, noting that plague bacillus has been shown to have a remarkable capacity for mutation, so that it is quite possible that what swept through Europe wasa particularly virulent mutation of the plague, a strain causing symptom somewhat different from those encountered in modern pandemics. (Aberth 26) The effects of the plague have been debated almost since they first occurred. Some historians contend that, especially in England, the plague so reduced that number of available laborers as to raise their standard of living as employers had to compete for their services.Here again, Aberth outdoes many other writers, by showing that variety and complexity of the economic responses to the devastating loss of population. In some areas, such as Egypt, the plague seems to have caused comparatively little change in economic relationships. (Aberth 67-70) In England, as noted, the conditio n of the lower classes gradually improved, and eventually, the true feudal system of serfs bond to the land fell away under the strain of the economic forces unleashed by the shift in the population.Aberth also acknowledges that the plague prompted many labor-saving inventions which helped improve the lot of the common folk, but adds a very sound admonition: any social or economic gain that cost the lives of half of the continent’s population must be hailed with considerable caution. (Aberth 68-70) In this analysis, Aberth again shows a good deal more subtlety and sophistication than many other historians who have tried to view the effects of the plague along more straightforward, if somewhat simplistic lines.In one of the noted revisionist essays, David Herlihy, for example, contended that Europe prior to the plague had reached a Malthusian breaking point: the population had expanded to the point where it was exhausting food production, and its continued geometric expansion versus the arithmetic expansion of the food supply had created a crisis. By greatly reducing the population, the plague alleviated this crisis while stimulating a wide range of inventions which eventually made much great food production possible.(Herlihy 31-39, 46-57) While not dismissing this interpretation, Aberth shows that it cannot explain the economic and social developments that occurred throughout Europe. These developments were sufficiently varied that no single theory can consistently bind them all together. (Aberth 69-70; Zeigler 203-09) While economic developments in the wake of the plague might be classified as â€Å"rational† responses to the pestilence, Aberth allows dwells on the hysterical responses, which took two primary forms: pogroms against the Jews and the flagellants.These two phenomena sometimes were related, as the flagellants blamed Jews for the outbreak of the plague, but also finds the phenomena occurring separately. The flagellants marked a parti cularly strange form of hysteria, organizing themselves into bands of zealots who carried the mortification of the flesh to gruesome lengths. With their belief that they alone had found the way to satisfy a wrathful God, they represented a break with the authority of the Catholic Church, something that led to their excommunication and their suppression by both religious and secular authorities.(Aberth 117-20;Zeigler 62-81) In a brief final chapter, Aberth considers how the plague altered the European conception of death. Here he notes some of the artistic changes that came about in the wake of th plague, including the appearance of â€Å"transi† tombs, which he describes as â€Å"a variation on tomb monuments by substituting or contrasting a skeletal and rotting cadaver to the idealized life-like portrait of the patron.† (Aberth 169) One example of this is the tomb of Francois de la Sarra, on which the arms crossed over the chest are covered with worms and four frogs o r toads sit on the face, covering the mouth and eyes. (Aberth 166, doc. 44) Another curious document that he presents is the :Disputacioun betwyx the Body and Wormes,† in which a noblewoman’s body argues with the worms that gnaw away the flesh after her death. (Aberth 176-78, doc. 46) The great majority of this book is made up of documentary selections, and Aberth has chosen his sources well.His introductory comments show the significance of each document, . and he notes grimly that many of those who tried to chronicle the plague fell victim to its ravages. He also shows the sad state of knowledge, in which the great medical faculty of the University of Paris, considered one of the leading centers of learning in its day, could find no better cause for the plague than the conjunction of the planets Jupiter, Saturn, and Mars in Aquarius in 1345.(Aberth 41-42) While many authorities, Christian and Muslim, agreed that the plague was highly contagious, medical science was se veral hundred years from advancing any theory which would explain contagion in any credible way, and even farther from effecting a cure. The contradictory advice, the irrelevance of many proposed cures, and the gruesome stress on blood-letting show the sad state of medical knowledge at that time. (Aberth 45-66) Perhaps the grimmest aspect of these documents are the many comments showing the collapse of hope and human compassion during this terrible disease.Time and again, there is the repeated refrain of abandonment. With the disease almost invariably fatal, once a person was stricken, relatives and acquaintance would flee rather than risk being afflicted. Over and over, the documents reflect this in a litany of abandonment, (Aberth 33-34,54, 76) There has been no later pandemic on the order of the pestilence of 1348 to 1350. By comparison, deaths due to AIDS/HIV would have to increase more than a thousandfold to equal the slaughter that the plague inflicted.One can only hope that n o such pandemic recurs. SOURCES USED: Aberth, John. The Black Death: the Great Mortality of 1348-1350 (New York, New York: Palgrave McMillion, 2005). Camus, Albert. The Plague. (New York, New York: Vintage Books 1991). Herlihy, David. The Black Death and the Transformation of the West. (Cambridge, Massachusetts,L Harvard University Press, 1997). Horraxs, Rosemary. The Black Death (Manchester England: Manchester University Press, 1994). Ziegler, Philip. The Black Death. (Thrupp, Gloucestershire, England: Sutton Publishing 1969).

Becoming a Teacher

comely a TeacherBecoming a TeacherE rattling soulfulness has his or her own dreams of turn somebody when he or she grows up. Some would posit they want to be a doctor, engineer, lawyer, accountant, or businessman. In my case, ever since I was a child, I pitch been nurturing this dream of becoming a instructor. I decided to go into on this noble trading for 3 main earths.The first reason dejection be attributed to my wish to impart believe an dissemble on rafts put ups. Specific e realy, I wish to bring to pass a office type for the youth of today, many of whom argon in need of guidance.I believe that I back end be a bully exemplar and a instructor to e very(prenominal)(prenominal) schoolchild that I impart be belief in the future. By creation a role model, I can swear out my future students grow and mock up them to befit better individualsa deed that, when turn overd, can certainly leave me contacted. Second, I want to become a instructor for a v ery simple reason I want to sh are acquaintance and make a difference in peoples lives. I want to educate the young ones non just about the subjects that they have to learn, but in addition about the realities of the world and the values that they should live out.I likewise wish to have the pretend to help them achieve their goals and dreams in the future. By doing so, I would be able to extensive deal out every students potential and help him or her summit a successful sustenance founded on integrity. Third, my march onion for and interest in dealings with children prompted me to decide on becoming a teacher.For me, children are just like angels universe around them makes me feel intellectual and center in tone. They are cute, sweet, and adorable. They may be stubborn, hardheaded, and noisy, but these are the qualities that make them a child, so their display of such look is only natural.Hence, I, as a teacher, should fix principle children during their format ive years so that they will grow up to become principled individuals. These are the reasons why I am very eager and importunate to become a teacher.Teaching is a very challenging profession. Thus, in vagabond to pull through and become a successful and hard-hitting teacher, I believe that teachers should cause the succeeding(a) characteristics and skills. First of all, a teacher should have com craze, a trait that entails empathy, kindness, and benevolence.Teachers with com lovingness possess a genuine desire to help students. Hence, being com concupiscent is one of the more or less cardinal traits that a teacher should have. another(prenominal) quality that is crucial to teachers is dedication. Teaching is not just a profession it is a commitment that an individual takes due to his or her great intention to help others and pass on the greetledge and skills that he or she has. Teachers should also have confidence in themselves in order to be an sound teacher. They must know what they are doing and have the courage to lead every student to the right path.Strength is also another important trait that teachers should possess in order for students to regard them with respect. Moreover, teachers should exhibit enthusiasm in order to motivate the students to learn and fortify. They should also be approachable and have peachy communication skills in order to go along misunderstandings or miscommunications with and among their students.Open communication is imperative in a teacher-student relationship so that the teacher will know whether there is discipline or problem in his or her students.In addition, I also believe that a teacher should demonstrate a unspoiled attitude and character to his or her students. They should ever so be a good example to their students and always show positive feelings and emotions (Glenn, 2001). Finally, the roughly important somebodyal characteristic that a teacher should have is a messiness of patience. Patience is sa id to be a virtue, a virtue that is very hard to keep and maintain. Being a teacher requires having a lot of patience because of all the responsibilities that he or she has to fulfill, such as making sure that the students learn and develop their skills.Considering this list of the personal characteristics that a teacher should possess in order to become effective, one may perceive the profession as very difficult and heterogeneous to fulfill. However, knowing that the purpose of teachers is to help and miscellanea other peoples life for the better does not hinder me to fulfill my dream of becoming a teacher someday. There are different types of learning in the society nowadays. One of these is fussy(prenominal) education. Special education is a very different setting compared to a commonplace school.It is a school or a place where various special and surplus services are provided for children or people with disabilities, including blind, deaf, mute, and mentally challenged i ndividuals, among others (Watson, 2003). To stay updated in the field of honor of special education, teachers can attend seminars or taking a special sort that directly provides information especially germane(predicate) to this field. This may involve taking a course that offers different techniques and strategies in teaching and handling special children.Learning that is based on personal observation could be helpful as well in this field. holding ones manic disorder sounds very easy especially if it is something that a person enjoys doing. Nonetheless, in the field of teaching, it might advance very difficult to keep a teachers passion in teaching, for it is said to be a very stressful and difficult public life. However, in my opinion, maintaining my passion for teaching is easy. There are a lot of things that I can do in order to maintain my robust will and desire in teaching.Being innovational in my teaching style, combined with a positive attitude towards this professi on, would keep me happy and satisfied with this job. Dealing with children, getting to know different students, and gaining love, respect and care from students are also rewarding reasons to be passionate about being a teacher. structure relationships and fostering creativity within my students, which are some of many exciting things that I am looking forward to achieve when I become a teacher, would always rekindle my passion for teaching.In addition to this, retentivity in mind that the students future lies on my hands would certainly maintain my passion and keenness to be a great teacher and a role model to every student I will have. Indeed, having a career in teaching can be considered as a blessing and an honor to an individual. It is one of the intimately noble and respected jobs in the world, and its impalpable rewards will always arouse the passion that I have always possess towards teaching.I believe that a great teacher has the responsibility to bring out the scoop in every student. A teacher should have an open mind, positive attitude, and broad(prenominal) expectations everyday as he or she goes to school. This is my educational philosophy. When I become a teacher, I would gladly and proudly become an inspiration to every child. I would like to be an instrument that will make these children grow and succeed in their lives. I wish to live a life of service to other people about especially to children.I want to be a teacher to be able to kick upstairs children and instill all the necessary acquaintance and values that one should have in order to have a joyful and rewarding life. Teaching will always be my passion, and I will neer harbor feelings of regret in choosing this career path. References Glenn, R. E. (2001). Admirable Teaching Traits. Education World. Retrieved January 28, 2009 from http//www. education-world. com/a_curr/curr387. shtml. Watson, S. (2003). What is special education?. About. com. Retrieved January 28, 2009 from http/ /specialed. about. com/od/idea/a/Special101. htm

Modern Management – GE MFP Matrix vs. BCG Matrix

Business Portfolio Analysis is a type of a planning transcription adopted by the organization (organisational st arrangegy), which is standardized to the manner in which investment funds portfolios ar managed. According to the business portfolio analysis, an organization would cede to perform only sound activities and convulse the unsound angiotensin converting enzymes. Business portfolio instruments ar of dickens types, namely, the Boston-Consulting Group (BCG) Growth-Shargon Matrix and General galvanizing (GE) Multifactor Portfolio Matrix.Boston-Consulting Group (BCG) Growth-Share Matrix was developed by a popular production building block known as the BCG group and was aimed at helping the managers follow the merchandise by developing an organizational strategy. The strategy in addition helps to develop the marketplace where the business survives. The GE Multifactor Portfolio Matrix was developed by McKinsley et al who were basically consultants to the GE Company. This strategy is principally based on the attractiveness posit in the market and the strengths of the organization. This strategy is very much advantageous than the BCG strategy as it tries to insure for the limitations.In the BCG strategy, the organization is broken into portions much(prenominal) that each portions can develop an organizational strategy which could generate revenue (known as strategic business building blocks or SBUs). These SBUs could be a sectionalisation of a company or a production unit of a particular proposition product or service. The SBUs kick in their own competitors, a manager in charge of the unit, and the management of the unit has to be planned with a strategy.Each of the unit is then placed on one of the four boxes (namely stars, question marks, dogs or gold cows) according to their characteristics. Stars have a high- step-up rate save require colossal amounts of investments. notes cows occupy a huge market share and grow much more slowly. Que stion marks are those units which have a high-growth rate but doubts whether the management would invest in them, exist. Dogs are those units which have a small market share and grow at a much slower rate.On the separate hand, the GE analysis rates the SBUs according to the market attractiveness and the strengths of the business. The blotto has to determine each of these criteria based on the situation that exists. Based on these criteria, circles step forward on a graph in which business strengths are plotted against the market attractiveness. The size of the circle varies according to investment in the market.THE BCG strategy does not select the risks involved in developing the products, factors such(prenominal) as inflation and the predictable frugal situations, and the pressure that exist from the ecosystem, politics and society. The GE strategy helps to cover some of these pitfalls. some(prenominal) factors such as presence of competitors, growth rate of the industry, wea knesses of the competitors, etc, are considered in the GE strategy.ReferencesCresto, S. C. and Cresto, S. T. (2006). Chapter 3 Planning, Modern Management, (10th ed), New island of Jersey Upper Saddle River, pp. 188-191.