Two Successful Business People Who Inspire Me

Two Successful Business People Who Inspire Me Success is something that we all aspire to. We cannot feel genuinely happy for long if we felt like a failure within. The most encouraging reality about success is that it is attainable to all irrespective of who we are what we are or where we are. Success also has a different meaning for each one of us. Success being a personal realization should logically be achievable by all, but we know that this is not really so. Most of us are unable to accomplish what we really want to do or what we really work for.When we struggle for success and do not achieve it. We become frustrated and this leads us further from our goal. This is what has inspired me to study and write about this complex subject. Achieving success is right and can realize it with the ease it provides you to go about the right way, you just have to know the rules and apply them in your life. Bill Gates was born on Oct 28th, 1955 and he is an American business magnate, philanthr opist and chairman of Microsoft. The software company he founded with Paul Allen. He is consistently ranked among the world’s wealthiest people.During his career at Microsoft. Gates held the position of CEO and chief software architect and remains the largest individual shareholder. He has also authored or co- authored several books. Gates is one of the best- know entrepreneurs of the personal computer revolution. In the later stages of his career. Gates has pursued a number of philanthropic endeavors, donating large amounts of money to various charitable organizations and scientific research programs through the Bill and Melinda Gates Foundation in 2000. At Harvard, he met Paul Allen, who became Gates’ close friend.They got obsessed with the computers that they were late for some of their classes. They even skipper some classes to be in the computer lab. Unfortunately, their computer time finishes after spring. However, they did not graduate in the Harvard. Allen and Gates had to leave to devote their energy full-time and thriving company. They had a belief that the personal computer would be a valuable tool on every office desktop in every home. Gates and Allen began developing software for personal computers. They collaborated together to make the language BASIC in the first Microcomputer, and in 1975, they started the Microsoft Company.Warren Buffet is the world’s most successful investor and self-made billionaire. He is consistently ranked among the world’s Top 3 wealthiest people. Buffet runs and owns about 31% of Berkshire Hathway, a 136 billion investment company that has substantial stakes in Coca Cola, Wells Fargo and American Express. A 1 dollar investment in Berkshire in 1965 would bring about 5000 dollars in 2005. Since 1951, Buffet has generated an average annual return of about 31%. The average annual return of the Standard Poor’s 500 stock over that period is 11%.Warren Buffet was once asked what is the most i mportant thing he looks for when evaluating a company to invest in, without hesitation he replied â€Å"sustainable competitive advantage. † Indeed, while business valuation matters. â€Å"it is the future growth and prosperity of the company underlying a stock, not it is a current price, that is most important. A company’s prosperity in turn is driven by how powerful and enduring it is competitive advantage are. Sustainable competitive advantage and marked category leadership give a company the edge that keeps competitors at bay and reap extraordinary growth and profits.Warren Buffet seeks to identify rare companies with strong competitive advantage that has a potential to grow even stronger over time, when a company is able to achieve this, it is investors can be rewarded to decades. Obviously, we can draw the conclusion that both of buffet and Gates influence to me is far from my imagination. Beside stocks, ideas, and investment, I learn many aspects from them, the ir team spirit and their friendship with partner. I hope there will be more and more people like them, who are not only successful, but also influencing other people.

Empowering Students Through Critical Reading Strategies Education Essay

Introduction 1.1.BACKGROUND TO THE STUDY Traditional impression of the literacy has been focused on the equal degree of proficiency of the reading and composing ability. Rubin ( 1993:3 ) states â€Å" A literate individual is one who can read and compose † . Since the beginning of the 20th Century literacy construct has taken on several significances. Mckenna and Robinson ( 2002 ) Literacy are a construct that has changed well over the old ages. Entering the modern society with complicated and competitory engineering and the ability to acquire and give information demand to utilize the new signifier of literacy that Multicultural, Technological, Media, Computer, Visual and Critical literary are merely a few illustrations. As an instructional attack, critical literacy has emerged in recent old ages, peculiarly in the late eightiess and early 1990s. Stevens and Bean ( 2007 ) critical literacy is an active inquiring of the stance found within, behind, and among text. Wink ( 2005:3 ) agrees to this â€Å" critical liter acy is reading and composing, but it is much, much more. Critical literacy involves cognizing, tonss of cognizing. It besides involves seeing, tonss of seeing. It enables the reader to read the societal patterns of the universe all excessively clearly. † Critical literacy really encourages readers to actively analyse texts and challenges to detect the significance of the Word and the World. Analytic reading and reading between and beyond the lines are some of its highlighted functions. Richardson, Morgan, and Fleener ( 2009:142 ) are of the sentiment that â€Å" Critical literacy is non to promote incredulity but to give pupil tools for investigation and going informed, instead than fleeceable, readers. † Cooper, Kiger and Au ( 2009:8 ) claim that from a critical literacy position, it is of import to pay attending non merely to how reading is taught, but besides to what is being read. On that history instructors should concentrate on critical literacy and promote the pu pils to hold a deeper expression at texts ; specifically analyzing the relationships among texts, linguistic communication, power, societal groups and societal patterns. One facet of critical literacy is critical reading that is more than entree to superficially intending of the text. Critical reading occurs at a higher degree of reading to authorise pupils, through negotiating and reading critically the diverse signifiers of the text. The first serious researches and treatments of critical reading emerged during the 1967s by Willavence from Ohio State University Research Foundation under the U.S Department of Health, Education, and Welfare. The survey was mostly based upon empirical surveies that investigate â€Å" Critical Reading Ability of Elementary School Children. † Critical Reading was identified as a portion of reading comprehension and was defined as an analytical appraising type of reading in which the reader analyzes and Judgess both the content of what was stated and the effectivity of the manner it was written. In the past two decennaries, a figure of research workers have sought to find assorted dimensions of critical reading activities, accomplishments, and schemes. Developing critical reading accomplishments through whole linguistic communication schemes an empirical survey was done by Robin Combs in 1992 at Southern Nazarene University. In1998, Parviz Birjandi the celebrated Persian policy shaper and the writer of English text editions for high school and pre-university degrees, in his survey tried to look into the consequence of critical reading on the betterment of the reading comprehension ability of Persian high school pupils. The determination of the survey showed that critical reading as a station reading activity, activated the pupils ‘ background cognition which, in return, affected the comprehension of the transition. Around two decennaries working as an English linguistic communication teacher in Persian high schools and pre university centre ; touching and experiencing straight the reading jobs among the Persian pupils peculiarly in the late 1992s and early 2008s ; on the other side, the participating and cooperating of the research worker with The English Skills Department of Santa Barbara City College in a undertaking that called â€Å" CAHSEE â€Å" which takes pupils through the capable affair of the Exit Exam in a manner that challenges them to believe actively about reading, authorship, and word significance, prompted the research worker of this survey to see the inquiry of How does one read critically and actively? It was non a simple inquiry and the reply needed more than a superficially probe in reading country. Reading critically describes the attitudes or behaviours expected of a critical reader and offers schemes for bring outing implicit in messages. Kern ( 2000:29 ) â€Å" readi ng requires more than perceptual and sensory-motor accomplishments ; it besides demands the reader ‘s active engagement at a cognitive degree. † Over the five last decennaries assortment of definitions of critical reading has highlighted that the most of the research workers, have been acknowledged that reading requires the reader ‘s active engagement at a cognitive degree ( Smith1963 ; Russell1963 ; Robinson1964 ; Wolf et al.1967 ; Hess et al.1975 ; Heilman & A ; Holmes1978 ; Kayser1979 ; Rubin1982 ; James1984 ; Flynn1989 ; Paul1993 ; ; Mather & A ; McCarthy2005 ; Wall2005 ; Wallace & A ; Wray2006 ; Gillet et Al 2008 ) . Several cognitive procedures those are similar in kernel to the Cognitive Domain of the Bloom ‘s Taxonomy of Educational Aims are suggested by these writers. Rubin ( 1993 ) believes most of the bing taxonomies are versions in one manner or another of Bloom ‘s taxonomy of educational aims in the cognitive sphere, which is concerned with the thought that pupils should accomplish in any subject. Eisner ( 2000 ) is of the sentiment Benjamin Bloom tries to uncover what pupils are believing about when instructors are learning. Tankersley ( 2003: 116 ) provinces, â€Å" When comprehension is deep and thorough, a reader is able to treat text at higher degrees of the thought procedure. The reader is able to use the degrees of Benjamin Bloom ‘s taxonomy ( 1956 ) and do significance at more sophisticated degrees. This yarn is reading at the rating, synthesis, analysis, and reading degrees. Good readers can supervise their ain comprehension, interpret charts and graphs while reading, sum up as they read, make connexions while reading, and procedure text after reading at sophisticated degrees of thought. † Learning to synthesise, measure, and procedure information in new ways is the key to fixing pupils for the universe outside of school. It appears that some attending should be given to direction in the accomplishments of critical reading in today ‘s schools if pupils are to be adequately prepared to function as to the full working citizens. Goals of school course of study in Iran frequently include a statement of the desirableness of critical reading accomplishments ; nevertheless, there is rarely a consecutive program for the development of these accomplishments below Pre- university degree. Reading and interlingual rendition have cardinal place in Persian current EFL text books ( Eslami-Rasekh & A ; Fatahi 2008 ) . Therefore, the highlighted methods in most schools are combination of grammar-translation and audio-lingual methods ( Eslami-Rasekh 2004 ) . What motivated this research were the ascertained jobs in EFL reading categories in Persian high school and pre-university centres. Furthermore, critical reading has non normally been a major focal point of learning and research in Iran and empirical research in critical reading has been limited chiefly to university degree. The research worker has considered the value of critical reading schemes and seek to show, through sample reading lesson, alternate possibilities for reading activities which, besides being more interesting for pupils, can assist them go more active, and more critical readers. The major benefit of the lesson on critical reading is the high degree of enthusiastic pupil engagement. This is attributable to some extent to the freshness of the undertaking they will execute: coming up with inquiries, they thought would be answered in the text, instead than seeking to reply superficial comprehension inquiries or true-false statements prepared by the text edition author. 1.2. Statement OF THE PROBLEM The twenty-first century will necessitate scholars to utilize the four highest degrees of thinking-application, analysis, synthesis, and rating higher degrees of comprehension would evidently include higher degrees of believing Tankersley ( 2005 ) . In EFL reading categories, pupils normally do non hold the chance to execute higher order believing undertakings ( e.g. , using, speculating, analysing, synthesising, comparing, and measuring what they read ) . Consequently, they do non larn to read critically, nor do they make appraising apprehension of the text and develop their thought ability. Oftentimes, pupils get frustrated and lose motive for independent reading because they are used to listening to instructors ‘ accounts ( Wallace 2005 cited in Jun Zhang2009 ) The similar state of affairs can be found among Persian EFL pupils. In Iran, English is taught as a foreign linguistic communication and is practiced within a context-restricted environment, in which the text edition and schoolroom instructor plays the chief function. Although the reading accomplishment sounds to be of first precedence in the design of the Persian high school books, many Persian EFL scholars still seem to hold serious jobs with geting the ability to read critically. Harmonizing to Koosha and Jafarpour ( 2006 ) this inefficiency seems to be, to some extent, due to the deficiency of definite reading schemes among Persian EFL pupils. Birjandi & A ; Noroozi ( 2008 ) states that in Iran ; reading is comparatively viewed as the purpose of linguistic communication instruction and linguistic communication acquisition plans in secondary and third degrees of instruction. Thus, English instructors are expected to acquire familiar with efficient techniques that can hike the degree of scholars ‘ reading comprehension. Higher-level thought arises when pupils read between the lines, look beyond the surface of the text and they are reading to calculate out an reply or to accomplish comprehension. While there is non a recognized demand to hold higher-order thought pattern in the Persian EFL schoolroom, there is non besides a recognized instructional battle with conveying higher-order thought to life in the schoolroom. This indicates a demand to understand the assorted position of critical thought that assists Persian EFL pupils. Tankersley ( 2003 ) states although most English linguistic communication instructors learned about Bloom ‘s Taxonomy ( Bloom, 1956 ) during their readying classs, many rarely challenge pupils beyond the first two degrees of knowledge: cognition and comprehension. While Critical reading is at higher degree of comprehension accomplishments and it involves rating, the devising of a personal judgement on Lie truth, value, and truthfulness of what is read Rubin ( 1993 ) .In malice of Educators acknowledge that the cognitive benefits to all pupils of foreign linguistic communication survey, such as furthering higher-order thought accomplishments, Harmonizing to Dadvand & A ; Foruzande ( 2007 ) the structural position of the nature of linguistic communication and the behaviouristic premise among Persian instructors about linguistic communication acquisition which have led to an overemphasis of structural points as the skeleton of linguistic communication and repetition/ memorisation as the bosom of a successful linguistic communication larning experience.Thus, the reading transitions in Persian high school books are non accompanied by appropriate exercisings. Most of the comprehension inquiries following the reading subdivision inquire show inquiries, which merely require turn uping some pieces of information within the text, i.e. the first two lower degrees of thought and knowledge: cognition and comprehension. Although extended research has been carried out on reading country in Persian EFL schoolroom, no individual survey exists, which have investigated the reading from cognitive dimension and position. The consequences of those surveies besides show the deficiency of definite cognitive reading schemes within Persian high school schoolrooms. Consequently, Students do non hold equal background accomplishments, they understand the text at some superficial degree, and the act of reading is hard and troublesome for them. ( Tankersley2003:2 & A ; 91 ) â€Å" Poor readers do non understand that they should take any action when comprehension is lost. Many merely give up since they have no schemes to utilize to cover with hard text. † 1.3. Purpose of the survey The aims of this research are as follow: 1. To place the critical reading schemes employed by Persian EFL pupils. 2. To look into the Persian EFL pupils ‘ reactions and responses to the procedure of learning critical reading. 3. To fix a theoretical account to learn critical reading schemes to Persian EFL pupils. 1.4. The research inquiries of the survey formulated as: 1. What are the critical reading schemes employed by Persian EFL pupils? 2. How do the Iranian EFL pupils react and respond to the procedure of learning critical reading? 3. How to fix a theoretical account to learn critical reading schemes to Persian EFL pupils? 1.5. Significance of the survey The important of this survey is to bridge the spread between the construct of critical reading and existent reading pattern available to instructors and pupils. In peculiar, the survey focused on the highlighted critical reading schemes as a medium to fix Persian EFL pupils for critical reading-the ability to read with analysis and judgement and to promote them to take part actively in reading procedure.The critical reading development will actuate the pupils to happen purpose in reading and measure the intent of the writers and even a touch of exhilaration or challenge to reading. Reading without intent can be frustrating and may cut down motive, comprehension, and efficiency This survey maintains that pupils are holding trouble in reading because they are non having the right reading experiences in school. Most of the clip pupils are asked to reply end-of chapter comprehension inquiries or make full in eternal worksheet infinites. In add-on, most reading that is done in category is unwritten reading with one pupil reading the text aloud and all other pupils listening.. Motivation does non go on for pupils as they are reading or making dull exercisings. The pupil has to be motivated prior to reading. Students have to be taught to believe about a subject in assorted ways before they start to before they start to read. Teaching reading based on critical reading schemes provides many chances for EFL pupils to prosecute in the upper degrees of Bloom ‘s taxonomy. Therefore, the major classs: callback, comprehension, application, analysis, synthesis, and rating of the cognitive sphere of Bloom ‘s Taxonomy encourage EFL pupils to play active functions in larning critical reading in EFL categories. 1.6. OPERATIONAL Definition The followers are the definition of footings used in current survey: 1.6.1. CRITICAL LITERACY Alagozlu ( 2007 ) Critical literacy is a new position in learning English as a foreign linguistic communication, which trains pupils to believe critically and so transforms their thought into some practical action to do a better society. Critical literacy purposes at researching a new position, doing teaching method synchronize with the changed society. Therefore, critical literacy in EFL instruction is extremely important 1.6.2. CRITICAL Reading Wall and Wall ( 2005 ) Critical reading is a manner of reading that will let you to take a deeper expression at text. You will develop an acquired accomplishment with some cognition and experience. To read critically means to read analytically, this means to inquiry and to believe about the written stuff in forepart of you. When you question something, it normally leads to happening replies. There are no right replies when you read-there are merely the writer ‘s purposes and your readings. Critical reading is a manner of looking at a book and analysing what the writer is stating and the methods the writer is utilizing to pass on a message or thought. Your analysis is complete when you have formed your ain readings of the writer ‘s purposes. Learning to read in deepness, with comprehension, and being unfastened to new ways of believing an apprehension can merely get down with an scabies to desire to cognize more, whether it ‘s for your ain personal cognition or for a category. 1.6.3CRITICAL Reading Scheme A assortment of schemes that help pupils read with better apprehension of the stuff. Mastering these schemes will assist pupils manage hard stuff with confidence.A 1.6.4. BLOOM ‘S TAXONOMY OF EDUCATIONAL OBJECTIVES Krathwohl ( 2002 ) The Taxonomy of Educational Objectives is a model for sorting statements of what instructors expect or intend pupils to larn due to direction. Bloom ( 1956: 26 ) educational aims mean expressed preparations of the ways in which pupils are expected to be changed by the educative procedure. That is, the ways in which they will alter in their thought, their feelings, and their actions. Bloom ‘s Taxonomy is the most common theoretical account for depicting thought. A list of six believing accomplishments arranged from the most basic to the most advanced degree. These descriptions are used to assist instructors and pupils focus on higher-order thought. Bloom lists a hierarchy of accomplishments: cognition, comprehension, application, analysis, synthesis and rating. 1.7. THEORETICAL FRAMEWORK OF THE STUDY Having now introduced and motivated the subject, defined the research inquiries, and looked at some of the research germane to the proposed survey, this subdivision is devoted to set uping the theoretical model within which the survey will take topographic point. Eisenhart ( 1991: 205 ) described a theoretical model as â€Å" a construction that guides research by trusting on a formal theoryaˆÂ ¦constructed by utilizing an established, consistent account of certain phenomena and relationships † . 1.7.1. COGNITIVE DOMAIN OF THE BLOOM ‘S TAXONOMY OF EDUCATIONAL OBJECTIVE Krathwohl, Bloom and Masia ( 1964:7 ) Cognitive aims emphasize retrieving or reproducing something, which has presumptively been learned, every bit good as aims, which involve the resolution of some intellective undertaking for which the person has to find the indispensable job and so reorder given stuff or unite it with thoughts, methods, or procedures antecedently learned. Cognitive aims vary from simple callback of stuff learned to extremely original and originative ways of combine and synthesising new thoughts and stuffs. Bloom ( 1956: 20 ) in the cognitive sphere, particularly, it appears that as the behaviours become more complex, the person is more cognizant of their being. Students are able to give more complete studies of their onslaught on a job as the job becomes more complex, that is, as the job is classified in the more complex categories of rational abilities and accomplishments. 1.7.2. Cognitive LANGUAGE LEARNING STRATEGIES Grenfell and Harris ( 1999:44 ) Cognitive schemes are mental battle with linguistic communication in stuffs or undertakings in order to develop understanding and therefore acquisition. Cognitive schemes act on linguistic communication in the acquisition procedure and may be specifically involved in production of linguistic communication. Cognitive schemes besides include many academic and survey or larning accomplishments, for illustration, interlingual rendition, tax write-off, working on keywords, utilizing available resources, mnemonics, taking notes. 1.7.3 HIGHER-ORDER Thinking STRATEGIES Duke and Pearson ( 2002:118 ) six schemes that higher-level readers should utilize to do significance of text as they read. ( 1 ) prediction/activation of anterior cognition, ( 2 ) utilizing think-aloud schemes to supervise comprehension, ( 3 ) utilizing text constructions, ( 4 ) utilizing and building ocular theoretical accounts such as in writing organisers and imagination, ( 5 ) summarizing, and ( 6 ) inquiring and replying inquiries while reading. 1.7.4. Critical Reading STRATEGIES Singh, Chirgwin and Elliott ‘s ( 1997 ) critical reading schemes encourage scholars to utilize each of the cognitive procedures described in the three upper degrees of Bloom ‘s Taxonomy, those normally associated with critical thought accomplishments. Singh et Al. ( 1997 ) modified Bloom ‘s order somewhat, included some procedures more than one time, omitted one type of procedure and included a pretest of bing cognition. This alone scheme engaged pupils in a metacogitive consideration of their ain thought procedures by inquiring them to compare their initial and concluding constructs, warrant why their initial and concluding constructs changed, and eventually to pull decisions about the truth of their thought. Table 1: Comparison of Singh, Chirgwin and Elliott ‘s critical reading scheme with Bloom ‘s Taxonomy Singh, Chirgwin & A ; Elliott ‘s Procedures Bloom ‘s Lev EL ‘s of Cognitive Learning Identify and enter their initial constructs Pretest of bing cognition Obtain information through reading Obtaining new cognition Compare initial and concluding constructs Comprehension – looking for similarities and differences State how and why constructs changed Analysis – comparison and contrasting, pulling decisions and back uping the statement Produce a study on differences between initial and concluding constructs Synthesis Give their sentiments on how and why Evaluation Let scholars pull decisions on the truth of their constructs about text. Analysis Cognitive Language Learning Schemes Higher-Order Thinking Schemes Critical Reading Schemes Cognitive Sphere of theBloom'sTaxonomy of Educational Objective Chapter Two Review of Related Literature 2-1.Background of the survey Habsah Hussin ( 1998 ) who investigated the effects of selected critical reading schemes on critical reading public presentation of selected Malayan ESL Secondary School pupils. In 2006, Ainon Jariah Muhamad at Institute of Education International Islamic University Malaysia studied Critical reading schemes in English as a 2nd linguistic communication it was a instance survey of Malayan jurisprudence undergraduates. The consequences of the survey revealed that pupils ‘ attitudes to reading and to reading critically, did hold some influence on the figure and the types of schemes used. The activation of background cognition and related experience were besides helpful in bring forthing the critical responses to academic texts. Veeravagu, Jeyamahla ( 2010 ) at Univesiti Teknologi MARA ( UiTM ) enquired â€Å" Using Bloom ‘s Taxonomy to Gauge Students ‘ Reading Comprehension Performance † The findings indicated that the degree of believing procedures advocated by Bloom taxonomy had influenced the public presentation of the pupils in the reading comprehension paper. Wallace 2005 cited in zhang: Again, as Wallace has stated, pupils have developed merely one strong â€Å" reading scheme † over the old ages: that of listening to the instructor explicating the text word by word, sentence by sentence. Because reading schoolrooms lack category interaction, pupils are non actively engaged in the meaning-making procedure or, at best, the procedure involves readers ‘ decryption of text. Therefore, the bing cognition of pupils is non efficaciously drawn out for the benefit of the whole category. There is a deficiency of profusion and diverseness in schoolroom activity. †

Jose Rizal Essay

Republic Act No. 1425, known as the Rizal Law, mandates all educational institutions in the Philippines to offer courses about Josà © Rizal. The full name of the law is An Act to Include in the Curricula of All Public and Private Schools, Colleges and Universities Courses On the Life, Works and Writings of Jose Rizal, Particularly His Novels Noli Me Tangere and El Filibusterismo, Authorizing the Printing and Distribution Thereof, and for Other Purposes. The measure was strongly opposed by the Roman Catholic Church in the Philippines due to the anti-clerical themes in Noli Me Tà ¡ngere and El Filibusterismo. RIZAL AS A HERO According to Renato Constantino, when the American government conquered the island of the Philippines from the Spanish government in 1896, the American government established a commonwealth government after the Spanish revolutionary government ceased to govern the country. At this time of the Philippine history, Filipinos under the commonwealth government started to frame up Filipino national identities. When the question on who would be the national hero arose, whether Rizal or Bonifacio, the American government â€Å"guided† the Filipino people to choose Rizal. The American rationale was based on Rizal’s peaceful propaganda and diplomatic approaches in attaining Philippine freedom and independence, unlike Bonifacio who chose a bloody revolution. Whether this assessment is accurate or not, Dr. Rizal has been considered a hero of the Philippines from the outset: a public holiday was declared honouring Dr. Rizal in 1898, whereas that for Bonifacio was not declared until 1921. Dr. Rizal was considered to be his inspiration by Bonifacio himself. Even without the assistance of US propaganda, Rizal would have been honoured as a hero in the Philippines. Perhaps the effect of the propaganda was less to boost Rizal and more to denigrate Bonifacio. THE RIZAL LAW AND NATIONALISM Much has been said and written about Dr. Jose P. Rizal, the man whose life we are honoring today. He was dubbed as our national hero, rightly so, as his life and even his morose death has inspired and continues to inspire  generation after generations of Filipinos. In a time where being born a Filipino in the Philippines was a disadvantage, he lived to prove this wrong and in his works that led to his death, he immortalized the true spirit of the Filipino people – the spirit of resilience, of valor, of greatness. His works and philosophies not only sparked a revolution, they were revolutionary. He was even himself a revolution in every sense of the word. Conrado de Quiros, in one of his columns, best described Rizal’s existence as he wrote and I quote, â€Å"Rizal’s greatest act of subversion was not something that he said or did. It was what he was. They probably would have executed him anyway even if he had not written savage satires of the friars and their brethren in government. His very existence was seditious. He was brilliant. That was the most seditious thing of all.† Jose Rizal lived in a time where those who fronted themselves as leaders and evangelizers led by reducing the ruled to nothingness, making them a horde of lazy, uneducated fools who owed the Spaniards a favor for ruling them; and evangelized by feeding them blind faith as they made the Indios believe that they were a bunch of sheep who would be lost without them. Then, suddenly, Rizal emerges from the institutions of Europe, where he turned himself into an arsenal of knowledge, bettering most of them and brimming with the desire to free his people from the brainwashing and the oppression. By virtue of his erudite and the burning passion for his bereaved motherland, he was despised. During those times, Rizal was not the Rizal we know today. Rizal was a traitor, Rizal was a filibuster, Rizal was a heathen, Rizal was even a philanderer, a womanizer, and everything that was no good. Worst of all, he was an excommunicado. In 1956, two world wars and decades after Rizal’s death and the dichotomy between state and church has been pronounced by Law, the Third Congress of the young Republic of the Philippines passed into Law Republic Act No. 1425, â€Å"An Act to include in the curricula of all public and private schools, colleges and universities courses on the life of Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, authorizing the printing and distribution thereof, and for other purposes.† It was called the Rizal Law and it was crafted so that the youth may know Jose Rizal so as to not forget who he was and what he did for our country and during the process of knowing Rizal in the formative and decisive years of a student in school, that they be re-dedicated to the ideals of freedom and   nationalism to which our Rizal and the rest of our heroes fought and died for. The Rizal Law My dear friends, this afternoon, I was given the task of lecturing to this august body how the Rizal Law came to be. Given that this is a historic piece of legislation, I hope its significance to our history will be enough to hold your attention until the end of the lecture. Ladies and gentlemen, please do not fall asleep because that would be very un-nationalistic and unRizal-like. The Rizal Law was principally authored by the Senator Jose P. Laurel and if I may add, not to be boastful but to express how proud I am of his legacy, that my grandfather, the late Senator Lorenzo Taà ±ada, co-authored and defended the Rizal Law in the halls of Senate with Senator Laurel. Senator Laurel was known to have read Rizal’s work extensively and he saw Rizal as our foremost hero and he believed that the only way of knowing him as a national hero was to read his works and to find out what he had done for us all, stating matter-of-factly, that there was simply no other way. For the senators who first proposed and defended the bill, one of the ways of honoring Rizal was to accord him recognition as the symbol of unity, and of our nationalistic sentiment as a people, as he himself showed us. When the Rizal Law was first drafted on April 3, 1956 as Senate Bill No. 438 entitled, â€Å"An act to make the Noli Me Tangere and El Filibusterismo compulsory reading matter in all public and private colleges and universities for other purposes,† Senator Laurel, then the chairman of the Senate Committee on Education did not expect to encounter any opposition to the bill. However, mainly because of the fact that despite the established secularization between church and state, the influence of the Catholic Church casted a dark shadow on the proceedings on the passage of the bill, highlighting four major issues that forced the principal author to make serious amendments on the original bill – (a) the compulsory nature of the bill, (b) religion, (c) the de finition of â€Å"basic texts† and â€Å"required readings,† and lastly, (d) the power of the National Board of Education. Compulsory Nature of the Act In the original bill drafted, reading of the unexpurgated versions of the Noli Me Tangere and El Filibusterismo was compulsory among students. This  was the bone of controversy to some of the Senators, the press, and the Catholic Church. The substitute bill sponsored by Senator Laurel corrected this by ordering that the compulsory aspect of reading the unexpurgated versions be applicable only to those in the collegiate level but the two books must be present in the libraries of all schools. Senator Laurel maintained throughout the entire debate that there is no compulsion or compulsory reading of the Noli and Fili in their original and unexpurgated form in schools and institutions below college level. Courses on the life, works and writings of Rizal, however, should be included in the curricula for schools, colleges and universities. He strongly believed that students in the tertiary level should be compelled to read the unexpurgated versions, and that Rizal’s two greatest works should not be disfigured or expurgated, because he believed that by disfiguring them, we disfigure Rizal. Religion The compulsory aspect of the bill was considered scandalous because of one thing, Religion. The Catholic Church has always had its way of making its influence known in matters of legislation. In the mid-1950’s, many Catholic Schools still banned their libraries from having copies of the Noli and Fili because of their subversive nature. Section 4 of the Rizal Law states in part that, â€Å"Nothing in this Act shall be construed as amending or repealing Sec. 927 of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other person engaged in any public school.† It is prohibited by law to discuss any problems affecting dogma and religious creed. In one of the interpellations, the late Senator Roseller T. Lim argued that â€Å"the possibility that in some respects we might divide our people, religious doctrines that might be brought up in the Noli Me Tangere or El Filibusterismo may not be touched upon or discussed.† To this statement, Senator Taà ±ada, asked â€Å"are teachers both in public and private schools not precluded from explaining even matters of religion contained in these two novels?† Senator Laurel defends the bill by stating, â€Å"when you use the novels of Rizal and a question was asked by a pupil and the teacher explains, he is supposed to explain in his own way in accordance to his beliefs, but he is not supposed to engage in religious discussion in favor of any religious sect or domination because there is separation between the Church and the State.† He furthers that, â€Å"if there is some question raised  to the teachers, the teachers must explain.† A scenario was raised by another Senator to deepen the discussion, â€Å"what if a professor is Catholic in a public school or an Aglipayan in a private school and the chapter where Pilosopong Tasyo and Purgatory comes up and a student asks whether or not purgatory exists?† If you remember in Chapter 14 of Noli, Pilosopong Tasyo, the man who was considered a lunatic for knowing too much from books by the Indios who knew nothing, boldly explains how he did not believe in purgatory and goes on about how it is just an imagined construct for Christians to live a good life. Of course, that chapter was a stab to the church so it was highly controversial during those times, apparently it was seen as controversial even until 1956. Senator Laurel answered that, â€Å"if you give freedom to the other teacher denying purgatory or defending purgatory, whatever may be his opinion, you have to grant that to the rest of the teachers. We cannot prohibit in one case what we grant in other cases.† The point of it was that if a student asks, the teacher must explain. The Catholic Church even issued a statement backed by the Archbishop then saying that the reading of the unexpurgated versions of the two novels would be contrary to the precepts of the religion of the church. The problem the senators had to face was the fact that students would be placed in a situation where on the one hand, he or she would like to follow the civil authorities to read the two novels, while on the other hand, he or she has the statement from his church that to read these books would be against the tenets of Catholicism. To these arguments, the senators behind the Rizal Law made it clear that those pronouncements which are lofty, patriotic, nationalistic, instructive, and of great educational value are the principles that should be disseminated and propagated and taught to the Filipino youth. Senator Laurel, being well-versed on the works of Rizal defends the hero by arguing that it was not Rizal’s intention to directly attack the church, but only those individuals who have prostituted and oppressed the Filipinos in the name of the Catholic religion. It was never Rizal’s purpose to impair and destroy the sacred institution of the Roman Catholic Church, he simply wanted to expose the rascals, the criminals, the oppressive elements of the religious institutions then in vogue. At the end of the discussion, Senator Laurel boldly states that the students had to make the decision of whether or not to read the two novels for themselves.  Ã¢â‚¬Å"Basic Texts† vs. â€Å"Required Readingà ¢â‚¬  Another issue was based on the technical aspects of the substitute bill. Section 1 of the Rizal Law states in part that, â€Å"in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and the El Filibusterismo or their English translation shall be used as basic texts.† Some of the senators found difficulty in understanding the broadness of the term, â€Å"basic text,† so a good number of time was spent on this issue. Senator Laurel, being the principal author of the bill and Chairman of the Senate Committee on Education, was asked for a technical definition but was adamant about giving one arguing that this task should be relegated to the Board of National Education, which was composed of technical experts on the field of education. Senator Taà ±ada’s thoughts enlightened everyone on the matter arguing that basic text means something that is required because that is the plain meaning. When a text is basic, it is so considered because of its importance. If there is a basic subject that is required for the obtaining of a degree or the finishing of a course, that means that you cannot graduate unless you have successfully passed the subject because that subject is a requirement, and, therefore, a basic subject which if a student has not finished will not permit him to terminate his course or to graduate. Because of the difficulties the senators faced in the compulsory aspect of the bill, the concept of â€Å"required reading materials† was presented as an alternative. Some senators suggested that instead of being used as basic texts, why not just include the Noli and Fili in the list of required readings along with other books containing the same ideals of patriotism and nationalism so that students would have the choice of reading other required books if they find the Noli and Fili offensive to their respective religions. Senator Laurel would later yield to t his suggestion as a compromise to the detractions of the Catholic Church and the senators belonging to her. Power of the Board of National Education In order to settle some of the contentious issues found in the bill, the senators agreed to one solution – to authorize the Board of National Education to carry out the responsibilities of (a) writing and printing appropriate primers, readers and textbooks for the lower years, (b)  promulgate rules and regulations, including those of a disciplinary nature, to carry out and enforce the provisions of the bill, and (c) promulgate rules and regulations for the exemption of students for reasons of religious beliefs. This authorization was given based on logic that the Board of National Education, which was composed of technical experts on the field of education, will carry out the said responsibilities in the manner that will best insure the objectives of the law and in accordance with the provisions of the Constitution. This would also save the senators from the detractors on and against the side of the Catholic Church, the BNE would be the target of these hecklers later on. The final Rizal Law underwent several changes, but the 23 senators who voted Yes to the compromise bill on that faithful day of May 17, 1956, considered it as a step forward because of how it reasserted the power of the State to control and regulate the education of the people, while at the same time, it also conserved and preserved the liberty of conscience by leaving the option to the parties concerned that is, to the students themselves. Despite of the compromise that was drawn wherein students were no longer compelled to read the unexpurgated versions of the Noli and Fili, the fact that the courses on the life, works and writings of Jose Rizal were to be included in the curricula of all schools, colleges and universities, private or public, remained. And this has been in effect since then. The Rizal Law is the reason why we all know and remember Jose Rizal, who he was and what he stood for. It is why we know Crisostomo Ibarra, Elias, Maria Clara, Padre Damaso, and Pilosopong Tasyo. It is why we know Simoun, Isagani, Basilio, Kabesang Tales, Tandang Selo, Ben-zayb and Placido Penitente. My dear friends, as I threw out all those names, I was hoping for only one thing†¦that you can still recall who and what those names stood for. That you can still remember, and as you reminisce, that your memory of those characters awaken the emotions – the hurt, the anguish, the sense of betrayal from the oppressors, and the sense of patriotism, of wanting to fight for those who were oppressed, the love for our countrymen, and the love for our country – all these emotions that Rizal awakened within us when we were just students learning of Noli Me Tangere and El Filibusterismo. If you are feeling these emotions right now, then I can truly say that Rizal’s legacy and the legacy of the Rizal Law lives on with us today. If not, I beg of you to read the Noli and Fili once again for they  have much to tell us and for they have much more to teach us. You may be surprised that the characters in Noli and Fili are very much alive and have taken different names in present day Philippine society. Ladies and gentlemen, the stories of the Noli and Fili, including Rizal’s struggle to publish them, tells us of resilience – that even the worst of times may not be a hurdle in the quest for excellence. Clearly, the late senators had their fair share of resilience in fighting for the passage of the Rizal Law despite the unpopular image it gave them. Not to drive a nail on the wall, but I think the enactment of the Rizal Bill into law was their way of exercising their patriotism. It was a testament of their living up to Rizal’s ideals and they have been quite successful in teaching Rizal to every Filipino. It was the same sense of nationalism and patriotism from Rizal’s teachings, I believe, that encouraged the 12 Senators 35 years later on September 16, 1991, to reject the continued presence of US Military Bases in our country. But most of all, my dear friends, the Noli and Fili tells us of heroism and nationalism. As Conrado de Quiros once again puts it, â€Å"striving becomes all the more luminous when done in the service of one’s own people, one’s own country.† Rizal believed that Filipinos are capable of far greater things and he and others like him were living proof of this, which is why he immortalized the true spirit of the Filipino people in his two great novels. Jose Rizal may remain unrivaled in his brilliance but he never meant to intimidate, he served to show us, to remind us, of who and what we are and of who a nd what we can become. In Rizal’s writings, our culture of resistance to oppressors was perpetuated. This is why we are a nation that resists when we are subjected to the brink. We are not afraid to dissent, to oppose, to fight. From the legacy that Rizal and our great heroes left us, let us ask ourselves, â€Å"What have we done to live up to this?† Today, we have been unfortunate to have lost the best and the brightest to other countries, our fields are being devoured by floods, our waters continue to be polluted by oil spills and our fishing grounds are running empty, our public schools are festering with termites while teachers sell longganiza to the students to augment their delayed salaries, businesses find no mercy in terminating long-time employees to save money, churches find it better to be chauvinistic than to address the poverty that overpopulation has progenized, where factories see neighborhoods as waste  disposal areas, and most of all, where those in power find it routine to squander the money of the people. We know what the cancer of our society is, it is still the same cancer that plagued Rizal’s time. The only difference is that ours has spread. The question now remains, have we, in any way, contributed to the cure? Or are we part of those who let the tumors fester? In Rizal’s work, The Indolence of the Filipinos, Rizal himself said: â€Å"Peoples and governments are correlated and complementary; a fatuous government would be an anomaly among a righteous people, just as a corrupt people cannot exist under just rulers and wise laws.† In other words, progress and prosperity can only be achieved only by a responsible citizenry. No number of measures for reforms and betterment would be enough if the people themselves tolerate abuses, are indifferent to rising issues, and are timid and apathetic to the ills besetting our country. When we are fully conscious of our duties and obligations to our people and country, when nationalism becomes a way of life, triumphant and influencing our daily life, then we can truly say that we have followed the teachings and examples of Rizal. Only then, can we hold our heads high, knowing that we have re-oriented our ways to the dreams and goals that Rizal had envisioned for us. Nationalism today places before us a grand challenge, a great responsibility. More than ever, in our national existence, we need Rizal to enlighten us, to be a symbol of our onward struggle for the realization of our ambition as a nation, unfettered not only politically, but culturally and economically. With nationalism — as demonstrated by Rizal — as our weapon and means, we will triumph.

The Strategic Role of Human Resources Management in the Organization Essay

The Strategic Role of Human Resources Management in the Organization - Essay Example On the same lines, Mayer (2008) defined strategy as the actions that are undertaken by the organization to achieve success and competitive advantage in the market place. The human resources are the most important driving forces that affect the performance level of the organization and make the attainment of competitive advantage possible for the organization. The lack of consideration for the human resources department in the decision making of the organization creates differences between the execution and strategic plans; it is required to include the human resources department in the formulation of strategies so that the employees can be managed in a fitting manner. SHRM cannot be understood or addressed in a complete manner unless HRM is explained; therefore the reasons of inadequacy of the traditional HRM have been explained in the following section. 2.1 Reasons of Inadequacy of Traditional HRM Mayer (2008) stated that traditional human resource management mainly focuses at the d ay-to-day functioning of the organization thereby reducing the focus on the long term objectives of the organization. Taylor (2005) pointed out that HRM adopts a people-centered approach that diminishes the focus on the real business needs of the organization. The role of HRM, in other words, people management seems to be limited to the management of the following four objectives; staffing, performance, change management and administration. Human resource managers lack the knowledge about the business needs therefore the policies and procedures are not aligned with the direction and overall vision of the organization. It is due to these reasons that the prefix ‘strategic’ has been added to the idea of human... The Strategic Role of Human Resources Management in the Organization Earlier, human resource management was considered to be a mechanism to manage the people, policies and routine procedures in the organization. It bore no greater relevance than this paradigm. Human resource management was often reversibly used for personnel management or people management. It is due to the passage of years that the field of human resource management has evolved and its horizon has broadened. The demanding needs of the current markets and dynamic customer behaviours make it necessary for the human resource management to be aligned with the strategic goals and plans of the organization. The isolation of these aspects creates a gap between the execution of the goals and management of the company’s resources. The evolution in the field of HRM has made it come out of its narrow scope and has created the concept of strategic human resource management (SHRM). The traditional human resource management was considered to be ‘people management’ that mainly involved the basic HR functions of administration, staffing, controlling etc. The field of business has changed with time and people have become important assets in the competing world. Strategic human resource management promotes the amalgamation of HR practices with the organizational goals so that the human resources can be managed and hence directed towards the attainment of the objectives.

Evaluations Review Essay Example | Topics and Well Written Essays - 250 words

Evaluations Review - Essay Example The description from the admission process to the academic routine is well defined in 3rd paragraph. The information is helpful for the reader, but the tone of the evaluation is personal. In the 4th paragraph salary benefits are appealing and motivating, but again personal view has been represented by stating the word â€Å"weak minded† and hence, demoralizing the readers or potential candidates for nursing. The evaluation is informative, yet it could be made better by none judgemental tone, with more references which would make the information authentic. More over different college criteria could be discussed to make it more beneficial (Larsen). Jospeh Freese evaluation of impression of US Air forces on general public and potential candidates; lacks a suitable title. Although the idea has a definite tone, but it lacked appropriate language and makes the reader a little confused. The Air force logo has been referred to as an advertisement. Throughout the evaluation; impression of logo has been discussed for the sake of impression. Nonetheless, the description of its texture, language and attributes is engaging. Personal experience of interest development gives evaluation a narrative touch. Absence of any reference makes the authenticity of work a little erratic. 4th paragraph describes well what the features of the picture on air force’s slogan depict. In the 5th paragraph discussion of slogan is interesting and captivates reader till the end. Although, conclusion describes the decision of joining air force is mainly based on impression made by logo, which is imaginative and debatable. Over all, a good effort on evaluation of how logo represent organization’s aim and objectives, but confusing sentence structure makes it challenging for the reader to read it in flow

Bioengineering in Food Research Paper Example | Topics and Well Written Essays - 1000 words

Bioengineering in Food - Research Paper Example 262). Hybridization, on the other hand, refers to the process of cross-breeding genetically dissimilar crops, both within and between species (Aheto, 2008, p. 77). Genetic engineering and hybridization differ in origin: genes from genetic engineering originate from any living organism, virus, or even chemical synthesis while genes from hybridization may originate from genetically different plant genera and families. Genetic engineering enabled food and crop scientists to manipulate the DNA of plants at molecular level. It has allowed possible transfer of DNA between two distantly species, unlike the traditional hybridization. Organisms that have been transformed using genetic engineering are often called transgenic organism, genetically engineered organism, or genetically modified organism (Wieczorek, 2003, p. 1); hybrid is the term used for organisms that underwent hybridization. The major differences of genetic engineering and hybridization in agriculture are noticeable in terms of results and economic impact. No matter how good the breeder is in choosing the best parents to cross or hybrid, the result is still unpredictable in the genetic levels. DNA of parent crops recombines randomly and may exhibit desirable traits such as pest resistance but the hybrid may also exhibit undesirable traits such as poor quality and lower yield. Because of the possibility to produce a crop which has undesirable characteristics and the great deal of effort required to separate undesirable from desirable traits, hybridization or traditional breeding is time-consuming, labor-intensive, and is not economically practical. Meanwhile, genetic engineering is economically practical as it allows segmentation of specific characteristics of DNA to be selected and removed unwanted traits, making the desired gene controlled, precise, and of high quality (Wieczorek, 2003, p. 1). Advantages of Bioengineering Wieczorek (2003) identified a few examples of benefits or advantages of bioengineer ing to the agriculture, among of which are: increased crop productivity, enhanced crop protection, improvements in food processing, improved nutritional value, better flavor, and fresher produce (p. 2-3). Genetically engineered crops increased crop productivity because it introduced qualities such as disease resistance and increased drought tolerance to the crops (Wieczorek, 2003, p. 2). Examples of which are the cases in University of Hawaii and Cornell University that developed two varieties of papaya resistant to papaya ringspot virus. The used of genetic engineering in agriculture has also increased crop productivity by developing drought-resistant plants that are capable of using water efficiently. Genetic engineering also enhanced crop protection and can make cost-effective solutions to pests’ problems (Wieczorek, 2003, p. 2). The research from the soil bacterium Bacillus thuringiensis has made protein in the crops such as corn, cotton, and potato into a protein that ki lls certain insects when they feed on the plants. This technological breakthrough is also the protein used in natural insecticides. The similar case applies to Bt engineered into a corn crop, making pest control more cheaply, more effective, and less expensive, but Bt crops are considered inacceptable because the entire

The Battle in Seattle Essay Example | Topics and Well Written Essays - 1000 words

The Battle in Seattle - Essay Example The organizations that participated in the protest represented a sea of different interests; they ranged from labor movements, environmental groups as well as human rights organizations. The protest had taken months of planning and organizations working together to plan the protest events (Belmonte 2005, 423). This protest came to be known as the Battle of Seattle since it was the first large demonstration. Before the battle of Seattle, many people were unaware of the disadvantages of free trade. Many free trade agreements had been made in America and the rest of the world before 1999. According to Belmonte, the world trade organization was charged with the responsibility of supervising and liberalizing global trade as established by the 1994 General Agreement on Tariffs and Trade (GATT). Moreover, in 1993, the North America Free Trade Agreement (NAFTA) had been passed, and trade officials assumed that the next move was to expand the free trade area to cover all of North and South Am erica. More so, many cities vied to play host to the FTAA secretariat, and many planners laid out expanded transport systems meant to bring in goods from South America to the U.S and Canada. They faced huge opposition from protestors and delegates who were opposed to free trade. As a result, they failed to reach an agreement and efforts of reviving the free trade efforts died (Belmonte 2005, 311). In addition to that, many of those against free trade based their criticism on economic grounds. As a result, the World Wrade Organization, the World Bank and the International Monetary Fund faced many protests. However, contrary to their opposition to globalization, most of the protestors use the Internet to mobilize people of common interest disregarding the fact that the Internet is a form of globalization. During the battle of Seattle, approximately 50,000 people met in Seattle to plan the peaceful protest. The labor movements represented during the protests were steelworkers, longshor emen, public workers, farm workers and building trade workers (Moberg 1999). Some protestors stated that there were efforts to marginalize the developing nations. However, some delegates attending the conference were also opposed to free trade. Some delegates from developing nations felt overshadowed and sidelined by the developed nations and feared that labor rights would be violated by the inception of free trade. Free trade would lead to incurrence of huge costs by developing nations since they could not afford to apply the changes brought about by free trade, considering the poverty rate and dependency on the developed nations (Moberg 1999). The groups that demonstrated in Seattle were of different interests ranging from labor groups, human rights groups, animal rights groups, and many others. Moberg says that, although the protest was against globalizations, some protestors showed their support for rebels in Chiapas, human rights in Burma, and ethical treatment of animals. Howe ver, the issues that were raised by all protestors through their banners and placards were related to the World Trade Organization in a way. For instance, the WTO had rejected U.S. laws regarding them as trade barriers, and as a result,

Management Essay Example | Topics and Well Written Essays - 500 words - 13

Management - Essay Example Also his duty is to prioritize things, lead towards actions and behaviors and assign tasks and duties. Management is important to individuals because it teaches them to conduct their own selves in accordance with set codes and procedures. It also asks of them to remain alert of the changes that are happening around them. Management is important as it ascertains their willingness towards different tasks and roles that are assigned upon them. Management is an art that is governed by only those people who make the best use of this skill in order to get the particular job done through their actions, behaviors and decisions. These undertakings are carried out by the people who work under the manager. Management is a very comprehensive aspect that entails within it scheduling tasks, prioritizing responsibilities and assigning individual duties. The four functions of management are related as they come about in a particular sequence. Planning is the foremost function without which no management activity can come about. Organizing makes sure that whatever has been planned comes into a solid basis. Controlling takes care of the responsibilities and delegated duties upon the individuals, and lastly leading is a comprehensive duty that rests solely with the manager who is indeed the man in charge. Managers have quite a few resources that are available at their disposal. They have teams working under them. Also the financial aspects are taken care of by the managers as they prioritize things and thus look to settle problems which arise on a consistent basis. Other resources include the meeting up of organizational expenses, time management aspects and other management related concerns (Allen 1999). Resources related to production as there is a definite link between the two. If the resources are not made available, it is quite possible that the production for the sake of the organization would not come about in an easy way. Hence it is

Module 3 Case Assignment Coursework Example | Topics and Well Written Essays - 750 words

Module 3 Case Assignment - Coursework Example Not only can a manager use linear programming to identify the best mix of products to meet demand while effectively using available resources, or develop a production schedule and inventory policy that meet sales and demand needs. He can also use it to settle for the best distribution plan for shipping products from store to customer. Using linear programming to make quarterly product ordering decisions is referred to as production scheduling. This involves determining how much of each products produced by an organization in order to maximize profits for a given quarter taking into considerations the major constraints which limit feasible decisions (Barlow, & Ebooks Corporation, 2010). Consider Wamboga Limited a company specialized in manufacturing mobile phones. It manufactures two types of mobile phones namely WambogaX30 and WambogaX15.Wamboga limited makes quarterly decision about their product mix. The chief constraints are-: 3. Each mobile phone requires a memory chip WambogaX30 requires 2 chips of 16 GB while WambogaX15 requires a chip of 16 GB. There are 15000 chips available. Each WambogaX30 generates a profit KSH1OOO While each WambogaX15 generates a profit of KSH750. The problem is modeled first. This is done by the use of linear programming. Objectives, decision variables, and constraints are used .The decision variables are a representation of an unknown decision to be made. Each and every linear program has an objective that is either maximize profits or minimize production costs. The object has to be linear in the decision variables, that is, it should be the constraint’s sum times the decision variables. Models are significant since they enable formal description and definition of problems hence allowing simplicity in discovering solutions for optimal decision ideals using a computer. Solutions to models which have only two variables can be found without a computer .This is achieved by drawing the

Global Business in Latin America Research Paper

Global Business in Latin America - Research Paper Example Regardless of significant differences in Latin America, most of the LACs traditionally displayed huge inequalities in income distribution. In fact, today, the inequity between families, people or members of different social classes is not only present in countries such as Colombia and Brazil, but also in Mexico, Argentina, and Chile. Thus, the concept of inequity in income distribution is not new but has been in existence for quite a long period of time more so among the LACs.Due to the global crisis of the 1930’s as well as the reduction of transnational trade, America was propelled towards the creation of an internal dynamic based on import as well as firm control of foreign exchange. After the WW II, large countries focused on spurring industrialization thus leading to a high level of income concentration. Nonetheless, due to a large supply of labor and the structural heterogeneity between wage and goods in Industrial and Agricultural sectors, there was an ultimate distribu tion of this income. Therefore, these were the factors which affected the income of individuals in the LACs. However, the introduction of the restraint affected the economic growth. This is because BOP led to the rise in interest rates as well as exchange rates leading to inflation, thus consequently exerting a depressing effect on real wages in LACs. The BOP constraint that recurrently complemented the process of industrialization in LACs was thus the key economic factor that led to the high surplus of labor and structural heterogeneity.

Individual Newsletter Essay Example | Topics and Well Written Essays - 750 words

Individual Newsletter - Essay Example We, as the current students who are taking this course are working hard so that we may success and strive in our lives. We are a dedicated class, who work together so as to achieve our individual dreams in our lives, individually and as a whole group (W. O 2012). In PR, one has to posses some qualities that are unique to this course (Ezine 2000)). In this newsletter I am setting out the ten essential qualities that successful self-employed PR person must posses, and qualities that PR students should nature in themselves. Since I started doing this course, I came to realize that Successful PR pros love what they do, and they know that, in this field, there is no working time because PR is not just a profession, but also a way of life, or lifestyle (Microsoft 2012). This newsletter is intended to enlighten employees and the wider University about PR students studying at the University, and the benefits of taking this course. It is going to reveal how influential PR is to the society at large (Grapevine 2012). For personal professionalism, I believe that it is imperative to differentiate between the core expectations your employer has for you from those that you have for yourself. I also comprehend and acknowledge the significance of personal professionalism in a workplace (Alliancetac 2010). I have always recognized the significance of having high self-expectations both professionally and personally (WPP 2009). Personal professionalism cannot be just a matter of common sense, but the ability to get to work on time, with a good attitude and to consistently meet the basic standards of adequate behavior. Personally, those are some of the qualities that I possess (Salsbury 2002). Other qualities I have that are imperative in PR are; excellent communicating and listening skills, organizational and psychological skills, searching and observing skills, and technological literacy.

A Beautiful Mind - Summary of the Movie Essay Example for Free

A Beautiful Mind Summary of the Movie Essay A Beautiful Mind (Total Points for assignment = 40) For this assignment, you will watch the movie A Beautiful Mind. Your textbook has a brief summary of the movie and compares the movie to what is known about John Nash’s life. I have also provided you with supplemental information on Schizophrenia in the powerpoint that is attached to this assignment. Using this checklist, provide evidence of the criteria with examples of Nash’s behavior. For example, under Dysfunction, give me examples of things that Nash did that are indications of his dysfunction. He was unable to continue teaching, etc. Using this same document, you can add the text under each symptom. Please italicize your text in order to make it easier for me to grade. Finally, at the end of the document, I want you to determine (using the powerpoint information) whether you think Nash’s Schizophrenia could be categorized as Paranoid Type, Disorganized Type, Catatonic Type, or Undifferentiated Type, or Residual Type. Explain how you made that choice. The DSM-IV criteria for Schizophrenia are as follows: †¢ Symptoms. Two or more of the following symptoms that have lasted for a substantial part of at least one month (or less, is effectively treated with medication) For at least six continuous months, the patient has shown some evidence of the disorder. At least one much must include the symptoms of frank psychosis mentioned above. Mood disorders with psychotic features and Schizoaffective Disorder have been ruled out, because the duration of any depressive or manic episodes that have occurred during the psychotic phase has been brief. †¢ Other Exclusions. This disorder is not directly caused by a general medical condition or the use of substances, including prescription medications. †¢ Developmental Disorder Exclusion. If the patient has a history of any pervasive developmental disorder (such as Autistic Disorder), Schizophrenia is diagnosed only if prominent hallucination or delusions are also present for a month or more (less, if treated). Hallucations are present for more than a month as is evident that John has a roommate and a boss. John is a paranoid schizophrenia. He is preoccupied with his delusions and hallucinations as he avoids everyone and becomes wrapped up his math work and his â€Å"work† with the government. While he does show a flat effect and disorganized behavior none are prominent. He is so wrapped up his what he thinks is real he neglects his work, family, social life and anything that is actually real and not part of his delusions.

Low employee satisfaction in Air Arabia

Low employee satisfaction in Air Arabia Air Arabia was launched in 2005 as one of the initiatives in low cost carriers segment in Middle East. Over the period of time it was able to build up a remarkable company name in the market along with a firm financial record of its own. After introducing problems related to Political, Social, Environmental and Technological (PEST) aspects of Air Arabia, this part concentrates on analyzing these problems with the help of basic organizational behavior theories. The report is divided in four sections, each one for Political, Social, Environmental and Technological aspects. In each section, OB concern of the problem followed by the problem from the case and the explanation is mentioned. People: Problem Statement: In previous section we discovered a problem that employees in Air Arabia were not satisfied with the low financial benefits provided against their high performance. Problem Highlight: Performance based Incentives Performance based incentives: This is a problem of pay for performance scheme. In pay for performance or say performance based incentive system, employees are rewarded in accordance to their performance. Now the problem is that employees can never be satisfied with the outcome of this particular form of reward system. This can be understood by Equity theory. Equity theory states that employees use to compare their position (here rewards) with those of other employees. So even an organization remain transparent in distributing incentives, until unless the employees themselves become satisfied in light of equity theory, the problem like the incentive problem in pay for performance scheme in Air Arabia remain standing.  [1]   Problem Statement: One of the major problems associated with employees is that company is not able to provide them with long term commitment regarding their performance appraisal and work effectiveness bonus. Problem Highlight: Performance Appraisal Performance appraisal: Performance appraisal is the measure of evaluating the performance of the employees. In air Arabia, the performance appraisal system presently in use incorporates the number of task and time limit of those task accomplished by the employees are recorded  [2]  . This forms the basis of the performance appraisal scheme in the company. (Performance-related pay, 2005) Now the problem in this scheme is that this does not count the quality and situation under which work is carried out. For example, in Air Arabia, the performance scheme is same for sales and administrative staff. Now administrative staff has clear work functions to follow whereas sales staff has to undergo filed work which is more challenging. The targets for sales staff are tougher to achieve than those of administrative staff. Thus the performance appraisal scheme in Air Arabia is not satisfactory and requires other schemes like 360 degree scheme etc  [3]  . Problem Statement: The case shows that Air Arabia exhibits problem of workforce management due to workforce diversity. Problem Highlight: Diversity Diversity: Leaders and managers in Air Arabia do not handle the workforce diversity effectively. In their effort to manage the diversity, they go with equal treatment strategy. In this strategy, each of the employees is treated equally irrespective of its cast, color, race and language they speak. This looks quite fair in first look but the approach is not helpful in country like Dubai. The country has people of different religion and cast, speaking different languages and has different educational schemes and mental aptitude  [4]  . Now the problem is some particular type of employees are always advantageous of this equality approach. For example, the work force of India is more fluent in English than the natives of UAE. UAE culture gives emphasis on Urdu and not English. Now because of low proficiency in English and the equality approach in diversity management, UAE natives are mostly under-rated than few foreign classes of employee. This introduces a sense of dissatisfaction and un-happi ness towards the job. Problem Statement: employees of Lufthansa Air went on strike to improve their working conditions. Problem Highlight: Work Environment Work environment: Work environment is a major constituent of an effective organizational culture. The work environment not only constitutes the physical constituents of the location but also the culture of the work like senior-subordinate relations, type of communication etc  [5]  . The situation here shows that the employees of Lufthansa Air are not satisfied with the work environment and went on strike. The actual reason for the dissatisfaction was companyà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s pressure to work more than the required 8 hours to answer the increasing competition in aviation industry. This decision was not welcomed by the staff as it resulted in more hastiness in job and thus resulted in improper work conditions in the company. (Listening, the Doorway to Employee Commitment, 2005) Environment: Problem statement: Air Arabia had to reduce some of its other expenses like HR expenditure and to make it possible it has reduced intake of employees that had increased work pressure over presently working employees tremendously. Problem Highlight: Work Environment and Employee Shortage Work environment and employee shortage: The problem here is of bad work environment due to excessive work load because of lesser number of employees. The problem was resulted due to high oil prices which forced the company to shrink the workforce. This shrinkage resulted in high pressure on present work culture and thus decreased efficiency of work environment. Problem Statement: High operational cost which is internal factor of employee malfunctioning causing external effect over organization. Problem Highlight: Employee Inefficiency and Lack of Motivation Employee inefficiency: Lack of motivation The employees in Air Arabia were found to be less efficient and thus the company was compiled to increase its fare to sustain pressure of increasing oil prices  [6]  . The main cause of this problem can be lack of motivation in the employees towards the companyà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s growth. If the employees would have been more motivated, they could have been more efficient and thus the problem of price hike because of high operational cost could have been prevented. This is a clear case of less motivated work force. (Listening, the Doorway to Employee Commitment, 2005) Problem Statement: Most of its employees have to work under pressure basically for the sustainability of the organization which has raised the level of employee dissatisfaction in the company Problem Highlight: Employee Dissatisfaction Employee dissatisfaction: There are a number of competitors of Air Arabia in low cost aviation industry which forces employees to work harder with limited resources. This results in greater employee dissatisfaction towards the workplace and more employee turnover rate. Technology: Problem statement: But all these technical advancements have an upper limit beyond which it cannot be stretched, and at that point employee performance comes into picture and has to be taken to its best possible level. Problem Highlight: Employee Training Employee training: The problem here is that when new technology is introduced in the company to cut operational expenses, the work and expectation from the employees also changes a lot. So there is a clear need to employee training. Employees are needed to be trained at new technology so that they are able to be a part of companyà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s cost cutting scheme. Employee training is a necessary part of any organization which needs to be happen periodically  [7]  . Structure: Problem Statement: as employee commitment is an important issue and it cannot be handled by the organization without proper structuring and it is also one of the important issues faced by Air Arabia Problem Highlight: Leadership Leadership: In the case, we found that employees are not committed to the organization. This is the responsibility of the leader to keep the faith of the employees in the organization. Thus the company needs its leaders to take more active role. The leaders in the company need to motivate the employees and to maintain the commitment of the employees in the company. The structuring component in this problem is more of a requirement of a leader  [8]  . Problem Statement: Upper management is facing a problem to retain its entire structure which is similar to the case of Lufthansa Airways. There may be a need for an improved format of organizational behavior needed in this regard that can be provided with the help of proper training Problem Highlight: Training Training: The problem here is that due to the high instability of labor market in airline industry, the company is unable to maintain its talent pool which again is introducing instability in its organizational structure. This instability is supposed to be handled by reducing job turnover rate by more motivational training to its employees  [9]  .

Shakespeares Macbeth Meets the Definition of a Tragic Hero Essay examp

Macbeth Meets the Definition of a Tragic Hero      Ã‚  Ã‚  Ã‚   William Shakespeare's tragic play 'Macbeth' contains images of suffering and details the consequences of one's action. The story, set within medieval Scotland, follows the actions of a man destined for greatness.   Macbeth is known to be noble, yet he falters and ultimately falls prey to his conscience.   As a result, Macbeth is the tragic hero of this play because he makes a fatal mistake, he endures great suffering, and he possesses a destructive hamartia. As aforementioned Macbeth's first characteristic of the tragic hero is that he makes a fatal mistake. Macbeth's fatal mistake is that he listens to others too much and he is particularly credulous as to what they say.   Macbeth is swayed by the words of the witches, the Apparitions, and his own wife.   Near the beginning of the play, Macbeth and Banquo encounter three witches. The witches greet Macbeth by hailing him by his two titles, Thane of Cawdor and Glams, and then the Third Witch hails him by saying, "... that shalt be king hereafter.(Mac.1.3.53)"   The witch's statement makes Macbeth believe that since the witch said it, it must be true.   The witches are probably the source for Macbeth's hunger for power over Scotland.   The witches do not ... ...sulted: Campbell, Lily B. "Macbeth : A Study in Fear." Readings on Macbeth. Ed. Clarice Swisher. San Diego: Greenhaven Press, Inc., 1999. 126-35. Kinney, Arthur F. ed. William Shakpespeare: the Tragedies. Boston: Hall and Company, 1985. Shakespeare, William. The Tragedy of Macbeth. Elements of Literature. Sixth ed. Austin: Holt, Rinehart and Winston, 1997. Wadsworth, Frank W. "Shakespeare, William." World Book Online American Edition. Online Edition. Online. Netzero. 26 Mar 2002. "William Shakespeare." BBC Homepage. Online. Available . 26 Mar. 2002. Swisher. San Diego: Greenhaven Press, Inc., 1999. 30-37.

Early Entry into the NBA Causes a Negative Impact on Professional Sport

     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Abstract:   Basketball players who enter the NBA early are not ready for the NBA. Early entry into the NBA by high school and college basketball players has had a negative affect on the college basketball program, the NBA, and the players themselves. Each year the number of early entries in the NBA rises more and more. In 1997, 47 basketball players entered the NBA draft early, and the number has risen since then. The college basketball program is drained of talent due to players leaving early. The high school players that go directly into the NBA are hurting the college program because they never contribute to the college program at all. The NBA now has to deal with a higher level of immaturity and disrespect by young players. College basketball players obtain a certain amount of respect and maturity in college. The players suffer by not grasping the concept of learning due to lack of education. Many analysts say that entering the NBA before finishing a fo ur-year program is entering too early. The NBA commissioner, David Stern, has begun to work on ways to encourage players to go to and stay in college. High school and college basketball players have started to enter the NBA earlier and earlier as the year's progress. In general, this is resulting in a negative effect to the college programs, the NBA, and the players themselves. Before 1994 there were usually only eight to ten early entries into the NBA. The number grew to 18 in 1995, and an astonishing 40 players in 1996, and 47 in 1997. The number of early entries in the NBA grows to the point where it is a problem that needs to be dealt with by the NBA players association. College basketball is in serious trouble. Of course, any sport would be when it's marquee s... ...arper, 1994. Curtis, Jake. "The Young and the Restless." San Francisco Chronicle 8 May 1996: E1 Clarkston, Michael. "From Boys to Men." The Toronto Star 28 May 1997: B6 Feldman, Robert. Understanding Psychology. Boston: McGraw-Hill, 2000. Henderson, John. "Skippin' School." The Denver Post 11 March 1999: D1 Livingston, Bill. "Young NBA Players Learn on the Job." The Plain Dealer 17 December 1997: D1 May, Peter. "Exorbitant Salaries." The Boston Globe 11 July 1999: E2 McCallum, Jack. "Going, Going, Gone." Sports Illustrated 20 July 1996: C4 Pensa, Patty. "Early Departures." The Columbus Dispatch 4 July 1999: E2 Wann, Daniel. "Team Identification." Journal of Sports Behavior 7 June 2000: 23 Wilbon, Michael. "Draft Pool." The Washington Post 3 May 2001: D1 Wolff, Alexander. "Impossible Dream." Sports Illustrated 2 July 1997: C4

Lifetime - Television for Women :: Televisaion Media TV

Lifetime - Television for Women Launched on February 1, 1984, Lifetime was created by the merger of Daytime and Cable Health Network. Lifetime was crowned â€Å"Television for women† in 1994 and began an ambitious expansion of original programming and public service initiatives targeted to women. Lifetime is dedicated to providing contemporary, innovative entertainment and information on-air and online that is of particular interest to women. Lifetime shows its commitment to the expansion of women within three main contributors, which are the Lifetime original movies, Lifetime television series, and Lifetime channels. These three categories bring out the point of the Lifetime network and shows exactly what Lifetime strives to achieve, women and making connections. Lifetime television shows feature women in many different aspects of everyday life and how women try to achieve success by overcoming the many obstacles put in their way in their fight to the top. Two of the top television shows on Lifetime include, â€Å"Any day Now,† which is about two women with two different lives trying to get through all of life hardships and are bonded by their incredible lifelong friendship. Another top show is â€Å"Strong Medicine,† which is about two women doctors with very different backgrounds and working styles who come together to take on the world of medicine. These television show are perfect examples of the wonderful types of entertainment Lifetime has to offer. Lifetime movies are one of the many unique features of the network. Each month there is a original movie broadcast. All of the movies are stories of courage, triumph, and success. They give all viewers a look at reality and how women can rise above any challenge. There are two Lifetime channels besides the basic cable network. There is the Lifetime Movie Network and Lifetime Real Women. The Lifetime Movie channel has movies from a women’s perspective and distinctive point of view, movies for and about women that connect with who they are and their experiences. The Lifetime Real Women channel is a place where honest, true-to-life stories important to women are told in a heartfelt meaningful way. Lifetime entertainment has proven to be phenomenally successful with strong ratings and high consumer demand. The networks commitment to its viewers has been recognized over and over again by leading women’s groups and nonprofit organizations.

Commentary on Turning point in Othello

The passage in Act 3, Scene III of Shakespeare's Othello, where Othello cracks down on Iago and demands proof from him of Desdemona's unfaithfulness, is the turning point of the play. Iago has Othello in the palm of his hand, and has Othello's entire fate planned out. He has done this by making him think that Desdemona is cheating on him with Cassio. In this scene, Shakespeare employs the use of three literary devices to construct the scene as a turning point and push the play forward. Firstly, the use of metaphors are essentially to provide the atmosphere of the scene. Then, Shakespeare uses dramatic irony to foreshadow what Iago is going to do. Finally, the setting is used to position and set up the scene as the turning point where Othello's tragic flaw will be exposed. All of this helps to achieve the purpose of showing how this is the turning point in the play. The first literary device used is vile metaphors. Othello, who is the one who talks the most during this passage and uses very contemptible language, which is quite different to how people talk before this point. Othello's harsh language serves to heighten the tension in the atmosphere. In addition, it demonstrates the decay of Othello's character by the theme of jealousy and its power. The first place in the passage where Othello demonstrates this is near the beginning of the passage by saying, â€Å"Thou hast set me on the rack. † Othello's metaphor between his torture and medieval torture shows not only the seriousness of the situation, but that his character would refer to such heinous instruments. Furthermore, Othello blatantly threatens Iago when he says, â€Å"Thou hadst been better have been born a dog/ Than answer my waked wrath! This language would be unbecoming of a gentleman, during Shakespeare's time, thus it demonstrates that Othello's character has degraded completely because of the jealousy planted by Iago. The second literary device used by Shakespeare is that of dramatic irony. However, it is in its most extreme form. This is shown in the passage when Othello tells Iago, â€Å"Villain, be sure thou prove my love a whore! / Be sure of it. G ive me the ocular proof. † Here Othello is demanding Iago to prove that Desdemona unfaithful with visual evidence. The ocular proof is Othello's entire basis for killing Desdemona, and the proof is coming from Iago, thus putting him in control of Othello's fate. The handkerchief is the ocular proof that Iago produces in order prove Desdemona a cheater and a liar. This makes the passage a turning point in the play when Iago gains total control over Othello, while Othello doesn't realize he's being played, and will only after the plan is complete. Finally, the third literary device used is setting. The passage is in the middle of Act 3, which would place it close or right on top of the climax, for a standard 5-part play. At the beginning of the scene, Cassio was talking to Desdemona about getting reinstated, and with Iago's help Othello misinterprets it and thinks that Cassio is sneaking around behind his back. This shows that Iago has started to mold Othello into a jealous monster that will eventually lead to his downfall. This scene is the turning point because Iago has had the opportunity to have Othello see Cassio in Othello's bedroom, talking to Othello's wife, while whispering like a snake to him, that perhaps there's something more between Desdemona and Cassio than meets the eye. In conclusion, these three literary devices, metaphors, dramatic irony, and setting allow the scene to ascertain itself as being the turning point of the play. Othello has the seeds of jealousy planted within him now, and Iago is gulling both Othello and Roderigo. The effect on the audience is that they feel Othello's emotions and can see the complete degradation of Othello's character, allowing the audience to get in the mood for the downfall of Othello.

The Life and Times of William Shakespeare

Shakespe are is wide regarded as the worlds sterling(prenominal) playw respectable, and in that locations no truly rea boy to dispute that. People are still seeing his plays cd historic period after he wrote them, non because its trendy or hip, simply because theyre so good. His insight into the human inspirit has never been equaled. This paper is a abbreviated biography of Shakespeare and a discussion of the generation in which he lived. Discussion His bread and butter Its somewhat difficult to run across concomitantual information roughly Shakespeare, because the offset attempts at biographical research were non begun until over half a ampere-second after Shakespeares terminal (Best, 2005).In addition, in that respect were few biographies written of important persons at this time, especially dramatists, since plays were not considered serious writings (Best, 2005). In addition, the Puritans closed the dramaturgys in 1642, and more manuscripts and some other records were lost (Best, 2005). It in like manner doesnt help that there are many spellings of his name. Nevertheless(prenominal), scholars have pieced together a sensibly complete picture of his life, and where facts are not known, they have drawn reasonable inferences (Best, 2005).However, the fact remains that much of what we know is found on indirect information. William Shakespeare was born in Stratford-upon-Avon some time in April, 1564, the son of John Shakespeare and Mary Arden (Hanna Life). Although there is no record of the exact date of his birth, there is a baptismal record at the church, so most scholars put his natal day as the 23rd of April, 1564 (Hanna Life). John Shakespeare was a prominent and prosperous alderman in Stratford, and was disposed(p) a coat of arms by the College of Heralds (Hanna Life).Little is known of Shakespeares boyhood but it is believed that he probably attended the Stratford Grammar School (Hanna Life). in that location is no record o f him having gone on to either Oxford or Cambridge, both of which were s healthful up established by his time (Hanna Life). Shakespeares name turns up beside in 1582 when he marries Anne Hathaway, some eight years his senior (Hanna Life). Their daughter Susanna was born in 1583 and twins, Judith and Hamnet, were born in 1585 (Hanna Life).Once again Shakespeare disappears from the records and doesnt turn up again for cardinal years, by which time he is acknowledge as an actor, poet and playwright (Hanna Life). His recognition comes in the form of an insult from a rival, Robert Greene, who calls Shakespeare an parvenu crow in his (Greenes) play, A Groatsworth of fun (Hanna Life). Its thought that at about this time (1592) Shakespeare joined an acting society known as The Lord Chamberlains manpower, one of the best in capital of the United forcedom (Hanna Life).The troupe leased the theater (named, unoriginally, The discipline) where they performed they lost the lease in 1599 (Hanna Life). By this time, though, the troupe had enough money to systema skeletale their own theater, across the Thames on the less fashionable South Bank this brand-fresh theater was, of course, The human beings (Hanna Life). The Globe exposed in July, 1599, with some of the old timbers salvaged from The mansion used in its construction (Hanna Life). The Globe featured Totus mundus agit histrionem (A whole world of players) as its motto (Hanna Life).When pack I ascended the rear end in 1603, the company changed its name to the male monarchs Men or Kings Company (Hanna Life). The companys instructions, conveyed to them in Letters Patent, told Shakespeare and eight other company members specifically to use and puzzle out the art and faculty of playing Comedies, Tragedies, Histories, Interludes, Morals, Pastorals, correspond plays as swell up for recreation of our sweet subjects as for our solace and pleasure (Hanna Life). Things went well for the newly-ch ristened Kings Men for another(prenominal) ten years, until 1613 (Hanna Life).Then, on June 19, a ricochet fired from the theaters detonating device during a gala performance of hydrogen VIII set the Globes t hatched roof on fire and the theater burned to the ground (Hanna Life). The audience was so absorbed in the play that at first they ignored the fire, but when the walls and curtains went up, they surely must have run (Hanna Life). By some miracle there were no casualties, and the next spring the company had the theatre new builded in a far fairer flair than before (Hanna Life).Shakespeare invested in the rebuilding effort, but by that time he had retired to Stratford, to the dandy House of New Place that hed bought in 1597 (Hanna Life). There were significant land holdings associated with the house, and Shakespeare remained there, where he continued to write, until his death in 1616 (Hanna Life). Ironically, he died on his say birthday, April 23 (Hanna). He was 52 . Although he died at what we would consider a young age, he left behind a eubstance of work that has made him immortal, and continues to light up theaters around the world.His Times The world 400 years ago is very much seen as romantic and noble, but it was brutal, unsanitary and often terrifying. Were familiar with a fold of the history of the time through films and TV shows a movie about Elizabeth I was released recently. Shakespeare lived at a time of political upheaval and court intrigue, as well as a time of exploration. For example, a man named John Hawkins sailed to the New humanity a second time in 1561 (Hanna Times). Trips like this were dangerous and daring, but as well yielded treasure and more importantly, lands for the Crown. From 1577-1580 Francis Proke sailed around the world (Hanna Times).In 1586 when he was 22, Mary pouffe of Scotch was tried for treason and executed the followers year (Hanna Times). And in 1588 one of the superior events in incline hi story took endue the English under the command of Queen Elizabeth I defeated the Spanish impact fleet known as the Armada (Hanna Times). Unfortunately, this was also the time of the great plagues plague brush through London in 1592-93, necessitating the small town of the theaters plague struck again in 1603 (Hanna). This was also the year that Elizabeth I died and mob IV, King of Scotland became crowd together I of England (Hanna Times).It was at this point that the Lord Chamberlains Men became the Kings Men James I liked the theater and was a writer himself, publishing works on such subjects and witchcraft and the divine right of kings (Best-James I, 2005). In 1605, the Gunpowder Plot was hatched and Guy Fawkes lead a crowd of Catholics in an attempt to assassinate James and blow up Parliament (Hanna Times). The English still celebrate Guy Fawkes Day. As we saw, the Globe burned down in 1613 by which time Shakespeare had returned to Stratford. He lived scarcely another t hree years.