motorola essays

motorola essays Since it first entered the competitive electronic firm market, Motorola has continued to remain successfully as a world leader in mobile communication technology, ranking as the leading maker of cellular telephones, paging devices, automotive semi-conductors, and microchips that are used to operate devices other than computers. Although it has lost a few battles, Motorola has taken on the Japanese head to head, through these times of Japanese competition. In the 1980s Motorola controlled the emerging U.S, Market for cellular phones and pagers but they werent aggressively focused on competing with the Japanese, even though Japanese firms began to flood the U.S. market with low-priced, high-quality telephones and pagers, leaving Motorola pushed into the background. This is when Motorola heard the call to battle. Managers at first were not sure how they should respond, so they originally decided to abandon some business areas and even considered merging their own semiconductor operati ons with those of Toshiba. After a lot of searching they decided to fight back and regain the firms lost market position. This fight involved two main strategies: First learn from the Japanese, and then compete with them. To carry out these strategies, Motorola executives decided to to set a number of broad based goals that essentially committed the firm to lowering costs, improving quality, and regaining lost market share. Managers were then sent out on missions, mainly focused on Japan, to learn how to compete better. Some manager even observed Motorolas own Japanese operations to learn and understand how it fully functioned; while others focused more on how other successful Japanese firms operated. At the same time, the firm also drastically boosted its budget, R&D, and employee training worldwide. One important thing that executives learned from their trip to Japan after viewing a flag flying outside one of its plants...

What You Should Know About Kants Ethics in a Nutshell

What You Should Know About Kants Ethics in a Nutshell Immanuel Kant (1724-1804) is, by common consent, one of the most profound and original philosophers who ever lived. He is equally well known for his metaphysics–the subject of his Critique of Pure Reason-and for his moral philosophy which is set out in his Groundwork to the Metaphysics of Morals and the Critique of Practical Reason. Of these last two works, the Groundwork is by far the easier to understand. A Problem for the Enlightenment To understand Kant’s moral philosophy it is crucial first of all to understand the problem that he, like other thinkers of the time, was trying to deal with. From time immemorial, people’s moral beliefs and practices had been based on religion. Scriptures like the bible or the Koran laid out moral rules that were thought to be handed down from God: Don’t kill. Don’t steal. Don’t commit adultery, and so on. The fact that the rules came from God gave them their authority. They were not just somebody’s arbitrary opinion: they gave humanity an objectively valid code of conduct. Moreover, everyone had an incentive to obey them.  If you â€Å"walked in the ways of the Lord,† you would be rewarded, either in this life or the next. If you violated His commandments, you would be punished. So any sensible person would abide by the moral rules that religion taught. With the scientific revolution of the 16th and 17th centuries, and the great cultural movement known as the Enlightenment which followed, a problem arose for this way of thinking. Simply put, faith in God, scripture, and organized religion began to decline among the intelligentsia–that is, the educated elite. This is the development that Nietzsche famously described as â€Å"the death of God.† And it created a problem for moral philosophy. For if religion wasn’t the foundation that gave our moral beliefs their validity, what other foundation could there be? And if there is no God, and therefore no guarantee of cosmic justice ensuring that the good guys are rewarded and the bad guys are punished, why should anyone bother trying to be good? The Scottish moral philosopher Alisdair MacIntrye called this â€Å"the Enlightenment problem.† The problem is to come up with a secular–that is, a non-religious–account of what morality is and why we should be moral. Three Responses to the Enlightenment Problem 1.  Social Contract Theory One response was pioneered by the English philosopher Thomas Hobbes (1588-1679). He argued that morality was essentially a set of rules that human beings agreed upon among themselves in order to make living together possible. If we didn’t have these rules, many of which are laws enforced by the government, life would be absolutely horrible for everyone. 2.  Utilitarianism Another attempt give morality a non-religious foundation was pioneered by thinkers like David Hume (1711-1776) and Jeremy Bentham (1748-1742). This theory holds that pleasure and happiness have intrinsic value. They are what we all want and are the ultimate goals that all our actions aim at.  Something is good if it promotes happiness, and it is bad if it produces suffering. Our basic duty is to try to do things that add to the amount of happiness or reduce the amount of misery in the world.   3.  Kantian Ethics Kant had no time for utilitarianism.  He thought that in placing the emphasis on happiness it completely misunderstood the nature of morality.  In his view, the basis for our sense of what is good or bad, right or wrong, is our awareness that human beings are free, rational agents who should be given the respect appropriate to such beings.  Let’s see in closer detail what this means and what it entails. The Problem With Utilitarianism The basic problem with utilitarianism, in Kant’s view, is that it judges actions by their consequences.  If your action makes people happy, it’s good; if it does the reverse, it’s bad.  But this is actually contrary to what we might call moral common sense.  Consider this question.  Who do you think is the better person, the millionaire who gives $1,000 to charity in order to look good in front of his girlfriend, or the minimum wage worker who donates a day’s pay to charity because he thinks it is is duty to help the needy? If consequences are all that matter, then the millionaire’s action is better.  But that’s not what most people think.  Most of us judge actions more by their motives than by their consequences.  The reason is obvious: the consequences of our actions are often out of our control, just as the ball is out of the pitcher’s control once it has left his hand.  I could save a life at the risk of my own, and the person I save could turn out to be serial killer.  Or I could kill someone in the course of stealing from them, and in doing so might accidentally save the world from a terrible tyrant. The Good Will The first sentence of Kant’s Groundwork states: â€Å"the only thing that is unconditionally good is a good will.† Kant’s argument for this is quite plausible. Consider anything you think of as good: health, wealth, beauty, intelligence, etc. In every case, you can imagine a situation in which this good thing is not good after all. A person can be corrupted by their wealth. The robust health of a bully makes it easier for him to abuse his victims. A person’s beauty may lead them to become vain and fail to develop their talents. Even happiness is not good if it is the happiness of a sadist torturing his victims. A good will, by contrast, says Kant, is always good in all circumstances. But what, exactly, does he mean by a good will? The answer is fairly simple. A person acts from a good will when they do what they do because they think it is their duty: when they act from a sense of moral obligation. Duty v. Inclination Obviously, we don’t perform every little act we do out of a sense of obligation. Much of the time we are simply following our inclinations, acting out of self-interest. There is nothing wrong with this. But no-one deserves any credit for pursuing their own interests. That comes naturally to us, just as it comes naturally to every animal. What is remarkable about human beings, though, is that we can, and sometimes do, perform an action from purely moral motives. E.g. a soldier throws himself on a grenade, sacrificing his life to save the lives of others. Or less dramatically, I pay back a debt as I promised to do even though this will leave me short of money. In Kant’s eyes, when a person freely chooses to do the right thing just because it is the right thing to do, their action adds value to the world; it lights it up, so to speak, with a brief glow of moral goodness. Knowing What Your Duty Is Saying that people should do their duty from a sense of duty is easy. But how are we supposed to know what our duty is? Sometimes we may find ourselves facing moral dilemmas where it isn’t obvious which course of action is right. According to Kant, however, in most situations are duty is obvious. And if we are uncertain we can work it out by reflecting on a general principle that he calls the â€Å"Categorical Imperative.† This, he claims, is the fundamental principle of morality. All other rules and precepts can be deduced from it. He offers several different versions of this categorical imperative. One runs as follows: â€Å"Act only on that maxim that you can will as a universal law.† What this means, basically, is that we should only ask ourselves: how would it be if everyone acted the way I’m acting? Could I sincerely and consistently wish for a world in which everyone behaved this way? According to Kant, if our action is morally wrong we would not b able to do this. For instance, suppose I’m thinking of breaking a promise. Could I wish for a world in which everyone broke their promises when keeping them was inconvenient? Kant argues that I could not want this, not least because in such a world no-one would make promises since everyone would know that a promise meant nothing. The Ends Principle Another version of the Categorical Imperative that Kant offers states that one should â€Å"always treat people as ends in themselves, never merely as a means to one’s own ends. This is commonly referred to as the â€Å"ends principle.† But what does it mean, exactly?   The key to it is Kant’s belief that what makes us moral beings is the fact that we are free and rational. To treat someone as a means to your own ends or purposes is to not respect this fact about them. For instance, if I get you to agree to do something by making a false promise, I am manipulating you. Your decision to help me is based on false information (the idea that I’m going to keep my promise). In this way, I have undermined your rationality. This is even more obvious if I steal from you or kidnap you in order to claim a ransom. Treating someone as an end, by contrast, involves always respecting the fact that they are capable of free rational choices which may be  different from the choices you wish them to make. So if I want you to do something, the only moral course of action is to explain the situation, explain what I want, and let you make your own decision. Kant’s Concept of Enlightenment In a famous essay entitled â€Å"What is Enlightenment?† Kant defined enlightenment as â€Å"man’s emancipation from his self-imposed immaturity.† What does this mean? And what does it have to do with his ethics? The answer goes back to the issue of religion no longer providing a satisfactory foundation for morality. What Kant calls humanity’s â€Å"immaturity† is the period when people did not truly think for themselves.  They typically accepted moral rules handed down to them by religion, by tradition, or by authorities like the Bible, the church, or the king. Many people have lamented the fact that many have lost their faith in these authorities. The result is viewed as a spiritual crisis for Western civilization. If â€Å"God is dead,† how do we know what is true and what is right? Kant’s answer is that we have to work these things out for ourselves. But this is not something to lament.  Ultimately it is something to celebrate. Morality is not a matter of subjective whim. What he calls â€Å"the moral law† –the categorical imperative and everything it implies–can be discovered by reason. But it is a law that we, as rational beings, impose on ourselves. It is not imposed on us from without. This is why one of our deepest feelings is reverence for the moral law. And when we act as we do out of respect for it–in other words, from a sense of duty–we fulfill ourselves as rational beings.

Importance of Recruitment and Selection in the Public Sector Essay

Importance of Recruitment and Selection in the Public Sector - Essay Example Alternatively, the organization may outsource the recruiting services from a recruitment centre, which specializes in ensuring that the right workforce with the right skills receives employment at the right time from the organization. However, other HR practitioners has less involvement with recruitment and selection because these activities are delegated to line managers or outsourced, leaving the in-house practitioners limited to a few activities or overseeing the process (Tinzer, 2002:154). Recruitment and selection are the core roles of HR practitioners, although there are other activities that affect the policy of an organization and the external environment. These include business contraction or expansion, employment legislations, skills shortage and the general economic climate. Regardless of the economic climate, the process of workforce planning is not necessarily simple. Organizations must predict workforce requirements in line with future corporate objectives. Over the yea rs, the employment situation has shifted from a seller’s market to a buyer’s market and back again, especially in the public sector, thus the approach and time spent by HR practitioners need to anticipate and reflect this (Adams, 2007:97). This paper seeks to evaluate and analyze the context within which public sector recruitment occurs, as well as the factors affecting recruitment, the impact, and place of employment legislation. Additionally, the paper seeks to provide an overview on the recruitment and selection process in the public sector, considering both skills and activities (Saunders, and Thornhill, 2009:65). Demographics The impact of two factors is evident on the nature of the UK workforce, both with relation to recruitment and selection processes: demographic changes, and the adoption of traditional working patterns, which include significant growth in outsourcing. The workforce is set to diversify in terms of ethnic balance, age, and gender, drawing upon c hanges already occurred (Hyde et al., 2001:137). Concerning gender, there is a continuous trend of more women entering the labour market, raising important issue such as provision of childcare and equal pay. Concerning age, the greater longevity and falling birth rates mean that the about 46% of the UK population will be past 50, compared with only 33% in 2002. The changes in pension will also have significant impacts in this area, forcing many people to work longer. Concerning ethnicity, the government estimates that the net migration will by 2020 account for over 40% of the growth in the labour market (Caplin, and Dwyer, 2000:94). All the above issues are complex and important, thus public sector organizations need to take serious considerations during recruitment and other employment activities. Employers need to attract and retain a diverse workforce (Walliman, 2009:81). The complexity of these issues is evident from analyzing and evaluating one of the elements above: age. To ma ximize the participation of employees from different age groups as well as encourage generational diversity, the needs and expectations of each group will need consideration in designing the jobs, in induction and in recruitment activities into the organization. Although their expectations are not homogeneous, there are

Opening Excises Assignment Example | Topics and Well Written Essays - 750 words

Opening Excises - Assignment Example The teacher then can explain what the term means to the students. This way, the class is already introduced in the subject in a fun and engaging way. The game can be divided into two rounds. The first round is the easy round scoring only 1 point per guess. The second round will be the difficult round and the score is two points. Losing team/s will still have a chance to catch up in the difficult round. There is a catch however. In the difficult round, there are two boxes of papers that will be guessed. The words or phrases that will be guessed by the other team will instead be chosen by the other team/s to make it more difficult. As usual, the other competing teams can also steal the point by correctly guessing the word or phrases by one attempt. The game can also be modified depending on the subject. The words and phrases can be replaced by other words. It can even be used during parties, events and gatherings to break the ice among

Creating My Own School Essay Example for Free

Creating My Own School Essay The benefits of education on the individual person no doubt extend beyond economic effects. Jeremy Behrman and Nevzer Stacey cited that the effects of education â€Å"spread beyond direct economic effects (1). † As such is the case Behrman and Nevser adds, benefits â€Å"include a better way of taking care of ourselves and consequently creating a better society in which to live† (1). Based on this notion, it is important to make education available for everyone regardless of race, color, social status and gender or even physical condition. Education should be a right of everyone and no one should be denied of this right. However, the quality of education has been the focal point in the educational arguments. The report of the United States Government Accountability Office (GAO) cited that although teachers play an essential role in improving the students’ performance, the quality of education especially in areas where poverty is high, remains bad due to teachers’ lack of competency in the subject they teach (1). Thus it remains a burden of the government and of the society to establish schools that will cater to the increasing demand of a quality education. The No Child Left Behind Act was a response to this demand, yet it is clear that there is still a great demand for schools that would cater to the growing need of the society of a quality education for children. It is for this reason that I should like to introduce the Early College Communications (ECC) school which is designed to serve especially working class student and those with special cases. With highly competent teachers duly licensed by the states licensing board, the ECC provides quality education for grades 9-12 that would prepare students to college with a high level of competitiveness and a strong sense of achieving success in life. The school is deeply anchored on the government’s policy under No Child Left Behind Act (NCLBA) which emphasized on the qualification requirements for teachers. Under this act, the GAO report stated that states, districts, and schools are â€Å"responsible for ensuring that teacher meets these requirements† (1). The GAO also stated that the NCLBA â€Å"requires teachers of core academic subjects such as math and science be highly qualified†¦. † (1) The ECC proudly announces that it meets these requirements. The ECC’s philosophy of education is based on the principle that education is for everyone and that everyone deserves quality education. The ECC adopts a method of teaching based on Ramden’s (1992) distinctive ways of understanding teaching that is applicable to high school education wherein the teacher is seen as the organizer of student activity. Kate Ashcroft and Lorraine Foreman-Peck explained that in this method of teaching, the focus of the teaching and learning situation is on â€Å"what the student does† (69) and the role of the teacher is supervisory. In this case, as Ashcroft and Foreman-Peck pointed out, â€Å"the interest of teaching methods is now focused on ensuring that students learn† (69) and the teacher’s main concern is to motivate students â€Å"to be actively engaged† (69). With this method of teaching, the ECC management ensures that all students get quality education as we are implementing strict compliance for teachers to facilitate the student’s learning through motivating them to active and lively participation in the learning activities. As the school is committed to providing quality education, we have also implemented strict guidelines on the selection of teachers. Teachers were thoroughly screened if they have genuine interests in helping students learn regardless of their color, race, social status or physical condition. Thus, we are assuring everyone that the ECC is student friendly and we are very much concern all our student get quality education as they finished their term with us. For students with disabilities, that is, those belong to section two of the definition given by the Individuals with Disabilities Education act of 2004 (IDEA) cited by Roger Pierangelo and George Giuliani which held, (ii) Disorders not included. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage (1) Students with disabilities that do not include learning problems because of the reasons mentioned in the definition, we encourage them to enroll at ECC as we have highly competent teachers to handle this special class. However, we require students with disabilities to seek certification from the local educational agency whether they responds to scientific, research-based intervention as part of the evaluation procedures. With teachers’ genuine concerns on students with disabilities, their primary aim is to ensure that students with disabilities learn equally with other students. Furthermore, the school facilities are designed for the convenience of these special students. These teachers are licensed by the state to handle special classes and they are skilled in communicating with students with disabilities. Overall, the school is committed on preparing our students to become successful individual regardless of their color, race, social status, and physical condition. The student who could finish their term at ECC will have an early college credit because the school offers subjects that will provide them advantage when they go to college. Thus, with our commitment towards the future success in life of our students, and with efficient and highly qualified teachers we are confident we can lead our students to become competitive, success oriented and determined to achieve their dreams in life. For everyone out there, enroll now at Early Communication College and be assured of a quality education and of an exciting learning situation in the classroom. Work Cited Ashcroft, Kate Foreman-Peck, Lorraine Managing Teaching and Learning in Further and Higher Education Great Britain: Routledge, 1994 Behrman, Jere R. Stacey, Nevser The Social Benefits of Education USA: University of Michigan, 1997 â€Å"No Child Left Behind Act Improved Accessibility to Education’s Information† USA: The United States GAO, 2005 Pierangelo, Roger Guiliani, George A. Teaching Students with Learning Disabilities USA: Corwin Press, 2008

Business Law Antitirust :: GCSE Business Marketing Coursework

Because the field of Business Law is so great, this paper will examine a single aspect of Business Law, that of antitrust action. Specifically, as it is applied to Microsoft, antitrust litigation is raising eyebrows in both the legal and business worlds. There is a hue and cry that antitrust laws as they exist today have outlived their usefulness when applied to cyber commodities and artificial intelligence. This paper will present those opposing viewpoints and attempt to answer the question: are laws wrought in the industrial age applicable to today’s technology? And if so, is the antitrust challenge to Microsoft the tip of the iceberg in Business Law reformation? Antitrust Law Antitrust law attempts to ensure that market competition is protected from an organization or cartel with a monopoly on a given product. Much of antitrust enforcement tries to create a balance between the benefits of coordination and consolidation, such as efficiencies that reduce price or improve quality, and the detriments of market power that can lead to higher prices or reduced innovation. Corporate trusts grew rapidly in the US from 1880 to 1905, creating the atmosphere for President Theodore Roosevelt to launch his now famous trust busting campaigns. The era of antitrust legislation stems from the Sherman Act of 1890. The antitrust laws were based on the constitutional power of Congress to regulate interstate commerce. It declared illegal every contract, combination, or conspiracy in restraint of interstate and foreign trade. The Sherman Act makes monopolization illegal. The two elements of monopolization are: "(1) the possession of monopoly power in the relevant market and (2) the willful acquisition or maintenance of the power as distinguished from growth or development as a consequence of a superior product, business acumen, or historical accident." 1 The Sherman Act was designed to eliminate restraints on trade and competition. It is the main source of antitrust law. While the Sherman Act provided protection against monopolies, Congress determined that it wasn’t quite comprehensive in its’ self. It was supplemented in 1914 by the Clayton Antitrust Act, which prohibited exclusive sales contracts, inter-corporate stockholdings, and unfair price-cutting to freeze out competitors. The Clayton Act of Seal Straugh 1914 makes price discrimination illegal, forbids tying arrangements involving only goods and makes anti-competitive mergers and acquisitions illegal. The Sherman and Clayton Antitrust Acts were made to promote competition between companies making similar products.

My Favourite Book or the Book I Like Most Essay

I can unhesitatingly and boastfully claim that ‘my never- failing friends are they, with whom I converse day by day.’ And these friends, with whom I talk, converse and gossip as a matter of routine, are the BOOKS, that are stacked in our family-library. Their sweet, long company has made me a true book-lover in the real sense. Without any doubt or reservation, I can frankly say that blessed are those, who are in constant company of books. Books never desert us, when we fall prey to evil days, and they never flatter us, when fortune smiles on us. In my life so far, I have read many books including the titles on travels and adventures; biographies and auto ­biographies; love poems and nature poems; novels and stories and plays written by various authors of long standing and good repute. If I am asked to choose the book which I like most, I would go for the novel ‘the old man and the sea,’ written by the world-renowned novelist ‘Ernest Hemingway’ (1899-1961). Hemingway was a highly successful, prolific, U.S. writer of international fame and his novel in question was awarded the coveted Nobel Prize for Literature in 1954. ‘The Old Man and the Sea’, was, actually, brought out in 1952. Naturally and undisputedly, a masterpiece of Hemingway, ‘The Old Man and the Sea’ is a beautiful description of the changing phases in the life of a man. It brings to the mind how the behaviour of acquaintances, friends, Nations and co-workers of a man undergoes a sea change with the drifting of a phase in life. The main character in the novel is an old fisherman, facing the loss of his lost vigour with great patience and fortitude. An expert master fisherman in his hay days, the old man had, in his by-gone days, trained a number of aspiring young men in baiting and catching fish. They had all learnt venturing out into the sea and fight against the ebb and flow of tides under his expert guidance. They not only admired him for his great skill and courage; but heaped upon him praises for his daring nature and tact time and again. He had become a living legend for them. But the time changed in the autumn of his life. He was considered a spent-force and was not in a position to catch any fish on a regular basis even for his own survival. There were no admirers left and the one-time hero had become almost a forgotten story. There were times, when he had to survive on charity of others. However, the old man did not give up easily. He remained firm and unyielding and continued trying his luck with his not till the last moment. He proved himself a brave, struggling fighter. He accepted his fate not in despair but with courage and determination. One day he succeeded in catching a giant marlin; but was not in a position to pull it out. The result was that the catch was eaten by sharks. Besides the story and the over-all plot of the novel, the style of narration and the language are also highly impressive. Hemingway is nowhere bombastic or Johnsonian in the novel On the contrary, his style is greatly forceful with simple and easy-to-understand sentences, having few confusing adverbs or adjectives. This is why ‘The old man and the sea’ is the only book I have liked most.

O and Othello Comparison Essay

‘Othello is one of the brilliant plays written by William Shakespeare. It is the story of man named Othello and how his mind was twisted and manipulated by a man named Iago and how Iago made Othello think that his wife Desdemona was cheating on him with his lieutenant Michael Cassio, which results in many deaths. Tim Blake Nelson has creatively restructured ‘Othello’ into a film to appeal to a teenage audience. It still contains the same central ideas which are racism, jealousy and deception which will be analysed on how they are portrayed in ‘Othello’ and are creatively reshaped in ‘O’. Jealously is one of the main central ideas and is shown through many character but mainly Iago and Hugo and Othello and O. In act 4, scene 5 Othello goes into an eplileplsy fit after hearing the news that Cassio slept with Othello’s wife Desdemona and Othello has lost nearly all control of himself to his jealousy in the play. Nelson has recreated this scene into a Slam Dunk competition where Odin is high on cocaine and Hugo (Iago) has given him the misinformation that Desi (Desdemona) and Michael (Cassio) have been sleeping together. In the novel ‘Othello’, Othello strikes Desdemona in the company of Lodovico, a Venetian nobleman. This very action implies that Othello is so engrossed in his emotion that he simply does not care that other people can see his anger and subsequent violence towards his wife. In â€Å"O,† this concept has been magnified where Odin’s violent actions do not occur in front of one person, but instead in front of an entire crowd of people. Also when Lodovico’s see’s this he is surprised and Othello has to fix his actions â€Å"My lord, this would not be believed in Venice, / Though I should swear I saw’t. `Tis very much; / Make her amends – she weeps† (4. 1. 36) During â€Å"O,† when Odin destroys the backboard and pushes the ball boy down, the crowd simply boos at him. Both responses are appropriate to the contexts they take place in, but both express displeasure at Othello’s actions. To further prove the point that Othello holds no regard for anyone else’s opinion at this point, he ignores the responses in both contexts and continues harboring his jealously. In Shakespeare’s script, Othello continues to rant about how evil he believes Desdemona is: â€Å"If that the earth could teem with woman’s tears, / Each drop she falls would prove a crocodile† (IV. 1. 39-240), whereas in â€Å"O,† Odin remains silent and simply struts around the basketball court with his arms outstretched while the crowd boos him. Both actions hint at the more selfish aspect of Othello’s emotions; by ignoring his surroundings and clinging to his beliefs, he proves that he is thinking more about himself at this point than anything else. In ‘O’ when Odin shatters the backboard it is a visual metaphor for destroying Desi as basketball is something that defines Odin so therefore basketball could be interpreted as a symbol for the things Odin loves and enjoys in his life such asDesi. By having Odin destroy the backboard of the basketball hoop, Nelson illustrates the path that Odin and Othello decided to take, a path that will destroy everything they love, and ultimately themselves. Therefore the image foreshadows their death. Racism is also largely seen in both texts, Shakespeare makes it clear that Othello’s colour has a lot to do with Iago’s problems with him. â€Å"The term ‘Moor’ used to describe Othello at various points in the play. The term ‘Moor’ was widely used as a synonym for ‘Negro’ When Shakespeare describes the elopement of Desdemona and Othello, he makes it appear to be unnatural. He goes so far as to relate their elopement to bestiality. There can be no doubt that Othello’s blackness is a significant part of the play. In ‘Othello’ Desdemona call him the ‘Moor’ and she is his loving and faithful wife whereas when Iago says it, it is offensive. In the film ‘O’ there is a lot of racism, Odin and Desi jokingly discuss their different races. When she disapproves of his use of â€Å"nigga,† he tells her that he is allowed to say it but she cannot even think it. Despite his apparently shallow answer, Odin is â€Å"haunted†¦by a profound self-consciousness about his own blackness†. When Hugo tells Odin that Desi and Mike called him â€Å"the nigga,† This is extremely offensive to and he begins to act out his rage and self-loathing. In ‘Othello the word ‘Moor’ has been replaced by with a the word ‘nigga’ to appeal to younger audiences. Deception can also be seen throughout both texts and especially when Iago sets Cassio up to make Othello hear the Cassio has been sleeping with Desdemona. In ‘Othello’ this scene is set in a jail area whereas in ‘O’ it is set in Iago’s bedroom and Othello is hiding outside the room listening in on the conversation. Nelson has creatively reshaped this scene from early times to the 20th century. During this scene in ‘O’ Cassio talks about Desi as a floosy and talks badly of Odin calling the name Nigga, this in use of language from Michael is the language that teenagers use which is another way Nelson has creatively reshaped Othello. Overall, Nelson has creatively reshaped the central ideas jealousy, racism and deception into the modern film but still keeping the story line. In ‘O’ he has successfully done this by setting it in a high school and making Odin the star basketball player.

Jean Chretien essays

Jean Chretien essays Jean Chrtien's greatest asset as Canada's twentieth prime minister is his long years of experience in Parliament and Cabinet. In government or in opposition, he has served with six prime ministers, held twelve ministerial positions and sat in Parliament for a total of twenty-seven years. When it comes to the game of politics, no one knows better the players and the strategies. The eighteenth child of a paper mill machinist, Joseph Jacques Jean Chrtien was born in Shawinigan, Quebec in 1934, sharing with Canada's first prime minister, Sir John A. Macdonald, the same birthday of January 11. Although his academic achievements were modest, Chrtien's parents were determined to give him good education and he was sent to the classical college in Trois-Rivires. After graduating, he attended Laval University, where he studied law. He was called to the Bar in 1958 and set up his law practice in the working-class district of Shawinigan North. Chrtien had demonstrated an interest in p olitics from a young age. His father was a Liberal organizer and by the age of fifteen, Chrtien was helping to distribute pamphlets and attending political rallies. At Laval he joined the campus Liberal Club. Quebec Liberals were an endangered species in the 1950s; the Union Nationale had dominated Quebec politics for more than a decade, and in 1957, the Conservatives won federally. Nevertheless, Chrtien persevered, campaigning for Liberal candidates in both provincial and federal elections. By 1960, he was principal organizer for Jean Lesage, leader of the provincial Liberal party, in the election that made him Quebec Premier that year. In 1963, Chrtien was asked to run as the Liberal candidate for St-Maurice-Laflche in the federal election. The incumbent was a Crditiste who had won the previous election with a margin of 10 000 votes, nine months earlier. In a hard-fought campa...

Mount Vesuvius According to Pliny

Mount Vesuvius According to Pliny Mt. Vesuvius is an Italian volcano that erupted on August 24* A.D. 79 blanketing the towns and 1000s of residents of Pompeii, Stabiae, and Herculaneum. Pompeii was buried 10 deep, while Herculaneum was buried under 75 of ash. This volcanic eruption is the first to be described in detail. The letter-writing Pliny the Younger was stationed about 18 mi. away, in Misenum, from which vantage point he could see the eruption and feel the preceding earthquakes. His uncle, the naturalist Pliny the Elder, was in charge of area warships, but he turned his fleet to rescuing residents and died. Historical Importance In addition to Pliny recording the sights and sounds of the first volcano to be described in detail, the volcanic covering of Pompeii and Herculaneum provided an amazing opportunity for future historians: The ash preserved and protected a vibrant city against the elements until future archaeologists unearthed this snapshot in time. Eruptions Mt. Vesuvius had erupted before and continued to erupt about once a century until about A.D. 1037, at which point the volcano grew quiet for about 600 years. During this time, the area grew, and when the volcano erupted in 1631, it killed approximately 4000 people. During the rebuilding efforts, the ancient ruins of Pompeii were discovered on March 23, 1748. Todays population around Mt. Vesuvius is about 3 million, which is potentially catastrophic in the area of such a dangerous Plinian volcano. A Pine Tree in the Sky Prior to the eruption, there were earthquakes, including a substantial one in A.D. 62** that Pompeii was still recovering from in 79. There was another earthquake in 64, while Nero was performing in Naples. Earthquakes were seen as facts of life. However, in 79 springs and wells dried up, and in August, the earth cracked, the sea became turbulent, and the animals showed signs that something was coming. When the eruption of the 24th of August began, it looked like a pine tree in the sky, according to Pliny, spewing noxious fumes, ash, smoke, mud, stones, and flames. Plinian Eruption Named after the naturalist Pliny, the type of eruption of Mt. Vesuvius is referred to as Plinian. In such an eruption a column of various materials (called tephra) is ejected into the atmosphere, creating what looks like a mushroom cloud (or, perhaps, pine tree). Mt. Vesuvius column is projected to have reached about 66,000 in height. Ash and pumice spread by the winds rained for about 18 hours. Buildings started to collapse and people began to escape. Then came high-temperature, high-velocity gasses and dust, and more seismic activity. *In Pompeii Myth-Buster, Professor Andrew Wallace-Hadril argues that the event occurred in the fall. Translating Plinys Letter adjusts the date to September 2, to coincide with later calendar changes. This article also explains the dating to A.D. 79, the first year of Titus reign, a year not referred to in the relevant letter. ** In Pompeii Myth-Buster, Professor Andrew Wallace-Hadril argues that the event occurred in 63. Sources Volcanic Phenomena at Pompeii[formerly at www.mnsu.edu/emuseum/archaeology/sites/europe/pompeii.html Pompeii][formerly at volcano.und.edu/vwdocs/volc_images/img_vesuvius.html Vesuvius Italy][formerly at vulcan.fis.uniroma3.it/vesuvio/79_eruption.html The 79 AD Eruption of Vesuvius]

Marketing 521 - Discussion Assignment Example | Topics and Well Written Essays - 250 words

Marketing 521 - Discussion - Assignment Example Moreover, if the employees are made to perceive the organization positively, they become motivated to work in the organization increasing their productivity. The management of an organization may decide on the values and characteristics the organization wants the public to associate it with. When the desired values have been established, they should be translated in to appealing marketing language. The Public relation’s department should then popularize the values among the employees in the organization before publicizing it eternally. Ethics refer to the moral values and principles that guide a person in decision making (Brenkert, 2008). Several ethical issues exist in the field of marketing. Predatory pricing in developing countries by large corporations to drive out competition is an ethical issue. Through this pricing method, competitors are denied their livelihood by large organizations by being driven out of business. Price fixing is another illegal activity in marketing. This happens when traders conspire to regulate prices of commodities so as to remain at a particular level for their mutual benefits. They manipulate supply and demand so that prices favor their profitability. The consumers are left on the receiving side since they have no choice, but to buy commodities at the exaggerated