Wall Street Film Essay Example | Topics and Well Written Essays - 1000 words

Wall Street Film - Essay Example Greed to earn more and achieve the fame and fortune forces Bud Fox and Garden Gekko to actually start to prefer self over the family and indulge into actions which may be against the law. Garden Gekko openly said that greed is good, thus, giving the impression that earning money regardless of whether it comes from ethical ways is always a good thing to do in life. The movie shows that the characters deliberately broke the law and engaged into activities which were detrimental to the interests of others. The ethical issues highlighted also indicates as to how Bud Fox was lured into doing business with Garden Gekko and over the period of time lost his innocence and concerns for the rule of law and abiding the principles laid down by SEC. As things move on, Bud Fox seems to involve his friends also in the process of making money. This has shown that instinctively, being professionals, we can bet on the money of those who supported us in difficult times; as such, our relationships may be come driven more by the money rather than the feelings of love and compassion which as individuals fee for each other in our relationships. The ethical failings of Bud and Gekko may be in their tendency to be lured away by earning more money and in that process of earning more money lose sight of what is right and what is wrong. ... Best consequences always suggest that actions should be such that they are helpful and maximize utility for most number of people. Accordingly, any action which is considered to bring more happiness or bring greatest good is considered as an ethical and moral action regardless of the actual consequences. Utilitarianism however, counts those acts as unethical which are done in a manner that can provide maximum utility to individuals and create harm for others. The notion of greatest good for the greatest number of people, therefore, prevails in utilitarianism, as well as how individual and collective actions should be driven ethically. (Ferrell, Fraedrich and Ferrell) The situation described in the movie clearly indicates that the actions of both characters are actually offering greatest happiness to them only. This limits the positive consequences of their actions to themselves only, whereas the negative consequences of their actions are spilled over to the general public. The way fi nancial institutions are managed and the kind of speculative activities are taking place indicate that financial managers may be taking bets rather than calculated risks. Taking bets without actually involving rational, prudent and conservative investment approach results into greater losses for the investors and the society as a whole. Using utilitarian approach, therefore, outlines that the characters actually engaged into activities which were speculative in nature and were detrimental to not only the financial services industry as a whole but for the society in general also. The current financial meltdown is often considered as the result of the imprudent actions

Environmental Factors Essay Example for Free

Environmental Factors Essay There are many environmental factors that affect the global and domestic marketing strategies of organizations. What is necessary is an assessment of the company’s attempts at positioning its product to meet the needs of an undisclosed market. Environmental factors always affect the domestic and international marketing performance of companies in many environments. What environmental factors do is that they shape and set targets on the entry and operational decisions of Coca Cola Limited. Established in 1886, Coca Cola owns four of the world’s top five nonalcoholic beverages, operates in over two hundred countries and serves over one point five billion consumers locally and international. The environmental factors that Coca Cola has to battle with include the level of competition, cultural attributes, consumer characteristics, political and legal concerns. These factors have an impact on both the potential local and international marketing functions of the company. One factor affecting the marketing decisions of Coca Cola is competition among alcoholic beverages. These competitive factors include pricing, advertising, production innovation and brand and trademark development and protection. Of interest to us is the fact that one of Coca Cola’s major competitors is PepsiCo. The marketing decisions of the company have to be guided strategically because it impacts on the actual sales levels of the firm. Coca Cola continues to maintain a cutting edge in the industry because it continues to uphold its hallmarked values of refresh the world, inspiring moments of optimism and creating value through making a difference. Cultural also has a part to play in the marketing decisions of Coca Cola. Of later, governments across the world have been placing pressure on beverage companies to regulate alcohol content because they affect consumer’s thinking. While Coca Cola does not have to fight up with this cultural implication, it may have to attend to means of re-establishing consumer loyalty. For example, Marketing Coca-Cola in China has been a long and trying road. Firstly opening bottling plants in Shanghai and Tianjin in 1927 and then a third plant opened in Qingdao in 1930, Coca had a fight gaining a solid marketing lead. After a 30-year absence from the country, The Coca-Cola Company re-entered China in 1979, following the re-establishment of relations between China and the United States. Coca-Cola was the first American consumer product to return to China and is doing very well today. Another environmental factor affecting Coca Cola’s development of effective marketing tools and campaigns across the world is legal requirements for entry and set up. All multinational companies are forced to abide by laws requiring high tax entries although maximum profits are to be repatriated. It is Coca Cola’s policy to comply to consumer protection laws, occupational, health and safety acts, and local statues and regulations concerning advertising, transportation, distribution and food and safety laws. Additionally, Coca Cola’s principle challenge was is water resource management which in some countries is bound by legalities. In 2004, the company was forced to take a major step in reducing the potential impact of climatic damage via the use of coolers and vending machines. So that dealing with legal implications enabled Coca Cola to adapt a marketing strategy that considers its social responsibility. The end result of that was Coca Cola, partnering with the United Nations Environment Programme and Greenpeace International as a means of finding natural refrigerants. Explain how technology impacts the organizations marketing decisions. Coca Cola decisions have been affected by the impact of technology. In an interview done by a researcher, he commented that â€Å"as industry leaders it is Coca Cola’s responsibility to invest in the research and development necessary to develop economically viable and commercially available refrigeration solutions to take us toward an HFC-free, climate-friendly future. We hope that other companies will join our commitment to sustainable refrigeration. By working together, we can continue to reduce the impact of commercial equipment on the environment. † It is obvious that Inorder for Coca Cola to remain a leader in the beverage industry there was the need to re-examine its products and production processes; its packaging, design, equipment and quality assurance. Coca Cola attempts to strike a balance between the use of modern and traditional technologies depending on the marketing initiative and project location. Interestingly, with the launch of eKOfreshment, Coca Cola used more than ten different technological options to improve its environmental performance, regulatory compliance and overall price and operational costs. The end result of using technology as a point of reference for marketing is the winning of the United States Environmental Protection Agencys Climate Protection Award for their joint efforts in promoting the development of environmentally friendly commercial refrigeration technology through the creation of the refrigerants naturally coalition. So that as Coca Cola evolves with technology its marketing habits and values change to accommodate consumer characteristics and behaviours. Of great importance to Coca Cola is their social responsibility and ethical considerations of which its management has found to be a contributing factor to the development of a strong marketing campaign globally. In analyzing its importance, we must consider the company’s priority; its marketplace, workplace, environment and community. To us, this is a key side; Coca Cola has opted to have social responsibility as a sub heading to their website. In the marketplace, they take pride in quality, marketing more than 450 brands and over 2,800 beverage products, just still living up to giving our consumers a choice of still or sparking beverages that refresh, hydrate, energize or nourish. Our ethical value is that each of those products must be of the highest quality and must meet consumers changing tastes, needs and expectations. In each of the more than 200 countries where we operate, Coca Cola is an active member of the business community, working hand in hand with local individuals, merchants and governments to improve the health and prosperity of the local economy and environment. We know that the continued health and sustainable growth of our business depends on the long-term health of the communities that surround it. After all, we need healthy consumers, communities, environments and economies for our business to thrive. So we encourage human right laws in the workplace as our business ultimately depends on the combined talents, skills, knowledge, experience and passion make Coca Cola who it is. Wherever Coca Cola operates, it seeks to get involved in the work of communities, governmental organizations and NGOs to create and support projects most relevant to them. Marketing is a critical step in the success or failure of a company. For Coca Cola, an international company operating in years of integrity and business sense, today they have stood to repeat the rewards of their actions. Together with many other partners, this company continues to forge it way to be a continued leader in the beverage industry. Reference Blythe, Jim. (2004). Canada. Financial Times Prentice Hall.

The play Amadeus and the Destructive Nature of Jealousy Essay -- essay

The play "Amadeus" is Mainly Concerned With the Destructive Nature of Jealousy This passage is all too true, both in Peter Shaffer's ‘Amadeus' and in life in general. However the play is also concerned with the destructive nature of ignorance and naivety. Salieri is jealous not just of Mozart's talent, but of the fact that God gave the talent to â€Å"Mozart †¦ spiteful, sniggering, conceited, infantine Mozart†. He is envious of the vessel of God's laughter at the ‘patron saint of mediocrity' as he had dubbed himself. Not only did God double-cross Salieri, but he did it using this â€Å"obscene child†. It was this jealousy and the rage it inspired that caused Salieri to attempt to kill Mozart by starving him of work and students, and thus, money and food. If Salieri had not restricted the amount of work actually shown to the general public, then Mozart could have been wealthy, and quite possibly selected as the new Kapellmeister. Mozart doesn't understand the importance of pleasing members of the Viennese court. He has no comprehension of the value of money, for when he successfully earns any, he spends it on lavish food and clothes immediately, instead of saving it. He spends all his time churning out music in final copy, which, although beautiful, doesn't earn money as would teaching music. Mozart is really the one who should be jealous, as he has little in the way of money or assets, or even respect. All he has is his talent and his priceless music, but not the sense he...

Co-education Female Essay

The debatable issue on Co-education is continually progressing through the State and convincing parents and teachers that sex-separation will reveal a sign of improvement in student’s lives. In the United States, teamwork is a massive aspect in people’s lives where both girls and boys work together in order to achieve their goal , however, both articles provide informative proves that co-education could result in failure because of the different stereotypes in society. The debate mainly focuses on the separation of both sexes in school since â€Å"there is no extra cost. The debate also catches the reader’s attention by the different research that many scientists did in order to prove a fair result that will satisfy the parents and teachers. The separation of sexes in school could result in improvement of education and behavior with boys and girls. Based on Jennifer Medina’s article, teachers will face less problems if both sexes are separated since the boys will tend to focus more on learning than on girls, in addition, girls will tend to feel more comfortable participating in class. Co-education will also result in good teamwork especially in the outside community because both girls and boys will learn to communicate. However, from the boy’s point of view, they will tend to be more comfortable in expressing themselves and learn about â€Å"being a man† in their own bodies. In addition to those articles, the media will affect the parents and the teachers around the state because of highly known and educative people in society. For example, Leonard Sax who is a best seller author of Why Gender Matters and Michael Sax argues about single sex with a huge audience in order to prove their facts about the separation and the importance of it. In contrast, both sex educations could also result in improvement around the state and in schools because boys and girls will learn to communicate together and work hard as one community. In addition, many authors and scientist were seeking for evidence in order to prove that Co-education could be for the good of their community. For example, a research on Bronx’s Eagle school stated that both sexes’ classes tend to have higher test scores around the state and tend to receive high percentages in their community. Both sexes will also learn and appreciate that both sexes are important in everyone’s lives since they communicate and work together outside of the learning community. Researchers also proved that working together as both sexes will also result a sign improvement in teamwork because many girls tend to be left out in single-sex schools in teamwork projects. Comparatively, Co-Education and single education also have their problems in society because of their lack of certain teachings in schools. For example , a study showed that girls tend to be smarter than boys and tend to solve math and science faster and more accurate since there are different brains and each person have a different sign of knowledge and personality. However, since girls are smarter, they tend to ask for more detailed teachings and writing scripts since they will have more things to explain in their writing assignment. When in contrast, boys have to write about a simple sport or a job they seek for in order to prepare them for the future. Although, teachers who support single education tend to have other opinions toward their ways of teaching. For example, Mr. Napolitano claims that he is more comfortable in expressing his feelings and thoughts while teaching to single sex classrooms because the boys will tend to have the same situation. In addition he also shows a book called Patrol Boy in order to show boys that having a tattoo is not a material they should use in co-ed class. In conclusion, this debate tends to prove that single education will show more improvements since the media tend to support it and also the teachers. The reasons that parents should choose single education is because they will improve economically and also their students will face less behavior problems and more school focused. However, co-ed schools tend to have higher scores and will teach the students to work together in order to improve their speech especially outside in society since they will be working together as one team. Both articles prove that both educations will result in bonding together as students and as teachers in this society because at the end of this debate both classrooms will be teaching and learning in the states.

Communication Skill Essay

International Conference Conferences, Symposia and Campus Events 2006 The Integration of Professional Communication Skills into Engineering Education Dorthy Missingham University of Adelaide Originally published in the Proceedings of the EDU-COM 2006 International Conference. Engagement and Empowerment: New Opportunities for Growth in Higher Education, Edith Cowan University, Perth Western Australia, 22-24 November 2006. This Conference Proceeding is posted at Research Online. http://ro. ecu. edu. au/ceducom/91 Missingham, D. The Universtiy of Adelaide, Australia. The Integration of Professional Communication Skills into Engineering Education Dr Dorthy Missingham School of Mechanical Engineering The University of Adelaide. Australia dorothy. missingham@adelaide. edu. au ABSTRACT Conventional Engineering curriculum is strongly focused on the development in students of technical knowledge and skills. However, in recent years, employers have increasingly acknowledged that this traditional preparation of Engineering students‘ is inadequate, as graduates lack the wide range of written and spoken communication skills required to engage with members of other professional groups and with the broader community. Recognition of the important role that communicative competence plays in professional success within the engineering industry has, as a result, led to a number of tertiary institutions developing curricula to address these needs. This paper presents a successful integrative Engineering Communication curriculum, developed for both local and international Engineering students in an Australian university, which aims to develop both communicative ability and community engagement. The courses that form the Engineering Communication Program provide for critical awareness-raising of community issues such as ethics, sustainability and gender, English for academic and professional Engineering purposes for both English as an Additional Language (EAL) and English background students and advanced research communication for postgraduate students. All courses are strongly informed by scaffolded learning techniques, systemic functional linguistics and genre theory, and most are run collaboratively by Engineering, Education and Applied Linguistics lecturers. The aims of the Program are to raise awareness in Engineering students about, and to equip them with skills for, their future roles and responsibilities, and to provide the community with engineers whose strong technical knowledge is balanced by an appreciation of the broader social contexts with which they will engage in their professional lives. INTRODUCTION The need for engineering students to acquire professional skills, in addition to technical skills, in order to enhance both community engagement and career success has been increasingly articulated by educators and industry professionals alike. Professional skills mentioned variously include teamwork, conflict resolution, and an awareness of social justice, sustainability and ethics. However, as highlighted by Adams and Missingham (2006) the need for improved communicative competence in engineering graduates has been the professional skills area most widely discussed in research and the engineering profession. Increasingly, engineers work in knowledge-intensive fields that require both high level communication and problem-solving skills (Alvesson 2004). In the Australian setting this need is recognised in the National Generic Competence Standards formulated by Engineers Australia, which extensively refers to communicative abilities throughout its descriptors of competencies required by engineers (IE Aust 1999). However, research on employer satisfaction with engineering graduates‘ communication skills indicates they are below desired requirements, both in Australia (DEETYA 2000) and abroad (Lee 2003). This paper discusses a successful integrative Engineering Communication curriculum, developed for both local and international Engineering students in The University of Adelaide, which aims to develop both communicative ability, and an understanding of the need and ability for community engagement. The paper begins with a brief comparative examination of engineering communication education in other universities, both in Australia and overseas. 346 COMPARATIVE APPROACHES The critical role that communicative competence plays in both academic and professional success has, over the past decade, been recognised nationally and internationally in a number of tertiary institutions involved in engineering education (Najar 2001, Riemer 2002, Einstein 2002). A review of literature, relating to engineering communication education, reveals several significant trends common both within Australia and overseas. These trends identify three major areas of academic and professional engineering communication recognised by educators as important skills needed by graduating engineers. The teaching of oral communication, written communication and teamwork skills have been introduced as part of the undergraduate engineering curricula in various Universities world wide (Einstein 2002, Schowm & Hirsch 1999). Whilst the combination of communication skills taught and the methodologies used may vary between institutions one particular theme or approach frequently emerges. An interdisciplinary approach to the teaching and learning of engineering communication (Artemeva, Logie &St-Martin 1999, Jennings & Ferguson 1995) is being practiced by a small but increasing number of engineering faculties and colleges. Examination of interdisciplinary approaches is important in relation to the integrative approach used by engineering and communication educators within the School of Mechanical Engineering at the University of Adelaide. In this respect, learning and teaching of oral and written communication skills in engineering communication curricula have been examined whereas team work skills have not been specifically examined for this particular discussion, as it is considered as worthy of separate dedicated research . Studies undertaken within Australian universities attest the need for high level communication skills. According to Najar (2001) communicative competence, including teamwork and professional writing skills for example, the ability to ? research, write and format basic research reports‘ as well as developing formal oral presentation skills is important to prepare students for both ?academic success and the workplace‘. Similarly Riemer (2002) claims that whilst engineering knowledge and technical expertise are important attributes the graduate engineer must be able to present this knowledge ? ith an excellent standard of communication skills‘. However, where Najar emphasises written and teamwork communication skills, Riemer (2002) claims that emphasis on oral communication skills is highly valued by employers. Riemer further elabourates that oral communication and presentation skills are ? career enhancers‘ which may be considered as ? the biggest single factor in determining a student‘s career success or failure‘ (Beder 2000 cited in Riemer 2002). Despite the apparent emphasis that Riemer places on oral communication skills he also acknowledges that there are a number of areas of communication skills which are necessary for engineers, including written communication skills, technical terminology and professional jargon. The later two areas are probably best described in linguistic terms such as genre and discourse, which are indicative that for each specific discipline there is an accompanying language culture. Internationally, universities are also engaged in the teaching and learning of engineering communication skills. Einstein in his 2002 overview of changes in engineering education at the Massachusetts Institute of Technology (MIT) describes a new approach implemented in the School of Civil Engineering which was developed in response to the view that what was being taught in universities was increasingly divorced from practice. As a result twelve courses were either created or developed in most of which ? regular oral, written and illustrated presentations‘ were required. Similarly Carlton University in Canada also recognised that the engineering discipline had specific needs in the teaching and learning of communication skills (Artemeva et al 1999). These needs related directly to the transition of engineering students from an ? academic to a workplace environment‘. In the case of Carlton University engineering communication studies emphasise written communication skills. The Carlton University approach described by Artemeva et al (1999) is in contrast to Riemers (2002) theoretical proposition on the prominence required in developing oral communication skills for the workplace. One other key difference in Riemers (2002) paper to the approaches suggested by Artemeva et al (1999) as well as Najar (2001) and Einstein (2002), is that Artemeva et al, Najar and Einstein are all overviewing programs of engineering communication already in existence. A common theme emergent in the literature is that many institutions recommend an interdisciplinary approach to the teaching and learning of engineering communication. Various researchers and educators claim that linking acquisition of academic communication skills to authentic engineering tasks 347 both challenges students negative attitudes, towards what they term ? earning English‘, as well as promotes student motivation. Shwom and Hirsch (1999) claim that shared agenda between disciplines recognises the equal status of engineering and communication, or the ? equal place at centre stage of the course‘. This view is also reinforced by Jennnings and Ferguson in their 2002 study, of communication engineering skills in Queen‘s University, Belfast, which states that through linking the study of communication skills to the exploration of engineering issues that communication skills become a key element in the educational process. Furthermore, ? here is a greater likelihood that students will develop a better overall perspective on their (engineering) subject‘. Significantly, many courses which have implemented an interdisciplinary approach have combined the teaching of communication skills with engineering design subjects. In an approach similar to that of the School of Mechanical Engineering, at The University of Adelaide, engineering schools at Northwestern University, USA, Massachusetts Institute of Technology, Harvard and Flinders University, South Australia advocate an interdisciplinary approach that combines engineering communication with engineering design. In reference to the program at Northwestern University, Shwom & Hirsch (1999), claim that design and communication are ? ideal partners‘ and that students ? combined knowledge of both fields will make them both better designers and better communicators‘. Additionally students are convinced of the importance of communication in engineering. Of the interdisciplinary approach taken at MIT, Einstein (2002) describes design as a synthesising process which requires various visual, written and problem solving skills inferring therefore that it is the natural setting for teaching and learning communication skills. He goes on to state that ? design (synthesis), coordination and communication‘ are regarded as the major features of the MIT , Civil and Environmental approach to engineering education. Najar (2001) discusses the Language in Use (LIU) modules linked directly to engineering design project work at Flinders University. A notable similarity with the approach of Adelaide University‘s School of Mechanical Engineering approach is that the development of students engineering knowledge is supported in an integrated way by the acquisition of professional and academic communication skills. Skills common to both universities include; how to communicate orally, how to research, and how to write and format research reports. Similarly the interdisciplinary approach employed in the Civil Engineering Department at Queens University, Belfast covers related communication issues in use of the library (how to research), English composition and technical report writing (written communication) and Public speaking (oral communication). Additionally Queens University covers poster presentation (visual communication) an area that the Adelaide University program covers in fourth year but which is not mentioned in the Flinders University program. It is apparent from the literature therefore, that the need for communicative competence in engineering education has been recognised in a number of places worldwide. In particular, an interdisciplinary education approach in engineering communication has been introduced in a range of Universities which offer engineering studies. Despite some differences in the methodologies, curricula and elements of communication addressed by different universities, including the University of Adelaide, these studies indicate that the synthesis of engineering design, which is inherently practical in nature, with the need to communicate the design process and outcomes is both an ideal setting and an important factor for positively influencing student motivation and skills in the study of professional communication. By promoting a shared agenda between disciplines the literature also suggests that this may also promote student recognition of the importance of communication in engineering. Regardless of the similarities and differences of engineering communication education taken by the programs discussed here the literature agrees that increased levels of communicative competence relate directly to employability and success in the engineering industry. THE ADELAIDE APPROACH Background The teaching of professional communication skills within the School of Mechanical Engineering at the University of Adelaide has evolved over a number of years since the mid 1990s. This evolution has experienced different iterations with the current approach developing more directly from a combination of initiatives taken both within the Faculty of Engineering and the School of Mechanical Engineering, and by the then Advisory Centre for University Education (ACUE), now the Centre for Learning and 348 Professional Development (CLPD). These initiatives led to the creation of various courses in Engineering Communication including courses for International Students. The Faculty wide Engineering Communication (EAL) course was traditionally managed by the School of Mechanical Engineering. In Semester 2, 2006 this course was transferred to management by the Faculty Academic Registrar in order to reflect the Faculty wide nature of the need for dedicated engineering communication course for international undergraduates. Within the School other initiatives led to the teaching of Engineering Communication to 3rd year students. Initially taught as a separate subject this course was combined with the Level III Design in 2004. In the same year the School of Mechanical Engineering also created a new course, Engineering Planning Design and Communication (EPD&C), for entry level students. The Mechanical Engineering Communication approach consists of a fully integrated, nested curriculum of courses, designed to; explicitly link communication learning to learning in engineering at all year levels, ? develop students‘ ability to construct and present logical argument discursively, ? oster language development from sentence level skills to large document written and oral communication, ? encourage active participation through class discussion and response to formative feedback, ? foster the ability to communicate problem identification, formulation and solution to diverse audiences and ? use development in communicative ability as a vehicle for fostering students‘ insight into and perspective on engineer ing practice in the community, including the social, cultural, political, international and environmental context of professional engineering practice. Each course in the program, illustrated below in Figure 1, addresses these aims while embedded within either broader Engineering course curricula or, in the case of Engineering Communication EAL, within a curriculum that employs specific strategies that address the needs of EAL Engineering students (Adams & Missingham 2006). 349 EPD&C Level I 2 Engineer Communication EAL 1 Design Practice Level I I 2 Engineering and the Environment Level III 2 Design & Commun. Level III 2 Research Communication Program 1 Design Project Level IV 2 (Postgraduate) Figure 1: Mechanical Engineering Communication courses showing their relationships to each other and the broader Engineering curriculum. 1 for students enrolled in all Engineering disciplines 2 for students enrolled in Mechanical Engineering Theory The theoretical underpinning of the first year Engineering Planning Design and Communication course and the third year Design and Communication course is based on the notion of ? ocial constuctivism‘ as advanced by Vygotsky. In particular, Bruners‘ concept of ? scaffolded‘ learning (Wood, Bruner & Rose 1975) informs the student based approach that is centred on active participatory curricula which aims at assisting students to develop increasingly skilled levels of academic and professional communication. Social constructivism grew from a view that educational methods needed to be base concepts of learning beyond rote memorisation, ? egurgitationâ⠂¬Ëœ of facts and the division of knowledge into different subjects. Early approaches sought to provide appropriate learning situations where teachers allowed students to develop their own knowledge, meaning and truth in a context which would enable them to use the learning throughout their life. Vygotsky developed this philosophy, noting that ? the central fact about our psychology is the fact of mediation‘ (Vygotsky 1978 p. 166). Social constructivists consider that the dynamic interaction between instructors, learners and tasks provides the opportunity for learners to create their own understanding through the interaction with others and is the most optimal learning environment. The constructivist approach, guiding the Mechanical Engineering communication courses is further reinforced in the application of Brunerian notions of the ? spiral curriculum‘. Bruner postulated that ? A curriculum as it develops should revisit the basic ideas repeatedly, building on them until the student has grasped the full formal apparatus that goes with them‘ (Bruner 1960) p. 3). 350 In the School of Mechanical Engineering these theories guide the designing of courses which are aimed at developing generic language skills which can be used as the basis for current and future application within the engineering industry, rather than a language course focussed solely on communicating engineering terms. The learning and t eaching of communication skills across all levels of the undergraduate program enables scaffolding of knowledge to be integrated rather than focussing on a short d of student teacher interaction. Through this approach skills acquired in first year communication are reinforced in second year Design Practice, extended and elaborated on in the level III course and then reinforced again through workshops and practice in the fourth year Design Project. Borrowing from neuroscience research into learning. the 2006 Level III and semester 2 EAL students have informed the idea of a concept of developing an habitual intellectual framework. Whilst relying on heavily on scaffolded learning, this concept also aims to redress some of the negative perceptions that engineering student have about ? earning English‘ by encouraging students to acquire higher cognition learning in communication skills which they can then apply as habit. PRACTICE AND PERCEPTION Three dedicated communication courses are provided at undergraduate level, Engineering Communication EAL (English as an Additional Language), Engineering Design Planning and Communication (Level I) and Design and Communication (Level III). The overall aim of the three courses is to provide students with an nderstanding of the importance of communication to the professional engineer and to equip them with the necessary knowledge, skills, flexibility and confidence to be good engineering communicators. Through the application of Student Experience of Teaching and Learning (SELT) surveys students are able to comment on and assess the effectiveness of the courses to their needs. At the same time instructors are able to monitor student needs and make appropriate changes to the curriculum and methodology if required. Engineering Communication EAL Engineering Communication EAL was designed specifically to meet the particular needs of international students and to be complementary to the technical engineering courses students undertake to complete their degrees. Through a variety of formal and informal learning strategies students are introduced to and practice basic research techniques. These techniques include ? locating, critically reading and interpreting academically acceptable sources ? presenting their analysis in the form of evidenced based propositions with sources integrated appropriately ? resenting the argument in both a written and an oral form suitable for an academic audience. The strategies used emphasise participation and practice as key elements to becoming effective communicators. Therefore, classes are very active, sometimes rowdy and frequently fun with group discussions and impromptu presentations of issues, group and individual exercises integrated with peer teaching/learning through guided presentation of answers to the class, and open class discussion inviting students to academically critique their own and others responses. Student Experience of Teaching and Learning (SELT) surveys consistently indicate that learning outcomes for students are enhanced by ? full participation on (sic) the aims of the course‘, ? giving feedback to students about their participation‘, adjusting the teaching ? of various topics accordingly (sic) to the class – enabling faster, more effective learning‘, ? very dynamic lessons‘ and being ? able to stimulate my learning‘. Formal assessment strategies involve a series of formative assessments which involve students applying feedback provided to a subsequent assignment. Student comments indicate that this approach is highly effective. Design and Communication courses The Engineering Design Planning and Communication (Level I) and Design and Communication (Level III) courses are provided for all students undertaking degree programs in the School of Mechanical Engineering. The integration of communication and engineering design was devised specifically to emphasise the importance of professional engineering communication and to ensure that communication is not seen by students as a stand alone subject that can be completed and then forgotten about. The effectiveness of this approach in highlighting the importance of communication has been recognised by students who report that the course(s) ? improves your speaking and writing skills‘, 351 ?helps with the written work in other subjects‘, they have ? learnt how to write for university assignments‘, and ? learning academic writing (is) useful to further years of study‘. A number of students have explicitly stated that the course taught them ? to communicate effectively and should be compulsory for all engineer‘?. These comments are also consistent with graduate attributes specified as important not only by the Faculty but also by the engineering industry, including ? the ? ability to communicate effectively‘, ? the ? ability to undertake problem identification, formulation and solution‘ ? the acquisition of skills to enable the ? pursuit of life long learning‘. Course material is also designed to be complementary to the Engineering Communication EAL course by providing reinforcement of and extension to the skills learnt. For example, the Level I course provides students with the additional educational framework and the opportunity to apply skills learnt in ESL to the needs of report writing and the oral presentation of progress reports on a Planning and Design project. Student feedback through SELT surveys consistently evidence the importance of these skills, for example, ? It was great knowing how to structure a report properly‘ and the ? introduction to engineering report writing is very comprehensive‘. A further integrative approach that has been taken in the Level I and Level III courses is reflected in the establishment of the relationships with prior learning and future learning. For example, Level III examines structure, cohesion, critical thinking and analysis, the use of evidence, presenting arguments both in written and oral form and report writing at a more advanced level than the Level I course. The Level III communication course is also an important prerequisite to level the IV Design Project, where all students must write an extensive design report and present a professional seminar on their project. Challenges and Outcomes Empirical and anecdotal evidence indicates that engineers are poor communicators and that one of the factors which influences student choice in undertaking engineering studies is the belief they will not need ? English?. Therefore, discussions and exercises are designed to encourage students to participate and practice skills, to be flexible in their approach to language and its uses, to contribute their ideas, to build on their strengths and to develop confidence. The value placed on practical evidencing of communication is reflected in a participation mark, worth 20% of the total assessment. As a result classes are noisy and dynamic. Students also find that effective communication can be both useful and enjoyable. For example, SELT comments show ? I like the idea of students presenting ideas on overheads (transparencies) in class activities‘, the course ? keeps people interested in tasks that could be very boring‘, ? A good environment for learning is provided‘ and ? interactivity of the class in tasks helps us to gain a better understanding of the subject‘. Similar strategies of regular class and group discussions as well as workshop exercises are used throughout the courses to ensure students regularly practice the skills of communication. Student response indicates that group learning and discussion ? stimulates learning without placing student under pressure‘ and that all students‘are able to learn something regardless of language ability‘. Individual students and groups are invited to present analyses and answers to the whole class and then to call for comments from their peers. The importance to student learning of this approach is exemplified in the following SELT comment ? Doing exercises and presentations in class forced me to do the work which I otherwise would not have touched if it had been set as homework. I appreciate that. Students are encouraged to form cross cultural groups during classes, so that a greater understanding of diversity and its value in engineering is promoted. At the same time students must undertake practical work in developing effective team work skills in order to be able to complete tasks and class based exercises. Students frequently comment that the group work is th e best aspect of the course as it provides opportunity to improve interpersonal communication skills and to gain a real sense of diversity through their interaction with students of different socio-cultural, and ethnic backgrounds. Student comments indicate that working in cross cultural groups encourages ? acceptance of all ideas‘. Students discuss and at times challenge the characteristics of English for academic and professional purposes as presented in these courses. In doing so, students become increasingly aware of how purpose and socio-cultural factors shape the kind of language used in different contexts rather than 352 viewing language as simply correct or incorrect, or based predominantly on the rules of grammar. Issues of ethics and social responsibility arise naturally in relation to topics and lecturers encourage students to discuss these in class. Similarly communication and management themes highlight the nontechnical role aspects of engineering. Students have reflected that ? This (allows you to) practice skills you actually need‘ and there is a ? good balance for a broad variety of skills‘ development. Links to industry expectations are also reinforced through guest presentations from graduate engineers, Engineers Australia and industry leaders. In these way students are encouraged to broaden their perception of the engineering industry as a technical culture to include the understanding that engineering is also a communicative culture. Formal Assessment of Student Work A series of formal assessments, both oral and written are also undertaken to ensure that students can also apply research and analytical skills in a ? planned and timely manner‘ as highlighted by engineering graduate attributes. Formative feedback is given on all assignments in order that students may take full advantage of self directed learning. Students who apply the feedback to subsequent assignments are rewarded for both the attempt and the quality of the improvements made. Students report that this approach provides ? constructive criticism‘ which ? helps each student‘ to ? check their drafts carefully‘. Assessment criteria and their relationship to graduate attributes are fully discussed in both the course notes and in conjunction with exercises, and students have expressed this helps them to place learning in the context of professional and industry expectations, ? hen it‘s explained, it makes sense that engineers spend so much time writing reports, talking to clients and presenting project ideas to meetings‘. RESEARCH TOPICS AND TOPICAL RESEARCH To broaden student awareness of their professional responsibilities as engineers within society, in addition to operating within a company framework, research topics are carefully chosen to reflect community and industry concerns. In particular th e topics chosen provide for critical awareness-raising of community issues such as ethics, sustainability and social justice. For example, the research topic for the current semesters Engineering Communication EAL course is the Role of Engineers, through which students are exploring issues such as personal and interpersonal skills, engineering education and life long learning, ethical responsibilities, social and environmental factors, holistic thinking, entrepreneurship as well as technical skills. Previous topics have included an examination of gender issues in engineering education and the profession, forensic engineering, and the effects of teamwork on the outcomes of engineering projects. The imbedded nature of the Engineering Communications courses within the engineering curriculum ensures that the research topics are relevant to engineering practice, topical and frequently devised in collaboration with engineering lecturers. Level III Design and Communication research topics, for example, are devised together with the design lecturer and sometimes also with reference to other departmental members. The current semesters‘ research topic was directly linked to the Design Project topics. These topics and the communication research topic specifically designed to be co-related. Through this collaborative approach aspect of sustainability in engineering practice are reinforced and student skills in critical thinking, analysis and evaluation of research information are further developed. In Design the projects are to design a Formula SAE Car, Bio-Oil Trike, Biodiesel Bike, 1. 0 litre Biodiesel Taxi – Tuk-Tuk, Hybrid Solar Electric Vehicle, Biodiesel Boat, Formula SAE Aircraft, Alternative Energy 2-Seater Aircraft, Hybrid Solar/Biofuel Generator, Fossil-Fuel-Free irrigation system or a Nano-satellite. The topic for the Communication assignments is ? ustainability‘, applied to the chosen design project. , as outlined below. Topic The broad objective of sustainable development is ? to achieve social justice, sustainable economies, and environmental sustainability? ( European Conference on Sustainable Cities & Towns, 1994). Australia has a National Strategy for Ecologically Sustainable Development which aims to ? meet the needs of Australians today, while conserving our ecosystems for the benefit of future generations? (Office of Sustainability, Department of Environment and Heritage, 2006). 53 Task Environmental sustainability is a fundamental aspect of sustainability. For your Communication assignments you should identify how environmentally sustainable features can be incorporated in the design of your project, for example a bio-diesel boat, or alternative energy 2-seater aircraft. In addition, you should compare the effects of these features to a traditionally designed version of your project. You are not expected to justify sustainability. Your research must focus on the specific features of sustainable transport. Yong & Missingham, 2006) Previous research topics have included the following: Investigate an ethical dilemma in an engineering project, and critically evaluate the response of the engineering company or companies involved, in terms of relevant tenets of the IEAust Code of Ethics. (Yong & Missingham, 2005) Select an example of technological development that is prominent in industrialised society and analyse the benefits as well as the adverse effects of this technology to individuals, society and the environment. Yong & Missingham, 2004) A high level of both professional communication skills and an appreciation of community concerns required to be developed by the Level III Mechanical Engineering students. The topic descriptions have also been carefully devised to illustrate to students the inter-relationship of effective communication and an understanding of the social, cultural, political, international and environmental impacts implicit in the professional practice of engineering. These expectations are detailed in the Research Topic paper given below. ?Your research is to be based on a topic which has social, cultural, economic, and/or political implications. Engineers work in every sphere of life. As a professional engineer you will be working in an array of industries, in various contexts, and making contact with many people about professional organisations, government departments and agencies, allied industries and organisations, academics, and others. As an effective communicator and decision maker, you will need to be able to present your interpretation and findings on a range of issues, as will occur in the negotiation and management of projects, the submission of tenders, and the advising of clients. The topic for your research in this subject aims to provide you will strategies to both write and talk about your interpretation and findings about diverse issues. Your writing and your presentations will be an attempt to convince a nonspecialist audience of your point of view. You may choose one of the following areas of research for your project. Topic A – the impact of engineering projects on local communities The projects you may work on as an engineer could have significant social, cultural, economic, and/or political implications for people and communities who are not directly involved in the implementation of the project. Your research task is to: Discuss an engineering project which has, or has had, a significant impact/s on local communities Your research is to examine the impacts and outcomes of a specific engineering project on a community or communities. Examples of engineering projects could be dams or hydro-electric projects, weapons testing, mining, the building and operation of chemical or other industrial plants, building roads and railways, and others. The size of the project is unimportant, rather it is its impact on the local community which will be the focus of your research. The impacts could be one of the following scenarios, or a combination of scenarios: ? Well recognised and integrated into the planning of the engineering project, yet have provided, or are providing, difficulties in the implementation and outcomes of the project ? Recognised by the local communities or interest groups, but rejected or ignored by project planners and workers ? Unrealised in past projects, with the long-term consequences now the subject of community and/or legal dispute. 354 Your discussion needs to be an examination, that is, an analysis of the impacts arising from the project. Avoid lengthy descriptions of the history of the project, the engineering technicalities, or merely describing the impacts. You need to read as widely as possible about the project you have chosen, and from your interpretation of the source information provide a discussion of the (perhaps disputed) impact/s of the project. Limit your scope so that you have a specialised focus, that is, analyse only two or three impacts of the project. The word limit set for your assignments means you will not be able to cover all aspects of the project. Your focus needs to be an in-depth examination rather than a broad sweep of issues. Topic B – the impact of seemingly simple technology on the existence of communities. This topic also aims to examine the impact of (seemingly simple) technology on the existence and quality of life for those who use or used the technology. Your task is to: Discuss the impact of a seemingly simple technology on the existence of a community This research topic involves examining the design logic underpinning the technology and importantly the effectiveness of its use. Examples of apparently simple technology could be the boomerang, other hunting implements, for example, harpoons and poison arrows, a specific type of irrigation system, terracing for the cultivation of crops, and others. Your research needs to take account of: ? The design logic underpinning the technology ? The quality of life and survival provided for those who used the technology ? Any evidence which debates the effectiveness of technology, particularly its long term use. The technology you are examining may have been beneficial for a community in the short term, but in the longer term, further developments, modifications, abandonment of the technology, may have ensured a better quality of life, even survival, of a community. Long term environmental impacts could be important in your study. Your discussion needs to be an analysis of the effectiveness, or otherwise, of the technology. Avoid lengthy descriptions of the history or the form of the technology. This information needs to be only brief background information. You need to read as widely as possible about the technology you have chosen, and from your interpretation of the source information provide a discussion of the (perhaps disputed) effects of its use. Limit your scope so that you have a specialised focus, that is, on the analysis of two or three aspects of effectiveness of the technology. The technology could be from any era, past or even present day. If you are examining past technology, your focus needs to be on the effectiveness, or otherwise, of the technology itself for its intended purpose regardless of other influencing factors such as the introduction of other technology as a result of invasion, colonisation, or economic factors. Alternatively, the technology could be in current use or development, such as reversions to more environmentally sustainable technologies, for example, wind power. (Wake, 2002) CONCLUSION By promoting a shared agenda between language and engineering disciplines it is suggested that this may also promote student recognition of the importance of communication in engineering. Regardless of the similarities and differences of engineering communication education taken by various programs discussed here, increased levels of communicative competence relate directly to employability and success in the engineering industry. The program developed by School of Mechanical Engineering at the University of Adelaide represents a successful integrative Engineering Communication curriculum, developed for both local and international Engineering students in an Australian university, which aims to develop communicative ability, community engagement and an awareness of the social, cultural, political, international, environmental and ethical contexts in which professional engineers practice. 55 ACKNOWLEDEMENTS Thanks go to many colleagues and friends, and to staff and students of the School of Mechanical Engineering who provided input (often unwittingly) to this research proposal. Thank you to Karen Adams for the stimulating and frequent discussions on many things educational and philosophical and Colin Kestell engineering lecturer extraordinaire who can always be relied on to stimulate teaching enthusiasm and creativity. Many thanks go to wonderful colleagues Elizabeth Yong and Kristin Munday whose considerable work is also represented here, and to Catherine Irving and Patricia Zoltan whose support, intellectual contributions and hard work have also contributed to this program. Thank you also to Barbara Wake whose commitment to and knowledge of academic communication which, together with the vision of Colin Hansen, Head of the School of Mechanical Engineering have enabled the development of such a successful program of professional and academic engineering communication. Special thanks to Roxanne Missingham for the editing and encouragement. REFERENCE Adams, K & D Missingham (2006) Contributions to Student Learning: An overview of Engineering Communication courses in Mechanical Engineering education, School of Mechanical Engineering, University of Adelaide, unpublished (internal) report. Alvesson, M (2004) Knowledge Work and Knowledge-intensive Firms, Oxford University Press, Oxford. Artemeva, Natasha, Logie, Susan & St-Martin, Jennie (1999) ? From Page to Stage: How Theories of Genre and Situated Learning Help Introduce Engineering Students to Discipline-Specific Communication? Technical Communication Quarterly, Summer, vol. 8, no. 3, pp. 301-316. Bruner, J (1960) The Process of Education, Harvard University Press, Cambridge, Mass. Department of Employment, Education, Training and Youth Affairs (2000) Employer satisfaction with graduate skills: research report, by AC Nielsen, DEETYA, Canberra. Einstein, H Herbert 2002, ? Engineering Change at MITâ⠂¬Ëœ, Civil Engineering, October, vol. 72, i. 10, pp. 62-69. European Conference on Sustainable Cities & Towns, Aalborg, Denmark, 1994, Charter of European Cities and Towns Towards Sustainability, p. http://ec. europa. eu/environment/urban/pdf/aalborg_charter. pdf> viewed 21 July, 2006 Institution of Engineers Australia (1999) National Generic Competence Standards, IEAust, Canberra. Jennings, Alan & Ferguson JD (1995) ? Focussing on Communication Skills in Engineering Education‘, Studies in Higher Education, vol. 20, no. 3, pp. 305-314. Lee, Tong Fui (2003) ? Identifying essential learning skills in students‘ Engineering education‘, paper presented at the Annual HERDSA Conference, 6-9 July, Christchurch, New Zealand. Najar, Robyn L (2001) ? Facilitating the development of disciplinary knowledge and communication skills: Integrating Curriculum‘, paper presented at the Annual Meeting of the Australian Association for Research in Education, Freemantle, 2-6 December. Newell, James A, Marchese, Anthony J, Ramachandran, Ravi P, Sukumaran, Beena & Harvey, Roberta (1999) ? Multidisciplinary Design and Communication‘, International Journal of Engineering Education, vol. 15, no. 5, pp. 1-7. Office of Sustainability, Department of Environment and Heritage, Government of South Australia, (2006) What is sustainability? viewed 21 July, 2006 356 Riemer, Marc J (2002) ? English and Communication Skills for the Global Engineer‘, Global Journal of Engineering Education, vol. 6, no. 1. Shwom, Barbara & Hirsch, Penny (1999) ? Re-envisioning the writing requirement: an interdisciplinary approach‘, Business Communication Quarterly, March, vol. 62, i. 1, pp. 104-108. Vygotsky, L S (1978) Mind in Society, MIT Press, Cam bridge, Mass. Wake, B (2002) Engineering Communication Course Notes, School of Mechanical Engineering, The University of Adelaide, Adelaide. Wood, D, Bruner, J, & Rose, S (1975) ? The Role of Tutoring in Problem Solving‘, Journal of Child Psychology and Psychiatry, vol. 17, pp. 89-100. Yong, E & Missingham, (2006) Design & Communication Course Notes, School of Mechanical Engineering, The University of Adelaide, Adelaide. Yong, E & Missingham, (2005) Design & Communication Course Notes, School of Mechanical Engineering, The University of Adelaide, Adelaide. Yong, E & Missingham, (2004) Design & Communication Course Notes, School of Mechanical Engineering, The University of Adelaide, Adelaide. 357

Free Essays on Political Science In The Arab-Israeli Conflict

Peace and Conflict Studies: Core Unit Conflict resolution is one of the most powerful ways of making positive contribution to the field of international relations. Conflict, be it behavioural or based on attitude, is currently creating grave world inequalities and furthering deep rooted problems. Conflict resolution sets out to provide lasting just solutions to these often seemingly endless problems and lay the ground for a lasting peace. In the twenty first century one longstanding international dispute that continues is the known as the Middle East Conflict or the Arab-Israeli Conflict. This essentially is conflict over land between the Jewish and Arab peoples and has been in crises for nearly a hundred years, yet has roots that go back to ancient civilisations. The establishment of the Israeli state in 1948 has created a serge of violence in the Middle East and displaced the Palestinian people. Both sides lay claim to this land. Attempts at solving this conflict have been made with little success. This paper therefore will argue that new attempts to solve the Arab-Israeli conflict need to be made through a conflict resolution practice known as conflict transformation. This is practiced by Burton, Fisher and Ury and Galtung amongst others. Essentially it involves restructuring ways of looking at conflict in order to transform conflict into a positive force. A brief summary of the Arab-Israeli conflict that attempts to be neutral shall first be given to show some of the complexities of this conflict. This will then be countered with conflict transformation theories that will show how they can be used to create a just peace to this long conflict. Owing to the confines of this paper an emphasis will be on the Palestinians on the Arab side. The Arab-Israeli conflict dates back to ancient times when in 1250BC the Israelites began to conquer and settle the land of Cannan. In 70AD under Roman occupation the Jews were expelled from P... Free Essays on Political Science In The Arab-Israeli Conflict Free Essays on Political Science In The Arab-Israeli Conflict Peace and Conflict Studies: Core Unit Conflict resolution is one of the most powerful ways of making positive contribution to the field of international relations. Conflict, be it behavioural or based on attitude, is currently creating grave world inequalities and furthering deep rooted problems. Conflict resolution sets out to provide lasting just solutions to these often seemingly endless problems and lay the ground for a lasting peace. In the twenty first century one longstanding international dispute that continues is the known as the Middle East Conflict or the Arab-Israeli Conflict. This essentially is conflict over land between the Jewish and Arab peoples and has been in crises for nearly a hundred years, yet has roots that go back to ancient civilisations. The establishment of the Israeli state in 1948 has created a serge of violence in the Middle East and displaced the Palestinian people. Both sides lay claim to this land. Attempts at solving this conflict have been made with little success. This paper therefore will argue that new attempts to solve the Arab-Israeli conflict need to be made through a conflict resolution practice known as conflict transformation. This is practiced by Burton, Fisher and Ury and Galtung amongst others. Essentially it involves restructuring ways of looking at conflict in order to transform conflict into a positive force. A brief summary of the Arab-Israeli conflict that attempts to be neutral shall first be given to show some of the complexities of this conflict. This will then be countered with conflict transformation theories that will show how they can be used to create a just peace to this long conflict. Owing to the confines of this paper an emphasis will be on the Palestinians on the Arab side. The Arab-Israeli conflict dates back to ancient times when in 1250BC the Israelites began to conquer and settle the land of Cannan. In 70AD under Roman occupation the Jews were expelled from P...

Free Essays on The Influence Of Lady Macbeth Towards Her Husband

Everyone is eventually influenced to do something they don’t want to do at one time or another. Decisions are made everyday. They are what affect the rest of out lives. Once a mistake is made it cannot be unmade. These true facts are backed up by the Bible. 1 Chorinthians 15:33 says, â€Å"Do not be dislead: Bad company corrupts good character.† Macbeth was led down a road of deception and treachery by many influences. The first influences on Macbeth were by the three witches, but his main influence was Lady Macbeth. He is thrilled by their prophecy that he’d become the king. Although he wants the privilege of being king, Macbeth knows he somehow has to seize the throne. When he realizes that for him to become king of Scotland it would mean he would have to murder Duncane, his own king that he swore to protect and serve. Macbeth begins to doubt his capabilities and has second thoughts. The second influence is Lady Macbeth. She is the leading lady in this play and is responsible for most of the deaths that occur in this thrilling story. She does this by manipulating the respect Macbeth has for her. He doesn’t want to let her down or disappoint her. She unleashes the dark side of Macbeth and motivates him to become evil. Lady Macbeth, herself was not always evil. When she hears of Macbeth’s plan to become king she calls upon evil spirits to help her be brave. By saying â€Å"Come, you evil spirits that tend on mortal thoughts, unsex me here, And fill me from the crown to toe, top-full Of direst cruelty.† This introduces an important theme: The distortion of sexuality, which is a symbol of moral disorder. After that she goes on to summon ’the dunnest smoke of hell’ to hide her sin from God. The way Macbeth questions and thinks about killing the king shows that he knows that killing is wrong and that he will feel guilty if he does it . On the other hand, Lady Macbeth! never questions or worries about killing the king. She ne... Free Essays on The Influence Of Lady Macbeth Towards Her Husband Free Essays on The Influence Of Lady Macbeth Towards Her Husband Everyone is eventually influenced to do something they don’t want to do at one time or another. Decisions are made everyday. They are what affect the rest of out lives. Once a mistake is made it cannot be unmade. These true facts are backed up by the Bible. 1 Chorinthians 15:33 says, â€Å"Do not be dislead: Bad company corrupts good character.† Macbeth was led down a road of deception and treachery by many influences. The first influences on Macbeth were by the three witches, but his main influence was Lady Macbeth. He is thrilled by their prophecy that he’d become the king. Although he wants the privilege of being king, Macbeth knows he somehow has to seize the throne. When he realizes that for him to become king of Scotland it would mean he would have to murder Duncane, his own king that he swore to protect and serve. Macbeth begins to doubt his capabilities and has second thoughts. The second influence is Lady Macbeth. She is the leading lady in this play and is responsible for most of the deaths that occur in this thrilling story. She does this by manipulating the respect Macbeth has for her. He doesn’t want to let her down or disappoint her. She unleashes the dark side of Macbeth and motivates him to become evil. Lady Macbeth, herself was not always evil. When she hears of Macbeth’s plan to become king she calls upon evil spirits to help her be brave. By saying â€Å"Come, you evil spirits that tend on mortal thoughts, unsex me here, And fill me from the crown to toe, top-full Of direst cruelty.† This introduces an important theme: The distortion of sexuality, which is a symbol of moral disorder. After that she goes on to summon ’the dunnest smoke of hell’ to hide her sin from God. The way Macbeth questions and thinks about killing the king shows that he knows that killing is wrong and that he will feel guilty if he does it . On the other hand, Lady Macbeth! never questions or worries about killing the king. She ne...

Best Analysis Green Light in The Great Gatsby

Best Analysis Green Light in The Great Gatsby SAT / ACT Prep Online Guides and Tips One of the most arresting images in The Great Gatsby is Nick's vision of Gatsby stretching his arms out towards a small green light on the opposite shore of the bay. The mysterious, almost mystical nature of this gesture is a sure-fire sign that this green light is a symbol. What is a symbol? It's something that is given extra meaning beyond itself. Something that stops being simply an everyday object, and instead represents thoughts and ideas that are bigger than itself. What are the abstract ideas behind the green light in The Great Gatsby? Read on to see where this symbol pops up in the novel, what themes it is connected to, which characters are most closely associated with it, and some ideas for essay topics on this symbol. Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. What Is the Green Light in The Great Gatsby? Before we delve into the symbolic meaning of the green light, let's first establish what this object is in concrete terms. The green light is a permanently lit electric lamp that marks the end of Daisy and Tom's boat dock. It's a way to warn boats at night or during inclement weather that there is a structure there- this is why it is always on. Because the Buchanans' mansion is directly across the bay from Gatsby's mansion, Gatsby can always see the green light. Key Quotes About the Green Light In order to figure out what the green light means as a symbol, let's do some close reading of the moments where it occurs in The Great Gatsby. The Green Light in Chapter 1 The image of the green light at the end of Daisy's dock occurs for the first time at the end of the novel's first chapter. Before we have even met Gatsby, we get a description of him stretching out his arms towards something he can't reach- a gesture he will repeat over and over again. ...a figure had emerged from the shadow of my neighbor's mansion and was standing with his hands in his pockets regarding the silver pepper of the stars. Something in his leisurely movements and the secure position of his feet upon the lawn suggested that it was Mr. Gatsby himself, come out to determine what share was his of our local heavens. ...he stretched out his arms toward the dark water in a curious way, and far as I was from him I could have sworn he was trembling. Involuntarily I glanced seawardand distinguished nothing except a single green light, minute and far away, that might have been the end of a dock. When I looked once more for Gatsby he had vanished, and I was alone again in the unquiet darkness. (1.151-152) One thing in particular is interesting about the introduction of the green light: it's very mysterious. Nick seems not to be quite sure where the light is, or what its function might be: Although physically bounded by the width of the bay, the light is described as impossibly small ("minute" means "tiny enough to be almost insignificant") and confusingly distant. Even though we find out later that the light never turns off, here Nick only seems to be able to see the light when Gatsby is reaching out towards it. As soon as Gatsby disappears, Nick is in "darkness." This vagueness and mystery is a good way for the novel to underscore the fact that this light is a symbol- it stands not just for the physical object that it describes, but for an idea within the book. What's the idea? I'll talk all about it in the next section of this article. The Green Light in Chapter 5 We return to the image of the light exactly halfway through the novel, in the fifth chapter, when Gatsby is showing Daisy around his mansion after he "accidentally" runs into her at Nick's house. "If it wasn't for the mist we could see your home across the bay," said Gatsby. "You always have a green light that burns all night at the end of your dock." Daisy put her arm through his abruptly but he seemed absorbed in what he had just said. Possibly it had occurred to him that the colossal significance of that light had now vanished forever. Compared to the great distance that had separated him from Daisy it had seemed very near to her, almost touching her. It had seemed as close as a star to the moon. Now it was again a green light on a dock. His count of enchanted objects had diminished by one. (5.7-8) This appearance of the green light is just as vitally important as the first one, mostly because the way the light is presented now is totally different than when we first saw it. Instead of the "enchanted" magical object we first saw, now the light has had its "colossal significance," or its symbolic meaning, removed from it. This is because Gatsby is now actually standing there and touching Daisy herself, so he no longer needs to stretch his arms out towards the light or worry that it's shrouded in mist. However, this separation of the green light from its symbolic meaning is somehow sad and troubling. Gatsby seemingly ignores Daisy putting her arm through his because he is "absorbed" in the thought that the green light is now just a regular thing. Nick's observation that Gatsby's "enchanted objects" are down one sounds like a lament- how many enchanted objects are there in anyone's life? Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. The Green Light in Chapter 9 The last time we encounter the green light is in the final paragraphs of the novel. And as I sat there brooding on the old, unknown world, I thought of Gatsby's wonder when he first picked out the green light at the end of Daisy's dock. He had come a long way to this blue lawn and his dream must have seemed so close that he could hardly fail to grasp it. He did not know that it was already behind him, somewhere back in that vast obscurity beyond the city, where the dark fields of the republic rolled on under the night. Gatsby believed in the green light, the orgastic future that year by year recedes before us. It eluded us then, but that's no mattertomorrow we will run faster, stretch out our arms farther. . . . And one fine morning So we beat on, boats against the current, borne back ceaselessly into the past. (9.152-154) Now the light has totally ceased being an observable object. Nick is not in Long Island any more, Gatsby is dead, Daisy is gone for good, and the only way the green light exists is in Nick's memories and philosophical observations. This means that the light is now just a symbol and nothing else. But it is not the same deeply personal symbol it was in the first chapter. Check out the way Nick transitions from describing the green light as something "Gatsby believed in" to using it as something that motivates "us." Gatsby is no longer the only one reaching for this symbol- we all, universally, "stretch out our arms" toward it, hoping to reach it tomorrow or the next day. You can read a more in-depth analysis of the end of the novel in our article on the last paragraphs and last line of the novel. We're basically saying that the green light is Gatsby's precious, right? The Meaning and Significance of the Green Light in The Great Gatsby Like many of the most interesting symbols, the green light changes and develops its meaning through the novel. In the beginning, the light stands for Gatsby's dreams, hopes, and desires to reunite with Daisy and recapitulate their beautiful month of love from five years earlier. This positive association connects with the color green. Green means go (stoplights were introduced in the 1910s-20s, so this was a relatively new association), green means spring, rebirth, and the start of new life. The positive meaning also works well with the idea of a dock light. Daisy is a beacon, pulling Gatsby out of the darkness and steering him in the right direction. However, during the novel, Gatsby's dream is revealed to be the delusional conviction that he could ignore five years of events and Daisy's own personality and inner life to get what he wants. With this disappointment, the symbolic meaning behind the green light collapses. Daisy is not a magically perfect creature, but instead a fallible and deeply flawed person. The love Gatsby feels for her can only be played out as a secretive and morally questionable affair. And the green light loses its "enchanted" qualities and instead is revealed to be the not particularly reliable indicator that it actually is (suddenly, it becomes invisible in the fog). Finally, as Gatsby's dream is dashed, the green light stops being something that is his alone, and instead takes on a universal quality. Now it stands for the unreachable dream that lives inside all people. For Nick, life is a constant struggle between our past mistakes, experiences, and sense of reality, which pull us back and weigh us down, and the green light of unrealistic hope that drives us to think we will do better and achieve more the next day. The green light ends up standing for this dream of an "orgastic future"- that's right, that means a future lived at the height of orgasm- which is constantly getting farther and farther away, and that we keep trying to grab for, despite the impossibility of reaching it. According to Nick, we all keep hoping our future will just be this for every second of every day. Fedora optional. Characters, Themes, Motifs, and Symbols Connected to the Green Light Jay Gatsby. Gatsby is most closely associated with the green light. He is the one who obsessively stares at this light at the end of Daisy's dock, dreaming of reuniting with her. He is the one who reaches his hands towards it, showing us that it is a symbolic representation of his dreams that are always just out of reach. And he is the one whose belief in the green light and its promise of a future of perfect happiness so profoundly affects Nick that Nick ends up admiring Gatsby. Daisy Buchanan. The green light is located at the end of Daisy's dock, and is Gatsby's only physical sign of her before he meets her at Nick's house. For a long time, the green light, Gatsby's ambitious hopes, and Daisy are all symbolically one and the same. Only when Daisy has an affair with Gatsby, showing that she is a flesh and blood person with her own desires, fears, and flaws, does she separate from this idealized symbol of hope. Nick Carraway. Nick is the one who realizes the significance of the green light for Gatsby when he sees Gatsby stretching his arms out towards it. He is also the one who connects the green light with everyone's hopes and dreams at the very end of the book. Society and Class. For Gatsby, just as Daisy is visible through the green light, but in reality out of reach, so is the old money contingent of wealthy Long Island society. No matter how high Gatsby rises and how rich he gets, he still can't break through that final barrier- and he can never quite grasp the green light. The American Dream. The green light comes to represent not just Gatsby's dream, but the aspirational American Dream that the novel shows in both its positive and negative aspects. Like this national myth, the green light is forever just out of reach, but also forever motivating feats of improbable achievement. Symbol: Colors. That the light is green is very significant in a novel that is methodically color-coded. Somewhat in opposition to its culturally positive associations, in The Great Gatsby, green tends to be a sign of either hopeful rebirth, or sickness, greed, and death. Wait, is the idea that we are constantly reaching for the unreachable happy or sad? Essay Ideas and Tips for Writing About the Green Light Now that we've explored the layers of meanings behind the green light at the end of Daisy's dock, you're in a good place to think about how to write about this symbol. How to Write an Essay About the Green Light Here are some tips on how to write an essay about the role of a symbol in a novel: Build from the text out. In this article, I first looked at the green light in context and discussed its meaning in the exact places where it appears, and only afterward wrote about its general significance in the novel. The same basic rule of thumb is good to keep in mind for your own essay. Work from small ideas to big ones, and your argument will be well supported. Make an argument. It's not enough to just describe the symbol and explain its possible meanings. Instead, you have to make sure that you're making some kind of point about why/how the symbol works. How do you know if you're making an argument and not just saying the obvious? If you can imagine someone arguing the opposite of what you're saying, then you've got an argument on your hands. Don't overthink it. Sure, the green light can be said to represent lots of things: Gatsby's dreams, Daisy, or the quest to grab the elusive brass ring. But that doesn't mean that it also stands for world peace, environmental degradation, or Nick's pining for his war days. In other words, watch out for stretching your symbol analysis too far from what the text is telling you. Essay Topic Ideas on the Green Light Here are some possible essay arguments. You can build from them as-is, argue their opposite, or use them as jumping-off points for your own interpretation. The green light is a kind of affiliation test for Gatsby. Those who imbue it with meaning like he does (like Nick) end up sympathizing with Gatsby; those who only see it as an object (like Daisy and Tom) are doomed to dismiss Gatsby also. Gatsby's downfall starts at the moment when he stops seeing the green light as a symbol for his dreams and goals. Ultimately, the green light means far more to Nick than to Gatsby. Essays: it's not an argument unless a pigeon is pecking a chihuahua. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Green Light in The Great Gatsby: The Bottom Line The green light is a permanently lit lamp that marks the end of Daisy and Tom's boat dock. The image of the green light occurs: At the end of Chapter 1, when Gatsby is reaching towards it and it is very mysterious. In Chapter 5, when Gatsby and Daisy have reconnected, taking the symbolic meaning away from the green light At the end of Chapter 9, when it transitions from being a symbol just for Gatsby and instead becomes a universal symbol of hope for the future. The significance and symbolic meaning of the green lights shifts: In the beginning of the novel, the light stands for Gatsby's dreams, hopes, and desires to reunite with Daisy. During the course of the novel, Gatsby's dream is revealed to be delusional and unrealizable, so the symbolic meaning behind the green light collapses. Finally, as Gatsby's dream is dashed, the green light stops being something that is his alone, and instead stands for the unreachable dream of an "orgastic future" that is constantly getting farther and farther away and that we keep trying to grab for. The green light is associated with: Jay Gatsby, who obsessively stares at this light at the end of Daisy's dock, dreaming of reuniting with her. Daisy Buchanan, since the green light, Gatsby's ambitious hopes, and Daisy are all symbolically one and the same. Nick Carraway, who is the one who realizes the significance of the green light for Gatsby and who connects the green light with everyone's hopes and dreams. Society and class, the upper echelon of which is just as out of reach for Gatsby as the green light. The American Dream, which is the aspirational hope that the novel shows in both its positive and negative lights. Colors, which are very significant in this methodically color-coded novel. What's Next? Review where the green light appears to get a better sense of its context: Chapter 1, Chapter 5, Chapter 9, explore the way the end of The Great Gatsby connects to its beginning through the recurring image of the green light and compare and contrast Nick and Gatsby to see what the different ways they relate to the green light says about them. Want to get some of that green light into your own life? Get yourself some Gatsby accessories from our list of the 15 must-have items for everyfan of The Great Gatsby. Check out all the other symbols that enrich this novel. Decide whether Gatsby primarily treats Daisy as an object, or whether he does have a sense of her as a person and loves her for herself. Read along as we walk through other works of literature with our analyses of "Do not go gently into that good night" (Dylan Thomas), The Cask of Amontillado (Edgar Allan Poe), and The Crucible (Arthur Miller). Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Managing Property Businesses Essay Example | Topics and Well Written Essays - 1500 words - 3

Managing Property Businesses - Essay Example This essay demonstrates that the last type of method used to solve disputes is collaborative law. In most cases, this is used to solve divorce disputes. All the parties in the dispute have to select an attorney and both of them meet with their respective attorneys. This matter is settled out of court and the duty of the lawyers is to ensure legal compliance (Dauer, 2000).The parties in this type of process have to sign a contract that highlights the regulations to be followed during this type of process. The terms and conditions include: honesty in disclosure of documents, treating each other with respect, insulation of the children from these proceedings and there should be no mention by either party of going to court. There are various advantages of alternative decision-making procedures that make them more preferable than other traditional forms of decision making. They are usually a low-cost option as they involve no extra party or two at most. These processes usually take into a ccount the emotional aspect of various actions and both parties have to reach a solution that is beneficial to each of their needs (Dauer, 2000). The courts do not care about the personal feelings of the conflicting parties and are only concerned about the upholding of the law. The court's process is always a messy affair and one’s private matters are usually brought to the public limelight. The alternative forms of dispute resolution are a private affair and only involve the parties that are conflicting.

Hamlet Essay Example | Topics and Well Written Essays - 1000 words - 9

Hamlet - Essay Example The thesis statement shall be: Hamlet is more of a philosopher prince than a young man seeking to revenge the death of his murdered father. At the beginning of the play, the ghost comes to Horatio who then calls others to him. Apparently, it is Hamlet’s father ghost. When the ghost reveals that Claudius is the one responsible for his murder, Hamlet is asked to seek revenge (Act 1, Scene 5 Line 7). Revenge is his idea of justice for the injustice done to his late father. Hamlet resolves to avenge his father’s death, but he is first withdrawn in a philosophical search of the meaning of death. One can say that by doing so, Hamlet is following the philosophical principle of reason and logic as the guiding principles for the justification of any action taken (Burnor and Raley 49). His deepest questions about death begin in the aftermath of his father’s death where he seeks to find out how the world of the dead may be like of what it means to be dead. Although he makes not so conclusive steps to find out practically the answers to such questions, one can observe his approach to his father’s revenge as philosophical. It may be taken that Hamlet does so to determine the extent to which the ghost’s claims may be reliable as the informing premises in which his actions would be based (Kane 475). While contemplating about the philosophy of death, Hamlet also delves into thoughts about whether one has the right to take his/her own life. In so doing, Hamlet may be seen to be trying to make comparisons to the nature of his father’s death. He silently engages in deductive reasoning that since it is morally illegitimate for one to take his own right, then it is morally wrong for another man to kill another man for no reason at all. His soliloquy can be seen to lead to a conclusion that his uncle Claudius did a heinous crime by killing his own brother for political

Leadership Essay Example | Topics and Well Written Essays - 1000 words - 27

Leadership - Essay Example I was assigned an office and informed that some of them were later to be absorbed in the organization. Therefore, I had to lecture them and erase any negative perception towards teamwork. The first strategy that I used was to create a communication link between them. I made it mandatory for all members to communicate with each other daily. Secondly, I implemented an open office policy whereby each group member would feel free to air any grievances without the use of intermediaries (Kano 87). I also shared my contacts in order for the members to reach me any time they feel like. Through these interventions, the group started working as a unit within the timeframe of two weeks. Through this experience, I felt like as a complete leader. I believe that being accessible to all members of the team was one aspect that enabled me to do well. This is because in many cases team fall out because of poor conflict solving mechanisms. Therefore, implementing an open office policy gave me an opportunity to arrest the situation before it get out of hand. In addition, the team members felt united because their grievances were being addressed effectively. Therefore, even after completing my task, they remained united and majority of them ended up being part-time subordinates of the organization. However, besides being close to the team members, I could have trained them of on the importance of diversity. This is through informing them that diversity in the team is significant in enabling them to tackle various challenges that keep on emerging in the modern market. I could have trained them that with the increasing levels of globalization resulting from liberalization of markets, efficient flow of information, and integration of e conomies, the level of competition in the market has increased tremendously (Iqbal 77). Therefore, they can use their diverse skills, experiences, and different ways of

Public Relations Essay Example | Topics and Well Written Essays - 750 words - 1

Public Relations - Essay Example This was the situation in this case. BP was trying to clean up, but its stock was sinking and everyone was turning on it. Many of its press releases from this period seek to reassure the public and the media. BP wanted to convince people that it was doing its best to help clean up the spill. They wanted people to think they were working very hard and tirelessly to do their best and ensure that the livelihood of people in the Gulf area and many of the marine animals were protected. This context is very important to understand. BP was dealing with a massive public relations (and natural) disaster. It was a challenging environment. One of the things that they worked hard to do was be open and transparent about the actions they were taking to solve the problem. That is in part what got them through the mess intact. What was accomplished in the communication? Consider more than just the obvious message. The obvious message here is one of damage control. BP wants to be seen to be working h ard to clean up the environment. They also want to tell people that they are willing to pay for the damage caused. Below this message is an effort by BP to show that they are in control of the situation. They are working hard, but more than that they know what is happening, they can quantify the damage, they are being very responsive to each of the problems that come along. The press release shows to the world that BP is not only working hard but is able to talk about each step of their action in a clear and direct way. For BP, there are no secrets. Everything is above board. That is what is accomplished through this communication. They wanted to send a message with a lot of facts about what they were doing but more than that, they wanted to be seen to be open and transparent. They didn't want to appear to be hiding anything in this situation. Were the press releases related in any way to each other or to major news or industry trends occurring at that time? The press releases were closely related to the events in the Gulf. Indeed, they were a direct response to the oil spill that was happening. Because BP was held to blame for the spill, the press releases were used as a way to assuage the public anger over the issue. It was also a way to get the media to try to start reporting on the story from a positive point view, i.e. what BP was doing to solve the problem. In a situation that extended over many months, BP issued a great number of press releases. The communications department of the company was definitely working overtime through the summer of 2010. Did the company send a consistent and coherent message? The company for the most part sent a consistent and coherent message. The press releases focused on what BP was doing to try to clean up the oil spill. The press releases also focused on some of the technical aspects of the clean-up and effort to stop the well from leaking anymore. Efforts to communicate BP's compensation for those affected by the spill were also included in the press releases. It should be noted that BP received a great deal of criticism when its CEO strayed off of this topic and began to offer an inconsistent message, saying in public for example that the spill was also very hard on him and that he wanted his life back too. That sort of inconsistent messaging caused the company a great deal of grief. In situations like this it is very important to understand that the media will be looking for any perceived inconsistency.

Recomendations Essay Example | Topics and Well Written Essays - 250 words

Recomendations - Essay Example Introducing resources that aid patients in adhering to a recommended patient care treatment and healthy lifestyle will enable the company to have access to the members of the community, as these are the latest concerns by the users of Bright Road Health Care System services. Developing an interactive forum between the patients and the organization’s staff to allow for a question and answer session, discussion of different topics, ability to make appointments, and passing of recommendations tailored to the needs of the client to improve the resources and services (Yih, 2011). There is a need for the augmented use and realization of the benefits offered by the internet through search engine optimization and the use of social marketing. Collaborating with social engines to allow the easier location of Bright Road Health Care System on the internet and having a high presence on facebook, twitter, and instagram with frequent information update, informative pieces of information, answering questions in a timely manner. Other measures include developing marketing designs and attractive covers, and marketing the Bright Road Health Care System products on the social media platform. Another strategy is developing a mechanism on the Bright Road Health Care System where the patient’s access links to community resources and health personnel increasing the ability of the site to attract new clients looking for information on resources and personnel. Getting in touch with the patients through mail, text messages, and calls to check on their progress and benefit s of the system also allows clients to have a strong attachment and develop loyalty to the use of the systems

Public Relations Essay Example | Topics and Well Written Essays - 750 words - 1

Public Relations - Essay Example This was the situation in this case. BP was trying to clean up, but its stock was sinking and everyone was turning on it. Many of its press releases from this period seek to reassure the public and the media. BP wanted to convince people that it was doing its best to help clean up the spill. They wanted people to think they were working very hard and tirelessly to do their best and ensure that the livelihood of people in the Gulf area and many of the marine animals were protected. This context is very important to understand. BP was dealing with a massive public relations (and natural) disaster. It was a challenging environment. One of the things that they worked hard to do was be open and transparent about the actions they were taking to solve the problem. That is in part what got them through the mess intact. What was accomplished in the communication? Consider more than just the obvious message. The obvious message here is one of damage control. BP wants to be seen to be working h ard to clean up the environment. They also want to tell people that they are willing to pay for the damage caused. Below this message is an effort by BP to show that they are in control of the situation. They are working hard, but more than that they know what is happening, they can quantify the damage, they are being very responsive to each of the problems that come along. The press release shows to the world that BP is not only working hard but is able to talk about each step of their action in a clear and direct way. For BP, there are no secrets. Everything is above board. That is what is accomplished through this communication. They wanted to send a message with a lot of facts about what they were doing but more than that, they wanted to be seen to be open and transparent. They didn't want to appear to be hiding anything in this situation. Were the press releases related in any way to each other or to major news or industry trends occurring at that time? The press releases were closely related to the events in the Gulf. Indeed, they were a direct response to the oil spill that was happening. Because BP was held to blame for the spill, the press releases were used as a way to assuage the public anger over the issue. It was also a way to get the media to try to start reporting on the story from a positive point view, i.e. what BP was doing to solve the problem. In a situation that extended over many months, BP issued a great number of press releases. The communications department of the company was definitely working overtime through the summer of 2010. Did the company send a consistent and coherent message? The company for the most part sent a consistent and coherent message. The press releases focused on what BP was doing to try to clean up the oil spill. The press releases also focused on some of the technical aspects of the clean-up and effort to stop the well from leaking anymore. Efforts to communicate BP's compensation for those affected by the spill were also included in the press releases. It should be noted that BP received a great deal of criticism when its CEO strayed off of this topic and began to offer an inconsistent message, saying in public for example that the spill was also very hard on him and that he wanted his life back too. That sort of inconsistent messaging caused the company a great deal of grief. In situations like this it is very important to understand that the media will be looking for any perceived inconsistency.