Free Essays on Aeneas

Aeneas, the Devoted Hero In Virgil’s Aenied, he illustrates the hero and central character, Aeneas, as a man who presents piety and duty. This human emotion piety, pietas in Latin, is duty towards family, country, and gods. Aeneas always fulfills his duty to his family, his fated city, and his gods. This piousness is what keeps him going through the grueling journeys and challenges, even when things are not going perfectly. Pietas is the characteristic that makes Aeneas stronger through each trial as he makes personal sacrifices and never wavers from his duties to his family, his country, and most of all to the gods. The complete devotion to Aeneas’ family is a commendable trait of piety. Aeneas’ love for his kin is exemplified in his fleeing of falling Troy. He was recalling his story to Dido about how when he realizes that there was no use fighting any longer, and that he must leave Troy; he hurries off to find his family. Once he reaches his family, he has his father, Anchises, on his shoulder, Iulus, his son’s little hand in his own, and Creusa, his wife close behind as they head off for the ships. When he reaches his destination at the funeral mound, he realizes that his wife was missing. Aeneas â€Å"turn[s] back alone into the city†¦ nothing for it but to run the risks again †¦ comb of all Troy, and put [his] life in danger as before†(975-979 II). His devotion to his wife was worth risking his life in order to bring her to safety. As he frantically searches â€Å"in endless quest from door to door†(1001 II) for Creusa, her ghost appeared to him and told to him that she cannot go with him because she was longer living, but to go back to the family and that a special mission is ahead of him. Personal loss is a tragedy that Aeneas must face as he ventures on to reach is fate. His pious personality is the characteristic that saves his family and leads him on his journey to the future founding of Rome.... Free Essays on Aeneas Free Essays on Aeneas Aeneas, the Devoted Hero In Virgil’s Aenied, he illustrates the hero and central character, Aeneas, as a man who presents piety and duty. This human emotion piety, pietas in Latin, is duty towards family, country, and gods. Aeneas always fulfills his duty to his family, his fated city, and his gods. This piousness is what keeps him going through the grueling journeys and challenges, even when things are not going perfectly. Pietas is the characteristic that makes Aeneas stronger through each trial as he makes personal sacrifices and never wavers from his duties to his family, his country, and most of all to the gods. The complete devotion to Aeneas’ family is a commendable trait of piety. Aeneas’ love for his kin is exemplified in his fleeing of falling Troy. He was recalling his story to Dido about how when he realizes that there was no use fighting any longer, and that he must leave Troy; he hurries off to find his family. Once he reaches his family, he has his father, Anchises, on his shoulder, Iulus, his son’s little hand in his own, and Creusa, his wife close behind as they head off for the ships. When he reaches his destination at the funeral mound, he realizes that his wife was missing. Aeneas â€Å"turn[s] back alone into the city†¦ nothing for it but to run the risks again †¦ comb of all Troy, and put [his] life in danger as before†(975-979 II). His devotion to his wife was worth risking his life in order to bring her to safety. As he frantically searches â€Å"in endless quest from door to door†(1001 II) for Creusa, her ghost appeared to him and told to him that she cannot go with him because she was longer living, but to go back to the family and that a special mission is ahead of him. Personal loss is a tragedy that Aeneas must face as he ventures on to reach is fate. His pious personality is the characteristic that saves his family and leads him on his journey to the future founding of Rome....

6 Financial Benefits of a College Degree

6 Financial Benefits of a College Degree A college degree takes a lot of hard work - and often costs a lot of money. As a result, you may wonder if going to college is worthwhile, but its an investment that nearly always pays off. Here are some of the many financial benefits often enjoyed by college graduates. 1. Youll Have Higher Lifetime Earnings People with a bachelors degree earn about 66 percent more than their peers with only a high school diploma, according to the Bureau of Labor Statistics. A masters degree can net you twice as much as  someone with a high school education. But you dont have to take on that degree of academic investment to see the benefits: Even those with an associates degree tend to earn 25 percent more than those with high school diplomas. Figures vary by occupation, but your earning potential is highly likely to increase with your level of education. 2. Youre More Likely to Have a Job at All Unemployment rates are lowest among Americans with advanced degrees. Even two years of extra education can make a big difference, as people with associates degrees have a significantly lower unemployment rate than people with high school diplomas. Keep in mind its very important to actually get your degree in order to increase your earning potential and chances of employment because people with some college and no degree dont fare much better than people with just a high school diploma. 3. Youll Have Access to More Resources Going to college means you can take advantage of your schools career center or internship programs, which can help you land your first post-graduate job. 4. Youll Have a Professional Network Before You Start Working Dont underestimate the value of connections. You can leverage the relationships youve made in college and your schools alumni network well after youve graduated, like when youre looking for new job opportunities. Thats decades of value from an investment of just a few years. 5. Youll Experience Indirect Financial Benefits While having a degree wont automatically improve your credit rating, for example, having a good job that you got because of your degree can  indirectly increase your credit score. How? Earning more money means youre more likely to be able to meet your financial obligations, like regular bills and loan payments. That can help you avoid paying bills late or having a debt go to collections, which can hurt your credit. On top of that, increasing your earning potential can also improve your ability to save money, which can help you avoid debt. Of course, earning more money doesnt guarantee youll manage it well, but it can certainly help. 6. Youll Have Access to Jobs With Better Benefits Theres more to any job than just the take-home pay. Better-paying jobs, most of which require a college degree, can also offer better perks, like retirement contribution matching, health insurance, health savings accounts, childcare stipends, tuition reimbursement and commuter benefits.

MDCM part B Case Study Example | Topics and Well Written Essays - 1250 words

MDCM part B - Case Study Example aper will discuss the recommended IT projects and compare the most suitable projects through using Portfolio Application Model Matrix which will be beneficial for MDCM. MDCM had confronted with several problems regarding IT and thus the company had prepared a list of IT projects which will be appropriate for improving the business performance. The objective of those IT projects is to increase value of the business and develop smooth information flow throughout the organization and lack of information was one of the major problems of MDCM. The following projects will be appropriate for MDCM in order to improve the profitability of business: It has been observed that different standards in information systems have resulted in increased contradiction and at times the projects intersect with each other. The lack of synchronization among different standards cause imperfect outcomes which in turn lead to inappropriate forecasts, scheduling problems and overfilled inventories among others. Thus, there was need to reduce the numerous different standards throughout the company. The Unify Methodology and Technical Standards aim for minimizing the projects cycles and inspire knowledge distribution within IT development groups. This initiative is vital for developing the ability of information technology systems in MDCM (Jeffery, M. & Norton, J. H., â€Å"Strategic IT Portfolio Management). Consolidation of data center and networks is made in order to reduce the expenses. In today’s business environment, meeting up to the competition and complying with the regulatory measures are the driving forces for organizations such as MDCM to shift company’s network to virtual private network (VPN). MDCM along with the subsidiary companies had almost 37 data centers and 19 distracted networks globally. Data consolidation will help MDCM to expand the business swiftness and also would align strategic IT structure with business requirements. It will be more reliable for MDCM to develop

Community College Perception Paper Essay Example | Topics and Well Written Essays - 500 words

Community College Perception Paper - Essay Example This allows them at least 2 years before they finally have to decide upon what direction they truly want to take in college. Aside from undecided students, community college also works well for those students who can only afford to study on a part time basis due to financial constraints. Sources indicate that students who do not have an impressive GPA can also benefit from attending a community college as these schools normally have to accept everybody who enrolls. They have some criteria that students must meet in order to enroll but these are not as rigid as those in a regular college. In fact, some community college students use the opportunity to increase their GPAs to an impressive level before applying at the 4 year university of their choice. Finally, a student may opt for a community college degree when he is interested in pursuing a career that may not necessarily require the completion of a 4 year course (Chen Grace â€Å"What is a Community College?). There is a misconception that the quality of education at a community college is substandard and anybody can enroll and pass without a problem. Hence the reason why community college students are often thought of as slackers and the schools as diploma mills. The quality of education at a community college is actually comparable to that of a regular college. The students must still do the work in order to make the grade and pass his classes. There is a reason behind the standard of education at a community college. Most of their graduates have a tendency to continue to a 4 year degree course at any of the regular colleges that have an â€Å"Academic Passport Program† agreement with the community college. Keeping the above information in mind, the reason behind the mission and purpose of a community college is very clear. Theirs is a college system that is open to admission of anyone who wishes to earn a college degree but

History of Modern Philosophy Essay Example for Free

History of Modern Philosophy Essay 1- How, and with what success, does Hume deal with the apparent anomaly of the missing shade of blue? In A Treatise of Human Nature, Hume attempt to rid 18th century moral philosophy of what he considered to be meaningless and vacuous concepts underlying our theory of knowledge be it metaphysical arguments or hypotheses seemingly formulated from the mere imagination of many philosophers. Influenced by the emerging trend of empiricism and naturalistic science like Newton and Locke, which Hume owed much of his basic principles from Hume presented the Treatise as an attempt to introduce experimental methods of reasoning into the area of moral philosophy. In the first book of the Treatise, entitled Of the Understanding, Hume devoted the first part Of the Origin of our Ideas for explaining the basis of his philosophical system that appeals on the similar empiricist approach as that of Lockes. However, curiously, Hume had cited an explicit counter-argument the problem of missing shade of blue that could invalidate his whole philosophical system that is based on this central principle. Even more puzzling is Humes complacency with this problem, and although he considers the problem as singular and exceptional, he fully admitted to this counter example and did not try to resolve it. Yet, this case merits a deeper investigation, and it is this essays attempt to see whether his apparent complacency with the missing shade of blue would have any effect on the strength of his philosophical system, and other attempts to render this problem irrelevant. The problem of the missing shade of blue by Hume is as follows: suppose a man who is well acquainted with colours for thirty years and has seen all the colours in the set of possible colour spectrum, except for one particular shade of blue. Then, he is presented with a full spectrum of the shades of blue, from the darkest shade to the darkest, all except the one particular shade in which he has not yet encountered. It is then conceivable that this man would be able to produce this single missing shade of blue. The problem of this lies in the basis of the empiricist doctrine at which Hume is following, namely, that all ideas must be preceded by experience, yet, in this example, it is demonstrated that it is possible for an idea to precede sensation experience, as the man is able to produce the idea of the missing shade of blue without having first encountered it through his senses. At this point, I would like to elaborate more on Humes theory of mind and the origin of ideas as that would clarify why this example is so damaging to Humes system. As stated before, Humes project can be put into a general label of empiricism, which is a belief that all knowledge comes from experience. Much of his line of argument resembles that of Lockes, another prominent empiricist. Hume even borrowed Lockes key terminology to a certain extent, with terms like ideas and impressions. Locke believes that ideas are whatever the mind perceives in itself, or is in the immediate object of perception, thought, or understanding, as when one perceives, thinks, or understands, the ideas are before the mind. This limits all ideas to be originated from experience (perception), and also shows the connection between thought and perception and their interchangeable nature. The ideas can be divided into ideas of sensation (touch, smell, sight, etc.) and ideas of reflection (fear, happiness, sadness, etc.), which can then be separated further into simple and complex ideas, where complex ideas are derived from simple ones. Hume follows this line of argument with some modifications. He claims he restores the term ideas to its original sense by classifying the objects the mind is perceiving as perceptions, not directly as ideas as Locke have used, and from perceptions he then distinguished them into impressions and ideas, where they differ in degree, as impressions are more vivid and forceful before the mind, such when sees a colour, and the ideas are more faint, such when one thinks of a colour after having the impressions of it. Hume then makes the distinction of simple and complex ideas, and by introspection, Hume demonstrates that one can think of any simple ideas and then find corresponding simple impressions that are exact copies of each other, and one can do this with any conceivable simple ideas. Complex ideas are different in that they are composites of simple ideas. And with this experiment in introspection, Hume then postulates his first thesis, That all our simple ideas in their first appearance are derivd from simple impressions, which are correspondent to them, and which they exactly represent. We may call this the Copy Principle, as it simply states that every simple idea is a copy of a corresponding impression. One of the most important components of this thesis is the fact that its a genetic one in that it shows the origin of ideas as following from impressions as impressions to be the cause of ideas. Again, this is proved by the constant conjunction of simple impressions preceding simple ideas, which one can do to every simple idea one may have. Another support Hume gives is that of a man born defective of certain perceptive organs, hence, missing certain impressions (e.g. sight or sound), one would not have any ideas of those corresponded with the impressions, for it is evident that deaf people also have great trouble speaking. The genetic component is important in that they validate the empiricism doctrine on the reliance of experience. Anyhow, now we can see how the problem seems to defeat the purpose of this thesis. Moreover, a counter example, from a logical standpoint, one counter example is sufficient to turn an argument invalid. So why did Hume not deal with this problem? We may try to take it as Hume claimed the problem to be a singular case where it is not worth investing time on. Being a singular case, one may have to take the argument in closer inspection. Hume states explicitly that the man in question may have enjoyed the sights for thirty years and perfectly well acquainted with all the possible colours except one, and that may be the attempt by him to restrict this to some specific scenario. It is implicitly embedded in the counter example that the subject of this example must be well acquainted with all the colours, such that one can make up colours in ones mind, much like how only musicians of a certain skill level can sight read music. Thus, it appeals to some amount of experience such that one may be bound to experience, habits, or personal background. Yet, when given further consideration, this seems to be invalid as well, as these restrictions do not seem to hold. As far as experience go, a child who does not know what turquoise mean does not necessarily have an idea of the colour turquoise. So this case is certainly not an exceptional case and Hume had not dealt with it satisfactorily. Yet, Humean scholars have tried to find solutions for this problem and some even disregard it as a problem altogether. Firstly, the first objection to this counter argument is that there is no way to test whether the person in question does in fact have an idea of the missing shade of blue before seeing the missing shade or not. There is a great difference between being able to spot a missing spot in a complete spectrum of blue, and being able to produce an idea of the shade of blue without first encountering the impression of it. If ones sees a constant change in shade from, lets say blue-0 where it is darkest to blue-255 where it is the lightest shade, then if there is one shade of blue missing, it would be quite noticeable as the mind notices the jump in gradual and constant change, but it does not follow that one could create an idea of that missing shade. To test this is also impossible, as if one is to reproduce colour, it still does not follow that he produces the idea since he would only be mixing the existing colours to brighter shades, and thus, after finishing mixing the colour, one then has the idea of the colour following the impression. All other ways of testing is equally futile because they all involve exposing the subject to the missing impression one way or another. Alternatively, if we look at the thesis again, and instead of taking it as a genetic form of the argument that Hume meant it to be, and instead, modifies it slightly to a more analytical empiricism form. Humes thesis on the theory of mind, upon closer inspection, can be taken as a form of meaning empiricism, in the sense that ideas to him are the same as different thoughts, which are different kinds of concepts, which is linked to when one understands something in a linguistic sense one is linking the word with the meaning, or the concepts associated to the word. Hence, if we think of the initial genetic content of the thesis, that impressions strictly precedes ideas, we may relax it slightly in favour of the analogy to meaning empiricism and forget its genetic form and instead formulate the following thesis: that all simple ideas must have corresponding conceivable and encounterable impressions. By doing this, we are no longer faced with the problem of the missing shade, since it is perfectly possible that the subject would be able to encounter this particular shade. Lastly, from a personal view, I see the problem of the missing shade of blue as not a problem at all, but Humes mistake lies in classifying colours as simple ideas. It is true that the impressions of light blue might very well be different than dark blue, so to speak, but to use Humes method, it is possible to separate using our imagination the components light and dark from blue. Thus, it is the impression of blueness which is a simple impression, combined with the impression of light and absent of light that combine to give this multitude of shades of colours. Take this example, suppose some neutral shade of blue, lets number it blue 124, were put somewhere with light, you will be able to see blue 124. However, lets say for some reason, the room becomes lighter, certainly, the shade of blue 124 would have changed to some lighter shade of perhaps blue 200. If we vary the light in the room from darkest to lightest, it is then possible to observe from the darkest to the lightest shade of blue likewise. One may argue that the colour can be calibrated to some objective criteria, perhaps the ratio of pigments of colour blue of some sort, yet, that does not matter since all that matters to Hume is indeed only impression. Furthermore, using this example, we can also say that perhaps the subject of the experiment may have in fact encountered the particular shade of blue sometime before without acknowledging it. Conclusively, although Humes treatment of the missing shade of blue is very limited and very complacent, it is perhaps Humes own mistake for considering such example a problem, rather than the problem itself being a threat to his theory of origins of ideas.

The Role of Women in Tibetan Buddhism Essay -- Inferior Religion Paper

The Role of Women in Tibetan Buddhism â€Å"In Tantric Buddhism, we are dealing with a misogynist, destructive, masculine philosophy and religion which is hostile to life – i.e. the precise opposite of that for which it is trustingly and magnanimously welcomed in the figure of the Dalai Lama.†[1] Within Tibetan Buddhism, there is an inherent contradiction regarding the status of women. Although in many aspects women are seen and treated as inferior to men, several of the ancient and fundamental values of Tibetan Buddhism, and more specifically Tantric Buddhism, emphasize equality of the sexes, universal compassion, and most importantly the significant and essential role of the woman. Tibetan Buddhist nuns have been trying to correct this contradiction for years to remove the inferior and degrading stereotype that defines them and to be seen as equal to men. Beginning with the emergence of Tibetan Buddhism from India until today, the status of women, both physically and symbolically has decli ned due to the patriarchal system adopted by Tibet. â€Å"The mystery of Tantric Buddhism consists in the sacrifice of the feminine principle and the manipulation of erotic love in order to attain universal androcentric power.†[2] In their patriarchal society, the symbol of the woman is used by men now as an instrument; manipulated by men in order to acquire control and power. Many of the influences of Tibetan Buddhism came from India thousands of years ago. There were four phases leading up to the Tantric practice that is known today. 560 B.C.E. to 480 B.C.E. marked the first stage, the life of Siddharta Gautama, who Tibetans believe to be the original Buddha. The legend of the Buddha is that he was conceived in ... ...part I, section 2. [10] Trimondi, Victor and Victoria, The Shadow of the Dalai Lama, part I, section 2. [11] Trimondi, Victor and Victoria, The Shadow of the Dalai Lama, part I, section 2. [12] Campbell, June, Traveller in Space, p.47. [13] Allione, Tsultrim, Women of Wisdom, p.41. [14] Campbell, June, Traveller in Space, p.128. [15] Campbell, June, Traveller in Space, p.157. [16] Campbell, June, Traveller in Space, p.149. [17] Havnevik, Hanna, Tibetan Buddhist Nuns, p.48. [18] Havnevik, Hanna, Tibetan Buddhist Nuns, p.131. [19] Aham, Arya, Encounter With a Bodhisattva, p.3. [20] Havnevik, Hanna, Tibetan Buddhist Nuns, p.142. [21] Havnevik, Hanna, Tibetan Buddhist Nuns, p.184. [22] Havnevik, Hanna, Tibetan Buddhist Nuns, p.135. [23] Havnevik, Hanna, Tibetan Buddhist Nuns, p.185. [24] Allione, Tsultrim, Women of Wisdom, p.2. The Role of Women in Tibetan Buddhism Essay -- Inferior Religion Paper The Role of Women in Tibetan Buddhism â€Å"In Tantric Buddhism, we are dealing with a misogynist, destructive, masculine philosophy and religion which is hostile to life – i.e. the precise opposite of that for which it is trustingly and magnanimously welcomed in the figure of the Dalai Lama.†[1] Within Tibetan Buddhism, there is an inherent contradiction regarding the status of women. Although in many aspects women are seen and treated as inferior to men, several of the ancient and fundamental values of Tibetan Buddhism, and more specifically Tantric Buddhism, emphasize equality of the sexes, universal compassion, and most importantly the significant and essential role of the woman. Tibetan Buddhist nuns have been trying to correct this contradiction for years to remove the inferior and degrading stereotype that defines them and to be seen as equal to men. Beginning with the emergence of Tibetan Buddhism from India until today, the status of women, both physically and symbolically has decli ned due to the patriarchal system adopted by Tibet. â€Å"The mystery of Tantric Buddhism consists in the sacrifice of the feminine principle and the manipulation of erotic love in order to attain universal androcentric power.†[2] In their patriarchal society, the symbol of the woman is used by men now as an instrument; manipulated by men in order to acquire control and power. Many of the influences of Tibetan Buddhism came from India thousands of years ago. There were four phases leading up to the Tantric practice that is known today. 560 B.C.E. to 480 B.C.E. marked the first stage, the life of Siddharta Gautama, who Tibetans believe to be the original Buddha. The legend of the Buddha is that he was conceived in ... ...part I, section 2. [10] Trimondi, Victor and Victoria, The Shadow of the Dalai Lama, part I, section 2. [11] Trimondi, Victor and Victoria, The Shadow of the Dalai Lama, part I, section 2. [12] Campbell, June, Traveller in Space, p.47. [13] Allione, Tsultrim, Women of Wisdom, p.41. [14] Campbell, June, Traveller in Space, p.128. [15] Campbell, June, Traveller in Space, p.157. [16] Campbell, June, Traveller in Space, p.149. [17] Havnevik, Hanna, Tibetan Buddhist Nuns, p.48. [18] Havnevik, Hanna, Tibetan Buddhist Nuns, p.131. [19] Aham, Arya, Encounter With a Bodhisattva, p.3. [20] Havnevik, Hanna, Tibetan Buddhist Nuns, p.142. [21] Havnevik, Hanna, Tibetan Buddhist Nuns, p.184. [22] Havnevik, Hanna, Tibetan Buddhist Nuns, p.135. [23] Havnevik, Hanna, Tibetan Buddhist Nuns, p.185. [24] Allione, Tsultrim, Women of Wisdom, p.2.

Computer Program and Level Exam Essay

Introduction: Goal of the report Goal of the project Preview of methods and results Methods: Steps you took or actions you did Results: Tell what you discovered in a table or a graph Discussion: Significance of what you found out Recommendations Goals achieved or not Questions raised SESSION ABOUT NAVIGATING THE INTERNET IMRD REPORT The goal of this IMRD report is to describe what I have learned in the session about using the Preimavera program. The goal of this project was to learn how to plan a project from its beginning to the end using a computer program. This report will inform the reader of the methods used, results reached and goals achieved. Methods: Level exam The level exam is basically an exam to know how good your computer skills like sending data through the internet. It’s a simple exam but it is necessary. Theoretical method The first three sessions are mainly theoretical sessions. Where you learn how to plan a project manually without the computer program by using node diagrams and other planning methods Practical method The rest of the sessions are practical sessions where the teacher explains how to operate the program and gives you a small project to plan and helps you master it. Final test The last step is the test you take where you plan a whole project and according to the result you get a certificate that you have mastered the preimavera. Results: Results| Methods| I knew that I was qualified for this course| Level exam| I learned how to plan a project without a computer program| Theoretical method| I learned how to operate the program| Practical method| To get a certificate that I mastered the preimavera| Final test| Discussion: The results above show that I have met my goal for learning how to work on Preimavera program, and I found out that anyone could learn how to use this program, and I still have to learn other planning programs like CANDY. I recommend ZODIAC center for learning computer programs.

Junior Officers Essay

This result appeared to be the same with the statistical results for the data set of all samples combined. The deviation was the item Human Resource Focus, Item 5, which appeared to be not correlated with Leadership, Item 1. There could be logical reasons why such a result, but we cannot at this stage, extrapolate without first conducting the same test for the Leaders Group. A. 3. The Pearson Correlation Matrix for the Leaders Group For the Leaders Group, Leadership, Item 1, is not correlated at all, ALL from Strategic Planning, Item 2 to Business Results, Item 7 as shown by Table 3. Table 3. Excerpt from the Correlation Matrix for the Leaders Group Leadership, Item 1 Strategic Planning, Item 2 0. 371 0. 413 Customer And Market Focus, Item 3 0. 164 0. 726 Measurement, Analysis, and Knowledge Management, Item 4 0. 753 0. 051 Human Resource Focus, Item 5 0. 715 0. 071 Process Management, Item 6 0. 247 0. 594 Business Results, Item 7 0. 524 0. 227 Cell Contents: Pearson correlation p-Value The results were revealing on two counts. First, it told us that the correlation trend shown by the Combined Data Samples of the Others Group and the Leaders Group was mainly due to the effect of the Others Group given its bigger sample size, 37 respondents compared to the Leaders Group, 7 respondents. This is manifest in that the correlation test for the Others Group showed correlation between Leadership, Item 1, and other items except in Customer and Market Focus, Item 3, which was possibly influenced by the results of the Leaders Group which showed no correlation between Leadership, Item 1, and the other items. Second, the results pointed to the contrast between the two groups being compared. There was a significant difference in perception between the Others Group and the Leaders Group. It should be noted that the Leaders Group, comprising, take note, the Senior Leaders, or specifically, the Senior Officers in the surveyed organization occupied the higher hierarchy and when we mentioned the Others Group, we are referring to leaders still, but leaders occupying the lower hierarchy, the Others Group comprising, take note, the Junior Leaders, or specifically the Junior Officers. It may argued that based on their respective position in the surveyed organization, ESGR there may be strong factors which create opposing views or that their perceptions could be affected by the imperatives, necessities, and the like and the nature of their respective positions being held in the organization. Whereas, for the Others Group, wherein Leadership, Item 1, was correlated with all the other items: Strategic Planning, Item 2; Measurement, Analysis, and Knowledge Management, Item 4; Human Resource Focus, Item 5; Process Management, Item 6; and Business Results, Item 7; however, in the Leaders Group, its Leadership, Item 1, had NO significant correlation established with ALL the other items from Item 2 to Item 7. It could mean that the Others Group, mainly Junior Officers were more concerned with function which required them to be aware of all the aspects and details of the organization. It could be contended that Junior Officers were the implementers of the details of projects and operations hence, with Strategic Planning, Item 2 of the Baldrige Criteria, the Junior Officers were more concerned with examining how organizations develop objectives and action plans and how flexible the organization should be in case of situational changes in circumstance. Junior Officers are expected to be familiar with stock knowledge on the planning step and deployment to achieve objectives at the various stages of implementation. Chances are, they are the ones evaluating data from various reports and they are the ones making the progress reports and updates for the higher echelon officers. In other words it is possible that Junior Officers differed with the Senior Leaders in terms of data/details exposure, requiring the Junior Officers to pay more particular attention to the different aspects of the organization at the field or at the ground level. Other items such as Measurement, Analysis and Knowledge Management, Item 4, could be interpreted as part of the functions of Junior Leadership and Junior Officers were more conscious of the procedures involved in handling voluminous data and information which needed sorting and which may require immediate and appropriate response. In Question 26, under the sub-category, Information and Knowledge Management, for example, in dealing with hardware and software reliability, we can expect that senior leadership not to be doing the actual testing of new software or hardware for that matter. It would thus be more the function of Junior Officers to test such new innovations. Due to the difference in focus and priorities between the Others Group and the Leaders Group as suggested by their diverging trend in the correlation test outcome, further tests had to be conducted to enable deeper probe into why such results occurred. How come?

Madame Bovary Essay

Madame Bovary Essay Madame Bovary by Gustave Flaubert is the mid nineteenth century story of a French woman named Emma Bovary in bourgeois society, who passionately but recklessly pursues the splendid life that her imagination strains toward. She tries to fill her emptiness with books, with fantasies, with sex, and with things. This desire for more, and the difference between her illusion and reality, is what ultimately destroys Emma. The ball at Vaubyessard is the episode in which Emmas discontent with her marriage is further enhanced by the magnificent display of luxury and by the exhilaration of the ball. The ball gives her a taste of the satisfaction of living her illusions, which makes her dread even more the tediousness of reality. Flaubert illustrates the evil effects of reading, the emptiness of romantic illusions, as well as the temptations of luxury and treachery through the episode of the ball at Vaubyessard. He uses techniques of contrasting imagery, negative connotation, and ironic tone in order to carry out his theme. The episode of the ball at Vaubyessard is full of reoccurring images that represent Emmas life, foreshadow future events, and support the themes. Emma dressed with the meticulous care of an actress making her debut. (Page 67) Indeed the ball was a real-life event that reflects the content of Emmas books, and Emma feels as if she is acting the part of the heroine. This sensation is what she tries to pursue for the rest of her life. Her persistent attempts to create this idyllic world for herself lead to her moral depravity and financial destruction. Her failure to satisfy these desires ultimately leads to her utter disillusionment. A servant climbing on a chair broke two windowpanes; at the noise of the shattered glass, Madame Bovary looked round and saw some peasants, their faces pressed to the window Then the memory of Les Bertaux came back to her, she saw the farm again. (Page 69) This is but a brief intrusion of reality to Emmas dreamy experience at the ball. The shattered glass i magery is foreshadowing Emmas shattered life due to the blindness of her romantic ideals. The peasants at the window represent Emmas reality, and also foreshadow her eventual bitter disappointment when all that she pursues fails to give her happiness. The image of the circle, which reoccurs throughout the book, represents Emmas emotional circles and her circulatory life. They began slowly, then moved more rapidly. Everything was turning around them, the lights, furniture, paneling, and the floor, like a disk on a pivot. (Page 70) Emma said nothing and watched the wheels turn. (Page 72) The spinning and turning is an imagery of Emma losing control of her life. Emma is caught in between escape and confinement. She attempts again and again to escape the ordinariness of her life by reading novels, having affairs, day dreaming, moving from town to town, and buying luxurious items, but in the end she is left in emotional turmoil. Along the row of seated women, painted fans were fluttering, bouquets half concealed smiling faces, and gold-stopper perfume bottles were being turned in half-opened hands. Lace trimmings, diamond brooches, and bracelets with lockets trembled on bodices, sparkled on breasts, jingled on bare arms. (Page 68) You could hear the clinking of gold coins dropping onto the card tables in the next room; then everything began at once. (Page 68) These two quotations provide the superficial imagery of the ball. It is all that Emma is yearning for, the lavishness and the happiness. Emma tries to fill the emptiness of her life with material things, but they end up being the very things that finally destroy her. A woman near her dropped her fan as a man danced by. The gentleman kneeled down, and as he reached out, Emma saw the young womans hand throw something white, folded into a triangle, into his hat. (Page 70) Exotic plants bristling with hairy leaves rose in pyramids beneath hanging vases, which, like over-crowded serpents nest. twisted green tendrils over their edges. (Page 72) These are images of deceit and treachery, other methods that Emma uses to pursue her idealistic romances. On two occasions she is persuaded that adultery can give her the splendid life that her imagination conjures up, and both times she is left feeling bitterly disappointed. Flaubert uses many different techniques in addressing his themes. He writes neither in the third person, nor the first, but with varying narrative. Events are recorded as if from the viewpoint of a particular character but not in that characters voice. Flaubert retains a distance that evokes objectivity but also seems disdainful. His characters all seem ridiculous. When Rodolphe Boulanger seduces Emma, for example, they are at a country fair and he whispers above the sound of a farm wife winning an award for her pig. To Boulanger, his winning of Emma is no more consequential than the womans winning of pig meat. Irony is incorporated when a characters perception completely differs from what is obvious to the reader. One example would be Emmas perception of the marquis father-in-law and what we know from Flauberts description. There was one old man eating, bending over his well-filled platter with his napkin knotted in back like a child, drops of sauce dribbling from his mouth. Emma could not keep herself from staring at the slack-mouthed old man as someone extraordinary and august. He had lived at Court and slept in the bed of queens! (Page 67) Emma sees a respectable, majestic old Duke of Laverdiere, while the reader sees a drooling old man. Flauberts selection of detailed description is very important in carrying out his ironic tone. He shows the reader the superficiality of Emmas perception with the description of Lace trimmings, diamond brooches, and bracelets with lockets trembled on bodices, sparkled on breasts, jingled on bare arms. (Page 68) He mentions nothing about the people under these decorations because Emma does not notice them. Another technique Flaubert uses is contrasting images. The reader sees what Emma remembers back on Les Bertaux versus what she sees at the ball. It presents to the reader Emmas emotional struggle between escape and confinement, the ideal versus reality, her sensation of living a novel and the fear of exiting it. Emma Bovary is deluded by literature because she is in search of ecstasy and transcendence. She is looking for a higher, more meaningful life than the one available to her as the wife of a bourgeois country doctor, and in this quest she finds only self-destruction. She dies because she has attempted to make her life into a novel. The scene of the ball at Vaubyessard is setting the stage and foreshadowing her fate. At Vaubyessard Emma first has the experience of feeling as if she is living in a novel, and it is what she keeps on pursuing to her ultimate demise. You can order a custom essay, term paper, research paper, thesis or dissertation on Madame Bovary topics at our professional custom essay writing service which provides students with high-quality custom written papers at an affordable cost.

Publishing a Fundraising Field Guide, by Carlos E. Espinal

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Toyota Airbag Defect Analysis Essay Example | Topics and Well Written Essays - 750 words

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