Report and PowerPoint presentation about comparing between two Dining Essay

Report and PowerPoint presentation about comparing between two Dining Hall - Essay Example Others will have their dining halls centralized at one building while others prefer decentralized services. However, the ultimate objective of these plans is providing quality and affordable meals to the students. in this easy, I present my findings from an analysis of two leading universities’ dining halls in the state of Florida, the Florida University of Technology dining hall and the University of Florida dining hall. Features of the Florida University of Technology dining hall Centralization into one building The Florida University of Technology dining hall, commonly known as the Panther Dining Hall, is the sole food provider to the students in the campus. Located at the main residential building in the university, the dining hall seeks to provide the students with convince in the accessibility of food to the students. ... With its large windows that always remain open; the dining hall has a good supply of air. Additionally, students can enjoy outside weather, by choosing to eat from the outside. There are cleaners who constantly keep on mopping the floor, thus maintaining its clean nature. Quality and variety of meals Despite being the sole food provider in the university, the dining hall strives to offer the students with a variety of meals that are high quality and affordable. Professionally prepared and packaged, the students receive high standard services from the dining hall. Having a meal in the hall gives one the impression of eating from a three star restaurant. Among the popular meals available in the dining hall to the students, include pizza buffet, pasta to order, deli, dessert, home-style entree with carvery, and salad (â€Å"Florida Institute of Technology,† 2013.) Presence of bars and international drinks Within its premises, there is an international bar and grill, which serves students with different alcoholic brands. With a variety of different alcoholic beverages, most of which are drawn from different countries, the dining hall factors in the international students (â€Å"Florida Institute of Technology,† 2013.) Therefore, one does not have to leave the campus premises in order to have their drinks. Not unless the students want to for a night out in the city, the dining hall fully caters for all the drinks that students could require. This enhances their security, as they do not have to leave the school compound most of the times. Different alcoholic bars and beverage bars The dining hall also has a beverage bar, one that serves the non-alcoholic drinks to the students (â€Å"Florida Institute of Technology,† 2013). This

John Locke on Property Essay Example for Free

John Locke on Property Essay Natural reason suggests that human beings have the right to preserve themselves the moment they are born. An individual can utilize everything that he sees around him to preserve himself. He can drink if he is thirsty; he can eat if he is hungry. Nature, which God gave to the world, is the individual’s source of materials for his preservation. Locke emphasized that the world was given to the whole humanity by God. This, for Locke, is nothing but common knowledge (Locke 11). Locke questions how an individual can actually own a thing. He finds it difficult to understand why, when God has given the Earth to His children, men would search for things on earth and label it as their own. Since it is difficult to find a part of the Earth which an individual can own and call it his â€Å"property†, then the only easy way to solve this dilemma is to have the world owned by a universal monarch. This, then, would only be possible upon the belief that Adam owns the world because god gave it to him. As Adam has the world, it also means that his heirs own the world, too (Locke 11). Since this clearly is not the case in today’s world and in today’s society, Locke promises that he will explain how an individual claim a part of what God has given mankind, and that, with no single express compact of all people (Locke 11). As God has given mankind a whole world, it also means that along with this, He has given mankind a reason to use this world to their convenience and best advantage. The world are has everything that a man needs to survive. It has air, water, food and shelter. It contains that things that an individual needs to live a comfortable life. Whatever is found in this world all help in supporting the life of an individual (Locke 13). Although the food found on earth, including the animals or the predators that feed on them, are all qualified as properties of mankind (since nature produces all them), the fact alone that they are included as part of the earth means that even the predators are necessary for the survival of mankind – even when these beasts harm the quality of living of an individual. There will always be a way for a man to know how a harmful beast may help him. Whatever way this is, he has yet to figure out, but the fact remains that a harmful beast is indeed beneficial since it is a part of the world that God gave him (Locke 14). For Locke, the meat and the fruit which an individual feeds on are both considered occupants of the earth. No other individual will have the right to own that particular meat or particular fruit before it can support his life. No one has a right to something if the benefits are yet undiscovered (Ishay 116). The earth is indeed common to all the people living in it – to all its occupants. Then again, each individual has a property of his own. He is the only person who can practice his rights on that certain thing since he is the only person owning it. His hands do the working. His body does the laboring. Because of all these, whatever he produces rightfully becomes his property. Whatever thing nature has provided, which he, in turn, takes away from the state, becomes his property, as soon as he mixes his labor with it. Whatever it is that he takes away from the state which was placed there because of nature eliminates the right of other men, as long as he was able to own it through his hardships and labor (Ishay 116). Labor is indeed an important factor in this case, since labor is something that mankind cannot question. Labor is the unquestionable property of the man who is laboring. The man laboring is the only man who has the right to his products (Ishay 116). Whoever is being supported and benefited by the fruits of his labor has definitely appropriated these fruits for him. The question of Locke now, is when exactly did this fruit became his own? If, for example, an individual harvests the apple that came from the tree he himself planted, when exactly did he own the apple? Was it from the time when he digested the apple, since it is believed that as he is nourished by the fruit of his labor, he can start calling this his own? Or was it from the time when he picked the apples from the tree (Ishay 117)? What marks the difference between the common man and himself is labor. Labor defines what nature cannot. If an individual makes use of what nature has given him, and he, in turn, starts to benefit from it, then he owns the fruit. The man is able to own things as he extends what a nature can do to support his life. Here is where the concept of private right comes in (Ishay 118). Another dilemma is realized from this perspective, since will one not have a right to that apple which he appropriated for himself if mankind did not allow him to? Does he need the consent of other men to make the apple his property? Would this be considered robbery, since whatever is found on this earth is a property of all men (Boaz 123)? Then again, John Locke argued that consent from other men is not even necessary in the first place. If an individual always waits for a go-signal from other men so that he can start owning and eating an apple, then he will end up being starved. What is common in mankind, or common in â€Å"commoners†, is the act of taking something away from this world to make it his property. Nature leaves something in the state, and commoners remove it out from there. As an individual removes it from the state, it starts to be his property. Without such property, then the individual will be of no use to the world. Taking something which an individual may consider his property is not dependent on whether or not commoners will allow him to (Boaz 123). The grass is in the lands to be eaten by a horse. A servant sees a turf which he may cut. All people can see ores, and all of them have right to the meat. An individual can do everything that he can, and thus exhibit acts of labor, to produce something that can benefit him. As a product of his labor, his prize is to own it as its property. He does not need to consult other men; more so, need their consent. The moment an individual removes something from the state is already a manifestation of a labor being enacted. There is a struggle, a difficulty, and an action taking place as an individual takes something away from the state. From this point exactly, an individual owns a thing (Boaz 123). John Locke’s main argument when he said that property is prior to the political state; he was referring to the law of reason. This law is what makes the deer a proper of an Indian, only if this Indian went his way into killing the deer. Once he exerted effort and enacted labor into killing the deer, then he has every right to eat the deer. The deer used to be a property of the world, and of everyone. Killing it is also a right of every person. Then again, whoever has the reason to go first and bestow his energy, labor and power to kill the deer, is the same person who owns the meat. Reason is what defines a person’s property, according to John Locke. Whatever it is that is found in this earth is a property of everyone, and everyone has the right to owning it. Then, again, labor, when fueled with reason, is what makes and what allows a person to own something and start calling it his property (Boaz 124). For John Locke, it is effortless to imagine and think how labor can start and prescribe a person’s property, considering the fact and the supposed challenge that may be faced since this property used to be a property of all mankind, and this property of mankind is coming from nature – the nature itself being an entity that belongs to everyone. The limits of a property are defined by how we spend it. For John Locke, arguments and conflicts regarding property and owndership may be eliminated if we see things his way (Boaz 125). Through John Locke’s view in property, he suggests that convenience and right go along together. He has his right which is his reason enough to employ his labor on a property common to mankind. Once he goes through challenges to own it to his convenience, then there should be no room left for conflict and quarrel. Whoever went his way to experience challenges just to reap what he saw, has every right to own the fruits of his labor (Boaz 126). Works Cited Boaz, David. The Libertarian Reader: Classic and Contemporary Readings from Lao-tzu to Milton Friedman. Free Press, 1998. Ishay, Micheline. The Human Rights Reader: Major Political Essays, Speeches, and Documents from Ancient Times to the Present. CRC Press, 2007. Locke, John. Two Treatises of Government. Kessinger Publishing, 2004.

What is reading :: Word Recognition, Reading Comprehension

What is reading? At a very tender age, when I first learned to read words, I was excited because I was now a reader but was I really reading or just lifting words off paper? Even though this is necessary for reading, reading is more complex than just recognizing words. The reader has to make sense of the words base and their context. While engaged in reading, the prior knowledge is activated along with personal connection, ideas, and opinions. Unfortunately, children will develop reading problems if they do get the necessary stills that will allow them to function on a higher level and succeed in life. Jennings, Caldwell and Lerner (2010) mentioned that it is said that â€Å"Children must learn to read so that later they can read to learn† (pg. 4). Therefore reading is the foundation that children need to be successful in life. Jennings, Caldwell and Lerner (2010) advised that to help children read better and develop a love for reading, fall on the laps of the teaching professionals since they are the planner and implementation of instructional services (pg. 3). It is understandable that even though there are different levels of readers, the ultimate goal is for teachers to create good readers in children. Jennings, Caldwell and Lerner (2010) iterate that reading is making sense of text. The reader generates his or her own mental version of what is been read (pg. 13). In my field experience, I have seen children who could read any word off paper but had no opinion of what is going on in the story. I have also experienced teachers getting frustrated when their students are not able to decipher or decode words in context or make connection to text. Jennings, Caldwell and Lerner (2010) talked about the three elements of reading. There is the reader, the reading material and the reading situation. The r eader brain is super active while making sense of the material and creating a version that will fit into the reader scheme (pg. 13). As I think back on Jennings, Caldwell and Lerner’s observation, I can remember reading about a Niagara Falls at a young age in Jamaica, West Indies and not knowing what Niagara Falls looks like, I construction in my mind that it looked like Dunn’s River fall in Jamaica. Years later I realized Dunn’s River Fall cannot be compare to Niagara Falls.

The Role of the Prosecutor Essays -- Law Legal

The Role of the Prosecutor All serious criminal cases require the participation of three individuals: the judge, counsel for the prosecution, and counsel for the accused. If any one of these are absent from the procedure, "the criminal justice system is incomplete" (Congress). The prosecutor stands at a critical stage in the criminal justice system as well as playing a critical role before, during and after the trial. They serve many functions throughout the criminal process. Some of which are investigating, plead bargains, questioning both jurors and witnesses, and being involved through the sentencing as well. The first thing that must be understood is that the duty of the prosecutor is to seek justice, not merely to convict. It is crucial that his obligation is to protect the innocent as well as to convict the guilty, to guard the rights of the accused as well as to enforce the rights of the public. The prosecutor should have the most knowledge of the work of the police in the investigation of crimes and in the enforcement of law. The prosecutor has tremendous amount of desecration as to what charges will be brought against an accused person or whether to even dismiss charges based on lack of evidence. Since his decisions account for a large share of cases that are taken into the courts, "the character, quality and efficiency of the whole system is shaped in great measure by the manner in which he exercises his broad discretionary powers" (Britani...

Brighton Rock by Graham Greene

In 1947 Donat O’Donnell wrote that â€Å"far more than the left-wing militancy of such poets as Auden and Spender†¦ the thrillers of Mr. Greene reflect the state of the West European mind in the thirties. † (25). For O'Donnell, Greene is â€Å"the most truly characteristic writer of the ‘thirties ir England, and the leading novelist of that time and place† (28). What Greene draws attention to in his novels from the period is, as McEwen notes, the condition of violence and savagery repressed beneath a seeming peace.Greene’s work such as Brighton Rock used the apparatus of the thriller to expose and investigate contemporary social problems; these novels are vehicles for social commentary particularly in the implicit equation they make between the violence and cruelty of their protagonists, Raven and Pinkie, and the background of poverty against which they are presented. This paper analyses Brighton Rock through a prism of narrative theory. In addi tion some socio-philosophical implications are discussed.Analysis In Brighton Rock Pinkie's gang murders Hale but only after he has made the acquaintance of Ida Arnold, a fun-loving pragmatist who repeatedly insists on her knowledge of the difference between right and wrong. Responding to an irrational compulsion—she calls herself a â€Å"sticker where right's concerned† (16)—she investigates Hale's death, seeking to bring Pinkie to justice and to save Rose the suffering that Pinkie will inflict upon her.Like Mather, Ida, despite fulfilling the role of the detective, is mocked by the narrative: her inability to see beneath the surface of things severely limits her understanding of the case and of the world she inhabits. Brighton for her is a place of fun and excitement, and life is always â€Å"good† (19, 72): â€Å"I always say it's fun to be alive† (17). The dark side, both of life and of the city with its beggars and its crime, is completely ali en to her (73):Death shocked her, life was so important. She wasn't religious. She didn't believe in heaven or hell, only in ghosts, ouija boards, tables which rapped . . . but to her death was the end of everything. . . . Life was sunlight on brass bedposts, Ruby port, the leap of the heart when the outsider you have backed passes the post and the colours go bobbing up. Life was poor Fred's mouth pressed down on hers in the taxi, vibrating with the engine along the parade. . .. she took life with deadly seriousness: she was prepared to cause any amount of unhappiness to anyone in order to defend the only thing she believed in. (36) Both her naive optimism, which has â€Å"something dangerous and remorseless† (36) in it, and her spiritual blindness prevent her from understanding Pinkie and Rose and account for the ironic tone that dominates many of the descriptions of Ida: Ida Arnold was on the right side. She was cheery, she was healthy, she could get a bit lit with the best of them.She liked a good time, her big breasts bore their carnality frankly down the Old Steyne, but you had only to look at her to know that you could rely on her. She wouldn't tell tales to your wife, she wouldn't remind you next morning of what you wanted to forget, she was honest, she was kindly, she belonged to the great middle law-abiding class, her amusements were their amusements, her superstitions their superstitions (the planchette scratching the French polish on the occasional table, and salt over the shoulder), she had no more love for anyone than they had. (80)This kind of mockery has led numerous critics to denigrate Ida for her lack of spiritual awareness (she boasts to Rose that â€Å"It's the world we got to deal with† [198]) and to elevate Pinkie to tragic stature because he professes a belief in a divine order (â€Å"it's the only thing that fits† [52], he says) wherein the crucial difference is not between right and wrong but between Good and Evil. In that Rose shares Pinkie's knowledge, she and Pinkie are presented both in the text and in critical discussions as morally superior to Ida and other characters like her such as Dallow, Cubitt, Colleoni, and Phil Corkery.The point is made particularly clear in comments made by Rose to Pinkie and in exchanges between Ida and Rose: â€Å"I only came here for your sake. I wouldn't have troubled to see you first, only I don't want to let the Innocent suffer†Ã¢â‚¬â€the aphorism came clicking out like a ticket from a slot machine. â€Å"Why, won't you lift a finger to stop him killing you? † â€Å"He wouldn't do me any harm. † â€Å"You're young. You don't know things like I do. † â€Å"There's things you don't know. † she brooded darkly by the bed while the woman argued on: a God wept in a garden and cried out upon a cross; Molly Carthew went to everlasting fire.â€Å"I know one thing you don't. I know the difference between Right and Wrong. They di dn't teach you that at school. † Rose didn't answer; the woman was quite right; the two words meant nothing to her. Their taste was extinguished by stronger foods—Good and Evil. The woman could tell her nothing she didn't know about these—she knew by tests as clear as mathematics that Pinkie was evil—what did it matter in that case whether he was right or wrong? (198) As is illustrated here, the narrative frequently contrasts two distinct views of the world—the secular outlook of Ida and others and the religious perception of Rose and Pinkie.From a social perspective there is no escaping the fact that Pinkie's evil makes him a criminal. However, as with Raven, Pinkie's guilt is mitigated by a background of poverty (â€Å"Man is made by the places in which he lives,† the text tells us [37]) and by the presence of Colleoni, a self-described â€Å"business man† (64), who, though the leader of a vast criminal organization, is also well reg arded by the Brighton police and by the Conservative party which seeks to persuade him into politics (159).As for Ida, whatever her shortcomings, she succeeds in her task of ridding society of Pinkie's menace, although the conditions that produced Pinkie, the source of the evil, remain. On one level, then, Ida is the instrument of law and order who brings about the socially desirable end, the social good, that Rose, representative of a religious or spiritual Good, cannot. Ida is, in this respect, a figure of the law defending a secular middle-class vision of society that relies on human justice which, as we have noted, Greene sees as both limited and limiting.On the other hand, criticism of Ida often seems to have at its root a prejudice against the detective story because it is a popular form of literature. Ida, herself, is strongly tied to popular culture, and in many respects she represents a populist spirit. The text tells us that â€Å"She was of the people, she cried in cinem as at David Copperfield, when she was drunk all the old ballads her mother had known came easily to her lips, her homely heart was touched by the word ‘tragedy'† (32). Similarly, her bed-sitting room contains the trappings of popular culture and an assortment of popular literature:pieces of china bought at the seaside, a photograph of Tom, an Edgar Wallace, a Netta Syrett from a second-hand stall, some sheets of music, The Good Companions, her mother's picture, more china, a few jointed animals made of wood and elastic, trinkets given her by this, that and the other, Sorrell and Son, the Board. (42) In one sense then, her success represents the triumph, albeit limited, of the popular. However, for critics like R. W. B. Lewis, Ida's â€Å"popular heart† (34) and her role as the investigating detective underpin the condemnation of her character and the neglect of her function in the book.In Lewis's eyes, the Ida Arnold plot threatens Brighton with the disaster of be ing two different books under the same cover (244): â€Å"The entertainment is Ida's; it begins with the first sentence . . . The tragedy is Pinkie's; it begins more subtly in the atmosphere of place† (243). As these remarks imply, not to condemn Ida is to elevate in their importance the book's detective-story aspects-something Lewis cannot and will not do. We can see in Brighton Rock how the detective story complements and underscores the narrative of Pinkie's religious struggle.To be fair, however, Lewis does recognize the interdependence of the two stories, despite his perception of â€Å"generic confusion† in the novel (239) the relation between the detective story and the tragedy expresses exactly what Brighton Hock is finally all about. It is a relation between modes of narrative discourse that reflects a relation between two kinds or levels of reality: a relation between incompatible worlds; between the moral world of right and wrong, to which Ida constantly and confidently appeals, and the theological world of good and evil inhabited by Pinkie and Rose.(244) However, we might add to these remarks that the relation between the two modes of narrative discourse can also be read as an inscription of the relationship between popular discourse and serious discourse. In the pure classical detective story that Todorov describes, the story of the crime becomes present in the text only through the story of the investigation; that is, the crime takes place outside the frame of the narrative and all its details are revealed only in the course of the investigation.The events leading to the crime make up a story that is seen only through its periodic intrusion by means of clues, or ciphers, into the story of the investigation which we read: we find out about the one story in the telling of the other. As Todorov figures it, this pattern reveals the two aspects that the Russian formalists identify as part of any story—fabula and sjuzhet—whe re the fabula is revealed only through the sjuzhet while yet providing the sjuzhet with the material of its own existence.However, as we have noted, to determine which of these two precedes the other is a task fraught with ambiguity, and this ambiguity is reflected in Brighton Rock's departures from the paradigm of the classical detective story. This ambiguity emerges in the novel's handling of the mechanics of the classical detective story's structure: Ida explicitly begins her pursuit at the place from which Hale disappeared (81) and then works to reconstruct the crime which, as even Pinkie realizes (86), is the standard investigative process.In a general sense, Ida traces over the previously laid path of Pinkie and his gang—an activity that is consistent with the structural dynamics of the classical detective story plot—and so figures the actions of the sjuzhet (the discourse) upon the material of the fabula (the story). As well, her retracing figures the act of wri ting that produces narrative as a rewriting of a prior narrative which is repressed in the later narrative although its existence is revealed in the later narrative—the narrative of the investigation—through the presence of clues which are the tangible signs marking the return of the repressed.However, in Brighton Rock Ida's pursuit of Pinkie intensifies the story of Pinkie's efforts to avoid capture. As Ida proceeds in her reading or events—explicitly linked to her reading of an occult text (â€Å"Fresuicilleye†)—she uncovers indications of Pinkie's story marked in the narrative's details, which in more orthodox detective fiction are formalized as clues: things such as Hale's dislike of Bass beer and his confession that he was â€Å"going to die† (18) arouse Ida's â€Å"instincts† so that she senses that â€Å"there is something odd† about Hale's death (31).Late; details that come out after his death, such as the fact that he used a false name (31), had bruises on his arms (79), and left a restaurant without eating despite telling Ida he was hungry (33), confirm Ida's suspicions that something is puzzling about the death while, at the same time, they reveal details of Pinkie's story. As the novel progresses, it becomes clear that Ida's investigation of Hale's death forces Pinkie's actions.Since the official investigators agree that Hale died of natural causes, they have closed the case (78-80), which means that it is only Ida whom Pinkie has to fear. In an odd way, then, Ida's search originates, explains, and validates all of Pinkie's actions from his courtship of Rose to his murder of Spicer to his attempt to arrange Rose's suicide: as Dallow accuses Ida late in the novel, â€Å"this is your doing. You made him marry her, you made him . . . † (236).To be sure, Pinkie fears that the police may ask questions about the man who left the card at Snow's, but, as we realize, they do not and will not reo pen their inquiry. In their place, though, is Ida. In this sense, the detective story plot determines the course of Pinkie's story; although, conversely, it is Pinkie's story that gives rise to the detective narrative. The two lines of action are entangled in each other with each standing as the origin of the other.Indeed, the question of origin is complicated further by the fact that the disturbance that excites the narrative of Brighton Rock into being—the murder of Hale—is considered an act of revenge: the initial action occurs in response to an earlier action—the murder of Kite—the story of which, though sporadically erupting into Pinkie's story (63, 218-19), lies in another narrative, another text; as the text explicitly remarks, â€Å"The whole origin of the thing was lost† (217).As a model of narrative mechanics, then, Brighton Rock, figures narrative's ability to perpetuate itself by inscribing within itself two separate narrative strands t hat generate and then feed on each other. Since Pinkie's story—the story of the crime—sparks Ida's story into life and since her investigation determines the content of Pinkie's story, each story can be seen as the origin of the other as each lies behind the other. Ida's investigation uncovers the contents of Pinkie's story, but his narrative also becomes the means by which Ida's story is discovered.To illustrate with just one example of how this works one can look at part 4, section 1 (99-120), where Pinkie and Spicer are at the race track. Although the storyline in the foreground involves Pinkie's betrayal of Spicer to Colleoni's men, one glimpses the other narrative line involving Ida. Spicer tells Pinkie about a woman who â€Å"backed Black Boy for a pony† (103). One then finds out that Black Boy won the race, and again Spicer mentions the woman who now has won so much money (104); the narrative goes on to report that Pinkie â€Å"heard a laugh, a female la ugh† which is attributed to the same woman (104-105).She is, of course, Ida, who bets on Hale's tip and so wins enough money to persist in the investigation. In this example one sees how the story of detection is revealed in the telling of Pinkie's story. Another way for us to see the relationship between the two narratives of Ida and Pinkie, of investigation and crime, is to think of either narrative strand as the repressed content of the other: each reveals its presence in intermittent clues that surface into the respective narrative.However, whichever way one chooses to view Brighton Rock again depends on one's point of view, but ultimately one is looking at the same thing. Greene reflects the indeterminate nature of narrative origins in his handling of the classical detective story's structure. As Brighton Rock stands, the story of the detection is interrupted by the story of the criminal, which reveals details of the crime; the two stories are presented in roughly alterna ting chapters occurring more or less along a shared timeline.The reader, then, gains knowledge of the circumstances of Hale's death from two sources, the chapters dealing with Ida and the chapters dealing with Pinkie. The two stories of the investigation and the crime become blurred in the novel as each begins to include the other. As if to underscore this blending of narrative, it is notable that the novel's first scene places Pinkie, Ida and Hale in the same room: murderer, detective, and victim have their stories begin at the same time in the same place. The novel figures, then, the indeterminate nature of narrative origin from its outset.Because Ida's investigation of events, metaphorically figured in her reading of an occult text, both reveals and determines the text she reads, we also see in Brighton Rock how the perceiving subject effects what it perceives, and in terms of reading the implications of this action are complex. On one level, reading a text actualizes that text f or the reader by inscribing it in the reader's consciousness where it previously did not exist. At the same time, the reader sees in the text what he or she is, in a sense, programmed to see through his or her experience of the â€Å"already-read†.This phenomenon lies behind the differing judgments on Brighton Rock: probable or improbable plot, proletarian novel or moral allegory, detective story or religious drama, light fiction or serious literature, entertainment or tragedy, and so on. However it is seen, the novel is the product of an interpretive act. Brighton Rock shows us both how these differences are generated and how they coexist within the textual field of the novel. The question of how texts are read is one of the issues at the heart of Brighton Rock.Perhaps more than in other detective stories, Brighton Rock foregrounds the reading process as a concern from the first page when we find Hale as Kolley Kibber following a route (itself prescribed by a text) through B righton in search of someone with a copy of The Daily Messenger in hand who can repeat a prepared text: â€Å"You are Mr. Kolley Kibber. I claim the Daily Messenger prize† (5). Language is, thus, explicitly figured as a code. The text stresses that the claim must be made â€Å"in the proper form of words† (5), and hence the possibility of arriving at a correct, univocal reading of a text, of fully understanding the code, is implied.However, since the challenge Hale receives ultimately results in his death, we see figured in Brighton Rock the inadequacy of such a simple method of reading. This possibility is confirmed in the larger investigation of reading that is enacted in the novel. As the detective, Ida is the reader of the fictions that Pinkie creates to explain Hale's, Spicer's, and, though it does not occur, Rose's deaths. In producing these fictions, Pinkie uses tangible signs, which are meant to mislead their reader. The cards he has Spicer lay along Hale's rou te are meant to stand as the visible traces of Hale's presence, as Hale's signature.Similarly, in preparing the story of Rose's suicide, Pinkie uses a note that Rose herself has written and insists that she â€Å"add a piece† to explain her death (231); for Rose, this involves â€Å"signing away more than her life† (227) because in committing suicide she commits a mortal sin which will, according to her belief, damn her. But in both instances, and particularly in the latter, the creation of a fiction is explicitly tied to the production of a written text, and in this way the act of detection that involves the reading of Pinkie's texts mirrors the activity of Greene's reader and of reading in general.Conclusion If Brighton Rock demonstrates the limitations of reading, it also insists upon the necessity of reading. Just as Chesterton described every detail within the urban landscape as a sign to be read by the detective in his or her search for truth, so is every detail within a detective story of potential significance to the reader's interpretation of the narrative. In Brighton Rock the experience of the world is figured in terms of reading; the world of Brighton is explicitly a world of text.Rose's father's face is â€Å"marked deeply with the hieroglyphics of pain and patience and suspicion† (142); â€Å"the edge of the sea is like a line of writing in whitewash: big sprawling letters† (152); and Ida, herself, is likened by the narrative to an enigmatic text that insists it be read: â€Å"she stood there like a wall at the end of an alley scrawled with the obscene chalk messages of an enemy† (196). In this context, reading becomes an unavoidable activity linked to power; those best able to read or even to offer convincing and authoritative readings are those who exercise power in this world.Both Ida and the police are confident in their interpretations of clues and events. The police, assigned the task of interpreting evide nce in order to determine whether or not a crime has been committed, produce their own reading of Hale's death. Their report presents a univocal interpretation of the details of the death and so preserves their power because in their eyes and in the eyes of the society the case is solved.The closing of the case thus maintains an impression of efficiency, which, in turn, justifies the authority conferred upon the police. As Edwin Muir wrote of Pinkie in a review of Brighton Rock, â€Å"he is an evil product of an evil environment, a living criticism of society, and on that plane genuine† (76). Muir's remarks could just as easily apply to Raven, who is said to be â€Å"made by hatred† (66). Indeed, because one of his obsessive boasts is â€Å"I'm educated† (15, 46), the social system that shapes Raven is severely criticized.In Brighton Rock there are hints of a repressed desire for goodness and peace in Pinkie that are seen in his emotional reactions to music, his recollection of his days in the church choir and his desire to be a priest, his faint stirring of tenderness for Rose and pity for Prewitt, and his sense of an â€Å"enormous emotion beating on him . . . the pressure of gigantic wings against the glass† as he drives Rose to what he assumes will be her death (242)—all of which indicate that Pinkie's evil arises out of the corruption of his innocence.In his case, the crippling effects of his environment destroy a natural tendency to goodness. The three â€Å"entertainments† that follow Brighton Rock, while not abandoning the social critique of the books from the thirties, become more obvious than Greene's text was in the interrogations of the thriller form and of the structures of authority—whether political, literary or textual—that exist within society. Bibliography Greene, Graham. Brighton Rock. 1938. Harmondsworth: Penguin, 1988._____________. Our Man in Havana. 1958. Harmondsworth: Penguin, 197 7. Lewis, R. W. B. â€Å"Graham Greene: The Religious Affair. † The Picaresque Saint: Representative Figures in Contemporary Fiction. Philadelphia and New York: Lipponcott, 1959. 220-74. McEwen, Neil. Graham Greene. Macmillan Modern Novelists. London: Macmillan, 1988. O'Donnell, Donat. â€Å"Graham Greene. † Chimera 5. 4 (Summer 1947): 18-30. Todorov, Tzvetan. The Poetics of Prose. 1971. Trans. Richard Howard. Ithaca: Cornell UP, 1977.

Infinity Essays - Cardinal Numbers, Infinity, Mathematical Objects

Infinity Essays - Cardinal Numbers, Infinity, Mathematical Objects Infinity Most everyone is familiar with the infinity symbol, the one that looks like the number eight tipped over on its side. Infinity sometimes crops up in everyday speech as a superlative form of the word many. But how many is infinitely many? How big is infinity? Does infinity really exist? You can't count to infinity. Yet we are comfortable with the idea that there are infinitely many numbers to count with; no matter how big a number you might come up with, someone else can come up with a bigger one; that number plus one, plus two, times two, and many others. There simply is no biggest number. You can prove this with a simple proof by contradiction. Proof: Assume there is a largest number, n. Consider n+1. n+1*n. Therefore the statement is false and its contradiction, there is no largest integer, is true. This theorem is valid based on the Validity of Proof by Contradiction. In 1895, a German mathematician by the name of Georg Cantor introduced a way to describe infinity using number sets. The number of elements in a set is called its cardinality. For example, the cardinality of the set 3, 8, 12, 4} is 4. This set is finite because it is possible to count all of the elements in it. Normally, cardinality has been detected by counting the number of elements in the set, but Cantor took this a step farther. Because it is impossible to count the number of elements in an infinite set, Cantor said that an infinite set has No elements; By this definition of No, No+1=No. He said that a set like this is countable infinite, which means that you can put it into a 1-1 correspondence. A 1-1 correspondence can be seen in sets that have the same cardinality. For example, 1, 3, 5, 7, 9}has a 1-1 correspondence with 2, 4, 6, 8, 10}. Sets such as these are countable finite, which means that it is possible to count the elements in the set. Cantor took the idea of 1-1 correspondence a step farther, though. He said that there is a 1-1 correspondence between the set of positive integers and the set of positive even integers. E.g. 1, 2, 3, 4, 5, 6, ...n ...} has a 1-1 correspondence with 2, 4, 6, 8, 10, 12, ...2n ...}. This concept seems a little off at first, but if you think about it, it makes sense. You can add 1 to any integer to obtain the next one, and you can also add 2 to any even integer to obtain the next even integer, thus they will go on infinitely with a 1-1 correspondence. Certain infinite sets are not 1-1, though. Canter determined that the set of real numbers is uncountable, and they therefore can not be put into a 1-1 correspondence with the set of positive integers. To prove this, you use indirect reasoning. Proof: Suppose there were a set of real numbers that looks like as follows 1st 4.674433548... 2nd 5.000000000... 3rd 723.655884543... 4th 3.547815886... 5th 17.08376433... 6th 0.00000023... and so on, were each decimal is thought of as an infinite decimal. Show that there is a real number r that is not on the list. Let r be any number whose 1st decimal place is different from the first decimal place in the first number, whose 2nd decimal place is different from the 2nd decimal place in the 2nd number, and so on. One such number is r=0.5214211... Since r is a real number that differs from every number on the list, the list does not contain all real numbers. Since this argument can be used with any list of real numbers, no list can include all of the reals. Therefore, the set of all real numbers is infinite, but this is a different infinity from No. The letter c is used to represent the cardinality of the reals. C is larger than No. Infinity is a very controversial topic in mathematics. Several arguments were made by a man named Zeno, a Greek mathematician who lived about 2300 years ago. Much of Cantors work tries to disprove his theories. Zeno said, There is no motion because that which moved must arrive at the middle of its course before it arrives at the end.

One Art Essays

One Art Essays One Art Paper One Art Paper Essay Topic: Poetry The art of losing isnt hard to master; so many things seem filled with the intent to be lost that their loss is no disaster, Lose something every day. Accept the fluster of lost door keys, the hour badly spent. The art of losing isnt hard to master. Then practice losing farther, losing faster: places, and names, and where it was you meant to travel. None of these will bring disaster. I lost my mothers watch. And look! my last, or next-to-last, of three beloved houses went. The art of losing isnt hard to master. I lost two cities, lovely ones. And, vaster, some realms I owned, two rivers, a continent. I miss them, but it wasnt a disaster. Even losing you (the joking voice, a gesture I love) I shant have lied. Its evident the art of losings not too hard to master though it may look like (Write it!) a disaster. Why I chose it She explains a major problem well in this poem. We have so many losses in life and we have to learn how to forget some of them otherwise life will overwhelm us. Only if we do this, we will learn how to deal with the big losses in life and the pain that comes with them. Elizabeth Bishop is trying to teach this important lesson to the reader and she does this by creating a poem with an interesting structure. She increases the amount that is lost after each stanza so the reader can understand how forgetting small losses can help them get over bigger losses. She uses a rhyme scheme of ABA in each of her 3 line stanzas and each middle line of the stanzas rhyme with each other middle line of the other stanzas e.g went, continent, intent. With this, the poem flows nicely which helps the reader understand it. Also I was curious on the poem because of the title. After reading it I questioned how loss can be named an art. Bishop explains this clearly in her poem. Commentary Elizabeth Bishops poem, One Art, is a poem overflowing with irony which uses the structure and expressions to evoke the emotion of loss which Bishop is trying to convey to the reader. She seems to have lost many things in her life and has written this poem for the sole purpose to reassure the reader that if they find control within themselves, they are able to accept the many losses that are in their lives. Loss is something that cannot be mastered, emotion is always attached to loss. But Bishop is trying to tell the reader that with each loss, you endure it more and will ultimately learn to control the feeling, with less pain. The speaker in this poem seems to be Bishop dealing with her inner emotions of loss, trying to master loss so she does not have to deal with the painful emotions afterwards. This is ironic at the very concept of mastering loss, as loss is not a feeling that can be mastered. The structure of the poem is a villanelle as there are five stanzas of three lines followed by a stanza of four lines. Bishop seems to have utilised this structure to increase the readers attention and respect for loss as each stanza progresses. The tone of this poem is recognized by the reader from reading the first line. The poem deals with loss which is associated with death. A poem dealing with this theme will most certainly have a negative tone, and One Art is no exception. The tone changes with each stanza, gaining in sadness as the poem continues. This is because the value of what is lost increases within each stanza. This tone helps the reader emphasise on the value of loss. Bishop uses repetition often and refrains the line The art of losing isnt hard to master which is done to stress on the importance of the title. Also the readers sense of the subject is gained by each repetition as the theme of the poem is emphasised after each stanza. Each refrain builds up stronger amounts of loss. The second stanza is based on the loss of door keys or wasting time. The poet personifies these lost objects, saying that they seem filled with the intent to be lost. This is showing that these objects want to be lost and by giving inanimate objects feelings, it conveys that these objects are not of great importance. These are basically simple losses that one can learn to forget, but as the poem progresses, the amount that is lost builds up, including personal things with much more importance. This point can be proven in the third stanza, where she says Then practice losing farther, losing faster: This is the point in the poem, where she begins to name things that can be lost with much greater importance. Following the third stanza, the next one involves things of personal importance to a person. my mothers watchthree beloved houses. These things are more personal as a home is one which symbolises love and protection, which is a contrast to the insignificant loss of keys. In the fifth stanza, she describes the loss of things with huge importance, two rivers, a continent. Bishop continues the patter of possessions increasing in importance, by describing things which affect thousands of people. She seems to have reached things of the highest importance but finally in the last stanza, it all leads up to the most painful loss, the loss of a lover. After the fifth stanza, she uses a dash to start the last stanza. This is done to show that she is finished describing the loss of material objects, and is moving on to the loss of something with the most importance. Its evident the art of losings not too hard to master though it may look like (Write it!) a disaster. This entire stanza flows together due to the quicker pace and full use of enjambment throughout the entire stanza. The reader was use to the punctuation increasing and pace slowing down each stanza from the first to the fifth, so this increased the impact of pace on the last stanza, making it more powerful. Parenthesis was effectively used to show how hard and painful it was for the writer to write down her emotions into words, (Write it!). Bishop is trying to teach the reader to endure the many small losses, in order to feel less pain in the loss of something with much importance. By breaking away from describing the loss of an inanimate material objects towards a living person, she amplifies the feeling of loss which conveys the message of the poem clearly to the reader. With each stanza, we further understand the emotions which Bishop is trying to convey to us. She uses the title to imply how dealing with a loss is an art in its own accord. An art is something of beauty that requires massive amounts of effort to accomplish. The use of punctuation is another distinct feature of the structure of this poem, with each stanza, the amount of punctuation increases up until the fifth stanza. Bishop increases the value of what was being lost, along with this, the punctuation increases as well. This was done to slow down the pace of the poem so that the reader understands the importance of each possession. When describing each thing that was being lost in the fourth, two cities, lovely ones.two rivers, a continent. Along with the commas, caesura was used as well in the first line to slow down the pace. By forcing the reader to stop in the middle of the line, it takes them by surprise as it was sudden, not done in the poem before. This stanza contrasts with the quicker pace of the first stanza as there was only one semi-colon and comma used. This is clear evidence of the punctuation used by Bishop which greatly emphasises what Bishop was trying to achieve with this poem. This poem was written to show the readers the comparison of loss between different things. This poem may seem simple, but is very deep mainly through the way the poet utilised the structure and the richness in irony. This can be seen by how she refrains the use of loss isnt hard to master. This changes in the last line to loss isnt too hard to master This might show how it is getting harder for the poet to overcome the loss of a loved one. Bishop proves that the loss of trivial things and mastering this loss, will not be able to prepare you for the loss of something beloved by you, which further increases the ironic nature of the poem. In the end she could be all alone, hence the title One Art. She believed that if she could detach herself from pain and forget these feelings, she can begin a new life and grow, but realises that it is too hard for her.

Bentley University Acceptance Rate and SAT Score Facts

Bentley University Acceptance Rate and SAT Score Facts Bentley requires test scores as part of its admissions process. Students can submit either SAT or ACT scores, and neither is preferred over the other. Bentley is a selective school, and only admits 42 percent of applicants each year. To apply, students must fill out a Common Application, complete with the writing/personal statement section. In addition, students must submit test scores, an application fee, and high school transcripts. Bentleys admissions are holistic, meaning that they look at more than just grades and test scores. Students who participate in extracurricular activities and have work or volunteer experience are encouraged to list their activities and experience on their applications, to help set them apart. Will You Get In? Calculate Your Chances of Getting In  with Cappexs free tool. Admissions Data (2016) Bentley University Acceptance Rate: 46%GPA, SAT and ACT graph for Bentley Test Scores:  25th / 75th Percentile SAT Critical Reading: 510 / 620SAT Math: 550  / 670SAT Writing: - / -What these SAT numbers meanACT Composite: 25  / 30What these ACT numbers mean Bentley University Description Located on a 163-acre campus in Waltham, Massachusetts, Bentley University is not a typical New England college. The great majority of Bentley students major in some area of business, but the school is nevertheless a comprehensive university where the liberal arts and sciences play a central role in the curriculum. Ethics, social responsibility, and global culture are all important components of a Bentley business education. Bentley has a 12 to 1  student/faculty ratio  and an average class size of 24. The university frequently ranks among the top 50 business schools in the country. On the athletic front, the Bentley University Falcons compete in the NCAA Division II, within the Northeast-10 Conference. Popular sports include track and field, football, basketball, and soccer. Bentley University Mission Statement To educate creative, ethical, and socially responsible organizational leaders by creating and disseminating impactful knowledge within and across business and the arts and sciences. Enrollment (2016) Total Enrollment: 5,506  (4,222 undergraduates)Gender Breakdown: 59% Male / 41% Female98% Full-time Costs (2016 - 17) Tuition and Fees: $45,760Books: $1,260  (why so much?)Room and Board: $15,130Other Expenses: $1,200Total Cost: $61,005 Bentley University Financial Aid (2015  - 16) Percentage of New Students Receiving Aid: 76%Percentage of New Students Receiving Types of AidGrants: 68%Loans: 49%Average Amount of AidGrants: $25,343Loans: $8,540 Academic Programs: Most Popular Majors:  Accounting, Business Administration, Finance, Marketing, Computer Science, Mathematics, Global Studies, Business/Corporate CommunicationsWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates: First Year Student Retention (full-time students): 94%Transfer-out Rate: 3%4-Year Graduation Rate: 83%6-Year Graduation Rate: 89% Intercollegiate Athletic Programs: Mens Sports:  Football, Lacrosse, Soccer, Swimming, and Diving Track, and Field, Basketball, Ice Hockey, BaseballWomens Sports:  Field Hockey, Basketball, Track and Field, Softball, Tennis, Volleyball, Cross Country Bentley and the Common Application Bentley University uses the  Common Application. These articles can help guide you: Common Application essay tips and samplesShort answer tips and samplesSupplemental essay tips and samples Data Source: National Center for Educational Statistics

Economic Geography Essay Example | Topics and Well Written Essays - 500 words

Economic Geography - Essay Example vious recessions in 1990-1991 and 2001, the 2007 economic recession has run deep into the economy becoming the longest financial crisis since the great depression in the 1930s (Kaiser 3). Many states reacted by formulating large stimulus mechanisms in an effort to stabilize the economy. Other mechanisms were bailout of leading financial institutions, which included loans, guarantees and equity. The National Bureau of Economic Research and economists have indicated that the financial recession was triggered in the year 2006 by the broad economic malaise. The sharp deterioration in house prices reduced purchases of homes subsequently damaging the real estate market. Price deterioration extended to increased mortgage closure that subsequently led to massive losses in billions of dollars by leading banks in the country. The ultimate condition was tightening credit by financial institutions. The Federal Reserve Bank began to cut the discount rate and funds rate to no avail. Major Banks such as Lehman Brothers started filing for bankruptcy. Other banks opted to undertake mergers and acquisition. JPM Chase acquired Bear Stearns as a strategy to survive in the crippling economy. As indicated by Cadieux & Conklin (9), the Federal Reserve cut the two rates below 2% by the fall of October 2008. In the same line central banks of leading world economies like China, Canada and United Kingdom as well as the ECB slashed their rates to rescue the global economy. These efforts had little impact as liquidity problem that proved to have spread widely and damaged operation and of financial institutions. The rate of unemployment increased by 1.2% while an increasing number of distributions of jobless claims in the industry proved the economy was under recession (Cadieux & Conklin 12). The manufacturing and construction industries experienced large labor losses that significantly shattered business cycle. Although the level of unemployment declined as time moved to the end of

Curriculum Development Related to Information Security Policies and Case Study

Curriculum Development Related to Information Security Policies and Procedures - Case Study Example For providing improved functionality for the organization, policies and procedures must be defined. They play a vital role for an organization’s smooth functioning. In order to implement policies and procedures, group discussions are required for constructing and implementing them in a real world scenario. The first requirement is to differentiate both of them. A security policy comprises in the form of a document or rules that specify the statement ‘What must be done’ in order to assure security measures in the system or the network. Whereas, procedures are associated with the rules and practices that are implemented in order to impose the rule. For instance, in a network security scenario, where there is a requirement for preventing the wireless network, anonymous access must be blocked. Likewise, the security policy document will define ‘What needs to be done’ to block anonymous access for a wireless network. Whereas, the procedures will define the practices and rules that needs to be followed in order to block the anonymous access ("Curriculum development related to information security policies and procedures ").After differentiating both the security policies and procedures, these two are associated with development and administration in an organization. The term security in terms of development and administration is more like a management issue rather than a technical issue in an organization. The justification is to utilize and classify employees of an organization efficiently. Moreover, from the management perspective, discussions take place for describing various vulnerabilities and threats along with the creation of policies and procedures that may contribute for the achievement of organization goals. After the discussions and alignment of policies and procedures to contribute for organization’s success, the development process is initiated at a high level, and afterwards implemented at lower levels within an o rganization. The conclusion reflects the development of policies and procedures, requirement of an approval from concerned personnel and then implementing them smoothly for the employees ("Curriculum development related to information security policies and procedures "). On the other hand, initiation of these security policies is easy and not expensive, but the implementation is the most difficult aspect. If the development and administration do not comply effectively, or fails to establish awareness between employees related to the policies and procedures, the disadvantages may affect inadequately for the organization. For instance, an attack from a social engineering website such as ‘Facebook’, ‘twitter’, or ‘MySpace’ may extract sensitive information from senior or trusted employees of an organization. If the policies and procedures were understood or implemented properly, employees will be well aware of not providing any credentials or they will verify authorization before providing information on the sites. Moreover, privacy and trust is a debatable topic that is also referred as identity theft. A good definition of identity theft is available in network dictionary that states as, â€Å"Identity theft is a crime in which an imposter obtains key pieces of personal information, such as Social Security or driver’s license numbers, in order to impersonate someone else. The information can be used to obtain credit, merchandise, and services in the name of the victim, or to provide the thief with false credentials†. Many organizations have suffered security breaches initiated from a social networking site. There is a requirement for creating awareness between employees by developing policies and procedures related to the attacks associated with social engineering sites along with coping up these attacks. There is a requirement of identifying critical information systems within the organization. All the users must be

Did the frontierhelp shape American individualism Assignment

Did the frontierhelp shape American individualism - Assignment Example It took centuries of efforts and sacrifices before the country achieved its illustrious and commanding status in the world. If not for these events, it will just be another nation that would want to make a name for itself. For new frontiers to be discovered and developed, vast efforts were undertaken by generations of people who have dreamt of reaching not just fame for people as individuals but for the nation as a whole (Hoover, 2005). As Turner (1893) stated on his essay The Significance of the Frontier in American History, the frontier is the borderline of barbarism and development. The 300 years in the history of the United States and its people serve as the frontier of the land. Though the actions and strategies that were taken during these years were truly primeval compared to the ideologies and designs which are being used in recent years, they are responsible for many important details and events in history. The most important contribution or event by these primeval acts is the liberation of the land from its colonizers. This single event transformed a land to a civilized nation. Three hundred years of struggle can be considered as baby steps to the present pace of the country in different aspects of the society and governance. If not for these baby steps, the nation would not be capable of taking leaps that have made their mark in world history. What used to be desert and unplowed lands are now either cultivated fields or modernized cities. If there would be one thing that the present Americans should learn from their forefathers is the fact that during the three-century frontier, they fought for the land as a whole and not on a per state basis. This should be considered if the present nation would like to sustain its stature and the ability to adapt to changes that are being consistently undertaken not just by the Americans

Frederick douglass Essay Example | Topics and Well Written Essays - 1250 words

Frederick douglass - Essay Example Though he lived to see the official end of slavery, the struggle for equality continued and still does to this day inspired by his and many others bravery and sacrifice. The illegitimate son of a white plantation owner father and slave mother, the early years of Frederick Douglass, originally Frederick Augustus Washington Bailey, life was unstable. He was given to his grandmother to raise at the age of 10 following his mothers untimely death in about 1828. Soon after, Douglass was afforded the opportunity to live in the masters home, presumably because the owner acknowledged that he was his biological son. When his plantation owner, Captain Anthony, died Douglass could no longer live in a white mans house so he was sent to live with Anthonys sister Lucretia Auld who then gave him to her Baltimore brother-in-law Hugh Auld. Barely a teenager, Douglass found himself in another new setting but this time surrounded by nothing but strangers. He turned this uneasy situation into a positive outcome by learning how to read and write from area children of white families though he had to keep it a secret from his Master Auld who forbade him from receiving an e ducation. Auld knew that if slaves learned to read they would become inspired by anti-slave literature which was the case for Douglass who attributed the Columbian Orator for inspiring his views on human rights. (Lewis, 2014). During his teen years Douglass was sold, transferred or hired-out to several other slave owners. While working for William Freedland, Douglass secretly taught class on the plantation which was faithfully attended by as many as 40 other slaves, a practice tolerated by Freedland but not by locals who, armed with various weapons, violently raided the make-shift classroom and ensured the clandestine practice ended. While working for Edward Covey, a slave owner with a brutal reputation, the young

Human rights studies Essay Example | Topics and Well Written Essays - 750 words

Human rights studies - Essay Example It also provides that every person has the right to highest attainable standard of health; and the right to clean and safe water in adequate quantities. As may be seen, Dole Food Company opted to use Nemagon, a banned pesticide, was not only illegal but also immoral. In the case study, it emerges that the company knew that the pesticide was known to cause sterility, yet it went a way to use the pesticide. By so doing, the company can be seen to have intentionally been blind to the kind of harm which they were exposing their workers. As a registered company, it is assumed that the company knew the provisions in the UN charter on human rights and intentionally failed to observe it. For instance, it is the fact that the company used the harmful pesticide and still expected human labor to interact in the environment that had such chemicals was a violation of UN charter that everyone has a right to reasonable working environment. There was the option of using an alternative pesticide that would not have put the workers’ health at risk but the company avoided taking that direction. Another violation of human rights was that by using Nemagon, the company failed to protect the community’s right to healthy environment. The pesticide used has been observed to have left traces everywhere, especially on land and in water. The result is that people and animals are equally affected and it is estimated that the effects may last in the soil for as long as 200 years. As a result, suckling mothers have indicated signs of infection by the pesticides to levels as high as 700 times. I every essence, the use of Nemagon as the company’s pesticide is a gross violation of human rights. How can you justify the existence of human rights? The existence of human rights has been justified on various grounds though the common denominator always points to promotion of equity, justice and healthy living. It is usually a concept of universality that by the mere fact that on e is born a human, then the person must be granted certain level of protection that will ensure his/her survival (Orend p. 16). Orend argues that it is not just for one to violate others’ rights and retain his. His argument seems to highlight the need for people to realize that as much as they have been allowed to enjoy their human rights, so is it their noble duty to also allow others enjoy such rights (Orend p. 38). This applies to the above case where the management of the company should have also considered letting the Nicaraguan banana farm worker enjoy their right to a clean environment. This is something that should be observed not just because the law provides it so, because the law is a just a guideline anyway, but on the basis that human life is worth protection from harm. The existence of human rights is therefore also seen to be anchored on ethics of utilitarianism and consequentialism (Mill, 2012, p. 39). It widely seen that the consequences of certain actions wo uld degrade life, and because the actors motives cannot be predetermined, existence of human rights is enshrined to prevent such unforeseen eventualities of what is probable if a contrary path is taken. The basis of philosophy of law is anchored on such foundation (Aquinas and McDermott, 2008, p. 87). According to Raymond Wacks, the existence of human rights can be justified on basis of duty (Wacks, P. 55). Wacks observes that although human rights may also be justified on the basis of duty, it is not all the time that when one has a duty over

Frederick douglass Essay Example | Topics and Well Written Essays - 1250 words

Frederick douglass - Essay Example Though he lived to see the official end of slavery, the struggle for equality continued and still does to this day inspired by his and many others bravery and sacrifice. The illegitimate son of a white plantation owner father and slave mother, the early years of Frederick Douglass, originally Frederick Augustus Washington Bailey, life was unstable. He was given to his grandmother to raise at the age of 10 following his mothers untimely death in about 1828. Soon after, Douglass was afforded the opportunity to live in the masters home, presumably because the owner acknowledged that he was his biological son. When his plantation owner, Captain Anthony, died Douglass could no longer live in a white mans house so he was sent to live with Anthonys sister Lucretia Auld who then gave him to her Baltimore brother-in-law Hugh Auld. Barely a teenager, Douglass found himself in another new setting but this time surrounded by nothing but strangers. He turned this uneasy situation into a positive outcome by learning how to read and write from area children of white families though he had to keep it a secret from his Master Auld who forbade him from receiving an e ducation. Auld knew that if slaves learned to read they would become inspired by anti-slave literature which was the case for Douglass who attributed the Columbian Orator for inspiring his views on human rights. (Lewis, 2014). During his teen years Douglass was sold, transferred or hired-out to several other slave owners. While working for William Freedland, Douglass secretly taught class on the plantation which was faithfully attended by as many as 40 other slaves, a practice tolerated by Freedland but not by locals who, armed with various weapons, violently raided the make-shift classroom and ensured the clandestine practice ended. While working for Edward Covey, a slave owner with a brutal reputation, the young

Edward EvansPritchard's contribution to anthropological theory Essay

Edward EvansPritchard's contribution to anthropological theory - Essay Example Modern anthropologists also study their home societies. Archeology: this branch, like cultural anthropology deals with the diversity in human behavior in the past. The only difference between the two being that the population in question no longer exists and hence is not physically available for observation and participation. Archeologists have to rely on artifacts, art forms and other remnants of an extinct culture in order to reconstruct history. Linguistic Anthropology: deals with the study of diversity in human language and communication methods between time periods and areas. Linguistic anthropologists analyze the development of languages over time, how contemporary languages differ, how they are related and the link between language and other aspects of a culture. Come to think of it most sciences study an aspect of humans in some way or the other. Take history, biology, chemistry, psychology, sociology and economics for example. There is an element, which sets the subject of anthropology a step aside from the rest of the sciences and that is the anthropological perspective, which consists of three components: 1. Cross -cultural or comparative: anthropology studies humans in every form of body and behavior. The entire spectrum of human aspects and comparing the aspects to one another helps analyze what is possible and necessary for humans. 2.Holistic: this component attempts to relate and correlate the parts of a culture to each other as well as to the parts of other cultures. It analyses the occurrences of combinations, relation of a particular culture to its environment and adaptations. 3.Relativistic: this perspective is the breeding ground for all existing controversies within the anthropological perspective. The idea being conveyed is that the value systems and customs pertaining to a particular culture are relative to that specific culture. In plain English, sauce for the goose may not be sauce for the gander! There is nothing such as right values and wrong values. Right and wrong is a very subjective issue, which has different interpretations and different meanings in different cultures. In dealing or communicating with other cultures we cannot automatically assume that the level of understanding is uniform between us and another individuals. It is always safer to assume that there is none. The principles of anthropology strictly guard against being judgmental of a particular culture. For example, certain practices among the locals of an area may come across as weird, amusing or even loathful to us but we must keep in mind that there might be a rational and a reasoning for any tradition to occur even though the logic might not be acceptable to our thinking. Malinowski initiative to understand " the native point of view" is the present day fundamental to socio-cultural anthropology. To understand a cultures concepts, traditions, and behaviors, we must push aside our preconceived notions about the same and take into consideration what these concepts mean to the people of a community. The emphasis on fieldwork is another aspect, which makes the subject of anthropology unique among other sciences in the sense that it involves "real time" observations. The concept of participant

Critical Analysis Essay Essay Example for Free

Critical Analysis Essay Essay The media throughout the world has been in the frontline in educating members of the public on important social issues ranging from politics, drugs, terrorism, and popular music to sports. The best of all is the fight against AIDS. AIDS is one of the diseases which is threatening the existence of humanity and therefore more initiatives are being developed to fight it. In addition to videos, movies, plays and advertisements in sports’ and entertainment channels, songs have been composed by some artistes to try and spread the message to among other people, the youth who are of high risk of contracting the disease. These songs are played in the AM and FM radio stations throughout the world (Emad, 2006). This paper will discuss the representation of AIDS in songs which are played in our radio stations. It will also analyze its representations through advertisement on various entertainment and sporting channels such as MTV and VH1. It will finally analyze the importance the songs and advertisement channels have on the eradicating the disease. Songs about AIDS Social marketers have been trying to have more people get informed on the basic of HIV/AIDS. See more: how to write a critical analysis outline Some of the countries have encouraged the use of such channels as MTV to spread the fight against the disease and where they have been successful, the prevalence rates have been low. In the recent past, more musicians have been dieing of AIDS and that is why some of their colleagues are trying to come up with songs to not only make their partners aware but also educate the public on the crisis. In the U. S, an organization- The Estate Project- which was launched some years back as an Aids awareness initiative is now getting popularly with it programs. The main mission of this organization, just like other radio stations is to compile the musical works of artistes who have died of the disease and inform the public. It also aims to preserve the cultural legacy of the crisis (Emad, 2006). In the U. S for example, many artistes have composed songs to promote programs intended to fight the scourge. Examples of these songs are; ‘HIV blues’ by Kerry Stevens from the album ‘out in the country’ and ‘positive’ by Spears Jay from the album ‘family values’. These and other songs contain messages on how to keep safe from the disease or remain health if you are infected. These songs especially those by well known artistes in the U. S and Europe can be very attractive to the youth. Likewise, the Federal government has also developed policies which require that all organizations including the media houses and musicians help it fight the pandemic. Some songs have specifically been composed to pass messages on the use of condoms. The condoms are considered one of the strategies that help in preventing people from having unsafe sex. The songs when played in the radio stationed will help pass information to the young people who may not have access to the information elsewhere. ‘Sauti ya America’ is one of the radio stations broadcasting from the U. S to many of the African countries and it uses its superiority and quality of transmission to educate the Africans on the seriousness of the crisis and it also tries to provide suggestions on how the youth can stay health. Many of the young people in the world today and especially those in third world countries don’t have the accurate and correct information about AIDS. In rural areas where the information on the diseases is limited, more youth are engaging in unprotected sex. Research has suggested that the youth can easily receive information on the disease through advertisements Advertisements Entertainment channels such as MTV has noticed that there is information deficiency in the society. Through its music shows featuring the best artistes not only in America but also in Europe, the entertainment channels aim at passing important social issues to its fans. The programs are then broadcasted to countries in Africa and Europe. These programs are needed to develop the penchant for advocacy in the music industry with an objective of political and social motivation. The entertainment channels help the organizations fighting against AIDS to build some sort of cohesion between the facts about the disease and the myths that people believe concerning AIDS (Johnson, 2005). The whole process of representation in songs started in the late 1980s when AIDS in the U. S became a pandemic and the federal government decided to bring the issue of HIV/AIDS to a situation where people must decide and publicly accept the reality about the disease. The songs and the advertisements stations had a role to play and the role at that point in time did not have sufficient knowledge to combat the spread of the disease. VHI for example allocates more of its resources such as time and money to educative materials and talk shows. It uses its extensive radio frequencies to reach and educate most of its fans on the facts about AIDS. VH1 has through its programs such as the ‘legend’ and ‘celeb’ shows, promoted the â€Å"kick out† campaign. The campaign had been founded by the Rogers family to help U. S citizens change their lifestyles and accept the fact that people should abandon form sex still they are married. This program and others including its international channels in more than twenty countries are able to reach a wider population hence are in a position to convince and attract listeners. The amount of space and airtime which is being devoted to the fight against HIV/AIDS has increased in the recent past mainly because of the global concerns which are being addressed by our world leaders including the U. S president who has devoted most of the federal funds to fighting the scourge in third world countries. Today, more often than not, you can see that the radio stations are covering the issue with a certain perspective not just for the matter of reporting. More and more radio stations are analyzing the issue for a positive point of view compared to the past when they only reported statistics (Johnson, 2005). FM and AM stations are now looking at issues such as preventing child-mother transmission, treatment, testing, orphans and vulnerable members of the society etc. These are the real issues that affect the society; not just mentioning which of the artists is riding high in music, what did politicians say about the spread of AIDS in Texas, who pronounced what and such sort of things. Conclusion Entertainment channels such as MTV and VH1have the main players in the fight against the spread of HIV/AIDS. The main aim of using such entertainment and music stations is to reach a majority of the youth who are mostly attracted to the music and programs in these stations. Songs on its part has a role to play especially if they contain the messages which encourage people to protect themselves from the disease. The management of such institutions should therefore promote the culture of teaching members of the public on the dangers of contracting HIV/AIDS through their daily programs. References Emad, R. (2006): Role of journalists: Journalists Speak at 18th Annual National, Managed Health Care Congress, UK Johnson, A. (2005): Fighting AIDS through the Media. New York Press, New York

The Adkar Change Management Model Business Essay

The Adkar Change Management Model Business Essay Industrial Laboratory Problems with Production, Efficiency, and Flow. Continuous quality improvement is the focus of a quality based leader in an industrial QC laboratory, but laboratory leaders that are deficient in quality assurance knowledge can struggle with analyzing production, efficiency, or workflow problems. Major issues industrial QC laboratory leaders encounter are uneven workloads, poor work scheduling, lack of cross training, overstrained work activities, and inefficient wasteful processes (Reynolds, 2009). To combat these issues of poor laboratory efficiency and quality, assertive laboratory leaders may try to improve conditions by implementing an efficiency system, such as lean 5S. Problem recognition, by industrial QC laboratory leaders, is a valuable first step to continuous quality improvement. Insufficient understanding of the complexity involved in inefficient culture, the lean 5S system purpose, and change management leads to failure for most industrial laborator y leaders in sustaining a meaningful and successful lean 5S culture change. 5S Description as a Foundation to Lean, and 5S Failure 5S is a five step system for altering the environment of an industrial lab that is inefficient, wasteful, and displaying poor quality into a lab that is organized, experiences smooth work flow of product and personnel, and is visually enhanced; as a result, bringing wasteful issues to the forefront for continuous improvement. The 5S system is a quality improvement development originating in Japan; unequivocally, the five Ss are seiri, seiton, seiso, seiketsu, and shitsuke (Hirano,1992); however, in the English version the five Ss have been given the names sort, set in order, shine, standardize, and sustain (5S Supply, 2011). Each step of the 5S system works together. 5S starts with sort, where an industrial laboratory visually organizes and labels its entire inventory in groups of importance and categorical description; for instance, marking all laboratory equipment as essential, possible essential, and non-essential (Nilipour Jamshidian, 2005). All non-essential items are marked with a red tag and then taken to a holding area for non-value added item disposal. Sort is the step of removing waste that reduces clutter and improves organization for moving on to the next step in the 5S system, set in order. Set in order is the orderliness step where all value-added inventory items are organized and properly labeled for easy use and access. Access to items is determined by how often they are needed or used; for example, frequently used laboratory equipment and tools should be kept close to the area of need, and less frequently used items can be stored away in a properly labeled area for easy discovery (Froeh ling, 2009). Organizational tools are implemented such as labeling cabinets and shelves, color coding equipment and tools, and outlining and labeling work areas. Organizing, labeling, and placing laboratory tools and equipment in their designated locations allow for ease of the next 5S step of shine. Shine involves cleaning the laboratory, removing dirt and grime, and making the lab shine. Cleanliness and orderliness provides an industrial lab environment for easily identifying and eliminating waste and non-value added items. To make the 5S system part of everyday lab activities, the first three steps of 5S must become part of laboratory standard operating procedure; for this reason, the work needs to be standardized through work tasks (Froehling, 2009). Each employee of the lab must do his or her part in continually organizing, eliminating waste, and cleaning; subsequently, these tasks are done by implementing the fourth step of standardize. Once the 5S system is standardized, it must be reinforced through the sustain step which involves such activities as auditing, appraisal, and positive feedback; consequently, sustain is the step most practitioners neglect and do not fully implement, therefore leading to failure of this step. According to Hogg (2005), the sustain step, of the 5S system, is where the majority of 5S failure occurs. There are those that consider the 5S system as basic housekeeping, and if a practitioner were to look at the first three steps of 5S, it would be (Eaton, 2000). What the laboratory leaders fail to recognize is the true application of all five steps of 5S as the foundation to a lean laboratory and as a permanent culture change to a lab that has operated in the past as inefficient and wasteful. For example, if an industrial laboratory has been working for 10 years as inefficient, then inefficiency would be customary and the standard engrained in that laboratory culture. Because of this history, it would take more than housekeeping to break down the cultural barriers existing in this laboratory work environment to improve efficiency and quality long term. If 5S is labeled as housekeeping by laboratory leadership or upper management, then the 5S quality initiative most certainly falters (Hogg, 2005). 5S as a Culture Change, and Change Management Failure It is important for industrial laboratory leaders to realize that 5S implementation is more than housekeeping. 5S is a change in the following three areas; work flow of product and personnel, functioning of the lab in terms of inventory and equipment, and standard operating procedures and daily activities. Understanding the changes that take place through the implementation of the laboratory 5S system is crucial knowledge for laboratory leadership. 5S is not a quality tool, but a lean quality system that requires change from all industrial laboratory personnel. According to Shil (2009), it is crucial for laboratory leadership and upper management to acknowledge lean 5S as a culture change to the organization, and not a simple task performed periodically. Now that the 5S system has been established successfully as a change in culture it is important for the 5S facilitator to understand the intricacies of implementing change, and sustaining the intended change as needed with lean 5S. The important issues needing to be addressed when implementing change are leadership support, employee resistance, and change reinforcement. Leadership support is very important to start the 5S implementation, so laboratory personnel must recognize that company management is serious about the changes being put forth, and feel confident in management to provide the resources and support that is needed to make the changes materialize and endure. Employee resistance can be a huge obstacle to the implementation of change; therefore, leadership cannot ignore resistance and must do all it can to change resistance to acceptance (Obrien, 2008). Engaging the employee is the first step to breaking down this barrier, and engagement is accomplished by effective commun ication and employee involvement. Communication is important for educating laboratory personnel on the reasons for the proposed change, and for their understanding of the root causes of laboratory inefficiencies that brought on the need for change. Effective communication brings a positive light to the employees perception of the change, gives them an understanding of the needed change, and starts the breakdown of resistance (Society for Human Resource Management, 2007). The next important aspect for leadership in employee engagement is to involve the laboratory personnel in the decision making and implementation planning of the 5S system. Involvement in the change gives the laboratory personnel a sense of ownership in the system, and continues to deplete the remaining resistance to change. According to Gallup Business Journal (2012), engaging employees builds passion within the workforce and that passion can turn employee resistance to employee innovation and promotion of change. Once a change has been implemented it is not necessarily secure; consequently, this uncertainty is a third reason 5S practitioners fail to sustain the intended quality improvements that lean 5S is meant for. 5S is a dynamic system that needs to be managed and measured. Most failure of 5S occurs in the fifth step of sustain because laboratory leaders lose focus on the 5S system. Because standards are in place and the laboratory is clean and organized, leaders think the laboratory will continue to operate this way. This thought process is a big mistake and causes the 5S system to deteriorate and result in laboratory personnel losing initial enthusiasm for the lean quality initiative. According to Bevan (2011), the major factor in successful change is not putting together a plan or understanding the change, but implementing and sustaining the change, yet many change leaders assume initial change will stick, therefore neglecting to preserve the change. Failure of the 5S system is not onl y a waste of resources, money and time, but also a loss of opportunity. The 5S system is the foundation of a lean laboratory, and if 5S fails it can result in an increase in laboratory personnel change resistance for any future lean initiatives. Understanding the intent of 5S as a culture change and demonstrating a clear understanding of the complexities of change management practice is extremely beneficial for any 5S practitioner. Change Management Success, and the ADKAR Change Management Model 5S is not a laboratory housekeeping task or quality tool; on the contrary, 5S is a lean system that requires culture change in the industrial laboratory. In order for a successful implementation and sustainable 5S culture change in an industrial laboratory, a change management model can be extremely important and vital for planning, educating, implementing, and sustaining the quality initiative. A change management model provides the structure that is missing from the 5S steps for successful and sustainable change. Research shows that change, such as 5S, breaks down due to poor planning and leadership, employee resistance and human resource neglect, and insufficient reinforcement of the change in culture (Song, 2009). One such change management model that has proven success is the ADKAR change management model developed by Jeffrey Hiatt from the Prosci Learning Center. The ADKAR change management model consists of five elements that build off of each other, and focus on important areas of change; such as, evaluation, management leadership, employee engagement, training, and reinforcement (Hiatt, 2006). Although some industry professionals may prefer an alternative change management model, the ADKAR model was chosen for its simplicity, structure, and ability to implement change ranging from change in individuals to more complex company-wide change. ADKAR Elements The ADKAR change management model has five elements in its structure, and the five elements are: Awareness, Desire, Knowledge, Ability, Reinforcement. Awareness Element of the ADKAR Model The element of awareness consists of some very important aspects in providing a solid foundation to a change initiative like lean 5S. One aspect is the ability to evaluate the organizations openness to change, and provide information for evaluating each element of the ADKAR model. For instance, determining how aware the organization is on its need to change, if management supports the proposed changes, and if the change has been communicated to the employees. Evaluation is a good starting point in determining which element of the ADKAR model is the weakest in respect to the organization making the changes. Evaluation could answer important questions like: What is the desire level of the employees to making this change happen? How knowledgeable are employees on the new processes and systems intended from the change? Are resources and workforce available to enable the laboratory to implement the changes? Is there a process for reinforcing the changes, and is the laboratory able to sustain the new systems and processes long term? Evaluation using the ADKAR change management model provides 5S leadership with a planning resource for making a strong plan prior to beginning the 5S system implementation. Awareness also promotes the importance of having strong management support for the planned 5S changes; subsequently, sponsorship is important for giving laboratory employees the feeling of being supported by upper management, and confidence knowing that resources are being provided for the full 5S implementation. Awareness likewise covers the very important process of communicating to employees the reasoning for the 5S system, and engaging employees on their concerns and ideas, and using their experience to build strong support for the 5S system. According to the survey by the Society of Human Resource Management (2007), the two highest reported barriers to successful change are employee resistance to change, and insufficient communication of the planned change. Hiatt (2006) lists the four strategies of developing awareness of change as: Operative Communication, Top Management Support, Leadership Instruction, Appropriate Information Access. Desire Element of the ADKAR Model People are naturally hesitant to change, and strategically communicating the need for 5S and showing strong management support is designed to create the next element of the ADKAR model; specifically, desire for the 5S system in the laboratory. Desire is the breaking down of change resistance and the barriers to change inherent in the laboratory employees, and engaging them to the point of turning resistance to enthusiasm. According to Zigarmi and Hoekstra (2011), resistance to change is created when change is forced on employees instead of performed with employees; furthermore, not involving the employees being affected by the change taking place is the largest obstruction to successful change. Jeffrey Hiatt (2006) lists the maneuvers for creating desire in the ADKAR model as: Sponsor the change successfully in collaboration with employees, Provide managers the ability to perform as change leaders, Appraise risk and expect resistance, Involve employees in the process, Align enticement programs to the goals. After the first two elements of ADKAR are implemented, the laboratory personnel are aware of the efficiency problems in the laboratory department, and the need for continuous quality improvement. Through effective communication and employee involvement the desire to change is strong, and employees are on board with the next step of learning about the five steps and structure of the 5S system. Not addressing the first two steps of awareness and desire is the first problem 5S practitioners make; as a result, they do not set a strong foundation for implementing a system as culturally complicated as 5S. Laboratory leaders can misinterpret the 5S system as a simple housekeeping activity or quality tool and then struggle mightily, because laboratory employees cannot understand the need for the system, and do not feel the presence of management support; accordingly, employees then naturally build a resistance to the implementation of 5S into the laboratory. Knowledge Element of the ADKAR Model Knowledge is the third element of the ADKAR change management model. Knowledge is the training element of the change management structure and consists of training all laboratory employees on the history, structure, and processes used in the 5S system. The knowledge element of the ADKAR model stresses the importance of robust instruction of how to implement and use each 5S step, and making sure laboratory employees are unified in implementing and following the procedures to be developed. Jeffrey Hiatt (2006) describes the exercises for building knowledge in the ADKAR model as: Train and educate with effectiveness, Provide work tools, Coach employees individually, Develop training groups and settings. According to the research paper by Korkut, Cakicier, Erdinler, Ulay, and Dogan (2009), 5S training by organizational leadership to the personnel executing the 5S implementation is a decisive factor in the successful 5S operation. Eaton and Caprenter (2000), reiterate the importance of training and emphasize that all affected employees need to understand how 5S works, how it is implemented, and what the results should be. Ability Element of the ADKAR Model Ability is the fourth element of the ADKAR model, and emphasizes the importance of providing resources in time, manpower, and equipment for a full implementation of all 5S steps. If time, manpower, and equipment are not adequate for implementing changes, then the whole 5S system can be compromised and each step may not be completed as the system is designed. Jeffrey Hiatt (2006) lists the exercises for crafting ability in the ADKAR model as: Support the change through daily supervisor involvement, Provide expert advice in subject material, Appraise performance, Involve employees in training exercises. According to Bevan (2011), monetary, workforce, and technological resources must be available and applied to empower the change to be executed, or the change will be impaired. Minimalizing resources on change implementation such as 5S into an industrial laboratory can weaken the sustainability of the intended changes; in summary, laboratory personnel need the tools and time to get the job done. Reinforcement Element of the ADKAR Model Reinforcement is the last element of the ADKAR change management model. This element is extremely important if the 5S system is to be sustainable for the long term in an industrial laboratory. Knowing that 5S failures happen most often when 5S practitioners neglect the last step of the 5S system, sustain, then the ADKAR model can provide the proper planning and focus needed on building a sustainable 5S system in the industrial laboratory. Reinforcement accentuates the importance of measuring the affects of 5S changes through auditing the 5S system. According to Bevan (2011), tracking the changes by comparing results with the planned vision of the 5S system and reassessing goals to promote continual improvement are critical factors in successful and sustainable change. Hiatt (2006) also underscores the importance of employee recognition for following new 5S standard operating procedures, being a team player, and enthusiastically promoting the 5S culture changes. Another point of reinf orcement is the continuation of management support, and keeping management involved with auditing and providing the needed positive feedback for employee recognition. Leaders of change must be aware of their role in successful change, and their responsibility in fostering the new system for continued growth and change in culture (Higgs Rowland, 2010). If the reinforcement of the industrial laboratory 5S system is planned for and followed, as the ADKAR model can provide, then the probability of 5S sustainability failure will extremely diminish, and the 5S culture change can become the norm. Reinforcement, Continuous Improvement, and PDSA Cycle The ADKAR model stresses the importance of a strong reinforcement process for sustainability and continuous improvement of implemented changes. An important quality and continuous improvement tool that provides a strong reinforcement process for 5S sustainability is the use of the continuous improvement cycle of PDSA (plan, do, study, act). With the inclusion of the PDSA cycle in the reinforcement element of the ADKAR model, 5S system audits, metrics, appraisals, and laboratory personnel feedback and recognition would be planned, implemented, studied for effectiveness, and continually improved by enacting changes to improve culture change reinforcement and 5S sustainably. According to the PDSA workbook from the State of Victoria Department of Health (2010), the PDSA cycle is an excellent model for continuous system improvement; furthermore, the workbook breaks down each phase of the PDSA cycle as follows: Plan Phase: The planning of the 5S improvement that answers, the who, what, when, why, and how of the initiative. Do Phase: The execution of the scheduled deliverables from the planning phase. Study Phase: The review phase of comparing where the 5S system was and where it is now since the planned improvement initiatives have been executed. Measurables are taken to determine if changes were beneficial, or if more changes are needed to meet intended plans. Act Phase: The moving forward phase to realize the gains from the cycle, determine opportunities that have risen from this initiative, and decide if the improvement cycle needs to be repeated or are new strategies apparent for improvement. The ADKAR reinforcement element employs five campaigns for reinforcing change: Celebration and Recognition, Rewards, Feedback from Employees, Audits and Performance Measurement Systems, Accountability Systems (Hiatt, 2006). To employ these reinforcement campaigns and continually improve these tactics, PDSA can provide the continuous improvement model for devising, implementing, measuring, and improving the five tactics of reinforcement that the 5S system needs for long term sustainability. Continuous quality improvement is a voyage, and the PDSA cycle provides the structure needed to verify the sustainability of 5S through recurring assessment, and prevention of disparities within the 5S system from its intentions (Quality Insights of Pennsylvania, 2011). Each PDSA cycle performed in the reinforcement element of ADKAR provides a learning experience that can be used for continually strengthening the 5S system, and sufficiently reacting to laboratory environment changes and new quality issues (Srivannaboon, 2009).