Who Is a True Genius - 1007 Words

Kim Danya R. Yap | 2010-34913 | Anthro10 X2 | Mr. Esteban | May 2, 2011 Wisest Is He Who Knows Who the True Genius Is There have been numerous advances in science, mathematics, medicine, art, music, literature, and technology thanks to different scientists, mathematicians, musicians, writers, and artists. As a result, life has been made generally more interesting and comfortable. Work, transportation, communication and the like have become faster, easier, and more manageable than centuries ago. With this fact, people thanked and honored these certain men and women for their contributions. They dubbed these men and women the title ‘genius.’ Examples of these geniuses are Isaac Newton, Alexander Graham Bell, Wolfgang Mozart, William†¦show more content†¦Unfortunately, his good-hearted attempts in helping people examine themselves and their own faults produced not only students/disciples, but also enemies of his own. These enemies of Socrates accused him of corrupting the minds of the youth and of other people. He was tried, found guil ty, and was sentenced to death. Up to his death, Socrates remained firmly grounded in his moral and virtuous beliefs and principles. He was given the choice to be free but to be free, he had to live a life of silence (no cross-examining other people anymore) and to this he refused. He chose to die rather than recant his principles. In this lies another of his legacies to humanity: the meaning of integrity and moral commitment; to stand up for what you believe in and not be coerced by anything or anyone. I believe that examining and improving the self through virtues and principles is much more important than all the technological advances combined. What good are machines and money if they are used for the wrong reasons? Furthermore, will they be able to give a person the kind of happiness that is genuine and true? The self should be shaped rightly if one wants to live a truly happy life, and in order for one to shape oneself, he/she has to examine and question himself/herself first. He/she should not be complacent but instead must be ever exploring and discovering ways to improve himself/herself and be a better person. This is the main idea that Socrates wanted to impart to people. FromShow MoreRelatedGenius Defined Essay904 Words   |  4 PagesThe word genius can be used to describe a person, an idea or an invention. As a person, a genius is one that stands out from a crowd and tackles the most difficult of problems in the simplest of ways. A genius is not only very clever, but instinct allows them to think outside the box. The term genius is often associated with names such as Albert Einstein, Leonardo Da Vinci, JS Bach, William Blake, and Socrates. These are just a few of history’s greatest thinkers who helped shape society withRead MoreDescartes and the Mind Essay1689 Words   |  7 Pagesresting on a foundation, and the building is only as strong as its foundation† (Palmer 55). He wasn’t trying to prove that all of his previous opinions were false but rather try to stay away from the things that he did not know whether or not they were true. This technique was known as the methodological doubt. It has a motto which states: Everything is to be doubted. This required Descartes to doubt anything and everything that he was not for sure of. He was looking for something that could not be doubtedRead MoreAn Analysis of Descartes’ First Meditation Essay example1448 Words   |  6 Pagesbe trusted entirely. His purpose is to create the greatest possible doubt of our senses. 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Bach’s mastery of all the major forms of baroque music (except opera) resulted not only from his genius talent, but also from his life long quest for knowledgeRead More Descartes Existence Of God Essay588 Words   |  3 Pagesknow for a fact that they are true. nbsp;nbsp;nbsp;nbsp;nbsp;Descartes overall project is to find a definite certainty on which he can base all his knowledge and beliefs. A foundation that he will be able to prove without a doubt. To find a definite certainty he uses a methodical doubt, this states that anything that could be doubted must be taken as false. This is done to find an absolute certainty for which to base all knowledge. Descartes develops his Evil Genius theory to bring doubt to allRead MoreNotes on Chapter Two- Does the Center Hold? Essay1166 Words   |  5 Pagesa thing. * Real life application: I have experienced Plato’s classic definition of deception when reading books with especially attractive protagonists. I confuse the image created in my mind with the true Peeta in the novel. He cannot exist without imagination, and so he is not a true image according to Plato. None the less, I find his fictional personal is substantial enough for a puppy love crush. Sensible Objects These are the things in the world that Plato finds more real than imagesRead MoreThe Success and Intentions of Galileo Essay733 Words   |  3 Pageshas been depicted variously as a cynical opportunist, patient genius or lucky engineer, and dies a coward or a modern Socrates.† I agree that he is a patient genius, and lucky engineer, but I do not agree that he is a cynical opportunist, coward or a modern Socrates. Galileo was a mathematician and a natural philosopher, who converted Copernicanism, which states that the earth revolved around the sun, into philosophy and the world’s true nature. By introducing new knowledge and using science to proveRead MoreThe Film Frankie Alice Starring Halle Berry964 Words   |  4 PagesIntro The film Frankie Alice starring Halle Berry is based on a true story of a woman who is living with a dissociative identity disorder. Set a number of years back (likely the 1970s or 1980s), this film provides the audience with a close up look at what it might be like to live with a mental health disorder. While watching the film, I put a great deal of effort into understanding the symptoms and episodes of the disorder, as the main character experienced them. Through my findings, I have aRead MoreRhetorical Analysis Of Emerson s The Principles Of Individualism1039 Words   |  5 Pages Through rational argument, Emerson stresses that you must trust yourself to achieve greatness from your own genius, to realize your potential, and to be self-reliant. Your inner genius, when tapped into, allows you to build self-reliance. This follows, similarly, the principles of individualism. Emerson uses rhetoric to explain that through trusting yourself, society, and God, you can truly be a self-reliant individual. What is individualism? The Merriam-Webster dictionary defines it as, â€Å"(1)  aRead MoreThe Social and Personal Impediments Against Which Genius Has to Battle.quot;1455 Words   |  6 Pagescan be no question of Mozarts genius, however, what is genius defined as? The main definition is that genius is a very great and rare innate ability or skill- it is a creative power. It is therefore clear that Mozart was in fact a genius in his music; it does no state anywhere, however, that a genius also has to have a divine personality and behaviour and this is clear as Mozart is shown in Amadeus as a silly, scatological, childish and infantile man. To be a genius in one aspect of the mind, such

The Influence of Professional Practice and Magnet...

The Influence of Professional Practice and Magnet Designation in Healthcare Institutions Tonya Hawkins Walden University NURS 6006-1, Issues and Trends in Nursing January 28, 2012 The Influence of Professional Practice and Magnet Designation in Healthcare Institutions The healthcare industry strives to seek excellence in patient care. Professional Practice and Magnet are methods to drive advancements in the everyday clinical setting. The purpose of this paper is to explore the changes in healthcare affected by Professional Practice Models and Magnet status. Overview of the Model or Quality Award The Magnet Recognition Program was an award designed to recognize excellence in patient outcomes and satisfaction of nurses.†¦show more content†¦Once a facility obtains Magnet status the journey is continuous. Every four years a re-designation process, takes place to ensure the standards to maintain excellence as a Magnet hospital (McClure, 2005). Magnet status changes hospitals for the better. Increased education, nursing leadership, and nursing retention are just a few examples of the influence of the Magnet model. Nurses working for Magnet hospitals are encouraged to increase their professional knowledge. Nurses are encouraged to grow as a clinician by participating in clinical ladder programs, obtaining certifications, and pursuing advanced degrees. Magnet status is a designation for hospitals that wish to provide excellent patient care and promote nursing leadership. Many hospitals offer tuition reimbursement to encourage nurses to continue their education to pursue an advanced degree. Clinical ladders offer professional and monetary gains. A local Magnet hospital in Richmond, Virginia offers reimbursement for the cost of certification exams to help their nurses have an opportunity for certification in their specialty. McClure explains that magnet hospitals develop a culture of excellence by demonstrating best practices and involving nurses in decision making and policy development. There is a correlation between the nurse with a higher level of education and certifications in their area of expertise and positive patient outcomes. (McClure, 2005). The Magnet modelShow MoreRelatedMagnet Recognition Program : A Model Of Excellence Essay986 Words   |  4 Pagestwo decades, the Magnet Recognition Program evolved into a model of excellence that hospitals are striving to obtain. The purpose of this paper is to review the history of the Magnet Recognition Program; the criteria hospitals must meet to obtain Magnet status and how preparing for and maintaining Magnet status influence and create positive changes in organizations. Overview of the Magnet Designation In the 1980’s, the American Academy of Nursing’s Task Force on Nursing Practice in Hospitals conductedRead MoreThe American Nurses Credentialing Center1248 Words   |  5 Pagesstaffing levels (American Nurse Credentialing Center, 2011, p. 8). To address this issue a taskforce was formed within the American Academy of Nursing (AAN). Through an initial study of 165 hospitals, the AAN determined the characteristics of healthcare organizations that were magnetically attracting and retaining nurses as employees (American Nurse Credentialing Center, p. 9). In this study the AAN found â€Å"Forces of Magnetism† that contributed to the high level of job satisfaction amongst nursesRead MoreApproaches For Health Care, Alleviating Pain And Suffering1347 Words   |  6 Pagesused includes detailed analysis, surveys, demographics analysis, planning, intervention, and evaluation, for the process. 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Two of which are the Mechanical Model also known as Era I, and the Body/Mind Model known as Era II. Era I began in the 1860’s, the model reflected the view that disease was purely physical in nature andRead MoreU.s. Department Of Veterans9636 Words   |  39 PagesPrepared by: A Product of the Alliance to Modernize Healthcare Federally Funded Research and Development Center Sponsored by the Centers for Medicare Medicaid Services (CMS) At the Request of U.S. Department of Veterans Affairs Veterans Access, Choice and Accountability Act of 2014 Veterans Choice Act Assessment G: VHA Provider Staffing, Productivity, and Time Allocation Final Report-DRAFT Version 1.0 June 12, 2015 Prepared for CAMH under: Basic Ordering Agreement No. 105042 Task OrderRead MoreExploring Corporate Strategy - Case164366 Words   |  658 Pagesbeen chosen to enlarge speciï ¬ c issues in the text and/or provide practical examples of how business and public sector organisations are managing strategic issues. 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Teamlease Putting India to Work Legally Free Essays

Roxanne Koprowski March 18, 2013 IB605 Teamlease: Putting India to Work Legally 1. ) Growth is extremely important for TeamLease’s future, especially since their business model was to â€Å"grow so fast that no one can shut you down. † They also wanted to create a people supply chain as well as becoming India’s largest employer. We will write a custom essay sample on Teamlease: Putting India to Work Legally or any similar topic only for you Order Now With those goals in mind, their ultimate achievement is to grow substantially. In order to remain India’s largest employer, they had to keep up with the explosive growth and competition in the telecommunications, financial services, and retail sectors. 2. ) Going forward, TeamLease has faced a few challenges along the road. First, TeamLease decided to move from a decentralized to a centralized structure for operations, causing fear and resistance from clients who were afraid of the loss of personalized services and fear from TeamLease employees who disliked the idea of relocating. TeamLease also had a difficult time filling open positions. Many people were registered with the government-run employment exchanges and many of these people were not fully qualified for the job. TeamLease also tried to partner with training companies but there was no training company that would accept their concept of paying for their services only after their trainee has been placed with a job. They also took a big hit during the 2009 recession causing the open job market to drop dramatically and as well as a decrease in client support. . ) The competitors that worry me the most are Addeco and Randstad. Addeco seems to be the largest HR staffing service company followed by Randstad. Addeco is a major threat with over 33,000 employees and 5,500 branches, in over 60 countries. Randstad has 28,700 employees, 3,500 branches, in over 40 countries. TeamLease on the other hand has 75,000 employees in 600 branches. TeamLease may have more employees, but Randstad and Adecco seems to have mo re qualified employees and are more spread out worldwide. TeamLeast has the least amount of branches among its top competitors. 4. ) I believe that TeamLease should put more money into staffing and training in order to have more suitable and a more experienced staff in order to maintain competitive advantage. They should also try to increase or spread out more of their branches to other countries. TeamLease should also put more effort into marketing and their advertising campaign. Last, they should consider offering employee incentives such as days off or bonuses’. How to cite Teamlease: Putting India to Work Legally, Papers

Chirstopher columbus Essay Example For Students

Chirstopher columbus Essay It is thought by many that Christopher Columbus was a skilled sailor on a mission of greed. Many think that he in fact did it all for the money, honor and the status that comes with an explorer, but this is not the case entirely. Columbus was an adventurer and was enthused by the thrill of the quest of the unknown. Columbus had a firm religious faith and a scientific curiosity, a zest for life, the felling for beauty and the striving for novelty that we associate with the advancement of learning. He had heard of the legendary Atlantic voyages and sailors reports of land to the west of Madeira and the Azores. He believed that Japan was about 4,800 km to the west of Portugal. In 1484, Columbus wanted support for an exploratory voyage from King John II of Portugal, but he was refused. In 1485, Columbus took his son Diego and went to Spain to get some help. Christopher waited on the queen for a meeting for over nine month with no funds due to her rigorous schedule; on his journey to meet the queen he walked in to a physicians shop and began a relationship with his daughter. Columbus eventually had a child with his mistress, but was unable to marry her do the fact that she was a peasant and that he already had a wife with must higher social status. Columbus would have given his social placement up for this women but could not, it is said that she was constantly on his conscience. By the time Christopher reached early thirties he was a master mariner in the Portuguese merchant service, which was the finest merchant marine of that time. He had sailed from above the artic circle to almost the equator and from the eastern Aegean to the outer Azores. He had learned as much as he possible could about the sea in his time. Although he was an regular reader on books of geography and cosmography his knowledge was limited because of their lack of technology. On May in 1486 almost a year after Columbus had enter Spain, he was finally allowed to meet with the queen who is said to be known for her great judgment in choosing the right man for the right job. The queen turned down Christophers proposals several times before giving it any true thought. The queen sent out her confessor to examine the great project to see if it was feasible. For the next six months Columbus lived the worst days of his life. Christopher was subjected to continuous prejudice even though he knew h is great project would open new pathways to maritime achievement and opportunity, but still the public viewed his revolutionary planes as a crackpot idea. Very few of the queens staff were in favor of the great quest except for one, Diego de Deza who granted Columbus 12,000 maravedis a year, which was about $83 in gold. It was enough to support a man like Columbus. Columbus had simple tastes. On Aug. 3, 1492, Columbus sailed from Palos, Spain, with three small ships, the Santa Mara, commanded by Columbus himself, the Pinta under Martn Pinzon, and the Nina under Vicente Yanez Pinzon. After stopping at the Canary Islands, he sailed due west from Sept. 6 until Oct. 7, when he changed his course to the southwest. On Oct. 10 a small rebellion was quelled, and on Oct. 12 he landed on a small island in the Bahamas. He took possessions for Spain and brought natives aboard, discovered other islands in the neighborhood. On Oct. 27 he sighted Cuba and on Dec. 5 reached Hispaniola. .u3a4993e942b5592c173247ec8b65a3e3 , .u3a4993e942b5592c173247ec8b65a3e3 .postImageUrl , .u3a4993e942b5592c173247ec8b65a3e3 .centered-text-area { min-height: 80px; position: relative; } .u3a4993e942b5592c173247ec8b65a3e3 , .u3a4993e942b5592c173247ec8b65a3e3:hover , .u3a4993e942b5592c173247ec8b65a3e3:visited , .u3a4993e942b5592c173247ec8b65a3e3:active { border:0!important; } .u3a4993e942b5592c173247ec8b65a3e3 .clearfix:after { content: ""; display: table; clear: both; } .u3a4993e942b5592c173247ec8b65a3e3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3a4993e942b5592c173247ec8b65a3e3:active , .u3a4993e942b5592c173247ec8b65a3e3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3a4993e942b5592c173247ec8b65a3e3 .centered-text-area { width: 100%; position: relative ; } .u3a4993e942b5592c173247ec8b65a3e3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3a4993e942b5592c173247ec8b65a3e3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3a4993e942b5592c173247ec8b65a3e3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3a4993e942b5592c173247ec8b65a3e3:hover .ctaButton { background-color: #34495E!important; } .u3a4993e942b5592c173247ec8b65a3e3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3a4993e942b5592c173247ec8b65a3e3 .u3a4993e942b5592c173247ec8b65a3e3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3a4993e942b5592c173247ec8b65a3e3:after { content: ""; display: block; clear: both; } READ: Georg Cantor EssayOn Christmas Eve the Santa Mara was wrecked on the north coast of Hispaniola, and Columbus, leaving men there to found a colony, hurried back to Spain on the Nina. His greeting was all he could wish; according to his contract with the Spanish sovereigns he was made admiral of the ocean sea and governor general of all new lands he had discovered or should discover. The later voyages became much more elaborate, with seventeen ships and 15,000 men aboard. In total there were four voyages that set sail to the new world. (Further readings not in book)As the fourth voyage Columbus ended. It was his last. Columbus had a long sickness that almost made him crazy, you might say he, lost his mind. But he knew one thing that the king and queen of Spain had not kept the promises they had made him, and he was determined, if he lived, to have justice, and to make them do as they said they would. They had told him that only he or one of his family could be Admiral of the Ocean Seas of the New Lands; they had sent across the ocean others, who were not of his family, to govern what he had been promised for his own. They had told him that he should have a certain share of the profits that came from trading and gold hunting in the Indies; they had not kept this promise either, and he was poor when he was convinced he should to be rich. So, when he was on land once more, he tried hard to get to court and see the king and queen. But he was too sick. He had got as far as Seville, the fair Spanish city by the Guadalquivir. But when he arrived, he again became disappointment. He lost his best friend at the court. It had been barely two weeks in Spain and the Queen Isabella died. After Queen Isabellas death, which did nothing to help Columbus. He would not agree to give the Admiral what he called his rights, and though Columbus kept writing letters from his sick room asking for justice, the king would do nothing for him. So Columbus had no friends at the kings court. Diego, his eldest son, was still one of the royal pages, but he could do nothing. Without friends, without influence, without opportunity, Columbus began to feel that he should never get his rights unless he could see the king himself. Even sick he was he determined to try it. It must have been sad to see this sick old man drag himself to the court to ask for justice from the king whom he had made rich. You would think that when King Ferdinand really saw Columbus he would have remembered all that this man had done for him and for Spain, and how brave and persistent and full of determination to do great things the Admiral once had been, he would at least have given the old man what was justly due him. But he would notDid Columbus discover America? Yes, in every important value. This does not mean that no human eye had been cast on America before Columbus arrived. It does mean that Columbus brought America to the attention of the civilized world, to the growing, scientific civilizations of Western Europe. The result, ultimately, was the United States of America. It was Columbus discovery for Western Europe that led to the arrival of ideas and people on which this nation was founded on. The voyages of Christopher Columbus contain one of the great adventure stories of all time. His first journey across thousands of miles of unknown ocean, in the middle of the rebellious grievances and tensions of his crew, was not only one of the most significant achievements of recorded human history, but was also a demonstration of Columbuss dominance as mariner and navigator. For a while he had faults and defects, which brought turmoil to his personal life, but there was no flaw, no dark sid e to the most significant of all his qualities, of course his seamanship. .u86bb36ef2ab6368a1fd01e755f421d19 , .u86bb36ef2ab6368a1fd01e755f421d19 .postImageUrl , .u86bb36ef2ab6368a1fd01e755f421d19 .centered-text-area { min-height: 80px; position: relative; } .u86bb36ef2ab6368a1fd01e755f421d19 , .u86bb36ef2ab6368a1fd01e755f421d19:hover , .u86bb36ef2ab6368a1fd01e755f421d19:visited , .u86bb36ef2ab6368a1fd01e755f421d19:active { border:0!important; } .u86bb36ef2ab6368a1fd01e755f421d19 .clearfix:after { content: ""; display: table; clear: both; } .u86bb36ef2ab6368a1fd01e755f421d19 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u86bb36ef2ab6368a1fd01e755f421d19:active , .u86bb36ef2ab6368a1fd01e755f421d19:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u86bb36ef2ab6368a1fd01e755f421d19 .centered-text-area { width: 100%; position: relative ; } .u86bb36ef2ab6368a1fd01e755f421d19 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u86bb36ef2ab6368a1fd01e755f421d19 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u86bb36ef2ab6368a1fd01e755f421d19 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u86bb36ef2ab6368a1fd01e755f421d19:hover .ctaButton { background-color: #34495E!important; } .u86bb36ef2ab6368a1fd01e755f421d19 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u86bb36ef2ab6368a1fd01e755f421d19 .u86bb36ef2ab6368a1fd01e755f421d19-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u86bb36ef2ab6368a1fd01e755f421d19:after { content: ""; display: block; clear: both; } READ: Anne Frank EssayBibliography:

Successfully Navigating the Turbulent Skies of a Large-Scale Erp Implementation free essay sample

I will also address how the project team managed and communicated it’s vision amongst the firm and how the new roles were defined, communicated amp; understood. The analysis will focus up to and including the implementation of the system. As the company grew over the years, Bombardier’s strategy of growth by acquisition turned the firm into a â€Å"textbook silo organization†. This created problems as systems did not communicate with each other effectively. This inefficiency generated additional costs because the firm had to maintain all the different systems. Another problem, related to the operation of the aerospace division, was the low visibility of inventory and lack of integration between the old computer systems. This caused process delays, low inventory turns amp; price inconsistency from suppliers. The Bombardier Manufacturing System (BMS) , the group of information technology applications that had been supporting Bombardier Aerospace’s manufacturing activities, had not evolved to cope with the fast changes. We will write a custom essay sample on Successfully Navigating the Turbulent Skies of a Large-Scale Erp Implementation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The BMS capabilities had become limited. We can assume that Bombardier was not a fully integrated company at that time because there was a clear lack of coordination and unity. An example would be how employees would create numerous stand-alone databases throughout the company on operations specific to their function without realizing the negative effect it causes to the rest of the organization such as data errors or omissions. But Bombardier Aerospace was working on becoming an integrated Company, as the Vice-President of Operations and Project Sponsor was aware of the challenges and created a Vision: â€Å"One Company†: To align the operations of its acquired companies by implementing common roles and responsibilities. To meet this enormous challenge, a Enterprise Resource planning (ERP) system was first implemented at Bombardier Aerospace. The first attempt in 2000 was a costly failure. The implementation of this technology without the corresponding organizational changes was the main reason of its failure. The factors that contributed to its breakdown are identified as : Focusing the implementation on inappropriate business processes, an outdated company vision, a weak sponsorship model, insufficient involvement of internal employees and having too many third-party consultants employed on the project. In October 2001, Bombardier Manufacturing Information System (BMIS) was created by the Senior Project Manager to establish a new integrated manufacturing system. BMIS was the first project launched with a vision of an integrated organization. Once completed it would support 9,500 users over seven sites and the main benefit of the system’s integration is the cost savings of over $1. 171 billion and a one time reduction in material inventory of $219 million. To Create amp; implement such a system, a blue print of the operation was created. An integration team was formed; There role was to identify integration points where a process crossed functional boundaries, and independently resolve integration points that could potentially cause disagreement. The functional council took high –level decisions regarding the design of the projects. The BMIS team requested that the plants provide them with experienced employees for the design phase. Some problems that the BMIS project manager was concerned about is that there was a lack of strong business employees, although empowered to make decisions and complete the design had to constantly go back to the business in order to validate. Another problem was the documentation that was requested by the BMIS team were not provided. As a result, the Design phase ran over schedule by several months. Bombardier Aerospace decided to go with a progressive implementation of the system. BMIS would be implemented one plant at a time starting with there newest facility, the Mirabel Plant. The Critical success factor for the project was the â€Å" Vanilla† approach to system design: It was important that the first roll-out or implementation of the system at the Mirabel plant to be a controlled one. Bombardier limited the scope of the first roll-out one section at a time and trained the rest of the shop accordingly. This approach would siege the system to one part of the plant and identify lessons for subsequent roll-outs. The Restructuring of the procurement function plays an important role in realizing the vision of the BMIS. As was stated earlier, one of the problems the firm faced was the low visibility of inventory. By improving the visibility, you can reduce inventory levels that would improve liquidity and reduce cycle time. It was decided mid-project to restructure the procurement function, it was undertaken in parallel with the implementation of the BMIS and was called the Material Resource Planning Technology. The main idea for procurement was to minimize the total acquisition cost and overall procurement costs by concentrating on a centralized and strategic sourcing of inventory. This big change would require the training of new employees and have them ready to use the new system. Data Management was also a parallel project, it can be divided in 2 activities: 1. Data Cleansing: identified as a major risk of the project. 2. Data Preparation: Extraction, mapping, staging and consolidation of data. Before going live it was important to prepare the users in utilizing the new system. Due to the pressure of staying on schedule, training were delivered to users in a short period of time which wasn’t effective because transmitting such a large amount of information in a sort period resulted in a negative effect. Successfully Navigating the Turbulent Skies of a Large-Scale ERP Implementation free essay sample Bombardier’s Background Bombardier started in the year 1942 and went on to become a key player in the transportation industry. It entered the market of rail transportation in 1974 and 8 years later its desire to diversify led it to enter the Aerospace Industry. By January 31, 2007 Bombardier Transportation posted revenues of $ 6.6 Billion of which 55% came from Aerospace division. The Aerospace division has headquarters in Montreal and is the 3rd largest designer and manufacturer of commercial aircraft in the world. Bombardier Aerospace believed that regional jet is necessary to compete with the range of 1000 seat planes that its nearest rival Embraer in introducing the market. The detrimental impact of 9/11, war in Iraq have led to reduction of passenger numbers for large carriers which gave Bombardier a firm position in the airline industry. Business Problem As the company grew over the years, Bombardier’s strategy of growth by acquisition turned the firm into a â€Å"textbook silo organization†. We will write a custom essay sample on Successfully Navigating the Turbulent Skies of a Large-Scale ERP Implementation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This created problems as systems did not communicate with each other effectively. This inefficiency generated additional costs because the firm had to maintain all the different systems. Another problem, related to the operation of the aerospace division, was the low visibility of inventory and lack of integration between the old computer systems. This caused process delays, low inventory turns price inconsistency from suppliers. The Bombardier Manufacturing System (BMS), the group of information technology applications that had been supporting Bombardier Aerospace’s manufacturing activities, had not evolved to cope with the fast changes. The BMS capabilities had become limited. We can assume that Bombardier was not a fully integrated company at that time because there was a clear lack of coordination and unity. An example would be how employees would create numerous stand-alone databases throughout the company on operations specific to their function. Solution for the business problem Enterprise Resource Planning (ERP) system was considered by Aerospace as best way to realize the strategic vision.It was realized early on by senior management that if the many assorted clerical process could be organized under one overarching system, the resulting efficiency would enable a savings of 1.71 billion dollars. First ERP Implementation Wasted approximately 130 million dollars due to an improper alignment of IT and business strategy. Accordingly, this time around there existed great imperative to ensure that the new project team created a blue print that â€Å"cut a line through the processes horizontally†. The design of the PC term project is based on similar principles diverging perhaps only on how Bombardier insourced rather than outsourced its development. Nonetheless, like how the consulting group PC contracted has also overpriced its services to the tune of $6,000 dollars yearly (See Cost-Benefit Analysis), the innumerable consultants Bombardier originally hired delivered a product whose quality was out of proportion to its price. Another parallel lies in how for both Projects, meetings with the senior management needed to be conduct so as to ensure that the proposed and design project appropriately captured the company’s business strategy. The case presents the implementation of an ERP system in Bombardier, along with all the major changes the corporation undertook for a successful transition. The problem that Bombardier is facing is the ability to find out how to implement an ERP system that will contribute to the large inherited data and processes from other sectors of the company. At this point Bombardier is facing compatibility issues with their systems. An answer was needed to enable and establish a better way of communication between systems or establish an alternative to become a better centralized system and find a solution to the lack of integration of their legacy systems. Problem/Issue Statement The problem presented by Joseph-Armand Bombardier is the upcoming third round of ERP implementation in his organization. Even though a big improvement over the efficiency and success of execution between the first ERP round (Mirabel plant) and second round (Saint-Laurent plant), there is still room for improvement. The focus is to identify the practices vs. the best of the best practices in the industry in relation to ERP implementation and offer specifics on how to make this third round provide a higher success rate. Main Problem: The rollout of ERP at the Mirabel plant and then followed by the Saint-Laurent plant did improve, but still had their fair share of challenges. Our area of improvement will be from the results given after ERP went live at Saint-Laurent. The main problem appears to be still be a disconnect between the business vs. project team and properly communicating and training those who will be using the new ERP system (SAP in this situation). While the overall response was positive, not every issue from the Mirabel plant has been corrected and resolved. Symptoms: A few symptoms mentioned was that specialized knowledge was concentrated in a few individuals, embellishing the scorecards to mask some of the issues, gaps in understanding of priority between project team and actual business, and finally some feedback on wanting SAP to have done more for an individual’s current job. The scope of the problem involves the next plant/location of Bombardier that will have ERP implemented to replace their legacy system. It is vital to establish â€Å"best of best† practices to provide a seamless transition with positive short and long-term results. We do not want to take a step backwards with loss of productivity, dissatisfied employees, and weak communication within the organization. Situation Assessment The context of the problem is based primarily on improvements over the last ERP implementation from the Saint-Laurent plant as well as looking at the best of best industry practices for successfully rolling out ERP in a large size corporation. We, as the consultants, must look at what’s been done both  internally and externally, and develop strategies to help guide Bombardier into a smoother process. Again, with looking at the symptoms that Bombardier is currently experiencing post-Saint Laurent plant, the company has a clearer vision on how to proceed. The decision criteria to consider include: Greater active involvement with management, stronger communication, closer link between business and support group, and increase in productivity and output. List of Plausible Alternative Courses of Action and Evaluations The alternative courses of actions would be to adopt key best-of-best practices that have led to a positive ERP implementation. Based on a study down by Panorama Consulting (Link# 1), we see that five key findings found in ERP implementations done in 2010 include the following: ERP implementations take longer than expected Software as a service (SaaS) implementations take less time than on-premise ERP implementations, but deliver less business value Companies do not effectively manage the organizational changes of ERP Based on these five problems, I would recommend that Bombardier adopt/continue to strengthen the following best practices (Cite #1): 1. Executive management should endorse the ERP project and remain active throughout implementation. – As was seen with the Saint Laurent plant, management was very active in meetings, progress reports, and being a pro-voice for ERP. Even the Vice-President could be seen at the location promoting the new software. Moving forward, this model should be continued and strengthened. By having upper management communicate (see item# 5) the feedback and updates to all personnel, it will show that every employee has a role to play and is vital to the success of this rollout. 2. Project manager should be assigned full-time to the implementation. – By not having to separate one’s time from work and ERP preparation, you can ensure that focus and attention is being given as a high priority. This will trickle down to show employees that this is not a haphazard process, but one that takes time and is meant to have a lasting effect on the organization. 3. Employees should receive  training on how to work as a team on a project before implementation begins. – With SAP, departments are connecting in a way that may be unfamiliar to those who were used to having their own system and methodology for working. For that reason, I would recommend having these team building exercises to make everyone aware and comfortable with sharing information. Aside from that, it is important for everyone to know how their work in the new system can directly (and indirectly) affect others in different departments. For instance, knowing what happens when a wrong route code is entered and the effect it has on logistics can help to prevent these errors and eliminate this â€Å"me† mentality. 4. Employees should receive training before and after implementation. One key area that was improved from the Mirabel implementation was that not a lot of training should be given before vs. after ERP is live. Instead, it is wise to have the employees aware of the changes coming, but to also provide more in depth training sessions and refresher courses after those employees have had time to use the system. As stated in the case, a lot of unknown problems/issues originated after the system went live and the company would do well to retain a support staff on location (or easily accessible via phone/computer) if questions do arise. 5. Communication must be maintained throughout process and in an efficient manner. – By holding department meetings, producing a newsletter, or just having impromptu updates, employees will be kept in the loop and will see the importance of ERP implementation. While management would not want to communicate any issues during these phases, it would be wise to be honest with employees and to offer a forum for feedback and suggestions. This is important as the employees will be the ones using the system more than anyone else involved in setting up ERP and when employees concerns go unheard, it can lead to disengagement and resentment. I am not too concerned about budget costs, mainly because Bombardier is already familiar with the process and as they continue to bring SAP over to their other facilities, there is a positive network effect of sharing information from the other locations and even bringing those â€Å"power users† over to assist. Whereas other companies looked at in other case studies may have had experienced far greater risks with ERP implementation, this is because the organization was not ready for change. Case Study Conclusions While viewing the quality and logical recommendation, it is right to say that Bombardier should allow the ERP process to take place once more and finish what was once started. With the BMIS team created, training and support would be available to be present during future implementations which would create a positive influence on all the employees who are new to it all. Having training before and after the implementation would allow those who were never working on the same systems integrate and have familiarity working together. During the implementations, the upper management should always be present along with the BMIS team. The presence with upper management influences not only the employees but the consultants also. Also, the divisions would also need support while the entire company is being implemented because they are also in the loop . With ERP, Bombardier would allow their vision to become â€Å"One Company† and allow all their divisions to share and become centralized as a whole.

Carl Rogers Essay

Carl Rogers Essay Carl Rogers Essay Carl Rogers Person-Centered Theory Client Centered vs. Person Centered Client-centered Referred to Rogers’ approach to therapy in which the client (not the patient) is assumed to be responsible for changing his or her personality. Client Centered vs. Person Centered Person-centered Referred to the Rogerian Theory of Personality. Two Basic Assumptions Formative Tendency And Actualizing Tendency Formative Tendency The tendency of all matter to evolve from simpler to more complex forms. Formative Tendency The tendency of all matter to evolve from simpler to more complex forms. Formative Tendency The tendency of all matter to evolve from simpler to more complex forms. Actualizing Tendency The tendency to move toward completion or fulfillment of potentials. Actualizing Tendency Each person operates as a complete organism. Actualization Tendency needs a particular environment. Empathy (Active listening) Acceptance (Unconditional positive regard) Genuineness (congruence) Empathy (Active listening) Empathy (Active listening) Acceptance (Unconditional positive regard) Empathy (Active listening) Congruence A complete human being with feelings of joy, anger, frustration, confusion, etc. Congruence To be real or genuine, to be whole or integrated, to be what one truly is. Congruence and Incongruence Congruence Incongruence Unconditional Positive Regard: Approval granted regardless of a person’s behavior. Conditional Positive Regard: Approval, love, or acceptance granted only when a person expresses desirable behaviors and attitudes. Rogers’ Idea of Congruence X = Idealized Self Y = Self Concept X Y No overlap might imply little or no satisfaction with oneself (no or low self – esteem). Degree of overlap represents a degree of satisfaction with one’s own self. Rogers’ Idea of Congruence X = Idealized Self X Y = Self Concept Y As the ideal-self begins to coincide with... Degree of overlap represents a degree of satisfaction with one’s own self. Y= Rogers’ Idea of Congruence X = Idealized Self X Y = Self Concept Y what an individual perceives as their actual self,... Degree of overlap represents a degree of satisfaction with one’s own self. Rogers’ Idea of Congruence X = Idealized Self X Y = Self Concept Y they are beginning to allow what Rogers called self-approval, Degree of overlap represents a degree of satisfaction with one’s own self. Rogers’ Idea of Congruence X = Idealized Self Y = Self Concept X Y or Positive Self-Regard. Degree of overlap represents a degree of satisfaction with one’s own self. Rogers’ Idea of Congruence X = Idealized Self Y = Self Concept XY X Total overlap might imply a high level of satisfaction with oneself (elevated or high self-esteem). Degree of overlap represents a degree of satisfaction with one’s own self. Awareness â€Å"The symbolic representation of some portion of our existence† Necessary for the self concept and ideal self to exist. Awareness Three Levels 1st Level Many experiences are ignored or denied. Habituation, reaction formation. Awareness Three Levels 2nd Level Experiences accurately symbolized. Awareness Three Levels 3rd Level Experiences perceived in a distorted form. (Cognitive dissonance) Stages of Therapeutic Change Can be placed on a continuum from most defensive to most integrated. Stages of Therapeutic Change Stage 1) Rigid and resistant to change. Doesn’t see any problem. Refuses to own personal feelings or emotions. Stages of Therapeutic Change Stage 2) Slightly less rigid. Still refuse to recognize their own feelings. May talk regarding feelings in objective manner. Stages of Therapeutic Change Stage 3) Talk little more freely. But feelings at distance, not here and now. In future or past tense. Stages of Therapeutic Change Stage 4) Begin

Historical Memory Essay Example | Topics and Well Written Essays - 750 words

Historical Memory - Essay Example He graduated in the year 1948 with a B.A. degree from the same college his father and grandfather attended. Martin went ahead and attended Crozer theological seminary for three years studying theology (Asselin, 6). After completion of his studies, he was elected the president of a senior class, which was predominant with whites. He graduated with a B.D. in 1951, which won him a scholarship from Crozer College and enrolled in Boston University. After completion of his studies, he received a degree in 1955, after completing his residence doctorate in 1953. While in Boston, Luther met his wife, with whom they bore two sons and two daughters. In 1954, he became a pastor and a rights activist until his assassination on 4 April 1968. Even though slavery was banned in the United States in the late 19th century, the institutions in the country discriminated people according to race. This was often referred to institutional racism, where African Americans were oppressed in the country. In the mid 20th century, many African Americans were occasionally mistreated even in public (Asselin, 10). For instance, the African Americans were forced to use separate schools and public utilities. On the other hand, the superior and well-established utilities, facilities, and schools were reserved for the whites. This was a daunting situation, especially to the African Americans, constantly known as blacks. For many decades, African Africans had been engaging endless fights to establish an all-inclusive society without segregation and discrimination. Apparently, they made some progress. The efforts of the African Americans were enhanced by Martin Luther as he started raising awareness of the public to racism, discrimination, and segregation in the country. His ostensible objective was to enhance racial equality across the nation. However, he had other objectives, which included raising awareness in the grassroots. As such, the people in the grassroots

Assessing Educational Change Essay Example | Topics and Well Written Essays - 1250 words - 1

Assessing Educational Change - Essay Example In seeking to empower the people, the government began offering bilingual education to enhance the capacity for individuals to understand Portuguese. The government considered such educational changes as essential in enhancing the perceptions of individuals regarding acquisition of education. The planning phase for the project was undertaken with numerous conferences and meetings within different location across the country. This sensitisation process was aimed at ensuring majority of the stakeholders became aware of the project being undertaken across the country. The project was aimed at ensuring creation of people networks across the country through language. The nationwide conferences were undertaken to inform the general public about the process of implementing the project and the purposes of the entire project. During the project initiation process, the project proposals were presented to various stakeholders who would provide essential resources for implementation of the project. These included financiers and facilitators across the country. These stakeholders accepted the proposal and the project commenced. While the project management team performed numerous essential preplanning activities to ensure the successful implementation of the project, many processes were overlooked during the planning phase. The project management team focused on only two stakeholders, while ignoring, majority of the fundamental stakeholders. Universities were given a priority over schools during the initiation phase. The project management team should consult all stakeholders and seek their opinion regarding the process. They would however classify the stakeholders in terms of their influence on the project. The public schools and their teachers were ignored during the planning phase. Consultations with these stakeholders would have sought to identify the requirements in implementing the project, consequently

Regionalization planning, preparation, and response approach Research Paper

Regionalization planning, preparation, and response approach - Research Paper Example are known to have a history of coordinated aid agreements and function mutually, some regions are characterized with different partners coming together in the context of federal homeland security arrangements in order to initiate effective planning. This paper examines the issues of regional planning, preparation and responses approaches in the context of their economic, social and legal impacts. In addition, the paper will incorporate the role of the Saint Leo University core value of Community as it relates to local response to terrorism; such as, mutual aid agreements, regionalization approaches, multi-jurisdictional training or exercises, cross-discipline training or exercises, interoperable communications, etc. Body Regionalization or regional coordination relates to using government resources in harmonizing ways in order to achieve objectives that are mutually agreed amongst different stake holders in the given region. Regionalization also helps in overcoming the disjointed cha racteristics of federal systems and grants as provided to states and other local bodies. Coordination is successful through vertical processes amongst local, state and federal government as also through horizontal processes in different regions. Resources can be efficiently aligned to achieve security in communities, but this often requires considerable planning within the given judicial jurisdictions. The neighboring jurisdiction can be impacted by urgent situations in many possible ways, such as through implementing mutual aid agreements and the acceptance of evacuated citizens. After the September 2001 terror attacks, the US has strengthened efforts and initiatives towards improving the programs established to safeguard the safety, health and welfare of people and community during... The extent of regionalization after the beginning of the Cold War led to the creation of enhanced opportunities for nation states as well as state sponsored entities to adopt asymmetrical strategies of attacking stronger opponents such as the US. Although value systems of terror organizations and terrorists pertain to overcoming the stronger enemy or to force it to abandon its initiatives in regional conflicts, the main objective of terrorists is to use operational methods to achieve a combination of such objectives. Nevertheless, terrorism is designed in evoking responses from the government of the targeted nation or society in efforts to force it to alter its external policies. Federal initiatives in the US have mostly focused on regionally integrated approaches to provide the needed services to citizens. This aspect is very important in the area of national security because there is an urgent need to address the threat of terror attacks in order to effectively manage the usage of federal security funding. It has become apparent that regional strategies in this regard have helped in ensuring that such funding is spent in coordinated and complementary ways in targeting the evident security gaps. Regionalization plans have targeted emergency readiness while other areas are characterized with a number of broad aspects that are encouraged by the federal government, mostly through the designing of regional strategies and allocation of funding to states.

First Language Acquisition Theories

First Language Acquisition Theories Imagine a blank template, a white sheet of paper, thats how human being starts off. From a crying baby in a cradle, to babbling, to simple single words, slowly progressing into two-words, then finally a complete sentence, ever wonder how one acquires the ability to produce the language? Linguists throughout the ages have tried to find out how does one ACQUIRE a language, is it a deep structure as claimed by Kimball? Or is it an innate ability, a build-in human capacity propagated by Chomsky? Various theories have arose since language studies came to fore, and the ability to acquire language has interested various parties since the dawn of man. From the dunes of Egypt,  Psammeticus, the Pharaoh during the 7th  century BC, believed language was inborn and that children isolated from birth from any linguistic influence would develop the language they had been born with. Fast forward to the 15th century,  King James V  of Scotland performed a similar experiment; the children were reported to have spoken good Hebrew. Akbar, a 16th century Mogul emperor of India, desired to learn whether language was innate or acquired through exposure to the speech of adults.   He believed that language was learned by people listening to each other and therefore a child could not develop language alone.   So he ordered a house built for two infants and stationed a mute nurse to care for them.   The children did not acquire speech, which seemed to prove Akbars hypothesis that language is acquired and does not simply emerge spontaneously in the absence of exposure to speech.   Henceforth, modern linguists have been trying hard to crack the codes which govern the acquisition and learning of a language. Theories ranging from Jean Piagets Cognitive Theory(1929), Skinners Behaviorist Theory (1957), to Chomskys The Innateness Hypothesis, and Lamberts Critical Period Hypothesis(1967) for first language acquisition, and finally Krashens 5 hypothesis of second language learning have paved a way for an insight, a way to unravel the way the mind works in acquiring and learning a language -which happen to be distinct from one another-, and here, we will be looking at the theories that have been the workhorse of language acquisition and learning. Definition First Language Acquisition is touted by linguist as the process of acquiring a language via exposure whilst young. First language is defined as the primary language -not necessarily mother tongue- which the speaker first acquires and use on a constant basis. According to Lennenberg (1967) the language that one picks up during the critical period will generally be the persons first language. The Canadian census agrees that the first language that one acquires during childhood is the first language. A second language, however, can be a related language or a totally different one from the first language. Language acquisition is a cognitive process cognitive process (reasoning, perception, judgment and memory) of acquiring a language. It is usually done subconsciously, with the mind slowly structuring the template to mold the language into shape. Language learning however, means a person is trying to learn the language consciously through practice, training, or experience. Amongst the most prominent theories of language acquisition that has been put forward by linguists is the: Cognitive Development Theory According to Jean Piagets cognitive theory (1970s), language is a subordinate part of cognitive development. Language is mapped onto an individuals set of prior cognitive structures. The principles of language are no different from other cognitive principles. A person becomes capable of abstraction, of formal thinking which excels concrete experience and direct perception (Freeservers.com, 2012). Firstly, the child becomes aware of a concept, they acquire the words and patterns to convey the concept. Simple ideas are expressed earlier than more complex ideas even if they are grammatically more complicated. Piaget described four distinct stages of childhood cognitive development which include sensorimotor stage, pre-operational stage, concrete operational stage and formal operational stage and relates them to a persons ability to understand and assimilate new information (Springhouse Corporation, 1990). First language learners are thought to creatively use their skills of cognition in order to figure out the second language of their own. For adult learners, they have the ability to abstract, classify and generalize gives them an advantage to systematically solve problems. Adult language learners rely on their cognitive activities of general information processing because their Language Acquisition Device gradually becomes unavailable for them (Hadley, 2002). Piaget claims that the human mind has a template known as the schema: The representation in the mind of a set of perceptions, ideas and /or actions which go together (Atherton , 2011). The schema helps individuals understand the various happenings around them, an understanding of oneself (self-schemata), other people (people schemata), events/situations (event schemata) and roles/occupations (role schemata). According to psychologists, cognitive development starts at adaptation, followed by assimilation and accommodation close after. Assimilation is the process of incorporating new information into pre-existing schema, more often than not leading to overgeneralization. For example, the child refers to a whale as a fish, due to the fact the whales and fish, have fins and lives in the ocean. After assimilation, comes accommodation, whereby the mind is able to differentiate concepts made during the prior phase. Piaget contends there are four stages of cognitive development which are sensorimotor stage (birth-2years), pre-operational stage (2-7 years), concrete operational stage (7-11years) and formal operational stage (11 years and up). The first stage or the sensorimotor stage is the stage where a child learns about himself and his environment through motor and reflex movements. The childs thoughts are derived from movement and sensation (Springhouse Corporation, 1990). They learn and progress by doing simple motor movements such as looking, grasping, crying, listening, touching and sucking. Further down the road, they will also gain a basic understanding of the relationships of cause and effect. Object permanence appears around 9 months and further physical development allows the children to begin developing new intellectual abilities. Piaget contends that some basic language abilities are developed at the end of this stage. Pre-operational stage follows after the child reaches at the age of 2. During that stage, a childs intelligence is demonstrated through the use of symbols, and his language use matures, advancing to basic sentences. The childs memory and imagination are developed to a certain extend but thinking is done in non-logical and non-reversible manner. The following stage is the concrete operational stage -where the child reaches the age of 7-11-: Children then develops seven types of conservation, namely number, length, liquid, mass, weight, area and volume. The childs intelligence is further demonstrated through logical and systematic manipulation of symbols related to concrete objects, and his operational thinking develops exponentially, however, his thinking at this stage is still concrete. The final stage in the cognitive development is the formal operational stage, where the childs developed intelligence is demonstrated through the logical use of symbols related to abstract concepts. This is reflected in his/her speech as in choice of words, and capability of metaphorical usage. Humanistic Approach (Abraham Maslow, Carl Rogers) Abraham Maslow proposed the humanistic approach as a method of language acquisition and learning. The theory takes into considerations of the feelings, motivation levels and confidence of a person According to Carl Rogers however, the persons consciousness of their own identity is about behavior central to oneself. Rogers believed that people could only fulfill their potential for growth if they had basically positive self-regard. On the contrary Abraham Maslows believed that those who satisfied all their needs might become self-actualizers (Sammons, n.d.). Humanistic approach differs it tries to encourage positive emotions that help language acquisition such as self-esteem, motivation, empathy and risk taking. It also tries to dampen negative emotions such as low self-confidence, nervousness and mental inhibition (Villatoro, n.d.) and in a sense, it coincides with Skinners Behaviorist Theory. Behaviorist Theory B.F. Skinner described learning as a behavior produced by learners response to stimuli which can be reinforced with positive or negative feedback to environmental stimuli. Skinner added that learning can be observed, explained, and predicted through observing antecedents and consequences. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast,  punishment  (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a change in behavior in the learner. Punishment is sometimes used in eliminating or reducing incorrect actions, followed by clarifying desired actions. Educational effects of behaviorism are important in developing basic skills and foundations of understanding in all subject areas and in classroom manage ment.   Skinners Behaviorist approach contends that children learn language through imitation, repetition and the reinforcement of the successful linguistics attempts. Mistakes are considered to be the result of imperfect learning or insufficient opportunities for practice. In such, that a child having a pleasant learning experience (such as rewards or praise) is positive reinforced. Through that positively reinforcing stimulus, a childs learning capacity is triggered. However, unpleasant experiences (such as punishment) serve as negative reinforcements, and cause learners to avoid undesirable responses to stimuli. As such, continuous reinforcement increases the rate of learning, be it positive or negative; a child will respond to different triggers and with experience, remember what is to do and to avoid. Hence, intermittent reinforcement helps a child to a longer retention of what is learned. Skinner contends that both positive and negative reinforcement can shape behavior, and this in turn affects their language acquisition capability, as such, a lack of any reinforcement can also shape behavior. If people receive no acknowledgement of their behavior, they will likely change that behavior until they receive some kind of reinforcement. Behaviorism gave birth to a stimulus-response (S-R) theory which sees language as a set of structures and acquisition as a matter of habit formation. Ignoring any internal mechanisms, it takes into account the linguistic environment and the stimuli it produces. Learning is an observable behavior which is automatically acquired by means of stimulus and response in the form of mechanical repetition. Thus, to acquire a language is to acquire automatic linguistic habits. According to Johnson (2004:18), Behaviorism undermined the role of mental processes and viewed learning as the ability to inductively discover patterns of rule-governed behavior from the examples provided to the learner by his or her environment. Larsen-Freeman and Long (1991:266) consider that S-R models offer little promises as explanations of SLA, except for perhaps pronunciation and the rote-memorization of formulae (Menezes, V. n.d.). This view of language learning gave birth to research on contrastive analysis, especially error analysis, the main focus of which is the interference of ones first language in the target language. An important reaction to behaviorism was the interlanguage studies, as the simple comparison between first and second language neither explained nor described the language produced by SL learners. Interlanguage studies will be present in other SLA perspectives, as the concern of the area has been mainly with the acquisition of grammatical morphemes or specific language structures. Behaviorist Theory for Second Language Learning Under this theory, it is believed that the second language learning learner tries to imitate what he hears and practices the second language regularly to develop habits in the language. This theory also believes that learners try to relate their knowledge of the native language to the second language and this could lead to positive as well as negative results. However the imitation of one language with the other is not recommended as this does not help in real life situations. The behaviorists believe that First language learners (FLL) consists of learners imitating what they hear and develop habits in the first language (FL) by routine practice. In this view, the learners are thought to relate what they know of their first language to what they recognize in the second language. Positive transfer is a result of similarities between the first language and the second language, because habits used in the first language easily transfer to the second language. On the other hand, negative transfer is caused by differences between the first language and the second language, because errors result from using habits from the first language in the second language. Problems with this view of FLL include the fact that imitation does not help the learner in real-life situations. Learners are continually required to form sentences they have never previously seen. A finite number of pre-practiced sentences is not enough to carry on conversation, not even with an instructor. Another problem with this view is that many of the errors made by FL learners are not based on the first language. Instead, the problems most often encountered by learners resemble errors made by children during the period of first language acquisition. The Innateness Hypothesis Noam Chomsky believes that children are born with a language acquisition device (LAD) which encodes the major principles of a language and its grammatical structure into the childs brain and thus possesses an inherited ability to learn any human language. He claims that certain linguistic structures which children use so accurately must be already imprinted on the childs mind.  Children have then only to learn new vocabulary and apply the syntactic structures from the LAD to form sentences.  Chomsky points out that a child could not possibly learn a language through imitation alone because the language spoken around them is highly irregular adults speech is often broken up and even sometimes ungrammatical.  Chomskys theory applies to all languages as they all contain nouns, verbs, consonants and vowels and children appear to be hard-wired to acquire the grammar.   Chomsky defends the innate hypothesis in terms of an elaborated linguistic theory which postulates not only a general ability in humans to acquire language, but also the ability that comes from a specific language acquisition device in the brain, equipped already at birth with specific grammatical rules and principles. The main arguments in favour of the innateness hypothesis are first, language acquisition would be dià ¯Ã‚ ¬Ã†â€™cult or even impossible without an innate grammar: How do we come to have such rich and specià ¯Ã‚ ¬Ã‚ c knowledge, or such intricate systems of belief and understanding, when the evidence available to us is so meager? (Cook, 1985). Chomsky claims that the mere existence of language universals supports the hypothesis that these are innate, and most essentially all humans acquire language, and no other animals do. The LAD is a hypothetical brain mechanism that Chomsky suggested to explain human acquisition of the syntactic structure of language. This mechanism endows children with the capacity to derive the syntactic structure and rules of their native language rapidly and accurately from the impoverished input provided by adult language users. The device is comprised of a finite set of variables which languages vary, which are set at different levels for different languages on the basis of language exposure. The LAD reflects Chomskys underlying assumption that many aspects of language are universal (common to all languages and cultures) and constrained by innate core knowledge about language called Universal Grammar.   Universal grammar is defined by Chomsky as the system of principles, conditions and rules that are elements or properties of all human languages (Cook, 1985). The language properties inherent in the human mind make up Universal Grammar, which consists, not of particular rules or of a particular grammar, but of a set of general principles that apply to all grammars and that leave certain parameters open; Universal Grammar sets the limits within which human languages can vary. Universal Grammar present in the childs mind grows into the adults knowledge of the language so long as certain environmental triggers are provided; it is not learnt in the same way that, say, riding a bicycle or playing the guitar are learnt: a central part of what we call learning is actually better understood as the growth of cognitive structures along an internally directed course under the triggering and potentially shaping effect of the environment (Cook, 1985). Language acquisition is the growth of the mental organ of language triggered by certain language experiences. Hence the theory of Universal Grammar is frequently referred to as part of biology. Indeed the theory is not dissimilar from ideas current in biology on other issues, for instance the view that Embryogenesis may then be seen as the progressive, orderly manifestation of the knowledge which is latent in the egg (Cook, 1985). So, to acquire language, the child needs not only Universal Grammar but also evidence about a particular language; he needs to hear sentences of English to know how to fix the parameter for the order of Verb, Subject, and Object. The evidence he encounters can be positive or negative (Cook, 1985).   By using the same language principles, a French child constructs a grammar of French, an English child a grammar of English. The two grammars represent different choices within the guidelines set by Universal Grammar, different applications of the same linguistic principles in response to different environments; Experience is necessary to fix the parameters of core grammar (Cook, V, 1985). But the children also have to learn aspects of language that are peripheral, that do not conform to Universal Grammar. The childs mind prefers to adopt rules based on the handy set of principles with which it is equipped; they are in a sense the easy way out, and need only triggering experience to be learnt. By listening to the language around him, he can decide how to fix the parameter of sentence order as SVO or SOV, for instance. His mind prefers not to adopt peripheral solutions, as they fall outside his pre-programmed instructions; they are more demanding. This may be interpreted through the c oncept of markedness: the child prefers to learn unmarked knowledge that conforms to Universal Grammar, rather than marked knowledge that is less compatible with it.   Chomskys work has been highly controversial, rekindling the age-old debate over whether language exists in the mind before experience. Despite its few limitations, The Innateness Hypothesis is rich enough to provide a substantial idea of how a child acquires his/her first language. The Critical Period Hypothesis According to Eric Lennebergs Cirtical Period Hypothesis in 1967, the hypothesis theorized that the acquisition of language is an innate process that determined biologically. The notion of critical period was connected only in the first language acquisition (freeservers.com, 2012). Lenneberg assumed that the structural reorganizations within the brain were developed only from roughly the age of two to puberty which was around thirteen or fourteen. Language skills which were neither learned nor being taught during this age would remain permanently undeveloped (Schouten, 2011). Lennebergs hypothesis claimed that the absence of language was very limited in the first language acquisition during the early childhood exposure (citizendium.org, 2009). He believed that the brain would lose the plasticity after two sides of the brain has developed specialized functions. The Critical Period Hypothesis is Lennebergs response to the long-standing debate in language acquisition  over the extent to which the acquire  language  is  biologically  linked to age (citizendium.org, 2009) Lenneberg proposed that the ability of brain to acquire a language is stopped at puberty with the onset of brain lateralization. He refers that brain lateralization, which is a process which the both sides of brain develop specialized function, in which after the process, the brain would lose its plasticity as the function of the brain is set. Lenneberg stated that if the child did not learn the language before the puberty, the language could never be learned in a full and functional way. He proves his theory by referring to cases of feral children, such as Genie. Discovered in the age of thirteen and a half in 1970 in an isolated and neglected living condition, Genie did not had any form of communication, and she was neither able to speak nor write. After being saved from her ordeal, she began to learn language slowly, but she never regained full language capabilities. According to Lenneberg, first language learners should receive exposure on their first language prior to puberty for the best acquisition results. He contends that the critical period for learning a first language would same apply to acquiring a second language Studies have shown that before the brain is fully developed a second language can be learned more easily. However, while many people have been able to master the syntax and vocabulary of a second language after puberty, not many achieve native-speaker fluency, compared to first language learners, or bilinguals who start off at a young age. A notable trait for FLL is that their phonological is the most obvious evidence for the critical period hypothesis, as their learning a second language would be impacted by their first language accent. Lennebergs works is still highly regarded as one of the most well regarded psycholinguistic argument of language acquisition. Krashens Theory of Second Language Acquisition Stephen Krashens theory of second language acquisition has been of much debate in the psycholinguistic circles. His theories are well regarded, and provide a different insight into how the mind works in learning a second language. The first of the five of Krashens theories is the Natural Order Hypothesis. Based on a powerful analysis of research results, Krashens natural order hypothesis suggests that the acquisition of language, especially the rules of language, follows a predictable natural order. For any given language, some grammatical structures tend to be acquired earlier than others. This idea reflects Noam Chomskys revolutionary notion that have a built-in Language Acquisition Device (LAD), which within the first year of the children lives begins to enable them to understand and acquire language. Because of the nature of the LAD, children tend to learn different structures at different levels as young children. Researchers have found that the same pattern occurs for older learners not a surprise to seasoned language teachers! This is the predictable natural order of this hypothesis. Secondly, is the Acquisition or Learning Hypothesis. The distinction between acquisition and learning is the most fundamental of all the hypotheses in Krashens theory, since it suggests that language comes to children in two rather different ways. Acquisition is one. Language can be acquired by using it for real communication while learning, which he describes as knowing about language, is quite a different thing. Acquisition is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language-natural communication, in which speakers concentrate not on the form of their utterances, but in the communicative act. Learning, on the other hand, provides conscious knowledge about the target language. It is therefore less important than acquisition for basic communication, but it still plays an important role in language learning. In short, learning is likely to occur in the study segment of an English lesson, while acquisition takes place during language activation. Thirdly, is the Monitor Hypothesis. The fundamental distinction between acquisition and learning leads directly to the next hypothesis. The monitor hypothesis relegates language learning (that is, a students responses to what the teacher teaches) to a secondary place in the scheme of language learning.   The monitor hypothesis is the idea that conscious learning that is, the outcome of grammar instruction and other activities that were the traditional stock in trade of the language teacher serve only as a monitor or an editor for the language student. Real acquisition takes place as meaningful interaction in the target language natural communication in which speakers is concerned not with the form of their utterances but with the messages they are conveying and understanding.   Following that is the  Input Hypothesis. The input hypothesis suggests that people acquire language in only one way: by understanding messages, or by receiving comprehensible input. According to the input hypothesis, learners progress by receiving second language input that is one step beyond their current stage of linguistic competence. Acquisition for learners with language knowledge i can only take place if they are exposed to comprehensible input at a slightly higher level, which Krashen describes as level i + 1.   And last but not least, the Affective Filter Hypothesis. Finally, the Affective Filter Hypothesis proposes that a mental block caused by affective or emotional factors can prevent input from reaching the students language acquisition device. The affective filter hypothesis says that affective variables like self-confidence and anxiety play a role in language acquisition. When the filter is up, that is, when negative emotional factors are in play, language acquisition suffers while when the filter is down, language acquisition benefits. Similarities between First Language Acquisition and Second Language Learning There have been many arguments about language acquisition, some claims that acquisition and learning is the same process, whilst some beg to differ. Here are some similarities between first language acquisition and second language learning that have been argued before. Physical process wise, the learners of both first language and second language hear the spoken language and begin to understand how it sounds, the mind works to grasp the basic sounds, which in turn, facilitates learning. The learners pick up words and phrases in the language and begin to build up a vocabulary, this is then followed up by grasping the grammatical structure and learning how to form simple and complex sentences in the language. Subsequently the learners are eventually able to understand new words by context and they are able to express complex ideas and thoughts in the language, and finally, learn to pick up writing and reading skills in the language (Panse, 2010). Universal grammar may  influence learning  either independently or through the first language in second language learning. For both first language acquisition and second language learning there are  predictable stages, and particular structures, are acquired in a set order.   Individuals may move more slowly or quickly through these stages, but they cannot skip ahead. Making errors is a part of learning.   Learners need to make and test hypotheses about language to build an internal representation of the language.   In the initial stages of learning, learners may use chunks of language without breaking them down or processing them as independent units.   In later stages, they may make new errors as they begin to process the parts of each chunk according to the rules of their language system.   For example, a learner may start out using the correct form of an irregular verb as part of a language chunk, but later overgeneralize and place a regular affix on that same verb. Differences between First Language Acquisition and Second Language Learning Many studies addressed the distinction between first language acquisition and second language learning. The first distinction is the natural process in which first language learners acquire their knowledge naturally and the conscious process in which second language learners learn their second language. First language acquisition is a natural process which is genetically triggered at the most crucial stage of the childs cognitive development in which children subconsciously process and develop the linguistic knowledge of the setting they live in and are unaware of grammatical rules. In contrast, second language learning takes place where the target language is the language spoken in the language spoken in the language community that differs from the first language. Second language is not genetically triggered in any way unless the child grows up bilingually in which case, it is not considered second language learning at all. First  language acquisition  is mostly passive. Children usually listen to the people around them, their speech melody, their sounds, their words, and their sentence structures. Before the child can even read or write a single word in his first language, he is already using an impressive vocabulary and many important grammar structures. Some people never learn how to read or write but can still speak their first language fluently. Most babies learn rules while listening to the people around them. They are able to distinguish sentence structures at the early age of seven months as experiments have shown. They also pick up new words from their surrounding people. At the age of six, most children have acquired their native language(s) without any effort. Second language learning, on the other hand, is an active process. Second language learners need to learn vocabulary and grammar in order to achieve their goals. Most people will need an instructor, either a teacher at school or the instructions of a course book or audio course. For those learners to achieve fluency or near fluency in a second language, it requires years of studying and likely a long stay in another country. Many people will never reach anywhere near fluency with any second language. Most experts see the ages between three to four years as the  critical age  when first language acquisition ends and second language learning begins. Another area of difference between first language acquisition and second language learning is input specifically the quality and quantity of input. Language learning process depends on the input frequency and regularity. The quantity of exposure to a target language a child gets is immense compared to the amount an adult receives. A child hears the language all day every day, whereas an adult learner may only hear the target language in the classroom which could be as little as three hours a week. Even if one looks at an adult in a total submersion situation the quan

City of Alexandria, Virginia Budget Fiscal Year 2011 Essay -- Local Go

The City of Alexandria is recognized as one of the best places to live and do business on the east coast. In 2004, the Alexandria City Council adopted a Strategic Plan for 2004 thru 2015 with the vision of maintaining the city’s vibrant, diverse, historic, and unique neighborhoods. Their mission is to maintain financial stability, provide excellent services that are valued by the customers, and engage the entire community as it plans for the future (City of Alexandria, 2010). In fiscal year 2009, the City of Alexandria received the Distinguished Budget Presentation Award for its annual budget. To receive this prestigious award, the city must meet program criteria as a policy document, as an operations guide, as a financial plan, and as a communications device (City of Alexandria, 2010). To maintain the city’s vision, the City of Alexandria continues to conform to program requirements through the city’s Strategic Plan. This paper will discuss in detail the c ity’s long term financial sustainability, by analyzing the city’s legislative guidance, budget outline and overview, revenue fund sources, employee reductions and the Capital Improvement Program overview. The budget does a good job of outlining its overall goals and changes from the previous year. The City of Alexandria’s budget is set by the legislative guidelines (City Charter) required for the City Council to follow. The City Council provides general provisions to the City Manger to prepare and submit the annual budget to the City Council. The City Manager’s responsibility is to submit a general budget, a capital budget, and an explanatory budget message in the form and with the contents provided by the Charter, and the responsibility of the City Council is to es... ...proved%20Budget%20in%20Brief.pdf Capital improvement program overview (2010, May 3). City of Alexandria Virginia. Retrieved December 9, 2010, from http://alexandriava.gov/uploadedFiles/FY2011ApprovedBudget-CIP%20Overview.pdf FY 2011 approved budget (2010, May 3). City of Alexandria Virginia. Retrieved December 7, 2010, from http://alexandriava.gov/uploadedFiles/FY2011ApprovedBudget-TotalDocument.pdf Legislative references (2010, May 3). City of Alexandria Virginia. Retrieved December 9, 2010, from http://alexandriava.gov/uploadedFiles/FY2011ApprovedBudget-LegislativeReferences.pdf Mikesell, J. (2011). Fiscal administration: Analysis and applications for the public sector (8th ed.). Boston Revenues overview (2010, May 3). City of Alexandria Virginia. Retrieved December 9, 2010, from http://alexandriava.gov/uploadedFiles/FY2011Approved-TotalRevenuesSection.pdf

Does Shakespeare successfully present Henry V Essay

My interpretation of a hero is somebody who is sincere and caring. They must be polite and well mannered. Someone who is strong and has a strong will in a tough situation. A person who is heroic, fearless, brave and courageous all rolled into one. A person who isn’t afraid to say what they believe in. They must be confident and determined to follow something through to the very end and to fight for what is theirs. A person who is a good speaker and can put their point across to an audience. They must be prepared to make sacrifices as part of their job. Although all of the above things are important attributes of a hero I think there are two more important attributes. The first is to be loyal. To be loyal to your friends, family and country. Without loyalty there can never be trust. The second is the ability to change. To realise there is something wrong with you or your attitude and to do something about it. Ely and Canterbury talk about one of these attributes in Act one Scene one of the play. The ability to change. Shakespeare writes about one of the main attributes of a hero in the very first scene. When Canterbury looks back on the prospect of Henry being a King he says that, â€Å"The courses of his youth promised it not. † Canterbury believes this because as a youth, â€Å"His companies unlettered, rude and shallow, His hours filled up with riots, banquets, sports, And never noted him any study. † As Henry grows older though, â€Å"never was such a sudden scholar made. † Henry changes because he knew he had to. That takes determination and courage. No matter what anyone said he followed it through and did what he had to do. In the very first scene of the play Henry is already being talked about before we have even met him. Shakespeare has done this because he is giving Henry a real hero’s entrance, just like in any good film, he is telling the audience who he is and what he does. Canterbury and Ely are setting the scene and trying to make his entrance seem dramatic. Shakespeare does this to tell the audience that Henry is a well-known and well-talked about person. In other words Shakespeare is showing the audience that Henry is powerful. In Act one Scene two Henry is introduced to us for the first time. A first impression of him would be that he is very diplomatic and polite. â€Å"Sure, we thank you. My learned lord, we pray you to proceed. † Later on in the scene though, when the French challenge him he does not turn it down. Henry is pondering whether to stake a claim to the French throne. When he is sent a mocking gift of, â€Å"Tennis balls, my liege. † He acts on his instincts and declares war on France. This is very brave because it leaves him open to criticism and it could turn out to be the wrong decision. In Act two Scene two Henry finds out that three of his lords, and friends, are â€Å"traitors. † He is upset by this, â€Å"What shall I say to thee, Lord Scroop, thou cruel, Ingrateful, savage and inhuman creature? † Although they are his friends he knows that he must, â€Å"Arrest them to answer to the law. † They are his friends but like any hero he must make sacrifices. Being a hero isn’t just about fighting or being brave it’s also about thinking about and helping others. In Act three Scene one Shakespeare shows Henry giving a moving speech to his soldiers outside the walls of Harfleur. â€Å"Once more unto the breach, dear friends†¦ On, on you noble English†¦ Be copy now to men of grosser blood, And teach them how to war†¦ Cry ‘God for Harry, England and Saint George! † Henry just doesn’t go into battle and expect everybody to win. He knows how they must be feeling and he tries to encourage them. Henry also demonstrates that he is willing to do everything that his job entails. Shakespeare shows the audience another heroic quality by, instead of sending one of Henrys soldiers to do something for him, he writes it so that Henry does it himself. This is shown in Act three Scene four when he says, â€Å"How yet resolves the governor of the town? This is the latest parle we will admit, Therefore to our best mercy give yourselves. † Henrys strong words push the Governor of Harfleur to give in. As soon as Henry and his army are let into Harfleur he is showing good initiative by already thinking about the next stage, â€Å"Upon the soldiers, we will retire to Calais. † Shakespeare shows the audience again of Henrys heroism by showing us he can be polite and that he has good manners. â€Å"How now, Llewellyn? Camest thou from the bridge? † Although Henry is like a friend to his soldiers, just like a hero Shakespeare shows us that Henry must face up to his responsibilities. Bardolph has been caught stealing and he says, â€Å"We would have all such offenders so cut off†¦ in our marches through the country there be nothing compelled from the villages. † Even though things aren’t going as well as they should be Henry doesn’t give up. In response to Montjoys offer for him to name his ransom he says, â€Å"†¦ My army but a weak and sickly guard. Yet, God before, tell him we will come on Through France himself and such another neighbour stand in our way. † Yet again in this extract of a speech Henry shows his strong beliefs in God. All of the above quotations came from Act three scene seven. Shakespeare makes the play very dramatic by using a chorus at the beginning of every act. These are very effective because it gives the audience a taster of what is going to happen but not enough to explain the act fully. This means that the audience want to know what is going to happen and when something does happen it makes it all the more dramatic. In Act four Scene one Shakespeare presents us the audience, with Henry’s many heroic qualities. Not showing any signs of worry or weariness he tries his best to raise the morale of his soldiers. â€Å"†¦ There is some soul of goodness in things evil†¦ For our bad neighbour makes us early stirrers, Which is both healthful and good husbandry. † Henry also shows us like any hero or any person that he has feelings. He borrows a cloak and walks around the camp asking people what they think of him. King: â€Å"Then you are a better man than the king. † Pistol: â€Å"the king’s a bawock and a heart of gold, a lad of life, an imp of fame, of parents good, of fist most valiant. † Later on in an argument (while in disguise) with Bates Henry stresses, â€Å"†¦ I think the king is but a man as I am. The violet smells to him as it doth to me. † Shakespeare shows the audience that Henry has a different side to his personality, he is caring and understanding. â€Å"Rather proclaim it, Westmorland, though my host That he which hath no stomach to this fight Let him depart. † He then shows us that he isn’t just all talk and that he is brave by saying, â€Å"We few, we happy few, we band of brothers-For he today that sheds his blood with me Shall be my brother. † Henry again refers back to his belief in God by saying, â€Å"Take it, brave York. Now soldiers, march away, And how Thou pleasest, God, dispose the day. † He shows us this in Act four Scene three. You know when someone is a real hero because another person compares him or her to an already famous hero. Shakespeare does this in Act four Scene seven when Llewellyn compares Henry to Alexander, â€Å"†¦ If you mark Alexander’s life well, Harry of Monmouth’s life is come after it in incident well. † Later on Henry shows again that he does have feelings. All of the boys guarding the luggage have been killed, â€Å"I was not angry since I came to France Until this instant. † When Henry knows that they have won the battle he is not boastful; this is another great attribute of a hero shown very clearly to the audience by Shakespeare. Instead he says, â€Å"Praised be God, and not our strength, for it. † He then shows that he is not afraid to show everybody his roots. â€Å"I wear it for a memorable honour, For I am Welsh, you know, good countryman. † Even though he is enjoying the moment of winning he has to get on with his job, â€Å"Bring me just notice of the numbers dead On both our parts. † Once again Henry refers to God, â€Å"To boast of this, or to take that praise from God, Which is His only†¦ but with this acknowledgement, That God fought for us. † During the battle Shakespeare uses another dramatic device by using very short scenes whilst everyone is fighting. This means that everything is constantly changing and the audience doesn’t know what is going to happen next. It also builds up tension because Shakespeare is moving from one camp to the next. One minute you are in the French camp then the next you are in the English camp. After winning the battle Henry has to get back to his duties as king. Shakespeare shows the audience this side of Henry to show us that he is not just wrapped up in the glory of winning, he instead shows us that he is a true hero and still will face up to his responsibilities. â€Å"Peace to this meeting, wherefor we are met. † He then shows that a hero is just like any other man by trying to court the French king’s daughter, Katherine. â€Å"Fair Katherine†¦ if you will love me soundly with your French heart I will be glad to hear you confess it brokenly with your English tongue†¦ An angel is like you†¦ And therefore tell me, most fair Katherine, will you have me? † After agreeing the peace treaty Henry says, â€Å"prepare we for our marriage † The above quotations were taken from Act Five Scene Two. Overall I think Shakespeare has been very successful in presenting Henry as a hero. He is everything a hero could be. He has shown the audience that a hero could be sitting amongst them, that a hero is just an ordinary man or woman. The audience can relate to this because one day they themselves know that they could be a hero. I also think that the play was more effective in Elizabethan times than it is now. This is because when Shakespeare wrote this particular play Queen Elizabeth was coming to the end of a very successful rein and she had no one to succeed her. The Elizabethan community were very worried that there wouldn’t be anybody as good to take over, especially not a man. Shakespeare then wrote this play showing a truly heroic, male King. This raised the hopes of the Elizabethan people and made the play much more effective and much more popular.