Role of the Fool in King Lear Essay Example

Role of the Fool in King Lear Essay Wisdom and insight gives the ability to make common sense and to discern or judge what is true, right or lasting. Man is not logical and his intellectual capability is not complete without being compromised with wisdom and insight. In the play King Lear, William Shakespeare shows the journey of the once king of England as he falls from grace to despair.In his and insecure state King Lear steps out of his role by giving up all his power, reaches the peak of madness and loses his life just as he comes to understand it. The journey of King Lear of attaining wisdom and insight is necessary as he learns from the hardships of taking foolish actions in the beginning, progresses by realizing his mistakes and blindness, and gains wisdom and insight towards the end.In the beginning of King Lear, Lear steps out of his role and takes foolish actions and loses all influence by falling for the insincerity that surrounds him. King Lear begins the play by making the single, most foolish mistake of d ividing his kingdom and giving power to the wrong hands. The kings unwise decision of division based on the daughter who professes the most love for him causes the downfall of the play and starts his slippery slope towards madness. His actions are understood by all except himself as he asks the question, Who is it that can tell me who I am? (I, IV, 226) and is given the reply, Lears shadow. (I, IV, 227).Furthermore, Lear is blind to his two older daughters hypocritical pledges of love and is foolish enough to trust them with his livelihood. He values appearances over reality and cannot see the greed and motives of those who are supposedly closest to him. Regan and Goneril are both able to deceive him easily, as Lear hears only what he wants. Moreover, King Lear is quick to judgment of banishing not only his youngest and most beloved daughter, Cordelia, but also one of his most loyal servants, Kent. He cannot comprehend the sincerity of Cordelias echoed words of saying Nothing (I, I, 94) and then moves to strip her of his love and titles. Lears overreaction and foolish actions plainly show his getting old before becoming wise.As the plot of the play progresses, the fool acts as indirect guide to Lear who enables him to understand his situation as he learns of his blindness and madness and the forces working against him. Goneril and Regan surpass Lears threshold for sanity and he is thrown out into the elements and left to find himself. The fools first entrance shows the essence of his existence in the play. Lears descent toward madness is shown explicitly when he cries, O fool, I shall go mad! The fool indirectly leads the king acting as inner-conscience of the king. He draws the king towards and an example of this is when the fool exclaims to the king, Prithee, nuncleswim in.(III, IV, 113-114).The fool reveals truth and honesty to all. The fool shows the king the mistakes he makes as he expresses his thoughts about the decision the king made in the beginning, I have own breeches. (I, IV, 169-171). The king is blind to all this until the fool reveals it to him. The fool tells the king that he would be a good fool but if he was his fool he would have thee beaten for being old before they time. (I, V, 41). Through the guide of the fool acting as his inner conscience and revealing truth the king understand and realizes his own blindness.After being inspired by the fool, Lear realizes his new found insight, his ability to see beyond appearances, and understand his mistakes. In the end, Lear is finally able to notice how others have treated him. Through the mock trial he sorts out all the evil and comprehends all that happened during the play. It is after the trial that the fool leaves the play as his job is over and the king can see clearly for himself. Lear expresses his understanding when he says, they flattered me like a dog(III, VI, 112-116). He realizes his mistakes and regrets them.When Cordelia shows up he say, I pray weep notthey have not.(IV, VII, 81-85). In addition, he begins to see clearly of his surroundings. His ability to see is also evident towards the end when he finally recognizes Kent. In the end Lear gains wisdom and insight, however, dies out of a broken heart.King Lears journey can be traced through his absence of wisdom and insight which is replaced with the vital role of the fool who allows the king to come back to sanity with a clear insight of his surroundings. Through the play, King Lear, Shakespeare shows the necessity of the journey for gaining insight and wisdom. He portrays this in the role he gives to the fool of representing these two important qualities.Human beings tend to be misguided by their misinterpretations and lack of knowledge of their surroundings. It is not until they gain wisdom and insight that they begin to see through a broad and clear window. As is often done in reality, the life of King Lear is shaped by his own hands and his inability to make the wise decision at the b eginning of it.

A Study into Supporting Initiatives Within the Curriculum Essay Example

A Study into Supporting Initiatives Within the Curriculum Essay Example A Study into Supporting Initiatives Within the Curriculum Essay A Study into Supporting Initiatives Within the Curriculum Essay Social Studies refers to a figure of countries in instruction. In Elementary and High School scenes, it typically refers to History based classs. However, in the larger range, Social Studies refers to good rounded focal points. It looks at alterations and development in civilization, Humanities, and yes, history. Goals of Social Studies Programing To develop a kid and young person s positive ego construct. To foster a kid and young person s apprehension of their function in the household. To develop an consciousness of the kid and young person s ain cultural heritage every bit good as the traditions of others. To supply a multicultural classroom/center environment. To understand the demand for regulations and Torahs. An Anti-Bias Approach to Programing The followers is a list of some of the ends your plan might desire to see when planning activities: To advance connexions among kids, households and staff. To larn about of import events in the lives of all kids and households in the plan. To back up and formalize the experiences of kids and households and staff in the plan. To reenforce connexions to cultural roots. To observe both similarities and differences in the lives of kids. To stretch kids s consciousness and empathy. To learn kids about critical thought about prejudice. To learn activism. To give kids information about specific vacations and jubilations all over the universe. To hold merriment. Holiday Based Planing Concentrating chiefly or wholly on vacations to learn about different civilizations runs the hazard of serious jobs. They are: Trivializing a cultural group by connoting that the lone of import thing about the group is a vacation and that people in this group merely dress up, sing, dance and eat particular nutrients. Promoting misinformation about a cultural group by unpluging the significance of the vacation from the context of their day-to-day life. Misusing symbols or activities of a civilization some of which are meant merely for members of the cultural group. Stereotyping by connoting that all members of the group celebrate in precisely the same manner. Please take a minute to read the article Valuing Diversity hypertext transfer protocol: //www.gryphonhouse.com/activities/activityDetail.asp? ID=224Retrieved on 16-Dec-2010 School Age Child Care and Friendship When grownups think about school age old ages, their first ideas are normally about friends. Best friends, friends who left you out, and friends who let you fall in in, and friends that gave you problem are a major portion of childhood experience during the school age old ages. Emerging friendly relationships and the sense of societal competency that doing and maintaining friends gives kids have tremendous impact on the individual on becomes. A closer expression at why equal dealingss are so of import require that we understand the developmental demands of these of import old ages. Puting the Phase Between kindergarten and junior high, school agers pass through three different phases of development. Each phase is distinct-characterized by abilities, attitudes, and precedences that are qualitatively different from the phases that have passed and those yet to come. The first phase from about ages 5 to age 7 or 8, is call the early childhood phase. The 2nd phase, from about age 8 to age 10 or 11, is called the center childhood phase. And the 3rd phase, from approximately 11 to age 14 or 15, is called early adolescence. As kids and young person move through these phases, their involvements, activities, and relationships with each other alteration. Although, all kids pass through the same developmental phases, they do so at a different, extremely single rates. Each kid or young person as a alone form and timing of growing. Two kids of the same age are frequently at different developmental degrees with respect to a specific skill.For illustration, one eight twelvemonth old might be able to catch and throw a baseball good plenty to play the game successfully, while another may non yet be able to organize oculus and manus motions to catch, hit, or throw. Yet another kid may be able to catch and throw moderately good but have limited striking accomplishments. Further, single kids develop unevenly, with physical, rational, societal, and emotional growing go oning at different gaits. For illustration, a kid may demo above mean rational abilities for his or her age, have mean physical abilities, and slowdown behind same age equals in societal and emotional adulthood. All this means that during the school age old ages chronological age entirely becomes a weak forecaster of developmental degree. Adults who work with school agers must hold active sensitiveness to the broader indexs of developmental phase and to unique forms and timing of growing in order to successfully be after and implement effectual school age child care plans. The Importance of Peer Relationships Key development undertakings of the school age old ages are to reassign some of the fond regard from place and household to the larger universe and to get down to seek for one s topographic point in the larger context. Most kids begin this pursuit by consorting with persons and groups that help specify who they are. As school agers get older, peer relationships go progressively of import to them. They want to be with and be liked by their equals. Failure to develop a sense of societal competency through positive equal dealingss has womb-to-tomb deductions. Research suggests that early troubles in equal dealingss can hold serious negative effects for accommodation subsequently in life, increasing hazard of, for illustration, delinquency, dropping out of school, mental wellness jobs, and self-destruction. ( Asher and Coil, 19990: Asher, REnshaw, and Hymel, 1982. ) Troubles in Forging Peer Relations Troubles in hammering equal dealingss are a natural portion of the ripening procedure. Most of the clip these troubles relate to where a kid is developmentally he or she has non mastered the accomplishments necessary to keep effectual relationships. Take this illustration Three kids are successfully playing in the country designated for block edifice. They are constructing a metropolis, set uping blocks to look like roadways and adding props like autos and trucks, shoe boxes for edifices, foil paper for lakes, and ache combs for trees. Caleb wants to fall in the group. He goes over and dive bombs the centre of the metropolis, express joying as he destroys the metropolis. The kids are ferocious and get down to wrestle with Caleb, shouting at him to go forth them entirely. Caleb eventually walks off, defeated and angry. Caleb has nt mastered a critical societal accomplishment. He has non learned effectual ways to fall in a group which has already begun to work hand in glove toward a end. This is a good illustration of developmental trouble. Caleb needs aid determination and practising some acceptable ways to come in groups. Once he tries a few more unsuccessful schemes to acquire to play, gets some coaching from a lovingness and supportive grownup about what else might work, and watches how friends enter groups successfully, Caleb will probably add this societal accomplishment to his repertory. These types of troubles, derived from a developmental deficiency of accomplishment, present themselves most often. Intervention takes the signifier of assisting the kid develop a new accomplishment or perfect emerging accomplishments in a supportive environment. School age kid attention is frequently a supportive environment in which equal dealingss accomplishments can be practiced and perfected. Four countries of equal dealingss may necessitate particular attending from contrivers of school age kid attention: Geting cognition Children and youth necessitate to understand the spring and take of the relational universe. Because they are larning how to set up relationships, school age kids need more information about the procedure of how to make this. Much like kids learn how to play certain board games foremost larning the regulations, so larning a small spot about the best scheme for playing the game, and eventually larning to play the game successfully kids and young person need aid gaining knowledge about how to organize and keep relationships. Knowledge can come from a assortment of beginnings but surely includes acquiring accounts from others about what works and what does nt work in different state of affairss, detecting those who are successful to see if their attacks can be modeled or copied, and acquiring training from more socially competent kids or supportive grownup. Developing Discrete Relational Skills Because the development of equal dealingss is of import, kids and young person can be taught distinct accomplishments depending on the phase in which they are runing. Children in the early childhood phase demand to larn accomplishments like taking bends, spliting and sharing resources, forestalling struggle, and accomplishments for deciding struggle such as naming for aid or utilizing verbal dialogue, reading and understandings another s feelings and cues, and expecting the results of actions. Children in in-between childhood may necessitate aid larning accomplishments like come ining and go forthing groups, exerting societal planning accomplishments like when to inquire a friend to play and when to wait, expecting how a friend might react to an thought or suggested activity, sing the possible effects of one s actions for ego and others, measuring possible results of actions or activities, and taking on assorted group functions. Early striplings may necessitate aid larning to negociate friendly relationships in a group scene, understanding the rightness and wrongness of adult-like behaviour like reasoning and defying authorization, sing and voyaging the waxing and waning of friendly relationships, practising adult-like functions, showing opposing positions, and negociating acceptable results to job state of affairss. Finding Good Role Models As kids begin to look outside of the place for counsel and support, influential grownups and equals become beginnings of new information, new accomplishments, new points of position, and different attacks to life s challenges and quandary. Because they are merely get downing to larn how to happen function theoretical accounts, kids and young person may necessitate aid identifying, recruiting, and happening good equal and grownup function theoretical accounts. Progressing to the Following Developmental Phase A good illustration of conformance. School agers need to place with persons and groups. To make so, they frequently adopt the frock, address, organic structure linguistic communication, and demeanour prescribed by the group. The group s members are expected to conform. Once included in the group, school agers try to suit in by being every bit like as possible to the groups s outlooks. As school agers move from in-between childhood toward early adolescence, they begin to oppugn the needed conformance and battle to happen their ain alone topographic point within the group. As this procedure occurs, many larger groups may interrupt up even though friendly relationships within the fade outing group may digest. A kid who does non get down to do the alteration from absolute conformance to selective or discontinuous conformance may be stuck and need assist larn how to come on to the following phase. Another illustration of acquiring stuck can be seen in the outgrowth of packs with the incorrect ends. Gangs are non a new phenomena-school agers have defined themselves in groups or packs throughout modern history. It is the ends of the group or pack that have changed. When conformance to the group includes haircuts, vesture manners, particular linguistic communication, etc. , it is viewed as portion of the kid s developing designation with equals and emerging liberty. When conformance to the group or pack includes force, hooliganism, larceny, or other illegal Acts of the Apostless, the ends of the group have changed from a developmentally typical experience to a aberrant 1. School agers frequently need assist maintaining the ends of their group or packs focused on positive experiences that facilitate continued development. Deductions for School Age Child Care Hire capable people who can function as good function theoretical accounts. Adults serve as of import behaviour theoretical accounts and can be effectual managers in encouraging pro societal behavior and equal dealingss in kids and young person. Staff in school age kid attention must hold cognition, accomplishments, and abilities that are interesting and prosecuting to the kids. Then school agers will see them as resourceful and deserving acquiring to cognize. Train Staff to understand the development of equal dealingss, the demands of kids and young person during different phases, and their function in easing the development of equal dealingss. ( This Is Very Important. ) In add-on, staff need preparation in observation accomplishments which lead them to cognize and understand each school agers s developmental individualism. Make a Climate where larning new societal accomplishments is supported and nurtured. Staff need to be available to speak about injury feelings, manager kids through what might work or what else to seek, and portion their ain equal relationship experiences to assist kids see that equal relationship jobs have solutions. Include kids and young person in planning and implementing activities and experiences. At the nucleus of emerging societal accomplishments is taking the duty for taking one s ain activities and experiences. Children benefit from be aftering parts of the day-to-day agenda, apportioning clip to activities and undertakings, detecting the results of programs, doing alterations, and seeking things out once more and once more. Plan activities and experiences with equal dealingss in head. A broad assortment of school age kid attention experiences of course lend themselves to developing and practising relationship accomplishments. Activities that aid kids and young person develop societal competency with equals include: function playing societal struggles to research assorted schemes and results ; reading and discoursing books about friendly relationships ; negotiating plan regulations and effects for misbehaviour with school age kid attention staff ; working in groups to be after and implement dramas, parent plans, and other events of involvement to kids ; discussing choices of new playthings and stuffs to be purchased for the plan ; encouraging kids to split into groups in different ways for different activities for illustration by figure of siblings ; type of pet owned ; or favourite vocalist, athletics, or pizza topping ; conducting fairness treatments when kids argue that person or something was nt just. Use assorted age ( or phase ) groupings to ease the development of equal dealingss and societal accomplishments. Older kids benefit from chances to exert leading accomplishments and to pattern emerging accomplishments with younger, less baleful playfellows. Younger kids get new thoughts for the usage of stuffs and can detect different ways to interact successfully with equals demonstrated by kids who are more adept. Some of the best lessons in equal dealingss are learned by detecting and take parting in existent equal relationships in action and holding supportive grownups or more capable equals serve as managers. The chance to ease kids s apprehension of the spring and take of the existent, assorted age universe of grownups is built in mental context that allows us to assist kids larn societal competency merely like we help them to larn so many other of import life accomplishments. Peer Relationships for Early Childhood, Middle Childhood, and Early Adolescence Features of Peer Relations-Early Childhood Stage ( Ages 5-8 ) Sees equals of import as playfellows. Seek to play with person else instead than to play entirely. Moves in and out of groups based on involvement in the activity and stuffs instead than on who is playing. Begins to larn distinct societal accomplishments like taking bends, spliting and sharing resources, working hand in glove, forestalling struggle, reading and understanding another s feelings. Likes clear bounds which are good enforced. Desires to be with older, more competent kids some of the clip. Turns often to grownups for aid in work outing jobs. Privations to get the hang the accomplishments of favourite grownups and playfellows. Features of Peer Relations-Middle Childhood Stage ( Ages 8-11 ) Menachem begins to develop groups ( equals, packs ) relationships-looking for belonging. Begins to larn distinct societal accomplishments like come ining and go forthing groups, exerting societal planning accomplishments like when to inquire a friend to play and when to wait, expecting how a friend might react to an thought or suggested activity, sing the possible effects of one s actions for ego and others, measuring possible results of actions or activities. Prefers same sex, same age groups. Interests emerge as a beginning of equal couplings and groupings. Skills ( normally physical or rational ) emerge as a footing for equal engagement in groups. Affiliates with the same group most of the clip ; identified groups allow few kids in and few kids out. Conforms with identified group s norms and behaviours. Likes to do regulations of behavior within an group. Cull s opposite sex s engagement in group. -Resolves some struggles without intercession from grownups. Features of Peer Relations-Early Adolescence Stage ( Ages 11-15 ) Menachem begins to develop close single relationships which can be quire enduring or transient. Develop cross-sex involvements. Likes to take on existent grownup functions and act grownup like. Begins to larn distinct societal accomplishments like negociating friendly relationships in a group puting understand rightness and wrongness of grownup like behaviours like reasoning and defying authorization, sing and voyaging the waxing and waning of friendly relationships, practising adult-like functions, showing opposing positions. Menachem begins to lear to take on a assortment of group functions including leader, follower, contriver, job convergent thinker, job instigator, thought generator, group disrupter. Forms groups around activity and map instead than merely belonging. Trials institutional regulations ( household, school, community, society ) Moves toward multiple associations and group ranks. Controls some of the behaviour that provokes struggle. Menachem begins to see a topographic point for him/herself in the larger context of community and society become interested in work and calling picks and developing leisure accomplishments. Engagement | Exploration | Application | Connection | Top created 12-Oct-2009 modified 06-Jan-2011 glossary right of first publication

National Woman Suffrage Association - NWSA

National Woman Suffrage Association - NWSA Founded: May 15, 1869, in New York City Preceded by: American Equal Rights Association (split between American Woman Suffrage Association and National Woman Suffrage Association) Succeeded by: National American Woman Suffrage Association (merger) Key figures: Elizabeth Cady Stanton, Susan B. Anthony. Founders also included Lucretia Mott, Martha Coffin Wright, Ernestine Rose, Pauline Wright Davis, Olympia Brown, Matilda Joslyn Gage, Anna E. Dickinson, Elizabeth Smith Miller. Other members included Josephine Griffing, Isabella Beecher Hooker, Florence Kelley, Virginia Minor, Mary Eliza Wright Sewall, and Victoria Woodhull. Key characteristics (especially in contrast to the American Woman Suffrage Association): condemned passage of the 14th and 15th Amendments, unless they were changed to include womensupported a federal Constitutional Amendment for womens suffragebecame involved in other womens rights issues beyond suffrage, including the rights of working women (discrimination and pay), reform of marriage and divorce laws.had a top-down organizational structuremen could not be full members although they could be affiliated Publication: The Revolution. The motto on the masthead of The Revolution was Men, their rights and nothing more; women, their rights and nothing less! The paper was largely financed by George Francis Train, a womans suffrage advocate also noted for opposing suffrage for African Americans in the campaign in Kansas for womens suffrage (see American Equal Rights Association). Founded in 1869, before the split with the AERA, the paper was short-lived and died in May 1870. The rival newspaper, The Womans Journal, founded January 8, 1870, was much more popular. Headquartered in: New York City Also known as: NWSA, the National About the National Woman Suffrage Association In 1869, a meeting of the American Equal Rights Association showed that its membership had become polarized on the issue of support for ratification of the 14th Amendment. Ratified the previous year, without including women, some of the womens rights activists felt betrayed and left to form their own organization, two days later. Elizabeth Cady Stanton was the first president of the NWSA. All members of the new organization, the National Woman Suffrage Association (NWSA), were women, and only women could hold office. Men could be affiliated, but could not be full members. In September of 1869, the other faction which supported the 14th Amendment despite it, not including women, formed its own organization, the American Woman Suffrage Association (AWSA). George Train supplied significant funding for the NWSA, usually called the National. Before the split, Frederick Douglass (who joined the AWSA, also called the American) had denounced the use of funds from Train for womens suffrage purposes, as Train opposed black suffrage. A newspaper headed by Stanton and Anthony, The Revolution, was the organ for the organization, but it folded very quickly, with the AWSA paper, The Womans Journal, much more popular. The New Departure Before the split, those who formed the NWSA had been behind a strategy originally proposed by Virginia Minor and her husband. This strategy, which the NWSA adopted after the split, relied on using the equal protection language of the 14th Amendment to assert that women as citizens already had the right to vote. They used language similar to the natural rights language used before the American Revolution, about taxation without representation and governed without consent. This strategy came to be called the New Departure. In many locations in 1871 and 1872, women attempted to vote in violation of state laws. A few were arrested, including famously Susan B. Anthony in Rochester, New York. In the case of United States v. Susan B. Anthony, a court upheld Anthonys guilty verdict for committing the crime of attempting to vote. In Missouri, Virginia Minor had been among those who attempted to register to vote in 1872. She was turned down, and sued in state court, and then appealed all the way to the United States Supreme Court. In 1874, a unanimous verdict by the court declared in Minor v. Happersett that while women were citizens, suffrage was not a necessary privilege and immunity to which all citizens were entitled. In 1873, Anthony summarized this argument with her landmark address, Is It a Crime for a U.S. Citizen to Vote? Many of the NWSA speakers who lectured in various states took up similar arguments. Because the NWSA was focusing on the federal level to support womens suffrage, they held their conventions in Washington, D.C., even though headquartered in New York City. Victoria Woodhull and the NWSA In 1871, the NWSA heard an address at its gathering from Victoria Woodhull, who testified the previous day before the U.S. Congress supporting woman suffrage. The speech was based on the same New Departure arguments that Anthony and Minor acted upon in their attempts to register and vote. In 1872, a splinter group from the NWSA nominated Woodhull to run for president as a candidate of the Equal Rights Party. Elizabeth Cady Stanton and Isabella Beecher Hooker supported her run and Susan B. Anthony opposed it. Just before the election, Woodhull released some salacious allegations about Isabella Beecher Hookers brother, Henry Ward Beecher, and for the next few years, that scandal continued with many in the public associating Woodhull with the NWSA. New Directions Matilda Joslyn Gage became president of the National in 1875 through 1876. (She was Vice President or head of the Executive Committee for 20 years.) In 1876, the NWSA, continuing its more confrontational approach and federal focus, organized a protest at the national exhibition celebrating the centennial anniversary of the nations founding. After the Declaration of Independence was read at the opening of that exposition, the women interrupted and Susan B. Anthony made a speech on womens rights. The protestors then presented a Womens Declaration of Rights and some Articles of Impeachment, arguing that women were being wronged by the absence of political and civil rights. Later that year, after months of gathering signatures, Susan B. Anthony and a group of women presented to the United States Senate petitions signed by more than 10,000 advocating womens suffrage. In 1877, the NWSA initiated a federal Constitutional Amendment, written mostly by Elizabeth Cady Stanton, which was introduced into the Congress every year until it passed in 1919. Merger Strategies of the NWSA and AWSA began to converge after 1872. In 1883, the NWSA adopted a new constitution allowing other woman suffrage societies including those working at the state level to become auxiliaries. In October of 1887, Lucy Stone, one of the founders of the AWSA, proposed at that organizations convention that merger talks with the NWSA be initiated. Lucy Stone, Alice Stone Blackwell, Susan B. Anthony and Rachel Foster met in December and agreed in principle to proceed. The NWSA and AWSA each formed a committee to negotiate the merger, which culminated in the 1890 beginning of the National American Woman Suffrage Association. To give gravitas to the new organization, three of the best-known leaders were elected to the three top leadership positions, although each was aged and somewhat ailing or otherwise absent: Elizabeth Cady Stanton (who was in Europe for two years) as president, Susan B. Anthony as vice president and acting president in Stantons absence, and Lucy Stone as head of the Executive Committee.

PDA Sim Essay Example | Topics and Well Written Essays - 1250 words

PDA Sim - Essay Example The X6 is the high end product in its second year of production. This consumer segment shops for performance and increasing the R&D expense should be able to be offset by an associated increase in price. The goal will be to raise the market share to 30%, which will require sales of approximately 1 million units. The X7 is a new entrant that is a combination of attractive price and performance. Currently it is priced at $200 and is the lowest cost PDA in the lineup. Increasing the sales on the X7 should result in lowering the marginal cost and increasing the profit. Last year it lost money due to low sales. According to Pete Cunningham, senior analyst at Canalys, "With the rapid increase in demand for new features and services, smartphones are migrating into the higher volume, mid-range market segments" (qtd. in "Symbian Fast Facts Q4 2007"). It will be assumed that the smartphone and the PDA has similar market dynamics. The strategy question becomes, can we increase price and market share As a compromise, the price will be increased moderately and R&D spending increased significantly. The outcome for run number 1 was $965,929,406. One of the problems with the strategy was that after lowering the price to $200, it hit saturation the next year. ... The theory is that the X7 needs more R&D money allocated to get the performance necessary to gain market share. Part of the strategy will be to recover the increase in R&D costs of the X7 by increasing the price. In addition, the X6 began to lose sales in the fourth year. The new strategy will be to raise the prices on the X6 and X7 at $450 and $250, but decrease the X6 R&D funding, while increasing the R&D on the X7. This is based on the theory that the older and more mature X6 product will not benefit as much from R&D as the newly developed X7. During this run, the X& R&D will increase when the X5 is discontinued as there is a price similarity and the X7 is a newer and better performing product. The beginning scenario: X5 Price $225 R&D 5% X6 Price $450 R&D 35% X7 Price $250 R&D 60% Outcome and Analysis Run Number 2 The profit from run number 2 was 1,048,169,006. This was only marginally higher than run number 1. One of the problems encountered was that the X6 began to lose sales volume during the third and fourth year as it began to saturate the market during the third year. In addition, the X7 sales never caught on, even with the increase in R&D. Run Number 3 Strategy For run number 3, I used the strategy from run number 2 with the following changes: Reduce the price on the X7 and increase its R&D spending. Decrease the R&D on the X6 after the 2nd year. Also, the price will be reduced on the X6 at that time. The beginning scenario: X5 Price $200 R&D 5% X6 Price $450 R&D 30% X7 Price $200 R&D 65% Outcome and Analysis Run Number 3 The profit from run number 3 was 1,156,812,698. This was the highest to date and was approximately 20 percent above the original simulation. The X7 sale volume rose as anticipated, though the X6 fell off

HACCEP Essay Example | Topics and Well Written Essays - 1000 words

HACCEP - Essay Example Use properly sanitized wash water (Chlorinated at least 0.1%) Food handlers must use properly sanitized mask, head gears, and gloves. All utensils must be properly sanitized with hot water. Monitor water chlorination level Monitor use of food handlers’ gears Monitor sanitization procedures ... Monitor use of food handlers' gears Monitor sanitization procedures Adjust chlorination level to desired concentration Require food handlers to use masks, caps, and gloves Require sanitization Step: Cooking Pathogen survival and growth Baking is at 180C for 45 minutes; Heating of liquid below 80C; Additional baking 180C for 5-10 minutes Check oven and heating temperatures using sanitized thermometers Record time and temperature settings Adjust to the desired temperature. If lower temperature is used extend time of cooking Discard if over-cooked Step: Holding Growth of pathogens Refrigerate not more than 10C Hold in chilled conditions up to 3 days Check temperature settings Record temperatures within storage duration If storage temp is higher than desired for extended period, Reheat in oven using reheating procedure. Discard after 3 reheating cycles. Step: Reheating Pathogen survival Heat in oven at 180 C for 5-10 minutes Maximum of 3 reheating is allowed Check temperature Record number of times of reheating Ensure right temperature and time Discard if not consumed after 3rd reheating Step: Serving Contamination Serve hot about 40 C Check serving temperature Reheat if product is cold or below 30

Debussys Petit Suite Essay Example for Free

Debussys Petit Suite Essay Claude Debussy (1862-1918) was one of the most important composers of his time and is considered the founder of the impressionist movement, essentially a one-person revolution. Born in Saint-Germain-en-Laye, Debussy was the eldest of five children of a crockery shop owner and a seamstress. Despite early dreams of becoming a virtuoso pianist, Debussy found greater success working as a composer, producing his first works as a teenager. His first piano work was written at age 18, and within a few years, he was composing symphonies, cantatas and operas. The origin of the his impressionistic music stemmed from the Impressionistic art of compatriots- Monet, Renoir, Manet, and others, with the tendency to hint at an idea rather than state boldly, to feature color and atmosphere over Germanic clarity. The piano remained his main instrument and he ultimately became best known for his mature works for the instrument. His piano music is distinctive for its luminous tonal colors and often evoke an other-wordly and ethereal sense. This is a result of his skillful use of parallel chords, treatments of layers of refined sound, unresolved harmonies, unusual pedal effects, free modulatory procedures, and full exploitation of the piano’s resources. Debussy was only 24 years old when he began working on the 4-hand Petite Suite. The charming 4-movement suite was written about the same time as his two Arabesques for piano, conjuring a similar sense of lightness and delicacy, as well as conveying the same immediate charm. The work was originally conceived for piano, but was later re-scored for full orchestras. The reworking of Petite Suite for orchestra was accomplished not by Debussy himself, but by Henri Boesser, a slightly younger French composer who was noted for his orchestration skills. In its original form for piano, Petite Suite was first performed on February 2, 1889 by Debussy in collaboration with the pianist-publisher Jacques Durand. Transcriptions for string quartet, flute solo, saxophone solos, and other instrumentations have been written and performed. This works has a simple lyricism that contrasts with much of the composers music from the late 1880s Like the paintings of the Impressionists, most of Debussy’s music including the Petite Suite is inspired by the outdoors, suggesting moods and giving glimpses of nature. For Debussy, music always began where words and sight left off. The first movements of Debussy’s Petite Suite of 1889 are drawn from two poems of Verlaine’s 1869 volume Fà ªtes galantes. The poems evoke the era of 18th-century aristocrats on country outings, the world depicted in the fanciful paintings of Fragonard and Watteau. En Bateau is one of the composer’s â€Å"water pieces’ presenting a delicate theme reminiscent of Faure rippling accompaniment. It suggests revelers in a boat have their minds on romantic trysts as they sail at dusk on a dark lake. Debussy’s music captures perfectly a mood of water-borne serenity and languor, opening with a kind of musical sigh that made the Petite Suite immediately popular with a wide audience. The next movement, entitled Cortge, Procession conveys the idea that boat revelers are playfully making their way along a promenade to retire from the boat ride. The third movement Menuet, triple metered dance, and fourth, Ballet although not set to a particular poem articulate broadly the nostalgia and the sparkle held in balance throughout the poems of Fà ªtes galantes. The final movement is an energetic, festive dance movement with the title Ballet.

thomas cole Essay -- essays research papers fc

Thomas Cole Painting landscapes was very important during the 19th century. Thomas Cole was one of the most important figures in landscape painting in the United States. He went to many places searching for nature, which he painted to show the unmatchable beauty nature creates. His works of art helped people see and take pride in their great land, which was called America. Cole’s works were often made people feel like they needed to go out in nature and discover the inspiring world of mother earth. Thomas Cole, born on February 1, 1801 in Lancashire, England, found himself at fourteen working as a textile printer and wood engraver in Philadelphia Pennsylvania. Cole returned to his parents in 1819 in Ohio; this is were he learned how to oil paint and how to use different kinds of oil painting techniques under the supervision of a portrait painter, Stein. Cole was very impressed and impacted by the landscapes of the â€Å"new world† and how magnificent they were compared to where he came from, which was England. Cole found that art came naturally to him and eventually taught himself how to observe nature and still life. He started by illustrating American trees, plants, animals, and even Native Americans. With his sketches of nature he made several different paintings including his famous â€Å"The Course of Empire†, â€Å"The wood chopper†, and â€Å"The Oxbow.† In early 1826, Thomas Cole was most famous for being the creator of the National Academy of Design. As the founder, Cole was urged by fans to paint American scenery, but Cole desired to create a landscape painting that could express moral and religious meanings. He painted and painted and then in 1836 he married and settled in Catskill, New York to Maria Bartow. In Catskill he made a beautiful landscape painting of the Catskill Mountains and Hudson River. He is said to have made a big impact on artists like Frederick Church and Albert Bierstadt. Sadly, Cole died early of a disease on February 11, 1848. But his life wasn’t fruitless, he helped lead the first school of landscape called the Hudson River School into the making; were many more leading artists came. Thomas Dougherty, Asher Brown Durand, Albert Bierstadt, and others came from the Hudson River School and they all became romantic realists and painted about the American country sides. These realists joined detail panoramic images with moral insights, which ... ...ce with some trees shot out on the nearside of the painting. The image is painted as if the viewers are taken in a moment of time. The artist can’t be seen at a first glance because he is greatly tiny in the picture, but he is in the image. It seems that Cole tries to get the viewer to see beyond their field of vision to see nature’s colors, lights, and artistry. The storm can be seen as humans who will eventually wipeout the wild and replace it with its own possessions. Thomas Cole is one of the best realists out there. He made Americans and non-Americans see beauty in nature, opportunities, possibilities, and a future in America. He didn’t only inspire a nation, but he also inspired many artists to reach their goals in the art world. Cole was a brilliant, talented artist, and did a mighty fine job in effecting the art world. Works Cited The Hudson River School: American Landscape Artists. New York: Smithmark Publishers, 1996. http://faculty.evansville.edu/ Lucie-Smith, Edward. American Realism. New York: Harry N. Abrams, Inc., 1994. Stokstad, Marilyn. Art History. Rev. ed. Vol.2. New York: Harry N. Abrams, Inc., 1995. 973-974. Yaeger, Bert D.

Rationale, Treatment, Objectives Essay

The group has decided to teach this age group because the group believes that in this age group, the minds of the children are still very curious and retention can be increased because of their curious nature. The group has seen this topic as an important lesson to tech to children because we are human being and we need to know what is going on in our body. So we can understand what we need to eat and what is harmful to our body. We also need to know the process and we need to know how can we keep our body healthy. The group has also decided that the medium to be used for this project will be the E-Module, because it has the capacity of stimulating more than one sense of the body (hearing and sight). As discussed in previous lessons in DEVC 40, the more senses we stimulate, the more information is retained. Also, the E-Module format is more participatory, making the learner a part of the learning process. It is an interactive format, meaning learner participation is a must to proceed. It also makes learning more fun for the learner, therefore encouraging the participants to learn and get more out of the module. So this module can be very useful especially to the slow learners. They can learn while enjoying and as we all know, kids like colorful things and interactive type of learning rather than mere lecture. Finally, given the right hardware, the E-Module is accessible any since it can be put in a CD or it can be uploaded to the internet. This means the material can be viewed by anyone with a computer, or with anyone who has a connection to the internet. Treatment: The E-Module will be done using google chrome browser because it is an instant flash player. The E-Module will have a home page where the Digestive system is displayed. Links will then be displayed in one of the sides of the screen, probably on the top or the left side. These links will specify the topics that are to be discussed within the lesson. When the learner clicks on a link, he will be navigated to a page where the introduction to the topic is shown. To proceed, the student must click on the arrow next link. At the end of each sub-lesson, a brief summary will be presented. After this, the student will be given the option of continuing with the â€Å"normal† flow of the lesson or go back to the home page to choose a topic that the learner wishes to take or just continue clicking on the next tab until the final lesson is reached. At the games section, there will be games and one of it will serve as quiz. The quiz will be a traditional question and answer type or a game. At the end of the module, credits will be shown. Objectives: After viewing the E-Module, the participants must be able to perform the following:a. State at least four parts of the digestive system and its function. b. Explain in at least two sentences on digestion process. c. Identify at least six correct answers on quiz.

Drug Addiction: And Urban Social Problem Essay

There are several concurrent urban social problems and for many years now authorities of a community have huge difficulties in eradicating these socially damaging situations. The issue of drug addiction has always been common and widespread in our society. For some reasons this worldwide predicament is very difficult to expunge thus, creating a humungous problem of our world. This shaped several individuals’ lives when the addiction to illegal substances sets in and likewise affected the future of the communities they belonged to especially their children, who of course look up to their parents for guidance. This began a long time ago but the problem is not diminishing and instead became progressively prevalent where teenagers nowadays are provided easy access to these deadly drugs by drug peddlers or pushers on the streets. Drug pushers have even become innovative on ways to introduce these life destructing substances to children just for them to earn easy money the fastest possible way. Some kids get introduced to these illegal substances without being aware what they have gotten into. Those born on the years from 1946 to 1964, were called Baby Boomers and were also exposed to drugs that significantly marked a different era in history. Mike Males, who is a teacher in UC Santa Cruz, and also a baby boomer, raised some criticisms on his own generation. He said that they are the fastest growing age group for felony arrests in California that has the biggest demographic for HIV and AIDs cases and has a one in three ratio of obese people. Since 75. 8 million Americans belong to this generation, their views and the actions dominate the society. They are in the media, fill the church pews, run the corporations thus ruling the market and sat on the Oval office (Hubler). Mike Males even described their generation as; Its members became wildly well-educated and turned â€Å"sex-drugs-and-rock-and-roll† into a mass motto. Then they left all that behind to form a lot of blended, two-income, exceptionally health-conscious households. Then they became inordinately conscientious parents, rethinking whole aspects of child-rearing, but in a good way. Now they’re safely ensconced in midlife and expecting to live past 100, with no worries save for the ever higher cost of seeing the Rolling Stones. (Hubler) His story has even been confirmed by government statistics and other scholars story in saying that, †Ã¢â‚¬ ¦ problems among teens are declining but problems among their baby boom parents were another matter† (Hubler). Having a population dominated by the baby boomers may have its effects to the existence of some urban problems that are still hounding our communities. It was with great dependence on their action that their kids will be able to survive as well as the future generations. However, this generation as parents, have also nurtured their children by providing the support that they needed and wanted (Value Options). They also did wjat they could to provide their children a better and content future. They were also good parents to their kids. We cannot generalize an age group belonging to different society but still the fact remains that the drug problem is still predominant in the society. On the other hand, the children of the baby boomers are referred to as the Generation Y, who are those people born from years 1980 to 1994. They are also called Echo Boomers, Millennial Generation and Generation Next. This new generation is now coming of age to work and transform the future of the humankind. The Echo Boomers are very much controlled by technological innovations that have emerged in the latest years. They have â€Å"The Baby Boomers saw the future as theirs and Generation Xers found the future disheartening, these young workers question whether they will have a future. They have spent a good deal of time watching as their parents rose to the top of the corporate ladder, balancing work and family, and they have seen their parents lose jobs as a result of downsizing and reorganizations. For this generation, work is temporary and unreliable. They are less committed to an employer, sensing that employers are less committed to long-term employment. In some respect, this group is opportunistic and will job hop to meet their immediate wants, needs and goals† (Value Options). Apparently, in some cases, this has caused some adolescents to develop some psychological ordeal full of uncertainties in what the future holds for them that some resort to alcoholism, depression, smoking and drug addiction at a young age. Some of these people gets involve in something due to curiosity and experimentation. Without the parents’ strong presence in their lives, they just may be led on the wrong path. So many events has happened during their time such as high school, college school and even mall shooting as well as the 9/11 attacks. With all these things happening, more support is needed by these people to overcome some trauma. For those who cannot get the support and guidance that they need from their elders, they turn to drugs to momentarily forget their fears, anger and insecurities especially for teenagers. Addiction results from the relationship between a person and the object of their addiction (Schaffer). The sources of drug addiction are the actual drugs that people take, of which some are prescribed for a certain illness or not. Most of these drugs cannot be faced out in the market since it is also very beneficial to the lives of those afflicted by some deadly or threatening diseases. The only way to do for these substances to be safe or away from drug abusive individuals is the control that is implemented by the government to every area. It is a responsibility that should be taken seriously by the ones in governmental positions or in power. Also a huge support from families, friends and community to those people especially the adolescents should be formed to give them the guidance they need. Many of these groups are existent today and are already causing remarkable changes in the lives of some young ones. Drugs would always be in the streets since people would still keep making them for a good or bad cause but we have to focus on what really pushes people to turn to drugs. If we go down to the root of the issue, we would know what to do to be able to stop this worsening predicament. If people’s interests in illegal substances are eliminated, then there will be no consumers for these individuals producing and selling these drugs. No one will be selling something of which no one is buying. If it is parental support that is lacking, everyone should do their best to become responsible parents and give the support their kids deserve. This boils down to family relationships since this is primarily where kids are guided to straighten out their lives and erase the confusions that bother them most which then results to having these vices. It is not fair to pinpoint on whether it is the fault of the Baby Boomers or the Generation Y that this social problem is still rampant. Both generations passed through their adolescent stages where people become vulnerable to such addictions. Everyone knows how confusing it is when we were on this phase and so we know how they should be guided and reared to become responsible and good citizens of this country. The drug problem is there because all of us need to pool our resources together and put more force in bringing this drug problem down. It is not just a responsibility of one generation or one country. It is a problem that can only be solved if every one of us would help each other and take it as our own responsibility to make this world a safe haven for the following generations. WORKS CITED Hubler, Shawn. â€Å"The Boomer Buster – Who is Mike Males, and why is he saying those awful things about people of a certain age? † 22 January 2006. Center on Juvenile and Criminal Justice Press Room. 9 December 2007 . Schaffer, Howard J. â€Å"What is an Addiction: A Perspective. † 3 July 2007. Harvard Medical School Division on Addictions. 9 December 2007 . â€Å"Generation Y†. Value Options. 9 December 2007. .

Shakespearean Love in A Midsummer Nights Dream

Shakespearean Love in A Midsummer Nights Dream A Midsummer Night’s Dream (1600) has been called one of William Shakespeare’s greatest love plays. It has been interpreted as a romantic story in which love ultimately conquers all odds. However, A Midsummer Night’s Dream is actually a written piece on the importance of fertility, not love. Shakespeare’s ideas about love are represented by the powerless young lovers, by the meddling faeries and their magical love, and by forced love as opposed to chosen love. All of these points undermine the argument that this play is a typical â€Å"love story† and help build the case that Shakespeare actually intends to demonstrate the powers of sex and fertility over love. The first idea of love is its powerlessness, represented by the â€Å"true† lovers. Lysander and Hermia are the only two characters in the play who are actually in love. Yet, their love is forbidden both by Hermia’s father and by Duke Theseus. Hermia’s father speaks of Lysander’s love as witchcraft, saying Lysander is â€Å"the man that bewitched the bosom of my child† and â€Å"with feigning voice verses of feigning love/stol’n the impression of her fantasy† (27, 31-2). These lines prove that true love is an illusion, a false ideal.   Egeus goes on to say that Hermia belongs to him, proclaiming, â€Å"she is mine, and all my right of her/I do estate unto Demetrius† (97-98). These lines demonstrate the lack of power that Hermia and Lysander’s love holds in the presence of familial law. Furthermore, Demetrius tells Lysander to â€Å"yield thy crazà ©d title to my certain right,† which means that it is only to the worthiest suitor that a father must give his daughter, regardless of love (91-2). Finally, Hermia and Lysander’s eventually wedlock is due to two things: faerie intervention and noble decree. The faeries enchant Demetrius to fall in love with Helena, therefor freeing Theseus to allow Hermia and Lysander’s union. With his words, â€Å"Egeus, I will overbear your will; / For in the temple, by and by, with us / These couples shall eternally be knit,† Theseus is proving that it is not love which is responsible for the joining of two people, but the will of those in power (178-80). Thus, even for the true lovers, it is not love which conquers, but power in the form of royal decree. The second idea, the weakness of love, comes in the form of faerie magic. The four young lovers and the imbecilic actor are entangled in a love game, puppet-mastered by Oberon and Puck. The faerie’s meddling causes both Lysander and Demetrius, who were fighting over Hermia, to fall for Helena. Lysander’s confusion even leads him to believe he hates Hermia; he asks her,â€Å"Why seek’st thou me? Could not this make thee know / the hate I bear thee made me leave thee so?† (189-90). That his love is so easily extinguished and turned to hatred shows that even a true lover’s fire can be put out by the feeblest wind.   Furthermore, Titania, the powerful faerie goddess, is bewitched into falling in love with Bottom, who has been given a donkey’s head by mischievous Puck. When Titania exclaims â€Å"What visions have I seen! / Methought I was enamored of an ass,† we are meant to see that love will cloud our judgment and make even the normally level-headed person do foolish things (75-76). Ultimately, Shakespeare makes the point that love cannot be trusted to withstand any length of time and that lovers are made into fools. Finally, Shakespeare gives us two examples of choosing powerful unions, rather than amorous ones, in A Midsummer Night’s Dream. First, there is the tale of Theseus and Hippolyta. In lines 16-17, Theseus says to Hippolyta, â€Å"I wooed thee with my sword / And won thy love doing thee injuries.† Thus, the first relationship that we are greeted with is the result of Theseus claiming Hippolyta after defeating her in battle. Rather than courting and loving her, Theseus has conquered and enslaved her. He creates the union for solidarity and strength between the two kingdoms.   Next is the example of Oberon and Titania, whose separation from each other results in the world becoming barren. Titania exclaims, â€Å"The spring, the summer / The childing autumn, angry winter, change / Their wonted liveries, and the mazà ©d world / By their increase now knows not which is which† (111-14). These lines make it clear that it is not in consideration of love that these two must be joined, but in consideration of the fertility and health of the world. In general, then, it is not love that decides who should be joined, but the fertileness created by the union. The sub-plots in A Midsummer Night’s Dream demonstrate Shakespeare’s dissatisfaction with the idea of love as a supreme power and his belief that power and fertility are the two prime factors in deciding a union. The images of greenery and nature throughout the story, as when Puck speaks of Titania and Oberon meeting neither â€Å"in grove or green / By fountain clear, or spangled starlight sheen† further suggest the importance that Shakespeare places on fertility (28-29). Also, the faerie presence within Athens at the end of the play, as sung by Oberon, suggests that lust is the enduring power and, without it, love cannot last: â€Å"Now, until the break of day / Through this house each fairy stray / To the best bride-bed will we / Which by us shall blessed be† (196-99).   Ultimately, Shakespeare’s A Midsummer Night’s Dream suggests that believing only in love, creating bonds based on a fleeting notion rather than on lasting principles such as fertility (offspring) and power (security), is to be â€Å"enamored of an ass.†

Bruhathkayosaurus - Facts and Figures

Bruhathkayosaurus - Facts and Figures Name: Bruhathkayosaurus (Greek for huge-bodied lizard); pronounced broo-HATH-kay-oh-SORE-us Habitat: Woodlands of India Historical Period: Late Cretaceous (70 million years ago) Size and Weight: Up to 150 feet long and 200 tons, if it really existed Diet: Plants Distinguishing Characteristics: Enormous size; long neck and tail About Bruhathkayosaurus Bruhathkayosaurus is one of those dinosaurs that comes with a lot of asterisks attached. When the remains of this animal were discovered in India, in the late 1980s, paleontologists thought they were dealing with an enormous theropod along the lines of the ten-ton Spinosaurus of northern Africa. On further examination, though, the discoverers of the type fossil speculated that Bruhathkayosaurus was actually a titanosaur, the huge, armored descendants of the sauropods that roamed every continent on earth during the Cretaceous period. The trouble is, though, that the pieces of Bruthathkayosaurus that have been identified so far dont convincingly add up to a complete titanosaur; its only classified as one because of its enormous size. For example, the supposed tibia (leg bone) of Bruhathkayosaurus was almost 30 percent bigger than that of the much-better-attested   Argentinosaurus, meaning that if it really was a titanosaur it would have been by far the biggest dinosaur of all timeas much as 150 feet long from head to tail and 200 tons. Theres a further complication, which is that the provenance of the type specimen of Bruhathkayosaurus is dubious at best. The team of researchers that unearthed this dinosaur left out some important details in their 1989 paper; for example, they included line drawings, but not actual photographs, of the recovered bones, and also didnt bother to point out any detailed diagnostic characteristics that would attest to Bruhathkayosaurus truly being a titanosaur. In fact, in the absence of hard evidence, some paleontologists believe that the alleged bones of Bruhathkayosaurus are actually pieces of petrified wood! For now, pending further fossil discoveries, Bruhathkayosaurus languishes in limbo, not quite a titanosaur and not quite the largest land-dwelling animal that ever lived. This isnt an unusual fate for recently discovered titanosaurs; pretty much the same can be said about Amphicoelias and Dreadnoughtus, two other violently disputed contenders for the title of Biggest Dinosaur Ever.

Scania - Understanding organisations Essay Example | Topics and Well Written Essays - 3000 words

Scania - Understanding organisations - Essay Example The case of Scania has been considered to understand the events and decisions that have been made and the reasons for which these decisions have been made, the changes implemented and from a learning perspective I would also explore the difficulties of the management policies in overcoming defensive routines of staff and the managers. The organisational design and management issues, the strategies for change as well as the general professional and managerial mindset of the staff and managers are considered and analysed here and I also explore the team working development which has been introduced in the SAN Angers plant. The cultural and political factors are considered in the discussion that seems to affect the professional dynamics of the organisation. The role of the stakeholders including senior managers and shop floor personnel and the implications of management and leadership styles show how theories could be important in throwing light on the impact of personalities and viewpo ints on the general management of business and companies. The motivation levels at Scania Angers have also been studied and organisational change has been discussed in terms of the challenges faced by the organisation and the theories that have been used by the organisation in practice show how Scania Angers may be functioning at an organisational level. Using Scania as an example, we would discuss how a similar change could be described or affected in other similar organisations. The main approach of this study is to analyse the use or application of theories in organisational practice and the challenges faced by Scania could be addressed more effectively by understanding not just the implementation of theories in practice but also motivation levels of staff, the role and perceptions of managers and stakeholders, organisational designs and team working developments. This study involves a critical analysis of theories used in practice within organisations and how the