Initial public offering (federal express) session long project module Essay

Initial public offering (federal express) session long project module 1 - Essay Example The main reason for choosing this company is to due to the size and extent of the company. The company operates worldwide which provides a vaster and larger possibility to learn about the company and the various developments that it entails. The other reasons why this company has been chosen include the fact that the company holds a major share in the market, and the company has developed its business to such a great extent that it is recognized worldwide. FedEx not only provides express delivery business but also provides small package ground delivery as well. The company also provides a wide range of document related as well other business services. One other reason to choose this company is the type of IPO that they used. The company went in for an IPO to become public and to be listed in the New York Stock Exchange. This makes it a better company to study and allows a more focused view on how the company expands and improves the overall business. An initial public offering plays a major role in every business. In the case of FedEx, the company had its IPO on 12th April 1978 and the share price was $24 per share. The company has been trading on the NYSE since 28th December 1978 and uses the symbol of FDX. The company went in for a public offering in 1978 to raise enough capital and to also be listed in the New York Stock Exchange. The company used the IPO to set up the stock price. In 1978 when the company decided to go public, they used the IPO to distribute the shares of the company to public. Here once FedEx registered with the SEC, the company worked with investment banks to sign the contract and to be able to sell the shares of the company (Stock Market Investors, 2010). The contractors would need to provide an agreement which shows that they agree to underwrite the distribution of the shares (Chechile, 2004). Once the two parties had

The Mayor of Casterbridge Essay Example for Free

The Mayor of Casterbridge Essay This essay will demonstrate and analyse how Thomas Hardy uses the first two chapters of this book as a prologue to the rest of the novel. To establish this, this essay will include Hardys style and use of language. This sort of style is quite unique, which is probably why he used it. Other important elements are the setting and how they are linked to Hardy himself, the themes and the way he exemplifies characters. The main character, Michael Henchard, is said to be of fine figure and swarthy. He wore a short, brown corduroy jacket, a fustian waistcoat, tanned leggings, white horn buttons and white breeches. Also, he wore a straw hat. At the beginning of the narrative, Michael is holding a tool-bag. This shows that Michael is a man of the trade. This flows with what Hardy says about Henchard being a skilled countryman. Michaels entrance to the story is palpable, but until later on in the novel, we dont actually know his name. Until the 6th page, 3rd paragraph, Michael is referred to as, amongst other things, the man. This gives a bit of suspense as the reader wishes to read further to find out who this person is and what his name. The reader discovers that he is indeed the husband of Susan; the woman he is accompanying. He doesnt play the role of a husband or a father at all (we also find out that he and Susan have a baby called Elizabeth-Jane. He remains using similar behaviour until chapter two. The first time he actually opened his mouth to talk, was, when addressing a worker around Weydon-Priors. The second time, one page later, was when he briefly replied to Susan in pg 4/5, when Susan is telling him to go to the Good Furmity Sold Here tent at the fair, instead of the Good Home-brewed Beer, Ale and Cyder tent. His disinclination to go to the furmity tent is shown when he says, Ive never tasted it. At this point, he finally shows some responsibility as he gave way to he representations ; the her being Susan. His carelessness is again shown on page six, where he gets drunk from the excessive rum in his furmity. He then goes on further, when he states how he got married too young. Michael puts himself and Susan in great shame when he auctions her. At this point, we dont know whether its the drink talking, or if he really feels this way. We are persuaded that Michael really wants to rid of his wife, when, on pages 8/9/10, he pursues his selling, until finally a bidder puts the money on the table and the exchange is made. Hardy shows that Henchard really is a malicious man, without any thought to his responsibility. We know this by the language used; he talks badly of Susan; I married at 18, like the fool that I was; and this is the consequence ot. We finally see the back of Susan, telling us that the exchange was true and complete. Overall, we see that Michael is a man who doesnt see his responsibilities and likes to live a single persons life. He is careless in most of actions and is easily taken under the influence of drink; the reason why he auctioned his wife. In Chapter Two, however, we discover, that Michael didnt have the slightest clue of what he did the previous night. This is shown as he thinks back of what he had done, and showed great regret. We know this as he travels around the fair in search of his wife and later takes a serious oath, for such an alcoholic as Henchard especially. Michael then travels around the Fair in search of Susan. Later, around page 17, we discover Henchard to be making a vow as to not drink spirits for 21 years, as spirit was the reason why he lost his ex-wife; I, Michael Henchard, on this morning of the 16th of September, do take an oath before God here in this solemn place that I will avoid all strong liquors for the space of 21 years. His pledge is significant to the play because it changes his outlook; he becomes a less rowdy person; a Mayor. This also allows him to find Susan, as his perspective is broadened; he can sort out his priorities. Susan is first introduced at the same time as Michael. Shes described as being pretty and having a half-apathetic expression. Michael and Susan have a declining relationship. Susan doesnt converse with Michael and just saunters along with him silently. As with Michael, we dont discover Susans name at first. This is probably because Thomas wants to set the scene first, then the characters, etc. Although we dont know that Susan and Michael are in wedlock, we o know that Susan is the mother of young Elizabeth-Jane. She and Michael dont converse until the dialogue where Susan encourages Michael to go the furmity rent, instead of the alcoholic tent; page 4. This proves that Susan is the most sensible out of the two. Although Susan may have made the most sensible choice, she still didnt escape shame and pain. She discovers Michaels bad side, as he has too much rum in his furmity. We know that this isnt the first time, Henchard has behaved this way previously, as Hardy writes, The young woman his wife, who seemed accustomed to such remarks She isnt mentioned much, until the auction scene, when she tells Michael how his behaviours is inappropriate and irresponsible and is just making a fool of himself. Later on in page eight, Susan gets more serious, realising the great significance of Michaels actions; Come, come, it is getting dark, and this nonsense wont do. If you dont come along, I shall go without you. Come! The repetition shows her concern and desperation to avoid the situation. Susan tries to maintain her dignity and pride by agreeing to all of the selling, probably to rid herself of such humiliation and torture. We know instantly that Susan regrets the whole ordeal as she went out of the tent sobbing bitterly. Although the furmity lady, only has a brief part to play in the story, she is still quite important. She is first mentioned in page five. She is described as haggish and is said to be of fifty years of age. She was wearing a white apron, reaching almost all the way around her waist. Her only actions were to stir the large pot of furmity, which consists of grain, flour, milk, raisins, currants, etc. She seems to be just a furmity lady, but Hardys crone-like description of her fits nicely with her slyness as she laces the furmity with quite a lot of rum. She appears again at the bottom of the page when she served Michael and Susan a bowl of furmity. She has a quite a persuasive character as she convinces Michael to have some rum. This meant more profit for her. Apart from the above, her last appearance was when the auction was maturing; she told Susan that it was the drink talking and that Michael didnt mean what he was saying. The furmity lady represents the working-class of Weydon-Priors. Especially as she is part of the fair, she seems to have a nomadic life; always moving around to different locations. As she is reacquainted with Susan later on, Hardy skilfully relates the furmity lady to the downfall of rural life, The turnip-hoer first had an appearance on page 3. He told Michael about the type of work available in Weydon-Priors. The turnip-hoer had a very brief appearance in the novel indeed. He did have quite a significant part, as the reader discovers that there was a lack of work for the working-class and that Weydon-Priors was a changing area, good for some, bad for most. He represents the economic state of the village and is a typical countryman. The mention of the Fair almost automatically implies that it has some connotation in the anecdote. He had a hoe on one shoulder and a dinner-bag suspended from it as well. Hardy describes the turnip-hoer as being a pessimist. This shows that he just saw things from the bad side and didnt really look for any good in anything. He probably used that word as he replied negatively to anything Henchard asked. Then, he mentions the Fair Day; the only way of getting any money in most cases. We learn quite a lot about Wessex and the way of life there in the first few pages of Chapter One. This is due mainly to the turnip-hoer. From him, we learn that there is a shortage of jobs. Due to the time setting, it is quite obvious to those with knowledge of history, that it is the time of the Industrial Revolution. The chronicle fits in efficiently with the time setting, before the nineteenth century had reached one-third of its span ; this was during the pinnacle of the Industrial Revolution 1709 to 1853. We then discover that homes are being knocked down to make way for the industrial buildings. Therefore, life must be quite hard for the working-class. This is shown by the turnip-hoer saying how there is a lack of employment; lack of money. We know this because, Weydon-Priors is at the threshold of being an industrial city. The only way of making money outside the industrial side, it seems, is to work in the Fair or sell horses. The Fair is packed with people and full of life. Different activities and different fairs to visit, for example, toy-stands, waxworks, medicine men, and so forth. Hardy uses a varied form of vocabulary in this text, but most of the book uses a sophisticated range of vocabulary. Examples of sophisticated choices include: Hardy uses this wide range of lexis effectively to make an effective description of an object or person. By using efficient language, Hardy creates a good picture in the mind of the reader. He does this by describing something with great detail. For example, when he first introduced Michael, he used great detail in order to produce sufficient imagery. The man was of fine figure, swarthy, and stern in aspect; and he showed in profile a facial angle so slightly inclined as to be almost perpendicular. He goes on to use analogous detail in describing his attire. It is quite obvious that Hardy likes to use detail in his descriptions. This is required to produce a vivid image for the reader. The result of this is a strong and almost exact picture of the object or person in question created in the mind. This can help the reader understand further things mentioned in the story and the relevance and significance of things mentioned. The structure of Hardy sentences varies occasionally, but the overall lengths of the sentences are long. This is typical of the time period; early 1900s This provides a neutral atmosphere, as shorter sentences or pauses give a tenser ambience. A good example of the use of shorter sentences, is during the auctioning of Susan, The sailor hesitated a moment, looked anew at the woman, came in, unfolded five crisp pieces of paper The lengths of the paragraphs also vary, but most of them are long, which is typical of the time period. When a more important scene is written in The Mayor Of Casterbridge, Hardy uses very long paragraphs to create a significant flow in the action. Apart from the narrators language, there is the language used by the characters. The characters language varies from their class, but is quite similar. They use northern dialect and they dont pronounce all of the letters; this emphasises the setting of the novel. This presents the way northerners speak. An example of this vernacular is, and this is the consequence ot. There isnt much dialogue until the auction scene. This creates quite a tense atmosphere with some suspense. A very significant factor of language, is the relationship between Michael and Susan. They dont speak habitually at all. They converse a small amount at the Fair, only to talk about things like lodging. This is imperative as it clearly depicts the relationship between the two Henchards; they dont have a close affiliation and only communicate when necessary. Most of the early chapters are based on the theme of marriage. This is because, Michael and Susan were married and Michael sold Susan because he was saying how fed up he was with marriage. The further actions made by Henchard were reflections to what he had done; he swore to give up spirits for twenty-one years, he went in search for Susan due to marriage and possibly love. At the scene of the auction, the only people who seem to have some reverence for the sacred bond of matrimony, are Susan and the furmity lady. Susan is the only person who tries to put the whole state of affairs to a halt, Mike, Mike, this is getting serious. O! too serious! The repetition shows her concern. The furmity tries to reassure Susan that Michael is just under the influence of drink, Others just encourage Michael, Theres them that would do that, this shows that they find such an offer common. For the rest of the customers in the tent, it appeared to be a sort of entertainment. The economy plays quite an important part in the tale as well. This is because Michael and Susan first went towards Weydon-Priors, because Henchard was in search of employment. Change is evident in the area of Weydon-Priors as the turnip-hoer told Michael of the knocking down of the houses, lack of vocation. The quality and style of life will obviously be changed by this new revolution. By mentioning or hinting the industrial revolution, Hardy sets the time and setting of the anecdote well, making it more realistic. Hardy uses the theme of nature in The Mayor Of Casterbridge, but only occasionally in the first two chapters. An example of Hardy doing this, is on page two, half-apathetic expression of on who deems anything possible at the hands of Time and Chance except, perhaps, fair play. The first phase was that work of Nature As you may notice, Hardy used capital letters for the beginning of the three words Time, Chance and Nature. He might have done this to make the three words stand out and allow the reader to see their significance. Time and Chance seem to control occurrences. Time; things are going to happen, its just a matter of time when. Chance; sometimes. People can be lucky and have chance on their side. Nature; the contrasts between man and nature. Fate seems to play a small, but quite important role in the anecdote. Hardy uses this element skilfully. It assists the auction scene with the entrance of the sailor. It would have been quite hard for the sailor to hear the auctioneers voice from outside; he was destined to meet and purchase Susan and Elizabeth-Jane. Hardy shows how Henchard develops quite quickly in the prologue. He begins as a man who seems to be oblivious of his duties to his wife and infant. The main event which convinces Michael he has to revolutionize his conduct. After getting under the influence of spirits, he humiliates his wife and then puts her on the market. When he becomes abstemious, he realises his faux pas and falls in to a state of remorse. The next day, he starts to search for his spouse. After failing to locate Susan in the Fair, he makes an oath to avoid all strong liquors for the space of twenty-one years This shows that he has realised that the main cause of the whole dilemma was the alcohol. Another example of him following a new route, is the narrators text, seemed relieved at having made a start in a new direction. This is a sort of quest for Michael; to give up alcohol and to find his lost partner. The type of narration used is third person narrative. The reader is only given limited information as to whats happening. The conscious narrator decides what and how information is revealed. An example of this is the concealing of Henchards name. We dont have full knowledge that Susan and Henchard are married; their relationship together. This makes the reader want to continue reading to discover the role and significance of the character. Hardy uses language effectively to get the appropriate mood and atmosphere. He uses sufficient imagery when he wants to give the reader a detailed description of the scene. He uses symbolism to assist this, e. g. at the Fair, Hardy refers to the horses to represent Susan, as the horses are also being sold. He uses varied sentence structure to achieve tension. Although most other writers would use shorter sentences to create anxiety, Thomas uses commas as well. An example of this, is at the end of CH 1. Hardy uses prolonged sentences, but with commas to create a depressing atmosphere. The whole of the story after the auctioning of Susan, is founded on that very act. The main outline of the first two chapters is quite simple. Firstly, the couple enter Weydon-Priors. Then, they visit the Fair and go to a furmity tent. Michael gets drunk and offers to sell his wife, Susan. After much pondering, a sailor approaches Henchard and purchases Susan, who is accompanied by Elizabeth-Jane. Michael, the next morning, realises what he did in his drunken rage. He makes a vow to never touch any spirits for 21 years. Michael finds that he has lost Susan forever, or so he thinks After the selling of Susan, all of Michaels actions were based on that event. Before CH. 3 continues, a lot time passes; Hardy likes to use time in his writing. As you can see in the brief plot of the story above, all of the actions made reverberated the auction. Michael made a vow due to the auction, he went in search of Susan because of the sale, etc. Hardy cleverly makes an impression in the readers mind at the beginning of the story. This makes the reader want to read further to discover the following events. From this essay, I have learnt about Hardys style, his use of things like Nature, Time and so on. I have learnt of Thomas lexis and structure. The overall language he uses is different to other authors in the sense that he uses very sophisticated expression and refers to seemingly irrelevant things to achieve sufficient effects; symbolising. Also, we learn how Hardy develops characters and their identity, e. g. Michael. His description also fluctuates to other publishments, as he refers to things like nature, chance and time; he uses elements that might be relevant to him. Hes a unique author.

The McCarthy Era and the Salem Witch Trials :: Psychology, Social Issues, Persuasive

The McCarthy Era and the Salem Witch Trials The McCarthy era is very similar to the Salem Witch trials. They are both similar, because they both dealt with hysteria. Hysteria is an uncontrollable fear or outburst of emotion. Both things had to do with people accusing each other of people being communist, and people being witches. The McCarthy era, took place in the twentieth century. It had to do with people thinking that other people were communist. Since people thought that others were communist, they accused them of committing communism. Communism is, when people don't follow what the government says. The people that were accused of being communist, were persecuted by other people in the community. Then they were put to death. The U.S. senator Joseph Raymond McCarthy was the man who was against the rising of communism. His revolts against communism gave birth to the term McCarthyism. The Salem Witch trials took place in the seventeenth century in Salem, Massachusetts. They were considered to be America's most notorious episode of witchcraft hysteria. As in the McCarthy era, people who were even accused of being witches were persecuted. Many innocent people were killed because of the result of false accusations and many other women were put through many trials to determine if they were witches. Witches were considered outcasts of society. It was also considered a hysteria because it was blown out of proprtion. Much of this hysteria soon ended due to the sermon delivered by Cotton Mather. In his statement he argued against the mass convictions of innocent people. Some clergy finally decided to listen to his ideas and many of the accused were released from jail by the decision of the governor and because jails were overflowing. Hysteria has no place in a society because it is wrong. It causes chaos and confusion and in these cases death.

Financial Accounting Theory and Analysis Essay

a. What, if any, ethical issue is involved in this case? Legally the financial vice president is not obligated to move to the new standard; however, I do see an ethical issue with this decision. The ethical decision lies in the fact that the vice president is knowingly presenting financial statements that do not reflect the true condition of the company. This is a great example of the line between ethics and law. Technically, if one is not breaking a law, then one is not creating fraud; however, this does not imply that the actions are not controversial, particularly if they impact employees’ well beings. As CPA and auditors, it is not our job to remove risk. FASB gives detailed rules-based guidance because in our current litigious environment companies have proven over and over again that management needs this guidance to ensure that transactions are reported consistently and appropriately. Ethics are suppose to go beyond the court room. In my opinion, in practice when applying principles, one is to meet legal expectations while being trustworthy. b. Is the financial vice president acting improperly or immorally? I do believe that the vice president is acting inappropriately because he knows that the report does not reflect a fair presentation of the company’s financial condition. The objective of general purpose financial reporting is to provide financial information about the business that is useful to present and potential equity investors, lenders, and creditors in making decisions in their capacity as capital providers. Information that is decision-useful to capital investors is also used by managers and executives to make important, impactful determinations about business operations. c. What does Hoger have to gain by advocacy of early implementation? Hoger’s promotion shows her responsibility to the public’s trust, her complex body of knowledge, and her strength and competiveness of work done. Her awareness and forwardness can prevent the company from making unhealthy decisions. Hoger may not see the immediate impact in her career for her actions, but the world of accounting is an industry where good praise will spread quickly and go far. Her unconventional forwardness and emphasis on credibility and dependability is seen by the vice president and all involved. She is a true professional. If the vice president’s final decision is followed through, then hopefully she’ll be permitted to make a note in the financial statements or speak to her point when the deceitfulness of the statements is brought to the surface. I also like to think that she’ll sleep better at night. d. Who might be affected by the decision against early implementation? Those currently invested in the company, potential investors, lenders, and other creditors will be impacted. Information that is decision-useful to capital investors is also used by managers and executives to make important, impactful determinations about business operations. Ironically, by pretending the problem is not present, the vice president is creating a huge revenue-impacting nightmare for his company and setting-up for his own downfall. He is presenting phony information that will cause poor business decisions to be made by managers and executives of the company. The (unknown to be poor at the time) poor decisions can snowball into excess expenses, horrendous operational and production process changes, and lay-offs. This will all fall on the vice president’s shoulders, as explanations will be demanded as to how the company’s position quickly changed. The desired consequence is to always apply sound accounting principles to information and supply results to exte rnal users to show the company’s resource allocation process. Per the text, the objective of a theory is to explain and predict. challenges relates to real or perceived differences between U.S. generally accepted accounting principles (GAAP) and IFRS with respect to their underlying philosophies.

Helen Oyeyemi’s The Icarus Girl: Review Essay

An exotic country, magical beings, and a girl’s journey to find friendship is just a short insight into what The Icarus Girl by Helen Oyeyemi has to offer. As I read the story I discovered that there is a much deeper meaning than what is on the surface. My goal is to inform the reader about how I interpreted the story line and why I did so. I found that this novel presented a strong insight into other cultures, great character depth and an overall engaging story. Jessamy Harrison is a one of the most intriguing characters that I have ever confronted in a book. On the first day of my read Jessamy seemed like any other 8 year old. She was one of the types that is always curious but aren’t all 8 year olds curious. Jessamy or Jess for short would always be the one to ask questions. Jess could never pronounce a word right and was any average little kid. Jess being an eight year old made the story very relatable to me because I have at least three cousins at that age. While reading the book I did question why Helen Oyeyemi decided to put Jess at such a young age. The conclusion that I came to make about that question is that she wanted to keep Jess innocent. Through the entire book Jess does not completely understand what is happening around her. She shows her innocence in many occasions throughout this book. Jess does not like it when there is not a happy ending so she likes to change books. When her mother asked why she changes books Jess replied â€Å"Well it’s not a proper story if everyone is miserable.† (62). When she was asked what she wanted to be when she grows up she said she wanted to fly. She did not want to fly planes she just wanted to fly. Jess is a young girl but she is very troubled. When ever she gets into a tight situation she just screams. She always seems to be in the principal’s office. Jess really does not have any friends until she travels to Nigeria. While taking time off in Nigeria Jess meets a girl named Titiola. Jess at the age of eight it is difficult for her pronounce Titiola’s name. Eventually Jess gives up on trying to say her name and decides to call her TillyTilly. By chance the one girl Jess makes friends with has special powers. Jess cant explain it and does not ask questions. TillyTilly is very mysterious and we do not learn much about her until later into the story. I started to question why Jess never really questions how TillyTilly can do these magical acts. If magic were going on around me I would really wonder how it is happening. Later into the story Jess has to travel make to her home in England. Jess has to settle back into the groove of school. She said her goodbyes to TillyTilly but does not want to leave without her one friend. One day after school Jess turns around and there is TillyTilly. This is where I was extremely confused in this book. This girl was just in Nigeria and then just shows up in England. Jess does not even question how or why TillyTilly an eight-year-old girl travels 4200 miles. That sounded a little peculiar to me. That scene I have come to conclude was the reason for Helen Oyeyemi making Jess eight years old. A lonely eight year old does not question where a friend came from. All Jess knows is she was lonely and wanted a friend. Jess wants to bring TillyTilly to school to show her off but Tilly says no one can know about her. The next day Jess proceeds to school and gets into even more trouble than usual. Her parents tell her she has to attend therapy. TillyTilly was very hesitant of letting Jess go. She had to make sure no one found out about her. TillyTilly said, â€Å"He won’t help you, Jessy. There’ll only be trouble.† (127). When Jess goes to meet the doctor she meets his daughter Siobhan. Jess and her have much in common and they become real friends. This is Jess’ first friend other than TillyTilly. One day Jess became very ill and was stuck in bed. TillyTilly came to visit. This visit was not any other visit. Jess learned a very sad truth. TillyTilly told Jess that she had a twin sister named Fern that died at birth. Jess becomes very upset with her parents for not telling her. When she told her parents they were just wondering how she came to find out. She declines to tell them. Her parents know of TillyTilly but they have never actual met her. This was the climax of the whole story. Jess finds out a hidden past that she had no idea of until now. By now Jess has found out that TillyTilly is not a normal eight-year-old girl. TillyTilly always tries to have Jess’ back like a sister. She always says, â€Å"We should get her† (98). She means hurt that person because they have wronged Tilly or Jess. She shattered Jess’ mom’s computer and a mirror in the bathroom. She also pushed Jess’ friend down the stairs. That was when Jess finally figured out that TillyTilly was not as nice as she thought. TillyTilly would always get Jess into trouble. Earlier in the story the broke into an amusement park and they broke into Jess’ enemy’s house. Jess also has to take the blame for all of Tilly’s faults. Jess can never get smart and learn that TillyTilly is bad news. At the end of the book the whole family travels back to Nigeria to celebrate Jessamy’s ninth birthday. While she is there she starts to lose her faith in TillyTilly. Jess does not know if she can trust her. The next day, Jess starts to learn Yoruba the native language of her family. Everyone is excited for her and her grandfather wants to speak to her in Yoruba. For some odd reason Jess told him to leave her alone. He became very upset with her and her father and grandpa started a huge fight. The next day there was a huge tragedy. Jessamy was riding in the back seat of a car with no seat belt. They had a head on collision and she was knocked out. The story ends with Jess standing up to TillyTilly and Jess finally took control. In all honesty this was not a book I would have picked up on my own and started to read. It ended up being a real page-turner and I really enjoyed it. This book had some great insight into different cultures and how the cultures interacted. This book told a great story about how a girl even a little one at that can eventually overcome trouble. That is a lesson everyone can learn from. No one likes having his or her life run by someone else. It is best to live life with a positive outlook and hope for the best.

The Impact of Fuedalism essays

The Impact of Fuedalism essays There are many different views on how feudalism affected the Middle Ages. Some people believe it was genius while others think it was a disaster. There is only one thing that is truly certain about feudalism and that is that it had political, social and economic impacts. Feudalism was developed to secure the alliance between a feudal lord and an ordinary peasant. The feudal lord would give a section of land to a fief and in return, the peasant would pledge his full allegiance to the lord. In document, nineteen it is stated that, the principle means of securing the allegiance of the noble was by a gift of land. The only means that held the lord and the fief together was a mutual agreement. Document 22 supports this, ...the feudal relationship was essentially a contract between lord and vassals which was defined and enforced by mutual agreement.... Feudalism gave the power to the lords. They could control the peasants and expected complete obedience in return. In document four a soldier speaks of his lord. And so long as I live I ought to provide service and honor to you, suitably to my free condition; and I shall not during the time of my life have the ability to withdraw from your power or guardianship; but must remain during the days of my life under your power or defense. It is pointed out in document 17 that a person could be condemned if they did not follow through with their contract. ...the aforesaid court of Agen has unanimously pronounced sentence against you, and for these matters has condemned you to hand over and restore to us the chateau of Auvillars and all that land which you hold from us in fee.... Another impact of feudalism was that a commoner could never move up socially. By the ninth and tenth centuries...the upper classes had gained title to practically all of the land, and most of the common people had become serfs (Doc. 44...

Com+155+-+Course+Syllabus (1).Doc Essays

Com+155+-+Course+Syllabus (1).Doc Essays Com+155+-+Course+Syllabus (1).Doc Essay Com+155+-+Course+Syllabus (1).Doc Essay [pic] |Course Syllabus Axia College/College of Humanities COM/155 Version 3 University Composition and Communication I | |Copyright  © 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course addresses the key elements necessary for effective academic writing in college. The course begins with focus on prewriting strategies and builds to drafting and revising essays. In addition, the course includes skill development at the sentence and paragraph level. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials McLean, S. (2011). Writing for success (1st ed. ). Irvington, NY: Flat World Knowledge, Inc. Axia College’s Short Form Writing Style Handbook, available online via the student website. Axia College’s Writing Style Handbook, available online at https://ecampus. phoenix. edu/secure/aapd/CWE/pdfs/Axiawriting_style_handbook. pdf All electronic materials are available on the student website. Week One: Proper Sentence Structure | | |Details |Due |Points | |Objectives |Identify the components of a basic sentence. | | | | |Identify the four most serious writing errors. | | | |Course Preparation |Read the course description and objectives. | | | |Read the instructor’s biography and post your own. | | | |Reading |Read Section 1. 1: Components of a Sentence in Ch. 2 of Writing for Success. | | | |Reading |Read Section 1. 2: Sentence Structure, Including Fragmen ts and Run-ons in Ch. 2 of Writing for| | | | |Success. | | | |Reading |Read Section 2. : Agreement in Ch. 2 of Writing for Success. | | | |Reading |Read Section 2. 2: Errors in Subject-Verb Agreement in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 1: Regular Verbs in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 2: Irregular Verbs in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 3: Maintaining Consistent Verb Tense in Ch. of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. | |1 | |Assignment |Resource: Axia College Material: Appendix A | |5 | |Sentence Structure Review |Read Appendix A. | | | |Review the eight sentences. | | | | |Identify which of the four errors, if any, is present in each sentence. | | | | |Rewrite the sentence so that it is a grammatically correct s entence. | | | | |Post your assignment as a Microsoft ® Word attachment. | | | Week Two: Verb Problems | | |Details |Due |Points | |Objectives | | | | | |Define subject–verb agreement. | | | | |Identify how to avoid mistakes in verb tense. | | | |Explain when to use each tense. | | | |Reading |Review Section 2. 1: Agreement in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Access the Toolwire ® Learnscape: Overview of the CWE through the link located on the student | | | |Preparation |website. | | | |Learnscape Activities | | | | | |Complete the Learnscape Activities. | | | | | | | | |Subject–Verb Agreement | | | | | | | | | |Resource: Axia College Material: Appendix B | | | | |Follow the directions in Appendix B to complete the following exercises on MyWri tingLab: | | | | | | | | | |Sentence to Paragraph: Complete Sentences and Subjects and Verbs | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Grammar Mechanics. | | | | |Finally, click Subject–Verb Agreement. | | | | |Review the information provided. | | | | | | | | | | | | | |Post your assignment for faculty review. | | | | | | | | | |Feedback Question (optional): How are your reading strategies working for you? Is reading the| | | | |content of this course the same as or different from reading content in other courses? Is it | | | | |easier? Is it harder? Do you have any suggestions for how to make reading this sort of | | | | |content more effective for yourself? | | | |Assignment |Resource: Weekly Readings | |5 | |Verb Practice | | | | | |Write five sentences about the role of ducation in successful financial planning, in which | | | | |you correctly use a different verb tense in each sentence. | | | | | | | | | |Mark each verb used in bold and, in parentheses, identify the specific tense used. | | | | | | | | | |Post your submission as an attachment. | | | Week Three: Punctuation and Capitalization | | |Details |Due |Points | |Objectives | | | | | |Recognize the appropriate use of punctuation. | | | | |Demonstrate proper use of capital letters. | | | | |Differentiate between plurals and possessives. | | | |Reading |Read Section 4: Capitalization in Ch. 2 of Writing for Success. | | |Reading |Read Ch. 3 of Writing for Success. | | | |Reading |Read Section 2. 1: Common Spelling Rules in Ch. 4 of Writing for Success. | | | |Reading |Read Section 5. 1: Simple Verb Tenses in Ch. 5 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Axia College Material: Appendix B | | | |Preparation |Follow the directions in Appendix B to complete the following exercise on MyWritingLab: | | | |Capitalization | | | | | |Mechanics: Commas and Mechanics: Apostrophes | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Grammar Mechanics. | | | | |Finally, click Subject–Verb Agreement. | | | | |Review the information provided. | | | | | | | | | | Post your assignment for faculty review. | | | |Feedback Question (optional): Is writing in college what you expected it to be? What | | | | |challenges have you found to being an effective college writer? | | | |Assignment |Resource: Axia College Material: Appendix C | |5 | |Identifying Errors in Writing |Review the passage in Appendix C. | | | | | | | | | |The passage has 20 errors related to the concepts covered this week. | | | |Mark each of the errors in bold and make the correction in parentheses after the error. | | | | |Example: My cars interior is black. | | | | |This must be marked as follows: My cars (car’s) interior is black. | | | | | | | | | |Post your assignment as a Microsoft ® Word attachment. | | | Week Four: Proper Word Use | | |Details |Due |Points | |Objectives | | | | | |Demonstrate proper word choice for a complete sentence. | | | | |Identify commonly confused word mistakes. | | | |Reading |Read Ch. 4 of Writing for Success. | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. | |1 | |Nongraded Activities and |Review the Word Choice video located on the student website. | | | |Preparation |Feedback Question (optional): Make a plan to organize your first academic paper. Include | | | |Word Choice |references to the Axia College’s Short Form Writing Style Handbook. This plan must include | | | | |your time management preparation and elements of how to maintain a healthy stress level, | | | | |because this is your first academic paper. | | | |Assignment |Resources: Weekly Readings; Axia College Material: Appendix D | |10 | |Sentence Correction and | | | | |Changes in Writing |This assignment has three distinct parts. | | | | | | | | |First, determine whether the sample sentences in Appendix D are correct. If it is not | | | | |correct, make the correction needed. | | | | |Second, write five sentences in which you address changes in your writing. | | | | |Third, write a brief 100-word explanation in which you explain how the material studied this | | | | |week has changed the way you write. | | | | | | | | |Provide at least two specific examples of changes you have implemented based on what you | | | | |learned this week. | | | | |Post your submission as a Microsoft ® Word attachment. | | | |Week Five: Use of Substitution for Nouns | | |Details |Due |Points | |Objectives | | | | | |Define the function of a pronoun. | | | |Explain how to use a pronoun correctly. | | | | |Summarize appropriate use of pronouns for academic writing. | | | |Reading |Review Section 5: Pronouns in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Access the Toolwire ® Learnscape: Working with the CWE through the link located on the student| | | |Preparation |website. | | | |Pronouns |Complete the Learnscape Activities. | | | | | | | | | |Pronouns | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Gr ammar Mechanics. | | | | |Finally, click Pronouns. | | | |Review the information provided. | | | | | | | | | |Post the screenshot of the completed activities. | | | | | | | | | |Feedback Question (optional): How are your organization skills working for you? What is | | | | |working? What challenges remain? | | |Assignment |Resource: Weekly Readings | |5 | |Pronoun Practice | | | | | |Write several sentences describing a recent interaction with a friend or family member about | | | | |personal finance or credit cards. This interaction may be imagined or real. | | | | | | | | | |Use at least five different pronouns in your sentences. | | | | | | | | | |Identify all pronouns used by bolding them. | | | | | | | | |Post your assignment as a Microsoft ® Word attachment. | | | |Week Six: Adjectives and Adverbs | | |Details |Due |Points | |Objectives | | | | | |Describe the use of an adjective. | | | |Describe the use of an adverb. | | | | |Differentiate between an adjective and adverb. | | | |Reading |Read Section 6: Adjectives and Adverbs in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Axia College Material: Appendix B | | | |Preparation | | | | |Choosing the Right Words – |Follow the directions in Appendix B to complete the following exercises on MyWritingLab: | | | |Adjectives and Adverbs | | | | | |Choosing the Right Words: Adjectives | | | | |Choosing the Right Words: Adverbs | | | | | | | | | |Post your assignments for faculty review. | | | | | | | | |Feedback Question (optional): Imagine you are expected to write a three-page paper. Design an| | | | |organizational and time management plan to complete this paper. Keep in mind the paper | | | | |requirements are to select a topic, write a thesis, write supporting material, and inclu de a | | | | |minimum of three sources. | | |Assignment |Resource: Weekly Readings | |8 | |Review – Adjectives, Adverbs, |Use at least five adverbs and five adjectives to write a brief review of a movie, sporting | | | |and Comparisons |event, musical performance, or television show. | | | | |Bold each adverb. | | | | |Underline each adjective. | | | | |Compare the event to one or more similar events. When comparing, use at least three | | | | |comparatives and three superlatives. | | | | |Post your assignment for faculty review. | | | |Week Seven: Topic Sentences and Writing Paragraphs | | |Details |Due |Points | |Objectives | | | | | |Explain effective practices for developing a topic sentence. | | | |Explain effective means for writing a paragraph. | | | |Reading |Read Section 2: Effective Means for Writing a Paragraph in Ch. 6 of Writing for Success. | | | |Reading |Read the Axia College Short Form Writing Style Handbook. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Center for Writing Excellence | | | |Preparation | | | | |Topic Sentences |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excell ence. | | | | |Click Tutorials Guides. | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Writing Style. | | | | |Finally, click Topic Sentence. | | | | |Review the information provided. | | | | | | | | | |Feedback Question (optional): Have you been using the Center for Writing Excellence? How has in which you do the following: | | | | | | | | | |Identify which paragraph was more effective and analyze why this was so. | | | | |Include a discussion of sentence variety and the rhythm of the author’s writing. | | | | |Focus on the writing rather than the opinions presented. | | | | |Underline your topic sentence. | | | | | | | | | |Submit your paragraph to WritePointSM in the Center for Writing Excellence. | | | | | | | | |Review the feedback provided by the Center for Writing Excellence and make corrections to | | | | |your paragraph. | | | | | | | | | |When doing so, understand that WritePointSM may be helpful but is not always correct. Make , in which you describe the feedback you | | | | |received from WritePointSM, providing specific examples of helpful suggestions, as well as | | | | |ones you felt may have been incorrect and why you think that is the case. | | | | | | | | |Underline your topic sentence. | | | | | | | | | |Write a third and final paragraph in which describe your strategy for using WritePointSM in | | | | |the future. | | | | | | | | |Include a discussion of how to accommodate submission and feedback time. | | | | |Underline your topic sentence. | | | | | | | | | |Post your three paragraphs as a Microsoft ® Word attachment. | | | Optional Discussion Questions Week One Discussion Questions List at least one of the serious writing errors identified in Ch. 2, Section 1 of Writing for Success and identify how such an error could negatively affect your writing. Identify which of the four most serious writing errors listed in Ch. 2, Section 1 of Writing for Success you find challenging to overcome i n your own writing. State a method to avoid this error. What are the key lessons you learned from these activities? How might the exercises help you as you work on improving your writing? Chapter 2, Section 1. 1 of Writing for Success provides information about verbs. List the difference between a linking verb and an action verb. Use at least one example of each type of verb in a sentence. Explain the role of verbs and nouns. Describe their usage and the most common ways that they are misused. Week Two Discussion Questions How might a potential employer evaluate your writing if you did not use proper verb tenses? Why? Identify the five trouble spots located in Ch. 2, Section 2. 2: â€Å"Errors in Subject Verb Agreement† of the text to help avoid making mistakes in subject-verb agreement. Which mistake do you think is the worst? Why? This week, we discussed verb usage by focusing on subject–verb agreement and verb tenses. Based on the grammar apply section of MyWri tingLab, what lessons have you learned that will change the way you write in the future? What is the definition of subject–verb agreement? Provide one example of how to avoid making mistakes in verb tense and explain why this information will help your writing skills. What are the definitions of the past progressive and future progressive tenses? Write two sentences about family financial goals using the past progressive and future progressive tenses. Week Three Discussion Questions Often, students rely on improper punctuation and capitalization because of the popularity and convenience of sending text messages. In academic writing, however, you must strive to use appropriate punctuation and capitalization. Why do you need to use appropriate punctuation, including plurals and possessives, in your writing? Chapter 3, Section 1. 1 of the text provides examples of how comma placements may completely change the meaning of a sentence. Knowing this, what can you do as a writer to ensure your comma usage helps you to communicate clearly? Review the lessons on commas and apostrophes in MyWritingLab. Based on what you learned, what can you do to minimize errors when using commas and apostrophes in your writing? Write three sentences using plurals correctly and three sentences using possessives correctly on the topic of how to store personal financial information effectively and efficiently. Chapter 2, Section 4. 2 of the text shows examples of proper nouns that need to be capitalized. List four examples of capitalized proper nouns from this chapter. Explain your strategy for determining when to use capitalized proper nouns in the future. Week Four Discussion Questions Writing errors, such as those identified in the readings for this week, may influence the way a reader interprets your writing. A resume that is marred by grammatical errors, for example, may prevent a job candidate from progressing to the interview s tage. Do you think it is appropriate for people to be judged based on their writing? Explain your answer. List five commonly confused word mistakes. Then, demonstrate their correct usage in well-written sentences. This week, the discussions have focused on the importance of word choice and avoiding commonly confused words. Identify three key strategies to ensure you will choose words correctly in the future to improve your writing. Chapter 4 of the text mentions that a thesaurus is a helpful tool. One challenge of using a thesaurus is that each word has its own connotation, and although the meanings may be similar, there are often subtle differences. Think about the following pairs of words: confident and arrogant, quiet and introverted, pure and naive. The general meaning is the same, but one word in each pair typically has a positive connotation, whereas the other has a negative connotation. Write one sentence using each word to demonstrate that you understand the correct connotation. When using synonyms, what steps might you take to ensure your word choice carries the correct connotation? Spelling errors may be eliminated by using spell check. Spell checks often do not catch errors if the wrong word is chosen, however. This has led to common writing errors such as advice instead of advise, loose instead of lose, and there instead of their. Describe your strategies that ensure you will not make these kinds of mistakes. Week Five Discussion Questions Write six original sentences in which pronouns are used in a consistent manner. What strategies might a writer use to ensure pronouns are used effectively? Rewrite the first sentence of Ch. 2, Section 5 of the text in your own words. Identify commonly used pronouns. Explain why using pronouns may help make your writing more effective. This week, we discussed how to properly use pronouns. You have been asked to complete several exercises to help practice using pronouns effectively. Explain which of these exercises you found most useful and elaborate on how it will help your writing in the future. The words who and whom are often used incorrectly. Review Ch. 2, Section 5. 3 â€Å"Who vs. Whom† of the text. Imagine that you are teaching an ESL (English as a second language) student about how to use who and whom. Provide an explanation to make it easy for him or her to understand the concept. Provide at least three examples using each pronoun. Academic writing standards generally condemn the use of first- and second-person pronouns such as I, me, my, you, and your. Why do you think this is the case? Week Six Discussion Questions Review Ch. 2, Section 6 of the text. Describe your experience with credit and credit cards in a brief paragraph using at least five adverbs and five adjectives in your description. Bold the adverbs and underline the adjectives. What is the most effective way to determine whether a word is an adjective or an adverb? Students are often confused about the use of the words good and well in their writing. Write a 100-word passage to Scott McLean, the author of the course’s textbook, in which you describe five details from her book that are good and five details about the book that are written well. It is not unusual for writers to confuse adverbs and adjectives. How did the material in MyWritingLab help reduce the possibility of confusion? Describe the strategies you have developed to avoid confusing the use of adverbs and adjectives in the future. Find a movie review in an online publication for a movie currently playing in theaters. Post the link to the review for the class and provide five examples of how the reviewer used adverbs and five examples of the use of adjectives. Has the reviewer used them effectively? Why or why not? Compare and contrast your abilities as an academic writer now as opposed to when you began at Axia College. Using four comparatives and four superlatives within your responses, explain what has led to these changes and what changes you will make in the future. Week Seven Discussion Questions Based on the readings in Ch. , Section 2 of the text, identify key points to keep in mind when writing a topic sentence. How might these key points help you write effectively? This week, you were asked to review the Topic Sentence section in the Center for Writing Excellence. Using the topic of home ownership versus leasing, identify a topic and provide a topic sentence you would use in a paragraph about the topic. After reviewing the information in Ch. 6, Section 2 of the text, identify the three key parts of a paragraph. Page 186 of the text has five paragraphs. Review the five paragraphs and identify which you think is most effective. Explain why you think it is the most effective. When writing a paragraph, it is important that the topic sentence and supporting points within that paragraph be directly related. What would be the reaction of a reader if the topic sentences in an essay did not coincide with the supporting points? Week Eight Discussion Questions Read the summary paragraph on the bottom of p. 177 of the text. Identify the author’s goal in writing the paragraph. How effectively do you think the author met that goal? Read the two-paragraph analysis passage on p. 177 of the text. Identify the purpose of the writing. Pages 1? 3 of the Guidelines for Writi ng Academic Essays in the Center for Writing Excellence show different types of essays. Explain the key differences between the types of essays. Read the second paragraph of the synthesis passage. It may be found on p. 178 of the text. Using your reading for the week and this paragraph in particular, answer the following questions. o What is the key objective when writing a paragraph on synthesis? o Do you feel the author was effective? Review the evaluation paragraph on p. 179 of the text. Identify what the author did well and what the author could have done better. Explain what situations lend themselves to evaluation. Week Nine Discussion Questions It is important to consider sentence variety and rhythm in your writing. Define sentence variety and rhythm in your own words and explain how they interact in effective writing. Define repetition in writing and explain why it is important to avoid repeating words or phrases when you create an academic essay. You will be required to write multiple paragraph essays in future courses. One common mistake to avoid is writing paragraphs that are too short or too long. After reviewing the sentence variety exercises for this week, how can you ensure that your paragraphs are of an appropriate length? Review the example paragraphs on p. 202 of the text. In what ways, if any, are these changes significant? What specific modifications make one paragraph more effective than the other? What are two common mistakes a writer might make that could cause his or her writing to be ineffective for readers? What steps might you take to avoid these mistakes early in the writing stage, thereby communicating more efficiently and effectively? Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices.

Convert Decimal Degrees into Degrees, Minutes, Seconds

Convert Decimal Degrees into Degrees, Minutes, Seconds When looking at maps and surveys, youll sometimes  find degrees given in decimal degrees (121.135 degrees) instead of the more common degrees, minutes, and seconds (121 degrees, 8 minutes, and 6 seconds). Its easy to convert from a decimal to the sexagesimal system if, for example, you need to combine data from maps that are calculated in two different systems. Or maybe youve done some math with some data in decimal degrees format and need to convert back to degrees, minutes, and seconds to plot the coordinates on a map. When you use GPS systems, for example when geocaching, you should be able to switch between the different coordinate systems on your device.   Heres How to Do the Conversion There are online calculators, but its not that tough to do the calculation from decimal degrees to degrees, minutes, and seconds by hand when needed; you start by breaking down your existing figure.   The whole units of degrees will remain the same (e.g., if your figure is 121.135 degrees longitude, start with 121 degrees).Multiply the decimal portion of the figure by 60 (e.g., .135 * 60 8.1).The whole number becomes the minutes (8).Take the remaining decimal and multiply it by 60  (e.g., .1 * 60 6).The resulting number becomes the seconds (6 seconds). Seconds can remain as a decimal if needed.Take your three sets of numbers and put them together, (e.g., 121 °86 longitude would be equivalent to 121.135 degrees longitude). FYI After you have degrees, minutes, and seconds, its often easier to find your location on most maps (especially topographic maps).Though there are 360 degrees in a circle, each degree is divided into 60 minutes, and each minute is divided into 60 seconds.A degree is 70 miles (113 km), a minute 1.2 miles (1.9 km), and a second is .02 miles, or 106 feet (32  m).  Use a negative sign before figures in the Southern Hemisphere and in the Western Hemisphere.

Power of Higher Authority in significant relevance to Antigone by Essay

Power of Higher Authority in significant relevance to Antigone by Sophocles and Another Antigone by A.R Gurney - Essay Example The modern adaptation for theatre by A.R. Gurney offers an interesting contextualization of heroine Antigone’s fight against authority. In both the cases, the theme is the same, one of confrontation of the individual will against a powerful authority figure. In Sophocles’ Antigone, this antagonist was Creon the King. In Gurney’s play it is the Professor in Classics Department George Henry Harper. But the nature of struggle of the two heroines is the same. This essay will argue that the depiction of the power of Higher Authority is crucial to the dramatization and moral deliberation of the two plays. Professor Henry Harper is equated to the all powerful Creon of Sophocles’ conception. To match with his role as an intimidator Harper is given a grizzly white beard by author Gurney. The University of Boston and its hierarchy of administrators provide the power structure for Another Antigone, with Henry Harper assuming a key position of power within in the Depa rtment of Classics. He is a tragicomic character in an academic environment that is struggling with reduced government funding and decreasing student enthusiasm. It is in this backdrop that Judy Miller plays out her tryst with power. (Diski 49) Miller, a candidate for valedictorian, presents her bold reworking of Antigone in blank verse form in the place of a formal term paper. Taken aback by this disrespect for rules, the professor exclaims â€Å"Another Antigone!" in reference to both the work being presented and its author. At this point a antagonistic position of the rebellious student and her convention respecting professor is established. In Sophocles’ Antigone, by contrast, the confrontation between Antigone and her uncle Creon (the ruler of Thebes) begins with the demise of her two brothers Eteocles and Polyneices. Since Creon was on the side of Eteocles during the combat between the two brothers, he decrees to honor him in death. In sharp contrast he decrees that Po lyneices be left rotting in the battle field sans a proper burial. This is the highest form of punishment in ancient Greek and its evocation is a measure of Creon’s hostility toward Polyneices. (Botton 20) In Creon’s own view, what legitimizes his decree is his authority as the supreme ruler of Thebes. He performs very little moral deliberation before setting his order to execution. It is unfair to compare Creon with Gurvey’s Harper, for the latter is not so much arrogant as formal and conservative. Henry Harper’s power in the University is nowhere near equal to that wielded by Creon, the emperor of Thebes. Hence, although the two authority figures share a position of prestige and power, their personalities and purviews are very different. The overbearing undergrad Antigone, Ms. Miller, has â€Å"as great an irrational self-confidence in her thespian powers as Shakespeare's Bottom, and when Henry Harper, that old Creon, refuses to give her play at least a B, she launches a campaign against him, including charges of anti-Semitism, that leads to a proper catastrophe.† (Disch 174) But in Sophocles’ classic, Polyneices’ beloved sister Antigone is a balanced, intellectual and humane person (as evidenced from allusions in the play). Her love for her brother impels her to bury him properly. Though this action would invoke the wrath of Creon and jeopardize her life, her humanity and love supersedes all other considerations. Antigone believes that though she may die as a consequence

Scenario Case Study Example | Topics and Well Written Essays - 1000 words

Scenario - Case Study Example These are the underlying assumptions on which my response is formulated. A consideration of the more obvious problems leads me to suggest that the trash and garbage problem can be quite easily remedied. We will immediately clean up the trash and garbage in the water and land around the docks and restaurant areas, and will install new, durable, brightly colored trash and garbage containers, well-marked and of adequate size. Attractive signs, using a humorous approach (choking boats with emotional expression), will be placed at each trash and garbage can, to invite usage. Discarded items around the repair and maintenance facility will be disposed of properly, off-site, in accordance with the law. The spare parts stored in 55 gallon oil drums will be covered. The greasy muck outside the warehouse doors will be cleaned, and kept clean, and the source evaluated and curtailed. Safety trenches will be installed around areas with liquid storage tanks of paints, solvents, resins and other mat erials, and these areas will be protected from rain by roofing and, if necessary, enclosure. The safety trenches will be cleaned out regularly to prevent overflow. All toxins and pollutants will be disposed of in compliance with the law. As a boatyard and marina, we need to obtain a generic NPDES permit, which involves the design and implementation of a Stormwater Pollution Prevention Plan (SWPPP) for Best Management Practices to protect the waterways from toxins contained in the oil, paints and solvents used and inadvertently deposited on our site. A management committee will be appointed to create our plan and apply for the NPDES permit. The application, permit assistance and a sample plan are available online (State of Florida, 2011). The committee will be advised to carefully consult these resources, and also to obtain other technical assistance and mentoring, in support of this project. To obtain proper information, mentoring and technical assistance, both on-site and distance advising, our marina will apply to join The Florida Clean Marina Program (Fish-Tale Marina, 2008) and receive official designation. This will provide structure, consistency and goal orientation to management. In addition, all Area Managers will be directed to carefully familiarize themselves with relevant sections of a supremely useful Marina Environmental Best Management Practices Web Site (New York Sea Grant, 2008), as a model for recommending and implementing new area procedures. Procedures which minimize pollution risk will be evaluated and adopted, including, for example, dustless sanders, tarp enclosures, non-toxic paints, regular fuel tank inspections, thorough draining of fuel tanks prior to waste disposal, using cleaning solvents that are not chlorinated, ammoniated or petroleum-based, proper cleaning and disposal of spills, appropriate management of floor drains, and covered protection from rainfall. Area Management meetings will be held to formally endorse recommended pro cedures for each area. A Clean Area Award system will be implemented to encourage friendly competition among employees. The monthly award(s) for Cleanest Area(s) will involve a prize of donuts and sugar-free,

Car spring suspension Essay Example | Topics and Well Written Essays - 1500 words

Car spring suspension - Essay Example In high speed applications, for instance, Indy 500 racing competitors have taken steps such as limiting the suspension travel to compensate for the behavior of independent suspension. (Staniforth, 104) An alternative system that offers several possible advantages has been developed and patented by car engineer that is called the positive linked suspension system (PLSS), it is the product of several years of hard work and several false stars for engineering companies. Now it forms the heart of Tech-Engineering‘s kit vehicle, a Honda-powered tricycle. (Fred, 60) The PLSS is a totally mechanical system with natural dynamic stability. In its simplest form, it consists of two stub axles, two body-mounted pivots, two shackles or links, and a leaf spring. The two axles support vehicle weight through the pivot points, which allow the axles to rotate freely. (Fred, 64) A leaf spring rigidly attached to on e axle is linked to other via the shackles. The shackles compensate for changes in spring length when it bends. In this configuration, the vertical position, motion and load of one wheel is transmitted to the spring, which bends, and then to the other wheel. As a result, as one wheel moves up the opposite wheel tries to move up also. Another way to look at it is that as one wheel accepts load the opposite wheel give up loading trying to keep the theoretical line between the pivot points parallel to the road. (Valkenburgh, 205) Because the system is naturally stable and does not allow rotational momentum to develop in the vehicles’ body, mechanical engineers are yet to find a case where shock absorbers would be required. Vertical disturbances are self-damped by out of phase load inputs to the leaf spring. The spring acts as a mechanical interrupter and the rate and amplitude of the system’s response is controlled by adjusting the spring rate and the system’s geometry. Because

Multiculturalism versus Liberalism Essay Example | Topics and Well Written Essays - 1750 words

Multiculturalism versus Liberalism - Essay Example As such, a multicultural society is described as one that is characterized by a rich mixture of cultures and supports the desire amongst its people to convey their own identities in the way they deem fit (Brian, 3). The second approach to multiculturalism aims at dealing with the numerous challenges that arise because of cultural diversity, especially due to the problems that face the minority and marginalized groups within society. Liberalism Liberalism refers to a political philosophy that is based on the notions of equality and liberty that support basic human rights and freedoms such as individual civil rights, freedom to own private property, freedom of expression, free and just elections, freedom of religion, free trade, and freedom of association. This philosophy arose because of a rejection of tyrannical, oppressive, and conservative practices and ideas such as absolute monarchy, the godly right of kings, state religion, and hereditary privilege that only favored a few individuals within society (Perry, et al., 183). Liberalism emerged during the 16th and 17th centuries when there were numerous religious wars across Europe that were against tyrannical leadership. Regarded as the Enlightenment Age, it saw the beginning of powerful revolutionary movements aimed at ending tyrannical regimes across the world especially in Europe, with the most remarkable one being the French revolution. A multiculturalism critique of l iberal notions of citizenship The term citizenship is a term used broadly to refer to the link between an individual and the state and which grants that individual certain legal rights and freedoms. Citizenship has three main dimensions. The first is legal status that grants an individual freedom to act in accordance with the law and the right to seek protection by the law (Isin and Turner, 32). The second dimension is political and assumes individuals as political agents who participate in political undertakings within society. The third is identity whereby an individual is deemed a member of a political community hence gaining an identity. Differences in the approach adopted by liberalism and multiculturalism have created a tension between these two ideologies especially in the manner of leadership to be adopted by governments and various authorities. One such are of tension arises on the views of citizenship adopted by liberals and multiculturalists. A major model of citizenship is liberal citizenship that adopts legal status and political liberty as important aspects of citizenship and which help to protect individuals from oppression by the authorities and other individuals. Several multiculturalists criticisms have been raised against the various liberal ideas of citizenship adopted by liberals. The first criticism is the failure of liberalism citizenship to address the various inequalities present in the present capitalist societies. The capitalist approach towards production and property ownership has

Heidegger and Understanding Term Paper Example | Topics and Well Written Essays - 1750 words

Heidegger and Understanding - Term Paper Example Fear and anxiety can be regarded as pivotal in philosophy, art, and literature; however, fear and anxiety are frequently confused, partially because the two are intertwined. The two terms can be easily differentiated: fear makes reference to certain object or situation, while anxiety represents a state of mind (mood) with its object and/or origin is never concise and is a source of anguish for the individual experiencing the emotion. The paper explores the claim that, â€Å"fear, is anxiety, fallen into the ‘world’, inauthentic, and, as such, hidden from itself,† and formulates arguments in favor against the claim. It is essential to recognize that phenomenological analysis of the form of intentionality that accompanies moods does not simply register a passing adjustment of the psyche, but rather discloses crucial fundamental elements of the self. For instance, the element of threat yields to fear, which makes individuals perceived some places of the world as more threatening, or some individuals vulnerable. Anxiety and fear are mainly distinguished to diverse degrees in psychology and philosophy. Fear manifests based on some danger or threat around a person’s self, whether precise or imprecise, but definitely known. Anxiety, on the other hand, conveys an ontological situation that is atypical to the individual’s quintessence indicating uncertainty or nothingness (Heidegger190). Nevertheless, is essential to appreciate that, the fact that the object is irresolute does not necessarily imply that it I connected to a certain situation. A frightened individual usually acts as per the situation, irrespective of whether the source of the fear is unknown, even in instances in which the case of fright remains tentative. The fact that fear manifests devoid of any distinct source signify that fear avails itself as an occasion of achieving freedom, whereby the context is solely distinct to man. Fear presents man with the opportunity to choose to be

Multiculturalism versus Liberalism Essay Example | Topics and Well Written Essays - 1750 words

Multiculturalism versus Liberalism - Essay Example As such, a multicultural society is described as one that is characterized by a rich mixture of cultures and supports the desire amongst its people to convey their own identities in the way they deem fit (Brian, 3). The second approach to multiculturalism aims at dealing with the numerous challenges that arise because of cultural diversity, especially due to the problems that face the minority and marginalized groups within society. Liberalism Liberalism refers to a political philosophy that is based on the notions of equality and liberty that support basic human rights and freedoms such as individual civil rights, freedom to own private property, freedom of expression, free and just elections, freedom of religion, free trade, and freedom of association. This philosophy arose because of a rejection of tyrannical, oppressive, and conservative practices and ideas such as absolute monarchy, the godly right of kings, state religion, and hereditary privilege that only favored a few individuals within society (Perry, et al., 183). Liberalism emerged during the 16th and 17th centuries when there were numerous religious wars across Europe that were against tyrannical leadership. Regarded as the Enlightenment Age, it saw the beginning of powerful revolutionary movements aimed at ending tyrannical regimes across the world especially in Europe, with the most remarkable one being the French revolution. A multiculturalism critique of l iberal notions of citizenship The term citizenship is a term used broadly to refer to the link between an individual and the state and which grants that individual certain legal rights and freedoms. Citizenship has three main dimensions. The first is legal status that grants an individual freedom to act in accordance with the law and the right to seek protection by the law (Isin and Turner, 32). The second dimension is political and assumes individuals as political agents who participate in political undertakings within society. The third is identity whereby an individual is deemed a member of a political community hence gaining an identity. Differences in the approach adopted by liberalism and multiculturalism have created a tension between these two ideologies especially in the manner of leadership to be adopted by governments and various authorities. One such are of tension arises on the views of citizenship adopted by liberals and multiculturalists. A major model of citizenship is liberal citizenship that adopts legal status and political liberty as important aspects of citizenship and which help to protect individuals from oppression by the authorities and other individuals. Several multiculturalists criticisms have been raised against the various liberal ideas of citizenship adopted by liberals. The first criticism is the failure of liberalism citizenship to address the various inequalities present in the present capitalist societies. The capitalist approach towards production and property ownership has

Influencing Performance- organization behavior Personal Statement

Influencing Performance- organization behavior - Personal Statement Example This job security would help the employees to work harder to retain their position in the company. Promotions are also necessary to motivate workers and every employee should be given a chance so that he can prove himself. Effective leaders can improve individual performance by using different techniques. It is the duty of an effective leader to analyze all the workers that are under him. It would help him to understand the needs of the workers in accordance to the work that they are being designated. Silverthorne (2005) puts forward that three motivational factors help an employee to work harder. These three factors are appreciation, job nature and job security. Effective leaders can make a secure environment for the workers and provide them with the job that they are most interested in. This would help the employees to work with interest and get motivated accordingly. When I worked for an organization I was motivated in such a way by my leader that I could contribute my creativity to the firm’s growth. The firm was launching a product and it had to decide whether it would target the teenagers or the women. I came up with a recommendation of targeting both the groups through one advertisement. At first my recommendation was not liked by many but later on it was accepted and the advertisement turned out to be very successful.

Racial Profiling Essay Example for Free

Racial Profiling Essay On February 4, 1999, Amadou Diallo, an unarmed 22 year-old immigrant from New Guinea, West Africa, was shot and killed in the narrow vestibule of the apartment building where he lived. Four white officers, Sean Carroll, Kenneth Boss, Edward McMellon and Richard Murphy fired 41 bullets, hitting Diallo 19 times. All four were members of the New York City Police Departments Street Crimes Unit, which, under the slogan, We Own the Night, used aggressive stop and frisk tactics against African- Americans at a rate double that groups population percentage. A report on the unit by the state attorney general found that blacks were stopped at a rate 10 times that of whites, and that 35 percent of those stops lacked reasonable suspicion to detain or had reports insufficiently filled out to make a determination. Thousands attended Diallos funeral. Demonstrations were held almost daily, along with the arrests of over 1,200 people in planned civil disobedience. In a trial that was moved out of the community where Diallo lived and to Albany in upstate New York, the four officers who killed Diallo were acquitted of all charges (â€Å"The Diallo† online). Racial Profiling is any police or private security practice in which a person is treated as a suspect because of his or her race, ethnicity, nationality or religion. This occurs when police investigate, stop, frisk, search or use force against a person based on such characteristics instead of evidence of a persons criminal behavior. It often involves the stopping and searching of people of color for traffic violations, known as â€Å"DWB† or â€Å"driving while black or brown. † (Meeks 17). After 9/11, racial profiling has become widely accepted as an appropriate form of crime prevention. People were sought after based solely on the fact that they were of Arab descent. But racial profiling did not start with September 11th racial profiling has been around for ages. Tracy Maclin, a professor at Boston University School of Law, says that racial profiling â€Å"can trace its historical roots [back] to a time in early American society when court officials in cities like Philadelphia permitted constables and ordinary citizens the right to take up all black persons seen gadding abroad without their masters permission. † (Meeks 164). The term profiling first became associated with law enforcement’s nterference in drug trafficking during the late 1970s. In 1985, the Drug Enforcement Administration instituted Operation Pipeline, an intelligence-based assessment of the method by which drug networks transported bulk drugs to drug markets, and began training local and state police in applying a drug courier profile as part of highway drug interdiction techniques. Under Operation Pipeline, police were trained to apply a profile that included evidence of concealment in the vehicle, indications of fast, point-to-point driving, as well as the age and race characteristics of the probable drivers. In some cases, the profiling technique was distorted, so that officers began targeting black and Hispanic male drivers by stopping them for technical traffic violations as a pretext for determining whether or not drivers were carrying drugs (Weitzer 133). A 1998 Department of Justice investigation of these practices raised awareness of this issue and defined racial profiling as the practice of singling out members of racial or ethnic groups for relatively minor traffic or petty criminal offenses in order to question and/or search them for drugs, guns, or other contraband (â€Å"History† 1). In 1999, the American Civil Liberties Union launched a nationwide campaign against racial profiling, entitled â€Å"Arrest the Racism: Racial Profiling in America. † This campaign included research, phone hotlines to report incidents, online complaint forms, advertising campaigns that included radio, television, print and billboards, advocacy for legislation, and a communications program synchronized with litigation efforts across the country. This campaign has inspired a movement against racial profiling by local, state and national organizations. Community organizations have been involved in advocating for legislation, increasing visibility of their racial profiling concerns, and encouraging police departments to begin data collection. More than 20 states have passed legislation prohibiting racial profiling and/or mandating data collection on stops and searches, hundreds of individual jurisdictions have voluntarily begun to collect data, and several jurisdictions are collecting data on racial profiling as a result of federal or state court settlements or consent decrees. In February 2001, during an address to a joint session of Congress, President George W.  Bush said of racial profiling, â€Å"It is wrong and we will end it in America. † (â€Å"History† 1) California, alone, has enacted legislation which mandates sensitivity training, but there is currently no legislation mandating data collection. In 1999, Governor Gray Davis vetoed legislation that would have required law enforcement agencies to collect data to show whether people of color are stopped by police at disproportionate rates. Bills that would have prohibited racial profiling and required data collection either died on inactive file or had important content removed before being passed. A large number of individual jurisdictions are collecting data either voluntarily, through court settlements, or through federal consent decrees. S. B. 205, which amended the California Penal Code section 13519. 4, entitled Racial and Cultural Diversity Training, defines racial profiling as â€Å"the practice of detaining a suspect based on a broad set of criteria which casts suspicion on an entire class of people without any individualized suspicion of the particular person being stopped. † This legislation outlines the inappropriateness of racial profiling, and mandates cultural awareness training for civil servants. The federal code which is used to address racial profiling and other questionable procedures is Title 42, U. S. C. , Section 14141, which makes it unlawful for state or local law enforcement agencies to allow officers to engage in a pattern or practice of conduct that deprives persons of rights protected by the Constitution or laws of the United States. This law is commonly referred to as the Police Misconduct Statute. This law gives the Department of Justice the right to reprimand and/or sanction law enforcement agencies that use policies or practices which support a pattern of misconduct by officers. The action taken by the department is directed against the agency as a whole, not against individual officers. Although efforts have been made to ban the use of racial profiling as a law enforcement tool, no jurisdiction in the U. S. has addressed the problem in a way that is both effective and all-inclusive. Currently, twenty-nine states have passed laws concerning racial profiling, but state and federal protections against this problem continue to be extremely lacking. Further, some states are even passing legislation that supports racial profiling, such as Arizona’s new SB 1070, which aims to curb the problem of illegal entry into the U.  S. While immigration issues continue to be a problem in the U. S. , this law basically allows law enforcement officials to stop any citizen randomly to verify their legal residence in the country. Police practices that are viewed as racially motivated will ultimately lead to more frequent and severe interactions with law enforcement, and eventually leads to a distrust of the police. This is an unhealthy position, as law enforcement practices aren’t effective when you are fearful of those whose job is to protect and serve the citizens (Blumer 4). There is not much research available that addresses the question of why racial differences exist in citizens’ relations with the police. Part of the explanation can be found in the group-position thesis, which is discussed in the research by Bob Hutchings 64), and states: â€Å"the group-position thesis focuses on inter-group competition over material rewards, status, and power. Racial attitudes which reflect individual-level feelings and beliefs also mirror a collective sense of group cohesion, unlike other racial groups. These perceptions include (1) perceived threats: dominant group members’ fears that their group is at risk of losing privileges or resources to competing racial groups, and (2) perceived advantages: minority group members’ beliefs that their group interests will be enhanced by challenging the prevailing racial order. The group-position thesis has been used to explain inter-group racial attitudes. † The thesis further outlines the entitlement of dominant groups to resources, and the attraction to institutions that serve their interests; an example of this would be the attraction of the White race to the criminal justice system. The police are often seen as allies by the â€Å"dominant ethnic group†, especially in deeply divided societies where the police can be used as an instrument for suppressing â€Å"subordinate groups† (Bobo ump; Hutchings 70). This relationship between the police and dominant groups is less obvious in more democratic societies, but the authors state that even in these societies, the superior group builds strong relations with the police. In the United States, white people’s support for the police has traditionally been strong and, at the same time, whites tend to see racial minorities as inclined to criminal or violent behavior. In the 2000 General Social Survey, for example, half of whites viewed blacks as ‘violence-prone’. †(Weitzer ump; Tuch 1021) For whites who follow these views, there is a tendency to condone police suspicion and disparate treatment of minorities as â€Å"rational discrimination† (Weitzer 153). These attitudes may b e more strongly held by some whites than by others, but the group-position thesis predicts that these views are fairly common throughout the white population (Bobo ump; Hutchings 72). Racial profiling has been occurring throughout our nation, and even the world, for as far back as any of us can remember. Racial profiling stems from racism, and fear of people who are different, ethnically and culturally, than the person making the judgments. Sadly, it spreads even further than that, and clouds the judgment of the people who are in positions of authority, even when they come from the same ethnic background. Racism, classism, sexism and all the other –isms combine to create trends such as these, which affect more than just the person being judged; it affects their families, friends, neighborhoods, communities, etc. Like all other issues that deal with the problem of –isms, the only way to change the dominant perception is to change the way people are programmed throughout life and their experiences. Until that day, no legislation or rule is going to change the way people feel about the minority, or perceived lower class, group.

SWOT Analysis of the Football Association (FA)

SWOT Analysis of the Football Association (FA) This paper looks to produce a report that seeks to analyse the work of the Football Association (FA) in the context of an evaluation of the impact of its strategy regarding the advancement of the national game and its legitimacy as an organisation in England. This report provides a background to what is the FAs general remit and how this fits with sports strategic management emanating from the work of the UK government. This report then considers what the FA does and how this reflects its strategy for advancing the national game and its legitimacy as an organisation allowing all participants to enjoy the game and maximise their ability and evaluate where the problems lie around the FAs strategic management to date. This report seeks to evaluate the Football Associations (FAs) adjective of the advancement of football in England and the FAs legitimacy as an organisation in this country that serves to permit all those that wish to participate in the sport to enjoy it and maximise their ability through a SWOT analysis. First, this report looks to provide a background to the FAs work before analysing how this fits with the UK governments work with other organisations to achieve effective strategic management for then advancing the FAs aims through recognition of the opportunities for reform. This report then considers the FAs activities and how this reflects its strategy for advancing the national game and its legitimacy as an organisation through organisational management and evaluate the strengths of the organisation and where the problems lie and what threats they pose. Finally, this report will summarise the key points derived from this report regarding analysis of the FAs work in its strategy r egarding footballs advancement and its legitimacy as an organisation. Findings (a) Background What is the FA and what does it do? The FA has governed English association football since 1863 to oversee both the professional and amateur levels by sanctioning all domestic competitive football matches at the national level directly or local level indirectly through the fifty-five County Football Associations with a view to advancing the development of the sport and its legitimacy as an organisation in this country (The FA.com, 2010b). The FA also run eleven competitions including the FA Cup and appoints the manager of all twenty-four national football teams and has also developed and runs Wembley Stadium (The FA.com, 2010f). Additionally, the FA is a member of both the Union of European Football Associations (UEFA) and the International Federation of Association Football (FIFA) along with having a permanent seat upon the International Football Association Board (IFAB). Moreover, the FA bears responsibility for all national teams managements appointments along with the FA Cups organisation and having the power to se t and vary league rules since both the FA and the Football League (and the Premier League although not commercially affiliated) have the power to restrict the transfer of players and also take points away from clubs where they seriously contravene rules of the game (The FA.com, 2010a). (b) SWOT Analysis To better assess the activities of the FA in relation to its long-held policy objective of advancing the development of the sport and its legitimacy as an organisation in England it is necessary to utilise a SWOT analysis created by Albert Humphrey as a means of strategic planning to analyse the Strengths, Weaknesses, Opportunities, and Threats (hence, SWOT) involved with the FAs work (Drejer, 2004). This kind of analysis involves identifying the internal and external factors that are favourable and unfavourable for the FA achieving the advancement of the development of football and its legitimacy as an organisation in England (Armstrong, 1982). This is in keeping with the fact that it has been recognised, for effective strategic management to be carried out by a body like the FA, that there is a need for clear planning, organising, leading and evaluating of both their actions and the resources that they have available to them with a view to advancing the development of the sport and its legitimacy as an organisation in England (Masteralexis, et al, 2009). Therefore, there is a need to evaluate the FAs activities and match them to the environment and its resource capabilities regarding the consideration of operational impacts in terms of expectations so as to then be able to further the FAs long term aims (Torkildsen, 2005). Then, it is also necessary to make a strategic choice through the generation and evaluation of all of the available options so as to then select a strategy for implementation through a set organisational structure that advances the FAs previously alluded to objectives (Parker, 2004). (i) Strengths In considering its organisational strengths, one of the FAs key strength is that it is responsible for both developing and regulating the sport without government involvement through effective organisational management accounting for the environment, the organisations resources and stakeholders expectations (The FA.com, 2010f). To this effect, a further strength of the FA is that, to achieve footballs advancement in England, the FA has a clear commitment to making football more accessible for all regardless of their race, religion, gender, sexuality, ability or background to maintain its market dominance through re-engineering, delayering and restructuring (The FA.com, 2010f). The FA is also able to call upon a significant level of funding illustrated by the fact that the Premier League has generated billions of pounds from Sky, sponsorship and spectators (Bower, 2007) whilst, more specifically, the new Wembley stadium has made a profit of  £229 million annually as an important sou rce of revenue for the FA they could reinvest in football (Wembley Stadium, 2010). This has served to mean that the FA is able to invest around  £60 million annually with around two-thirds of that being utilised at the grass-roots level so there are now around seven million people of all ages playing football in this country (The FA.com, 2010f). Additionally, in view of its desire to increase its legitimacy within the community, the FA has established a series of community projects to further its fundamental objective of advancing the sport and the legitimacy of the organisation in this regard. In total the FA have developed around 6,000 projects valued at over  £630 million to improve facilities along with a further  £4.5m having been invested in Womens football annually so there are now more than a million females involved annually (The FA.com, 2010c). By way of further illustration of the breadth of areas the FAs programmes cover, the FA Charity Programme has been developed to move significant funds to areas within society where it can play a beneficial role with notable partners including The Bobby Moore Fund (The FA.com, 2010c). Furthermore, the FA Hat-Trick Programme has been established to deliver Community Football Development workers to Englands most deprived communities whilst also removing barriers to particip ation for people from all ethnic backgrounds (Norfolk FA, 2010). Moreover, more than 700,000 children under the age of eleven have benefited from The FA Tesco Skills Programme (The FA.com, 2010e), whilst The FAs Respect Programme has improved behaviour and respect to reflect the need for social acceptance (The FA.com, 2010d). (ii) Weaknesses Having recognised the FAs strengths it is necessary to also consider its weaknesses as an organisation. To this effect, in the wake of the Premier Leagues creation in 1992, the FA has arguably lost some of its power of administration and regulation and become immersed in high finance and commercial planning but has been found to lack the professional expertise expected by professionals to its detriment (Bower, 2007). The reason for this is that, although the Premier League may have generated billions of pounds from Sky, sponsorship and spectators, the FAs management has been detrimentally impacted upon by a confused structure of organisation (Bower, 2007). As a result, the FA have proved somewhat stubborn regarding the possibility of reforming themselves with a view to preventing agents corruption, eliminating possible conflicts of interest among club owners and bringing about heightened controls of the ever-increasing prices and wages for players (Bower, 2007). Matters have then onl y been further exasperated by the ramifications of increased foreign ownership of professional football clubs domestically along with the ever-increasing escalation in the value of TV deals impacting upon the Premier League so that the FA now risks the prospect of there being a potential collapse and usurping of the FA by the Premier League (Bower, 2007). Such problems have then been only further exacerbated by the ongoing rise in foreign ownership from billionaire organisations all over the world only arguably serving to further strengthen the Premier League to the detriment of the rest of football that is governed by the FA throughout the hierarchy of the sport (Bower, 2007). (iii) Opportunities Despite the weaknesses that have been recognised with regard to the apparent threats to the FA from the Premier League and billionaire foreign investment, the FA has suggested a system of enforcement to impose a fit and proper test for potential club owners in the Premier League to achieve an effective balance between sporting needs and its commercial potential (Bower, 2007). At the same time, however, it is necessary for the FA to look to maintain its market dominance through re-engineering, delayering and restructuring from the top of the FA all the way down throughout its entire hierarchy (Bower, 2007). In addition, there remains scope for the FA to heighten its legitimacy through the use of community programmes like the the FA Charity Programme that has been developed to move significant funds to areas within society where it can play a beneficial role with notable partners including The Bobby Moore Fund (The FA.com, 2010c). Furthermore, more than 700,000 children under the age o f eleven have benefited from The FA Tesco Skills Programme (The FA.com, 2010e), whilst The FAs Respect Programme has improved behaviour and respect to reflect the need for social acceptance (The FA.com, 2010d). (iv) Threats As for threats to the FAs stated objective of achieving the advancement of the sport and its legitimacy in this country, the problem is that the Premier League will not concede control of its affairs to the FA to make more effective changes to the way in which football is administered and run in this country (Bower, 2007). This is because FA have proved to be somewhat stubborn in relation to the possibility of reforming themselves with a view to preventing agents corruption, eliminating possible conflicts of interest among club owners and bringing about heightened controls of the ever-increasing prices and wages for players (Bower, 2007). With this in mind, as a result of being somewhat outwitted by the Premier League and now foreign owners, the FA now seem to be somewhat powerless to get the new foreign owners to help with the development and sustainability of the sport domestically (Bower, 2007). This is because it has come to be understood that, if the FAs strategic management is weak, there is a risk the Premier league may take over the running of the domestic game so that the limited money trickling down to the grass roots (around  £60 million annually) would cease to the detriment of the advancement of the legitimacy of the organisation and the development of the sport (Bower, 2007). Conclusions What can be understood regarding the FA on the basis of this SWOT analysis? From the SWOT analysis that has been undertaken here, with a view to achieving the FAs objective of the advancement of football as a sport in England and its legitimacy as an organisation in this regard, the FA consistently seeks to advance best practices along with its legitimacy as an organisation to further the development of the sport (The FA.com, 2010f). This kind of analysis involves identifying the internal and external factors that are favourable and unfavourable for the FA achieving the advancement of the development of football and its legitimacy as an organisation in England (Armstrong, 1982). The reason for this is that the FA is seeking to achieve networking and support to further its stated aim through innovative policies in the manner already described to develop skills through an effective infrastructure that permits the establishment of a healthy community and regeneration (Parker, 2004). Therefore, as well as looking to administer football throughout its hierarchy, the FA can issue monetary fines, restrict the transfer of players and deduct points from clubs where they seriously contravene the rules put into place by the FA in matters of finance leading to administration or their failure to keep control of staff (The FA.com, 2010f). In addition, the FA also looks to invest around  £60 million annually in the sport with around two-thirds of that being utilised at the grass-roots level through its sponsorship and broadcasting partnerships so there are now around seven million people of all ages currently playing football (The FA.com, 2010f). At the same time, however, the FA has been subjected to some significant threats from the ongoing development of the Premier League to the detriment of those involved in the sport throughout the hierarchy what with increased sponsorship and billionaire foreign ownership so it has then fallen upon the FA to look to regulate the activities of the FA (Bower, 2007). The problem is that the Premier League is a separate body to the FA and does not consider itself wholly subject to either its administration or regulation to the detriment of the FAs objective of the advancement of football in England and its legitimacy as an organisation. Nevertheless, it remains arguable that the FA will retain a high degree of relevance within society because of the Premier League and, despite the risks to its funding, the FA continues to advance its legitimacy through its use of around 6,000 projects valued at over  £630 million to improve facilities throughout England (The FA.com, 2010c). This is in keeping with the fact that, for effective strategic management to be carried out by a body like the FA through its work, there is a need for planning, organising, leading and evaluating of both their actions and the resources that they have available to them with a view to advancing the development of the sport and its legitimacy as an organisation in England (Masteralexis, et al, 2009).