Exercise Concept Check Essay

A condition is a number sentence that says that the articulations on either side of the equivalents sign speak to a similar number. An articulation might be utilized to assign a worth; these can be factors, tasks, and additionally works. Utilizing arithmetical articulation, there is no equivalent sign, just tasks. You can improve an articulation not explain it. Business †General Business Week 1 Morals in Cost Control . (Exercise 1-9) Zoya Arbiser, local chief of Gold Medal Sports Shops, is investigating the aftereffects of 15 stores in her district. Senior supervisors are moved every year. Each store manager’s salary is reliant on the immediate commitment edge of that store. For as far back as year, Store 9 has been overseen by an individual who has worked a few other gainful stores as of late and is going to be elevated to a bigger store. Zoya sees a few things that trouble her. Store 9 has basically no staff preparing costs comparative with different stores. Store 9 has quit taking an interest in various network occasions that gave the store noteworthy perceivability yet incurred generous costs. Store 6, where this senior supervisor worked the earlier year, has had an extreme drop in benefits because of higher working costs. The publicizing spending plan was spent predominantly in the initial four months of the year, with basically nothing spent over the most recent a while. Examine a potential negative administrative situation that the territorial director might be detecting. Might the director of Store 9 be an outstanding administrator? What are the moral ramifications of the situation? What is the provincial manager’s moral duty in this situation? Clarify and backing your positionâ with proof from the content. Your underlying post ought to be 200 to 250 words. Fixed and Variable Costs . (Part 1 Di†¦ For downloading all the more course instructional exercises visit †https://bitly.com/1xpwOBd Postpone partaking in understudy government until your second year in school. Green beans sees aren’t regularly vigorously esteemed by understudy government associations. You can utilize your first year to find out about grounds legislative issues and find what job you’d like to play in them. Business †General Business Week 1 Morals in Cost Control . (Exercise 1-9) Zoya Arbiser, territorial director of Gold Medal Sports Shops, is checking on the consequences of 15 stores in her district. Head supervisors are moved every year. Each store manager’s salary is exceptionally subject to the immediate commitment edge of that store. For as far back as year, Store 9 has been overseen by an individual who has worked a few other gainful stores lately and is going to be elevated to a bigger store. Zoya sees a few things that trouble her. Store 9 has practically no faculty preparing costs comparative with different stores. Store 9 has quit partaking in various network occasions that gave the store critical perceivability however incurred considerable costs. Store 6, where this head supervisor worked the earlier year, has had a serious drop in benefits because of higher working costs. The promoting spending plan was spent essentially in the initial four months of the year, with basically nothing spent over the most recent a while. Examine a potential negative administrative situation that the local administrator might be detecting. Might the supervisor of Store 9 be an outstanding chief? Whatâ are the moral ramifications of the situation? What is the local manager’s moral obligation in this situation? Clarify and bolster your situation with proof from the content. Your underlying post ought to be 200 to 250 words. Fixed and Variable Costs . (Part 1 Discussion Question 9(a)) Controller, Judy Koch, in an ongoing discourse stated, â€Å"I infrequently observe a genuine variable cost or a really fixed cost.† What did she mean? Remember for your reaction a clarification of the distinction in conduct of variable and fixed expense, including a guide to delineate your clarification. Your underlying post ought to be 200 to 250 words.

How to Sort Records in Delphi DBGrid by Column Title

Step by step instructions to Sort Records in Delphi DBGrid by Column Title Delphi DBGrid is such an incredible part, that youre most likely utilizing it consistently if youre creating information mindful applications. Underneath, well investigate how to add some more highlights to your database applications that your clients make certain to cherish. Following the ideas portrayed in the Beginners Guide to Delphi Database Programming, the models beneath use ADO parts (AdoQuery/AdoTable associated with ADOConnection, DBGrid associated with AdoQuery over DataSource) to show the records from a database table in a DBGrid segment. All the part names were left as Delphi named them when dropped on the structure (DBGrid1, ADOQuery1, AdoTable1, and so forth.). Mouse Moves Over DBGrid Title Area In the first place, lets perceive how to change the mouse pointer while it moves over the DBGrid title region. You should simply add the code to the OnMouseMove occasion for the DBGrid part. The code beneath essentially utilizes the MouseCoord property of the DBGrid part to ascertain where the mouse pointer is. On the off chance that its over the DGBrid title territory, the pt.y rises to 0, which is the main line in the DBGrid (the title region showing segment/field titles). method TForm1.DBGrid1MouseMove (Sender: TObject; Shift: TShiftState; X, Y: Integer);var pt: TGridcoord;begin pt: DBGrid1.MouseCoord(x, y); in the event that pt.y0, at that point DBGrid1.Cursor:crHandPoint else DBGrid1.Cursor:crDefault;end; Sort on Column Click and Change the Column Title Font In the event that youre utilizing the ADO way to deal with Delphi database advancement, and need to sort the records in the dataset, you have to set the Sort property of your AdoDataset (ADOQuery, AdoTable). The Sort property is the widestring esteem demonstrating the ORDER BY part of the standard SQL inquiry. Obviously, you don't have to compose the SQL question to have the option to utilize the Sort property. Basically set the Sort property to the name of a solitary field or to a comma-isolated rundown of fields, each after the sort request. Heres a model: ADOTable1.Sort : Year DESC, ArticleDate ASC The OnTitleClick occasion of the DBGrid part has a Column parameter showing the Column the client has tapped on. Every Column (object of type TColumn) has a Field property showing the Field (TField) spoke to by the Column, and the Field in its FieldName property holds the name of the field in the basic dataset. Subsequently, to sort an ADO dataset by field/segment, a straightforward line can be utilized: with TCustomADODataSet(DBGrid1.DataSource.DataSet) doSort : Column.Field.FieldName;/ASC or DESC The following is the code for the OnTitleClick even handler that sorts the records by segment click. The code, as usual, broadens the thought. To begin with, we need to, here and there, mark the segment that is presently utilized for sort request. Next, on the off chance that we click on a section title and the dataset is now arranged by that segment, we need to change the sort request from ASC (climbing) to DESC (plummeting), and the other way around. At long last, when we sort the dataset by another section, we need to expel the imprint from the recently chosen segment. For straightforwardness, to stamp the section that sorts the records, well just change the textual style of the segment title to Bold, and evacuate it when dataset is arranged utilizing another segment. method TForm1.DBGrid1TitleClick(Column: TColumn);{$J}const PreviousColumnIndex : number - 1;{$J-}beginif DBGrid1.DataSource.DataSet is TCustomADODataSet thenwith TCustomADODataSet(DBGrid1.DataSource.DataSet) dobegintry DBGrid1.Columns[PreviousColumnIndex].title.Font.Style : DBGrid1.Columns[PreviousColumnIndex].title.Font.Style - [fsBold]; exceptend; Column.title.Font.Style : Column.title.Font.Style [fsBold]; PreviousColumnIndex : Column.Index; on the off chance that (Pos(Column.Field.FieldName, Sort) 1) and (Pos( DESC, Sort) 0) at that point Sort : Column.Field.FieldName DESC else Sort : Column.Field.FieldName ASC; end;end; The above code utilizes composed constants to safeguard the estimation of the recently chosen segment for sort request.

Three cheers for the MIT Marching Band

Three cheers for the MIT Marching Band MIT had a football game this afternoon against Worcester State. The final score was 49-6. Its apparently the worst loss in over 15 years. It was also my first football game as a member of the world-famous, nationally-renowned, often copied but never cloned, unforgettable (no matter how hard you try), super phat, super fly, one and only MIT Marching Band. Here are 10 things I remember: 1. Taking a good two minutse to cram four trumpets, a clarinet, two trombones, a snare, a bass, quads, and a sousaphone into an elevator in the student center, then playing We Are The Engineers on kazoo on the way down. The guy coming down from the fifth floor called it the most memorable elevator ride hed ever had. 2. Making up the entire show 30 minutes before the beginning of the game. In high school it used to take us two weeks of seven-hour band camp days just to get the first half down. We practiced in a courtyard with two giant columns in the way of come of our formations. 3. The show itself, which consisted of running onto the field, catching our breath to humorous effect, playing two choruses of We Are The Engineers while spelling out M I T in the drill, and then taking large bows. I tried to remember slow backup technique from my Tournament of Bands days, but eventually just gave up. 4. The incredible and indefatigable MIT Cheerleading squad, featuring the bloggable Mollie. For MIT students, theyre remarkably happy, and not too shabby at the high-flying stunts either. 5. Heckler: Hey, Ref, youre missing a good game! Snare: ::rimshot:: 6. Brian 09 and his inspired cowbell solo in the opening bars of Low Rider. Just the idea of having a cowbell soloist when youve only got 11 members in the band is pretty cool in itself. 7. The entire band shouting at a photographer for The Tech: BRYAN HEAMON! Hi! Take our picture! Thank you! 8. Ruth 07 playing quads for the first time in her life and being an absolute rock star. Turns out most of the people in the band are in the Im playing this for the first time ever boat, so Im not alone. Weve got a former piccolist or something on trombone. We really dont hold each other to very high standards of playing. 9. Apparently, were just going to add more songs to the show as the season progresses. We havent decided what though. Caroline 08, trombone, suggested that we do A Salute to Walking, since we have sheet music for Walk This Way, Walk Like An Egyptian, and Baby Elephant Walk 10. Three cheers for the MIT Marching Band concealed within the extended entry. One somewhat risque Hey, cheerleaders! What? Hey, cheerleaders! What? Shake your booty! No way! Shake your booty! Okay! Jump, shake your booty, jump jump, shake your booty! Hey, band! What? Hey, band! What? Shake your booty! No way! Shake your booty! Okay! Jump, shake your booty, jump jump, shake your booty! Hey, football players! Hey, football players! Shake your booty! Shake your booty! Screw you! One epic Gimme an M! M! Gimme an A! A! Gimme an S! S! Gimme an S! S! Gimme an A! A! Gimme a C! C! Gimme an H! H! Gimme a U! U! Gimme an S! S! Gimme an E! E! Gimme a T! T! Gimme another T! T! Gimme an S! S! Gimme a space! Space! Gimme an I! I! Gimme an N! N! Gimme an S! S! Gimme a T! T! Gimme an I! I! Gimme a T! T! Gimme an U! U! Gimme a T! T! Gimme an E! E! Gimme another space! Space! Gimme an O! O! Gimme an F! F! Gimme one last space! Spaaaace! Gimme an T! T! Gimme an E! E! Gimme an C! C! Gimme an H! H! Gimme an N! N! Gimme an O! O! Gimme an L! L! Gimme an O! O! Gimme an G! G! Gimme an Y! Y! Whats that spell? MIT! and one classic. Im a beaver, Youre a beaver, We are beavers all. And when we get together, We do the beaver call. e to the u, du / dx e to the x, dx Cosine, secant, tangent, sine 3.14159 Integral, radical, mu dv Slipstick, slide rule, MIT! GOOOOOO TECH! Thanks for the laughs, guys. See you next week.

Overview of Volatility Clustering

Overview of Volatility Clustering Volatility clustering is the tendency of  large changes in prices of financial assets to cluster together, which results in the persistence of these magnitudes of price changes. Another way to describe the phenomenon of volatility clustering is to quote famous scientist-mathematician Benoit Mandelbrot, and define it as the observation that large changes tend to be followed by large changes...and small changes tend to be followed by small changes when it comes to markets. This phenomenon is observed when there are extended periods of high market volatility or the relative rate at which the price of a financial asset change,  followed by a period of calm or low volatility. The Behavior of Market Volatility Time series of financial asset returns often demonstrates volatility clustering.  In a time series of stock prices, for instance, it is observed that the variance of returns or log-prices is high for extended periods and then low for extended periods. As such, the variance of daily returns can be high one month (high volatility) and show low variance (low volatility) the next. This occurs to such a degree that it makes an iid model (independent and identically  distributed model) of log-prices or asset returns unconvincing. It is this very property of time series of prices that is called volatility clustering. What this means in practice and in the world of investing is that as markets respond to new information with large price movements (volatility), these high-volatility environments tend to endure for a while after that first shock. In other words, when a market suffers a volatile shock,  more volatility should be expected. This phenomenon has been referred to as the persistence of volatility shocks, which gives rise to the concept of volatility clustering.   Modeling Volatility Clustering The phenomenon of volatility clustering has been of great interest to researchers of many backgrounds and has influenced the development of stochastic models in finance. But volatility clustering is  usually approached by modeling the price process with an ARCH-type model.  Today, there are  several methods for quantifying and modeling this phenomenon, but the two most widely-used models are the autoregressive conditional heteroskedasticity (ARCH) and the  generalized autoregressive conditional heteroskedasticity (GARCH) models. While ARCH-type models and stochastic volatility models are used by researchers to offer some statistical systems that imitate volatility clustering, they still do not give any economic explanation for it.

Biographical Summary On Frankenstein - 1926 Words

Biographical Summary Author Mary Shelley was born August 30th, 1797 to philosopher and writer William Godwin and feminist Mary Wollstonecraft. Mary’s mother passed away early in Shelley’s life and wasn’t a prominent figure. Her father remarried another woman named Mary Jane Clairmont. Shelley and her stepmother rarely got along so a female role model was not something Shelley received in her early years. Clairmont refused to send Shelley to be educated at a school but has no hesitation when sending her own daughter. Even without a formal education Shelley would still attempt to seek knowledge through books and would often daydream to escape the everyday struggles of her life at home. She also took up writing as an activity in which to†¦show more content†¦It didn’t get any easier when two more of Mary and Percy’s children passed away at a young age. Only one of their infants lived past their childhood and into adulthood. Years later, Mary w as impacted with another heartache when her husband drowned in 1822. Leaving Mary a widow at 24 to care for her son and herself. She continued to write and eventually passed away at the age of 53 in 1851. Critical analysis The novel Frankenstein, by Mary Shelley, was a piece written in 1817 during a time when women weren’t considered to be adequate authors. Shelley’s work is both intriguing as it is thought provoking. She brings to light the true nature of society and life altogether when tested. She factors in how the outside world can influence our choices in writing. George Levine from â€Å"The Ambiguous Heritage of Frankenstein† and Benjamin Truitt from â€Å"Frankenstein Critical Analysis and Literary Criticism† both share their opinions about Shelley’s piece of written work. Frankenstein is a story full of questions and excitement. What is interesting about Shelley’s novel is the absence of God and multiple female characters. She ignores the proper way of conception and birth. Due to this, the science of what Victor accomplished had gone awry. His goal while creating the monster was a perfect race in which they would help mankind, â€Å"even though the dream of the new race is...exploded† in the end (Levine 12). Victor FrankensteinShow MoreRelatedMetamorphoses Within Frankenstein14861 Words   |  60 PagesThe Critical Metamorphoses of Mary Shelley’s Frankenstein You must excuse a trif ling d eviation, From Mrs. Shelley’s marvellous narration — from th e musical Frankenstein; or, The Vamp ire’s Victim (1849) Like Coleridge’ s Ancient Mariner , who erupts into Mary Sh elley’s text as o ccasionally and inev itably as th e Monster into Victor Frankenstein’s lif e, Frankenstein; or, The Modern Prometh eus passes, like night, from land to land and w ith stang ely ad aptable powers of speech Read MoreThe Period Called Romanticism: Representations of Terror in Literature2051 Words   |  9 Pageschosen is Mary Shelley. Mary Shelley was born in 1797. She married poet Percy Bysshe Shelley in 1816. Two years later, she published her most famous novel,Frankenstein. Although In her lifetime she wrote some novels and travel books, dozens of stories and essays and several biographical works, she is mainly remembered for writing Frankenstein She died in1851. In a certain sense, she represents the essence of Romanticism with her belief in the power of creativity and imagination, the recallingRead MoreThe Genre of Stokers Dracula Essay6296 Words   |  26 Pagesevoke fear, grandeur and awe in the soul of the reader4. Walpole led the way that was followed by many other important authors such as Ann Radcliffe (The Mysteries of Udolpho, 1794), Matthew Lewis (The Monk, 1797), Mary Shelley (Frankenstein, 1817), William Beckford (Vathek, 1786). Almost everyone was writing Gothic stories at the time; the Bronte sisters, who produced an `examinationà ¢Ã¢â€š ¬Ã‚ ² of the dark side of human mind and passion, Jane Austen and her parody of the Northanger

Bedbugs Research Free Essays

There will be multiple research objectives to gain a clearer understanding of the direction that the entire bed bug pest control industry is moving towards. Since the recent introduction of the low cost no-frills, ‘do-it-yourself’ equipment, there has been no solid data available to support as to how effective those techniques are nor is there qualitative data on customer’s perception as to how effective it is. Both approaches (quantitative and qualitative) are important since if the customers feel they have fewer bed bugs (qualitative) but empirical analysis shows that in fact the number of bed bugs present in their homes remain the same, such data is of great importance. We will write a custom essay sample on Bedbugs Research or any similar topic only for you Order Now Unfortunately the perception of customers is more important and their positive word-of-mouth recommendation of the do-it-yourself devices (despite their failure by quantitative measures) will create a huge market for failed products that will do consumers more harm than good in the long run. The research objectives would be to find out empirically whether the ‘Do It Yourself’ approach is more effective, less effective or the same as by using the services of a qualified exterminator. After the use of the methodology described below, the test groups would be questioned specifically as to how they felt (qualitative approach) three months later: (a) Their overall feelings/beliefs as if there are less or more bedbugs present; (b) About their feelings/beliefs in the effectiveness of the product that they’ve used. The same groups will also have their homes examined at the same time through the use of bed bug detecting dogs and exterminators who were trained in locating bed bugs to see (quantitative) if there were any bed bugs to be found in the homes. The results gathered from the two groups (described below) will be compared so that a future course of action for Bed Bug Pest Control Of New York Inc. could be formulated. It will be of crucial importance for the company, as well as the bed bug removal industry to find out the effectiveness of different methods of bedbug extermination. Research Methodology The first part of the research methodology would be to gather a statistically significant random group of 1000 consumers who have experienced a bed bug infestation in their bedrooms. This group should be halved into two equal groups of 500: Group A and Group B. Individual members of each of the groups must have experienced similar levels of complaints of be bug infestation as will be measured on questionnaires prior to the inclusion of the individual in the study. Each of the groups must be willing to try out the devices given to them and agree to the post-extermination interviews as well as inspections by qualified, unbiased exterminators. Zikmund, 2010) The first group of 500 (Group A) will use what we will define as the Do-It-Yourself (DIY) approach (use of devices such as double edged masking tape, devices to place under the legs of furniture, and other no-frills devices that are marketed on late night television, on websites which make dubious claims, and are found at supermarkets in well designed containers plastered with ‘As Seen on TV’ stickers) to attempt to remove the bedbug infestation from their homes. To make sure that the devices are applied, a representative of the study will be present to make sure that the devices are used. We feel that without this mechanism, there is a high degree of uncertainty as to whether the test subjects will truthfully use the devices, thus significantly skewing the results from data gathered from Group A. (Joselyn, 1977) The second group of 500 consumers (Group B) will exclusively use the services of qualified bed bug exterminators and will receive two visits, one week apart, to disinfect their homes using professional bed bug removal technology. During the first visit, the qualified exterminator will use the steam method of bed bug removal, which uses a vacuum cleaner sized device to shoot 400 degree steam throughout the hard to reach areas of the bedroom, closet and the insides of the bed frame and furniture. This method boils away the bed bug nests as well as destroys the eggs. The second visit will use the scientifically proven cold method of bed bug removal which, through the use of a freezing stream -100 degree compressed carbon dioxide, will reach the deep nests hidden far within the falls, floors and walls that is unreachable by any other means. Gathering Data Data Sources Many attempts by the company have been made to find any external data available on this subject without success. Due to the fact that bed bugs were practically extinct in the western world since the 1950’s, the lack of modern equipment (carbon dioxide removal equipment, many of the current DIY gadgetry), no reliable sources of external data are available. Thus the company will use internal data or more specifically data collected internally from the new website (please see IT section below). Types of Surveys All data collected will be done through an online website where each individual member of either Group A or Group B will answer the questions on their own. This will be done so the data will not be contaminated by the bias of the individuals who collect the data as well as to make sure that each individual is able to answer each question thoroughly in the comfort of their own home, and not with a member of the research team present. (Dillon, 1994) Observation Studies This part of the study will be performed by the individuals who at the end of the study will come inside the test subject homes with bed bug sniffing dogs to determine empirically whether any bedbugs are still present within the premises. There is no known method besides the bed bug sniffing dog that can reliably determine their presence. Experiments / Test Markets The individuals to test out the premises of the experiment will be gathered from a specifically set up website that will gather the random individuals who will participate in the experiment. Use of Information Technology Information Technology will be used in multiple ways throughout the survey to not only save marketing budget dollars for the company but also to make the entire process less intrusive for the test subjects. The 1000 total sample will be gathered through a specially created website which will ask consumers if they wish to receive a free extermination in exchange for their participation. After a few thousand names are gathered, the individuals will be asked (via email) to return to the website (via a link inside the email) to fill out a detailed survey about their current infestation: (a) How often they were bitten (b) How often they see bedbugs (c) to rate the level of their infestation (d) to see if they have used any methods to deal with the infestation in the past, etc.. The website will then randomly assign (to make the study double blind) the individuals into two groups described earlier in this presentation. A simple random generator built into the website can accomplish this, that any second year IT student can write for under $100. The researchers will not be able to see the names, races, gender or any other information about any specific individual to remove any potential bias. Each of the individuals will also be assigned randomly to an exterminator, who will not know that individual is part of any experiment. (Calabrese, 2011) The post-study interviews will all be done via the internet so as to not inundate the individuals with unwanted visits or telephone calls. The individuals who participated in the study will receive emails with a link to fill out the qualitative parts of the study, which will ask them not only to rate how they feel (using their own words) about their current bedbug situation but the overall experience. In case of Group A, the questions will include (a) describe the ease/difficulty in applying the DIY products (b) Did they cause a mess? (c) How they felt about the infestation a week later, 2 weeks later, 1 month later (d) Would they recommend it to their friends and why? McKnight, 2011) The use of web based technology would make the entire process more comfortable and may result in more honest answers since the questions will be answered at the convenience of each individual who participated in the experiment and not at the convenience of the organizers of the experiment. The final data will also be much easier to break up and analyze since every response will be stored in the database and thus the final data could be bro ken down and correlated using a vast array of different scientific approaches. Reference http://www.economywatch.com/world-industries/steel-industry/trends.html How to cite Bedbugs Research, Essays

Romantic poetry and revolt Essay Example For Students

Romantic poetry and revolt Essay The beginning of the Romantic Age in English literature is usually taken as 1798, the year in which William Wordsmith and Samuel Taylor Coleridge published a book of their poems called Lyrical Ballads. The Romantic Age traditionally ended in 1832, with the death of Sir Walter Scott. But it is a mistake to assign any definite date to it. It was not a sudden outburst but the result of long and gradual growth and development. There was a natural revolt against the classical spirit of the eighteenth century which had given rise to artificiality in poetry, both in regard to subject matter and style. This spirit of revolt was accentuated by the French Revolution, with its cry for Liberty, Equality and Fraternity. What the Renaissance had done to the release of the human mind from the bondage of church and medieval scholasticism, the French Revolution did in large measure in the social and political spheres. The ideals of French Revolution inspired mens mind and inflamed their souls. The same unbridled imagination, the same glow of passion that had characterized Elizabethan literature was revived in the literature of the romantic period. Hence the literary movement as on the one hand a revolt against the classical creed of the eighteenth century, and on the other a revival of the Romantic spirit of the Elizabethan Age. Since the spirit of Elizabethan poetry was akin to that of the Elizabethan age, the Elizabethan literary forms and subjects were revived again- sonnet, lyric, ballad, blank verse, and the Spenserian stanza. The same fullness of imagination, richness of language, vastness of conception, lyricism, picturesquely, suggestiveness and sensuousness, which permeated the great Elizabethan works are found again in the literature, specially poetry in the Romantic Age. The Historical Background The American Revolution French Revolution: These two Revolutions (happened outside England) disturbed the basic values and structures of English society. Philosophically, the French Revolution seemed to signal the victory of ever more radical democratic principles than those enunciated in the American Declaration of Independence. Indeed, it was the most significant event of the romantic period. In English the Crown and the ruling classes feared the effects of the French Revolution from the beginning. But English liberals and radicals, who homeless had been calling for the demagnification of English society, saw in the early stages of the French Revolutionin the Declaration of the rights of Man and in the storming of the Pastille on July 14, 1789, to release imprisoned political prisonersa triumph of popular democracy. Among the enthusiastic supporters of the Revolution in its early stages were writers who would play a central role in English Romanticism. Wordsmith visited France during the summer of 1790 and was filled with hope and excitement as the country celebrated the first anniversary of the fall of the Pastille. William Godwin (1756-1836), a philosopher and novelist who exerted considerable influence on Wordsmith, Shelley, and other Romantic poets, predicted in An Enquiry Concerning Political Justice (1793) a peaceful version in England of what appeared to be happening in France. In The Spirit of the Age, Haziest Romano 3 sermon said that the French Revolution seemed at first to announce that a n been given to mans minds (WI). The sense of being present at some event of history was common at this time: hopes were high that man to see the end of the old world and the beginning of a new and Bette Wordsmith, looking back at this time over ten years later, gave expire must have been a widespread feeling at the outset of the French Rev pleasant exercise of hope and Joy, For great were the auxiliary which then stood Upon our side, we who were strong in love, Bliss was it in that dawn to be alive, But to be young was very heaven! (The prelude 1805. X 105-09) But the promise and expectation aroused by the early of the Revolute soon gave way to bitter disappointment as events took an increasingly repressive course. When revolutionary extremists gained control of t in 1792, they executed hundreds of the imprisoned nobility in what c now as the September Massacres. The reaction in England to the France was predicable. Even the most ardent supports of the Revolute disillusionment and despair. As Wordsmith expressed it in The Prep had changed a war of self-defense For one of conquest, losing sight of all Which they had struggled for: and mounted up, Openly in the view of earth and heaven, The scale of Liberty. (The Prelude 1805. X 206-11) During the years of violent political revolution and reaction for the spin another revolution was taking place throughout European society for growth. The Industrial Revolution The Industrial Revolution in England marked the beginning of the MO caused profound economic and social changes with which the existing structures of government were totally undermined. Important cities northern England that had previously been stable and orderly center developed into sprawling, dirty industrial cities. Working and living c these cities were terrible: women and children as well as men laborer under intolerable conditions, for wages that were barely enough to k Reports were not uncommon of young children being harnessed to c made to crawl on their hands and knees in the mines. Wordsmiths example, contained a number of figures whose undeserved suffering unfair and uncaring society. Blake pointed out the miseries of the Lo daily observation. In The Chimney Sweeper, he describes that the C been sold by his father to be a sweep when he is still so small that he utter the Sir at the beginning of words. He attempts to cry Sweep! S childlike voice turns out to be Weep! Weep! The double meanings of weep immediately give us a pathetic impression of the state of his s than ever England was sharply divided into two classes: a wealthy clay owners who held economic and political power, and a poor class of w prided of rights and possessions. In response to the rapidly changed society, Wordsmith shows his angers towards the sheer waste and sadness of life in his The World is too much with us The world is too much with us; late and soon, Getting and spending, we lay waste our powers: Little we see in Nature that is ours; We have given our hearts away, a sordid boon! 1-4) To the writers, the Romantic Age was a time of vast and unguided political and economic changes. Most of the writers of this period were deeply affected by the promise and subsequent disappointment of the French Revolution, and by the storing effects of the Industrial Revolution. In many ways, both direct and indirect, we can see the historical issue s reflected in the main literary concerns of Romantic poets. Hollandpoetryproject EssayGrowing into manhood Just in time to realism the full meaning of what seemed to be the failure of the democratic cause, they found themselves in a world which had emerged from the long strain of revolutionary excitement, exhausted but not satisfied. The old enthusiasms and hope had gone, and their collapse was followed here by apathy and indifference, there by he cynicism which often results from exploded idealism, and there again by the mood of bitter disappointment and aimless unrest. Such were the conditions which naturally weighed heavily upon the English poets who were born into the later revolutionary age. Yet every man will respond to the influences of his time in accordance with the peculiarities of his own genius and character; and, though the three chief poets of our younger revolutionary group, Byron, Shelley, and Keats, breathed the same atmosphere, and saw the same forces at work about them, nothing could well be more striking than the contrast between each and each in the laity and temper of their poetry. CONCLUSION The word Romantic has been used for so many purposes that it is impossible to confine it to any single meaning, still less to attempt a new definition of it. The Romantic Age in English Literature began in 1789 with Flakes Songs of Innocence or with the publication of Lyrical Ballads in 1798 and ended with the death of Keats and Shelley. In the Romantic Age we have five major poets- Wordsmith, Coleridge, Shelley, Byron and Keats. The essence of Romanticism was that literature must reflect all that is spontaneous and unaffected in nature and in man, and be free to allow its own fancy in its own way. This characteristic can be found in the work of Elizabethans who followed their own genius in opposition to all the laws of critics. In Coleridge we see this independence expressed in Kabul Khan and The Ancient Mariner, two dream pictures, one of the populous Orient, the other of the lonely sea. In Wordsmith this literary independence led him inward to the heart of common things. The Romantics won their triumph by confining their art to certain field of experience and excluding much less which has often belonged to poetry but did not really concern them. Such a process seem inevitable to the progress of poetry. The poet must do something new, but he cannot do it without casting aside what he thinks outworn. More than this, he must find the right means to say what concerns him most deeply, and since he is after all a limited human being, he rightly works in a field where he is at home and able to act freely. This is true of the Romantics, who began as revolutionaries in poetry, and were determined not to write like their predecessors of the eighteenth century. The result was their art, despite its range and variety, is confined within certain limits. In poetry they discovered many unknown tracts. The rural scene which appealed to Wordsmith, Coleridge moonlit mystery between sleep and walking, Shelley ecstatic contemplation of ideas, and Keats attempt to find the bliss of pure creation were subjects which few, if any, poets had attempted before. The romantics rejected or neglected many subjects in which other men might find wonderful magic, and it is significant that Byron, who did not share their beliefs, was able to compose a more varied poetry. The modern revolt against the romantics has been partly due to a conviction that they, with their cult of altitude and strangeness, did not write a realistic poetry of the world which they knew. They revived poetry by looking into themselves and isolating unusual experiences in their inner biographies. This turning inward was their answer to the previous age, with its insistence on the externalities of things and its lack of belief in the self. But we cannot complain that, by their devotion to mysteries of life the romantics failed to appreciate life itself. It would be hard to think of another man who combined, as Blake did, an extraordinary power of vision with the tenderness compassion for the outcast and oppression. Even so devoted a lover of physical nature as Keats came to see that a poet must not detach himself from mankind, but live in compassionate understanding of it. And this understanding has a new tenderness which is far removed from the aristocratic dignity of Augustan and the princely splendorous of the Elizabethans. In their attempts to understand man in the depths of his being, the Romantics were moved by convictions which gave a special humanity to their poetry. The essence of Romantic Poetry is that in catching the fleeting moment of Joy it opens the door to an eternal world. This characteristic differentiates Romantic Poets from those of classical antiquity and all who have followed their example. Romantic Poetry associated single sensible experiences with some undefined superior order of things and thereby enriched our appreciation of the familiar world and awakened a new awe and wonder at it. Such poetry is of course only one kind among many, and it rises from an outlook not shared by all men. If a society has ever existed which is completely content with what it has and asks for nothing else, it would not need such comfort as the romantics have to offer. But to all who are dissatisfied with a current order or a conventional scheme of this, this spirit brings not an anodyne but an inspiration. From discontent it moves to a vision of sublime state in which the temporal, without loosing its individuality, is related to the timeless, and the many defects of the given world are seen to irrelevant and insignificant in comparison with the mysterious which enclose it. The Romantic poets appeals to us because he does something which we cannot but respect. He believes that in exercising his imagination he creates life and adds to the IM of living experience. He wishes not to be a passive observer but an active agent in a world which exists by perpetual process of creation. He takes his part in this process by making men aware of the reality which sustains the changing visible scene and is the cause and explanation of everything that matters in it. We may not accept all his assumptions and conclusions, but we must admire the spirit in which he approaches his task, and admit that the problems which he seeks to solve must not be shrieked by anyone who wishes to understand the Universe in which they live.

Intellectually Gifted Children

Abstract Many of us can concur that in a class there are those students who are exceptional performers. Some of us also belong to this bracket of intellectually gifted. What makes these differences between intellectually gifted learners and peers of the same standing in such a way that it’s like we do not belong to the peers who we are of the same age?Advertising We will write a custom essay sample on Intellectually Gifted Children specifically for you for only $16.05 $11/page Learn More What are some of the difficulties experienced by such students owing to the fact that they are just smart without putting a lot of effort in their class work? This paper therefore is an insight as to the difficulties experienced by intellectually gifted learners. In the classroom setting, different students have different abilities. However, schools tend to group students on the basis of their chronological age on the assumption that the students being of the same age have many interests in common (Gross, 2004). Schools therefore do not consider that there exist differences within the groups of equal standing (David, 2004). Most of the times, a teacher will tend to teach the whole class as a group but when assessment is done, some students excel more than others. It intrigues keen observers that there are students who do not seem to pay attention to classroom work yet they do well in the exams. Other students demonstrate abilities that are beyond their age. Then, do we have learners who can be termed as geniuses? My point of argument comes in, in that the teacher may use learner centered method of learning, actively engaging all students in the classroom and giving them equal opportunities to participate in the classroom, but there are those students who always emerge the best in class. These are the students who are regarded as intellectually gifted students. These are the students who are born gifted to the extent that they cannot fit in w ith their other peers (David, 2004). Intellectually gifted students have higher levels of cognitive development in that they are able to think in a more logical way, solve problems that would pose a challenge to the students who are of the same age with them and are also able to make decisions on complex matters. To say that they are average students who have studied and acquired knowledge would be ignorance of the highest degree.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Many scholars agree that students vary in their abilities for they are those with astonishing intellectual giftedness and others with modest intellectual giftedness. Other students are fairly gifted and others are said to poses highly intellectual giftedness while another minority group of intellectually gifted students exceeds the giftedness of all intellectual gifted learners and are said to be overwhelmingly intellectually gifted (Gross, 2004). The overwhelmingly intellectual gifted learners are rare in a normal population. All in all, one cannot fail to identify the academically gifted students in the classroom. In such a scenario, students grouped together on the basis of their chronological age exhibit many affective and cognitive differences which work to the disadvantage of the intellectually gifted student. Although there is no universally accepted definition of intellectually gifted students, many people will agree that these students have a high intellectual quotient (I. Q.), excel in their work be it talent, academics just but to mention a few and also have cognitive and affective abilities so high to the extent of being noticeable or standing out from their peers who are of the same age (Gross, 2004). These students go beyond being average even in their characteristics for they tend to be perfectionists and have so many expectations on themselves not to mention the expectations of their teac hers’ peers, parents and society once it comes to their realization that a certain student is intellectually gifted. Cognitive and affective differences determine the way the learner learns in the classroom and in turn their overall performance in the classroom. Reis Renzulli (2004) propose that intellectually gifted students have advanced cognitive abilities and their ability to develop a better understanding of the abstract concepts such as death. With these understanding in abstract concepts such as death, lack of substance of life and irrelevance of living, the gifted student develops common problems with students who are of the same peer (Reis Renzulli 2004).Advertising We will write a custom essay sample on Intellectually Gifted Children specifically for you for only $16.05 $11/page Learn More While the cognitive realm is the most widely used in identifying the intellectually gifted students, the affective domain also plays a major role. The intellectually gifted learners adjust well to the society (Jano, 1983) and are therefore said to be socially smart. The intellectually gifted learner has the characteristic of dominating his/her peers of the same age who have profound confidence in him/her. However, the intellectual sharpness of the gifted learner always lead the learner to experiencing social problems like being isolated from his/her peers and being too selective when choosing the people to associate with, with most studies done on the intellectual gifted students pointing that they prefer to be in the company of children older than them (Colangelo Davis, 2003). Researchers believe that by choosing the company of older peers that is where the intellectual gifted child feels that he/she can associate with peers of the same caliber in terms of their cognitive and affective development. Intellectual giftedness is a unique gift in itself and a child who possesses such capabilities should be nurtured to allow him o r her develop the gift in the areas he/she is gifted in. However, the first challenge to this rare gift is that the school curriculum itself does not make any special programs that can accommodate these gifted children. More often than not (Colangelo Davis, 2003), teachers themselves may not be willing to accept that there are students whose capabilities exceed that of their peers and therefore see no need to treat these gifted learners differently. Teaching intellectually gifted students requires a school to have special program that differentiates the curriculum used by the gifted students from the one that is used by students who are of average performance. The task is even made harder when a student is gifted in only one subject.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For schools to effectively cater for the needs of the intellectually gifted; programs that allow gifted students to advance in their subjects and grades and be enrolled in two programs at the same time are needed and not many schools are willing to go to such heights (James, 1994). For instance, in a case where a school may have an overly intellectual gifted learner, chances of meeting another learner who is overly intellectually gifted are rare if not close to zero. Intellectually gifted students always feel isolated when they are with their peers because they do not fit in with their peers. They behave in a mature way and are able to solve problems and face challenges more than their peers. With these in mind, the gifted student seeks the company of other older students for him or her to fit in. This characteristic makes people believe that the gifted student is antisocial with his/her peer and therefore branded a lonely person. Their affective abilities make them a bit critical o f their friends and the feelings of their friends towards them. The intellectually gifted child will choose friends keenly than a child of average abilities and this makes them to have fewer friends (Ellen, 1996). Intellectually gifted students are more intelligent than their other peers who are of the same status for their ability to process information is higher than that of their peers. Therefore, in a classroom setting, the gifted students will always feel dragged behind by others. For instance, when a teacher is explaining a concept to students of average ability, the intellectually gifted student may feel bored because he or she has already grasped the concept and may find the teacher repeating her/himself. On the other hand, the intellectually gifted may also feel frustrated that the teacher is not going with the pace that he or she would want the teacher to go with (Colangelo Davis, 2003). For the teacher to effectively solve the problem in a classroom containing both gifte d and average learners he or she needs to integrate learning styles that can also accommodate the intellectually gifted learners. The teacher may also impact negatively on the gifted student in that he or she may assume that since the gifted student has already gotten the concepts that are being taught in the classroom, that they would be no need to focus attention on him/her. Here, the student’s intellectual giftedness works to his or her disadvantage (Vialle Geake, 2002). This further intrigues more questions in the intellectual gifted student’s mind of how weird he/she is not to deserve the attention of the teacher which leads to the student feeling neglected and not cared for by the teacher. This is very crucial especially to the development of a child. A child needs to be loved and cared for and tendencies to focus more attention on other children leaving others out leads to children engaging in deviant behaviors just to seek the attention of the teacher. Not tha t the intellectual gifted students are mischievous, (Colangelo Davis, 2003) they may engage in deviant behaviors so that they can also catch the attention of the teacher. For the teacher who is a keen believer of disciplined students, the intellectually gifted may suffer the most at the hands of the teacher because the teacher will always be punishing the intellectually gifted child in the belief that he or she is instilling discipline in the intellectually gifted child (James, 1994). When the gifted students are combined with students of average ability in the classroom, the intellectually gifted ones always feel that they have learnt everything there is to learn in the classroom for they are no more challenges for them. This leads to underachievement of the student in the class in addition to being bored. Learning is made fun when a student discovers something new that he or she did not know and therefore is intrigued to find out more about that particular concept (Vialle Geake, 2002). On the same tone, the gifted child may not see the need to be in the classroom or pay attention when the teacher is explaining concepts for they are already familiar with them. This brings us to the point where these intellectually gifted students are seen as arrogant but this is not the case for they are simply bored. The teacher can even punish the gifted student without knowing that he or she did not intend to be arrogant or not to pay attention. When these intellectually gifted students are not realized, they take a backseat in their academic achievements to the extent that they can even fail to complete classroom assignments. Some intellectually gifted students may become rebellious to their teachers and peers. The students also face discrimination and stigmatization from their other peers in that their exemplary performance is regarded as weird (Benbow Stanley, 1997). In most cases, other students will find their character abnormal and they would not understand why th eir character deviates from their own. The intellectually gifted are not taken as normal and students always view them as weird. Some students of the same peer will even go to the extent of believing that the gifted students have some supernatural influence whereas we know that the gifted only possess innate intellectual capabilities which is not a basis to be discriminated against. When a learner with intellectual gift, it also contributes to the learner asking him/her self many questions about his/her intellectual gifts. Some learners may even go to the extent of blaming themselves and develop shy characters. Gifted students when discriminated by their peers will try to fit in, in all ways. One of the ways in which gifted students can try to fit in is through hiding their giftedness for they do not want to be regarded as weird and feel out of place. When this happens, the gifted student regardless of his or her intellectual abilities will not let out his or her true self which bec omes a hindrance to finding out who he or she really is. They do not discover their true identity and they hide in their cocoon by pretending to be like other students of average ability. Other than being resented by his/her peers, the intellectually gifted also faces teacher’s resentment. As illustrated earlier on that the intellectually gifted student will most of the time ask silly questions and challenge the teacher in topics which are not in his/her caliber and show no interest in class work, a teacher who cannot identify the intellectual gifted child will probably resent such a child’s character (Ellen, 1996). To counter the resentment from both teacher and peers, intellectually gifted children always tend to hide their abilities so as to be at par with the norm as that of the peers. When these children hide their giftedness just to appear normal to their peers and teachers, researchers proclaim that the drive in exploring educational fields disappears in additio n to loosing the meaning of achieving (Painter, 1976). The intellectual gifted learner will therefore attend school for the sake of attending school not for the desire to learn. Their exceptional abilities are therefore shunned from surfacing and being beneficial to the society and to the student. They do this trying to seek approval from their peers and teachers and they therefore have a hard time in seeking social approval if doing so means pretending to be who they are not. The gifted learner struggles to be understood by the teacher and the learners and in a worse scenario where the teacher has no background information about the existence of intellectually gifted students. The gifted students lack pride in themselves for they are seen to do things that are not normal. Their self esteem is greatly affected by their intellectual sharpness (Vialle Geake, 2002). The problem becomes worse especially during adolescent when the student is trying to identify his or herself. Many are t he times that a gifted child on reaching adolescent develops identity crisis the reason being that the student cannot fully find out who he or she is. Coupled with doubts about his or her true identity from his peers who they are of the same age, the intellectually gifted student develops self doubt of him/herself leading him/her to have a low self esteem. The teacher on the other hand should try as much as possible to help the gifted student in revealing his/her true identity (Benbow Stanley, 1997). Having intellectually gifted children in a classroom is a challenge itself to the teacher, the basis of my point being that these intellectually gifted children will often challenge the tutor while he or she is teaching (Painter, 1976). When this happens, the teacher may feel intimidated by the gifted child. This causes misunderstanding between the child and the teacher for the gifted child interests in challenging the teacher may be solely contributing to the classroom discussion whil e the teacher may regard the student as a know it all type. For effective learning to take place, the teacher and the student have to be in good terms. On the other end, students of the same peer may feel that an intellectually gifted student is disturbing their lesson by interrupting the teacher during content delivery. The teacher experiences two extreme ends where they are those who are eager to learn and others who are intellectually gifted and know it all thereby creating confusion in the classroom. When a teacher discovers that a particular student is intellectually gifted, he or she may employ strict marking procedures when marking the intellectually gifted learner’s paper (Janos, 1983). Where a teacher has given marks to an average student, the intellectually gifted may fail on the same as a result of the high expectations that the teacher may have on the gifted learner (Reis Renzulli, 2004). Teachers also may ask hard questions to the intellectually gifted so as to prove to the other students that the intellectually gifted does not know everything that there is to know. In such cases, the resentment of the intellectually gifted learner to the teacher keeps on increasing and the more he or she becomes disinterested in school. A teacher may also not feel compelled to answer a question asked by the intellectually gifted child and may ignore the question on the assumption (Janos, 1983) that the student both knows the answer and just wants to test the teacher or can research for him/herself and get the correct answer to the question. This further creates frustrations to the intellectually gifted child in his/her endeavors of learning. While it is normal for the intellectually gifted student to want to discuss concepts to the very minor details, the teacher may only be interested in giving students the contents that will help them answer questions in the exam (Vialle Geake, 2002). The advanced cognitive abilities of the intellectually gifted again works to his/her disadvantage in that the teacher may not have the time to discuss concepts in the classroom in a detailed manner and this makes the learner who is gifted academically feel that he/she has been wasted or that the content discussed by the teacher is shallow. Intellectually gifted children may find it hard to repeat exercises given by the teacher in the classroom. One of the distinctive characteristic of the intellectually gifted is that, the student will master the content after repeating it only twice in most cases. When the teacher therefore make the intellectually gifted child to repeat a task for more than two times, the child loses focus and creates a negative attitude towards schools. Eventually, the IGC (Intellectually Gifted Child) may end up hating school altogether (Reis Renzulli, 2004). The gifted student has no contact with his/her peers. He/she does not enjoy the company of his/her peers and will most of the time prefer to be in the company of other olde r students who he/she can identify with. Therefore, the methods used by schools where these intellectual gifted students are grouped with students of average ability create a restrictive milieu for them (Ellen, 1996). The school only assumes that the intellectually gifted students have the same abilities as that of their peers and shuns off the doors of exploration for the intellectually gifted learner. In addition, the content taught in the classroom where this intellectually gifted child is in on the basis of chronological age is also restrictive enough and does not offer room for exploration of the gifted mind of the learner. The intellectually gifted learner may lack competition in the classroom (Ellen, 1996). Other than the teacher who the intellectually gifted would seem to engage in discussion in complex issues, his/her peers do not conform to his level. The intellectually gifted child does not have the challenge and therefore being in the classroom with people who he/she can not identify with and going through a curriculum that poses no challenge to him/her seems unbearable. The schools assumptions that by mixing the intellectually gifted with the average ability learners, more positive outcomes of learning would be realized because of interactive learning is somehow questioning when it comes to dealing with intellectually gifted learners. The extant literature shows that the intellectually gifted learners need a more challenging environment and an environment that does not put restrictive measures on the achievement of the learners. To drive my point closer home, the intellectually gifted learner in the first place sees no similarities between him/herself with peers of same age. Then, how would we expect the learner to have the zeal in learning if there is none of the peers who can challenge him/her? In conclusion, we must acknowledge that the intellectually gifted learner has abilities that need to be encouraged and that this can only be achieved if s chools are willing to come of their cocoon of comfort of grading the students on the assumption that since the students are of the same age, then they must have many similar things in common. Schools ought to develop programs that accommodate the needs of the intellectually gifted learners. References Benbow, P. Stanley, S. (1997). Inequity in Equity: How â€Å"equity† can lead for High Potential Students. Psychology: Public Policy and Law. 2 (2), 249 – 292. Colangelo, N. Davis, G. (2003). Handbook of Gifted Education. Boston. Allyn and Bacon. 3rd Ed David, B. (2004). Children’s Thinking: Cognitive Development and Individual Differences. Stamford. CT. Wadsworth Publishing Ellen, W. (1996). Gifted Children. New York. Basic Books. Gross, M. U. M. (2004). Exceptionally Gifted Children. London. Routledgefalmer James, W. (1994). â€Å"Nurturing Social Emotional Development of Gifted Children† Eric Clearinghouse on Disabilities and Gifted Education. Reston, V A. Available at  https://www.ed.gov/ Date last Retrieved Janos, M. (1983). The Intellectual Ability Psychological Vulnerabilities of Children of very Superior. Unpublished Doctorial Dissertation. NY. New York University Painter, F. (1976). Gifted Children: A Research Study. Knebworth. England. Pullen Publications Reis, M. Renzulli, S. (2004). Current Research on the Social and Emotional Development of Gifted and Talented Students: Good News and Future Possibilities. Psychology in the Schools, 41, published online in Wiley InterScience. Vialle, W. Geake, J. (2002). The Gifted Enigma. Cheltenham, Australia. Hawker Brownlow This essay on Intellectually Gifted Children was written and submitted by user Nathaly G. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Apocolypse Now Reaction Paper essays

Apocolypse Now Reaction Paper essays The Heart of Darkness was written in 1903 by Joseph Conrad and the words became flesh in Francis Ford Coppolas Apocalypse Now released in 1979. His artisan vision was able to raise the poetry of Conrads story and speak them in a language that we dont want to understand, but inherently do. The canonical novel is brought to life in a radical and political translation that makes Conrads Marlow even more than a hero; he is now Coppolas brand of Jesus Christ sent on a mission by the United States army to kill the anti-American antichrist Colonel Kurtz. How does an audience relate to a man who is already dead to the world? We dont know much about the journey that has taken him to where he resides at the start of the story, but we understand that he is a man who has already seen things that have emotionally dismembered him. Martin Sheens Captain Willard has already lost the life he once lived before we catch up with him in his Saigon hotel room: since being stationed in Vietnam during the war, his wife has left him, his mission has ended and he no longer fits into society because of his experiences in the war. We, the audience, empathize with Willard because we have either lived through a war or have fought in a war. We have compassion for Willard because we have created him and hes died emotionally for our sins. The Conrad novel prepares and foreshadows his hero, Marlowe, in his dealings at the Company Office. Greeted by the women knitting black wool, who sit calmly outside of the office like sentries, he finds out that the men who have passed this way do not return. Willard is also given a taste of what is to come in his meeting at Army Headquarters. He sits down to a feast of the grotesque, a last supper before beginning his mission. While the guests take stabs at the bloody beef, a tape is played with a mans voice describing the way a slug slim...

Design in a Changing World Case Study Example | Topics and Well Written Essays - 500 words

Design in a Changing World - Case Study Example This feedback can be audible or visual. Feedback gives the user a feeling as well as a sense of confirmation that a system is functioning correctly and responsive. Consistency; User interfaces will be designed for consistency in appearance and function. Information will be organized on forms; the shape and size of icons, the arrangement and names of menu items, and the order followed to perform tasks will be consistent throughout the system (Satzinger, Jackson & Burd, 2012). Shortcuts; User interfaces, as well as dialogs designed for novices, are usually an impediment and annoyance to the productivity of experienced users. Users that frequently work with an application or for a long time want shortcuts for regularly used functions so as to cut down on the number of mouse clicks, keystrokes and menu selections needed to complete the task (Satzinger, Jackson & Burd, 2012). The system will have shortcuts such as voice commands and shortcut keys, like Windows keyboard sequences Ctrl+V for paste. Easy Reversal of Actions; Users should explore options as well as take actions that can be reversed or canceled with ease. This is also known as experimenting whereby users learn about the system. It is as well a way to avoid errors; since users can cancel the action once they realize that they had done a mistake (Satzinger, Jackson & Burd, 2012). Additionally, the design will include cancel buttons on every dialog box as well as allow users to go step backward at any time. Lastly, the system will ask the user to verify the action when he/she deletes something important like a record, a file or a transaction, if possible, the system will delay implementing that action.

Human Resource Strategy Formulation Research Paper

Human Resource Strategy Formulation - Research Paper Example The information relates to customer requirements, resource constraints, regulatory issues, industry trends, and stockholder demands (Gary, 2009). The stakeholders in the strategy formulation process must have knowledge of this information in order to operationalize it. The stakeholders should know to prioritize information. The information gathered has to be structured in a meaningful way in order to be actualized. The manpower in a business is the backbone of the business, and it is necessary to have the correct team. The workforce in any business enterprise must have the will, knowledge and expertise to perform the duties and deliver the desired results. They must work in unison and should work as a team rather than as individuals (Michael, 2011). The efforts, skills, and capabilities contributed by the organization’s workforce determine the achievement of the organization. A human resource strategy aims at satisfying the customer needs. The strategy aims at setting a direction which the workforce will follow to deliver a successful and sustainable customer satisfaction. To have a human resource that is committed to delivering its results, the organization needs to have principals laid out to be followed. The managers should be concerned about the human resource issues. The human resource of the organization should be involved in all decision making levels of the organization. To ensure that customers are satisfied, the organization should develop a culture that ensures all members of staff are committed to the organization’s performance and improvement (Chris, 2010). Also, there should be a spirit of team work, cooperation and trust for better performance. Human resource is the department in any business enterprise which determines the success or failure of its operations. The human resource in any organization should be managed well and organized in a

Advantages and disadvantages of outsourcing the internal audit functions

Advantages and disadvantages of outsourcing the internal audit functions Internal auditing is an appraisal or monitoring activity established within an entity as a service to the entity. It functions are, among other things, examining, evaluating and reporting to the management and the directors on the adequacy and effectiveness of components of the accounting and internal control systems. An internal audit department in an organization is set by the management or appointed by the board of directors to whom it is answerable. It is headed by the chief internal auditor assisted by the internal audit staff to help cater for the following: To ensure that the business is operating in an efficient and orderly manner. Ensure adherence to management policies. Safeguard the fixed assets of the company and control the current assets. Determine the accuracy and reliability of the company records and accounts. Ensure adherence to companys statutory requirements. Reasons for internal audit function Due to increase in business size, which has reduced the efficiency of the management to have full control of the business, it has become increasingly important for large businesses to have an internal audit function. There is need for improved controls in large companies with branches/subsidiaries as it is hard for the management to supervise such companies. Dynamism in business due to economic, social and technical environment all call for change in the management attitudes and constant appraisal for a change. Responsibilities Regularly examine the accounts to determine their accuracy and reliability. Independent appraisal of the business activities to determine their reliance, accuracy and completeness. Review the company policies, operations and procedures to agree with expectations and standards. Establish and programme adequate accounting system and effective forms of control. Report to management regularly in respect to ICS, e.g., adequacy of staff and development of computerized systems. Act as a consulting department to other user departments e.g. sales, accounting, purchases etc. Provide advice to the management in respect to the changes in the economy and their changes in economy and their changes impact on the industry where the client business does operate. Prepare and present the companys budget. Supervise the progress of the company. Other services to the management. Communication between staff and management Coming up with staff welfare strategies e.g. staff promotion circles for the client. Advantages of internal audit Facilitate the achievement of company policies such as budget targets etc. Enhances the presence of a strong internal control system. Acts as a preventive measure against errors and fraud through constant checking of accounts. Enables external audit to be completed in time i.e. with strong internal control system external auditor will rely on an internal auditors work. Ensures that the company assets are safeguarded against misuse or theft by dishonest employees. Being an employee of the company, an internal auditor is more knowledgeable with the problems facing the company which he will try to solve by advising the party responsible for the proper management of the company. Internal audit ensures compliance with statutory requirements within the organization. Internal audit ensures as far as possible the completeness and accuracy of the records. Disadvantages of having internal audit Over reliance by the management will make the staff take advantage of perpetrating frauds. It is ideal for large companies as it may be very expensive to maintain and thus unaffordable by small companies. Lack of support by management kills the morale and ability to perform its duties effectively. Internal audit reports may be misleading because they do not have liability to the owners of financial statements. Internal auditors may collude with staff leading to misappropriation of resources. Outsourcing the internal audit functions This is the process whereby the management purchases the services of auditing from outside. This is because monitoring and reviewing required by certain companies could be done in a small amount of time and full time employees cannot be justified or it may be expensive to maintain an internal audit function consisting of employees. Advantages Service providers have good quality staff i.e. have specialized skill and assess what management wants them to do. Also they have a high degree of professionalism since the service providers are trained in many areas enhancing the quality of advice to the management on best practices. Outsourcing can provide an immediate audit department instead of employing audit staff thereby cutting costs e.g. salaries to the employees, benefits and allowances. Outsourcing enhances independence and there is minimal room for collision thereby giving value added reports i.e. there is real value for money. Outsourcing enhances the auditor in understanding the business environment policies and procedures thereby increasing the credibility of the financial reports and reducing their liability. Disadvantages The cost of outsourcing the internal audit functions might be high to make the directors not to have the internal audit functions at all. The company might use the same firm for internal and external audit services leading to inferior reports. Outsourcing leads to duplication of efforts if the same procedures are used in gathering evidence in the final audit. Outsourcing is not ideal for small businesses with few transactions. External audits may bring leads to interior reports. I.e. Influence or cause unwanted changes in the way the organization operates. Assessment of internal auditors work Before placing any reliance on the work of the internal auditor, the external auditor must assess the internal auditor and his work in the following areas: 1. Independence: The internal auditor may be an employee of the organization but may be able to organize his own activities and report his findings to high-level management i.e. directors. 2. The scope and objective of the internal audit functions This includes reviewing accounting systems and internal controls, also examining financial and operating information by management including resting of transactions and balances. 3. Due professional care to be useful to an external auditor The internal auditors work must be done in a professional manner i.e. properly planned, controlled, supervised, recorded and reviewed. 4. Technical competence Internal auditors should be members of professional bodies and follow professional ethics in performing their work. Also they should have computer knowledge in performing audit in computerized systems. 5. Reporting standards A useful internal auditor will provide a high standard of reports which are acted upon by management. 6. Resources available An internal audit department that is starved of resources will not be very useful to the external auditor. Factors that influence the external auditor in deciding on the extent to which he may rely on the work of the internal auditor The materiality of the areas or the items to be tested or the information to be obtained in the audit exercise. The level of audit risk inherent in the areas or items to be tested or in the information to be obtained. Specialized skills possessed by the internal audit staff i.e. the level of experience and qualification. Independence of the internal auditor i.e. whom they report to. The level of judgment required i.e. how the internal auditor has gathered and arranged the report and quality of working papers. How the internal auditors have acquired evidence e.g. seeking legal advice from advocates, seeking information from valuers, etc. The efficiency and strength of internal control system. Ways in which the internal audit department can assist the external auditor during his audit work The external auditor can use the internal auditors working papers to gather evidence concerning the companys operations, programs etc. Also the internal auditor can explain technical operations or controls used by the company. He can undertake verification of assets in particular mobile assets, assets held by third parties and branches or subsidiaries which the external auditor may not have a chance to physically verify during his presence. Internal auditors can prepare schedules relating to items in their accounts e.g. asset schedules, debtors schedule, creditors schedules etc which are important for comparison to be made by the external auditor. Internal auditor will pin point the weak areas in control systems which the external auditor will concentrate on.

American Experience in Huck Finn Essay

â€Å"All modern American Literature comes from one book by Mark Twain called Huckleberry Finn.. † claimed Ernest Hemingway, a American author and journalist. This quote represents the idea and perception of Huckleberry Finn as a defining moment in American Literature, a time when a new culture was being formed west of the Atlantic that had many different subjects and characteristics than that of the literature in Europe. What makes The Adventures of Huckleberry Finn so original and such a representation of America is that whatever Huckleberry Finn, the character, is about or can be defined by, is what America was all about. Through this complex character, Mark Twain was able to create a new American experience and show the reader all about it. The main characteristics of the American experience that Mark Twain represented through this character included a social commentary on the southern culture and its response to slavery and its general antebellum culture, the nature that defines America and how America defines its nature and the freedom from it, and the new anti-materialistic hero. The opening of the book deals with the most serious issue depicted; the idea of slavery and the response of the southerners to its injustices. The majority of the American experience of slavery and its response are shown through the relationship between the main protagonist, Huck and his friend Jim. When Jim first approaches Huck to tell him that he has run away from his master Huck replies, â€Å"People would call me a low down Abolitionist and despise me for keeping mum- but that don’t make no difference. I ain’t agoing to tell.. † (1379). In a time when it was illegal to aide slaves in their escape, Huck was just beginning to start his moral dilemma of his loyalties to the law, and his friendship with Jim. This brings about a side note on the American experience of slavery that is not as developed as the response to slavery in Huck and that is: how does a person act and feel in a society in which they have friends that can become slaves. In many Abolitionist books and essays at the time, the reader was directed to feel for the slave as a man, as a brother. They used emotions to show the hardships of the slaves and play upon the guilt of the white American to end slavery. In Huckleberry Finn, Twain asked the reader to determine how they would act on slavery when they saw their friends under servitude. This was a large issue because it brings out personal alliances with cultural alliances of the south. However, the main American experience Twain is trying to develop on slavery is not the personal relationship and whether or not slavery was a terrible issue, it was the southerners response to slavery. This is exemplified by two separate cases. The first is with slavery and Jim, and the second is with Huck’s abusive and drunken father who would â€Å"lay drunk with the hogs in the tanyard† (1359). Both of these issues were just symbols of the southern distorted culture of the time. A culture that could enslave a man, calls themselves good Christian men, and then falls asleep drunk. What is peculiar about this novel is not necessarily Twain’s feelings regarding the morality of this culture. It is fairly obvious that he disapproves of such and shows that it is a morally defunct society, but rather what makes this novel truly representative of the American experience is showing how even someone who is not morally corrupted acts upon it. Huck, who is shown through his helping of Jim and his friendship with Jim, clearly understands the injustice of slavery and the immoral acts his father does. What does he do about it though? Does he seek to transform this southern society through work or a mini-revolution? No, he just simply moves along. This is the central irony of the book, and thus represented of one of the ironies of the American experience in the 19th century. Huck Finn chooses to leave intact this society that is clearly in need of change, and just simply leaves the place behind. It shows that he is against slavery and the ideals of the south and thus won’t live in it, but he also won’t change it. This was one of the most prominent experiences of America in the 19th century. Many whites disagreed with slavery, but if it did not affect their lives, as they were not necessarily the culprit or the victim, they just went on living their lives. The most common feature of this novel is movement. While this was crucial in developing the irony that was the southern response to slavery, it is also important in itself. In this novel, the main characters are always going somewhere, leaving a place in which they didn’t like or had a bad experience, and moving on to the next. This sense of freedom from nature was feature that is distinctly American. In the novel, the river was a  central metaphor as it brought them food, their raft, but also gave them a means of transportation. The American experience of traveling for the sake of traveling and expanding yourself in nature is shown from their experiences with movement in the river. Huck Finn was a character who is always in motion, always free. This was seen by the fact that he did start out the trip trying to provide freedom for Jim up the river, but when they passed Cairo he did not stop. In fact, the new route would take them to New Orleans, a slave-trading capital of the south at the time (Johnson). The freedom that nature provided Huck was seen by his depiction of the nights on the raft as â€Å"It’s lovely to live on a raft. We had the sky, up there, all speckled with stars.. † (1423). This freedom brings a release from the world of land, the towns where people were entrapped in a cycle of guns, alcohol, and racism. He does not see in moral meaning in nature like the transcendentalists of the time, rather it was an escape of the modern world, a place to have pleasant feelings. This freedom is an American experience. In just a purely physical sense, America has the opportunities for freedom. Vast lands, ample rivers, defined seasons all allow the American to seek freedom from society. This is something that was not seen in Europe as you were subjected to just your own country’s land through language, cultural, and physical barriers. This idea of jumping on a raft and finding your freedom, both spiritually as in the case of Huck and physically in the case of Jim, is something that represents a true American experience. This myth of the open frontier continued in writing for decades to come, a myth that would allow the individual American to escape the rapidly growing urban centers that were developing an uneducated middle-class. The last particularly American subject is the hero of the novel himself, Huck. Huck is envisioned as this romantic anti-society anti-inheritance hero. In coming-to-age novels of the time, many were determined to show the process the character mature, moving past their youthful selves and into a role of social acceptance of culture. Huck represents a new American subject, on who speaks as he wishes, and does as he wants. Because of his traveling lifestyle, Huck does not concern himself with inheritance or money for any matter. What mattered most for Huck in the story was the materials that made the journey possible. He was not concerned with his social class, his need for a life with a wife, kids, and money. This metaphor represents the American Anti-materialistic culture that was forming, and thus Twain depicted it as such in his story. The sense of anti-conformity culture was the subject, a view that was depicted primarily by Huck. To combat the idea that Huck was just a child, and this is how he was supposed to act, Twain introduces two characters. The Duke and Dauphin, con-artists who swindle people out of their money by performing productions represent the free nature, the anti-materialistic culture that Huck represents. While these two do act in order to obtain money, the goal of the money is not to obtain a higher social order, but to carry on in life. It supplies their thirst for fun. This was seen when after a heist, the Duke asks to count the money so that they can â€Å"take and give it to the girls† (1451). This shows that they went about their plan yes for the money, but the money was not an object that they desired; it is what it can be immediately used for that defines it. This was against the European experience of inheritance and the desire to better oneself in a Victorian fashion, and represented an American subject. Huck finds out throughout the story and the encounters with the people in the towns, how to live in order to escape the social conformity, thus creating his own identity. This idea of putting your obligations to you self-creation and fun, and not to the creation of a self that is defined by community or cultural standards was an effective approach to an American subject. In an extended metaphor, Huck Finn and his friends and acquaintances represent an American subject. Their reactions to slavery represent the blind eye and unwillingness to put about change in the southern culture of slavery and racism, a subject that would arguably represent the south to this day. At the same time, the river which took them away from their culture as opposed to fighting it, also represents the freedom of America, a subject Twain makes sure he repeats throughout the novel. Lastly, the characters themselves represent a new age of anti-materialism, a staunch contrast to the European idea of self-betterment for the sake of culture and standing. In all, these metaphors all show a new American subject. Cited: Twain, Mark. â€Å" The Adventures of Huckleberry Finn. † The Harper Single Volume American Literature. Ed. McQuade et al. New York: Longman. 1999. 1355-1522 Walter Johnson, Soul by Soul: Life Inside the Antebellum Slave Market, Cambridge: Harvard University Press, 1999, p. 2 and 6.

What advice would you give the actor playing the part of Othello at 3 key points in the play?

‘Othello' is a typical example of a Shakespearean play, in which a noble, well-respected individual is reduced to a mere mortal, all because of a fatal flaw in their personality. ‘Othello' tells the story of a highly respected army general, who is happily married, and is used to the high life, but the cause of his downfall, is that while training and working in the army, he did not learn the true meaning of love and trust. This left him very gullible to the deceitfulness and lying of others. ‘Othello' is set in Venice, which at the time was the height of glamour and culture. It was set here to give the audience an idea of just how much of a commercial center one place can be. Nowadays, we could associate the then popular Venice, to a modern day Paris, or Sydney, because these are the places that are the height of ‘good living', and are developing new ideas all the time, just like Venice was over 400 years ago. Othello was a black, well-trained army general. The colour of his skin left him vulnerable to racism, as this was very frequent at the time. He would sometimes be referred to as ‘the moor', and would be regularly teased, all because of the colour of his skin. Othello was happily though married though, with Desdemona, even though the age difference between the two was reasonably large. In the end though, it was his innocence to marriage, which was the cause of his undoing. Othello, being an army general, was very well respected throughout Venice, but it was no surprise that someone would quickly become jealous of his success, and try to snatch it away from him. It could only be the one person, who was aware of his weaknesses and whom spent the most part of his life along side Othello. Lago. Throughout the play, I should want the audiences opinion of Othello to change. At first I would like the actor playing Othello to act very self confident, and very calm under pressure. This will show the audience that at first Othello was a great leader, and could handle almost every situation in a relaxed and chilled out manor. After Lago's rumours and hints about Desdemona though, I should want the audience's opinion of Othello to change. Instead of appearing calm and confident, I would like the actor playing Othello to stutter and repeat words, and appear as if he loses confidence about himself. Acting like this, the actor playing Othello, will now panic instead of staying cool, and speak unconfidently instead of his normal poetic and fluent style. In the middle of sentences, he will stop to think about what he is going to say, because he is unconfident of his own ability to choose the right words. This will show the audience how just one flaw in your character, can deteriorate your life away, until you do not believe in yourself. This is what happened to Othello. At the beginning of the play, in Act 1 Scene 2, Othello is confronted by Brabantio, this is because Brabantio thinks that Othello has been ‘tupping' his daughter, Desdemona. This scene shows how calm Othello can be under pressure, as he reacts to Brabantio's abuse, in a chilled out way. He says â€Å"Where it my cue to fight, I would have known it without a prompter†, this emphasizes just how controlled Othello is, and to show this, I would want the actor playing Othello to say these words very lightly and calmly, and with this the audience should see quite clearly that Othello has a very controlled personality. Othello also shows how calmly he acts under pressure, when he instructs the soldiers accompanying Brabantio to â€Å"Keep up your bright swords, for the dew may rust them†, this is another great example of how in control Othello is, because instead of reacting like any other person, and threatening Brabantio, he instantly deflates the atmosphere with these words. With this, comes a very effective direct response to Brabantio. This is shown well when he states, â€Å"Good signor you shall more command with years than your weapons†. With this line, Othello makes it clear that he has a lot of respect for Brabantio, even though Brabantio had very recently insulted Othello with abuse such as â€Å"That thou hast practis'd on her with foul charms†, and â€Å"Abus'd her delicate youth with drugs and minerals†. During this scene I should want the audience to see the good side of Othello. I would want them to see that Othello can be a very controlled and clever person, the person playing Othello should show this by keeping his lines fluent and poetic, and using light gestures and body language, in order to keep the situation between him and Brabantio from spilling over. He should seem to pick his words carefully, so that he could not possibly give one reason for Brabantio to feel at all threatened or mad with him. In this scene Act 3 Scene 3, Lago is planting the seeds of doubt in Othello's mind, regarding Desdemona, and her actions behind Othello's back. With this, Othello's mood changes, and so he becomes uncertain and acceptant of Desdemona's actions. Then, at the end of the scene, Lago has told Othello so many lies, that he explodes in anger, and threatens Desdemona's life. The audience should then see the contrast in personalities of Othello, and the deterioration in which they have taken throughout the last two scenes. The actor playing Othello repeating words unnecessarily, and stuttering in the middle of sentences should show this. At the start of this scene, Lago can sense that his ploy his working, â€Å"The moor already changes with my poison†. This shows that Lago has detected a change in personality of Othello, and that the poison he has injected into Othello may well spread to be even more violent. Othello then enters the scene, and instantly the audience should be able to see the difference in the way in which he acts. One of his first sections speeches contains the word â€Å"farewell† no more than three times. This shows that Othello is suffering under the stress of Lago's rumours, and so is beginning to repeat words over and over again. Just before that Othello had broken into a traumatised speech, â€Å"I swear 'tis better to be much abus'd than but to know't little†. This means that he would rather be beaten, than know only a part of what Desdemona is doing behind is back. This shows how much he fears that Desdemona is having an affair. At this point the audience should be seeing the despairing side of Othello, his language has now changed from calm and poetic, â€Å"My parts, my title, and my perfect soul shall manifest me rightly†, into a desperate cry for help and certainty, â€Å"I think my wife be honest, I think she is not†. He then grows to accept the rumours, and so becomes aggressive, â€Å"Villain, be sure to prove my love a whore†. This shows that now Othello thinks Desdemona is cheating on him, he must prove her guilty, this is a sign of acceptance from Othello, and so now he will believe virtually anything Lago tells him. Lago takes this opportunity to anger Othello further with an even bigger lie than before, he goes on to say that he â€Å"lay with Cassio†, and during his sleep Cassio cried out, â€Å"Sweet Desdemona, let us be wary, let us hide our love†. Then he says that Cassio â€Å"kissed me hard, as if he plucked up kisses by the root†. Othello then reacts to this lie with some imagery, â€Å"O monstrous, monstrous! † and â€Å"I'll tear her pieces! † This shows that Othello has believed everything Lago told him, and is now even angrier than before. Then Lago tells his final lie, this will finish off Othello, and make him so that he will never love Desdemona again, it is about Othello's prized possession, a red handkerchief. Lago tells Othello that he has seen the handkerchief in the possession of Cassio. This causes Othello to react ruefully, â€Å"If that be†¦ † he says. This shows that Othello has had enough of Desdemona, even though he has not witnessed any of these ‘happenings'. He says that line, leaving the audience to wonder what Othello could well do to Desdemona. And then, in his anger and confusion, he says the line â€Å"O blood, blood, blood†. Repeating the word blood over and over again, can only make the audience think of what is on his mind. The actor playing Othello should use strong body language when angry, bold gestures could be used to indicate that Othello is feeling very mad, and is liable to over-heat at any given time. In this scene Othello discovers that Lago has being lying all of the time, but he has already killed Desdemona. Othello, at first, believes the rumours about Desdemona, â€Å"She was false as water†, where true. Then Othello confronts Emilia about her husbands actions, at first he accuses Lago, â€Å"Thy husband knew it all†, but then, Othello realises that Lago is his best friend, and so convinces himself that Lago was telling the truth, â€Å"My friend, thy husband, honest, honest Lago†. At this point in the play, Othello is feeling sorrow for himself, and how badly his relationship with Desdemona is deteriorating. To show this to the audience, the actor playing Othello must speak unconfidently, and in a quiet voice, this way the audience should be able to see how Othello's mood has changed from the start of the play, when he has confident and calm. Now that Othello has discovered Lago's lies, he feels a strong remorse towards him, â€Å"Are there no stones in heaven but what serves for the thunder? Precious Villain! † Othello should now acting as with remorse towards Lago. For the audience to see this, the actor playing Othello should, when talking about Lago, curse his words, and become aggressive, snappy and violent. The audience should now be seeing how aggressive Othello could be, this a big difference from the quiet Othello that they have just witnessed minutes previously. Now that Othello has realises what he has done, he pleads the demons of hell for torture, â€Å"O cursed, cursed slave! Whip me, ye devils†. With this implied, Othello now counts himself as the most unfortunate of men, â€Å"That's he that was Othello†. Even being an army general, Othello cannot find it in himself to kill Lago, â€Å"If that thou be'st a devil, I cannot kill thee†. This shows the audience just how good friends Othello and Lago used to be. Even though Lago has ruined Othello's life completely, Othello still cannot kill Lago. Still though, Othello mourns the death of Desdemona, saying â€Å"For in my sense 'tis happiness to die. † Cassio then tells Othello of how â€Å"he himself confessed†, talking about Lago steeling Desdemona's handkerchief. Othello cannot believe himself, that he thought Lago's story to be true, he replies â€Å"O fool, fool, fool! â€Å", referring to his own mistake. Othello is now in a state of devastation, and with this he says, â€Å"I kiss'd thee ere I kill'd thee; no way but this, killing myself to die upon a kiss†. With this, Othello gives the corpse of Desdemona one, final kiss, and kills himself, falling upon Desdemona in peace. At the end of the play, the audience should be feeling sorry for Othello, because of the tragedy he has been lured into. With the drama and sadness that his final line brings, this is the only possible feeling that the audience could possibly have towards Othello. His action throughout the final phase of the play, should have been acted out with no energy, because at this time in the play, Othello has been mentally and physically drained. The audience should be able that, through no fault of his own, the fatal flaw in his character was exposed.