Finders keepers my ethical dilemma Essay

Introduction My mother always told me I must learn to think for myself, question a situation and most importantly, I must learn to say ‘NO’, cause when the devil shows or makes you an unbelievable offer it’s harder than you think to say ‘NO’. Regardless of ethnicity, religion or culture when faced with a moral dilemma there is no telling how you would react or what your decision will be, even if you grew up as a devout Catholic like I did, and were expected to obey the Ten Commandments till the day you die or ‘burn for eternity in hell!’, or if you are lucky, spend part of eternity in purgatory atoning for you sins. Often we are placed in situations that test our ethical resolve. Lapses in ethics due to a dilemma can occur because of the simplest of issues like a need or fear. A dilemma is a situation requiring a choice between equally undesirable alternatives. An ethical dilemma can also be known as a moral dilemma or temptation. Moral temptations are viewed as â€Å"the right choice verses the wrong choice†. The right choice is not necessarily the easy choice. Any situation in which there are two choices to be made, neither of which resolves the situation in an ethically acceptable fashion nor provides a satisfactory outcome for the chooser adequately describes a dilemma. Ethical dilemmas assume that the chooser will abide by societal norms, such as codes of law or religious teachings, in order to make the choice ethically impossible. Knowing how to best resolve difficult moral and ethical dilemmas is never easy. Situation I Found Myself In Three years ago I left my job as a teacher to work in an employment agency to gain ipractical accounting experience. Not long after I started working the owner fired her sister and sister-in-law leaving me as the only member of staff. In December of that same year a pastor well known to my employer came into the office and placed an envelope on the chair next to where he sat down. He got up and left the envelope there. Firstly, I had no idea the envelope contained. So when I saw the envelope I thought it was empty and I was pretty annoyed that this man had left an empty envelope on the chair and didn’t have the courtesy to throw his rubbish in the bin!! So instead of taking the initiative to throw the envelope in the bin, I left it there. Yes I left it there on the chair. Secondly thing you should know is that my boss and I were not on the best terms. My boss obviously irritated that I made no attempt to throw the envelope in the bin asked me to do so. As I picked up the envelope I realized it was not empty, I looked inside only to become conscious that not only was it not empty, but it actually contained a large sum of money in one hundred dollar bills. In fact it contained thirty thousand dollars. Yes, THIRTY THOUSAND! My dilemma at that very moment was whether to confirm to my boss that envelope was empty throw it in the bin and take the money when she left the office or let her know the envelope contained a large sum of money and it is possibly belonged to the pastor. But what if it did not belong to the pastor? I would lose out on some much needed money and besides, if it did not belong to the pastor we may not be able to find out who it belonged to. And I believe in my heart of hearts if we did not find who it belonged to my boss would have claimed the money herself. Finding the rightful owner could have been a challenge, as a great deal of different people passed through the office on a daily basis, most of whom we did not know and the pastor was not the only one in the office at the time. I needed the money, Christmas was right around the corner and getting presents for the family that year was going to be a challenge as my salary was less than it was previously. Here I was faced with a way out, but what should I do? It will help, surely help and with a little left over for the future it couldn’t hurt! This predicament can be examined through the paradigm of right verse right or right verses wrong. A paradigm refers to the framework or pattern of thought we use to determine and perceive events surrounding us. It is considered as the lens we see our life through, helping us to interpret the world around us and determine how we interact with this world. Our paradigm is infused with prejudice, assumptions, expectations and beliefs from which our values ethics and rules flow. On one hand wrong argues ‘finders keepers’, how it could be wrong to keep something that may not make it to the right person any way. On the other hand right argues that keeping something that don’t belong to you without trying to genuinely find the rightful owner or taking an action that will deny the rightful owner the opportunity to recover their lost item is as good as stealing. It is against the law to take something that doesn’t belong to you and you can go to jail if caught and convicted. Regardless of religion or social strata, honesty, responsibility, fairness, respect and compassion are considered the five main values. You only need to fail in one; if you’re not honest you will still be considered unethical even if you’re fair, responsible, and deeply compassionate. Without realizing it our actions and response to ethical situations is guided by the principles of ethical decision making. According to Kidder there are three such principles. The first is called Ends-Based Thinking: doing whatever is needed to produce the greatest good for greatest number. The second is The Rule Based Thinking: which focuses on what we ought to do rather than what we think is best and or might work. Third is the Care– Based Thinking: which is chiefly based on the golden rule â€Å"do onto others as you will have them do unto you†. The use of these principles is to help you determine the correct course of action when faced with a dilemma, not provide an automatic solution to moral problems and issues. So here I am with thirty thousand dollars in my hand. I had no idea it was that much at the time and the only thing I can think is I started asking myself questions and turning over the answers in my mind. The first thing I asked is what are the benefits of keeping this money? Is it fair? What if the person trace back their steps what would I say? What if it is for something important? If I was in this same situation how will I feel? Will I want this person to do everything in his power to give me back my money? WHAT IF I GET CAUGHT? What then? Is this the person I want to become? And my answers at the time was ‘Screw religion yes it is fair, I found it fair and square’. I don’t have to worry about getting what I need done I have more than I need now. So what if he comes back it’s just not here and if I am really good, which I was and still am, I won’t get caught. But if I were in that situation I would be devastated and would want whoever found it to remember me and try to get it to me. But I also did not want to become that person who has to think twice about being honest. So when my boss passed by and asked is there anything in the paper I opted to do unto others as I will have them do unto me as the care base thinking commands. I turned to her and said ‘yes’ with a shocked expression on my face ‘it has money a lot of money. I think it belongs to the pastor’. The money was returned to the pastor; I was out an extra thirty thousand dollars and had a guilt free conscience. In the end when dealing with moral issues and dilemmas riddled with moral complications we must deliberate for ourselves, keeping a careful eye on both the facts and on the ethical considerations involved. No situation is just cut and dry. Having good intentions and intuition is not all. Living an ethical life, being a good person, requires a disciplined commitment to think and act in accordance with the fundamental principles of right and wrong. Bibliography 2009 Loyola Marymount University. (n.d.). Resolving an Ethical Dilemma. Retrieved July 28 th, 2013, from http://www.lmu.edu/copyright LoveToKnow, Corp. (2013, May Wednesday). Ethical dilemma Examples. Retrieved july 29th, 2013, from Your Dictonary Examples: http://examples.yourdictionary.com/ethical-dilemma-examples.html  © Encyclopedia Britannica, Inc.. (2013). dilemma. (n.d.). Retrieved July 28th, 2013, from Dictonary.com: http://dictionary.reference.com/browse/dilemma Free Dictionary. (2013, January). paradigm-difinition of paradigm by the free online dictonary,thesaurus and encyclopedia. Retrieved July 27th, 2013, from The Free Dictionary: http://www.thefreedictionary.com/paradigm Heathfield, S. M. (2013, January). Workplace Ethics- Did you bring your Ethics To Work Today. Retrieved July 29, 2013, from About.com Human Resources: http://humanresources.about.com/od/businessethics/qt/workplace-ethics.htm Josephson, M. (2010, December 4th). The Groung Rules of Ethics. Retrieved August 2 nd, 2013, from Business Ethics and Leadership: http://josephsoninstitute.org/business/blog/2010/12/the-ground-rules-of-ethics/ R.Komives, S., Lucas, N., & R.McMohan, T. (2007). Chapter 6 Leading with Integrity and Moral Purpose. In Exploring Leadership second edition (pp. 179-211). San Francisco: Jossey-Bass. The Contrarian . (2013, January). The Paradigm Problem: Everything You KnowIs Wrong. Retrieved August 1st, 2013, from Contrarianism An assult of thought on the unthinking: http://www.contrarianism.net/2011/04/04/the-paradigm-problem-everything-you-know-is-wrong/

Tastee Snax Cookies

Managerial Decision Making Led by Professor: Ocampo y Vilas Business Report Business Report MacPherson Refrigeration Tastee Snax Cookie Company By Stefanie By Stefanie Adriaenssens, Astrid de P Astrid de Paep, Soundharya Jayaraman Jayaraman, Evie Tanghe & Yudistira Sa Yudistira Sanggramawi jaya 10th Octob 17th October 2012 Antwerp M Antwerp Management School 1 Table of Contents INTRODUCTION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. 3 1PROBLEM STATEMENT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 2 ASSUMPTIONS & APPROXIMATIONS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 3 SOLUTION APPROACH †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 4 RESULTS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 WHAT-IF ANALYSIS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 6 OVERALL RECOMMENDATIONS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 7 APPENDIX †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 7. 1 TABLE 1: ACTIVITIES WITH CRASHED TIME AND ADDITIONAL COSTS †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7. 2 TABLE 2: CPM DEADLINE INPUT 46,47 & 48 WEEKS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 7. 3 TABLE 3: CPM DEADLINE OUTPUT 48 WEEKS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 7. 4 TABLE 4: CPM DEADLINE OUTPUT 47 WEEKS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 7. 5 TABLE 5: CPM DEADLINE INPUT 46 WEEKS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 7. 6TABLE 6: RECOMMENDATIONS REGARDING CRASH TIME †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 7. 7 FIGURE 1: NETWORK OF ACTIVITIES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14 2 Introduction Tastee Snax Cookie Company is a producer of baked-goods snacks in the southeastern United States. Due to negative press reports about fat consumption and introduction of heavy advertisements of no-fat baked goods by other manufacturers, Tastee Snax Cookie Company lost a big share of the ma rket the past year.And thus, the company had to develop and manufacture no-fat cookies soon in order to secure its share in the no-fat baked goods market. The vice president of the company was made to understand by an expert that Critical Path Methodology (CPM), a project-planning scheduling technique, could be used to introduce new products in the market. He put a dynamic project manager in charge to overlook the coordination efforts of different departments in the organization to ensure that the respective assigned tasks were completed on time. In this case study, we start by addressing the problem statement of introducing a new no-fat cookie to the market.Secondly the objective is identified. Thirdly we discuss the assumptions and approximations that need to be considered before determining the solution approach. Keeping in mind the objective of the case, we then analyzed the results. Finally we present our recommendations to Tastee Snax Cookie Company. 3 1. Problem Statement The problem we address in this report is to provide an overall project plan for Tastee Snax Cookie Company to help launch their new product soon enough to gain a share in the no-fat baked goods market. This means certain ecisions will have to be made regarding the time taken to finish all activitivities while keeping the objective in mind. The objective is to determine the most cost effective method to decrease the project’s deadline. The project plan discussed below has been generated through the use of a projectplanning scheduling technique, Critical Path Methodology, to secure the scientific approach. The program schedule provides a quantitative basis to make managerial decisions to shorten the implementation time of the overall project. 2. Assumptions and ApproximationsThe mathematical model created to schedule all the projects is based upon a number of simplifying assumptions and approximations. These need to be taken into account in order to make an independent judgment ab out the model’s usefulness. The assumptions and approximations of this model are: ? The product introduction program has been broken down into three groups of activities: Research & Development, Marketing & Advertising, and Promotion; ? The description of each activity and the indicated time required for its completion in weeks was taken at face value from the case; The tasks to be performed by each department and the estimated durations and deadlines were also considered as given; ? The preceding activities for each activity are considered as such; ? The tasks that could potentially be â€Å"crashed† by increasing resources were decisions based on the information available in the case. 4 3. Solution Approach The problem has been modeled into Critical Path Methodology (CPM). The CPM approach is based on a network representation that reflects activity precedence relations.As shown in Figure 1, the nodes designate activities and their time duration, and the arcs define t he precedence relations between the activities. The Earliest Start (ES) and Earliest Finish time (EF) for each activity is calculated as shown below. ES = Maximum EF of all its immediate predecessors EF = ES + (Activity completion time) ES and EF are represented on the CPM network by a pair of numbers, in black, above the node representing the activity. Subsequently, the Latest start time (LS) and Latest finish time (LF) was determined for each activity which allows the project to be completed by its minimal completion date.LS and LF was calculated as shown below. LS and LF are represented as a pair of numbers, in red, in CPM network. LF = Minimum LS of all immediate successor activities LS = LF – (Activity Completion Time) Based on the information available in the case on slack time in weeks for each activity, the critical path of the model was deduced. A critical path has activities with zero slack and is the longest path in the network. A delay in one of the activities of the critical path results in a delay of the overall project. As can be seen in figure 1, the earliest and latest times are the same in the activities of the critical path. 4. ResultsBased on the CPM network drawn we have deduced the following for each activity: Earliest Start (ES), Earliest Finish Time (EF), Latest Start time (LS) and Latest Finish time (LF) (see Figure 1). The maximum of EF times, 52 weeks, is the estimated completion of the entire project. By taking into consideration the slack times in weeks provided in the case, we then arrived at the critical path. The critical path contained the critical activities with zero slack time. Critical Path: B1-A2-B5-B6-A4-A5-B9-B11-A6-A7-A8 5 5. What-if Analyses The following paragraph discusses additional economical and operational information as provided in the case.The earlier a product would enter the market the quicker it would be able to gain market share. This motivated the Project Manager to develop a list of tasks that coul d be potentially â€Å"crashed† by increasing resources allocated to them (see Table 1). In Table 1, you will find this list of activities that could be performed faster by increasing the cost of operations. According to the crashing analysis, the cheapest way to shorten the project duration by four weeks is to crash three activities. As seen in Table 3 activity A4 should be crashed three weeks and activities B2 and B5 one week.The additional cost to reduce the project duration from 52 weeks to 48 weeks is $7,200. The cheapest way to shorten the project duration by five weeks is to crash four activities. As seen in Table 4 activity A4 should be crashed three weeks and activities A7, B2 and B5 one week. The reduction of the project duration by five weeks costs an additional $ 10,700. The CPM analysis shows that the cheapest way to shorten the project duration by six weeks is to crash four activities. As seen in Table 5, activity A4 should be crashed by three weeks, activity A7 by two weeks and activities B2 and B5 by 1 week.To reduce the project duration by six weeks, the additional cost adds up to $ 14,200. 6 6. Overall Recommendations The objective of the model was to find a solution to shorten the implementation. That is, to determine the most cost effective way to decrease the project’s timeline, which would help Tastee Snax Cookie Company to launch their new product and thereby capturing a market share in the no fat baked foods market. Based on our results, we would state that the maximum number of weeks by which the project can be shortened is 6 weeks.To calculate this, the activities A4, A7, B2 and B5 are crashed resulting the Earliest Finish time (EF) of 46 weeks for the project (See Table 6). Activities A4, A7 and B5 are crashed to their maximum crashed time. The additional cost for crashing the project to 46 weeks can be determined with solver, as already explained in the report, which is $14,200. Hence we recommend that the optimal solu tion would be to reduce the project duration by 6 weeks at an additional cost of $14,200. 7 7. Appendix 7. 1 Table 1: activities with crashed time and additional cost Activity Develop special Crashed Time Additional Cost Weeks) A3 Original Time (Weeks) ($) 5 3 2200 6 3 3900 6 4 7000 10 8 3200 4 3 1700 4 3 3000 equipment list A4 Prepare manufacturing specifications A7 Receive and install equipment B2 Develop and test packaging and product names B5 Perform taste test B6 Review results and choose products 8 7. 2 Table 2: CPM Deadline Input 46, 47 & 48 weeks 46/47 48 PROJECT DEADLINE = IMMEDIATE PREDECESSORS ACTIVITY A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 C1 C2 C3 C4 C5 NODE NORMAL TIME A B C D E F G H I J K L M N O P Q R S T U V W X Y 2 5 5 6 4 1 6 6 3 10 10 3 4 4 7 4 8 4 5 8 5 4 1 5 6 NORMAL COST CRASHTIME 2 5 3 3 4 1 4 6 3 8 10 3 3 3 7 4 8 4 5 8 5 4 1 5 6 CRASH COST 2200 3900 7000 3200 1700 3000 NODE PREDECESS OR B B C D D E F F G H J K L M M N P P P Q Q Q R S T T U V A I B C N D D S F G I J I B L M O X Y E K P Q Q R S I U W X X Y Y U J W J V 9 7. 3 Table 3: CPM Deadline Output 48 weeks CRASHING ANALYSIS 7200 TOTAL PROJECT COST 48 COMPLETION TIME ACTIVITY A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 C1 C2 C3 C4 C5 PROJECT NORMAL COST 0 PROJECT CRASH COST 21000 NODE Completion Time Start Time Finish Time Amount Crashed Cost of Crashing Total Cost A B C D E F G H I J K L M N O P Q R S T U V WX Y 2 5 5 3 4 1 6 6 3 9 10 3 3 4 7 4 8 4 5 8 5 4 1 5 6 1 3 10 15 18 35 36 42 0 3 12 5 8 11 11 18 22 31 30 35 3 8 12 13 12 3 8 15 18 22 36 42 48 3 12 22 8 11 15 18 22 30 35 35 43 8 12 13 18 18 0 0 0 3 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3900 0 0 0 0 0 1600 0 0 1700 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3900 0 0 0 0 0 1600 0 0 1700 0 0 0 0 0 0 0 0 0 0 0 0 10 7. 4 Table 4: CPM Deadline Output 47 weeks CRASHING ANALYSIS 10700 TOTAL PROJECT COST 47 COMPLETION TIME ACTIVITY A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 C1 C2 C3 C4 C5 PROJECT NORMAL COST 0 PROJECT CRASH COST 21000 NODE CompletionTime Start Time Finish Time Amount Crashed Cost of Crashing Total Cost A B C D E F G H I J K L M N O P Q R S T U V W X Y 2 5 5 3 4 1 5 6 3 9 10 3 3 4 7 4 8 4 5 8 5 4 1 5 6 1 3 10 15 18 35 36 41 0 3 12 5 8 11 11 18 22 31 30 35 3 8 12 13 12 3 8 15 18 22 36 41 47 3 12 22 8 11 15 18 22 30 35 35 43 8 12 13 18 18 0 0 0 3 0 0 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3900 0 0 3500 0 0 1600 0 0 1700 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3900 0 0 3500 0 0 1600 0 0 1700 0 0 0 0 0 0 0 0 0 0 0 0 11 7. 5 Table 5: CPM Deadline Output 46 weeks CRASHING ANALYSIS 14200 TOTAL PROJECT COST COMPLETION TIME ACTIVITY A1 A2 A3 A4 A5 A6A7 A8 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 C1 C2 C3 C4 C5 A B C D E F G H I J K L M N O P Q R S T U V W X Y 21000 Start Time Finish Time Amount Crashed Cost of Crashing Total Cost 1 3 10 15 18 35 36 40 0 3 12 5 8 11 11 18 22 31 30 35 3 8 12 13 12 3 8 15 18 22 36 40 46 3 12 22 8 11 15 18 22 30 35 35 43 8 12 13 18 18 0 0 0 3 0 0 2 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3900 0 0 7000 0 0 1600 0 0 1700 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3900 0 0 7000 0 0 1600 0 0 1700 0 0 0 0 0 0 0 0 0 0 0 0 46 NODE Completion Time 2 5 5 3 4 1 4 6 3 9 10 3 3 4 7 4 8 4 5 8 5 4 1 5 6 0 PROJECT NORMAL COST PROJECT CRASH COST 12 7. Table 6: Recommendations regarding crash time Activity Required Time Crashed Time ES EF A1 2 – 0 2 A2 5 – 3 8 A3 5 3 8 11 A4 6 3 15 18 A5 4 – 18 22 A6 1 – 35 36 A7 6 4 36 40 A8 6 – 40 46 B1 3 – 0 3 B2 10 8 3 11 B3 10 – 11 21 B4 3 – 3 6 B5 4 3 8 11 B6 4 3 11 15 B7 7 – 0 7 B8 4 – 17 21 B9 8 – 22 30 B10 4 – 30 34 B11 5 – 30 35 B12 8 – 35 43 C1 5 – 3 8 C2 4 – 8 12 C3 1 – 8 9 C4 5 – 11 16 C5 6 – 11 17 13 7. 7 Figure 1: The network of activities It visualises the predecessor relationships, the early start and finish times (black) and the latest start and finish time (red). Nodes and bars in green visualize the critical path.

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Because a couple is not aware that the sperm sample could be a family member, they would be very surprised if any defects came from the i mplantation. Lack of diversity in the breeding pool is cause by a woman trying to pick out the best sperm. When a woman goes about the donating process, she has traits for a baby picked out.So if a woman or a group of women continuously pick out the same sperm for one particle man, there will be no diversity in society. Half of the traits will be the same in several children. Donor children eventually producing their own offspring is a major concern also. A woman is also allowed to pick several samples from the same donors in order to have two or three children with the same man. This is going to be a problem because a donor may not have enough samples to appease the quantity the woman or group of women are asking for.So there needs to be a common balance between how many samples from one man are being given out to prevent the breeding pool from being the same. Psychological issues between the family of the child and the donor of the child are bound to abrupt. Currently, the sperm d onor is protected by a luaus that is legally binding that allows the donor to show no legal rights if he does not want to. These social issues arise when the donor child grows and begins to understand how they were conceived.Questions such as who is my father, do I have any siblings, and what is my medical history will eventually come about. This may cause a problem between the family, if they feel as though the child is theirs and not the donors. Jealously could even be a problem if the dad doesn't feel like the biological father. There is also an added concern that the child may never want to find the biological father. The process of sperm donation is very emotional for the family as well. Infants can be sweet and cute, but how will the parents react if there is unforeseen behavior or medical problems?There is always an underlying concern that those problems can arise. A sperm donor could come across issues within his own family if he were to have kids, especially if the donor ch ild was to find out. It would make the donor child feel unwanted and would definitely have a psychological impact on him/her. Overall, the sperm bank process can be very time consuming and costly. Some women may not take the first sample the first time, so they must have a few more samples before getting pregnant.If it takes years to get pregnant, a woman may just give up. The average cost of going through this process is close to ten thousand dollars. Not only is there a set fee, but if a woman wants certain traits or has to get more samples the bill is just getting much bigger. A family must be prepared for the cost and the waiting process of using a sperm bank. Ultimately, there are several things that can go wrong physically, mentally, ND socially; however, there is one story about a Louisiana man being taken to court due to a sperm bank's mistake.An ex-girlfriend intentionally tricked the sperm bank into giving her the man's sperm sample, and then took him to court to receive c hild support on the child. Who's to say that the sperm bank has not done this several times without it coming out in the open? Maybe a certain bank is not as secretive and is telling the identity of the donors, or not testing the donors properly? Overall, the donor and the couple would really eve to trust the sperm bank that they were doing business with.

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Cal by Bernard Mac Laverty - Critical Evaluation Essay Example for Free

Cal by Bernard Mac Laverty Critical Evaluation Essay Cal is a romantic-tragedy novel written by the Irish author, Bernard Mac Laverty. It is a fiction story about a young man living in Northern Ireland during the troubles of the 1970s. The writer conveys a number of significant themes through skilful writing and the novels plot, such as guilt, hypocrisy and bigotry. In this essay, I will be focusing on the themes of the story, the purpose of why the novel was written and the authors use of imagery to enhance his writing. The events of this story take place in Northern Ireland in the 1970s. During the period of time in which this story is set in, Northern Ireland was going through what we would now refer to as being The Troubles. This was a period of conflict involving republican and loyalist paramilitary organisations and included conflicts and violence. Cal is about a young adult named Cal who is living in Northeren Ireland at this time. 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The ending of the story was very skilfully done. Near the end of the story, Mac Laverty builds up massive tension through certain events in the plot. It is then all concluded in a small, yet effective, paragraph. It tells us enough information to feel satifsfied, yet wanting to know more. It leaves key questions in the readers mind such as whether he deserved it or not and what will be his fate. I believe that the plot is a very important aspect of the story as it develops the mood and atmosphere and it is the events which take place which allow the themes to be conveyed. All the characters in Cal have complicated lifes. Most of them have good and bad sides and are all affected in different ways by the troubles. Cal is nineteen years old. He lives with his father and he is a Catholic. He is caught up with the IRA (Irish Republican Party) and takes part in a number of crimes which he does not want to be part of. After he joined, he had to do what they asked, such as when Cal thinks of the things the IRA do: They shoot deserters even deserters who protested that they had never joined in the first place. This quotation shows that Cal is scared of Crilly and Skeffington (members of the IRA) and that he is in danger. It also shows that Cal never wanted to take part in the violence making it sound stupid that they would shoot him. This whole section shows that Cal is vunerable. The writer makes out that Robert is a hard working loving man throughout the story. For example, when Marcella is telling Cal about her husband: He was so plausible one of those people that everybody likes in company. This quote shows that Robert was popular and was a worthy man, and there is also evidence showing that he was witty and intelligent. However, we later find out that he was not all what he was meant to have been, as Marcella confesses to Cal: He told lies, Cal. All the time. About his affairs I know he had two or three at least about his drinking and the money he spent This is an example of how the characters have both good and bad characteristics. Despite this, Marcella still loved him and was distraught when he was murdered. This also makes the characters more realistic, which lets the reader relate to the different characters in Cal. It also creates the question of who was too blame for The Troubles which relates to the theme and purpose of the novel, which I will be discussing later in this essay. All of the characters are affected by the troubles as well, as most of their problems are due to that situation. For example, if it was not for the troubles, then Cal would not have been involved with the IRA and Robert wouldnt have been murdered, taking problems out of all of the characters lives. All of the characters features reflect the themes, such as Cals characteristic of being vunerable, leading to his self loathing and guilt. There are many themes in the novel Cal. One of these themes that I will be focusing on is the theme of hypocrisy. Hypocrisy means the pretence of possessing virtues, beliefs or qualities that one does not really have, especially in matters of religion or morality. One way in which the author displays this theme is via specific characters, such as Crilly. Crilly is part of a gang who are fighting for independence from Great Britain. For example, when Skeffington is talking about Crilly: There are not many aspects of our culture which interests Mr Crilly. But hes a useful man. This quote shows that Crilly does not care about Irish independence and culture but is only in the gang as he likes the thrill of violence. It also shows that the IRA are not offended about his beliefs but just want him to help with their struggle. This shows them being hypocritical as they kill people who do not believe or reject their views, but someone who does not care about Irish independence can help with the violence. Another way in which hypocrisy is showing is through thoughts of characters and their dialogue. This is taking from a part where Dunlop (Cals Protestant employer) is talking to Cal about the situation in Northern Ireland: Would you do the same to the Loyalist prisoners every time a Catholic was murdered? Dunlop thinks that for any Protestant policeman who is murdered by a Catholic, two Catholics should be shot. This quotes shows that Dunlop is a hypocrite as he would shoot two Catholics every time a Protestant policeman was murdered but not if it was the other way around. This also shows that Dunlop is a bigot, which ties in with my next theme, bigotry. A bigot is a person who is obstinately or intolerantly devoted to their own religion, or opinion. Bigotry is the main cause of fear and violence in the story. One night, Cal and his father receive a note stating: GET OUT YOU FENYAN SCUM OR WELL BURN YOU OUT. THIS IS YOUR 2ND WARNING, THERE WILL BE NO OTHER UVF This clearly diplays pure bigotry. Cal and his father are being threatened to leave their home of many years, just because of their religion. This quote also shows how ignorant the UVF are, as they have spelt fenyan wrongly. This leads to Cal and his father being fearful, for example: Shamie was putting the gun beneath his pillow and climbing into bed This shows that Cals father has to keep a weapon underneath his pillow as there is a constant threat of violence. Another theme which has been cleverly developed is the theme of guilt. Cal feels guilty about his involvement in the killing of Robert, which leads to his self-loathing. At the start of the novel, the writer makes this very obvious: Merde. Crotte de chein. Merderer. Cal hates himself so much, that he makes up words to describe himself. The word merderer has a possible two meanings; it shows that he is guilty and secondly it shows his self loathing. As he becomes more and more involved with Marcella, his guilt increases: Now that he felt safe from the world outside he was being attacked from within his own head This quote is taken from the section where he is living and working with Marcella. It shows that guilt is eating him up and is destroying him and his life. The author also uses writing techniques to convey the theme of guilt: It was as if idleness had allowed dirt to accumulate on his [Cal] soul, to clog his mind, and work moved him through it untouched Mac Laverty uses this metaphor to show how Cal was brooding over Mortons death and his involvement. It also shows that he thinks that he deserves to go to hell for what he has done. When Marcella tells Cal about what Robert was really like, it complicates his guilt as he now knows that Robert sometimes brought misery to Marcella, and maybe it was good that Robert was murdered. All of these themes show the writers purpose in writing. He shows bad and good sides to both Protestant and Catholic organisations, leading to us to wonder which is the good side in the novel. The story also shows us how difficult and violent Northern Ireland was at that time in history, and how deeply everybody was affected. To an extent, the way the author writes also shows aspects of him being a bit ashamed of his country, due to the negative details and feelings he writes about. Mac Laverty uses a range of techniques to create the mood and atmosphere in the novel. One of these techniques, is his use of imagery. The story starts with this mood with the author describing the scenes taking place in an abattoir: It was immediately winched up by one of the hind shanks and its throat cut The author uses a lot of violence and blood imagery at the start of the novel to set the tone of the book. Other evidence which shows this use of evidence is that there are a lot of deaths and murders mentioned in the novel. An example of this is when Cal and his father are watching the news and the author describes the events that had happened, which were mainly murders and violence, in a way which seemed to be normal. Death permeates the novel as does religion. There are often references to the Bible and to religious symbols throughout the novel. Symbolism is another technique that Mac Laverty uses. There is also symbolism to certain fairytales, such as when Marcella is talking to Cal about her daughter, Lucy: Lucys favourite story at the minute is Repunzel This is significant as Marcella feels like she is trapped because she tries to do the right thing. The plot has been structured in a sophisticated way. The story has two climaxes: one in the middle and the other at the end. The first one occurs when the writer tells you about the death of Robert. This is significant as there is a huge tension built up before you find out. The author does this via short clues which are spread out throughout the novel and short sentences. The second climax is done in a similar way, but the paragraph in which it concludes, is quick and snappy and tells of only the most significant point, which is Cal being arrested. The dialogue of the novel is very realistic. The author does this by using Irish forms of slang, such as da instead of dad, and explicit language. The writer also uses great techniques to enhance his writing: His sin clawed at him, demanding attention The writer personifies the idea of the sin, describing the feeling of it clawing, to give the idea of Cals guilt and how is is destroying him and is eating him up. The verb clawing is associated with violence and adds to the imagery that the author uses to enhance his novel and to create the atmosphere. I thoroughly enjoyed reading Cal. It made me realise how lives can be ruined due to situations which do not even involve them. The themes of the novel also made me more aware about some peoples views and how they can sometimes be full of violence and hatred. It showed me what life was like in Ireland in those days and how we have to try to avoid anything so destructive from happening again.

Ecuadors Adoption of Finlands Education System

Ecuadors Adoption of Finlands Education System ABSTRACT This research is focused on the most viable solutions that Ecuador has to improve its educational system, based on certain characteristics and key factors of the best education system in the world that is Finnish according to the TEST PISA (2012). The three most feasible alternatives that can lead the Ecuadorian educational system to rise in the ranking of education worldwide. The possible solutions are: first, teachers will be more qualified, and thus incorporate more dynamic techniques; Second, small classes will allow for personalized learning; And third, students will develop language and artistic skills from an early age. Ecuadorians would be the ones who would benefit most, since a good quality education implies that the student has a good academic level at the regional level, therefore implies that he will be able to perform optimally in the future and in that way to help in the academic development of the country. How Would Ecuador Benefit From Adopting Finlands Education System? Tell me and I forget. Teach me and I remember. Involve me and I learn. (Benjamin Franklin, n.d), education system in Ecuador is not at higher level at regional level, much less at worldwide level, the Ecuadorian system is based in memorization and huge amounts of tests, making the classes boring for the students, moreover as Susan Segal (2016) said, the education system in Latin America is antiquated and uses a defective model. as a result, students are suffering the consequences; the Latin American students do not receive a quality education, and they achieve the minimum level of learning as shown by the results of the 2012 PISA TEST (para. 1). Ecuador need to change the system education, Ecuador need to focus and start from the bottom, this means that Ecuador need to start the change with the lowest level, from kinder garden, the children need to develop new skills related with creativity and team work, with these skills they will start to add great learning fundamentals, this will help them in their path of knowledge until their adulthood. The best way to try a change is adopting the Finland education system, which is the number 1 according 2012 PISA TEST. Because the Finnish education system is the number 1 all around the world, society thinks that their system education is strict, tedious and even boring for their students. However, the reality is the opposite, according to Dr. Tony Wagner from The Finland Phenomenon, children develop a certain kind of passion for learning and the reason is the environment, a safety, lovely and full of confidence environment between students, teachers, parents and government create the perfect environment for learn (Compton, 2011). Ecuadorian students can benefit from adopting Finlands education system in three ways: first, teachers will be more qualified, and thus incorporate more dynamic techniques; second, small classes will allow for personalized learning; and third, students will develop language and artistic skills from an early age. First of all, one of the greatest characteristic that Ecuador need to adopt form Finnish education system is lead to teach only hiring professionals qualified with a masters degree; according to William Doyle (2016), the minimum request for being a teacher in Finland is having a masters degree in education, in preference with specialization in research and classroom practice (para. 13). Teachers with higher degree of education greater number of knowledge, this is basically a fact. Due to teachers have a masters degree they know how to treat with their students, teachers can design and choose an ideal model of learning for their students with the final purpose to make easier the understanding of the knowledge imparted towards the students. The fact that teachers have a masters degree in education makes it possible for them to find the simplest, most dynamic and ideal way to get students to improve the way they absorb knowledge. Teachers besides of been fundamental is the educational aspect they are also fundamental in the emotional aspect. According to Edutopia Team (2005), one important role that teachers have is to coach a guide their students through their educative journey; teachers can manage the time reducing the lecturing time in classes for adding more time to mentoring them. (para. 8). Teachers can support to their students giving to them motivation for learning, for example putting an exercise and the first 3 students will have extra points, or giving candies for each question well attended. Having better academic preparation the teacher will be better able to adapt to the student and develop better learning methods. Second of all, A normal classroom in Ecuador is between 30 to 50 students, this fact makes to teachers more difficult to take control of the class in every aspect, as the behavior of the students or having enough time to address the doubts of all students. Meanwhile, in Finland the maximum capacity is around 20 students per each classroom, this characteristic can solve in an efficient way the problems previously mentioned. Also, a main idea is implement technological resources such as electronic devices as tools for teachers and students with the objective of develop the academic performance. It is a logical fact all around the world that while lower number of students in a classroom, higher quality of learning; how is this possible? Well, according to OCDE, There is a general perception thatà ¢Ã¢â€š ¬Ã‚ ¦ the size of the class, understood as such, could be seen as an indicator of the quality of the education system. (Education Indicators in Focus, 2012). Third of all, the Finnish educational system has a solid base from the start of education in their youngest students, it means their kindergarten students develop many skills and habits for learning and behavior in-and-outside the class. Ecuador need change from the bottom of the academic pyramid. Starting with a whole change in the educational system with kindergarten students. Also, implementing the learning-through-play-based preschools and kindergartens. Ecuador can restructure the methodologies and contents of childrens centers throughout the country. After the process of restructuring Ecuador will be ready for a future with a solid educational structure that will allow a change with respect to the new generation to the previous generations, would be an educational revolution that has as a protagonist the kindergarten children as Finnish educational system. Besides the restructuration of the educational system, the other necessary change in Ecuador would be education of quality for everyone, it means that whoever can receive education independent from the economic or social situation. The final step of the restructuring in the educational system is to provide kindergarten students with skills and habits oriented and related to the educational world. According to William Doyle (2016), children in Finnish schools not only receive basic knowledge in math, language and science. Finnish children through learning-through-play-based preschools and kindergartens, this method is used to teach second languages, arts, physic education, ethics, between others. This kind of learning is necessary because children will be able to develop concentration and cognitive focus (para.21). These fundaments will allow to students an academic progress through their educational journey. In Summary, if well the educational system of Ecuador is not the worst all around the world, is one of the worst a Latin American level. Is for this reason that the Ecuadorian educational system need to change. Due to Finnish educational system is the number one worldwide, the most recommendable option is adopting fundamental principles and characteristics from Finnish educational system that allow it to be the best in the world. In this way, we can change the future of Ecuador. What Ecuador can adopt from the educational system of Finland are: master degree teachers, more qualified teachers will incorporate more dynamic techniques and better methods to improve the education. Also, developing arts and science skills in an early age with learning-through-play-based preschools and kindergartens will allow develop concentration and cognitive focus. Finally reducing the number of students per class and adding technological tools as personalized platforms where teachers and students can interact between them and the use of applications developed to teach, for example Duolingo that teach english. In this way with this options Ecuador can change in the educational field for better. References Education system of Finland. (2013, 25 June). [Documentary]. Retrieved from https://www.youtube.com/watch?v=DnRb_PtpN7I Segal, S. (2016, May 20). The case for disruption in Latin Americas classrooms. Mecd.gob.es. (2016). Citar un sitio web Cite This For Me. [online] Available at: http://www.mecd.gob.es/dctm/inee/indicator-in-focus/edif-2012n9-esp.pdf?documentId=0901e72b814703c2 [Accessed 19 Dec. 2016]. Edutopia. (2016). Big Ideas for Better Schools: Ten Ways to Improve Education. [online] Available at: https://www.edutopia.org/big-ideas-better-schools [Accessed 19 Dec. 2016]. The Hechinger Report. (2016). How Finland broke every rule and created a top school system The Hechinger Report. [online] Available at: http://hechingerreport.org/how-finland-broke-every-rule-and-created-a-top-school-system/ [Accessed 19 Dec. 2016].

Cultural Background Knowledge And English Teaching Cultural Studies Essay

Cultural Background Knowledge And English Teaching Cultural Studies Essay Language is a mirror which reflects the entire culture, and every nation has its own culture. Language learning is inseparable from the understanding of cultural background knowledge. Cultural background knowledge is very important in language teaching. Here I want to talk about the relationship between them and how to teach. I. Introduction Language is a product of society, cultural differences led to many difficulties language learning, if you want to learn English as well, you must grasp cultural knowledge. Language learning is inseparable from the understanding of cultural background knowledge. It is necessary for teachers to pass on cultural background knowledge to students. II. Cultural  background  knowledge  and  English  teaching 1. Problems aroused by different cultural backgrounds Cultural plays an important role in language. They are linked closely. Different countries have different languages and cultures. Because of cultural differences, misunderstandings may arise, although the language used in communication may be faultless. The same words or expressions may not mean the same thing to different peoples. Because of cultural differences, a serious question may cause amusement or laughter ¼Ã¢â‚¬ ºA harmless statement may cause displeasure or anger. On the one hand, without language, culture would not be possible. On the other hand, language is influenced and shaped by culture; it reflects culture. Each culture is unique. Learning a foreign language means more than merely mastering the pronunciation, grammar, words and idioms. It means learning the ways in which their language reflects the ideas, customs, and behavior of their society, learning to understand their language of the mind. Learning a language, in fact, is inseparable from learning its culture. In china, dragon means lucky, but in the foreigners eyes dragon is the embodiment of evil. In China, we can free to ask a persons age, salary, or an items price, in the West, this is very impolite. A foreign teacher see a female student wearing a beautiful dress, she looks very nice. The teacher said happily, You look very beautiful today! The girl said shyly, No, no. This is an ordinary dress. The teacher praise a students English is pretty well, Your English is quite fluent. The student at once modestly said, No, no, my English is quite poor. The two Students answer is that the teacher never thought; and the teacher doesnt understand is that obviously female student wears the dress which looks pretty, the second students English is very good, but why both of them say, No. They make the teacher feel that they dont have their own opinions and dont know how to distinguish what is good, what is bad. A student, he met a foreigner in the park, he would like to practice his own spoken language, he said, Whats your name? What are you doing here? Follow me! The foreigner confused and thought that he did something wrong, and he had to be arrested and inquired. At last, let us see the following dialogues in many textbooks: 1. A: Whats your name? B: My name is Xiao Hong. A: How old are you? B: Im eleven. 2. A: Where are you going? B: Im going to the zoo. In china, when people meet each other, they always say, Where are you going? Are you out? although people do not want to know where you go. All the above dialogues, although forms are correct, they are not appropriate. So in language teaching, we should not only pass on knowledge of language and train learners competence of utilizing language, but also enhance teaching of relative cultural background knowledge. 2. Importance of cultural background knowledge in language teaching As we all know, Language is a part of the culture, they can not be separated each other. Therefore its necessary to understand the cultural background knowledge. In Modern high schools, the teachers mainly cultivate ability in listening, speaking, reading and writing, the ultimate aim is to train students to use English communicate with each other, the four aspects are inseparable from the cultural background knowledge. Without language, culture would not be possible. Language is influenced and shaped by culture; it reflects culture. Some people say that listening is an important aspect of communicative competence. Listening ability, reading ability, the listeners language skill, cultural background knowledge, thinking skill are closely related. If the language capability of the listener is relatively strong, but he knows a little cultural background knowledge, it is difficult to understand the meaning of the listening materials, even he makes a mistake in understanding. From this, culture plays an important role in English teaching. Speaking is not merely concerned with pronunciation and intonation. Students can only improve their oral English and reach the aim of communication by means of enormous reading, mastering rich language material and acquaintance of western culture. Therefore, in oral training, teachers should lay stress on factuality of language and adopt some material approaching to daily life, such as daily dialogues with tape, magazines, newspapers and report etc., because the material is from real life, and it helps students to be well acquainted with standard pronunciation and intonation, to speak English appropriate to the occasion, to understand western way of life and customs etc. Otherwise, misunderstanding and displeasure are inevitably aroused. In English, there are so many euphemisms that sometimes its hard to know the other ones actual mood. So we should pay attention to our answer. Reading English articles requires a certain language basis, but the competence of reading comprehension is not entirely related to ones language level. Knowledge of cultural background is also important. You can guess the meaning according to available language material, cultural background and logical reasoning. However, when we read English articles, differences between Chinese and western cultures often bring us many difficulties. People always recognize which kind of articles wrote by foreigners, which kind of articles wrote by Chinese. There are three main reasons, first, the writers English level is not so high, second, Chinese and western have different thinking ways, third, the articles style is very different because of different cultural. These three aspects show cultural play an important role in writing. In writing, we often use some modifiers to enhance the color of the article, and the articles are so vivid. Western thinks the magpie is not a sign of good luck, but Chinese think magpie is a symbol of celebration. People always say: Magpie call, something good will be happened. Therefore, cultural difference is the key that makes the articles be natural or not. If you want to achieve the level of writing of foreigners, you must grasp cultural background knowledge. Every aspects of language always reflects cultural, It means language learning and cultural background knowledge learning are not separate d. The content of cultural is very abundant, in the teaching process, the teachers shall explain cultural background knowledge in any time, make the students take language and cultural knowledge into listening, speaking, reading, writing skills, so as to the students can easily communicate with foreigners and read foreign materials. Translating and writing cant be separated from cultural background knowledge. We shall take the word dog as an example. To English-speaking people and Chinese, there are very different meanings. Lai Pi Gou and Sang JiaZhiquan are often used to describe disgusting people. But dog in English, especially in proverbs, is a commendatory term. If we translate dog into Chinese dog without exception, we may make jokes. For example: 1. Every dog has his day. 2. You are, indeed, a lucky dog., 3. Last night my father came home dog-tired. Because some learners are not well aware of the cultural differences, they take it for granted that the three sentences should be translated into the following: 1.à ¦Ã‚ ¯Ã‚ Ãƒ ¦Ã‚ Ã‚ ¡Ãƒ §Ã¢â‚¬ ¹-à ©Ã†â€™Ã‚ ½Ãƒ ¦Ã…“†°Ãƒ ¨Ã¢â‚¬ ¡Ã‚ ªÃƒ ¥Ã‚ ·Ã‚ ±Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¨Ã…  Ã¢â‚¬Å¡Ãƒ ¦- ¥Ãƒ £Ã¢â€š ¬Ã¢â‚¬Å¡ 2.à ¤Ã‚ ½Ã‚  Ãƒ §Ã…“Å ¸Ãƒ ¦Ã‹Å" ¯Ãƒ ¤Ã‚ ¸Ã¢â€š ¬Ãƒ ¦Ã‚ Ã‚ ¡Ãƒ ¥Ã‚ ¹Ã‚ ¸Ãƒ ¨Ã‚ ¿Ã‚ Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ §Ã¢â‚¬ ¹-à £Ã¢â€š ¬Ã¢â‚¬Å¡ 3.à ¦Ã‹Å" ¨Ãƒ ¦Ã¢â€ž ¢Ã… ¡Ãƒ ¦Ã‹â€ Ã¢â‚¬ËœÃƒ §Ã‹â€ Ã‚ ¸Ãƒ §Ã‹â€ Ã‚ ¸Ãƒ ¥Ã¢â‚¬ ºÃ… ¾Ãƒ ¥Ã‹â€ Ã‚ °Ãƒ ¥Ã‚ ®Ã‚ ¶Ãƒ ¤Ã‚ ¸Ã‚ ­Ãƒ ¥Ã†â€™Ã‚ Ãƒ §Ã¢â‚¬ ¹-à ¤Ã‚ ¸Ã¢â€š ¬Ãƒ ¦Ã‚  Ã‚ ·Ãƒ ¥Ã‚ ¾-à §Ã‚ ´Ã‚ ¯Ãƒ £Ã¢â€š ¬Ã¢â‚¬Å¡ In fact, the right translations are as follows: 1.à ¤Ã‚ ºÃ‚ ºÃƒ ¤Ã‚ ºÃ‚ ºÃƒ §Ã… ¡Ã¢â‚¬  Ãƒ ¦Ã…“†°Ãƒ ¥Ã‚ ¾-à ¦Ã¢â‚¬Å¾Ã‚ Ãƒ ¦- ¶Ãƒ £Ã¢â€š ¬Ã¢â‚¬Å¡ 2.à ¤Ã‚ ½Ã‚  Ãƒ §Ã…“Å ¸Ãƒ ¦Ã‹Å" ¯Ãƒ ¤Ã‚ ¸Ã‚ ªÃƒ ¥Ã‚ ¹Ã‚ ¸Ãƒ ¨Ã‚ ¿Ã‚ Ãƒ ¥Ã¢â‚¬Å¾Ã‚ ¿Ãƒ £Ã¢â€š ¬Ã¢â‚¬Å¡ 3.à ¦Ã‹Å" ¨Ãƒ ¦Ã¢â€ž ¢Ã… ¡Ãƒ ¦Ã‹â€ Ã¢â‚¬ËœÃƒ §Ã‹â€ Ã‚ ¶Ãƒ ¤Ã‚ ºÃ‚ ²Ãƒ ¥Ã¢â‚¬ ºÃ… ¾Ãƒ ¥Ã‹â€ Ã‚ °Ãƒ ¥Ã‚ ®Ã‚ ¶Ãƒ ¤Ã‚ ¸Ã‚ ­Ãƒ ©Ã‚ Ã… ¾Ãƒ ¥Ã‚ ¸Ã‚ ¸Ãƒ §Ã‚ ´Ã‚ ¯Ãƒ £Ã¢â€š ¬Ã¢â‚¬Å¡ It is clear that cultural background knowledge is necessary in language teaching. Teachers should help students to solve the difficulties in language as well as in culture. Thus, teachers should further improve your quality of teaching. Especially you should teach cultural background knowledge as possible as you can. 3. How to carry out the teaching of cultural background knowledge Firstly teachers should choose proper teaching material. Especially the foreign material should be used, just like dialogues, next, teachers should explain cultural factors involved in the material with purpose. There is an example like this: Helen: Hello, Susan, where are you going? Susan: Im going to get a magazine and some chocolate. Helen: Lets go to that newsagent in the corner. I want some cigarettes. Susan: I want to go the one down the road. Ive got to send off this parcel and there is a post-office in that one. It tells us in England some newsagentà ¢Ã¢â€š ¬Ã… ¡those shops not only sell sweets and cigarettes, but also install post office where people can send off letters and parcels. But in China, there are not such shops. If teachers dont explain for this, students may feel puzzled. Secondly, Teachers should take cultural background knowledge and English teaching into four aspects of language learning, they are listening, speaking, reading, writing skills. Teachers should give some information about cultural background knowledge in listening course. A lot of students listening level is not so high, not only because they do not grasp English words and their grammatical concept is unclear but also they dont have cultural background knowledge. There are two jokes here: à ¢Ã¢â‚¬ËœÃ‚  A: Where are you from? B: Ill ask her (Alaska) A: Why do you ask her? à ¢Ã¢â‚¬ËœÃ‚ ¡A: Where are you from? B: How are you? (Hawaii) In the two jokes, to A, B do not understand question, but if you know the United States has two states: Alaska and Hawaii, then A will not make a mistake. From this, in listening course, teachers give cultural background knowledge to students, not only enhance the listening skill of them, but also enable students to obtain knowledge. In reading course, teachers should explain cultural background knowledge. If you want to read, you must have English basic. Cultural background knowledge is so important. Thirdly, in the classroom, teacher should pay attention to proper language forms as well as suitable use of language. One way of classroom teaching is to ask students to make similar dialogues to the text. A student inevitably needs to play a role and carry on a conversation according to a certain role. Teacher should attract the students attention to his role and point out his expressions which are improper for his character or the occasion. Furthermore, remind students to pay attention to details such as pronunciation, intonation, countenance wording, gesture etc. Fourthly, teachers should use good native English videotapes and films in teaching, and then organize discussions. Teachers should use pictures, movies in teaching, students can easily understand some cultural background knowledge, and Western social and cultural factors. Fifthly, encourage students to communicate with native English speakers. But so far, we havent carried out such activities enough. In contact with native speakers, in such relaxed conversations, students can learn much knowledge, which cannot be learned in the classroom. Sixthly, hold some lectures about cultures and customs, comparing Chinese culture with western culture. In teaching, teachers should pay attention to cultural differences and study these differences. As English teachers, we should not only help students to learn a foreign language, but also to learn social and cultural background knowledge. Only so, students can widen their knowledge and thus further learn English well. III. Conclusion Language is a mirror which reflects the entire culture, and every nation has its own culture. Language learning is inseparable from the understanding of cultural background knowledge. Language is a product of society, cultural differences led to many difficulties language learning, if you want to learn English as well, you must grasp cultural knowledge. It is necessary for teachers to pass on cultural background knowledge to students. In short, there are great differences between Chinese and Western culture, language and culture are inseparable, if you do not understand the foreign language and cultural background, you can not correctly understand and use language. Not only enable students to master the basic knowledge, but should also strengthen cultural Background Knowledge in teaching, so that they learn and come from different social background, cultural practices, political systems of the people live in harmony, so as to really reach in English teaching purposes

Early Childhood Development Essay -- Papers Child Analysis Children Es

The child that I chose for my observation is a two-year-old; Caucasian, female named Crystal. While observing her in a private facility, I was able to determine if she is behind, right on target, or advanced in areas of development. I observed her physical, intellectual, social and emotional developments. Physical development includes the child's body size, body proportion, normal growth, brain development, and motor skills. Intellectual development, or cognitive development, includes play patterns, reasoning, memory, attention span, and language development. Social and emotional development includes development of empathy, emotional self-regulation, peer sociability, and sex typing. The child that I observed exhibited normal growth patterns, advanced cognitive development in language especially, and normal social and emotional development. Physically, Crystal is right on target. Even though she is shorter than other children her age, she still achieves all types of activities set fo rth for her. The general growth curve explains that the growth and changes in the body size is slower during early and middle childhood. As far as gross and fine motor developments are concerned, she is also right on target. On the playground, Crystal is running, jumping, hopping, and riding a bike. When it comes to drawing, Crystal sits very quietly and concentrates on what she is doing. Crystal is advanced intellectually for her age. Experts say that brain development is very rapid during age's 2-6 years of age. Crystal also has an excellent memory, a wide attention span, and a great imagination. Make-believe is a very important part of Crystal's everyday routine, but she can distinguish between her imagination and reality. When Crystal tells a st... ...elopment. From my experience with other children her age, weather they are children of friends or family, I believe that her attendance at a preschool has helped her a lot with the majority of her development. Generally, Crystal is a well-rounded, well-developed 2-year-old. She is a smart, insightful, and a joy to be around. I have learned a lot about her development, even in such a short period of time. Even though I have learned a lot about Crystal, the only person can and should be the true observers are the parents. I often find myself watching my brothers, sister, cousins and the children that I work with. In the last couple of weeks, I have come to understand their weaknesses and strong points of development. This is something I had never taken the time to do before. By learning and understanding development, I will be able to understand and help them better.

Bladerunner, Brave New World Essays -- essays research papers

Andrew: Well, our next guest is a man who needs no introduction. He is a literary genius, scientist, philosopher and the author of his times, ladies and gentlemen, I present to you Mr. Aldous Leonard Huxley. Huxley: Good evening Andrew. Andrew: Great to have here with us Aldous, sorry we don’t have a great deal of time so we’ll get strait into it. Your Novel Brave New World, Could you briefly tell us about your book and the role of creation within the text. Huxley: The book is about the destruction of life in the pursuit of a new one, hence the title Brave New World. The book describes a world that the characters within believe to be a utopian society. All the substance within in Brave New World begins at the New World States; places where human beings are manufactured like machines. The story takes place in a world state in the 7th century A.F. (after Ford), where social stability is based on a scientific caste system. Human beings are graded from the highest intellectuals to lowest manual workers. They are hatched from incubators and raised in communal nurseries, learning by methodical conditioning to become oblivious and accepting of their captivity. Andrew: So Aldus, tell me, where did this fascination for creation begin? Huxley: Well my grand father was Thomas Henry Huxley, an outspoken defender and advocate for Darwin's theory of evolution by natural selection. He was nicknamed "Darwin's bulldog," being the most vocal of his supporters. He quite famously told the pope; "I would rather be the offspring of two apes than be a man and afraid to face the truth." Hearing my father talk about him sparked my imagination and caused me to research the subject further. My brother is also a great biologist whom without his help the book would never have been completed. But I guess the underlining fact is; everything stems from creation, and the way in which something is created will affect its purpose and role in life. Andrew: Such as natural birth as apposed to bokanovskification within the hatcheries? Huxley: Exactly. Take childbirth for example. It is an extreme process where a pregnant woman carries a child for nine months then goes through the excruciating pains of labor for a few hours. This already creates an amazing bond between mother and child. I believe Heredity and circumstance make each individual unique, and that the uni... ...in the book. I believe Tyrell and I to be quite similar. He lives upon the top of a ziggurat, similar to the Greek gods upon Mt Olympus, and controls the genetic fate of his people the replicants. He controls their life span, fabricates a past and believes he has superior power above all he has created. Andrew: Well thank you very much Aldous, it’s been extremely interesting. The subject of a creation can have as much impact on it’s creator, as it’s creator on it. When time, money, and passion are invested into any task, (especially creation) our art becomes part of us. Tyrell’s identity is built by his creation of replicants, just like a god, and Aldous Huxley is the creator and god of his own universe. Both these people would have no identity without their creations, and their creations would not exist without them. Both Blade Runner and Brave New world center on the issues of creation, both texts using the issue as a warning for the future. As we study both text and examine what they have to offer, we should be asking where our society is heading, and are we losing a part of our own humanity within consumerism and science? Take care, of yourselves and each other, Goodnight.

A Peoples History of the United States vs the Enduring Vision Essay

How complete are our textbooks these days? Yes, they may cover Christopher Columbus’s all the way to today’s current events. But just how complete are they? Often books tend to lean a certain direction, and offer perspective from only one point of view; most commonly the views of the victors, dominant country or possibly stories of heroes. What about the other side? Far too often the lesser of the two is left out of the textbooks and out of our minds. There are always two sides to a story, in this case, much of what we read is a mere, â€Å"partial truth†. In the following paragraphs and analysis, assumptions and generalizations we have made about our country and it’s â€Å"heroes† will be examined in an in-depth interpretation of the standard American textbook, The Enduring Vision vs. Howard Zinn’s, A People’s History of the United States, a strongly worded book meant to offer a different point of view, one not of the hero, but of men they truly were. Everyone knows who discovered America, Christopher Columbus, of course! â€Å"In 1492, Columbus sailed the ocean blue† At a very young age we are taught that, but that’s only half the story. According to, The Enduring Vision, â€Å"Religious Fervor led Columbus to dream of carrying Christianity around the globe, but he also hungered for wealth and glory. †(p. 27) Upon discovery, Columbus became very fond of himself, and what he had done. He discovered a land and a people that before his discovery never existed. Because of this, Columbus’s hunger for wealth and glory came to the forefront. The textbook makes no mention of the less publicized portions of his life; it certainly was not carrying Christianity to the world. The book fails to mention, the cruel and inhumane things that were done to the Native American who currently inhabited the â€Å"New World†. Those actions seem to be brushed under the rug, because of the fact that he is an American hero. However, Howard Zinn offers a view from a different perspective. â€Å"†¦They willingly traded everything they owned†¦. They were well built, with good bodies and handsome features†¦They do not bear arms, and do not know them, for I showed them a sword, they took by the edge and cut themselves out of ignorance. They have no iron. Their spears are made of cane†¦. They would make fine servants†¦. With fifty men we could subjugate them all and make them do whatever we want. † (Zinn 17) Columbus’s lust for wealth, power, and domination of the people blinded his view of spreading Christianity. In Columbus’s report back to the royal court in Madrid, Spain, Columbus uses religious talk to convince the court that he was establishing a community, and to establish fame and a reputation back in Spain. In exchange for a little help, Columbus was to bring them, â€Å"as much gold as they need†¦ and as many slaves as they ask. Concluding his report he said, â€Å"Thus the eternal God, our Lord, gives victory to those who follow His was over apparent impossibilities† (Zinn 20) this was not entirely true, his report was exaggerated, however, the court granted him his expanded fleet and men. However, Columbus was not out to colonize the new world, he was looking for his personal gain ; Gold, and slaves. This American â€Å"Hero† isn’t everything the history books and movies make him out to be. Columbus was a liar, cruel, and was out for glory and fame. It’s a sad truth to such an important piece of an American history. As American we would like to believe that Columbus was the man he was made up to be, and definitely not a â€Å"Christ-like† figure. He was much more than an explorer who owned a few slaves; he is a man responsible for the institution of slavery and the murder of many, many Native Americans. Another well-known figure in history has a distorted past, he happens to be one of our most respected presidents; Thomas Jefferson. Jefferson is perhaps most known for his hand in writing the Declaration of Independence. Although Jefferson was a major player in gaining our country’s independence from England; he wasn’t much for granting independence to a certain group of people in America. Although, it is noted that Jefferson had a personal distaste for slavery, that did not stop him from owning slaves, hundreds of slaves until the day he died. Jefferson even slipped a portion his views into the Declaration of Independence. It is a very common cliche phrase that is known by many, in which he lists property, in a list of â€Å"unalienable† rights. That among these are Life, Liberty, and property† However, Congress didn’t approve, and instead, they chose, â€Å"Life, Liberty and the pursuit of happiness†. Slaves were often referred to as property at that time, not human beings, but property, as if they were a possession. So, who really was Jefferson, was he a noble president, who still today remains a prominent figure in the history of the United States? Or was he just like everyone else, a slave owner, and didn’t truly believe that â€Å"All men are created equal†? Personally, I believe that Jefferson was a product of the time period. Being a slave owner was common; he was in line with what wealthy plantation owners. He may have believed that slavery was not a moral institution, but that doesn’t require him to being an abolitionist. According to Zinn, Jefferson’s paragraph was removed because, â€Å"slaveholders themselves with the desirability of ending the slave trade. †(Zinn 77) Thomas Jefferson was an extremely intelligent man, and I believe he wrote that, with the foresight of the country in mind. He knew that it should not be a part of America going forward, however, at the time; it was a part of life. In addition to that, Jefferson needed to keep his popularity high, and by ending the slave-trade, Jefferson would lose many of his supporters. For this I believe that in this case Zinn may be bias, he goes after every flaw in people we look up to, and we simply cannot expect them to be perfect. Yes, they may have made some mistake and at times be hypocritical, but everyone is guilty of that at some time in their life, especially at a time where presidents where selected on what they had done in battle, not in politics. The next difference comes in the form of another president. Andrew Jackson, the face of our twenty dollar bill. According to the textbook, â€Å"Jackson’s victory over the British at the Battle of New Orleans made him a national hero, and southerners admired him as a Tennessee slaveholder, a renowned Indian fighter, and an advocate of Indian removal† 216). Many American regarded Jackson as a â€Å"Living link to a more virtuous past. † Upon, gaining the presidency, one of Jackson’s first moves was to remove all the members of upper ranking officeholders†¦of the rival party. It was not well received by many; they began calling it the â€Å"spoils system†. He defended his actions by conveying that it was on the basis of Democracy; so that more people could work for the government. Jackson often gave jobs to family members or friends before giving the public their fair shake. Jackson was also willing to give jobs to people who weren’t qualified, because he knew them. This wasn’t the only thing that Jackson took heat for; his â€Å"morals† got him into more trouble. Jackson was easily bribed, and used deception as well as force to get what he wanted. Whether it was land or gold, Jackson was willing to use his power as president for his gain. Zinn 128) Zinn, points out the fact that this will never be printed in a text book, as Jackson is a face of this country. â€Å"If you look through high school textbooks and elementary school text books in American history you will find Jackson the frontiersman, soldier, democrat, man of the people-not Jackson the slaveholder, land speculator, executioner of dissident soldiers, exterminator of the Indians. †(Zinn 125) Strong and harsh words for a man, especially a president nonetheless. As we have seen in this and past examples, that Zinn emphasizes the other side of the story, the one you don’t hear about. Unfortunately, these are stories that everyone should know. Zinn, places an emphasis on teaching what the textbooks don’t, the textbooks focus on the spoils and fame of the individual. Howard Zinn provides an alternative view that sheds light on the morals of these men, which are not well publicized. Abraham Lincoln, the savior of the Union, often considered to be one of the best if not the best presidents in the history of the United States. However, this is one of the rare instances in which Zinn agrees with the textbook. For once, Zinn focuses on the results, rather the character. Lincoln didn’t believe that the African-Americans were his equal, but he did believe they had the rights of a human being; no human should be subject to being owned by another. However, Lincoln’s main priority was to preserve the Union, and to unite the States of America. The fact that Zinn agrees with the textbook in their positive view of Lincoln, shows the Zinn is not out to attack our great American Heroes. However, Zinn simply wishes for the other side of the story to be told, after all, all this stuff should be taught. Teaching as if this never happened, is like teaching addition without subtraction. Finally, we conclude with yet another president; our first President of the United States, George Washington: The fearless and ambitious leader that America looked to, to become our first president and lead the country in a positive direction. The Enduring Vision says it well, â€Å"American Victory depended on the ability of one man to keep his army fighting despite defeat† (120) Washington’s record in battle was poor, he lost more times than he won. However, the important part was that the people followed him. George was exceptionally tall for this time, so people naturally looked to him to lead them-despite losing. However, Washington was a slaveholder himself. Although, he did free them before he died. During the Revolutionary war, Washington did turn down a request of black slaves to fight in the army. (Zinn 83) Despite, his downfall, George Washington was an honorable man, who was the perfect choice for first President of the United States. Zinn tends to tarnish Washington’s reputation, with some of the things he chooses to publish; he gives Washington little credit for his accomplishments. In fact, I believe that Washington’s failures is what makes him such an insightful historical figure, failure spurred his ambition for bigger and better things. In conclusion, I have determined that much of what is printed is only partial truth. Thanks to Howard Zinn, people can explore the character that shaped out country. Although Zinn may seem to attack these men, he is simply pointing out that they weren’t the men they are made out to be in modern day history books and films. After reading, A People’s History of the United States, I am very pleased that someone decided that the truth must be told; even though it is not always what we want to hear.