Success in The Old Man and the Sea :: Ernest Hemmingway

Success Comes in Many Forms Obtaining a goal can bring success to one’s outer â€Å"world† and to one’s inner spirit, the mind and soul. An achievement may bring recognition and respect from surrounding peers. It can also encourage one’s self esteem as well as give them more courage. In Ernest Hemmingway’s The Old Man and the Sea, Santiago receives outer, material formed success by earning the respect of his fellow peers and by attaining more physical strength. He also receives inner, spiritual formed success by gaining more self esteem. First, the old man receives outer success by earning the respect and appreciation of the boy and the other fishermen. The boy is speaking to the old man in his shack after the old man’s long journey, â€Å"You must get well fast for there is much that I can learn and you can teach me everything† (Hemmingway 126). The boy appreciates the fact that the old man spends time to teach him about fishing. He respects him a great deal for he knows that the old man is very wise and is a magnificent fisherman. The fellow fishermen also show respect towards the old man as they note the size of the fish after the old man returns home, â€Å"What a fish it was, there has never been such a fish† (123). The men admire the fact that the old man has caught the biggest fish that they have seen. Many fishermen resented Santiago at first, however their opinion changed once they realized what the old man has gone through. Being admired by others plays a major role in improving oneâ⠂¬â„¢s morale. Secondly, Santiago experiences material success because of the augmented physical strength he attains from the obstacles that he is forced to face. The old man is walking home to his shack after he returns from his strenuous journey, â€Å"He had to sit down five times before he reached his shack† (121). The old man is exhausted from his trip because he had spent so much energy catching the fish. Plenty of strength must have been gained from the exertion of this much energy. During the shark attacks, Santiago is optimistic about what good the bleeding from his hands will bring. â€Å"The bleeding may keep the left from cramping† (111). The old man is so strong that he uses the bleeding pain to suffocate a different source of pain. Not only that, but just the fact of keeping a positive attitude about a situation like this is a great accomplishment which can only be obtained from strength. Success in The Old Man and the Sea :: Ernest Hemmingway Success Comes in Many Forms Obtaining a goal can bring success to one’s outer â€Å"world† and to one’s inner spirit, the mind and soul. An achievement may bring recognition and respect from surrounding peers. It can also encourage one’s self esteem as well as give them more courage. In Ernest Hemmingway’s The Old Man and the Sea, Santiago receives outer, material formed success by earning the respect of his fellow peers and by attaining more physical strength. He also receives inner, spiritual formed success by gaining more self esteem. First, the old man receives outer success by earning the respect and appreciation of the boy and the other fishermen. The boy is speaking to the old man in his shack after the old man’s long journey, â€Å"You must get well fast for there is much that I can learn and you can teach me everything† (Hemmingway 126). The boy appreciates the fact that the old man spends time to teach him about fishing. He respects him a great deal for he knows that the old man is very wise and is a magnificent fisherman. The fellow fishermen also show respect towards the old man as they note the size of the fish after the old man returns home, â€Å"What a fish it was, there has never been such a fish† (123). The men admire the fact that the old man has caught the biggest fish that they have seen. Many fishermen resented Santiago at first, however their opinion changed once they realized what the old man has gone through. Being admired by others plays a major role in improving oneâ⠂¬â„¢s morale. Secondly, Santiago experiences material success because of the augmented physical strength he attains from the obstacles that he is forced to face. The old man is walking home to his shack after he returns from his strenuous journey, â€Å"He had to sit down five times before he reached his shack† (121). The old man is exhausted from his trip because he had spent so much energy catching the fish. Plenty of strength must have been gained from the exertion of this much energy. During the shark attacks, Santiago is optimistic about what good the bleeding from his hands will bring. â€Å"The bleeding may keep the left from cramping† (111). The old man is so strong that he uses the bleeding pain to suffocate a different source of pain. Not only that, but just the fact of keeping a positive attitude about a situation like this is a great accomplishment which can only be obtained from strength.

Implement Customer Service Standards Essay

According to the survey recently performed on ABC Bank, it has been found that there has been a big decrease in the number of customers over the past six months. This is due to poor customer service. Therefore, Peter Sellers, as the Manager of the bank, needs to confirm the same and make a report about the issue as soon as possible. In order for Peter to be able to identify the customer service satisfaction or problems, he will use different methods to gather information from both internal and external customers. Suggestion boxes or comment cards will be available, to gather information, complaints and feedback, internally. There will be one-on-one questioning, observation as well as being able to do online surveys and/or fill survey forms, at their convenience. For external customers, feedback will be collected through emails, surveys, questionnaires and/or complete online surveys. Peter has decided to use the brainstorming method so as to able to undertake solutions to the problems identified. According to him, brainstorming will be a useful way of generating radical solutions to the problems. Since brainstorming combines a relaxed, informal approach to problem-solving with lateral thinking, it asks that people come up with crazy and creative ideas and thoughts that can be crafted into original, creative solutions to the problem that needs to be solved, while others can still come up with more ideas. As brainstorming can be divided into two types: individual and group brainstorming; Peter has decided to go with individual brainstorming. He feels that when his staff brainstorm on their own, they come up with more ideas (and often better quality ideas) than groups of people who brainstorm together. Eventually he will place his staff members into group brainstorming, as group brainstorming can develop ideas in more depth than individual brainstorming. It also helps everyone to feel that they have contributed to the solution and it reminds people that other people have creative ideas to offer. Most of the time, brainstorming is fun and it can be a great way for team building. Afterwards, he will combine the individual and group brainstorming, in order to get the best results out of all the ideas generated from the brainstorming sessions. Changes will be transmitted to employees via emails, letters, memos, reports, bulletins, and electronic mail and will be communicated to the external environment through electronic mail, internet web sites, letters, advertisements, brochures, as well as news releases will be used. Sending messages through mobile phones will be used, since nowadays Mobile SMS has become a popular type of informal written communication. Meetings, conferences or conventions will also be convened internally. Quality management can be considered to have four main components: quality planning, quality control, quality assurance and quality improvement. It does not aim to assure ‘good quality’ by the general definition, but rather to ensure that an organisation or product is consistent. It is focused not only on product/service quality, but also the means to achieve it. Quality management therefore uses quality assurance and control of processes as well as products to achieve more consistent quality. According to Peter, International Organisational Standards (ISO) will be the best quality management system to ensure establishing quality organisational service standards.

Jeffersonian VS Hamiltonian Ideals

Alexander Hamilton was the sculptor who chiseled the rough edges of America’s economy away. He was the essential part in the plan to solve the massive war debt after the revolution. As a strong federalist, he had views that he and his party shared and were deemed fit for the refinement of America’s economy. Thomas Jefferson was his eternal rival in terms of views. Along with James Madison, Jefferson was the polar opposite to Hamilton. The two past presidents seemed to be rigid with their views concerning political strategies the United States was taking in its early decades.These men before their presidencies were rock solid anti-federalist. However, Jefferson and Madison had yet to experience the heaviness of the political tension they would be dealt with once elected into office. Hamiltonian views were applicable to the challenges Madison and Jefferson faced. They began to differ to the side of federalist as they realized that anti-federalism was not practical for the young America. The presidents of 1801-1817 made turnarounds during their presidencies once they saw contradicting actions became necessary for the country's welfare.Thomas Jefferson made moderate changes in his presidential behavior, resembling Hamiltonian actions, for the benefit of America while James Madison saw federalist Hamiltonian views as a better fit to the country’s government and acted on his changed views to a higher extent meaning that both presidents adapted within their respectful presidencies as they saw fit for the better benefit of the nation. Before the election of Jefferson in 1801 there was a clear line between federalist and antifederalist views that were defined by the lines of conflicts between Hamilton and Jefferson in the 1790s.In 1791 Hamilton argued that a National Bank would be of great benefit to the economy and would be the keystone of his plan for economic refinement. Jefferson was against it in every aspect. (Document A) Thomas’s logic was that the written constitution was not a wall of rules for the states but rather a wall to contain the federal government. Thomas perceived it as the confines the federal government had to work within; no more no less. Madison described it as a constitutional charter of constructs.  (Document C)Thomas debates that the powers left unaddressed by the constitution are given to the states; Thomas uses the tenth amendment as evidence for his argument against the national bank. (Document A) However, a national bank is set up anyways, but it expires once its twenty charter is up. Hamilton wanted a consistent neutrality for the United States to express internationally as part of his plan. Britain was a crucial trade partner with America and would be needed once peacetime had begun and routine trade could begin.Jefferson and Madison believed isolation was the proper way to go; even in 1808 Jefferson passed the Embargo Act shutting all trade ports to other countries. (Document F) Jeffer son saw trade as a source of conflict and a gateway to wars, which was not wrong. Alexander wanted neutrality to keep international trade so the economy would thrive. Jefferson was already in favor of complete isolation from any other country in any sort of manner. (Document D) Jefferson would argue against Hamilton over the topic of isolation versus neutrality.Jefferson believed that international trade and tariffs were unnecessary to the nation however tariffs were strongly supported by the federalists. (Document H) These taxes federalists would pass were planned to help pay for internal improvements. However, Madisonians/Jeffersonians believed that it is the state’s responsibility to pay for the improvements. (Document I) Hamilton also supported the use of force when domestic rebellion is unable to be contained by laws alone.  (Document B)Jefferson and other anti-federalists viewed this as encroachment on state’s liberties and thought the federal government was ex tending its boundaries. Even in 1798 Jefferson was seeing the federal government infringe on the states rights with the Sedition Acts. Madison states that it is the state’s responsibility and right to interject when the federal government is crossing lines over any state’s natural rights. (Document C) Many Jeffersonian editors were arrested for showing strong negativity to the US government in papers.Jeffersonians saw the Sedition Acts as the catapult that launched the federal government over the wall that was set up to separate state power and federal power. The federalists, who were the creators of the law, used it as an advantage against Jeffersonians but set it to expire in 1801 in anticipation of the same act being used against them. Jeffersonians/Madisonians also sided with the French during their revolution in Europe and during their war against Britain. They saw the French as a future sister republic to relate to.Hamiltonians/federalists were naturally siding w ith the British to keep up consistency with Hamilton’s economic plan. Although, Jefferson in 1808 was thought to have passed the Embargo Act to help the French instead of practical reasons according to propaganda in the time period. (Document F) Jefferson will come to contradict himself once his presidency follows through. Madison will come to act identical to Hamilton and will be known for the turnaround he made. From 1801-1817 both Jefferson and Madison make changes to their normal agenda so they can adapt to their difficult situations as presidents.In 1805 African pirates seized American ships in the Mediterranean and were only taking ransoms for their freedom. (Document E) . Jefferson’s hand was forced and a five year war lasting until 1805 broke out. Jefferson wanted to be isolated from the world for proper growth but he was dragged into the war and forced to fight. Even though Jefferson tried to solve his problem with international trade with the Embargo Act of 1 808 it was quickly adjusted with the Non-Intercourse Act of 1809 that reopened trade with all nations of Europe except France and Britain.This was due to a massive public disapproval and merchants having excess goods that were normally shipped to England in their warehouses because of the ports shut down. (Document F) Jefferson showed little change from Democratic-republican views to practical Hamiltonian views when compared to his successor in the presidency: James Madison. John Adams admitted to Benjamin Waterhouse that his vote would go to Madison because he saw how the federal government was operating on a system he tried to enact during his years as president.Madison showed federalist views and was in no way concealing them. James passed the tariff of 1816 as a protective tax for the textile industry in New England. This new tariff was looked down on by the anti-federalist community despite being passed by Madison. (Document H) Another big issue Madison had changed on was inter nal improvements. His supporters began to see the scale of the improvements and how states do not have the resources to build them. (Document I) The majority of Madison’s terms was spent changing his perspective and that is why his views changed drastically.Jefferson made leaps of change when responsibility struck while he was president; as did Madison when his whole viewpoint was altered to federalism and made practical actions to show his change in a much higher extent than Jefferson. Despite the wide gap between the two presidents and their rival, Hamilton, they made a bridge to compromise with themselves for the better of the young United States. Jefferson stepped out of his comfort zone because his views were not sufficient to run the government. Madison was already adapting to the position of president once the War of 1812 seemed inevitable.  (Document G)Jeffersonians were adapting closer federalistic views during Madison’s presidency. (Document I) Jefferson wa s a leader who stuck to his basic principles as best as he could until his hand was forced while Madison adopted federalist views because a federalistic point of view was beneficial to the United States rather than anti-federalist views that impeded the nation’s progress; lastly, Jefferson was hardly a changed anti-federalist when compared to the responses Madison made but they were both no longer the stone cold anti-federalists they once were.

The Highwayman Literary Devices Essays

The Highwayman Literary Devices Essays The Highwayman Literary Devices Paper The Highwayman Literary Devices Paper Essay Topic: Poetry metaphor The wind was a torrent of darkness. simile Dumb as a dog he listened. alliteration His face burned like a brand as the black cascade of perfume onomatopoeia Tlot-tlot! Tlot-tlot! Had they heard it? personification There was Death at every window.. repetition Then look for me by moonlight, Watch for me by moonlight, Ill come to thee by moonlight. situational irony The characters in the poem do not know Tim the ostler is listening to their plans. The reader has information the characters do not. allusion King Georges men came marching up to the old inn door. stanza a group of lines in a poem similar to a paragraph in an essay hook for the poem Set the Scene clincher for the poem Hook and Return emphatic verb I did love the poem The Highwayman. I do recommend it to everyone! imagery black cascade of perfume came tumbling over his breast.. external conflict a conflict between a character and another person or nature internal conflict a conflict between a character and himself ballad a poem with a song-like quality, usually with a romantic theme narrative poem a poem that tells a story rhythm and meter a pattern of stressed and unstressed syllables to create a sound effect metaphor The road was a ribbon of moonlight simile His hair like moldy hay

Shock Art essays

Shock Art essays How has art that has shocked, influenced the views of the public and the art establishment, through the centuries? Art which has shocked has always been a controversial topic, because it commands a response, whether the spectator be affected with shock, daze, or surprise, this as a result has influenced the views of society through the ages. I have chosen to study the above subject matter as it is a topic in which I have experienced in my life time already and therefore is a topic I can broach, analyse and be influenced by. Many of the artists that I have chosen to analysis were outcasts amongst peers, whilst some were and are icons of their own movements; however whatever their status many of them were met with controversy as their ideas were seen as distasteful and disagreeable by the public, rather than radical and inspirational. I intend to analyse the work of artists who have shocked throughout the timeline, from when social barriers were high and restricting in the period of Fauvism and Picasso, pending through the centuries finishing with modern artists today and the relative freedom which they now express. The aim is to find conclusive evidence to firstly answer the title of the investigation, and secondly to understand the true concept of shock, how it is created, the motives behind its creation and what factors influence the artist. So from the Fauvists to Jake and Dinos Chapman I welcome you to follow the long line of trend makers who have rocked the art establishment over the centuries. ...

Cosmos Episode 11 Viewing Worksheet

Cosmos Episode 11 Viewing Worksheet   Its movie day! Those are words almost all students like to hear when they enter their classrooms. Many times, these  movie or video days  are used as a reward for students. However, they can also be used to supplement a lesson or topic they are learning about in class.   There are many great science-related movies and videos available for teachers, but one that is entertaining and has great and accessible explanations of science is the Fox series   ​Cosmos: A Spacetime Odyssey hosted by Neil deGrasse Tyson. Below is a set of questions that can be copy and pasted into a worksheet for students to fill out as they view Cosmos episode 11. It can also be used as a quiz after the video is shown. Feel free to copy and it and tweak it as necessary.    Cosmos Episode 11 Worksheet  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Name:______________    Directions: Answer the questions as you watch episode 11 of Cosmos: A Spacetime Odyssey entitled, â€Å"The Immortals†.    1.   How does Neil deGrasse Tyson say our ancestors marked the passage of time?    2.   Where was civilization, including written language, born?    3.   Enheduanna is considered to be the first person to do what?    4.   What is the name of Enheduanna’s poem that an excerpt is read from?    5.   What is the name of the hero in the story of the great flood?    6.   How many years before the Bible was written was this account of the great flood?    7.   In what form does everyone carry the message of life in their bodies?    8.   What kind of molecules may have gotten together in the sunlit pools of water to form the first life?    9.   Where, underwater, could the first life have formed?    10.   How could the first life have â€Å"hitchhiked† to Earth?    11.   What was the name of the village near Alexandria, Egypt where the meteor hit in 1911?    12.   Where was the meteorite that hit Egypt originally from?    13.   How can meteorites be â€Å"interplanetary arks†?    14.   How could life on Earth have survived the large number of asteroid and meteor strikes early in its life history?    15.   How does Neil deGrasse Tyson say a dandelion is like an ark?    16.   How could life travel to very distant planets in outer space?    17.   What year did we first announce our presence to the galaxy?    18.   What was the name of the project that had radio waves bouncing off the Moon?    19.   How long does it take a radio wave sent from Earth to make it to the Moon’s surface?    20.   How many miles do Earth’s radio waves travel in one year?    21.   What year did we begin listening with radio telescopes for messages from life on other planets?    22.   Give one possible thing we could be doing wrong when listening for messages from life on other planets.    23.   What are two reasons Mesopotamia is now a wasteland instead of a thriving civilization?    24.   What did the people of Mesopotamia think caused the great drought in 2200 BC?    25.   What great civilization would be wiped out in Central America 3000 years later when another abrupt climate change happened?    26.   Where was the last supervolcano eruption and how long ago did it happen?    27.   What was the secret weapon the Europeans brought with them that helped defeat the American Natives?    28.   What is the main problem with our current economic systems from when they were made?    29.   What does Neil deGrasse Tyson say is a good measure of intelligence?    30.   What is the greatest hallmark of the human species?    31.   What state does Neil deGrasse Tyson compare giant elliptical galaxies to?    32.   When, on the new year of the Cosmic Calendar, does Neil deGrasse Tyson predict humans will learn to share our tiny planet?

The organizational culture for results Research Paper

The organizational culture for results - Research Paper Example The research revealed the existence of several cultures and subcultures in Widney Cabs Ltd that matched the theoretical models developed by both Schein in the three level of classification i.e. Assumptions, Values and Artefacts and Denison's classification that outlines four attributes namely: Involvement, Consistency, Adaptability and Mission. This study will evaluate and assess the different aspects of organizational culture that exist in Widney Cabs Ltd. The study examines these culture(s) and sub cultures in light of the relationship with models or classification from academic literature, existing knowledge and theories on organizational culture. Jacques (1951) defines organizational culture as the customary or traditional ways of thinking and doing things common to most members of an organization. There exists a significant level of formal knowledge on the subject of culture(s) and sub-cultures that exist in organizations and their effects on the organizational behaviour. Founders and leaders of organizations create these cultures, which are then developed and sustained by people. Organization's executives generate and impart the organization's ideals. They also promote the core values that convey inclination to certain behaviors or effects. Norms on the other hand express acceptable ways of achieving set goals. Studies have shown that the development of organizational culture requires interaction within the membership. (Louis, Posner, and Powell 1983). According to Schein (1985), there are three levels of culture,the basic being Assumptions that form the foundation of culture. Assumptions Espoused values Artefacts (Beliefs, thoughts) (Goals, strategies e.t.c) (Visible manifestations) Fig 1. These assumptions are unconscious beliefs, thoughts, perceptions, and feelings. Next to these are the espoused values that consist of goals, philosophies. Lastly are the artefacts, which are physical manifestations, which may not be obvious to a lay observer of organizational behaviour and process. Schein's model has had a wide acceptance and has in many ways allowed insight on culture. However the model raises some questions: Who is unconscious about these assumptions It is presumed that the researcher will be aware but not the organizational members. What happen to the presumption when the organizational members learn about the Assumptions It is important that leaders learn about the underlying links that hold artefacts; values and assumptions together so that they can better understand the usefulness of this model in creating positive organizational change. Research by John VanMaanan and Steven Barley (1984) shed some light on the nature of interactions. They found out that intera ction was "cognitive and behavioural". New personnel learn from the established workplace community the conventional occupational behaviours and practices that are acceptable across the board. In organizations